Drama! Semester 2

Drama! Semester 1

  • Work Given Out the Week of May 18th

    ZOOM MEETING THIS FRIDAY 1:40-2:40: Very Important you do your best to attend the meeting as it is our last meeting of the year! We will make sure everyone understands the rubric and requirements for the final dance videos and there will be a Q and A time after. It should be a shorter meeting, prepare any questions you might have.

    Please review the feedback and video explanation so you can improve the last 2 pages of your Final 5 Page Analysis Paper, which is worth 100 points.

    Feedback and Strong and Weak Examples of Last 2 Pages of Final 5 Page Analysis Paper

    Important Improvements To Make/Instructions for Page 4.5-5 video

    Other Important Videos with instructions, examples of final dance videos, and the final dance rubric explanation are below:

    Drama Zoom Video Explanation of Last Assignments for the Term

    Drama Zoom Meeting May 15th GREAT EXAMPLES FOR FINAL PROJECTS

     READ THIS FOR WHEN YOU ARE EDITTING YOUR FINAL VIDEOS:

    *****Order of Final Dance Video:

    1.Introduction: Either just put your names or put pictures/and poses/movements of your character looking at camera 

    2.Music being used, name of ALL artists and songs, name of editing apps

    3.Final Dance Video portion (if you use a prop(s) that supports the message then it is extra credit)

    4.Message (type it out)

    1. Solo Dance Analysis Explanation Paragraph (you will discuss this at the end of your solo video, so rehearse it so the speech flows smoothly and you aren’t just reading it to us):

    6.Extra Credit Bloopers

    Important Due Dates!!!

    ATTENTION ALL SENIORS: BECAUSE SENIOR GRADES ARE DUE BEFORE ANY OTHER STUDENTS READ THE FOLLOWING CAREFULLY!

    ALL OF YOUR MAKE UP WORK YOU WANT TO TURN IN FOR DRAMA was DUE BY SATURDAY MAY 16TH AT 11:59PM TO JUPITER

    SENIOR REHEARSAL SOLO DANCE VIDEOS WILL BE DUE BY SUNDAY MAY 17TH BY 11:59PM TO JUPITER, MESSAGE MS. MURRAY ON JUPITER WHEN YOU SUBMIT IT SO THAT SHE CAN GIVE YOU FEEDBACK ASAP (I have messaged those of you who haven't done so yet and you must turn this in May 19th by 11:59pm so I can give you feedback, you can use the feedback and spend May 20th rehearsing and then film and submit your FINAL SOLO DANCE BRAINSTORM ON TIME)

    SENIOR FINAL SOLO DANCE VIDEOS WILL BE DUE BY WEDNESDAY MAY 20TH BY 11:59PM TEST YOUR VIDEOS TO MAKE SURE THEY WORK AND MESSAGE MS. MURRAY ON JUPITER WHEN YOU SUBMIT YOUR VIDEOS


    9TH-12TH DUE DATES:

    1.Final 5 Page Analysis Paper by Monday May 18th by 11:59pm

    ***worth 45% of your grade because it is a written project

    2.**Solo Dance Brainstorm is due by Thursday May 14th by 11:59pm to jupiter (WAS ALREADY DO, BUT TURN IN ASAP BY WEDNESDAY MAY 20TH BY 11:59PM)

    3.EXTRA CREDIT OPPORTUNITIES FOR EVERYONE:

    1.E.C. Drama Hours: For those of you that have completed hours on the sign in sheet and on helperhelper for drama, please submit those pictures to the assignment on jupiter by Sunday May 17th by 11:59pm

    ***can earn up to 5% higher on overall grade, the more hours you did, the more extra credit you will get

    2.E.C. Coal Miner/Banker Drawing:Use your coal miner/banker charts to complete a detailed drawing of the background and character’s facial expressions, posture, emotions, gestures, and costume design due by Monday May 18th by 11:59pm

    ***can earn up to 5% higher on overall grade if done well

    Follow the EXTRA CREDIT: Coal Miner/Banker Drawing Instructions

    4.Expressive Movement Notes Part 2: Effort Qualities (including the video notes, paragraph, and summary of the notes)

     These notes should be in cornell style and be turned in by Wednesday May 20th to jupiter by 11:59pm (Ms. Murray forgot to open this assignment)

    5.Music’s Impact on Emotions Exit ticket on. Due by Monday May 18 by 11:59pm to jupiter (ONLY 1OPTS FOR PARTICIPATION, SO PRIORITIZE)
    Music Links ARE BELOW IN LEARNING OBJECTIVES

     

    9TH-11TH GRADER'S FINAL PROJECT DUE DATES:

    *EVERYONE ELE'S REHEARSAL SOLO DANCE VIDEOS ARE DUE TO JUPITER BY TUESDAY MAY 19TH BY 11:59PM

    *Everyone else's FINAL SOLO DANCE VIDEOS WILL BE DUE TO JUPITER BY FRIDAY MAY 22ND BY 11:59PM

    *ALL 9-11TH MAKE UP WORK IS DUE TO JUPITER BY SATURDAY MAY 23RD BY 11:59PM

     

    Learning Objectives:

    1. IF YOU HAVEN'T DONE THIS YET:I can demonstrate my knowledge of effort qualities and body shapes and show that I know how to analyze a dancer's facial expressions, body shape, and effort qualities and interpret how they support the character's emotions and an overall message by taking detailed notes on Expressive Movement Notes Part 2: Effort Qualities (including the video notes, paragraph, and summary of the notes)

     These notes should be in cornell style and be turned in by Wednesday May 20th to jupiter by 11:59pm (Ms. Murray forgot to open this assignment)

     

    2.IF YOU HAVEN'T DONE THIS YET (WATCH VIDEO AND LOOK AT DOCUMENT LISTED ABOVE FOR HELP AND FEEDBACK)I can make sure I have completed pages 1-4.5/5 of my 5 Page Analysis Paper asap and use Ms. Murray's feedback to copy and paste all of those pages onto a new document, highlight any changes/improvements I make in yellow, turn it into the assignment on Jupiter called Final 5 Page Analysis Paper by Monday May 18th by 11:59pm

    ***worth 45% of your grade because it is a written project

    ****These improvements will demonstrate my ability to analyze a dramatic scene and use my own inferences from the script and my prior knowledge to make purposeful choices for costume, make up, character analysis, acting choices, and understand HOW the background of a character contributes to their emotions, personality, and current goal in the scene.

    3.IF YOU HAVEN'T DONE THIS YET:I can use the example/instructions for the Solo Dance Brainstorm to complete my own brainstorm for my solo dance by creating a message I want to teach the audience and making sure that the rest of my choices and performance supports/helps reveal the message.SEE LINK ABOVE FOR ALL INSTRUCTIONS AND PARTS TO THIS ASSIGNMENT.

     

    **Solo Dance Brainstorm is due by Thursday May 14th by 11:59pm to jupiter (WAS ALREADY DO, BUT TURN IN ASAP BY WEDNESDAY MAY 20TH BY 11:59PM)

    ****CURRENT ASSIGNMENTS 4. I can use my solo dance brainstorm and the Solo Dance Rubric to begin rehearsing and then submit a Rehearsal Solo Dance video to jupiter by:

    Sunday May 17th for Seniors by 11:59pm to jupiter 

    Tuesday May 19th for 9-11th graders by 11:59pm to jupiter 

    ****5.CURRENT ASSIGNMENT WORTH LOTS OF POINTS IN TEH PROJECT CATEGORY (45% OF YOUR GRADE) I can use Ms. Murray's feedback, the Solo Dance Rubric, and my solo dance brainstorm to help me rehearse, and improve my dance to film, edit, and submit my FINAL Solo Dance Video to Jupiter

    BY WEDNESDAY MAY 20TH BY 11:59PM FOR 12TH GRADERS 

    BY FRIDAY MAY 22ND BY 11:59PM FOR 9TH-11TH GRADERS

    READ THIS FOR WHEN YOU ARE EDITTING YOUR FINAL VIDEOS:

    *****Order of Final Dance Video:

    1.Introduction: Either just put your names or put pictures/and poses/movements of your character looking at camera 

    2.Music being used, name of ALL artists and songs, name of editing apps

    3.Final Dance Video portion (if you use a prop(s) that supports the message then it is extra credit)

    4.Message (type it out)

    1. Solo Dance Analysis Explanation Paragraph (you will discuss this at the end of your solo video, so rehearse it so the speech flows smoothly and you aren’t just reading it to us):

    6.Extra Credit Bloopers

     

    6.I can listen to the following music links and choose 1 to complete Music’s Impact on Emotions Exit ticket on. Due by Monday May 18 by 11:59pm to jupiter (ONLY 1OPTS FOR PARTICIPATION, SO PRIORITIZE)
    Music Links:

    https://www.youtube.com/watch?v=BpwCJzPlz8k I hate everything about you

    https://www.youtube.com/watch?v=_BNRBgxiS2c this is me

    https://www.youtube.com/watch?v=r_8ydghbGSg Skyscraper

    https://www.youtube.com/watch?v=TtHZs4GrarY her last words

    https://www.youtube.com/watch?v=WQnAxOQxQIU truly madly deeply

    https://www.youtube.com/watch?v=6R9fSfnxSN0 in  my room

    https://www.youtube.com/watch?v=NEkXCYrQUAg cotton eyed joe

    https://www.youtube.com/watch?v=rbc_LxfhSoY I’m feeling hot, hot, hot

    https://www.youtube.com/watch?v=Cxv-h62XLAM Fire Burning

    https://www.youtube.com/watch?v=6rgStv12dwA Suga, Suga so fly

    https://www.youtube.com/watch?v=Wmc8bQoL-J0 I’m a Survivor

    https://www.youtube.com/watch?v=kXYiU_JCYtU Numb

    https://www.youtube.com/watch?v=keb3AIK_TVQ down with the sickness

    https://www.youtube.com/watch?v=e8qDOGLCSFo this is my fight song

    https://www.youtube.com/watch?v=dWErisOfeyE hips don’t lie

    https://www.youtube.com/watch?v=DNyKDI9pn0Q My heart will go on

    https://www.youtube.com/watch?v=817P8W8-mGE perfect

    https://www.youtube.com/watch?v=Yc6T9iY9SOU count on me

    https://www.youtube.com/watch?v=L3HQMbQAWRc don’t worry be happy

     

    Homework: Abide by the above due dates for the assignments! Pay attention Seniors, as your assignments and grades are due before anyone else's.

    Work Given Out the Week of May 11th

    ZOOM MEETING THIS FRIDAY 1:40-2:40: Very Important you do your best to attend the meeting as we will be discussing your requirements and examples of student and other dance videos so that you are prepared to do your best on your Final Solo Dance Project Zoom Class Meeting May 8th Part 1 (watch both part 1 and part 2)

    Zoom Class Meeting May 8th PART 2****WATCH EVEN IF YOU ATTENDED THE ZOOM MEETING LIVE, IT HAS IMPORTANT DETAILS AND EXPLANATIONS IN THE LAST PART OF THE VIDEO ESPECIALLY FOR THOSE WHO ALREADY ATTENDED IT)

    SOLO DANCE VIDEOS WILL BE DUE BY FRIDAY MAY 22ND BY 11:59PM

    *Make sure everyone has submitted their 6 Basic Body Shapes and Emotions Tik-Tok

    ATTENTION ALL SENIORS: BECAUSE SENIOR GRADES ARE DUE BEFORE ANY OTHER STUDENTS READ THE FOLLOWING CAREFULLY!

    ALL OF YOUR MAKE UP WORK YOU WANT TO TURN IN FOR DRAMA IS DUE BY SATURDAY MAY 16TH AT 11:59PM TO JUPITER

    SENIOR REHEARSAL SOLO DANCE VIDEOS WILL BE DUE BY SUNDAY MAY 17TH BY 11:59PM TO JUPITER, MESSAGE MS. MURRAY ON JUPITER WHEN YOU SUBMIT IT SO THAT SHE CAN GIVE YOU FEEDBACK ASAP

    SENIOR FINAL SOLO DANCE VIDEOS WILL BE DUE BY WEDNESDAY MAY 20TH BY 11:59PM TEST YOUR VIDEOS TO MAKE SURE THEY WORK AND MESSAGE MS. MURRAY ON JUPITER WHEN YOU SUBMIT YOUR VIDEOS

    *Everyone else's FINALSOLO DANCE VIDEOS WILL BE DUE BY FRIDAY MAY 22ND BY 11:59PM

    Watch these detailed examples below, who did very well and even added choreography, used their own creative dance moves, and use effort qualities before they were even taught them! Transitions were very smooth, great energy, and effort!

    The one thing these videos can work on is making sure they more clearly show their facial expressions, exaggerate them and show them up close on the camera BEFORE performing each shape. 
    Student Tik-tok 1

    Student Tik-tok 2

    Student Tik-tok 3

    Learning Objectives:

    1. I can demonstrate my knowledge of effort qualities and body shapes and show that I know how to analyze a dancer's facial expressions, body shape, and effort qualities and interpret how they support the character's emotions and an overall message by taking detailed notes on Expressive Movement Notes Part 2: Effort Qualities (including the video notes, paragraph, and summary of the notes)

     These notes should be in cornell style and be turned in by Wednesday May 13th by 11:59pm to Jupiter.

     

    2.I can make sure I have completed pages 1-4.5/5 of my 5 Page Analysis Paper asap and use Ms. Murray's feedback to copy and paste all of those pages onto a new document, highlight any changes/improvements I make in yellow, turn it into the assignment on Jupiter called Final 5 Page Analysis Paper by Monday May 18th by 11:59pm

    ***worth 45% of your grade because it is a written project

    ****These improvements will demonstrate my ability to analyze a dramatic scene and use my own inferences from the script and my prior knowledge to make purposeful choices for costume, make up, character analysis, acting choices, and understand HOW the background of a character contributes to their emotions, personality, and current goal in the scene.

    3.I can use the example/instructions for the Solo Dance Brainstorm to complete my own brainstorm for my solo dance by creating a message I want to teach the audience and making sure that the rest of my choices and performance supports/helps reveal the message, including:

    a.main emotions

    b.music

    c. 3-6 body shapes, at least 4 effort qualities, 2-3 creative dance moves

    d.Drawings of main dance moves, including facial expressions, 3 sections of the stage and much more (look at example link above for more details)

    e.Costume sketch and rationale

    f.Makeup Sketch and rationale

    g.Props List: EXTRA CREDIT if you use a prop and can explain in your Solo Dance Analysis Explanation how the props symbolize an emotion or other aspect of the dance that supports the message.

    h.Solo Dance Analysis Explanation: Write a 5-8 sentence paragraph clearly explaining how all of your choices support your message. Use the following colors(in the example document) to highlight and color code your paragraph to make sure you include everything

    **Solo Dance Brainstorm is due by Thursday May 14th by 11:59pm to jupiter

    4. I can use my solo dance brainstorm and the Solo Dance Rubric to begin rehearsing and then submit a Rehearsal Solo Dance video to jupiter by:

    Sunday May 17th for Seniors by 11:59pm to jupiter 

    Tuesday May 19th for 9-11th graders by 11:59pm to jupiter 

    5.I can listen to the following music links and choose 1 to complete Music’s Impact on Emotions Exit ticket on. Due by Monday May 18 by 11:59pm to jupiter
    Music Links:

    https://www.youtube.com/watch?v=BpwCJzPlz8k I hate everything about you

    https://www.youtube.com/watch?v=_BNRBgxiS2c this is me

    https://www.youtube.com/watch?v=r_8ydghbGSg Skyscraper

    https://www.youtube.com/watch?v=TtHZs4GrarY her last words

    https://www.youtube.com/watch?v=WQnAxOQxQIU truly madly deeply

    https://www.youtube.com/watch?v=6R9fSfnxSN0 in  my room

    https://www.youtube.com/watch?v=NEkXCYrQUAg cotton eyed joe

    https://www.youtube.com/watch?v=rbc_LxfhSoY I’m feeling hot, hot, hot

    https://www.youtube.com/watch?v=Cxv-h62XLAM Fire Burning

    https://www.youtube.com/watch?v=6rgStv12dwA Suga, Suga so fly

    https://www.youtube.com/watch?v=Wmc8bQoL-J0 I’m a Survivor

    https://www.youtube.com/watch?v=kXYiU_JCYtU Numb

    https://www.youtube.com/watch?v=keb3AIK_TVQ down with the sickness

    https://www.youtube.com/watch?v=e8qDOGLCSFo this is my fight song

    https://www.youtube.com/watch?v=dWErisOfeyE hips don’t lie

    https://www.youtube.com/watch?v=DNyKDI9pn0Q My heart will go on

    https://www.youtube.com/watch?v=817P8W8-mGE perfect

    https://www.youtube.com/watch?v=Yc6T9iY9SOU count on me

    https://www.youtube.com/watch?v=L3HQMbQAWRc don’t worry be happy

    EXTRA CREDIT OPPORTUNITIES:

    1.E.C. Drama Hours: For those of you that have completed hours on the sign in sheet and on helperhelper for drama, please submit those pictures to the assignment on jupiter by Sunday May 17th by 11:59pm

    ***can earn up to 5% higher on overall grade, the more hours you did, the more extra credit you will get

    2.E.C. Coal Miner/Banker Drawing:Use your coal miner/banker charts to complete a detailed drawing of the background and character’s facial expressions, posture, emotions, gestures, and costume design due by Monday May 18th by 11:59pm

    ***can earn up to 5% higher on overall grade if done well

    Follow the EXTRA CREDIT: Coal Miner/Banker Drawing Instructions

    Homework: Abide by the above due dates for the assignments! Pay attention Seniors, as your assignments and grades are due before anyone else's.


     

     

    Work Given Out the Week of May 4th!

    ZOOM MEETING THIS FRIDAY 1:40-2:40: Very Important you do your best to attend the meeting as we will be starting our next Unit: Expressive Movement (dance), so make sure you are there to take notes, engage in conversations, discuss examples of body shapes and what emotions they portray, watch examples of dance videos, AND BODY EFFORT QUALITIES! (WE WILL BE TAKING NOTES ON EXPRESSIVE MOVEMENT NOTES PART 2)

    1. I can make sure I turn my page 3 in of my 5 Page Scene Analysis Paper if I am behind: read, reflect, and analyze the character I chose from the "Breakfast Special" on page 175 in my drama book, and complete page 3 by following the following instructions:

    Page 3. For that same character, using inferences from the script and your own prior knowledge identify that character's objective in the scene, the message of the scene, and complete a character sketch chart and a character bio paragraph. This is due by May 6th at 11:59pm to jupiter. Scroll down to page 3 to see the example of this page.5 page Scene Analysis Paper 

     2.I can take detailed Cornell style Notes about Expressive Movement Notes Part 1: Body Shapes either on a google doc, use this template, or on the next page in your notebook. Turn your notes into jupiter by  Monday May 4th is preferred/Tuesday May 5th by 11:59pm

    I know I can successfully take detailed notes about body shapes, begin to identify them, and understand which shapes are used to express which common emotions by following along with the video Ms. Murray took of the Zoom Class Meeting May 1st (it is also located with all the other videos at the top, right hand corner of the teacher page) and DON'T FORGET TO DO YOUR SUMMARY! 

    3.I can demonstrate my knowledge and practice of doing the 6 Basic Body Shapes while showing through my EXAGGERATED facial expressions, WHICH COMMON EMOTIONS are revealed by each shape by submiting a tik-tok video/short video of myself performing all 6 body shapes with some fun, school appropriate background music. MAKE SURE YOU LABEL EACH SHAPE AND THE EMOTION IT SHOWS (DIGITALLY OR JUST SHOW A PIECE OF PAPER WITH A CLEARLY WRITTEN LABEL) 

    DUE to jupiter BEFORE OUR ZOOM MEETING NEXT FRIDAY MAY 8TH AT 1:40PM *choose an emotion THAT ACCURATELY GOES ALONG WITH each shape, and show it on your face. I will USE my NOTES AND THE Expressive Movement Notes Part 1: Body Shapes to help me

    4.I can study my Expressive Movement Notes Part 1: Body Shapes and use them to successfully pass my Pre-Quiz with a C or better on juno by Tuesday May 5th by 11:59pm

    5.I can study my Expressive Movement Notes Part 1: Body Shapes and use the pre-quiz to review and successfully pass the Expressive Movement Notes Part 1: Body Shapes Quiz at the start of our zoom meeting on Friday May 8th NO NOTES

    6.I can review pages 1-3 of my 5 page Scene Analysis Paper  and the scene on page 175 of my drama book, think deeply and write with details to complete pages 4.5-5. I can explain how all of these aspects (costume and make up designs, character analysis and development, character sketch chart and character bios) support your character's EMOTIONS AND HOW THEY WOULD ACT AS THE CHARACTER THEY CHOSE IN ORDER TO SHOW A CLEAR MESSAGE to the audience.

    DUE TO JUPITER BY MAY 9TH AT 11:59PM

    Homework:

    1. Page 3 of 5 Page Analysis Paper is Due on Turn in by May 6th at 11:59pm
    2. Finish Expressive Movement Notes Part 1: Body Shape, watch the video, and do the summary and turn them into jupiter by Monday May 4th is preferred/Tuesday May 5th by 11:59pm
    3. Take your Expressive Movement Notes Part 1 Pre-Quiz by Tuesday May 5th by 11:59pm, on Juno, can use notes
    4. Real Quiz at the start of our zoom meeting on Friday May 8th NO NOTES

    5.Submit a tik-tok video/short video of you demonstrating all 6 body shapes with sound fun, school appropriate background music. DUE BEFORE OUR ZOOM MEETING NEXT FRIDAY MAY 8TH AT 1:40PM *choose an emotion for each shape, and show it on your face.LABEL THE SHAPE AND THE EMOTION

    6.Page 4 and 5. (4.5 pages at least)Then, students will write 3 paragraphs explaining how all these aspects (costume and make up designs, character analysis and development, character sketch chart and character bios) support their character’s EMOTIONS AND HOW THEY WOULD ACT AS THE CHARACTER THEY CHOSE IN ORDER TO SHOW A CLEAR MESSAGE to the audience.

    Look over all the work you you have done the pages 1-3, and the scene on page 175 of your drama book, think deeply, write with details! DUE TO JUPITER BY MAY 9TH AT 11:59PM 

    ****As a heads up: 3.Fix pages 1-4.5/5 of your 5 page Analysis Paper using my feedback. Highlight the changes you made in yellow, due by May 16th by 11:59pm

     ***You can upload videos and turn them in via the following options:Make sure video links are turned INTO JUPITER.

    Video Submission Options

       a. submit from your google drive directly to jupiter *sometimes this doesn't work if the video is too long*

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     


    Work Given Out the Week of April 27th

    ZOOM MEETING THIS FRIDAY 1:40-2:40: Very Important you do your best to attend the meeting as we will be starting our next Unit: Expressive Movement (dance), so make sure you are there to take notes, engage in conversations, discuss examples of body shapes and what emotions they portray, watch examples of dance videos where actors use different body shape, etc.

    BEFORE THE MEETING: 

    Take some time to make a list of 2-3 songs that impact you emotionally, make you feel happy, sad, nostalgic, excited, etc. make sure they are school appropriate/Clean Versions:

    List of songs that Impact My Emotions: Must be submitted to jupiter before our zoom meeting next Friday May 1st by 1:40pm. We are doing this assignment so you can start becoming aware and familiar with how music can have an impact on your emotions. (This assignment is learning objective number 3 below)

    This will become more important as we begin our solo dance project where you will have to choose the message behind your dance, choose school appropriate music, 3-5 basic body shapes, 4 effort qualities, choose the make up and costume, and finally incorporate some of your own dance moves, all of which supports your message you want to teach the audience 

    Learning Objectives: (1a. is if you are behind, then you need to submit rehearsal videos asap, get my feedback ans use it to rehearse and improve for your final videos and submit the NEW and IMPROVED final videos to the final video assignment, which was originally due last week)

    1.a. I can use the feedback Ms. Murray has given you from your Rehearsal Academy Award Speech Video to practice multiple times and then when you have it well practiced and memorized record and submit a Final Academy Award Speech Video to jupiter that shows you EXAGGERATING YOUR FACIAL EXPRESSIONS, GESTURES, FULL BODY MOVEMENT, VOCAL INFLECTION AND PITCH TO SHOW YOUR EMOTIONS AND OBJECTIVE IN THE SPEECH. THIS IS 45% OF YOUR GRADE AS IT IS A PROJECT.

     

    1b. I can make sure to read and begin to analyze and understand the scene called, "Breakfast Special" on page 175 of your drama books. I can then analyze and understand 1 of the main characters, the waitress or the customer, and choose 1 of them to play the role of as an actor, costume and make up designer, and a director of the play as you complete page 1 of the 5 pages assigned in the 5 Page Analysis paper.

    I know I will be able to achieve this objective by designing the costume and completing the chart and drawing,describing what colors and design patterns I chose for the character I am playing and explaining why I chose those colors and designs. How do they relate to/reveal my character's personality, emotions, and goals in the scene. This is due by Monday April 27th by 11:59pm to jupiter.

    Here are some Costume Sketch and Character Chart Rationale Examples 

    1.c.I can read and begin to analyze the character I will by hypothetically playing (the waitress/waiter or the customer) from page 175 and design, draw, label, and explain  how the make up colors and design choices I have made for the make up of this character REVEAL THE CHARACTER'S EMOTIONS AND PERSONALITY by completing page 2 from the 5 page Scene Analysis Paper

    Submit Page 2 as well to jupiter by Thursday April 30th by 11:59pm.

    Make up Sketch and Rationale Examples (look here for 2 strong examples and 1 weak)

    2.I can make sure to use Mrs. Murray's feedback to improve and fix your accent final and example videos and the Emotional and Objective Planning document to improve my score and show my learning. These changes/fixes should be made by next Thursday April 30th by 11:59pm.

    3.I can take some time to make a list of 2-3 songs that impact you emotionally, make you feel happy, sad, nostalgic, excited, etc. make sure they are school appropriate/Clean Versions:

    List of songs that Impact My Emotions: Must be submitted to jupiter before our zoom meeting This Friday May 1st by 1:40pm

    4. I can read, reflect, and analyze the character I chose from the "Breakfast Special" on page 175 in my drama book, and complete page 3 by following the following instructions:

    Page 3. For that same character, using inferences from the script and your own prior knowledge identify that character's objective in the scene, the message of the scene, and complete a character sketch chart and a character bio paragraph. This is due by Sunday May 3rd by 11:59pm to jupiter. Scroll down to page 3 to see the example of this page.5 page Scene Analysis Paper 

    Agenda:

    1.Review the feedback I gave you on your Rehearsal Academy Award Speech Video and use it to improve and submit your final video links to jupiter asap.

    2.Now make sure you have completed page 1 (costume sketch and rationale chart) and page 2 (make up sketch and rationale) of the 5 Page Analysis Paper and that it is done well, detailed, and submitted to jupiter.

    3.Complete the List of songs that Impact My Emotions: Must be submitted to jupiter before our zoom meeting This Friday May 1st by 1:40pm

    4.Review the feedback given to you on the Emotional and Objective Planning document and the both the final and example accents videos and make improvements 

     ***You can upload videos and turn them in via the following options:Make sure video links are turned INTO JUPITER.

    Video Submission Options

       a. submit from your google drive directly to jupiter *sometimes this doesn't work if the video is too long*

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Here are some Costume Sketch and Character Chart Rationale Examples for previous student assignments:

    Homework: Reminder of important assignments and due dates: ZOOM MEETING THIS FRIDAY 1:40-2:40

    MEETING INVITE IS GOING TO BE JUPITER MESSAGED TO YOU!

    1.Follow the instructions and ABIDE by the due dates above.


    Work Given Out the Week of April 20th

    ZOOM MEETING THIS FRIDAY 1:40-2:40

    Learning Objectives:

    1. I can use the feedback Ms. Murray has given you from your Rehearsal Academy Award Speech Video to practice multiple times and then when you have it well practiced and memorized record and submit a Final Academy Award Speech Video to jupiter that shows you EXAGGERATING YOUR FACIAL EXPRESSIONS, GESTURES, FULL BODY MOVEMENT, VOCAL INFLECTION AND PITCH TO SHOW YOUR EMOTIONS AND OBJECTIVE IN THE SPEECH. THIS IS 45% OF YOUR GRADE AS IT IS A PROJECT.

    2. I can use Mrs. Murray's feedback to improve and fix your accent final and example videos and the Emotional and Objective Planning document to improve my score and show my learning. These changes/fixes should be made by next Thursday April 30th by 11:59pm.

    If you just recently submitted the Rehearsal Videos, I haven't had time to give feedback, so wait until I do. Remember these are due Wednesday, April 22nd by 12am. or if you need more time at the very latest the beginning of next week. 

    3. I can read and begin to analyze and understand the scene called, "Breakfast Special" on page 175 of your drama books. I can then analyze and understand 1 of the main characters, the waitress or the customer, and choose 1 of them to play the role of as an actor, costume and make up designer, and a director of the play as you complete page 1 of the 5 pages assigned in the 5 Page Analysis paper.

    I know I will be able to achieve this objective by designing the costume and completing the chart and drawing,describing what colors and design patterns I chose for the character I am playing and explaining why I chose those colors and designs. How do they relate to/reveal my character's personality, emotions, and goals in the scene. This is due by Monday April 27th by 11:59pm to jupiter.

     

    4. I can read and begin to analyze the character I will by hypothetically playing (the waitress/waiter or the customer) from page 175 and design, draw, and explain the colors and design choices for the make up of this character by completing page 2 from the 5 page Scene Analysis Paper

     Page 2 as well to jupiter by Thursday April 30th by 11:59pm.
    *** design and explain the make up choices you would make that reveals the character's emotions and personality by completing the Make Up Sketch and Rationale

    Agenda:

    1.Review the feedback I gave you on your Rehearsal Academy Award Speech Video and use it to improve and submit your final video links to jupiter asap.

    2.Review the feedback given to you on the Emotional and Objective Planning document and the both the final and example accents videos and make improvements

    3.Now make sure you have completed page 1 of the 5 Page Analysis Paper and that it is done well and detailed

    4.Now complete page 2 of the 5 Page Analysis Paper and that it is done well and detailed. Make sure it is colored and neat and that a great deal of thought was put into the character you wil be playing and clearly explain your choices. All characters must wear make up, explain even if your make up is more natural

     

     ***You can upload videos and turn them in via the following options:Make sure video links are turned INTO JUPITER.

    Video Submission Options

       a. submit from your google drive directly to jupiter *sometimes this doesn't work if the video is too long*

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     

    Here are some Costume Sketch and Character Chart Rationale Examples for previous student assignments:

    Homework: Reminder of important assignments and due dates: ZOOM MEETING THIS FRIDAY 1:40-2:40

    MEETING INVITE IS GOING TO BE JUPITER MESSAGED TO YOU!

    1.Follow the instructions and ABIDE by the due dates above.

    Work Given Out the Week of April 13th

     ZOOM MEETING THIS FRIDAY 1:40-2:40

    MEETING INVITE IS GOING TO BE JUPITER MESSAGED TO YOU!

    Learning Objectives:

    1. 1.I can review some of my actors body notes, the 13 basic principles of body language, actor's voice vocabulary, and how to do different facial expressions so that I can practice my ability to show the emotions of myself as an actress with my voice, full body movement, facial expressions, and gestures by rehearsing and performing my Academy Award Speech and submitting rehearasal videos and final performance videos.

    I know I will achieve this objective by finishing the rehearsal video demonstrating my character as the actor/actress accepting the academy award and emphasizing an important issue and inspiring the audience to help in the cause by exaggerating my facial expressions, voice, full body movement, and gestures to show my character's emotions and objective in the scene. I can glance occasionally at my speech for the rehearsal video, but I will have it memorized for the final video.

    2. I can read and begin to analyze and understand the scene called, "Breakfast Special" on page 175 of your drama books. I can then analyze and understand 1 of the main characters, the waitress or the customer, and choose 1 of them to play the role of as an actor, costume and make up designer, and a director of the play as you complete page 1 of the 5 pages assigned in the 5 Page Analysis paper.

    I know I will be able to achieve this objective by designing the costume and completing the chart and drawing,describing what colors and design patterns I chose for the character I am playing and explaining why I chose those colors and designs. How do they relate to/reveal my character's personality, emotions, and goals in the scene.

    Agenda:

    1.Make sure you have already turned in the final accent video and sentences that you created to jupiter, the link is up now

    2.Review the following rubrics and make sure you submit the rehearsal video of the academy award speeches by April 14th by 12am to jupiter, as close to that due date as possible. Then, rehearse and memorize your speech making sure you exaggerate your facial expressions, voice, full body movements, and gestures in the video and upload the final video to the jupiter assignment by next Wednesday, April 22nd by 12am.

    *Rubrics for these assignments are below:

        Academy Award Speech Rehearsal Video Rubric

        Academy Award Speech Final Video Rubric

     ***You can upload videos and turn them in via the following options:

    Video Submission Options

       a. submit from your google drive directly to jupiter *sometimes this doesn't work if the video is too long*

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     3.Due by Monday April 27th by 11:59pm, is page 1 of your 5 page Scene Analysis Paper (instructions are on this link and we will be discussing this at our zoom meeting this Friday at 1:40-2:40). 

    a.After reading the "Breakfast Special" scene on page 175 of your drama books and choosing which character you would like to play as an actor and analyze, the waitress or customer, you will then:

    b.design, color, draw and explain the costume choices (color, pattern design, props, accessories like hats, jewelry, glasses, etc.) you would make that reveal that character's personality and emotions in the scene by completing the Costume Sketch (don't have to print it can digitally draw on it or make your own version on a separate piece of paper, do a neat job and be creative, it doesn't have to be perfect, just detailed). Follow the instructions on the document, make a copy of it, put your name on it, label the drawing. Every choice you make has a purpose behind it, you need to know why you are designing it in that way.

    c.Now complete the and Costume Chart Rationale (where you thoroughly explain how each of your choices reveals the character's emotions and personality). You add your information in the chart.

    Only this page is due by Monday April 27th by 11:59pm because I want you to do a really good job with your Academy Award Speech as the final video is going into the PROJECT category and this week I will be giving feedback on the rehearsal video you made. Also, I want you to take your time and understand how to design a costume with purpose. 

    Here are some Costume Sketch and Character Chart Rationale Examples for previous student assignments:

    Homework: Reminder of important assignments and due dates: ZOOM MEETING THIS FRIDAY 1:40-2:40

    MEETING INVITE IS GOING TO BE JUPITER MESSAGED TO YOU!

    1.Make sure you have already turned in the final accent video and sentences that you created to jupiter, the link is up now

    2.After reviewing the following rubrics and make sure you submit the rehearsal video of the academy award speeches by April 14th by 12am to jupiter, as close to that due date as possible. Then, rehearse and memorize your speech making sure you exaggerate your facial expressions, voice, full body movements, and gestures in the video and upload the final video to the jupiter assignment by next Wednesday, April 22nd by 12am. Follow the video submission options above

    *Rubrics for these assignments are below:

        Academy Award Speech Rehearsal Video Rubric

        Academy Award Speech Final Video Rubric

    3.Due by Monday April 27th by 11:59pm, is page 1 of your 5 page Scene Analysis Paper (instructions are on this link and we will be discussing this at our zoom meeting this Friday at 1:40-2:40).Turn it into the jupiter assignment titled Page 1 of 5 page analysis paper.

    a.After reading the "Breakfast Special" scene on page 175 of your drama books and choosing which character you would like to play as an actor and analyze, the waitress or customer, you will then:

    b.design, color, draw and explain the costume choices (color, pattern design, props, accessories like hats, jewelry, glasses, etc.) you would make that reveal that character's personality and emotions in the scene by completing the Costume Sketch (don't have to print it can digitally draw on it or make your own version on a separate piece of paper, do a neat job and be creative, it doesn't have to be perfect, just detailed). Follow the instructions on the document, make a copy of it, put your name on it, label the drawing. Every choice you make has a purpose behind it, you need to know why you are designing it in that way.

    c.Now complete the and Costume Chart Rationale (where you thoroughly explain how each of your choices reveals the character's emotions and personality). You add your information in the chart.

    Only this page is due by Monday April 27th by 11:59pm because I want you to do a really good job with your Academy Award Speech as the final video is going into the PROJECT category and this week I will be giving feedback on the rehearsal video you made. Also, I want you to take your time and understand how to design a costume with purpose. 

    Here are some Costume Sketch and Character Chart Rationale Examples for previous student assignments:


      

    Work Given Out the Week of April 6th

    Important Announcements:

     1.I have noticed some students are struggling with remembering to click can edit so I can leave my feedback and more easily grade you. From now on, please click can edit or else I can't grade your assignments until you do, which can delay the grading of your work, my ability to give you feedback, and your learning

    2.Starting this, week, today April 6th any assignments given will be graded, so make sure you are keeping with your work as this week marks the start of our official distance learning.

    Back to School Zoom Meeting Important Information Video

    Assignments Explanation for wk of April 6th

    Learning Objective:

    1.a.I can practice british and southern accents with the example videos below and then record a video of me performing one of the example sentences from the video in BOTH a Southern and a British accent as a practice video. This will count as participation points.

    b.then I can write 1 sentence of my own for each accent and then perform that accent the best way I can, this will count as a mini-project, it will test your ability to change your inflection (tone), pitch, and the way you form words in your articulation and punctuation so Ms.Murray can easily understand WHAT you are saying and the accent you are doing is ACCURATE.

    2.I can review some of my actors body notes, the 13 basic principles of body language, actor's voice vocabulary, and how to do different facial expressions so that I can practice my ability to show the emotions of myself as an actress with my voice, full body movement, facial expressions, and gestures by rehearsing and performing my Academy Award Speech and submitting rehearasal videos and final performance videos.

    Agenda:

    1.I can watch each of the following videos

    a.Southern

    b.British (upper class) FIXED

    2.Now, I can go back and I can type 1 example sentence that the person gives you to practice on this google doc. I can then practice saying it 3-5 times, then record or have someone in my house help me record me saying the practice sentence. I can turn both of these assignments, the google doc of the example sentence and the example video of Both Accents into the Assignment, labeling each accent on the video on a piece of paper in bold writing so I can tell which accent you are doing, on jupiter titled Example of Southern and British accents to jupiter by Saturday April 11th by 12am

    3.Then, on Monday, April 13th by 12am submit your 1 sentence you create of your own for the Southern and British accent on this google doc. Then, practice 5-10 times those sentences in both accents and then film the best one and submit it to the same assignment as you did the google doc, this assignment is titled, Final Accents Sentences and Videos,  labeling each accent on the video on a piece of paper in bold writing so I can tell which accent you are doing on jupiter. Both the sentences and videos should be done by 12am Monday April 13th

    *Rubrics for these assignments are below:

      Practice Example  Southern and British Accent Video Rubric

     Final Southern and British Accent Video Rubric

    4. I can review and refresh my memory about the notes for ALL 13 basic principles of body language, the actor's body notes, actor's voice vocabulary. Take a picture of it and then submit it to the jupiter assignment titled 13 Basic Principles of Body Language by the end of the period, how to do different facial expressions for about 15 to 30 minutes.

    5. Now, I can use that information that I just reviewed to help me as I begin to rehearse and understand the main 1 to 2 emotions that my character, myself as an actor/actress is trying to show the audience in the Academy Award Speech that I wrote a long time ago. (you submitted it to jupiter and it should be in your drive)

    6.Now complete this google doc and rehearse as much as you can before recording a 2-3ish minute rehearsal video of yourself. It doesn't have to be perfect, but you should be well practiced and not be reading from your speech the entire time, you can glance for this rehearsal video. Submit this rehearsal video to the Academy Award Speech Rehearsal Video assignment on jupiter by 12am on Tuesday April 14th.

    **The final video will be due next Wednesday April 22nd by 12am to jupiter. It will go into the project category as well.

    *Rubrics for these assignments are below:

        Academy Award Speech Rehearsal Video Rubric

        Academy Award Speech Final Video Rubric

     

    Homework: Reminder of important assignments and due dates:

    1.Complete the google doc of the example sentences typed up for BOTH the Southern and British Accents and the practice videos of you performing both accents, labeling each accent on the video on a piece of paper in bold writing so I can tell which accent you are doing is due to the assignment titled, Example of Southern and British accents to jupiter by Saturday April 11th by 12am

    2.Complete this google doc of the sentences that you created on your own typed up for Both the Southern and British Accents and after rehearsing the sentences doing an accurate and clearly pronounced accent about 5-10 times, record the best version of BOTH accents, labeling each accent on the video on a piece of paper in bold writing so I can tell which accent you are doing. Submit it to the assignment titled, Final Accents Sentences and Videos on jupiter. Both the sentences and videos should be done by 12am Monday April 13th

    3. I can use that information that I just reviewed about the actor's body and voice, to help me as I begin to rehearse and understand the main 1 to 2 emotions that my character, myself as an actor/actress is trying to show the audience in the Academy Award Speech that I wrote a long time ago. (you submitted it to jupiter and it should be in your drive)

    4.Now complete Emotional and Objetive Planning for Academy Award Speech and rehearse as much as you can before recording a 2-3ish minute rehearsal video of yourself. It doesn't have to be perfect, but you should be well practiced and not be reading from your speech the entire time, you can glance for this rehearsal video. Submit this Emotional and Objective Planning for Academy Award Speech by 12am on Tuesday April 14th.  and rehearsal video to the Academy Award Speech Rehearsal Video assignment on jupiter by 12am on Tuesday April 14th.

    **The final video will be due to the Final Academy Award Speech next Wednesday April 22nd by 12am to jupiter. It will go into the project category as well.


     

    Work Given Out the Week of March 30th

    Learning Objective: 

    1.I can use the feedback Ms. Murray gave me on my 2 Paragraph Movie Message Analysis in order to make improvements to it

    2.I can read Relaxation/Meditation Activities for Stress and Anxiety, watch the How to Meditate Video and choose 1 Visual Imagery Guided Meditations and 1 Mindfulness Meditations activity to do in a quiet, calm place in your house

    3.I can answer the reflection questions with 2-3 detailed, complete sentences demonstrating what I learned and experienced from this activity and how it can be valuable to me both as a person and as a performer.

    Agenda:

    1.Look at the comments on the 2 Paragraph Movie Message Analysis assignment on jupiter. If Ms. Murray didn't give you any yet, she will by Wednesday evening April 2nd, so check back again then. Use the feedback to follow the directions below to improve your written response:

    Instructions to Improve your Written Response:
    1.Make a copy of your original document and past one a new doc. Title it Improved 2 Paragraph Movie Message Analysis
    2.Now read my comments and feedback and improve your original response using my feedback and your own knowledge
    3.Reread it one more time for any errors and weaknesses and HIGHLIGHT IN GREEN any improvements you have made
    4.Now, submit the link to the Improved 2 Paragraph Movie Message Analysis assignment on jupiter

    This is due by Saturday April 4th by 12am

    2.Now, read the Relaxation/Meditation Activities for Stress and Anxiety (information is on the link), watch the How to Meditate Video

    3.Then, choose 1 Visual Imagery Guided Meditations and 1 Mindfulness Meditations activity to do in a quiet, calm place in your house

    4.After doing both activities answer the Relaxation/Meditation Reflections Questions # 1.  Submit this to the assignment Relaxation/Meditation Reflection Questions 1 on jupiter by Monday April 6th by 12am

    Homework:

    1.I can use Ms. Murray's feedback to improve my 2 Paragraph Movie Message Analysis. I can follow the instructions to do so.

    If Ms. Murray didn't give you any yet, she will by Wednesday evening April 2nd, so check back again then. Use the feedback to follow the directions below to improve your written response:

    Instructions to Improve your Written Response:
    1.Make a copy of your original document and past one a new doc. Title it Improved 2 Paragraph Movie Message Analysis
    2.Now read my comments and feedback and improve your original response using my feedback and your own knowledge
    3.Reread it one more time for any errors and weaknesses and HIGHLIGHT IN GREEN any improvements you have made
    4.Now, submit the link to the Improved 2 Paragraph Movie Message Analysis assignment on jupiter

    This is due by Saturday April 4th by 12am

    2.Finish reading the information and watching the How to Meditate Video on this link Relaxation/Meditation Activities for Stress and Anxiety

    3.Choose choose 1 Visual Imagery Guided Meditations and 1 Mindfulness Meditations and complete Relaxation/Meditation Reflections Questions # 1.

    This is due by Monday April 6th by 12am

     


    Work Given Out the Week of March 26th

    Learning Objective:

    I can watch a film of my choosing, pg 13 or lower rating, and analyze the different elements to better understand how the theatrical elements of special, lighting, and sound effects as well as costume, character portrayal (acting), setting, music, etc. support the movie's overall message.

    I know I will be able to do this by successfully completing my 1st Movie Evaluation Worksheet.

    Agenda:

    1.Choose a movie, any one as long as it is school appropriate. It can be one you have seen before, just rewatch it

    2.During/shortly after watching it complete 1st Movie Evaluation Worksheet. Your answers should be 2-3 DETAILED AND COMPLETE sentences. Read everything carefully and click on the links on the document, they offer examples and additional information to help you better understand each theatrical element discussed on the worksheet.

    3.After completing this and turning it into the correct jupiter assignment by 12am on Sunday, March 29th, you can begin completing your 2 Paragraph Movie Message Analysis, this is due by Tuesday, March 31st by 12am to the correct jupiter assignment.

    Homework: Reminder of the due dates above

    1.Watch the movie and complete 1st Movie Evaluation Worksheetand turn it into the correct jupiter assignment by 12am on Sunday, March 29th

    2.Complete your 2 Paragraph Movie Message Analysis, this is due by Tuesday, March 31st by 12am to the correct jupiter assignment.


     

    March 13th:

    1. I can give 1 other group and myself POSITIVE, CONSTRUCTIVE, AND SPECIFIC feedback about 1 strength and 2 weaknesses to help everyone improve before performing my Emotional Portrayal Tableau Quiz.

    2. I can demonstrate my ability to reveal EXAGGERATED AND PRECISE facial expressions, gestures, and full body movement to convey 2 CLEAR emotions to the audience during my Emotional Portrayal Quiz.

    Agenda:

    1.Review Emotional Portrayal Tableau Quiz Rubric 

    2.Look at each Tableau as a class and give feedback to 1 group and to yourself. Remember to use Effective Feedback for Performances 

    Finish after reviewing examples: Emotional Portrayal Pre-Quiz Reflection Feedback as individuals as we discuss the feedback in class. This feedback is due BEFORE CLASS TOMORROW 3/13 if you don't finish in class. Turn it into jupiter when you are done.

    **Remember, that ANY feedback give to you, your group, or your classmates by your peers or Ms. Murray should be taken into consideration in order to improve your performance, if you don't show improvement then your score won't improve for the Emotional Portrayal Tableau Quiz.

    4.Now, use the feedback given to rehearse and improve your performances of the Emotional Portrayal Tableau Quiz.  Complete a brainstorm of the emotion, purpose, facial expressions, gestures, and full body movement, 10 minutes

    5.Then, rehearse for 15 minutes

    Complete Emotional Portrayal Tableau Quiz rehearsal and take pictures of EACH of your 2 Emotions in your tableaus and open a new google doc and put all of your group/pair names on it. Underneath each picture label the emotion and the purpose in the scene. Then, turn it into the assignment on jupiter titled Emotional Portrayal Tableua Quiz.

    6.If time, do Character Bus (Emotional Improv Game) and Play 10 Seconds to Make it Game/watch a movie?

    Homework: Enjoy your break, if you only had drama for 1 term and need to make up your hours, then complete the 5 Page Analysis Paper. This is due by 12am on Monday 3/23 to jupiter.


    March 12th:

    Learning Objective:

    1. I can give 1 other group and myself POSITIVE, CONSTRUCTIVE, AND SPECIFIC feedback about 1 strength and 2 weaknesses to help everyone improve before performing my Emotional Portrayal Tableau Quiz.

    2. I can demonstrate my ability to reveal EXAGGERATED AND PRECISE facial expressions, gestures, and full body movement to convey 2 CLEAR emotions to the audience during my Emotional Portrayal Quiz.

    Agenda:

    1.Review Emotional Portrayal Tableau Quiz Rubric 

    2.Perform the Pre-Quiz live to see how well the group does at freezing and being silent.

    3.Look at each Tableau as a class and give feedback to 1 group and to yourself. Remember to use Effective Feedback for Performances 

    Complete Emotional Portrayal Pre-Quiz Reflection Feedback as individuals as we discuss the feedback in class. This feedback is due BEFORE CLASS TOMORROW 3/13 if you don't finish in class. Turn it into jupiter when you are done.

    **Remember, that ANY feedback give to you, your group, or your classmates by your peers or Ms. Murray should be taken into consideration in order to improve your performance, if you don't show improvement then your score won't improve for the Emotional Portrayal Tableau Quiz.

    4.Now, use the feedback given to rehearse and improve your performances of the Emotional Portrayal Tableau Quiz.

    Complete Emotional Portrayal Tableau Pre Quiz rehearsal and take pictures of EACH of your 2 Emotions in your tableaus and open a new google doc and put all of your group/pair names on it. Underneath each picture label the emotion and the purpose in the scene. Then, turn it into the assignment on jupiter titled Emotional Portrayal Tableua Quiz.

    5.If time, do Character Bus (Emotional Improv Game)

    Homework: Rehearse your emotions more so you can finish your Emotional Portrayal Tableau Quiz and get feedback tomorrow. Also, review the notes Ms. Murray puts in the comment section of your Pre-Quiz on jupiter to help you rehearse more and improve.


    March 11th

    Learning Objective:

    1.I can finish practicing EXAGGERATED AND PRECISE facial expressions, gestures, and full body movement to convey 2 CLEAR emotions to the audience in order to understand my strengths and weaknesses during my Emotional Portrayal Tableau Pre-Quiz.

    2. I can give 1 other group and myself POSITIVE, CONSTRUCTIVE, AND SPECIFIC feedback about 1 strength and 2 weaknesses to help everyone improve before performing my Emotional Portrayal Tableau Quiz.

    3. I can demonstrate my ability to reveal EXAGGERATED AND PRECISE facial expressions, gestures, and full body movement to convey 2 CLEAR emotions to the audience during my Emotional Portrayal Quiz.

    Agenda:

    1.Review Emotional Portrayal Tableau Quiz Rubric 

    2.Complete Emotional Portrayal Tableau Pre-Quiz rehearsal and take pictures of EACH of your 2 Emotions in your tableaus and open a new google doc and put all of your group/pair names on it. Underneath each picture label the emotion and the purpose in the scene. Then, turn it into the assignment on jupiter titled Emotional Portrayal Tableua Pre-Quiz.

    3.Perform the Pre-Quiz live to see how well the group does at freezing and being silent.

    4.Look at each Tableau as a class and give feedback to 1 group and yourself. Remember to use Effective Feedback for Performances 

    Complete Emotional Portrayal Pre-Quiz Reflection Feedback as individuals as we discuss the feedback in class. This feedback is due BEFORE CLASS TOMORROW if you don't finish in class

    **Remember, that ANY feedback give to you, your group, or your classmates by your peers or Ms. Murray should be taken into consideration in order to improve your performance, if you don't show improvement then your score won't improve for the Emotional Portrayal Tableau Quiz.

    5.Now, use the feedback given to rehearse and improve your performances of the Emotional Portrayal Tableau Quiz.

    Homework: Rehearse!


    March 10th

    Learning Objective: 

    1.I can review my detailed notes on my Actor's Body Notes and go over more practice using my body to REVEAL EMOTIONS USING EXAGGERATED AND PRECISE FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT within tableaus.

    ***You will have a Quiz about how you can show emotions with EXAGGERATED, CLEAR, AND PRECISE facial expressions, gestures, and full body movement on Tuesday of this week

    Agenda:

    1.Finish Brainstorms for Emotional Portrayal Pre-Quiz, take a picture and submit it to jupiter.

    2.Review Emotional Portrayal Tableau Quiz Rubric and put Effective Feedback for Performances in your notebook.

    Emotional Portrayal Tableau Pre-Quiz

    3.Rehearse and perform for the Emotional Portrayal Pre-Quiz, once you have exaggerated everything and made sure everything is clear, then take pictures of each of your pairs/groups doing BOTH emotions and get feedback:

    Emotional Portrayal Pre-Quiz Reflection Feedback

     

    Then, students will take pictures of their tableaus and submit them to the jupiter assignment on a google doc with all of your names on it first, the emotions portrayed, the reasons for the emotions, and the picture of each pair/group EXAGGERATING FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT.

     

    5.If time, groups will receive new emotions for their Emotional Portrayal Quiz.

    *Accuracy is key!

    Homework:

    1.Finish your Emotional Portrayal Pre-Quiz Feedback, due 10 minutes into class tomorrow, 3/10:

    Jot down 1 strength and 2 weaknesses along WITH A PLAN FOR HOW YOU INTEND TO IMPROVE YOUR WEAKNESSES.

    2.Review facial expressions and how to show emotions with gestures and the body on page 38 and 39 in your drama books so you are ready to take your quiz tomorrow.

    ***Rehearse showing your emotions clearly while exaggerating using the feedback you received during rehearsal and the Emotional Portrayal Pre-Quiz.

    March 9th

    Learning Objective:

    1. I can reflect on the strengths and weaknesses of the feedback given to students about their 6 basic facial expressions selfies assignment and use it to improve the areas in which I may be struggling exaggerating my facial muscles to more ACCURATELY SHOW CORRECT, EXAGGERATE EMOTIONS

    2.I can review my detailed notes on my Actor's Body Notes and go over more practice using my body to REVEAL EMOTIONS USING EXAGGERATED AND PRECISE FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT within tableaus.

    ***You will have a Quiz about how you can show emotions with EXAGGERATED, CLEAR, AND PRECISE facial expressions, gestures, and full body movement on Tuesday of this week

    Agenda:

    1.After changing seats, Review Participation and Classroom Expectations

    2.Review and discuss strengths and weaknesses feedback for facial expressions for 6 Basic Facial Expressions Selfies so that improvements can be made for this Emotional Portrayal Pre-Quiz and the Real Quiz

    Practice Facial Expressions in groups using feedback from jupiter, review assignmnent pictures and comments on jupiter after looking at examples as a class

    3.Rehearse and perform for the Emotional Portrayal Pre-Quiz, get feedback:

    Jot down 1 strength and 2 weaknesses along WITH A PLAN FOR HOW YOU INTEND TO IMPROVE YOUR WEAKNESSES.

     

    Then, students will take pictures of their tableaus and submit them to the jupiter assignment on a google doc with all of your names on it first, the emotions portrayed, the reasons for the emotions, and the picture of each pair/group EXAGGERATING FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT.

    4.Take notes on it in your notebook, title the Page Emotional Portrayal Pre-Quiz Feedback. When you are done take a picture of it and submit it to the jupiter assignment

    5.If time, groups will receive new emotions for their Emotional Portrayal Quiz that they will be having TOMORROW after they receive some rehearsal time.

    *Accuracy is key!

    Homework:

    1.Finish your Emotional Portrayal Pre-Quiz Feedback, due 10 minutes into class tomorrow, 3/10:

    Jot down 1 strength and 2 weaknesses along WITH A PLAN FOR HOW YOU INTEND TO IMPROVE YOUR WEAKNESSES.

    2.Review facial expressions and how to show emotions with gestures and the body on page 38 and 39 in your drama books so you are ready to take your quiz tomorrow.

    ***Rehearse showing your emotions clearly while exaggerating using the feedback you received during rehearsal and the Emotional Portrayal Pre-Quiz.


     

    March 6th

    1.I can review my Actor's Body Vocabulary and then demonstrate my ability to correctly define the terms and understand the importance of why an actor's facial expressions and gestures should match by getting an B or higher on my Actor's Body Vocabulary Quiz.

    2. I can demonstrate with higher level academic language the seed and message as well as making sure I have all the necessary details in my Actor's Body Notes Quick Write 1 by discussing and reviewing examples as a class and proofreading my own writing and my classmate's writing as well.

    *WE ARE REVIEWING THIS SO THAT ON FRIDAY YOU CAN DEMONSTRATE YOUR ABILITY TO CONVEY A CLEAR, EXAGGERATED MESSAGE AND EMOTIONS TO THE AUDIENCE. 

    ***You will have a Quiz about how you can show emotions with EXAGGERATED, CLEAR, AND PRECISE facial expressions, gestures, and full body movement on MONDAY!

    3.I can review my detailed notes on my Actor's Body Notes and go over more practice using my body to REVEAL EMOTIONS USING EXAGGERATED AND PRECISE FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT within tableaus.

     

    Agenda:

    1.Spend 3 minutes review the Actor's Body Vocabulary Below and 2 new Vocab Words:

    *Characterization: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.

    *Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online research

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking: the act of planning and carrying out stage directions
    5.Stage Business: the little things an actor does on-stage to appear naturally busy
    6.Body Language: a type of non-verbal communication in which the message is sent with posture, facial expressions, eye contact, and even gestures
    7.Posture: the way one hold his or her body
    8.Pace: how fast or slow a character moves
    9.Rhythm: the beat to which a character moves (bouncy, strutting, slinky, with a limp, etc.)
    10.Quirks and habits:the little things characters do that make them unique adn orginal (adjusting galsses, twirling hair, taking the steps two at a time, etc.)
    11.Tableau:still images that participants make with their bodies to represent a scene, emotions, and a message to the audience.
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
    14.Upstaging: when an actor physically take focus away from their scene partner by distracting and/or moving in the background
     
     
    2.Take the Quiz 
     
    3.Now, spend 3.5 minutes reviewing the improvements you have made to your Actor's Body Notes Quick Write 1, with your partners, just listen so you understand what they believe is happening and what the message is. (Questions 2 and 3 below)
     
    ***This time you are looking for DETAILS for how EACH  actor uses their facial expressions, gestures, and full body movements to show EMOTIONS.
     
    3.Go over example of a seed and message 1 more time, take notes on this title it, Seed Vs. Message Notes:
    bullying tableau
    Example Quick Write Answers:
    1.The little girl in the center is standing with slightly hunched inward posture, inner eyebrows up with slight frown, and hands down in order to convey her embarassment, shyness, and sadness.
     
    The girl in the pink is standing up straight, pointing at the girl in the center, smilling with high cheeks in order to demonstrate delight in being mean to the other girl.
     
    The boy behind her in the blue and white standing straight with angled legs and pointing with both hands towards the girl in the center, with a slightly less exaggerated smile and cheeks, depicting insincere teasing, hinting at his indecision to bully her. 
     
    The boy in the front with the light blue shirt is standing up straight with his fingers stretched out pointing at the girl, and is wide eyed, sticking his tongue out while smiling, which illustrates his enthusiastic excitement in belittling the girl in the middle.
     
    Finally, the boy with the brown shoes and hood on in the back is standing straight with one knee bent leaning forward, angling his wrist and pointing his finger at the girl in the middle while his mouth is open wide in order to reveal his joy about bullying her.
     
    2.This scene is portraying how a little girl is being teased and bullied by other children at school.
     
    3.Based on all the mean actions and the joy the other children express by pointing and laughing at the girl in the middle who is closing in upon herself in embarassment and sadness, I can infer that the message of this tableau is Bullying must be stopped so no one feels belittled and alone.
     
     
     
    Can you clearly understand what they are trying to say or did they have to elaborate more in discussion so that you understood. If yes, then help them rephrase their answers for what they believe is happening and what they believe is the message.
     
    Stronger Academic Words for "Shows" Word Sift for use and review when rephrasing begins. Now, go back and have your partner reread your quick write to make sure their idea about what is happening and message from the tableau is clear and uses 3 of the stronger academic words for "shows" in their Quick Write.
     
     
    Here is the image:
    Actor's Body Notes Quick Write 1
    ANSWER ALL THE FOLLOWING QUESTIONS IN YOUR QUICK WRITE, BE DETAILED.
     

    1.Describe in detail what the gesture, full body movement (position, standing/sitting, posture, head, etc.), and facial expressions EACH ACTOR (there are 5) does and what emotion EACH is showing by using those gestures, full body movements, and facial expressions.

     2.What story are they telling with their bodies. What do you think is actually happening?

     3.If you had to summarize a message of what the actors are trying to convey, what would it be? What key issue/topic and lesson are they trying to educate the audience about?

     
    After I am finished with this, I can take a picture of it and submit it to the jupiter assignment titled, Actor's Body Notes Quick Write 1.
     
    4.Now, choose the best one from your group and add it to the Practice Analyzing Movement 1 Chart. You will add number 1 and number 3. We will go over it as a class.
     
      Period 3 Practice Analyzing Movement 1 Chart
     
     
    5. Take detailed CORNELL STYLE Notes for my Actor's Body NotesFollow directions below (these directions are also in the notes section on the slides)***WE ARE PRACTICING PORTRAYING VARIOUS EXAGGERATED, PRECISE, AND CLEAR EMOTIONS WITH GESTURES, FACIAL EXPRESSIONS, AND FULL BODY MOVEMENT
    *Skip slides 3 and 4 and begin taking notes on slide 6.
     
    Then, skip slide 8, there is a video and we will do that together in class.
     
    On slide 10, underline/highlight what is in RED
     
    Skip slides 11-14, and go to slide 15. On slide 15, Take notes on this, click on the links to see if you can read a bit more about Tableaus, if the chromebooks will let you.
     
    For slide 16, Read this example and draw and label it in your notes. Neat stick figures are fine.
     
    Continue taking notes until you get to slide 21, slide 21 you only have to read.
     
    Skip slide 22 until Ms. Murray gets back
     
    For slide 23, Take notes on this slide and then draw and label the actions of the actor.
     
    Continue taking notes, until you get to slide 26, skip slide 26.
     
    ***When you get to slide 28 and 29, you are done with your notes.
     
     
    6.After rehearsing, perform your Practice Emotional Portrayal Tableaus. Take notes on the feedback the audience gives you in your notebook so you can improve for the Emotional Portrayal Quiz on Monday.
     
     
    Homework: ALL make up work if you were absent is due by 3/6 by 12am and if you have a D or F and you want to make up some of the larger point assignments, then your deadline to make those up AFTER SPEAKING WITH ME (MUST DO FIRST TO GET MY APPROVAL) IS ALSO THIS FRIDAY 3/6 BY 12AM.
     
    *STUDY FOR YOUR ACTOR'S VOCAB QUIZ ON FRIDAY 3/6

    March 5th

    Learning Objectives:

    1.I can review my Actor's Body Vocabulary and then demonstrate my ability to correctly define the terms and understand the importance of why an actor's facial expressions and gestures should match by getting a B or higher on my Actor's Body Vocabulary Quiz on Friday.

    2. I can demonstrate with higher level academic language the seed and message of my Actor's Body Notes Quick Write 1 by discussing and reviewing examples as a class and proofreading my own writing and my classmate's writing as well.

    *WE ARE REVIEWING THIS SO THAT ON FRIDAY YOU CAN DEMONSTRATE YOUR ABILITY TO CONVEY A CLEAR, EXAGGERATED MESSAGE AND EMOTIONS TO THE AUDIENCE. 

    ***You will have a Quiz about how you can show emotions with EXAGGERATED, CLEAR, AND PRECISE facial expressions, gestures, and full body movement on MONDAY!

    3.I can review my detailed notes on my Actor's Body Notes and go over more practice using my body to REVEAL EMOTIONS USING EXAGGERATED AND PRECISE FACIAL EXPRESSIONS, GESTURES, AND FULL BODY MOVEMENT within tableaus.

     

    Agenda:

    1.Spend 3 minutes review the Actor's Body Vocabulary Below and 2 new Vocab Words. The Real Quiz will be on Friday, 3/6:

    *Characterization: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.

    *Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online research

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking: the act of planning and carrying out stage directions
    5.Stage Business: the little things an actor does on-stage to appear naturally busy
    6.Body Language: a type of non-verbal communication in which the message is sent with posture, facial expressions, eye contact, and even gestures
    7.Posture: the way one hold his or her body
    8.Pace: how fast or slow a character moves
    9.Rhythm: the beat to which a character moves (bouncy, strutting, slinky, with a limp, etc.)
    10.Quirks and habits:the little things characters do that make them unique adn orginal (adjusting galsses, twirling hair, taking the steps two at a time, etc.)
    11.Tableau:still images that participants make with their bodies to represent a scene, emotions, and a message to the audience.
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
    14.Upstaging: when an actor physically take focus away from their scene partner by distracting and/or moving in the background
     
     
    2.Now, spend 3.5 minutes sharing your Actor's Body Notes Quick Write 1, with your partners, just listen so you understand what they believe is happening and what the message is. (Questions 2 and 3 below)
     
    3.Go over example of a seed and message 1 more time, take notes on this title it, Seed Vs. Message Notes:
    bullying tableau
    Example Quick Write Answers:
    1.The little girl in the center is standing with slightly hunched inward posture, inner eyebrows up with slight frown, and hands down in order to convey her embarassment, shyness, and sadness.
     
    The girl in the pink is standing up straight, pointing at the girl in the center, smilling with high cheeks in order to demonstrate delight in being mean to the other girl.
     
    The boy behind her in the blue and white standing straight with angled legs and pointing with both hands towards the girl in the center, with a slightly less exaggerated smile and cheeks, depicting insincere teasing, hinting at his indecision to bully her. 
     
    The boy in the front with the light blue shirt is standing up straight with his fingers stretched out pointing at the girl, and is wide eyed, sticking his tongue out while smiling, which illustrates his enthusiastic excitement in belittling the girl in the middle.
     
    Finally, the boy with the brown shoes and hood on in the back is standing straight with one knee bent leaning forward, angling his wrist and pointing his finger at the girl in the middle while his mouth is open wide in order to reveal his joy about bullying her.
     
    2.This scene is portraying how a little girl is being teased and bullied by other children at school.
     
    3.Based on all the mean actions and the joy the other children express by pointing and laughing at the girl in the middle who is closing in upon herself in embarassment and sadness, I can infer that the message of this tableau is Bullying must be stopped so no one feels belittled and alone.
     
     
     
    Can you clearly understand what they are trying to say or did they have to elaborate more in discussion so that you understood. If yes, then help them rephrase their answers for what they believe is happening and what they believe is the message.
     
    Stronger Academic Words for "Shows" Word Sift for use and review when rephrasing begins. Now, go back and have your partner reread your quick write to make sure their idea about what is happening and message from the tableau is clear and uses 3 of the stronger academic words for "shows" in their Quick Write.
     
     
    Here is the image:
    Actor's Body Notes Quick Write 1
    ANSWER ALL THE FOLLOWING QUESTIONS IN YOUR QUICK WRITE, BE DETAILED.
     

    1.Describe in detail what the gesture, full body movement (position, standing/sitting, posture, head, etc.), and facial expressions EACH ACTOR (there are 5) does and what emotion EACH is showing by using those gestures, full body movements, and facial expressions.

     2.What story are they telling with their bodies. What do you think is actually happening?

     3.If you had to summarize a message of what the actors are trying to convey, what would it be? What key issue/topic and lesson are they trying to educate the audience about?

     
    After I am finished with this, I can take a picture of it and submit it to the jupiter assignment titled, Actor's Body Notes Quick Write 1.
     
    4. Take detailed CORNELL STYLE Notes for my Actor's Body NotesFollow directions below (these directions are also in the notes section on the slides)
    *Skip slides 3 and 4 and begin taking notes on slide 6.
     
    Then, skip slide 8, there is a video and we will do that together in class.
     
    On slide 10, underline/highlight what is in RED
     
    Skip slides 11-14, and go to slide 15. On slide 15, Take notes on this, click on the links to see if you can read a bit more about Tableaus, if the chromebooks will let you.
     
    For slide 16, Read this example and draw and label it in your notes. Neat stick figures are fine.
     
    Continue taking notes until you get to slide 21, slide 21 you only have to read.
     
    Skip slide 22 until Ms. Murray gets back
     
    For slide 23, Take notes on this slide and then draw and label the actions of the actor.
     
    Continue taking notes, until you get to slide 26, skip slide 26.
     
    ***When you get to slide 28 and 29, you are done with your notes.
     
    After you are done, write a 3-5 sentence summary of the key aspects of what you learned from taking the notes. Take a picture of your notes and summary and submit it to the Actor's Body Notes jupiter assignment.
     
    5.Now, refer to the Playground scene outline which you should have already completed and begin rehearsing this scene practicing appropriate stage business and exaggerate everything for the focus of the scene. 
     
    *Make sure everyone has a group, if you don't, then join another group.
     
     
    Homework: ALL make up work if you were absent is due by 3/6 by 12am and if you have a D or F and you want to make up some of the larger point assignments, then your deadline to make those up AFTER SPEAKING WITH ME (MUST DO FIRST TO GET MY APPROVAL) IS ALSO THIS FRIDAY 3/6 BY 12AM.
     
    *STUDY FOR YOUR ACTOR'S VOCAB QUIZ ON FRIDAY 3/6

     

    MARCH 4TH WORKSHOP/FIELD TRIP/SAT ALTERNATIVE SCHEDULE DAY!


    March 3rd

    Learning Objectives:

    1.I can review my Actor's Body Vocabulary and then demonstrate my ability to correctly define the terms and understand the importance of why an actor's facial expressions and gestures should match by getting a C or higher on my Actor's Body Vocabulary Pre-Quiz.

    2.I can take detailed notes on my Actor's Body Notes, after finishing my Actor's Body Notes Quick Write 1, and then complete a summary for my Actor's Body Notes when I finished taking them.

    Agenda:

    1.Spend 3 minutes review the Actor's Body Vocabulary Below and 2 new Vocab Words:

    *Characterization: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.

    *Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online research

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking: the act of planning and carrying out stage directions
    5.Stage Business: the little things an actor does on-stage to appear naturally busy
    6.Body Language: a type of non-verbal communication in which the message is sent with posture, facial expressions, eye contact, and even gestures
    7.Posture: the way one hold his or her body
    8.Pace: how fast or slow a character moves
    9.Rhythm: the beat to which a character moves (bouncy, strutting, slinky, with a limp, etc.)
    10.Quirks and habits:the little things characters do that make them unique adn orginal (adjusting galsses, twirling hair, taking the steps two at a time, etc.)
    11.Tableau:still images that participants make with their bodies to represent a scene, emotions, and a message to the audience.
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
    14.Upstaging: when an actor physically take focus away from their scene partner by distracting and/or moving in the background
     
    2.Now, take the Actor's Body Vocab Pre-Quiz on Jupiter
     
    3.Then, I can spend 10-15 minutes finishing my Actor's Body Notes Quick Write 1, which I set up on the next available page in my notebook already.
    Here is the image:
    Actor's Body Notes Quick Write 1
    ANSWER ALL THE FOLLOWING QUESTIONS IN YOUR QUICK WRITE, BE DETAILED.
     

    1.Describe in detail what the gesture, full body movement (position, standing/sitting, posture, head, etc.), and facial expressions EACH ACTOR (there are 5) does and what emotion EACH is showing by using those gestures, full body movements, and facial expressions.

     2.What story are they telling with their bodies. What do you think is actually happening?

     3.If you had to summarize a message of what the actors are trying to convey, what would it be? What key issue/topic and lesson are they trying to educate the audience about?

     
    After I am finished with this, I can take a picture of it and submit it to the jupiter assignment titled, Actor's Body Notes Quick Write 1.
     
    4. Take detailed CORNELL STYLE Notes for my Actor's Body Notes. Follow directions below (these directions are also in the notes section on the slides)
    *Skip slides 3 and 4 and begin taking notes on slide 6.
     
    Then, skip slide 8, there is a video and we will do that together in class.
     
    On slide 10, underline/highlight what is in RED
     
    Skip slides 11-14, and go to slide 15. On slide 15, Take notes on this, click on the links to see if you can read a bit more about Tableaus, if the chromebooks will let you.
     
    For slide 16, Read this example and draw and label it in your notes. Neat stick figures are fine.
     
    Continue taking notes until you get to slide 21, slide 21 you only have to read.
     
    Skip slide 22 until Ms. Murray gets back
     
    For slide 23, Take notes on this slide and then draw and label the actions of the actor.
     
    Continue taking notes, until you get to slide 26, skip slide 26.
     
    ***When you get to slide 28 and 29, you are done with your notes.
     
    After you are done, write a 3-5 sentence summary of the key aspects of what you learned from taking the notes. Take a picture of your notes and summary and submit it to the Actor's Body Notes jupiter assignment.
     
    5.Now, refer to the Playground scene outline which you should have already completed and begin rehearsing this scene practicing appropriate stage business and exaggerate everything for the focus of the scene. 
     
    *Make sure everyone has a group, if you don't, then join another group.
     
    When you rehearse you should be in the hallway nearest the classroom and the center of the cafeteria ONLY so that the guest teacher can see you at all times.
     
    Homework: ALL make up work if you were absent is due by 3/6 by 12am and if you have a D or F and you want to make up some of the larger point assignments, then your deadline to make those up AFTER SPEAKING WITH ME (MUST DO FIRST TO GET MY APPROVAL) IS ALSO THIS FRIDAY 3/6 BY 12AM.
     
    *STUDY FOR YOUR ACTOR'S VOCAB QUIZ ON FRIDAY 3/6

     
     
     

    March 2nd

    Learning Objectives

    1.I can EXAGGERATE my gestures, pitch, inflection, full body movements, and facial expressions to show my character's emotions and open up during my rehearsal and performances of Characterization Exaggerated Actor's Body Scenes 1, 2, and 3. 

    2.I can review and study my actor's body vocabulary. I can take the Pre-Quiz tomorrow and take detailed notes for Actor's Body tomorrow as well

    Agenda:

    1.Rehearse and finish performing scenes 1,2, and 3

    2.Review Actor's Body Vocabulary

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking: the act of planning and carrying out stage directions
    5.Stage Business: the little things an actor does on-stage to appear naturally busy
    6.Body Language: a type of non-verbal communication in which the message is sent with posture, facial expressions, eye contact, and even gestures
    7.Posture: the way one hold his or her body
    8.Pace: how fast or slow a character moves
    9.Rhythm: the beat to which a character moves (bouncy, strutting, slinky, with a limp, etc.)
    10.Quirks and habits:the little things characters do that make them unique adn orginal (adjusting galsses, twirling hair, taking the steps two at a time, etc.)
    11.Tableau:still images that participants make with their bodies to represent a scene, emotions, and a message to the audience.
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
    14.Upstaging: when an actor physically take focus away from their scene partner by distracting and/or moving in the background
     
    3.If time, go over more Actor's Body exercises
     
    Homework:
    1.Study for your Actor's Body Vocab Pre-Quiz
    Make sure you have your notebook and drama book as always.

     

     

    February 27th:

    Learning Objective:

    1.I can understand the importance of why gestures and facial expression have to match

    2.I can EXAGGERATE my gestures, pitch, inflection, full body movements, and facial expressions to show my character's emotions and open up during my rehearsal and performances of Characterization Exaggerated Actor's Body Scenes 1, 2, and 3.

     

    Agenda:

    Review

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.Rehearse and give each other feedback

    ***UseCharacterization Exaggeration of Emotions Rubric for Actor’s Body Scenes 1, 2, and 3 Rubric to help lead your rehearsal and direct the feedback you give each other.

    4. Perform Characterization Exaggerated Actor's Body Scenes 1, 2, and 3.

    Take a snapchat picture or regular picture of the facial expressions that express the 6 common emotions. Label the emotions in the lower part of the picture or down below it on the google doc you submit to jupiter by Friday, February 28th. DO NOT USE FILTERS.

    Use the 6 Basic Universal Facial Expressions/Emotions to help you.

    You may need to take several before you exaggerate your facial muscles enough to show the CLEAREST possible emotion. Test the clarity of your facial expressions by showing your pictures to someone else and have them guess what emotion you were showing without them seeing your lables.

    DON'T FORGET TO BRING YOUR ACTOR'S VOICE VOCAB SQUARES TO CLASS ON WEDNESDAY! YOU WILL BE WORKING ON THEM AND IF YOU FINISH EARLY, YOU CAN HELP EACH OTHER WITH THE FACIAL EXPRESSIONS HOMEWORK. PHONES ARE ONLY USED FOR TAKING PICTURES OF YOUR FACIAL EXPRESSIONS FOR YOUR HOMEWORK.


    February 26th:

    Learning Objectives:

    Agenda

    1.Complete Actor's Body Vocab Squares

    Instructions for Vocab Squares

    a.the word 5pts

    b.the correct definition (found on teacher page on the handout I showed you in class yesterday) 5pts

    c.a picture that clearly illustrates the meaning of the word

    d.a sentence in which you use the vocab word correctly, underline the word. 5pts

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking
    5.Stage Business
    6.Body Language
    7.Posture
    8.Pace
    9.Rhythm
    10.Quirks and habits
    11.Tableau
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
    2.After you finish this, take a picture and submit it to the assignment on Jupiter called Actor's Body Vocab Squares. Then, quiz each other on the definitions for 3 minutes and turn in the hard copy to the green basket.
     
    3.Now, get back with your group you are performing the Exaggerated Characterization scenes 1, 2, or 3 from page 15. Rehearse alone for 2 minutes
     
    4.Now, get with the group that was giving you feedback and perform one more time, then give each other feedback, and perform 2-3 more times concentrating on makin improvement so your weaknesses turn into strengths.
    ***When giving feedback refer to the Characterization Exaggeration of Emotions Rubric for Actor’s Body Scenes 1, 2, and 3 Rubric to help lead your rehearsal and direct the feedback you give each other.
    This take about 25-30 minutes

    5.Now, come back inside the classroom and you have 2 choices for the remainder of the period:

    Option A: Rehearse for your academy award speech. Go to your outline and under your name write either "Comedic or Dramatic". Then, rehearse 1 person at a time at your table, performing your speeches to establish a comedic/funny or dramatic/sympathetic and inspirational mood for the audience.

     

    Option B: Ask the Guest Teacher FIRST, if you can take your phones out and take selfies for your facial expressions homework.

    You can ONLY USE YOUR phones for this, no posting to other places either, only upload the pictures to a google doc and label them. You can help each other in order to make sure your emotions are EXAGGERATED and CLEARLY portrayed to the audience, ask several of your classmates if during class/friends/parents/relatives if at home if you are doing it correctly.

     

     Homework: 

    1.Rehearse scenes 1, 2, and 3. We will be presenting these on Thursday

    2.Take a snapchat picture or regular picture of the facial expressions that express the 6 common emotions. Label the emotions in the lower part of the picture or down below it on the google doc you submit to jupiter by Friday, February 28th. DO NOT USE FILTERS.

    Use the 6 Basic Universal Facial Expressions/Emotions to help you.

    You may need to take several before you exaggerate your facial muscles enough to show the CLEAREST possible emotion. Test the clarity of your facial expressions by showing your pictures to someone else and have them guess what emotion you were showing without them seeing your lables.

    DON'T FORGET TO BRING YOUR ACTOR'S VOICE VOCAB SQUARES TO CLASS ON WEDNESDAY! YOU WILL BE WORKING ON THEM AND IF YOU FINISH EARLY, YOU CAN HELP EACH OTHER WITH THE FACIAL EXPRESSIONS HOMEWORK. PHONES ARE ONLY USED FOR TAKING PICTURES OF YOUR FACIAL EXPRESSIONS FOR YOUR HOMEWORK.


    February 25th

    Learning Objectives: 

    I can continue practicing using my facial muscles and gestures to demonstrate emotions to the audience by using 100% commitment and energy in the warm up activities and lesson on facial expressions.

    I can review inflection and pitch and score a B or higher on the quiz.

    Agenda

    2.Finish Group Improv Game Presentations?

    3.Rehearse and present scenes 1, 2, and 3.

    4.Go over Understanding the Actor's Voice secret message.

    5.Practice Facial Expressions and gestures

    6 Basic Universal Facial Expressions/Emotions

     

    -Set up Actor's Body Vocab Squares. You will be working on this assignment with the guest teacher tomorrow and will be expected to finish it, take a picture of it and submit it to jupiter, turn it into the green basket.

    You will review and quiz each other on them on rehearse your Oscar speeches for the rest of class after that.

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking
    5.Stage Business
    6.Body Language
    7.Posture
    8.Pace
    9.Rhythm
    10.Quirks and habits
    11.Tableau
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.

    4. Begin finishing scenes 1, 2, and 3

    Homework: 

    1.Rehearse scenes 1, 2, and 3. We will be presenting more of these tomorrow

    2.Study for your Actor's Voice Inflection and Pitch Quiz

    3.Take a snapchat picture or regular picture of the facial expressions that express the 6 common emotions. Label the emotions in the lower part of the picture or down below it on the google doc you submit to jupiter by Friday, February 28th. DO NOT USE FILTERS.

    You may need to take several before you exaggerate your facial muscles enough to show the CLEAREST possible emotion. Test the clarity of your facial expressions by showing your pictures to someone else and have them guess what emotion you were showing without them seeing your lables.

    DON'T FORGET TO BRING YOUR ACTOR'S VOICE VOCAB SQUARES TO CLASS ON WEDNESDAY! YOU WILL BE WORKING ON THEM AND IF YOU FINISH EARLY, YOU CAN HELP EACH OTHER WITH THE FACIAL EXPRESSIONS HOMEWORK. PHONES ARE ONLY USED FOR TAKING PICTURES OF YOUR FACIAL EXPRESSIONS FOR YOUR HOMEWORK.


    February 24th

    Learning Objectives: 

    I can continue practicing using my facial muscles and gestures to demonstrate emotions to the audience by using 100% commitment and energy in the warm up activities and lesson on facial expressions.

    Agenda

    1.Finish Group Improv Game Presentations

    2.Rehearse and begin presenting scenes 1, 2, and 3.

    3. If time do the following:

    Go over Understanding the Actor's Voice secret message.

    Practice Facial Expressions and gestures

    6 Basic Universal Facial Expressions/Emotions

     

    -Set up Actor's Body Vocab Squares

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking
    5.Stage Business
    6.Body Language
    7.Posture
    8.Pace
    9.Rhythm
    10.Quirks and habits
    11.Tableau
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.

    4. Begin finishing scenes 1, 2, and 3

    Homework: 

    1.Rehearse scenes 1, 2, and 3. We will be presenting more of these tomorrow

    2.Study for your Actor's Voice Inflection and Pitch Quiz

    3.Take a snapchat picture or regular picture of the facial expressions that express the 6 common emotions. Label the emotions in the lower part of the picture or down below it on the google doc you submit to jupiter by Friday, February 28th. DO NOT USE FILTERS.

    You may need to take several before you exaggerate your facial muscles enough to show the CLEAREST possible emotion. Test the clarity of your facial expressions by showing your pictures to someone else and have them guess what emotion you were showing without them seeing your lables.

    DON'T FORGET TO BRING YOUR ACTOR'S VOICE VOCAB SQUARES TO CLASS ON WEDNESDAY! YOU WILL BE WORKING ON THEM AND IF YOU FINISH EARLY, YOU CAN HELP EACH OTHER WITH THE FACIAL EXPRESSIONS HOMEWORK. PHONES ARE ONLY USED FOR TAKING PICTURES OF YOUR FACIAL EXPRESSIONS FOR YOUR HOMEWORK.


    February 21st

    Learning Objective:
    1.I can do some warm up exercises for the actor's voice and body, and then I can use 100% commitment and energy and stay in character while rehearsing for my Group Improv Game Presentations

    2.I can demonstrate my knowledge for how to use my improv skills and play the games by performing my Group Improv Game Presentations. 

    I know I am successful at this by using a clear, projected voice with inflection and pitch, clear , using facial expressions, gestures, and full body movement, and appropriate stage movement (OPEN UP) TO SHOW MY CHARACTER'S EMOTIONS.


    2.I can rehearse and perform exercises 1, 2, and 3 from page 15.

     

    Agenda:

    1.Do big face, little face, big drum, little drum. Turn to page 39 and go over 2 other aspects of how the actor shows emotion with their bodies

    2.Period 1 practice freeze tag

    3.Finish Improv Game Presentations

    4.Rehearse and start performing scenes 1, 2, and 3

    Homework:

    1.Rehearse for scenes 1, 2, and 3. We are finishing performances next week.

    ****Focus on opening up and using ALL aspects of your voice and body to show your character's emotions (vocal pitch and inflection, gestures, full body movements, and facial expressions)

    2.Keep practicing facial expressions on page 35 in the mirror.

    3.Your EXTRA CREDIT Movie trailer is due this Friday/next Monday. 

     


    February 19th  and 20th

    Learning Objective:
    1.I can do some warm up exercises from Chapter 2 on Pantomine in my drama book, and then I can use 100% commitment and energy and stay in character while rehearsing and performing my Group Improv Game Presentations
    2.I can rehearse and perform exercises 1, 2, and 3 from page 15.

    Agenda

    1.Turn to chapter Pantomime, page 35. Review the facial expressions on that page with mirrors/cameras, check period 3.

    2.Review other pages as warm ups in your books. Go over Inflection exercises. For every description and phrase on the assignment as well as all 10 sentences you came up with, put the emotion, the rising or falling inflection, high or low pitch and maybe if it applies some other vocabulary such as nasal, stage whisper, raspy, etc. to describe HOW you would say each phrase.

    3.Now, period 3 Allison's group performs their character-situation centered approaches to improv skits

    4.Perform your Group Improv Game Presentations

    Use your Group Improv Games Presentation Rubric

    Review the following:


    Order of the Improv Game Presentation:
    a.Clearly explain each part of the game without leaving any important details out
    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)
    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.
    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.
    e.Share the feedback with the audience members playing.

    5.Rehearse scenes 1, 2, 3 from page 15 in your drama books for 8 minutes.

    6.Perform scenes 1, 2, and 3.

    Homework: Bring your cameras tomorrow as well. Your EXTRA CREDIT Movie trailer is due this Friday/next Monday. Be prepared to perform your scenes 1, 2, and 3 from page 15.


    February 18th 

    Learning Objective:
    1.I can do some warm up exercises from Chapter 2 on Pantomine in my drama book, and then I can use 100% commitment and energy and stay in character while rehearsing my Group Improv Game Presentations
    2.I can rehearse the Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.

    Agenda

    1.Turn to chapter Pantomime, page 35. Read and perform the facial expressions on that page. 

    2.Turn to page 36 and do the gestures exercises on page 36 with your group

    3.Now, turn to the next page in your notebooks and take notes on ALL 13 basic principles of body language. Take a picture of it and then submit it to the jupiter assignment titled 13 Basic Principles of Body Language by the end of the period, asap

    4.Rehearse for your group improv performances for 30 minutes.

    Use your Group Improv Games Presentation Rubric

    6.Perform Your Improv Game Presentations! You will be presenting at the end of class tomorrow/on Friday. Review the following:


    Order of the Improv Game Presentation:
    a.Clearly explain each part of the game without leaving any important details out
    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)
    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.
    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.
    e.Share the feedback with the audience members playing.

    5.Spend the rest of your time rehearsing scenes 1, 2, 3 from page 15 in your drama books.

    Homework: Bring your cameras/mirrors tomorrow. Your EXTRA CREDIT Movie trailer is due this Friday/next Monday. Be prepared to perform your Group Improv Game Presentations and scenes 1, 2, and 3 from page 15.


    February 14th
    Learning Objective:
    1.I can do some warm up exercises, big drum little drum, and then I can use 100% commitment and energy and stay in character while rehearsing and performing my Group Improv Game Presentations
    2.I can rehearse the Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.


    Agenda:
    1.Warm up exercises
    2.Extra Credit Accents (while period 3 Allison's group rehearses)


    Extra Credit is to create a trailer. Extra Credit Trailer is by next Friday and Monday!


    3. Rehearse for your Improv Game Presentations for 5 minutes, use your Group Improv Games Presentation Rubric

     

    6.Perform Your Improv Game Presentations! You will be presenting at the end of class tomorrow/on Friday. Review the following:


    Order of the Improv Game Presentation:
    a.Clearly explain each part of the game without leaving any important details out
    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)
    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.
    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.
    e.Share the feedback with the audience members playing.

     

    Homework: Rehearse for your Group Improv Game Presentations if you haven't gone yet, extra credit articulation exercise with an accent (due Friday, today), and bring your mirror/camera on your phone by today and next Wednesday.

     

    Extra Credit Movie Trailer due next Friday and Monday!


    February 13th
    Learning Objective:
    1.I can do some warm up exercises, big drum little drum, and then I can use 100% commitment and energy and stay in character while practicing the rest of the improv games: Bus stop, dating game, and any other ones we need to finish.
    2.I can rehearse the Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.
    Agenda:
    1.Warm up exercises
    2.Play the rest of the improv games
    Extra Credit is to create a trailer. Extra Credit Trailer is by next Friday and Monday!
    3. Rehearse for your Improv Game Presentations, You will be presenting at the end of class tomorrow/on Friday. Review the following:


    Order of the Improv Game Presentation:
    a.Clearly explain each part of the game without leaving any important details out
    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)
    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.
    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.
    e.Share the feedback with the audience members playing.


    4.Now, begin performances of Group Improv Game Presentations

     

    Homework: Rehearse for your Group Improv Game Presentations if you haven't gone yet, extra credit articulation exercise with an accent (due Friday, tomorrow), and bring your mirror/camera on your phone by Friday and next Wednesday.

     

    Extra Credit Movie Trailer due next Friday and Monday!


     

    February 12th

    Learning Objective:

    1.I can create a poster with myself on the cover, a catchphrase for the movie, and write a synopsis that encourages the audience to watch the movie using persuasive and descriptive language.

    This should be the same movie that you are "starring" in and that you wrote an Academy Award speech for yesterday. 

    2.I can rehearse the Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.

    Agenda:

    1.Create a poster by hand, photoshop a picture of yourself, or create it somehow digitally of yourself in your movie poster. Spend 15 minutes on this, if you don't finish, finish at home DUE BEFORE CLASS ON THURSDAY TO JUPITER. Either take a picture and/or send the link.

    You should have a catchphrase on the front, the names of those starring in it, the day it premieres, and a rating that goes with the movie along with an exciting/emotional image with YOU in it.

    Please look at these examples of Movie Posters

    2.Write a movie teaser/synopsis. This should have some of the main plot points, but don't give away too much. You need to use descriptive, persuasive language that is powerful and draws the audience in so that they will really want to watch the movie. Submit the link from the google doc with your synopsis on it to jupiter. DUE  BY THE END OF THE PERIOD TODAY 2/12 TO JUPITER.

    Use this Movie Synopsis example

    Extra Credit is to create a trailer. Extra Credit Trailer is by next Friday and Monday!

    3. Rehearse for your Improv Game Presentations, You will be presenting at the end of class tomorrow/on Friday. Review the following:

    Order of the Improv Game Presentation:

    a.Clearly explain each part of the game without leaving any important details out

    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)

    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.

    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.

    e.Share the feedback with the audience members playing.

    4.Now, spend the rest of class rehearsing for your exercises 1,2, and 3 from page 15. STAY IN THE ROOM AND HALLWAY WHERE THE GUEST TEACHER CAN SEE YOU.

     

    Homework: Rehearse for your Group Improv Game Presentations, extra credit articulation exercise with an accent (due Friday), and bring your mirror/camera on your phone by Friday.

    Extra Credit Movie Trailer due next Friday and Monday!


    February 11th

    Learning Objective:

    1.I can practice Vocal warms up and posture exercises to prepare for rehearsal.

    2.I can choose a movie and create a 1-2 minute Academy Award speech that you would give if you were honored with this award. I know I can do this because I will complete the outline for my speech.

    3.I can rehearse the Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.

    Agenda:

    1.Read page 26 and do posture exercises 1-6 on page 30. Practice the articulation exercise "She sells seashells by the seashore" 3 times.

    2.Choose a movie or come up with a plot of your own, that you star in. Create a 1-2 minute Academy Award speech that you would give if you were honored with this award. Complete the outline for your speech. Turn your Academy Award Speech Outline into jupiter asap before the end of the period.

    3.Rehearse for Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.Use your Group Improv Games Presentation Rubric and the Improv Game Presentation Outline to guide your rehearsal.

    Speech 15-25 minutes rehearsing for your Group Improv Game Presentations.

    Order of the Improv Game Presentation:

    a.Clearly explain each part of the game without leaving any important details out

    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)

    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.

    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.

    e.Share the feedback with the audience members playing.

    Now, spend the rest of class rehearsing for your exercises 1,2, and 3 from page 15. STAY IN THE ROOM AND HALLWAY WHERE THE GUEST TEACHER CAN SEE YOU.

     

    Homework: Rehearse for your Group Improv Game Presentations, extra credit articulation exercise with an accent (due Friday), and bring your mirror/camera on your phone by next Friday.


    February 7th

    Learning Objective:

    1.I can practice some articulation exercises, mouth and face stretches, and breathing control exercises.

    2.I can rehearse and start performing my Group Improv Game Presentations improving my ability to open up, and show my character's emotions by exaggerating my facial expressions, gestures, inflection in my voice, and full body movements.

    3.I can practice giving specific, positive, and constructive feedback to myself and my classmates based on their Group Improv Game Presentations using my Group Improv Games Presentation Rubric.

    Agenda:

    1.Practice warm up exercises

    2.Next Tuesday and Wednesday:

    Tuesday

    1.Read page 26 and do posture exercises 1-6 on page 30. Practice the articulation exercise "She sells seashells by the seashore" 3 times.

    2.Choose a movie or come up with a plot of your own, that you star in. Create a 1-2 minute Academy Award speech that you would give if you were honored with this award. Complete the outline for your speech.

    3.Rehearse for Group Improv Game Presentations and exercises 1, 2, and 3 from page 15.Use your rubrics and the Improv Game Presentation Outline to guide your rehearsal.

    Order of the Improv Game Presentation:

    a.Clearly explain each part of the game without leaving any important details out

    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)

    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.

    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.

    e.Share the feedback with the audience members playing.

    Wednesday

    1.Create a poster by hand, photoshop a picture of yourself, or create it somehow digitally of yourself in your movie poster. Spend 15 minutes on this, if you don't finish, finish at home DUE BEFORE CLASS ON THURSDAY TO JUPITER.

    2.Write a movie teaser/synopsis. Extra Credit is to create a trailer

    Now today, we are going to play improv games!

    3.Start performing some of the Group Improv Game Presentations, giving myself and classmates specific, positive, and constructive feedback.

    Homework: Rehearse for your Group Improv Game Presentations, extra credit articulation exercise with an accent (due Friday), and bring your mirror/camera on your phone by next Friday.


    February 6th

    Learning Objective: 

    1.I can successfuly pass my Actor's Voice Vocabulary Quiz with a B or higher.

    2.I can warm up my voice by practicing some articulation exercises, mouth and face stretches, and breathing control exercises.

    3.I can review the scene replay, narrate, dating game, and houseguest improv games and play them with 100% commitment so I can be ready to present my own improv games as well

    Agenda:

    1.Review Actor's Voice Vocabulary and take the Quiz

    2.Articulation exercises, mouth and face stretches, and breathing control exercises 15 minutes

    3.Play scene replay, narrate, dating game, and houseguest improv games. Remember my voice projection, opening up (no backs to the audience, face must be visible, and using facial expressions, inflection in my voice, full body movements, and gestures to show my character's emotions.

    Improv Game Notes

    Improv Mini-Unit Notes

    Group Improv Games Presentation Rubric

    Order of the Improv Game Presentation:

    a.Clearly explain each part of the game without leaving any important details out

    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)

    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.

    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.

    e.Share the feedback with the audience members playing.

    Homework: Rehearse your part for your Group Improv Game Presentations, we will be performing some of these tomorrow. If you took your Actor's Voice and Body Packets home, make sure you bring them.

    Bring a mirror/camera on your phones by next Friday.

    EXTRA CREDIT OPTIONS:

    1. Bring up to 2 regular sized or jumbo sized marshmallows by tomorrow

    2.Watch the Oscars this Sunday, Feb. 9th,  at 5pm on ABC. Write a 5-8 sentence detailed paragraph reflecting on and summarizing 2 of the Oscar acceptance speeches (can be a director, actor, costume designer, etc.) It should summarize what the speech was about. Then, what movie do you want to see from the nominations and WHY OR what movie did you already see and what did you think of it and WHY. This is due to jupiter on Tuesday February 11th by 12am.

    3.Perform one of the tongue twisters using an accent by next Friday!


     

     

    February 5th

    I can rereading the Actor's Voice handout front and back and Understanding the Actor's Voice handout and complete the first page of the Actor Voice and Body Handout to expand my knowledge of the Actor's Voice vocabulary and practice some of the inflection and breathing control exercises.

    I can also begin rehearsing and giving another group feedback on their performances, recording the feedback they give me as well about the strengths and weaknesses in my Group Improv Game Presentations.

    Agenda:

    1.Finish your Actor's Voice and Body Packets, starting with the breathing activities on page 199. Do them at your table groups/find a partner if need be. 

    2. Turn to page 202, the page titled Warming up and go through the activities on this page. Afterwards, circle your favorite one. After reading and doing activities on these two pages, complete this Breathing/Warming Up Reflection and turn it into jupiter asap afterwards.

    3.Now, read the Sample Character Comparision, if necessary look the characters up in your chromebooks so you can visualize these characters and how each character's posture, walk, appearance, habits/quirks, speech, and best qualities is different and helps show the characters' personalities and emotions.

    4.Complete #1 in the bell work section on page 227 so you can begin understanding some ways actors can begin researching their characters.

    5.Highlight the key terms on page 201. (Blocking, Gestures, Business, Body Language, Facial Expressions, Posture, Pace, Rhythm, Quirks and Habits) Then, remembering that gestures are ONLY hand movements that communicate emotions and a message and business can include full body complete the two boxes on the page.

    6.Now, complete page 200. Use the character description paragraph as evidence to help you DESCRIBE IN DETAILS THE DIFFERENT CHARACTERS posture, hands, walk, and how they would react to the two situations in the questions at the bottom. TO EARN FULL POINTS, EXPLAIN WHY, GIVE A REASON FOR WHY YOU PUT ALL OF THE INFORMATION IN THE CHART FOR THE DIFFERENT CHARACTERS. You can also use your own background knowledge about people you have seen/know that are similar to the coal miner and the banker.

    Before moving on, take a picture of all of the pages in your packets and submit it to the jupiter assignment called Actor's Voice and Body Packet Part 2.

    7.Turn to the last page in your packet, you can also refer to this Playground scene outline. After looking over the example, in your group make a copy of the document listed above and fill in your own information for a playground scene. Use the information you put in the boxes for gestures (which are the main focus of the scene, where the audience should direct their attention.) and the business (little natural things an actor does in a scene to appear naturally busy) to plan out your Playground scene.

    TURN THIS INTO THE PLAYGROUND SCENE OUTLINE INTO JUPITER BY THE END OF THE PERIOD.

    8.Now, you should get into your groups that gave you feedback yesterday. Review the feedback for weaknesses and have that group go again, focusing on improving the weaknesses. 

    Next, have the other group go, give them feedback/finish it and submit the Improv Game Presentation Rehearsal Feedback to jupiter after sharing it with them and discussing it with them.

    Lastly, have the last group go again focusing on improving those weaknesses.

    Homework: 

    1.Study for your Actor's Voice Vocabulary Quiz, it will be TOMORROW.

    2.Rehearse more of your Improv Games at home.

    3.Bring your Actor's Body and Voice Packets with you this week. You will need them for tomorrow and the rest of the week.


    February 4th

    Learning Objective:

    I can rereading the Actor's Voice handout front and back and Understanding the Actor's Voice handout and complete the first page of the Actor Voice and Body Handout to expand my knowledge of the Actor's Voice vocabulary and practice some of the inflection and breaking control exercises.

    I can also begin rehearsing and giving another group feedback on their performances, recording the feedback they give me as well about the strengths and weaknesses in my Group Improv Game Presentations.

    Agenda:

    1.Reread page the handout that says The Actor's voice on the front and Acting on the back. Then, at the top of the Acting page, in 2-3 sentences write what you believe the main idea of these two pages were.

    2.Now, read page 196, the handout with the two faces on it, and in 2-3 sentences at the top of the page write the main idea of this page. Take a picture of ALL of these pages and submit them to the assignment Actor's Voice and Body Packet Part 1 on jupiter.

    3.Now turn to the first page in your packets and turn to the next available page in your notebooks and follow the instructions in your packets so you can practice using inflection, different tones to show emotion, in your voice.Take a picture of this page in your notebooks and submit it to the jupiter assignment Actor's Voice and Body Packet Part 1 on jupiter.

    4.After you finish the Inflection exercises, and discuss your findings, the packet will direct you to the handout on page 197, "Understanding the Actor's Voice". The directions and example of what you need to fix for number 1. are in your packet and on the front board.

    5. After decoding the message using your vocabulary and writing your interpretations of what the secret code/message means, take a picture of this page and turn it into the Actor's Voice and Body Packet Part 1 on jupiter. 

    Move onto practicing the articulation exercises/tongue twisters in your groups. 

    6.Now that you are finished with working on your packets for today, pull up your Improv Game Outlines that you completed yesterday. Begin rehearsing on your own for 5 minutes.

    7. Now get with another improv group, if necessary 1 group can be a group of three. You will take turns performing for each other and giving each other feedback using the Improv Game Presentation Outline and the Order of Your Improv Game Presentation to help you give specific feedback about their performance: 

    Order of the Improv Game Presentation:

    a.Clearly explain each part of the game without leaving any important details out

    b.Play an example round within my group (the one you prepared on your brainstorm) using all 4 ways to show emotion (facial expressions, gestures, full body movement, and inflection and pitch in your voice to show your character's emotions)

    c.Before having audience members play the game, use phrases to encourage them, such as you got this, remember to relax and have fun, 100% commitment and energy, and stay in character.

    d.Have audience members (for this rehearsal it will be the group watching you) play an example round and give them feedback on what they did well and how they can improve verbally.

    e.Share the feedback with the audience members playing.

    Now, take a 2 minute break, have the improv game that just went discuss what they think their strengths and weaknesses were as the group observing them complete the Improv Game Presentation Rehearsal Feedback

    Discuss the strengths and weaknesses with that group that already performed verbally and then share the feedback with all group members.

    Now, the other group presents while the Improv Game that just performed, participates and records feedback.

    At least one group should be able to rehearse and finish giving their feedback, turning it into jupiter by THE END OF THE PERIOD, the other group can present and give their feedback tomorrow if they run out of time.

    Homework: 1.Study for your Actor's Voice Vocabulary Quiz, it will be on Thursday.

    2.Rehearse more of your Improv Games at home.

    3.Bring your Actor's Body and Voice Packets with you this week. You will need them for tomorrow and the rest of the week.


     

     

     

    On Tuesday you will complete some assigned pages in your Actor Voice and Body Packets take a picture of it and submit it to jupiter, study for your Actor's Voice Vocabulary Quiz, which you will take on Thursday. Then, you will rehearse your Improv Game presentations, completing 2 strenths and 2 weaknesses feedback for your own group and for another group of your choice on a google doc and submit it to jupiter by the END OF THE PERIOD. 

    Playground scene outline

    I can also use my critical thinking and reading skills to complete my Actor's Voice and Body packets (only assigned pages today)


    February 3rd

    Learning Objective:

    I can use my knowledge of the skills and guidelines for Improv, the Improv Game Notes handout, and the Group Improv Game Presentation Rubric to complete an outline and rehearse my games with my group demonstrating my ability to be clearly explain the games, play an example round within my group, and play one with the class offering encouragement during the game and strengths and weaknesses feedback.

    Agenda:

    1.Review the instructions for your games within your groups by reading it over in your Improv Game Notes handout.

    2.Complete your Improv Game Presentation Outline. Turn the link into jupiter, only 1 person from your group has to turn it in, all group member's names should be on it, and then move on to rehearsal.

    3.Begin rehearsing within your group using 100% energy, commitment, opening up, using all 4 ways to show emotions (facial expressions, gestures, full body movements, and inflection in my voice) to show specific characters emotions as well as the Group Improv Games Presentation Rubric

    Homework: Rehearse for your Improv Game Presentations, decide who will explain what. Study for your Actor's Voice Vocabulary Quiz, which will be on Thursday.


    January 31st

    Learning Objective:

    1.I can review the definitions of the Actor's Voice Vocabulary Words and creatively show my knowledge by creating a drawing that illustrates the word's meaning as well as using the word correctly in a sentence and underlining vocabulary word. I can make any corrections that need to be made about the vocabulary words.

    2. I can also rehearse and perform for the characterization exercises skit from page 15, demonstrating my ability to open up (stand at angle so the audience can see my face at all times), my ability to effectively project my voice, and show emotion by using all 4 ways:

    a. facial expressions

    b.gestures

    c.change tone of voice to show emotion

    d.full body movement

    Agenda:

    1.Review the definitions of the Actor's Voice Vocabulary Words:

    1.Project: To use the breath from your diaphragm to push your voice out to reach the farthest person in the auidence/room so you can be heard

    2.Stage Whispers: A sound that can be loud enough to be heard, but still sounds like a whisper

    3.Articulating: To speak very clearly and pronounce every letter or sound of a word

    4. Pronounce: To make the sound of a word or part of a word so that difficult words can be understood

    5.Soft Palate: The soft tissue on the roof of the mouth towards the back of the throat

    6.Hard Palate:The hard, bony part of the roof of the mouth

    7.Bony Ridge: The bumpy, bony area behind the teeth

    8.Teeth: Bonelike structures set in the jaws used for chewing and speaking

    9.Lips: Either of the two fleshy parts that form the upper and lower edges of the opening of the mouth.

    10. Tongue: The fleshy muscular organ in the mouth of a mammal, used for tasting, licking, swallowing, and (in humans) articulating speech.

    11. Diaphragm: Structure located at the bottom of the lungs that plays a major role in breathing control and voice projection

    12.Lungs: A pair of breathing organs located with the chest which remove carbon dioxide from and bring oxygen to the blood.

    13. Larynx: The hollow muscular organ forming an air passage to the lungs and holding the vocal cords in humans and other mammals

    14.Voiced: The vocal cords produce a sound that is carried with the breath creating a vibration

    15.Unvoiced: When parts of words do not use the vocal cords, therefore no vibration is created

    16.Quality: The pleasantness of one’s voice

    17.Pitch: How high or low one’s voice is

    18.Nasal: Sounds like the speaker has his or her nose pinched

    19. Inflection: A variance in tone to show emotion

    20. Monotone: A voice that lacks inflection, speaking in 1 tone

    21.Aspirate: A breathy quality to your voice

    22.Expression: The way a character stylizes his or her reactions to the events on-stage

    23.Accent: A change in voice that reflects a particular way people in a certain area/country speak.

    24.Breathing Control: The ability to stabilize and sustain your breath so you don’t run out of air

    25.Intense: The ability to emphasize without adding volume

    26.Vocal Fold:  Composed of twin infoldings of mucous membrane stretched horizontally, from back to front, across the larynx. They vibrate, modulating the flow of air being expelled from the lungs during phonation.

    27.Energy:The power behind a voice

    2.Rehearse exercises from page 15, focusing on improving the following:

    1.Demonstrating my ability to open up (stand at angle so the audience can see my face at all times),

    2.My ability to effectively project my voice, and

    3.My ability to show emotion by using all 4 ways:

    a. facial expressions

    b.gestures

    c.change tone of voice to show emotion

    d.full body movement

    3.Perform

    4.Assign Improv Games to groups

    Groups will perform them, explaining how to play, and playing an example round within their groups, and then playing with the audience offering encouragement and feedback for improvement (discussing strengths and weaknesses)

    We will perform these Next Thursday and Friday.

    I will be out Monday, Tuesday, and Wednesday.

    Monday you will complete an outline for your Improv Game Presentations. Take a picture and submit it to jupiter by THE END OF THE PERIOD. Then, you will rehearse for your Improv Game Presentations using the Improv Game Presentation Rubric

    On Tuesday you will complete some assigned pages in your Actor Voice and Body Packets take a picture of it and submit it to jupiter, study for your Actor's Voice Vocabulary Quiz, which you will take on Thursday. Then, you will rehearse your Improv Game presentations, completing 2 strenths and 2 weaknesses feedback for your own group and for another group of your choice on a google doc and submit it to jupiter by the END OF THE PERIOD. 

    On Wednesday, you will finish the rest of the packet for the first 40 minutes or so of class, then you will take a picture of all the pages and submit it to the jupiter assignment (same as yesterday) and then you will review the strengths and weaknesses with the other group for your Improv Game Presentation and keep in mind the weaknesses and rehearse 2 more times with the group, focusing on improving your weaknesses. 

    If you have extra time, study for your Actor's Voice Vocabulary Quiz, which will be tomorrow. 

     

    January 30th

    Learning Objective:

    1.I can define the Actor's Voice Vocabulary Words and creatively show my knowledge by creating a drawing that illustrates the word's meaning as well as using the word correctly in a sentence and underlining vocabulary word by completing the back page (17-27) of my Actor's Body Vocabulary Square's Assignment.

    2. I can also rehearse for the characterization exercises skit from page 15, demonstrating my ability to open up (stand at angle so the audience can see my face at all times), my ability to effectively project my voice, and show emotion by using all 4 ways:

    a. facial expressions

    b.gestures

    c.change tone of voice to show emotion

    d.full body movement

    1.Finish the back page of your Actor's Voice Vocab Squares (17-27), make sure it is neat and colored and PUT BACK MY SUPPLIES NEATLY. Take a picture of the back page and turn it into the same assignment that you turned in the front page. You should finish this within the first 20 minutes of class. Then study the vocabulary words for about 5 minutes and then turn them into the green basket.

    1.Project

    2.Stage Whispers

    3.Articulating

    4. Pronounce

    5.Soft Palate

    6.Hard Palate

    7.Bony Ridge

    8.Teeth

    9.Lips

    10. Tongue

    11. Diaphragm

    12.Lungs

    13. Larynx

    14.Voiced

    15.Unvoiced

    16.Quality

    17.Pitch

    18.Nasal

    19. Inflection

    20. Monotone

    21.Aspirate

    22.Expression

    23.Accent

    24.Breathing Control

    25.Intense

    26.Vocal Fold

    27.Energy

    2.After reread both Actor's Voice Handouts, take the Actor's Voice Vocabulary Pre-Quiz on jupiter

    3. Next, begin rehearsing exercises 1, 2, or 3 depending on what you were assigned. Remember this is a performance, a mini-project, therefore it is worth 45% of your grade. Use your brainstorms to help you. You should be focusing on improving the following during rehearsal:

    Demonstrate

    1.Your ability to open up (stand at angle so the audience can see my face at all times),

    2.Your ability to effectively project my voice, and

    3. Show emotion by using all 4 ways:

    a. facial expressions

    b.gestures

    c.change tone of voice to show emotion

    d.full body movement

    When you rehearse:

    Stay in the room and in the hallway by the room where the sub can see you.

    4.After rehearsing 3 to 4 times, if there is extra time and you feel like you have done well, then you can work on homework from other classes quietly.

    Homework: Continue working on rehearsing for exercises on page 15, as you will be performing them tomorrow.


     

     

    January 29th

    Learning Objectives: 

    1. I can use my improv skills to practice the Improv Game Role Reversal, remembering to have 100% commitment and energy as well as to say "Yes,  and," while always supporting my scene partners.

    2.I can define the Actor's Voice Vocabulary Words and creatively show my knowledge by creating a drawing that illustrates the word's meaning as well as using the word correctly in a sentence and underlining vocabulary word by completing the first page (1-16) of my Actor's Body Vocabulary Square's Assignment.

    3. If there is time, I can begin rehearsing for the characterization exercises skit from page 15, demonstrating my ability to open up (stand at angle so the audience can see my face at all times), my ability to effectively project my voice, and show emotion by using all 4 ways:

    a. facial expressions

    b.gestures

    c.change tone of voice to show emotion

    d.full body movement

    Agenda:

    1.a.Please ask students to take out their Improv Games hand out and read the following definition of Role Reversal to them:

    a circumstance in which 2 people act the opposite role of their normal one/ switch normal roles.

    Now, ask for 2 volunteers to play characters in an example round of the game.

    If there aren't any volunteers choose David and Jackeline for Period 1 and choose Gabby and Yahir for Period 3.

    Next have student choose a location and scenario. Here are some suggestions-->blind date at Red Lobster or Two people trapped in an elevator or two people in a long line at Disneyland

    Now, have students come up with two characters that are opposites. Share some examples like:

    a pregnant lady about to go into labor and a germophobic doctor, a cranky, smart old cop and friendly not very smart robber, or a happy dog and a sassy, grumpy cat

    Now that you have a location, scenario and characters, let students act out the scene, then after 20 seconds shout out role reversal and the students will switch roles and act the scene for 20-30 more seconds as the opposite role.

    1.b.After the guest teacher hands out the Actor's Voice Handouts, highlight/underline all of the 27 key vocabulary words in the handout from the worksheet below: (hint most are bolded or italicized/slanted writing font)

     

    1.Project

    2.Stage Whispers

    3.Articulating

    4. Pronounce

    5.Soft Palate

    6.Hard Palate

    7.Bony Ridge

    8.Teeth

    9.Lips

    10. Tongue

    11. Diaphragm

    12.Lungs

    13. Larynx

    14.Voiced

    15.Unvoiced

    16.Quality

    17.Pitch

    18.Nasal

    19. Inflection

    20. Monotone

    21.Aspirate

    22.Expression

    23.Accent

    24.Breathing Control

    25.Intense

    26.Vocal Fold

    27.Energy

    2.Now, follow the following instructions on how to do your Actor's Voice Vocabulary Squares on the front page, by the end of the period you should have finished and neatly colored your drawings and everything else for all 1-16 words. Stay focused and use your time wisely!

    In each square you will have:

    1.The word 5pts

    2.Definition 5pts (MAKE SURE YOU FIND THIS IN THE HANDOUTS, THE DRAMA BOOK, OR IN AN ONLINE DRAMA VOCAB DICTIONARY OR THEATRE VOCAB DICTIONARY IN ORDER TO GET THE CORRECT DEFINITION)

    3.Draw a picture showing the definition 5pts

    4.Sentence using the vocabulary word correctly. UNDERLINE  the vocabulary word in the sentences. 5pts

    Each square is worth 20 pts

    After you finish coloring everything and you have completed steps 1-4 for each vocabulary word on the front page (words 1-16), then take a picture of it and submit it to the Actor's Voice Vocab Squares assignment on jupiter and turn in the hard copy to the green basket.

    *ALL 27 of these squares will be due 20 minutes into class on Thursday. You will study the terms and quiz each other and then take the Actor's Voice Vocabulary Pre-Quiz on Thursday as well.

    3. This should take you all, if not most of the period, but if you do finish early then rehearse your Characterize exercises on page 15, use your outline/brainstorm that you turned into jupiter to guide your rehearsals. Rehearse inside the room only for today.

    Homework: Rehearse your scenes from page 15 at home. 


    January 28th

    Learning Objectives:

    1.I can use my knowledge about improv and the improv games to successfully pass my Improv Quiz with a B or better

    2.I can reflect on my progress from my Character-Centered vs. Situation-Centered Improv Performances to understand my strengths and weaknesses by completing a performance reflection using NAPE.

    Due by 4pm today 1/28 to jupiter.

    3.I can begin playing the improv game house guest and bus stop, remembering to have 100% commitment and energy as well as to say "Yes,  and," while always supporting my scene partners.

    Agenda:

    1.Take the Improv Quiz after reviewing for 2 minutes

    2.Finish last couple performances for Character-Centered vs. Situation-Centered Improv Performances.

    3.Look back at comments on jupiter as well as reflect on our class discussion and what you saw students work on improving in their performances and rate yourself so far according to NAPE in terms of voice projection and ability to physically show emotion. Then, complete a 3-5 sentence reflection explaining your rating and what you can do to improve in your future performances.

    NAPE Self-Assessment Rating. Where you track your own learning!

    Character-Centerd vs. Situation-Centered Improv Performance Reflection

    3.Play House Guest and give some feedback

    4.Play Bus Stop and give some feedback

    Homework: Continue looking over your Improv Games, tomorrow at the beginning of class you will play role reversal with the guest teacher inside of the classroom.

    Keep Rehearsing your Characterization Exercises on page 15, we will be performing them on Friday.

    Ms. Murray will be out this Wednesday and Thursday. You will be rehearsing for your characterization skits from page 15 and begin working on taking detailed notes on the Actor's Voice by completing vocabulary squares. (vocabulary will be found in handouts and on the teacher page)

    In each square you will have:

    1.The word 5pts

    2.Definition 5pts

    3.Picture showing the definition 5pts

    4.Sentence using the vocabulary word correctly 5pts

    Each square is worth 20 pts

    These squares will be due 20 minutes into class on Thursday. You will study the terms and quiz each other and then take the Actor's Voice Vocabulary Pre-Quiz

    Wednesday rehearse after playing role reversal, then work on Actor's Voice Vocabulary Squares

    Thursday finish squares, take a picture and submit to jupiter, then turn in hard copy to green basket, take the Actor's Voice Pre-Quiz, and rehearse some more. 

    Stay in the room and in the hallway by the room where the sub can see you.

    Actor's Voice Vocabulary words are below:

    1.Project

    2.Stage Whispers

    3.Articulating

    4. Pronounce

    5.Soft Palate

    6.Hard Palate

    7.Bony Ridge

    8.Teeth

    9.Lips

    10. Tongue

    11. Diaphragm

    12.Lungs

    13. Larynx

    14.Voiced

    15.Unvoiced

    16.Quality

    17.Pitch

    18.Nasal

    19. Inflection

    20. Monotone

    21.Aspirate

    22.Expression

    23.Accent

    24.Breathing Control

    25.Intense

    26.Vocal Fold

    27.Energy

     

     

     

    January 27th

    Learning Objectives

    1.I can review for the improv quiz and be ready to take it tomorrow.

    2.I can also rehearse and perform for the character-centered and situation-centered approach to improv by using my knowledge of improv, good presentation skills, and the feedback on jupiter from the Me in a Bag Performances to turn my weaknesses into strengths.

    3.I can begin playing the improv game house guest, remembering to have 100% commitment and energy as well as the other 19 Improv Skills and Guidelines.

    Agenda:

    After reviewing the Improv Pre-Quiz

    1. Review the following:

    This time, I will be grading a bit harder, looking to make sure you have improved a bit from last time.

    a. Eye contact with scene partner

    b.Improved voice projection

    c.Ability to stay in character

    d.Can we tell what your emotions are in the scene by using at least two of the following:

    Facial expressions

    Full Body Movement (posture, how you walk, arms, legs, shoulders, etc.)

    Gestures (hand movements)

    Voice (changing tone of voice to show emotion, age, etc, rate of speech, etc.)

    Character-Centered vs. Situation-Centered Performance Rubric

    2.Rehearse character-centered and situation-centered approach to improv

    3.Perform

    4.Play House Guest

    Homework: Keep Rehearsing your Characterization Exercises on page 15, we will be performing them on Friday.

    You will have your Real Improv Quiz on Tuesday January 28th so study your improv notes (first notes you took) and Improv Games Notes (handout I gave you)

    Ms. Murray will be out this Wednesday and Thursday. You will be rehearsing for your characterization skits from page 15 and begin working on taking detailed notes on the Actor's Voice by completing vocabulary squares. (vocabulary will be found in handouts and on the teacher page)


    January 24th

    Learning Objectives:

    1. I can also rehearse and perform for the character-centered and situation-centered approach to improv by using my knowledge of improv, good presentation skills, and the feedback on jupiter from the Me in a Bag Performances to turn my weaknesses into strengths.

    2.I can use my knowledge of the improv guidelines and then my Characterization Skits Brainstorms to help me rehearse and perform characters with my voice, facial expressions, body movements, hands, and my critical thinking skills to form my character's goals in the scene

    1.Review feedback from Me in a Bag Performances. This time, I will be grading a bit harder, looking to make sure you have improved a bit from last time.

    a. Eye contact with scene partner

    b.Improved voice projection

    c.Ability to stay in character

    d.Can we tell what your emotions are in the scene by using at least two of the following:

    Facial expressions

    Full Body Movement (posture, how you walk, arms, legs, shoulders, etc.)

    Gestures (hand movements)

    Voice (changing tone of voice to show emotion, age, etc, rate of speech, etc.)

    2.Rehearse character-centered and situation-centered approach to improv

    3.Perform

    4.Rehearse your Characterization Exercises on page 15, use your brainstorms that you turned into jupiter.

    Homework: Keep Rehearsing your Characterization Exercises on page 15, we will be performing them next Week.

    You will have your Real Improv Quiz on Tuesday January 28th


     

    January 23rd:

    Learning Objective:

    1.I can use my knowledge of improv from my Improv Unit 1 notes to help me successfully study and complete the Improv Pre-Quiz with a C or better

    2.I can use my knowledge of the improv guidelines and then my Characterization Skits Brainstorms to help me begin creating characters with my voice, facial expressions, body movements, hands, and my critical thinking skills to form my character's goals in the scene.

    3. I can also rehearse for the character-centered and situation-centered approach to improv by using my knowledge of improv and good presentation skills. 

    1.You will study your Improv Unit 1 Notes and Improv Game Notes. Study for 3-4 minutes, then clear your desks of EVERYTHING but your computer. You will have 15 minutes to take your Improv Pre-Quiz

    2.Get your Drama books out and turn to page 15, pay attention to the numbers written on post-its in the middle of your table. These are your table numbers, following the following instructions. Be sure to spend 15 minutes only rehearsing after completing the Questions to Ask About Your Character Charts for EACH character in the scene.Use teamwork and good communication skills.

    *Run through the scenes as many times as you can in 15 minutes. Normally, you don't get this much time for preparation, but since you are still learning and developing characters, I am giving you more time that usual. Be prepared because after we finish the Character-centered and Situation-centered approach to improv, then we will perform these Characterization Skits

    Table 1: You will work together to create a character for exercise 1 at the top of page 15 by answering the Questions to Ask About Your Character and completing other questions in the Assignment titled Characterization Skits Brainstorm at the top of page 15, about your character on that google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 2: You will work together to create a character for exercise 2 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 3: You will work together to create a character for exercise 3 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 4: You will work together to create a character for exercise 2 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room.

    *DIFFERENT PERSPECTIVES ON THIS IS GOOD, DON'T COPY THE OTHER GROUP DOING THE SAME SITUATION FOR THEIR SKIT

    Table 5:You will work together to create a character for exercise 3 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    *DIFFERENT PERSPECTIVES ON THIS IS GOOD, DON'T COPY THE OTHER GROUP DOING THE SAME SITUATION FOR THEIR SKIT

    3.Now, you will get into your groups for the character-centered and situation-centered approaches to improv and use your brainstorms to help you rehearse for the rest of the period. We will finish these presentations on Friday. 

    *Use the brainstorms from the green basket, MAKE SURE TO PUT THOSE BACK AT THE END OF THE PERIOD

    Homework: Rehearse for both the characterization skits and the character-centered and the situation-centered approach to improv. Performances will be tomorrow.


    January 22nd

    Learning Objective:

    1.I can also use my knowledge of good public speaking skills and critical thinking to successfully present my "Me in a Bag" Presentation and to take detailed notes about my classmate's presentations to illustrate my attention to detail and knowledge of my classmates.

    2.I can be able to state 1 new or interesting fact I learned about the class or a specific students by the end of the period from the "Me in a Bag" Presentations

    1."Me in a Bag" Presentations

    Expectations:

    So make sure you do the following as the performer:
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it

    d.Have good eye contact

    As an audience member, make sure you do the following:

    a.Take good notes in your notebook. Title your notes, "Me in a Bag Presentation Notes"

    -Presenter's Name:

    -Item(s):

    -Meaning of each item:

    b.Other than taking these notes, your attention should be on the performer, so be respectful and pay attention. No side conversations.

    2.Go over tomorrow's agenda.

    3.Finish going over examples of character-centered and situation-centered approaches to improv.

    4.Rehearse Character-centered and Situation-centered approaches to improv skits. Perform 1 of them if there is time.

    Homework:

    Continue rehearsing your character-based approach/situation-based approach to improv skits. Take a picture of your brainstorms so everyone understands their role and can rehearse at home.

    We will finish the other presentations on Friday so be prepared.

    What to expect for tomorrow:

    1.You will study your Improv Unit 1 Notes and take your Improv Pre-Quiz

    2.You will turn to page 15, pay attention to the numbers written on post-its in the middle of your table. These are your table numbers, following the following instructions. Be sure to spend 15 minutes only rehearsing after completing the Questions to Ask About Your Character Charts for EACH character in the scene.Use teamwork and good communication skills.

    *Run through the scenes as many times as you can in 15 minutes. Normally, you don't get this much time for preparation, but since you are still learning and developing characters, I am giving you more time that usual. Be prepared because after we finish the Character-centered and Situation-centered approach to improv, then we will perform these Characterization Skits

    Table 1: You will work together to create a character for exercise 1 at the top of page 15 by answering the Questions to Ask About Your Character and completing other questions in the Assignment titled Characterization Skits Brainstorm at the top of page 15, about your character on that google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 2: You will work together to create a character for exercise 2 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 3: You will work together to create a character for exercise 3 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    Table 4: You will work together to create a character for exercise 2 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room.

    *DIFFERENT PERSPECTIVES ON THIS IS GOOD, DON'T COPY THE OTHER GROUP DOING THE SAME SITUATION FOR THEIR SKIT

    Table 5:You will work together to create a character for exercise 3 at the top of page 15 by answering the Questions to Ask About Your Character Chart about your character on this google doc. Then, begin creating characters for each of the other characters in the group, everyone must have a part. Each person must complete their own character questions. This should take about 15-20 minutes. Then, you will rehearse this for another 15 minutes in class, fold up/move the tables if you need to make more room. 

    *DIFFERENT PERSPECTIVES ON THIS IS GOOD, DON'T COPY THE OTHER GROUP DOING THE SAME SITUATION FOR THEIR SKIT

    3.Now, you will get into your groups for the character-centered and situation-centered approaches to improv and use your brainstorms to help you rehearse for the rest of the period. We will finish these presentations on Friday.

     


    January 21st

    Learning Objective:

    1.I can also use my knowledge of good public speaking skills and critical thinking to successfully present my "Me in a Bag" Presentation and to take detailed notes about my classmate's presentations to illustrate my attention to detail and knowledge of my classmates.

    2.I can be able to state 1 new or interesting fact I learned about the class or a specific students by the end of the period from the "Me in a Bag" Presentations

    Agenda:

    Period 3 Notebook check

    1.Turn to page 22 in your drama books and take out your "Chapter 1: Improvisation Vocabulary Notes"

    Summary and Key Ideas

    5.List the steps of the motivational Sequence

    6.What are some questions to ask when establishing a character?

    7.What are some essential things to keep in mind as you improvise?

    Add the following details, most of which are from the Reminders for Successful improv (page 12) to your Improv Unit 1 Notes

    Step 13. Remember to always have 100% commitment and effort in EVERYTHING YOU DO

    Step 14. There is purpose for everything, everything HAS A PURPOSE

    Step 15.Speak loudly enough to be heard throughout the theater or auditorium

    Step 16.Do not hide behind pieces of furniture or other people

    Step 17.Move about freely. Try not to stand beside other characters all the time.

    Step 18. Take plenty of time to speak and to move so that you can create a definite impression

    Step 19.Stay in character ALL the time. Listen and speak as your character would in every situation. Always exhitib actions and reactions that are appropriate for your character.

     

    2."Me in a Bag" Presentations

    Expectations:

    So make sure you do the following as the performer:
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it

    d.Have good eye contact

    As an audience member, make sure you do the following:

    a.Take good notes in your notebook. Title your notes, "Me in a Bag Presentation Notes"

    -Presenter's Name:

    -Item(s):

    -Meaning of each item:

    b.Other than taking these notes, your attention should be on the performer, so be respectful and pay attention. No side conversations.

     

    6. If we don't finish, we will fini

    Homework:

    1.Make sure your "Me in a Bag Presentation Notes" are up to date based on the information presented by the last performer

    2.Practice presenting if you haven't already for your "Me in A Bag Presentations"

    3.Rehearse your character-based approach/situation-based approach to improv skits. Take a picture of your brainstorms so everyone understands their role and can rehearse at home.


    January 17th

    Learning Objective:

    1.I can use my knowledge of the syllabus and class expectations and policies to successfully pass the Syllabus Quiz

    2.I can also use my knowledge of good public speaking skills and critical thinking to successfully present my "Me in a Bag" Presentation

    3.I can be able to state 1 new or interesting fact I learned about the class or a specific students by the end of the period from the "Me in a Bag" Presentations

    Agenda:

    1.Review for Drama Syllabus Quiz/Notebook Check

    2.Take Drama Syllabus Quiz

    3.Make sure you have turned in a picture of the last two pages of your Parent Contact and Syllabus Signature Page.

    4.Review the last two days

    5."Me in a Bag" Presentations

    Expectations:

    So make sure you:
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it

    6. If we don't finish, we will finish at the beginning of class on Tuesday.

    Homework: 1.Fix anything your need to on your "Chapter 1 Improvisation Vocabulary Notes" and turn them in by Saturday 12am.

    2.Practice presenting if you haven't already for your "Me in A Bag Presentations"


    January 16th:

    Learning Objective:

    1.I can demonstrate my knowledge of character-centered approach and the situation-centered approach to improv by completing a brainstorm for a skit and rehearsing the skit in my group.

    1.A. TAKE YOUR SYLLABUS PRE-QUIZ. IT IS OPEN, REAL QUIZ IS TOMORROW!

    1B.Review the following information and finish your Character-centered/Situation centered Approach to Improv Brainstorm. You will have 20 minutes to do so, then take a picture of it and turn it into jupiter ASAP as well as turn in the hard copy to the correct GREEN period basket AFTER you use it to rehearse.

    Now turn to page 9-10, reread the definitions of character-centered and situation-centered approach to improv. You should know the difference.

    Character-centered approach: Focuses on the response of one or more characters to a situation or a sequence of situations.It is important to demonstrate how the character's responses changes as they encounter various conflicts or experiences and the situation impacts the character's actions  

    Example: Mr. Bean tries to do laundry, but accidentally forgets to put his underwear  he is wearing in the washing machine, then, he takes them off, but then another person throws his pants in the washer as they are brown, the same color as this person's skirt. Unknowingly, Mr. Bean put a brown skirt on, thinking it was his pants. Now, he must be careful not to let anyone see he is wearing a skirt and go back to his seat. He exaggerates his facial expressions and body movements to show his worry about trying to avoid being embarrassed. Next, he discovers he forgot to put another pair of underwear in the washet, etc.

    Situation-centered approach: Focuses on how multiple characters will have different reactions to the same situation.

    Example: A main character finds out that they are pregnant. She is scared, one of her friends is excited, another one of her friends is shocked, and her other friend, who secretly loves her is disappointed and heartbroken.

    ***Look at the graphs on page 10, to help you understand and create your own skit. You will redraw these graphs with your own descriptions of character reactions and situations in the graphs.

    Period 1:

    Group 1: is character-centered

    Group 2: is situation-centered

    Group 3: is character-centered

    Group 4: is situation-centered

    Group 5: is also situation-centered

    Period 3:

    Group 1 (Amaiya's Group): is character-centered

    Group 2 (Nicolas's Group): is situation-centered

    Group 3 (Dayanna's Group): is character-centered

    Group 4 (Ethin's Group): is situation-centered

    Group 5 (Yahir's Group): is situation-centered

    Now, you will get a blank paper on the desk near the chromecarts and write the name of your Approach to Improv at the top and then list all of the names of the students in your group.

    Next, you will follow these steps in your brainstorm.

    1.Write the definition of the approach

    2.Create names and personalities/emotions for each character and WHY they are feeling that way (everyone must play a character), and the relationship to each other, it should look like this:

    Actor name....character name

    Emotion of character:

    Relationship to other characters:

    Example: 

    Sara Thompson...Amy

    Emotions of the character: irritated and impatience because she is going to be for her job interview if the bus doesn't arrive soon

    Relationship to other characters: She is a stranger and doesn't know any of the other characters that are waiting for the bus

    3.Copy the graph, make sure you make the circles big enough to put your own information about the situation and the character reactions (be specific with the emotional and physical reactions like facial expressions, full body movements, gestures (hand movements), changing your voice)

    2. Now, rehearse your skit, stay focused. You can put away your chromebooks and fold up the table and stack the chairs so that you can have more space in the room. We will perform these on Tuesday and Wednesday of next week. Rehearse for about 45-50 minutes. Turn these back into the green basket.

    3.Study for your Syllabus Quiz, which is happening tomorrow.

    Homework: Please see the jupiter message I sent you, you will be having a guest teacher on Wednesday and Thursday. Be sure to keep bringing your Drama books.

    1.Review your Syllabus Pre-Quiz (you will take on Wednesday) as the real quiz is on Friday
    2.Your "Me in a Bag" assignment is due on Friday, you will be giving presentations about them so make sure
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it
    3.Your notebook (notebook check will be done on Friday)
    4.On Friday BEFORE CLASS, you should submit a picture of both pages of your syllabus signature to the correct assignment on jupiter and keep all of your syllabus with you at all times
    PLUS and Drama: You must meet ALL deadlines on those days and make good choices, be on your best behavior or there will be consequences such as loss of participation points, assignment points, and detentions or worse will be given.


    January 15th:

    Learning Objective: 

    I can define the key Improv Vocabulary in chapter 1: Improvisation in my drama book and use 100% commitment and energy to complete various improv activities by taking detailed notes and drawing pictures that demonstrate the meaning of each word.

    I can also demonstrate my knowledge of character-centered approach and the situation-centered approach to improv by completing a brainstorm for a skit and rehearsing the skit in my group.

    Agenda:

    1.A.Drama Class Rules/ Syllabus Pre-Quiz. Take the Pre-Quiz and look over your answers, you can retake it over and over again until Friday, when you will take the real quiz.

    1.B.After you Improv Notes, title the next page, "Chapter 1: Improvisation Vocabulary Notes"Starting on page 6-19 of your Drama book beginning reading through the chapter in your groups, stoping to take notes on the definitions of the key vocabulary in the box towards the top of page 6. Leave a space below each vocabulary word so that you can draw a picture that illustrates the meaning of each word.Use color and be neat.

    *If you can't find the definition then look the word up in the glossary in the back of the book.

    2.Then, go back and underneath/on the next page after the vocabulary and pictures, take notes on the "Reminders for Successful Improv" Chart on page 12  and then after writing the Heading: Establishing a Character take notes on the chart titled "Questions to Ask About Your Character"

    3.Now, turn to page 22 and underneath the Charts, title the next part of your notes "Chapter 1 Review Questions". Under here you will answer the Summary and Key Idea Questions (1-7) and answer the Discussing Ideas questions (1-4). Be detailed with your answers, each answer should be at least 2 sentences if not more. Look back at the chapter if necessary.

    4.You should finish this in about 45 minutes to 60 minutes. Take a picture of your notes when you are finished and turn it into jupiter at this time. This notes MUST BE TURNED IN BEFORE THE PERIOD ENDS.

    5.Get with a partner, turn to page 10 and do exercise #1: "The Mirror". 3 Minutes

    6.Now turn to page 9-10, reread the definitions of character-centered and situation-centered approach to improv. You should know the difference.

    Character-centered approach: Focuses on the response of one or more characters to a situation or a sequence of situations.It is important to demonstrate how the character's responses changes as they encounter various conflicts or experiences and the situation impacts the character's actions  

    Example: Mr. Bean tries to do laundry, but accidentally forgets to put his underwear  he is wearing in the washing machine, then, he takes them off, but then another person throws his pants in the washer as they are brown, the same color as this person's skirt. Unknowingly, Mr. Bean put a brown skirt on, thinking it was his pants. Now, he must be careful not to let anyone see he is wearing a skirt and go back to his seat. He exaggerates his facial expressions and body movements to show his worry about trying to avoid being embarrassed. Next, he discovers he forgot to put another pair of underwear in the washet, etc.

    Situation-centered approach: Focuses on how multiple characters will have different reactions to the same situation.

    Example: A main character finds out that they are pregnant. She is scared, one of her friends is excited, another one of her friends is shocked, and her other friend, who secretly loves her is disappointed and heartbroken.

    ***Look at the graphs on page 10, to help you understand and create your own skit. You will redraw these graphs with your own descriptions of character reactions and situations in the graphs.

    Period 1:

    Group 1: is character-centered

    Group 2: is situation-centered

    Group 3: is character-centered

    Group 4: is situation-centered

    Group 5: is also situation-centered

    Period 3:

    Group 1 (Amaiya's Group): is character-centered

    Group 2 (Nicolas's Group): is situation-centered

    Group 3 (Dayanna's Group): is character-centered

    Group 4 (Ethin's Group): is situation-centered

    Group 5 (Yahir's Group): is situation-centered

    Now, you will get a blank paper on the desk near the chromecarts and write the name of your Approach to Improv at the top and then list all of the names of the students in your group.

    Next, you will follow these steps in your brainstorm.

    1.Write the definition of the approach

    2.Create names and personalities/emotions for each character and WHY they are feeling that way (everyone must play a character), and the relationship to each other, it should look like this:

    Actor name....character name

    Emotion of character:

    Relationship to other characters:

    Example: 

    Sara Thompson...Amy

    Emotions of the character: irritated and impatience because she is going to be for her job interview if the bus doesn't arrive soon

    Relationship to other characters: She is a stranger and doesn't know any of the other characters that are waiting for the bus

    3.Copy the graph, make sure you make the circles big enough to put your own information about the situation and the character reactions (be specific with the emotional and physical reactions like facial expressions, full body movements, gestures (hand movements), changing your voice)

    *You will be able to use the first 15 minutes at the beginning of next class to finish this brainstorm.

    Homework: Please see the jupiter message I sent you, you will be having a guest teacher on Wednesday and Thursday. Be sure to keep bringing your Drama books.

    1.Review your Syllabus Pre-Quiz (you will take on Wednesday) as the real quiz is on Friday
    2.Your "Me in a Bag" assignment is due on Friday, you will be giving presentations about them so make sure
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it
    3.Your notebook (notebook check will be done on Friday)
    4.On Friday BEFORE CLASS, you should submit a picture of both pages of your syllabus signature to the correct assignment on jupiter and keep all of your syllabus with you at all times
    PLUS and Drama: You must meet ALL deadlines on those days and make good choices, be on your best behavior or there will be consequences such as loss of participation points, assignment points, and detentions or worse will be given.

     


     

    January 14th

    VAPA Standard

    Prof.TH.Pr4.b: Shape character choices using given circumstances in a drama/theatre work

    Learning Objectives:

    1.I can define improv and demonstrate my knowledge of how to play the props and house guest improv game as well as describe some examples of how to use improv in the real world.

    Criteria for Success:I know I will accomplish this objective by successfully improving my score on the Juno Quiz after seeing strong and weak examples and actively participating in the games with 100% commitment and effort.

    2.I can understand, identify, and describe how actors shape their character's choices when improvising based on the information found in their given circumstances. 

    Criteria for Success:I know I will accomplish this objective by completing and sharing response to quick write asking you how actor shape their choices based on their given circumstances in a scene.

    Your examples in this quick write and your verbal and written description of the given circumstances and how the actor's choices in their reaction to their circumstance by completing the Given Circumstances and Character Choices Chart.

     

     

    Agenda:

    1.Review your Improv Notes and your Improv Games Notes Handout.

    Review Background Knowledge about how improv is used in the real world--->Review Improv in the Real World Pre-Quiz and my feedback

    -Good examples, some still put interviews, which we already discussed and I want to be more clear that I want a brief description of how you utilize improv in those real world situations in order to score better on the Real Improv in the Real World Quiz (Observation Standard 6.1)

    Go over 2 examples (Verbal and Written feedback)

    Call on Student for a good example

    2. After going over real world examples, complete Given Circumstances and Character Choices Quick Write: If you finish early, review your Improv Notes and your Improv Games Notes Handout
    2.Review Background Knowledge about how improv is used in the real world--->Review Improv in the Real World Pre-Quiz and my feedback

    -Good examples, some still put interviews, which we already discussed and I want to be more clear that I want a breif description of how you utilize improv in those real world situations in order to score better on the Real Improv in the Real World Quiz

    Go over 2 examples

    Call on Student for a good example

    3.a.Review Props and have 4 pairs do 2 examples. Everyone must remember Objective 1:

    1.I can understand, identify, and describe how actors shape their character's choices when improvising based on the information found in their given circumstances. 

    Criteria for Success:I know I will accomplish this objective by providing a verbal and written description of the given circumstances and how the actor's choices in their reaction to their circumstance by completing the Given Circumstances and Character Choices Chart.

    b.While playing the props games, keep track of and explain the given circumstance (prop item given) and then how the actors shaped their character's choices based on the given circumstance of the prop. Do this by completing the Given Circumstances and Character Choices Chart

    *Maybe they changed the concept of what the prop symbolized or kept it the same, but what scenario did they create based on the original prop and how did their character express their feelings about the prop?

    Share examples of responses to ensure we are accomplishing the objective

    4.Take Improv in the Real World Quiz. Share some results to confirm student learning.

    5.If there is time, play House Guest and complete the Given Circumstances and Character Choices Chart for it as well. The given circumstances for this game include what from the list in the chart?

    Share examples of responses to ensure we are accomplish the objective

    Homework: Please see the jupiter message I sent you, you will be having a guest teacher on Wednesday and Thursday. Be sure to keep bringing your Drama books.

    1.Review your Syllabus Pre-Quiz (you will take on Wednesday) as the real quiz is on Friday
    2.Your "Me in a Bag" assignment is due on Friday, you will be giving presentations about them so make sure
    a. You speak loudly and clearly
    b. You clearly explain with details the reason why you chose each item (must represent a part of you, dig deep, and state how the items represent your values and personality
    c. Come prepared with at least 1-2 items if not more, one of which must represent a struggle or a difficult obstacle you overcame/how you overcame it
    3.Your notebook (notebook check will be done on Friday)
    4.On Friday BEFORE CLASS, you should submit a picture of both pages of your syllabus signature to the correct assignment on jupiter and keep all of your syllabus with you at all times
    PLUS and Drama: You must meet ALL deadlines on those days and make good choices, be on your best behavior or there will be consequences such as loss of participation points, assignment points, and detentions or worse will be given.

     


    January 10th

    Learning Objectives:

    1.I can define improv and demonstrate my knowledge of how to play the props and house guest improv game as well as define some examples of how to use improv in the real world. I know I will accomplish this objective by successfully improving my score on the Juno Quiz.

    2.I can continue reviewing my improv games and practice improv skills with 100% committment and energy

    3.I can review what we have learned so far about using improv skills and guidelines during the improv games and the areas we still need to improv (strengths and weaknesses)Give your classmate's feedback

    1.Improv Pre-Quiz

    2.Finishing the notes and writing a summary. Improv-Unit 1 Notes Take a picture and submit them to jupiter.

    3.Practice the improv games: props and house guest

     

    **Remember good audience ettiquette and earn your full participation points by fully committing and supporting each other throughout the improv games.

    4.Review what we have learned so far about using improv skills and guidelines during the improv games and the areas we still need to improv (strengths and weaknesses)

    5. Improv and the Real World Notes:

    Homework:

    1.Review syllabus for Syllabus Quiz Next Friday, January 17th and the Pre-Quiz on Tuesday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)

    Homework:

    1.Review syllabus for Syllabus Quiz Next Friday, January 17th and the Pre-Quiz on Tuesday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    January 9th

    Learning Objective:

    1.I can demonstrate my knowledge about the 3 B's of Classroom expectations by successfully completing the Quiz with a B or higher.

    2.I can define what improv is and identify the improv skills and guidelines by successfully completing the Improv Pre-Quiz with a C or higher.

    3.I can continue reviewing my improv games and practice improv skills with 100% committment and energy

    Agenda

    1.Take Quiz on 3 B's of Classroom Expectations

    2.Take Improv Pre-Quiz after finishing the notes and writing a summary. Improv-Unit 1 Notes Take a picture and submit them to jupiter.

    3.Practice the improv games

    **Remember good audience ettiquette and earn your full participation points by fully committing and supporting each other throughout the improv games.

    4.Review what we have learned so far about using improv skills and guidelines during the improv games and the areas we still need to improv (strengths and weaknesses)

    Homework:

    1.Review syllabus for Syllabus Quiz Next Friday, January 17th and the Pre-Quiz on Tuesday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


     

    January 8th

    Learning Objective:

    1.I can use my prior knowledge and what I learned from discussion to successfully complete the Quiz on 3 B's of Classroom Expectations by earning a C or higher

    2.I can define what improv is and identify the improv skills and guidelines by reviewing my Improv Notes and begin learning how to play and actively participate with 100% committment and energy

    Agenda

    1.Take Pre-Quiz on 3 B's of Classroom Expectations

    2.Start Improv Notes: Improv-Unit 1 Notes

    *Improv Pre-Quiz will be on Thursday, tomorrow. Real Quiz will be on Wednesday,, January 22nd.

    Homework:

    1.Review syllabus for Syllabus Quiz Next Friday January 17th and the Pre-Quiz on Tuesday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


     

    January 7th

    Learning Objective:

    1.I can identify 1 thing I am excited to learn from this course and name the 3 B's of Classroom Expectations

    2.I can also begin defining what improv is and identify the improv skills and guidelines by taking detailed Improv Notes.

    1.Review 3 B's of Classroom rules and expectations. Purple lines and Theatre Quote outside.

     

    2.Syllabus Overview. Syllabus Quiz will be Tuesday. Syllabus Pre-Quiz will be on Monday.

    3.Begin Improv-Unit 1 Notes

    4.Circle Time Again: Reflect on the learning objectives share about 1 thing I am excited about learning from this course 

    5.Take Pre-Quiz on 3 B's of Classroom Expectations. Real Quiz will be tomorrow

    Homework:

    1.Review syllabus for Syllabus Quiz Next Tuesday and the Pre-Quiz on Monday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    January 6th

    Learning Objective:

    1.I can learn atleast 1 new fact about a classmate/my class in general!

    2.I can identify 1 thing I am excited to learn from this course and name the 3 B's of Classroom Expectations

    1. Ms. Murray Quiz FREE POINTS! Everyone is in a circle!

    2.I'm a person who activity and Review 3 B's of Classroom rules and expectations. Purple lines and Theatre Quote outside.

    3.There is a purpose for everything, and everything has a purpose! Introduce and discuss the "Me in a Bag" Activity.

    Ms. Murrray has you analzyse her items that symbolize an aspect of her personality and her values. One of which represents a struggle/challenge she has faced and how she grew and learned from it.

    4.Syllabus Overview. Syllabus Quiz will be Tuesday. Syllabus Pre-Quiz will be on Monday.

    5.Begin Improv-Unit 1 Notes

    Circle Time Again: Reflect on the learning objectives

    1.Identify and share atleast 1 new fact about a classmate/my class in general!

    2.Identify 1 thing I am excited to learn form this course and name the 3 B's of Classroom Expectations

    Homework:

    1.Review syllabus for Syllabus Quiz Next Tuesday and the Pre-Quiz on Monday. After reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    2.Bring a notebook with a folder part/binder to be your Drama Notebook by next Friday, January 17th. You place your handouts, notes, and quick writes in this notebook. I will be doing a notebook check on that day and will do random book and notebook checks as well.

    Bring your drama books everyday unless I say otherwise.

    Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    5.Snowball Fight:

    1.On a piece of binder paper write 3 interesting, but not widely known facts about yourself.

    2.Crumple it up and when I say go, throw it.

    3.When the time is up and I can freeze, pick up a random snowball. Uncrumple it, read it, and prepare to share it aloud and guess which person it was.

    7.Schedule Review for Monday

    8.Share Circle: What are you excited about the most this year? 10ish mins

    9.Schedule Review 2 mins

    Homework: Due Friday January 17th: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality. 1 of them must represent a struggle/challenge you have faced and how it has made you grow and learn from it. (Can be general or specific). Due by next Friday January 17th, bring the items inside of the bags to class.

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday January 17th.

    E.C. Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)

     

    August 2nd

    Learning Objective:

    1.I can learn atleast 1 new fact about a classmate/my class in general!

    2.I can identify 1 thing I am excited to learn from this course and name the 3 B's of Classroom Expectations

    1.Begin with sharing in same groups as yesterday with the same bags, a struggle/challenge you faced and how you grew and learned from it. 

    2.Finish sharing rest of "Me in a Bag" activity and introduce homework.

    3.I'm a person who activity and Review 3 B's of Classroom rules and expectations. Purple lines and Theatre Quote outside.

    4.Syllabus Overview. Syllabus Quiz will be next Wednesday. Syllabus Pre-Quiz will be on Monday.

    5.Ms. Murray Quiz FREE POINTS!

    6.Snowball Fight:

    1.On a piece of binder paper write 3 interesting, but not widely known facts about yourself.

    2.Crumple it up and when I say go, throw it.

    3.When the time is up and I can freeze, pick up a random snowball. Uncrumple it, read it, and prepare to share it aloud and guess which person it was.

    7.Schedule Review for Monday

    8.Share Circle: What are you excited about the most this year? 10ish mins

    9.Schedule Review 2 mins

    Homework: Due Tuesday: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality.

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday August 9th.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    August 5th

    Learning Objective: 

    Learning Objective: I can actively participate in reviewing about the classroom culture, syllabus, rules, and expectations. I will be able to state 3 things total I learned about our classroom culture, syllabus, rules, and expectations by the end of the period.

    1.I'm a person who activity and Review 3 B's of Classroom rules and expectations. Purple lines and Theatre Quote outside.

    2.Syllabus Overview. Syllabus Quiz will be next Wednesday. Syllabus Pre-Quiz will be on Monday.

    3.Ms. Murray Quiz FREE POINTS!

    4.Snowball Fight:

    5.On a piece of binder paper write 3 interesting, but not widely known facts about yourself.

    6.Crumple it up and when I say go, throw it.

    7.When the time is up and I can freeze, pick up a random snowball. Uncrumple it, read it, and prepare to share it aloud and guess which person it was.

    8.Schedule Review for Monday

    9.Share Circle: What are you excited about the most this year? 10ish mins

    10.Schedule Review 2 mins

    Homework: Due Tuesday: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality.

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday August 9th.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    August 6th

    Learning Objective: 

    Learning Objective: I can actively participate in reviewing about the classroom culture, syllabus, rules, and expectations. I will be able to state 1 thing total I learned about our classroom culture, syllabus, rules, and expectations by the end of the period.

    1.Review 3 B's of Classroom rules and expectations.

    2.Assign Computers and Syllabus Pre-Quiz

    3.Me in A Bag Presentation

    4.Snowball Fight:

    5.On a piece of binder paper write 3 interesting, but not widely known facts about yourself.

    6.Crumple it up and when I say go, throw it.

    7.When the time is up and I can freeze, pick up a random snowball. Uncrumple it, read it, and prepare to share it aloud and guess which person it was.

    Homework: Due Tuesday: "Me in a bag". Bring 1-2 (at least) or 3-4 items that represent you, your values, and your personality.

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday August 9th.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    August 7

    Learning Objective: I can actively participate in reviewing about the classroom culture, syllabus, rules, and expectations. I will be able to state 1 thing total I learned about our classroom culture, syllabus, rules, and expectations by the end of the period.

    Learning Objective: I can demonstrate my knowledge about the class expectations and syllabus by successfully completing my syllabus quiz

    1.Syllabus Review

    2.Syllabus Quiz

    3.Snowball Fight:

    4.On a piece of binder paper write 3 interesting, but not widely known facts about yourself.

    5.Crumple it up and when I say go, throw it.

    6.When the time is up and I can freeze, pick up a random snowball. Uncrumple it, read it, and prepare to share it aloud and guess which person it was.

    7. Improv: Acting without a script or plan

    Whose Line is it anyway examples

    Homework: 

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday August 9th.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    August 8th

    Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment and energy.

    1.Snowball Fight: Finish sharing and guessing

    Important:

     

    Parent Signatures due by Friday along with Contact Information card.

    Bathroom/leaving the room routine

    5. Improv: Acting without a script or plan, turn to chapter 1 in your books and read the first 2 pages quietly. These are pages 7 and 8.

    Pair-Share what you learned

    Read pages 9 and 10 together. Assign group to come up with examples of Character-Based and Situation-Based Approach to Improv

    StartThe Way of Improv Video (take Cornell Notes about key points from video)

    The Way of Improv Video Notes

    6.Improv Notes Part 1 Handout

     

    Homework: 

    Review syllabus for Syllabus Quiz and after reviewing it with your parents, you will both sign it and turn it in by Next Friday August 9th.

    Bring a notebook, at least 70 pages with a compartment for handouts, by next Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


    August 9th

     Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment and energy.

    Improv: Acting without a script or plan

    1.Turn in Parent/Student Contact Form and signed syllabus to green basket

    2.Class Ambassadors :) and role play to practice

    Class Ambassadors Procedure

    Quiz on Ambassador Procedure on Monday

    3.Finish, Rehearse, and Present Character-Based and Situation-Based Approach to Improv

    4.Finish The Way of Improv Video (take Cornell Notes about key points from video)

    The Way of Improv Video Notes

    6.Improv Notes Part 1 Handout (discuss, watch videos, practice playing them)

    7.Whose Line Is It Anyway video examples and play some games:

    Props

    Houseguest

    Narrate

    Discuss Characterization:opposing characters and the conflict and interest they create

    from Little Shop of Horrors→ Dentist scene with Bill Murray and discuss Sadist vs. Masochist  www.youtube.com/watch?v=XB7R0ZxNgC4 (warning some inappropriate noises are present in this video, however its purpose is to incite humor in the audience and is a very good example of opposing characters)

    Homework: 

    Bring a notebook, at least 70 pages with a compartment for handouts, by next Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due :)


     August 12th

    Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment and energy.

    I can describe to my partner the definitions for how to play props, houseguest, and narrate.

    1.Ambassador procedure, review, and quiz. 

    Warm up Exercise:Page 10 mirror

    2.Finish watching and taking notes on The Way of Improv Video (take Cornell Notes about key points from video)

    3.Review Improv definitions and begin watching props video example from "Whose Line is it Anyway?"

    4.Play and Learn Characters Improv game, houseguest, narrate

    Homework: 

    Bring a notebook, at least 70 pages with a compartment for handouts, by Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day 


    August 13th

    Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment and energy.

    I can describe to my partner the definitions for how to play props, houseguest, and narrate.

    2.Review Improv definitions and the props, houseguest, and narrate definitions. Review information about opposing characters.

    *Improv Notes Part 1 Handout (discuss, watch videos, practice playing them)

    7.Whose Line Is It Anyway video examples and play some games:

    Props

    Houseguest

    Narrate

    Discuss Characterization:opposing characters and the conflict and interest they create

    from Little Shop of Horrors→ Dentist scene with Bill Murray and discuss Sadist vs. Masochist  www.youtube.com/watch?v=XB7R0ZxNgC4 (warning some inappropriate noises are present in this video, however its purpose is to incite humor in the audience and is a very good example of opposing characters)

    3.Play and Learn props, houseguest, narrate, and if time characters improv games.

    Homework: 

    Study Improv Games, Pre-Quiz will be on Friday and the real quiz will be on Monday.

    Bring a notebook, at least 70 pages with a compartment for handouts, by Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.

    E.C.: Bring in a movie poster so I can put it on my walls :) Accepted all year, don't give it to me a day before grades are due. Must be given to me BEFORE Finals


    August 14th

    Learning Objective: I can review and define how to play characters.

    I can also define how to play freeze tag, bus stop, dating game and practice playing them with 100% commitment and energy.

    1.Review The Way of Improv Video Cornell Notes as a class. Write a 3-5 sentence summary describe the most important aspects of what you learned. This information will be on the pre-Quiz on Friday and on the real quiz on Monday.

    2.Review Improvisations with a Partner or a Group

    2.Play:

    Freeze tag

    Bus stop

    Dating Game

    3.Review Juno Characters, freeze tag, bus stop, and dating game

    4. Reminders for Successful Improvisation

    5. If time, do exercise 1 on page 10, exercise 1, 2, 3, and 4 on page 14.

    Homework: Study your Improv fill-in-the-blank Review, Improv Notes Part 1, and The Way of Improv Video Cornell Notes to be prepared for tomorrow, August 16th's Pre-Quiz and Monday's real Improv Quiz

    Bring a notebook, at least 70 pages with a compartment for handouts, by Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.


    August 15th

    I can define improv and describe how to play the improv games after actively engaging in playing them and successfully completing my Improv Fill-in-the-blank Review. I will use 100% commitment and energy.

    1.Improv Fill-in-the-blank Review

    2.Review The Way of Improv Video Notes. You must be able to describe the important steps/guidelines for successful improv.

    3.Split improv games into groups and groups will rehearse as they will be presenting their Improv Games by teaching us how to play them and by playing an example round with us.

    *Review Group Improv Presentation Rubric

    Presentations will be performed tomorrow, Friday August 16th

    Homework:

    1.Study your Improv fill-in-the-blank Review, Improv Notes Part 1, and The Way of Improv Video Cornell Notes to be prepared for tomorrow, August 16th's Pre-Quiz and Monday's real Improv Quiz

    2.Rehearse your explanation of the game, your group's example of how to play, and how to facilitate your example round when you play with the class.

    3.Bring a notebook, at least 70 pages with a compartment for handouts, by Friday the 16th.You can also have a one inch to one and a half inch binder with pocket dividers if you want.

    This will be your Theatre Notebook.


    August 16th

     Learning Objective:

    1.I can demonstrate my knowledge of the guidelines to successful improv, the definition of improv, and how to play various improv games by successfully completing my Improv Pre-Quiz with a C or better.

    2.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

     

    1.Review for Improv Pre-Quiz. 3 minutes Theatre Notebook Check

    2.Take and Review Improv Pre-Quiz

    3.Rehearse Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. 15 minutes

    Group Improv Presentation Rubric

    Homework: 

    1.Study your Improv fill-in-the-blank Review, Improv Notes Part 1, and The Way of Improv Video Cornell Notes to be prepared for Monday's real Improv Quiz

    2.If you haven't presented, rehearse your explanation of the game, your group's example of how to play, and how to facilitate your example round when you play with the class. Presentations will finish on Monday.


     August 19th

    Learning Objective:

    1.I can demonstrate my knowledge of the guidelines to successful improv, the definition of improv, and how to play various improv games by successfully completing my Improv Pre-Quiz with a C or better.

    2.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    Discuss Characterization:opposing characters and the conflict and interest they create

    from Little Shop of Horrors→ Dentist scene with Bill Murray and discuss Sadist vs. Masochist  www.youtube.com/watch?v=XB7R0ZxNgC4 (warning some inappropriate noises are present in this video, however its purpose is to incite humor in the audience and is a very good example of opposing characters)

    1.I can demonstrate my knowledge of the guidelines to successful improv, the definition of improv, and how to play various improv games by successfully completing my Improv Quiz with a C or better.

    2.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    1.Take Improv Quiz

    2.Rehearse Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. 15 minutes

    a.Clearly explain all necessary details of the improv game including examples along the way

    b.Group will play an example round

    c.Group will ask for members of the audience/class to participate in the game, while they are playing group will offer encouragement and give feedback such as 2 things they did well (positives/strengths) and 2 things they need to improve (weaknesses)

    Group Improv Presentation Rubric

    Homework:

    1.If you haven't presented, rehearse your explanation of the game, your group's example of how to play, and how to facilitate your example round when you play with the class. Presentations will finish on Tuesday. Be prepared with whatever items you will need for presenting and peforming your improv games.


    August 20th

    1.I can demonstrate my knowledge of the guidelines to successful improv, the definition of improv, and how to play various improv games by successfully completing my Improv Quiz with a C or better.

    2.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    1.Review Comments on Group Improv Game Brainstorm and add some details to your papers and use those character details to help your performance, the more detailed the better

    For example: Instead of sad girl, you can add sad 5 year old girl that dropped her icecream and starts throwing a fit over it

    ***GIVE YOUR CHARACTERS AN EMOTION AND A PURPOSE, THINK OF WHAT THEIR GOAL/OBJECTIVE IN THE SCENE IS

    2.Rehearse Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. You will be put with another group and will be required to describe 2 strengths (positives) and 2 weakness (areas for improvement)15 minutes

    Please Fill this Small Group Peer Review Feedback form out when you are finished watching and giving the group feedback and turn it in to the Small Group Peer Review Feedback assignment on jupiter.

    3.When you present, you will:

    a.Write your names on the board and introduce yourselves.

    b.Clearly explain all necessary details of the improv game including examples along the way

    c.Group will play an example round

    d.Group will ask for members of the audience/class to participate in the game, while they are playing group will offer encouragement and give feedback such as 2 things they did well (positives/strengths) and 2 things they need to improve (weaknesses)

    Group Improv Presentation Rubric

    4.Presentations! :) Good luck and do your best.

    Homework:

    1.If you haven't presented, rehearse your explanation of the game, your group's example of how to play, and how to facilitate your example round when you play with the class. Presentations will finish on Tuesday. Be prepared with whatever items you will need for presenting and peforming your improv games.


    August 21st

    1.I can demonstrate my knowledge for how to give my peers positive, constructive, and specific feedback by completing a detailed Small Group Peer Review Feedback document and verbally communicating their strengths and weaknesses as well as my own.

    2.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    1.Finish Rehearsing Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. You will be put with another group and will be required to describe 2 strengths (positives) and 2 weakness (areas for improvement)15 minutes

    Please Fill this Small Group Peer Review Feedback form out when you are finished watching and giving the group feedback and turn it in to the Small Group Peer Review Feedback assignment on jupiter.

    2.When you present, you will:

    a.Write your names on the board and introduce yourselves.

    b.Clearly explain all necessary details of the improv game including examples along the way

    c.Group will play an example round

    d.Group will ask for members of the audience/class to participate in the game, while they are playing group will offer encouragement and give feedback such as 2 things they did well (positives/strengths) and 2 things they need to improve (weaknesses)

    Group Improv Presentation Rubric

    3.Presentations! :) Good luck and do your best.

    Homework:

    1.If you haven't presented, rehearse your explanation of the game, your group's example of how to play, and how to facilitate your example round when you play with the class. Presentations will finish on Tuesday. Be prepared with whatever items you will need for presenting and peforming your improv games.


    August 22nd

    1.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    2.I can begin to become familiar with key vocabulary for the actor's voice and understanding how actors use their voice to portray their characters.

    1.Finish Rehearsing Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. You will be put with another group and will be required to describe 2 strengths (positives) and 2 weakness (areas for improvement)15 minutes

    Please Fill this Small Group Peer Review Feedback form out when you are finished watching and giving the group feedback and turn it in to the Small Group Peer Review Feedback assignment on jupiter.

    2.When you present, you will:

    a.Write your names on the board and introduce yourselves.

    b.Clearly explain all necessary details of the improv game including examples along the way

    c.Group will play an example round

    d.Group will ask for members of the audience/class to participate in the game, while they are playing group will offer encouragement and give feedback such as 2 things they did well (positives/strengths) and 2 things they need to improve (weaknesses)

    Group Improv Presentation Rubric

    3.Presentations! :) Good luck and do your best.

    Group Improv Presentation Rubric

     4.Set up Actor's Voice Vocabulary Squares

    68 accents with Dr. Seuss

    5.Actor's Voice Quick Write (take a picture and submit it to jupiter after

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

     

    1.Share Circle: What was the 1 new fact you learned about the classmates/class in general?

    2.Toilet Paper Activity

    3.Classroom expectations and rules (review)

    4.Assign Computer numbers and discuss procedures

    5.Class Ambassadors :) and role play to practice

    Class Ambassadors Procedure

    Quiz on the syllabus Wednesday in class!

    6.Syllabus Pre-Quiz on Juno and review 

    Parent Signatures due by Friday along with Contact Information card.

    7.Assign Computer numbers and discuss procedures


    August 23rd

    1.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    2.I can begin to become familiar with key vocabulary for the actor's voice and understanding how actors use their voice to portray their characters.

    1.Finish Rehearsing Group Improv Game Presentations. Use the rubric to make sure you are meeting the expectations of the assignment. You will be put with another group and will be required to describe 2 strengths (positives) and 2 weakness (areas for improvement)15 minutes

    Please Fill this Small Group Peer Review Feedback form out when you are finished watching and giving the group feedback and turn it in to the Small Group Peer Review Feedback assignment on jupiter.

    2.When you present, you will:

    a.Write your names on the board and introduce yourselves.

    b.Clearly explain all necessary details of the improv game including examples along the way

    c.Group will play an example round

    d.Group will ask for members of the audience/class to participate in the game, while they are playing group will offer encouragement and give feedback such as 2 things they did well (positives/strengths) and 2 things they need to improve (weaknesses)

    Group Improv Presentation Rubric

    3.Presentations! :) Good luck and do your best.

    Group Improv Presentation Rubric

     4.Set up Actor's Voice Vocabulary Squares

    68 accents with Dr. Seuss

    5.Actor's Voice Quick Write (take a picture and submit it to jupiter after

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    1.Project

    2.Stage Whispers

    3.Articulating

    4. Pronounce

    5.Soft Palate

    6.Hard Palate

    7.Bony Ridge

    8.Teeth

    9.Lips

    10. Tongue

    11. Diaphragm

    12.Lungs

    13. Larynx

    14.Voiced

    15.Unvoiced

    16.Quality

    17.Pitch

    18.Nasal

    19. Inflection

    20. Monotone

    21.Aspirate

    22.Expression

    23.Accent

    24.Breathing Control

    25.Intense

    26.Vocal Fold

    27.Energy

    Homework:

    Finish Actor's Voice Vocabulary Squares. Due Tuesday!


    August 26th

    1.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    2.I can begin to become familiar with key vocabulary for the actor's voice and understanding how actors use their voice to portray their characters.

     

    1.Work on Actor's Voice Vocabulary Squares for 15 minutes. Go over all of the definitions (aka look at the study guide I gave you)

    Actor's Voice Vocabulary List

    2/3.1.Finish Rehearsing Group Improv Game Presentations. Overall, Strengths and Weaknesses Chart as a class.

    4.68 accents with Dr. Seuss

    5.Actor's Voice Quick Write (take a picture and submit it to jupiter after, this should be done in your notebook)

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    7.Go over Acting and Actor's Voice handouts. We will discuss and practice voiced vs. unvoiced sounds.

    Homework:

    *Finish your Actor's Voice Vocabulary Squares, due tomorrow. Bring in a mirror or use the camera on your cell phone for Tuesday and the rest of the week's class. I will be checking Tuesday for mirrors.


    August 27th

    Learning Objective:

    1.I can demonstrate my ability to participate in and portray successful improv by clearly explaining and presenting my group's Improv Game to the class

    2.I can define key vocabulary for the actor's voice and begin understanding and describing how actors use their voice to portray their characters using key vocabulary words. 

     *When you submit assignments make sure:

    1.Your name or ALL group members names are on them in the corner of page with class, period, and date.

    Example:

    Julia Smith

    Drama 1

    Period 1

    27 August 2019

    2.I have access to them.

    3.You click can edit from options because otherwise I can't comment on your document. If it says view only or it is a pdf it isn't submitted correctly.ANY future assignments will receive an automatic zero if you forget to do any of these things.

    1.Group Improv Games Finish Presenting

    2.Actor's Voice Vocabulary List Work on finishing your vocabulary squares. Due Today!Study vocabulary for 7 minutes, quiz each other. We will have a pre-Quiz on Thursday and a real Quiz on Friday.

    IF you were ABSENT FOR THIS--> Please Fill this Small Group Peer Review Feedback form out when you are finished watching and giving the group feedback and turn it in to the Small Group Peer Review Feedback assignment on jupiter. Watch today's performances and evaluate them, don't forget to write ABSENT at the top of your papers and submit them tonight

    3. Mirror Check

    4.Overall Strengths and Weaknesses Chart

    5.Mirror activity with Acting and The Actor's Voice Handouts

    Monotone Example

    Inflection, pitch, and impressions examlple

    6.Drawing of Upper and Lower Respiratory Tract and Oral Cavity: Use this to study! Pre-Quiz on Friday and real quiz on Tuesday!

    Homework: Study your Actor's Voice Vocabulary from your study guide. Here is the Actor's Voice Study Guide Answer sheet so you can study from this as well.

    Draw and Label the key vocabulary for the mouth cavity and parts of the upper and lower respiratory tract using the drawings in the link above. USE ONLY PENCIL for now. Due Tomorrow 8/28! We will go over it in class and then you will be able to take it home, color it and retrace it in pen. Keep bringing your mirror.


     August 28th

    Learning Objective:

    1.I can define key vocabulary for the actor's voice and begin understanding and describing how actors use their voice to portray their characters using key vocabulary words. 

    1.Video about accents

    2.Overall Strengths and Weaknesses Chart

    3.Mirror activity with Acting and The Actor's Voice Handouts

    Monotone Example

    Inflection, pitch, and impressions examlple

    6.Drawing of Upper and Lower Respiratory Tract and Oral Cavity: Use this to study! Pre-Quiz on Friday and real quiz on Tuesday!

    68 accents with Dr. Seuss

    How to do some accents:

    a.Southern

    b.British (upper class)

    5.Actor's Voice Quick Write (take a picture and submit it to jupiter after

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    Homework: Study your Actor's Voice Vocabulary from your study guide. Here is the Actor's Voice Study Guide Answer sheet so you can study from this as well. Pre-Quiz Thursday, real Quiz Friday for Actor's Voice Vocabulary. Pre-Quiz for Upper and Lower Respiratory and Mouth diagrams is Friday, real quiz is on Tuesday.

    Draw and Label the key vocabulary for the mouth cavity and parts of the upper and lower respiratory tract using the drawings in the link above. TRACE IN PEN AND COLOR. Due Tomorrow 8/29! We will go over it in class and then you will be able to take it home, color it and retrace it in pen. Keep bringing your mirror.

     


    August 29th

    Learning Objective:

    1.I can define key vocabulary for the actor's voice and begin understanding and describing how actors use their voice to portray their characters using key vocabulary words. I will accomplish this objective by successfully completing the Actor's Voice Pre-Quiz and using the correct answers to study from.

    1.Study

    2.Actor's Voice Pre-Quiz. Real Quiz tomorrow

    3.Mirror activity with Acting and The Actor's Voice Handouts

    4.Drawing of Upper and Lower Respiratory Tract and Oral Cavity: Use this to study! Pre-Quiz on Friday and real quiz on Tuesday!

    68 accents with Dr. Seuss

    How to do some accents:

    a.Southern

    b.British (upper class)

    5.Actor's Voice Quick Write (take a picture and submit it to jupiter after

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    7.Look at some of actors voices and discuss

    8. If time, go over exercises on page 67 of your Drama Book.

    Homework: Study your Actor's Voice Vocabulary from your study guide. Here is the Actor's Voice Study Guide Answer sheet so you can study from this as well. Real Quiz Friday for Actor's Voice Vocabulary. Pre-Quiz for Upper and Lower Respiratory and Mouth diagrams is Friday, real quiz is on Tuesday.

     Keep bringing your mirror.


    August 30th (Be good for the sub please :) I will miss you all!)

    Learning Objective: I can demonstrate my knowledge of key Actor's Voice vocabulary by scoring at least a C or higher on the Actor's Voice Quiz.

    I can also begin exploring and describing how actors use their soft palate, hard palate, bony ridge, tongue, pitch, inflection, etc to use their voices when they speak and act to become their characters.

    *think of how their voice shows their characters emotions.

    1. Review for the Actor's Voice Quiz 10 mins

    2. Task Actor's Voice Quiz on jupiter. Don't use anything on this, desks should be CLEAR, silent until everyone is done. 15-20 mins

    3.Take out drama books, turn to page 67 and do the relaxation exercises as a small group at your table.

    4.Review how to do the following accents

    a.Southern

    b.British (upper class)

    5.Complete this on a separate google doc and submit it to jupiter after you are done Actor's Voice Quick Write 

    6.Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    7.Review this chart for your Pre-Quiz on Upper and lower respiratory tract and mouth cavity. It is postponed til Tuesday and the real quiz for the diagram labeling will be on Wednesday

    8.Review vowel and consonant sounds like (o, e, i, u, and then j, k, l, t, d, etc.) looking into your mirrors/cameras. SHOULD ONLY BE USING CAMERAS, BE RESPONSIBLE.

    Discuss what parts of mouth you are using when making those sounds.

    If you finish this, then work on homework from other classes until the end of the period.

    Homework: Study for your Pre-Quiz on diagrams for Tuesday and real quiz on Wednesday.


    September 3rd

    Learning Objective: I can demonstrate my knowledge of the main parts of the upper and lower respiratory tract and mouth cavity by correctly labeling them on the Diagram Pre-Quiz.

    I can also begin defining key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    1.Take the Diagram Pre-Quiz (guest teacher will pass itout) Remember you can't use anything on this, desks should be clear, and no talking until the Pre-Quiz is over. 15-20 mins

    2.Take out Drama Books and turn to pages 68,69, and 71 and do the relaxation exercises and the voice quality exercises. Do them with your table groups

    3.Turn to page 74 and do the pitch exercises as a table.

    Electronic Version of Chapter 3 Voice and Diction is here

    Electronic Version of Chapter 2: Pantomime and mime is here

    4.Read pages 25-31 of Chapter 2: Pantomime and mime in your book. Do the exercises as a group on each page as you go through them. For some of these you may want to fold up the table and get into small circles to give yourself more room.

    5.Look for the definitions of gesture, full body movement, and facial expressions mean in your glossary in the back of your book and/or online. Write them down in your notebook and title that page "Actor's Body Notes". 

    6.Begin taking notes on the Actor's Body Notes from the slideshow. When you get to slide 11, skip until slide 16 and continue until slide 20. Stop after taking notes on slide 20. These should be in Cornell Notes Format.

    HOMEWORK:TURN IN WHAT YOU HAVE TAKEN NOTES ON SO FAR BY TAKING A PICTURE OF YOUR NOTES AND SUBMITTING THEM TO THE ACTOR'S BODY NOTES ON JUPITER BEFORE WEDNESDAY'S CLASS.


    September 4th

    Learning Objective: I can demonstrate my knowledge of the main parts of the upper and lower respiratory tract and mouth cavity by correctly labeling and outlining them on the Diagram quiz and getting a score of a C or higher.

    I can also begin defining and review the key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    1.Review for the quiz and go over the Understanding the Actor's Voice secret message handout.

    2.Pass out the Diagram Quiz and students take it. 15 mins

    3.Breathing Exercises

     

    4.EXTRA CREDIT BRING IN A MAXIMUM OF 2 BAGS EITHER JUMBO OR REGULAR SIZED DUE THIS FRIDAY SEPTEMBER 6TH.

    Homework: Review your Actor's Body Notes so far!


    September 5th

    I can also begin defining and review the key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    1.Breathing Exercises.

    *Recap what was missed on Friday and do facial and vocal stretches to warm up our voices and facial muscles

    2.Begin reviewing Actor's Body Notes that should have already been submitted to the jupiter assignment. 20 mins

     

    Homework: Review your Actor's Body Notes so far!4.EXTRA CREDIT BRING IN A MAXIMUM OF 2 BAGS EITHER JUMBO OR REGULAR SIZED DUE THIS FRIDAY SEPTEMBER 6TH.Make sure you turn in a google doc with your name, the period, the name of the item, and the number of items you donated to the assignment on jupiter in order to get credit.


    September 6th

    I can also begin defining and review the key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    I can also understand the importance of body language in the real world and practice tongue twisters to help relieve performance nervousness and make sure my articulation is correct before presenting/performing. (These are very useful to do prior to interviews as well)

    1.Start with 10 seconds to make it in Actor's Body Notes.

    2.Review Actor's Body Notes that should have already been submitted to the jupiter assignment. 20 mins

    3.Vocal Warm Up Exercises--> Big Face, little face, big boat, little boat, and big drum, little drum and then go over tongue twisters

    4.Do some exercises from Acting with the Body Handout

    Discuss level 1: standing

    level 2: squatting or kneeling

    level 3: sitting or laying on the ground

    5.Pick a setting like the beach, the moon, snow, rainy day, desert, etc. Then, pick emotions for each character and decide how you will portray them by posing with exaggerated hands, arms, legs, facial expressions, etc. Be sure that everything is clear to the audience. Be sure to sit still in your poses like a tableau and your actions should reflect the type of weather in the setting as well. Look at the examples from the Actor's Body Notes. 

    Example: If you are happy, you can smile, then have your hands above your eyes to block the sun to show you are at the beach on a hot, sunny day.

    6. Get with another group and be sure to give each other positve, constructive, and specific feedback after posing for 1 minute or 2. The setting and emotions of each charater should be clear. We will present these next class.

    7. If there is time, you can work on other homework from other classes. Make sure you whisper.

    Homework: Review your Actor's Body Notes so far!


    September 9th

    I can also begin defining and review the key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    I can also understand the importance of body language in the real world and practice tongue twisters to help relieve performance nervousness and make sure my articulation is correct before presenting/performing. (These are very useful to do prior to interviews as well)

    1.Reread Notes for Confident Body Language in the Real World Video

    2.Take Confident Body Language in the Real World Video Quiz

    3.10 seconds to make it scenes as a class after reviewing what a Tableau is in the Actor's Body Notes.

    4.Continue reviewing Actor's Body Notes that should have already been submitted to the jupiter assignment. 

    5.Do some exercises from Acting with the Body Handout

    Discuss level 1: standing

    level 2: squatting or kneeling

    level 3: sitting or laying on the ground

    6.Pick a setting like the beach, the moon, snow, rainy day, desert, etc. Then, pick emotions for each character and decide how you will portray them by posing with exaggerated hands, arms, legs, facial expressions, etc. Be sure that everything is clear to the audience. Be sure to sit still in your poses like a tableau and your actions should reflect the type of weather in the setting as well. Look at the examples from the Actor's Body Notes. 

    Example: If you are happy, you can smile, then have your hands above your eyes to block the sun to show you are at the beach on a hot, sunny day.

    7. Get with another group and be sure to give each other positve, constructive, and specific feedback after posing for 1 minute or 2. The setting and emotions of each charater should be clear. We will present these next class.

    Homework: Review your Actor's Body Notes so far!Review Acting with the Body Handout and rehearse your group tableaus if you have time.


    September 10th

    I can also begin defining and review the key Actor's Body Vocabulary such as gesture, full body movement, facial expressions, and tableau by actively completely exercise from the book with 100% energy and committment and taking Actor's Body Notes.

    I can also understand the importance of body language in the real world and practice tongue twisters to help relieve performance nervousness and make sure my articulation is correct before presenting/performing. (These are very useful to do prior to interviews as well)

    1.Review Tableau and levels 1, 2, and 3. Analyze and complete the Quick Write 1 for Actor's Body in the notes.(add notes on board to your notes)

    2.a.Perform scenes with entire class and show emotions. 2 scenes and then 2 messages.

    2.b.Rehearse Tableau after assigning themes/messages, remember to EXAGGERATE and be detailed and PRECISE with facial expressions, gestures, and full body movement to CLEARLY show what is happening in the scene and the EMOTIONS. 

    3.Begin Perform Tableaus

    Tableau Rubric

    4.Assign Tongue Twister Groups and rehearse. Performances will be on Thursday

    Assignment Requirements: Go to Slide 13 to complete the brainstorm (instructions are in Actor's Body Notes slides)

    a.Use 3 levels total for group

    b.Use 2 different inflections and pitch in your voices to show emotions (raising, falling, high, low, sadness, joy, fear, shakiness to show nervous, etc)

    c.Use EXAGGERATED facial expressions and gestures that tell a story and emotions.

    Homework: Rehearse Tableaus if you get that far. Keep in mind the emotions and message you want to show as you choose specific facial expressions, gestures, and full body movement to portray those emotions and message.

    If not, keep reviewing Actor's Body Notes.


    September 11th

    Learning Objectives: I can demonstrate my knowledge about the definitions of facial expressions, gesture, full body movements and the tableau by sucessfully taking my Actor's Body Pre-Quiz.

    I can also demonstrate my knowledge of how to USE exaggerated facial expressions, gestures, facial expressions in my tableau group in order to tell a CLEAR story of what is happening, the SPECIFIC emotions my character is feeling, and a CLEAR message.

    1a.Take Actor's Body Notes Pre-Quiz. Real Quiz will be on Friday.

    1.b.Rehearse Tableau after assigning themes/messages, remember to EXAGGERATE and be detailed and PRECISE with facial expressions, gestures, and full body movement to CLEARLY show what is happening in the scene and the EMOTIONS. 6 minutes

    2.Finish Performing Tableaus

    Tableau Rubric

    3.Get into Assigned Tongue Twister Groups and rehearse. Performances will be on Thursday. Complete the Brainstorm papers and take a picture of them and submit them to the jupiter assignment.

    Assignment Requirements: Go to Slide 13 to complete the brainstorm (instructions are in Actor's Body Notes slides)

    a.Use 3 levels total for group

    b.Use 2 different inflections and pitch in your voices to show emotions (raising, falling, high, low, sadness, joy, fear, shakiness to show nervous, etc)

    c.Use EXAGGERATED facial expressions and gestures that tell a story and emotions.

    Homework: Rehearse for Tongue Twister group performance. Remember to tell a CLEAR story and emotions that are revealed through your EXAGGERATED use of facial expressions, gestures, and full body movement.

     


    September 12th

    Learning Objective:I can also demonstrate my knowledge of how to USE exaggerated facial expressions, gestures, full body movement, levels, and my voice by

    a.successfully completing my Tongue Twister Presentation Brainstorm

    b.rehearsing and performing with my Tongue Twister group in order to tell a CLEAR story of what is happening, the SPECIFIC emotions my character is feeling for the tongue twister.

    1.Drama Club Club Rush Announcement (bring $1-5 cash next Tuesday September 17th 3:15 to 4:15 on Aspen Lawn)

    2.Do some warm up activities and Do some exercises from Acting with the Body Handout

    Discuss level 1: standing

    level 2: squatting or kneeling

    level 3: sitting or laying on the ground

    3.Finish Tongue Twister Brainstorms and take a picture and submit it to jupiter

    4.Rehearse for Tongue Twister Presentations 10-15 mins

    5.Perform Tongue Twister Presentations

    Use the Tongue Twister Rubric to help you prepare.

    Tongue Twister Peer Feedback (Complete and turn into jupiter, USE DETAILS)

    ***Period 3 review and rehearse Tableaus for 3 minutes and then perform them

    Homework: Review tongue twister if your group hasn't gone yet. Study for Actor's Body Vocabulary 1 Quiz. Quiz is tomorrow, Friday.


    September 13th 

    Learning Objective:

    I can also demonstrate my knowledge of how to USE exaggerated facial expressions, gestures, full body movement, levels, and my voice by

    a.successfully completing my Tongue Twister Presentation Brainstorm

    b.rehearsing and performing with my Tongue Twister group in order to tell a CLEAR story of what is happening, the SPECIFIC emotions my character is feeling for the tongue twister.

    1.Drama Club Club Rush Announcement (bring $1-5 cash next Tuesday September 17th 3:15 to 4:15 on Aspen Lawn)

    2.Do some warm up activities and Do some exercises from Acting with the Body Handout

    Discuss level 1: standing

    level 2: squatting or kneeling

    level 3: sitting or laying on the ground

    3.Finish Tongue Twister Brainstorms and take a picture and submit it to jupiter

    4.Rehearse for Tongue Twister Presentations 10-15 mins

    5.Perform Tongue Twister Presentations

    Use the Tongue Twister Rubric to help you prepare.

    Tongue Twister Peer Feedback (Complete and turn into jupiter, USE DETAILS)

    On a separate google sheet write: Title-->Tongue Twister Feedback Rehearsal

    1.Your Name

    2.Group Members you are evaluating

    3.2 Strengths

    4.2 Weaknesses

    *Be positive, constructive, and specific

    Use the examples on the Small Group Peer Review Feedback for help!

    6.Perform Tongue Twisters

    Homework: Finish Tongue Twister Feedback Rehearsal for the groups you evaluated 2 strengths and weaknesses and turn them into jupiter.

    We will spend time at the beginning of class rewatching your groups and giving them their feedback. Then, we will perform! :)

     

    Have a nice weekend.


     September 16th

    Learning Objective: I can use the positive, constructive, and specific feedback that my peers give my group to improve the weaknesses in my tongue twister performance.

    I can also use detailed vocabulary from the actor's voice and the actor's body to give positive, constructive, and specific verbal and written feedback to the group I am evaluating.

    1.Review brainstorms and rehearse on your own for 5 mins

    2.Go over expectations for feedback now that you have learned more.

    3.Perform twice for each other

    4.Complete Tongue Twister Feedback Rehearsal that you began on Friday

    5.Get back with the group you observed and discuss the feedback and then perform tongue twisters again, using the feedback to improve their weaknesses.

    Homework: Rehearse your tongue twisters and period 3 finishes their feedback and turns it into jupiter.

    September 17th

    Hello, 

    I am ill this morning, but am hoping to come later in the day. Here are your sub plans, make good choices and stay on task.
     
    Learning Objective: I can use exaggerated facial expressions, gestures, full body movement, all 3 levels, inflection and pitch in order to tell a CLEAR story and show 2 different EMOTIONS by rehearsing my tongue twister performance.
     
    1.Rehearse on your own the tongue twister mini project 10 minutes
    2.Rehearse by watching another group and having that group watch you and give each other feedback. Perform 3 times at least each. 15-20 minutes
    3.Use the rest of class to complete homework from other classes as this week a lot of PRNs won't have regular time for work due to presentations and writing assessments.
     
    Have a good day.
     
    Thank you,
    Ms. Murray
     
    Homework: Be prepared to perform next class!

    6.Pick a setting like the beach, the moon, snow, rainy day, desert, etc. Then, pick emotions for each character and decide how you will portray them by posing with exaggerated hands, arms, legs, facial expressions, etc. Be sure that everything is clear to the audience. Be sure to sit still in your poses like a tableau and your actions should reflect the type of weather in the setting as well. Look at the examples from the Actor's Body Notes. 

    Example: If you are happy, you can smile, then have your hands above your eyes to block the sun to show you are at the beach on a hot, sunny day.

    7. Get with another group and be sure to give each other positve, constructive, and specific feedback after posing for 1 minute or 2. The setting and emotions of each charater should be clear. We will present these next class.


    September 19th

    Learning Objective:

    1.I can use exaggerated facial expressions, gestures, full body movement, all 3 levels, inflection and pitch in order to tell a CLEAR story and show 2 different EMOTIONS by rehearsing my tongue twister performance.

     2.I can define stage business and distinguish the difference between stage business and gestures.

    3.I can begin understanding and discussing how to use character descriptions and my own knowledge and inferences about characters similar to the coal miner and banker to analyze how the characters would react to their environment and situations and how they would physically look and behave.

    1.Rehearse for Tongue Twister Performance

    2.Perform for Tongue Twisters and finish Tongue Twister Feedback Final Performance. BE DETAILED!

    3.Discuss Actor's Body Handout and go over examples of stage business and analyze the coal miner and banker characters.

    Homework: Finish page 201, highlighting key vocabulary that are in italics. Also fill out 3-5 details in the gestures and business chart. Due tomorrow! Take a pic and turn it into jupiter before class.

    *Also, finish detailed Tongue Twister Feedback Final Performance and make sure you turn it into jupiter.


    September 20th

    Learning Objective: 

    2.I can define stage business and distinguish the difference between stage business and gestures.

    3.I can begin understanding and discussing how to use character descriptions and my own knowledge and inferences about characters similar to the coal miner and banker to analyze how the characters would react to their environment and situations and how they would physically look and behave.

    1.Last groups perform for Tongue Twister

    2.Discuss Actor's Body Handout and go over examples of stage business and analyze the coal miner and banker characters.

    3. Finish Actor's Body Notes

    Homework:

    Finish page 200, coal miner and banker side of the Actor's Body Handout. Make sure you put details and explain why you believe each inference about his character, if you didn't finish already.

    Period 1 ignore this-->Finish Actor's Body Notes with a 3-5 sentence summary of the key vocabulary and parts that you learned about the actor's body.

    Enjoy Your Weekend! :)


    September 24th

    Learning Objective

    1.I can begin understanding and discussing how to use character descriptions and my own knowledge and inferences about characters similar to the coal miner and banker to analyze how the characters would react to their environment and situations and how they would physically look and behave.

    1.Review page 200 homework. Share examples in groups for 3 minutes. When you share in groups please use Academic Discussion Talking Points/Stems

    *Make sure your partner is detailed and has evidence to support their conclusions either from paragraph 2, the character description, or from their own background knowledge. IF NOT, help them add the evidence.

    2.Review Actor's Body Vocab 2

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking
    5.Stage Business
    6.Body Language
    7.Posture
    8.Pace
    9.Rhythm
    10.Quirks and habits
    11.Tableau
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about (universal, meaning it applies to anyone)
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.

    3.Add these definitions to your Actor's Body Notes

    4.Take the Actor's Body Vocab 2 Pre-Quiz

    5.New Notes, title them Characterization Notes. Add the following Character Analysis Vocabulary:

    1.Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online researach
     
    2.Characteriation: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.
     
    3.Backstory: The experiences of a character or the circumstances of an event that occur before the action or narrative of a literary, cinematic, or dramatic work:
     
    More examples:At rehearsal, the actors developed backstories for their characters. 2. The set of background conditions and events leading to a real-life situation
     

    6.Pick a setting like the beach, the moon, snow, rainy day, desert, etc. Then, pick emotions for each character and decide how you will portray them by posing with exaggerated hands, arms, legs, facial expressions, etc. Be sure that everything is clear to the audience. Be sure to sit still in your poses like a tableau and your actions should reflect the type of weather in the setting as well. Look at the examples from the Actor's Body Notes. 

    Example: If you are happy, you can smile, then have your hands above your eyes to block the sun to show you are at the beach on a hot, sunny day.

    7. Get with another group and be sure to give each other positve, constructive, and specific feedback after posing for 1 minute or 2. The setting and emotions of each charater should be clear. We will present these next class.

    Homework: Finish notes of vocabulary if you didn't in class. All due tomorrow. Take a picture and submit them to the jupiter assignments


    September 25th
     
    Learning Objective:
     
    1.I can successfully demonstrate my knowledge of the new actor's body vocabulary by completing my Actor's Body Vocab 2 Pre-Quiz by receiving a C or higher on it
     
    2.I can begin defining and understanding how to use the Character Analysis Vocabulary by using it/seeing how to create and analyze character development via discussing and completing cartoon character charts.

     September 26th

    Learning Objective:

    1.I can successfully demonstrate my knowledge of the new actor's body vocabulary by completing my Actor's Body Vocab 2 Quiz by receiving a C or higher on it
     
    2.I can begin defining and understanding how to use the Character Analysis Vocabulary by using it/seeing how to create and analyze character development via discussing and completing cartoon character charts.

    3.I can begin understanding and discussing how to use my analysis of the actor's voice and body and my own knowledge and inferences about characters similar to the cartoon characters in the cartoons as evidence to analyze how the characters would react to their environment and situations

    I will achieve this objective by completing detailed notes and a detailed Cartoon Character and Me Chart choosing either one of the cartoon characters that we watched or one of your choice. Imagine that YOU are in a scene from an episode with them or choose a life event and think about and describe the answers to the questions in the chart about how you would interact and react to each other.

    1.Take homework out. The Coal Miner and Banker Drawings, you were supposed to submit pictures of BOTH the front and back of this assignment to jupiter. Take out your page 200 Coal Miner and Banker Charts and your Well Defined Character TV Show chart (supposed to submit a picture to jupiter as well)

    2.Study your Actor's Vocab 2 Notes and spend 4 minutes studying and quizing each other

    3.Actor's Vocab 2 Quiz

    4.Review Characterization Notes Vocabulary. Take these notes out.

    1.Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online research
     
    2.Characterization: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.
     
    3.Backstory: The experiences of a character or the circumstances of an event that occur before the action or narrative of a literary, cinematic, or dramatic work:
     
    More examples:At rehearsal, the actors developed backstories for their characters. 2. The set of background conditions and events leading to a real-life situation
     

    5.Finish analyzing the characters in the cartoon episodes.

    Discuss and Show examples of Cartoons, take notes, and begin filling out the Cartoon and Me Chart. BE DETAILED AND BE SURE TO PUT EVIDENCE AS TO WHY YOU BELIEVE THE ANSWERS THAT YOU PUT.

    Review Scooby Doo Character Charts (homework)

    Cartoon Example 1: Rabbit Season, Duck Season (Bugs Bunny, Daffy Duck, and Elmer Fudd) Just examine and discuss

    Cartoon Example 2 (Complete the chart based on this one!): Wacky Wabbit Bugs Bunny (with Elmer Fudd)

    5.Now choose one of these cartoons or a different one, you can imagine a life event that happened to you and one of the other cartoon characters is interacting with you! Or imagine you are in a cartoon episode, use your freedom and creativity.Think about how you would react to one another and complete the Cartoon Character and Me Chart with DETAILS and put evidence as to WHY you put your answers.

    6.Explain Cartoon and Me Drawing. This is your Homework. TITLE THE PAPER, CARTOON CHARACTER AND ME DRAWING. On the left side write Me and on the right side write the name of the cartoon character.

    *Draw a main scene from the cartoon you imagined complete with yourself as a cartoon be sure to include details of both yourself and the other characters' clothing, posture, full body movement show your attitude towards one another, facial expressions, and a detailed background so we know the location of the setting

    Use drawings of props, signs in the background, and/or thought bubbles and dialogue (talking) bubbles to show your characters objectives.

    HOMEWORK: Here are the steps to this assignment. Be sure to complete them all! :)

    Draw detailed facial expressions, gestures, full body movement, and costumes to show the emotions of both characters.

    b.Draw a detailed setting in the background

    c.On the back write the cartoon character's objective in the scene and his emotions and WHY you believe he feels this way and WHY that is his objective. Do the same for yourself. YOUR GOAL IS TO SHOW BOTH CHARACTER'S EMOTIONS AND THE OBJECTIVE.

    TAKE A PICTURE OF THE FRONT AND BACK OF THIS PAGE AND SUBMIT IT TO THE JUPITER ASSIGNMENT. BRING THE HARD COPY WITH YOU TO CLASS TOMORROW.

     


     September 27th

    1.I can begin defining and understanding how to use the Character Analysis Vocabulary by using it/seeing how to create and analyze character development via discussing and completing cartoon character charts.

    2.I can begin understanding and discussing how to use my analysis of the actor's voice and body and my own knowledge and inferences about characters similar to the cartoon characters in the cartoons as evidence to analyze how the characters would react to their environment and situations

    3.I can use my character development, backstory, characterization, and my prior knowledge to brainstorm, create, and rehearse coal miner and banker scenes in which the character's emotions and objectives are very CLEAR.

     

    1.Review Cartoon and You Drawings

    2.Review Characterization Notes Vocabulary. Take these notes out.

    1.Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online research
     
    2.Characterization: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.
     
    3.Backstory: The experiences of a character or the circumstances of an event that occur before the action or narrative of a literary, cinematic, or dramatic work:
     
    More examples:At rehearsal, the actors developed backstories for their characters. 2. The set of background conditions and events leading to a real-life situation
     

    3.Finish analyzing the characters in the cartoon episodes.

    Discuss and Show examples of Cartoons, take notes, and begin filling out the Cartoon and Me Chart. BE DETAILED AND BE SURE TO PUT EVIDENCE AS TO WHY YOU BELIEVE THE ANSWERS THAT YOU PUT.
     
    4.Create a Coal Miner and Banker Scene Brainstorm. Then, turn it into the jupiter assignment
     
    5.Use the Coal Miner and Banker Scene Rubric to help you rehearse your scenes. EXAGGERATE everything in order to show CLEAR emotions and objectives. If you use props and costumes it is extra credit. Both should support the character's personality, emotions, and objective.

    September 30th
    Learning Objective:

    I can use my character development, backstory, characterization, and my prior knowledge to brainstorm, create, and rehearse coal miner and banker scenes in which the character's emotions and objectives are very CLEAR.

     1.Use your Character Bios, Coal Miner and Banker Scene Brainstorm, character charts on page 200, and your Coal Miner and Banker Scene Rubric to help you rehearse and perform.

    Scenes must be fully developed and run about a minute and a half long. Show the character's attitudes and relationships, build up to the objectives.

    *At bottom of Brainstorms don't forget to put Extra Credit, list it for make up, costumes, and props if you are including them.

    2.Complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes

    Homework: Rehearse with your partner. We will finish performances tomorrow.


    October 1st

    Learning Objective: 

    I can use my character development, backstory, characterization, and my prior knowledge to brainstorm, create, and rehearse coal miner and banker scenes in which the character's emotions and objectives are very CLEAR.

     1.Complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes

    Use the categories of the rubric to help you.

    2.Use your Character Bios, Coal Miner and Banker Scene Brainstorm, character charts on page 200, and your Coal Miner and Banker Scene Rubric to help you rehearse and perform.

    Scenes must be fully developed and run about a minute and a half long. Show the character's attitudes and relationships, build up to the objectives.

    Rehearse for 15 minutes.

    *At bottom of Brainstorms don't forget to put Extra Credit, list it for make up, costumes, and props if you are including them.

    3.Perform Coal Miner and Banker Scenes

    Homework: Finish detailed Peer Feedback for Coal Miner and Banker Scenes. Turn it into the jupiter assignment BEFORE Class on Wednesday.


    October 2nd

    Learning Objective: 

    I can use my character development, backstory, characterization, and my prior knowledge to brainstorm, create, and rehearse coal miner and banker scenes in which the character's emotions and objectives are very CLEAR.

     Complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes for all the performances

    Use the categories of the rubric to help you.

    2.Use your Character Bios, Coal Miner and Banker Scene Brainstorm, character charts on page 200, and your Coal Miner and Banker Scene Rubric to help you rehearse and perform.

    Scenes must be fully developed and run about a minute and a half long. Show the character's attitudes and relationships, build up to the objectives.

    Rehearse for 15 minutes.

    *At bottom of Brainstorms don't forget to put Extra Credit, list it for make up, costumes, and props if you are including them.

    3.Perform Coal Miner and Banker Scenes

    ***3rd Period 3 or More Person Scenes

    4.Choose the mixed group scene you would like to perform and start completing your character sketch chart for your character. Use your prior knowledge, online research, and the script to help you infer/draw conclusions about your character's character traits.  EXPLAIN WHY WITH EVIDENCE FROM THE TEXT OR YOUR PRIOR KNOWLEDGE AND HIGHLIGHT IT IN YELLOW AFTER WORDS.Character Sketch Charts are on page 107

    5.If time, begin Answer the Script Scoring Questions on Page 109. Copy the question and write 2-3 detailed sentences per question.

    Homework: Finish detailed Peer Feedback for Coal Miner and Banker Scenes as far as the last group you watched in class.


    October 3rd

    Learning Objective:

    I can use my character development, backstory, characterization, and my prior knowledge to brainstorm, create, and rehearse coal miner and banker scenes in which the character's emotions and objectives are very CLEAR.

    I can begin working on character development and analysis for my character's traits for my 3 or more person scene by using my prior knowledge, online research, and evidence from the script to complete a character sketch chart for my character.

     Complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes for all the performances

    Use the categories of the rubric to help you.

    2.Use your Character Bios, Coal Miner and Banker Scene Brainstorm, character charts on page 200, and your Coal Miner and Banker Scene Rubric to help you rehearse and perform.

    Scenes must be fully developed and run about a minute and a half long. Show the character's attitudes and relationships, build up to the objectives.

    Rehearse for 15 minutes.

    *At bottom of Brainstorms don't forget to put Extra Credit, list it for make up, costumes, and props if you are including them.

    3.Perform Coal Miner and Banker Scenes

    ***1st Period 3 or More Person Scenes

    ***3rd Period 3 or More Person Scenes

    Copy Script onto a new document. Title it the name of your scene/movie. Put the 1.scene description 2.Student Names....Characters 3.Character descriptions (physical and mental), 4.Each Character's objectives, 5. the scenes message, and 6. the dialogue of the script. Submit it to Jupiter under 3 or More Person Scene Script

    4.Choose the mixed group scene you would like to perform and start completing your character sketch chart for your character. Use your prior knowledge, online research, and the script to help you infer/draw conclusions about your character's character traits.  EXPLAIN WHY WITH EVIDENCE FROM THE TEXT OR YOUR PRIOR KNOWLEDGE AND HIGHLIGHT IT IN YELLOW AFTER WORDS.Character Sketch Charts are on page 107 Turn into Jupiter when finished.

    5.If time, begin Answer the Script Scoring Questions on Page 109. Copy the question and write 2-3 detailed sentences per question.

     
    Homework: Finish detailed Peer Feedback for Coal Miner and Banker Scenes.Turn it into the jupiter assignment BEFORE Class on Friday. Also, finish your character sketch chart with evidence highlighted.
     
     October 4th

    I can begin working on character development and analysis for my character's traits for my 3 or more person scene by using my prior knowledge, online research, and evidence from the script to complete a character sketch chart for my character and plan out what I will do with my voice, full body, gestures, and facial expressions to show my character's emotions and objective in the scene.

     Period 3: Finish performances and complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes for all the performances

    A.Review character charts and character's emotions and objectives in the scenes.

    B.Copy Script onto a new document. Title it the name of your scene/movie. Put the 1.scene description 2.Student Names....Characters 3.Character descriptions (physical and mental), 4.Each Character's objectives, 5. the scenes message, and 6. the dialogue of the script. Submit it to Jupiter under 3 or More Person Scene Script

    1.Review and complete scripts for 3 or More Person Scenes

    2.Complete Script Scoring (where you plan out what you will do with your voice, full body, gestures, and facial expressions TO SHOW WHAT EMOTION) IN PARENTHESES IN YOUR SCRIPTS. Use your scripts, character charts, and prior knowledge to help you make those choices about your character.

    *Weak and Strong Script Scoring Examples

    3.Make sure to go back and highlight the following categories of acting in the corresponding colors:

    voice: light blue

    facial expressions: light green

    gestures: red

    full body movement (head nods, shoulder shrugs, running, etc.): yellow 

    4.Begin rehearsing

    Homework: Enjoy your break! Watch the scene and movie/tv show to do more research for your characters.


    October 14th

    I can begin working on character development and analysis for my character's traits for my 3 or more person scene by using my prior knowledge, online research, and evidence from the script to review the character sketch chart for my character and plan out what I will do with my voice, full body, gestures, and facial expressions to show my character's emotions and objective in the scene.

    I can finish my script scoring by writing the planning part of blocking for what I will do with my facial expressions, voice, gestures, and full body movements to show my character's emotions and their objectives in the scene.

    The Characterization Unit Goal: To use my knowledge, online research, the script, as well as my character charts to develop believable characters and add costumes, props, stage directions, camera angles, and video editing skills in order to demonstrate each character's emotions, objectives, and to convey an overall message to the audience.

     Period 3: Finish performances and complete first performance and provide detailed Peer Feedback for Coal Miner and Banker Scenes for all the performances

    A.Review character charts and character's emotions and objectives in the scenes.

    B.Copy Script onto a new document. Title it the name of your scene/movie. Put the 1.scene description 2.Student Names....Characters 3.Character descriptions (physical and mental), 4.Each Character's objectives, 5. the scenes message, and 6. the dialogue of the script. Submit it to Jupiter under 3 or More Person Scene Script

    1.Review and complete scripts for 3 or More Person Scenes

    2.Complete Script Scoring (where you plan out what you will do with your voice, full body, gestures, and facial expressions TO SHOW WHAT EMOTION) IN PARENTHESES IN YOUR SCRIPTS. Use your scripts, character charts, and prior knowledge to help you make those choices about your character.

    *Weak and Strong Script Scoring Examples

    3.Make sure to go back and highlight the following categories of acting in the corresponding colors:

    voice: light blue

    facial expressions: light green

    gestures: red

    full body movement (head nods, shoulder shrugs, running, etc.): yellow 

    4.Think about what time period or setting your scene is taking place in. Be creative and EVERY CHOICE YOU MAKE MUST SUPPORT YOUR CHARACTERS AND THE OVERALL MESSAGE OF THE SCENE.

    ***Add the setting and time period to the top, where your scene description is at the top of your scripts.

    5.Begin rehearsing

    Homework: If you haven't yet, watch the scene and movie/tv show to do more research for your characters.


    October 15th

    I can finish my script scoring by writing the planning part of blocking for what I will do with my facial expressions, voice, gestures, and full body movements to show my character's emotions and their objectives in the scene.

    The Characterization Unit Goal: To use my knowledge, online research, the script, as well as my character charts to develop believable characters and add costumes, props, stage directions, camera angles, and video editing skills in order to demonstrate each character's emotions, objectives, and to convey an overall message to the audience.

    1.Think about what time period or setting your scene is taking place in. Be creative and EVERY CHOICE YOU MAKE MUST SUPPORT YOUR CHARACTERS AND THE OVERALL MESSAGE OF THE SCENE. Period 3 needs to do this.

    ***Add the setting and time period to the top, where your scene description is at the top of your scripts.

    2.Review how to format your scripts, as these scenes will all be filmed and edited. Finish script scoring, don't forget to color code:

    Example of Script Format

    Simple PSA Script Example

    Complete Script Scoring (where you plan out what you will do with your voice, full body, gestures, and facial expressions TO SHOW WHAT EMOTION) IN PARENTHESES IN YOUR SCRIPTS. Use your scripts, character charts, and prior knowledge to help you make those choices about your character.

    *Weak and Strong Script Scoring Examples

    3.Make sure to go back and highlight the following categories of acting in the corresponding colors:

    voice: light blue

    facial expressions: light green

    gestures: red

    full body movement (head nods, shoulder shrugs, running, etc.): yellow 

    2.Review Camera Angles: Add these to your Characterization Notes under a sub category called Film Camera Angles

    Close Up

    Medium Shot

    Wide/Long Shot

     

    *Add these aspects to your script in order to emphasize the characters' emotions and the overall message so that the audience can better understand the meaning. They should be in ALL CAPS on the left hand side along with zoom ins, fade ins, etc.

    Example:

    EXT. HIGHWAY 27 – DAY – AERIAL VIEW
    
    WE SEE the lush Florida countryside until WE FIND our subject, a dark green van.
    
    SLOW ZOOM IN ON VAN
    
    VIEW ON VAN – MOVING

    3.Begin Make Up and Costume Character Morgues

    Face Off Episode Clip for Costume and Make Up Sketch

    Make Up Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Make Up Sketch Examples

    Costume Character Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Costume Sketch Examples

    Homework: Make sure your scripts are up to date with the correct format, camera angles, and script scoring notes. Script Scoring Notes should be in (italics and parentheses before or after diaglogue, wherever it feels natural, BE DETAILED) Due by the end of the day, 12am on Thursday at the latest. Only 1 person needs to submit it, but everyone should have access to it so it is a group effort.

    Bring supplies like magazines, scissors, tape, glue, fabric pieces, ribbon, online pictures, markers, colored pencils to use to finish working on your Make Up and Costume Morgue.


    October 17th
     
    Learning Objective:
    1.I can use my knowledge and previous work to help create my character's Make Up and Costume Morgues. BE DETAILED and use color. On  the back, explain for every choice you made the reasoning behind it, how does it support what emotions/personality/backstory of your character.
     
    2.I can define the 9 Areas of the Stage Vocabulary and review the Characterization Vocabulary by taking detailed notes in my notebook.
     
     
    A.Review Characterization Vocabulary and take the Pre-Quiz. Real Quiz will be on Friday.
    1.Continue working on Make Up and Costume Morgues. Look in the drama book for examples and maybe even online so you can gather some ideas. Complete your rationale for ALL your choices on the back. State how every aspect supports what emotions/personality/backstor of your character. When finished, take a picture and submit it to the Jupiter Assignments for each of your INDIVIDUAL characters. Due by the end of the period on Friday to jupiter.
     
    2.Take detailed Notes on the 9 Areas of the Stage Notes on the next available page in your notebooks.

    -use all three sections of the stage (Downstage, Center, and Upstage) in your stage directions in YOUR 3 OR MORE PERSON SCENES AS A PART OF YOUR SCRIPT SCORING FOR CROSSING, ENTERING, AND EXITING.

    Look at this graph of the 3 sections of the stage and 9 areas of the stage to understand it more. We will go over it more next week.

    Graph 1 (the stage fully labeled)

    Graph 3  (abbreviated areas of the stage)

    Also, add the key vocabulary and defintions from the Areas of the Stage Handout. Pass out Areas of Stage Handout. Take a picture of the notes upload it to the jupiter asap. Due before the end of the class today 10/17.

     
    3.Move around the 9 Areas of the stage Exercise
     
    4.Go through your script and add stage directions such as where the characters will move on stage, crossing, entering, exiting, etc.
     
    Homework:

    Homework: Make sure your scripts are up to date with the correct format, camera angles, and script scoring notes. Script Scoring Notes should be in (italics and parentheses before or after diaglogue, wherever it feels natural, BE DETAILED) Due by the end of the day, 12am on Thursday at the latest. Only 1 person needs to submit it, but everyone should have access to it so it is a group effort.

    Bring supplies like magazines, scissors, tape, glue, fabric pieces, ribbon, online pictures, markers, colored pencils to use to finish working on your Make Up and Costume Morgue.

     

    October 18th
    Learning Objective:
    1.I can define the 9 Areas of the Stage Vocabulary by finishing my notes in my notebook.
    2.I can begin demonstrate my knowledge of my character by successfully completing DETAILED brainstorms for my costume and make up designs for the character I will be playing in my 3 or More Person Scenes
     
    I know I can successfully do this by referring to the examples links below for help and watching the example video and then being able to explain the reasoning behind every choice I make for the brainstorms.
     
     
    1.Use the following picture and  the 9 Areas of the Stage handout to help you complete your 9 Areas of the Stage Notes.
     
    9 Areas of the Stage Board Pic
     
     

    Look at this graph of the 3 sections of the stage and 9 areas of the stage to understand it more. We will go over it more next week.

    Graph 1 (the stage fully labeled)

    Graph 3  (abbreviated areas of the stage)

    Also, add the key vocabulary and defintions from the Areas of the Stage Handout. Pass out Areas of Stage Handout. Take a picture of the notes upload it to the jupiter asap TODAY.

     
    2.Complete the brainstorms/morgues for the character you are playing in your 3 or More Person Scenes. Use the following links and the video as examples BEFORE you begin. BOTH BRAINSTORMS ARE DUE TODAY BY THE END OF THE PERIOD. TAKE A PICTURE AND SUBMIT EACH ONE TO THE JUPITER ASSIGNMENTS AND PUT THE HARD COPIES IN THE APPROPRIATE GREEN BASKET.
     
    Put all your ideas for make up on one blank page and all your ideas for costume on another. This can include magazine clippings, drawings, pictures from the internet, stickers, etc. be creative and use craft supplies on the back, black table if you wish in addition to your own. IF YOU USE MY SUPPLIES PUT THEM BACK NEATLY!!!

    Face Off Episode Clip for Costume and Make Up Sketch

    Make Up Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Make Up Sketch Examples

    Costume Character Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Costume Sketch Examples

    3.If you finish early, move on and begin working on your costume and make up sketches, the guest teacher has the copies for you, just ask her. The sketches and rationale will be due by the end of the period on Monday.

     
     
    Homework:Bring materials needed to finish your costume and make up sketch for your characters in your 3 or More Person Scenes.Remember that you should be finished with BOTH the make up and costume sketches and the rationale for them by the end of class on Monday. Take a picture when you are done and submit it to the jupiter assignment and turn the hard copy into the appropriate green basket in the back of the classroom.
     
    Remember that by the end of class today Friday October 18th you should have finished your brainstorms/morgues for BOTH your costumes and make up on the blank pieces of paper. Fill it with your ideas and then take a picture of it when it is done and submit it to jupiter and place the hard copy in the appropriate green basket in the back of the room.

     October 21st
    Learning Objective:
    2.I can begin demonstrate my knowledge of my character by successfully completing DETAILED costume and make up sketches and rationales for my costume and make up designs for the character I will be playing in my 3 or More Person Scenes
     
    I know I can successfully do this by referring to the examples links below for help and watching the example video and then being able to explain the reasoning behind every choice I make for the sketches under the rationale for all the details and colors chosen for make up and costume.
     
     The following should have already been submitted as of Friday October 18th:
    Complete the brainstorms/morgues for the character you are playing in your 3 or More Person Scenes. Use the following links and the video as examples BEFORE you begin. BOTH BRAINSTORMS ARE DUE TODAY BY THE END OF THE PERIOD. TAKE A PICTURE AND SUBMIT EACH ONE TO THE JUPITER ASSIGNMENTS AND PUT THE HARD COPIES IN THE APPROPRIATE GREEN BASKET.
     
    Put all your ideas for make up on one blank page and all your ideas for costume on another. This can include magazine clippings, drawings, pictures from the internet, stickers, etc. be creative and use craft supplies on the back, black table if you wish in addition to your own. IF YOU USE MY SUPPLIES PUT THEM BACK NEATLY!!!
     
    Use the following resources to help you FINISH COSTUME AND MAKE UP SKETCHES ON THE HANDOUTS GIVEN TO YOU! THESE ARE BOTH DUE BY THE END OF THE PERIOD TODAY 10/21. TAKE A PICTURE OF IT AND SUBMIT IT TO JUPITER AND TURN THE HARD COPY INTO THE APPROPRIATE GREEN BASKET 
    If you didn't get the copies of the sketches on Friday the sub should have them, they are on my desk.

    Face Off Episode Clip for Costume and Make Up Sketch

    Make Up Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Make Up Sketch Examples

    Costume Character Sketch and Morgue Worksheet (Morgue Worksheet is on a separate paper attached)

    Costume Sketch Examples

    3.If you finish early, move on and begin working on reviewing your Areas of the Stage Notes and adding your stage directions for where your characters will enter, exit, and cross on stage. These should be in ALL CAPS (italics and parentheses just like your script scoring, example is below, SHOULD BE ALL CENTERED, IT WOULDN'T LET ME IN THIS EXAMPLE)

                                                                                 JACK

                                                    (enters UR and crosses to DL waves, smiling with his eyes wide and cheeks high, with a rising inflection to show excitement) Hey, Jim! Nice to see you.

    Make sure you add stage directions for every time your character moves across the stage in the scene and enters and exits.

    4.If you still have more time, work on more homework, but the costume and make up sketches as well as stage directions should take you awhile.

    Homework: Begin memorizing and practicing saying your lines and delivering them with all the gestures, facial expressions, inflection, pitch, full body movement, etc for your characters in your scripts. 

     
     
     

     October 22nd
    Learning Objective:
    1.I can show my understanding of the 9 Areas of the stage by reviewing my notes and adding stage directions to my script.
     
    2.I can also use the script, online research, and my character sketch charts to write a detailed paragraph of 5-8 sentences discussing my character's bio, backstory including family relationships, social and economic status growing up and now, past experiences that have shaped my character into who they are today and have given them the personality traits, emotional and behavior traits, motivation traits, and values that they have. Explain how their past has made them into who they are today.
     
    3.I can use my knowledge of my character's traits, backstory, my own prior knowledge, as well as online and script research to begin rehearsing with my group by using the script scoring of how I will deliver the lines with facial expressions, gestures, full body movement, inflection, etc to show my character's emotions and objective in the scene. 
     
    1.Review your 9 Areas of the Stage Notes and finish adding the stage directions to your script as a part of your script scoring. 10 minutes

     Follow the example below in order to add the stage directions for where your characters will enter, exit, and cross on stage. These should be in ALL CAPS (italics and parentheses just like your script scoring, example is below, SHOULD BE ALL CENTERED, IT WOULDN'T LET ME IN THIS EXAMPLE)

                                                                                 JACK

                                                    (enters UR and crosses to DL waves, smiling with his eyes wide and cheeks high, with a rising inflection to show excitement) Hey, Jim! Nice to see you.

    Make sure you add stage directions for every time your character moves across the stage in the scene and enters and exits.

    2.Complete 3 or More Person Scene Character Bio by using your knowledge of your character from the script and your character sketch charts for your 3 or More Person Scene. File make a copy, complete it, and then submit it to the jupiter assignment. 20 minutes Do this in whispered voices if you need to help each other.

    3.Begin rehearsing using your script scoring to practice delivering the lines as your character would, expressing their emotions and objectives in the scenes by acting out the choices you have decided for your character to do for their facial expressions, gestures, inflection, full body movement, etc. This should be done for the rest of the period. 

    Read through it twice with gestures and inflection.

    Then, get up and rehearse in the hallway where the guest teacher can see you.

    Homework: Begin memorizing and practicing saying your lines and delivering them with all the gestures, facial expressions, inflection, pitch, full body movement, etc for your characters in your scripts.

    ***Bring your costumes and make up items for credit on Thursday! EACH PERSON BRINGS THEIR OWN COSTUMES AND MAKE UP!

     


    October 23rd
    Learning Objective: 
    1.I can demonstrate my knowledge of Characterization Notes Vocabulary (character development, characterization, and backstory) by scoring C or higher on the Characterization Notes Quiz.
     
    2.I can demonstrate my knowledge of my character by rehearsing how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives.
     
    1.Review Characterization Notes and then take the Characterization Notes Quiz
    2.Go to your drives and turn in the following assignments under 2nd semester:
    a.Coal Miner and Banker Scene Brainstorm
    b.Peer Feedback Coal Miner and Banker Scenes
    c.3 or More Person Scene List
    d.3 or More Person Scene Character Charts (individual assignment, everyone turns it in)
    e.3 or More Person Scene Script
     
    Talent Show This Friday in the gym from 3:15-4:30. Admission is FREE, bring money for the half and half raffle and food and drinks!
     
    3.Now, begin rehearsing. Read scripts over once concentrating on facial expressions and inflections only at your table. Then, get up and rehearse in the hallway and begin rehearsing adding on the full body movements and gestures
     

    Homework: Begin memorizing and practicing saying your lines and delivering them with all the gestures, facial expressions, inflection, pitch, full body movement, etc for your characters in your scripts.

    ***Bring your costumes and make up items for credit on Thursday! EACH PERSON BRINGS THEIR OWN COSTUMES AND MAKE UP!

    Friday you need to bring your props and anything for the setting and background so you can begin filming on Friday!


    October 24th
    Learning Objective:
    I can demonstrate my knowledge of my character by rehearsing how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives.
     
     1.Costume and Make Up Check (individual) while everyone gets ready in their costumes and make up (refer to your sketches for help)
     2.Begin your dress rehearsal practicing the entire scene two times first, then go through and decide the order in which you are going to be filming your scene and complete this Filming Schedule and submit it to jupiter. That document is an example, just file make a copy and change the information.
    3.Practice each scene in the order you plan on filming it.
     
    *Talent Show This Friday in the gym from 3:15-4:30. Admission is FREE, bring money for the half and half raffle and food and drinks!
     

    Homework: Begin memorizing and practicing saying your lines and delivering them with all the gestures, facial expressions, inflection, pitch, full body movement, etc for your characters in your scripts.

    ***Bring your costumes and make up items EVERY DAY/you can leave them in the Drama Closet! EACH PERSON BRINGS THEIR OWN COSTUMES AND MAKE UP!

    Friday you need to bring your props and anything for the setting and background so you can begin filming on Friday!

     
    October 25th
    Learning Objective:
    1.I can demonstrate my knowledge of my character by rehearsing how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives.
     
    2.I can begin filming my first scene using make up, costumes, props, and items that establish the setting after rehearsing and then I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
     
    1. Props check while groups get changed and put make up on.
    2.Review filming schedule, character objectives, emotions and the overall message of your scene to prepare for rehearsal.
    3.Begin rehearsing 2 to 3 times and then begin filming
    4. Review the footage to make sure it is the best quality in performance and filming
    5.Move on to the next scene if you finish early.
    ***Bloopers and extended scenes are EXTRA CREDIT
    6.Discuss what else you will need to continue filming next week in terms of props, setting, costume changes, stuff for special effects if they are necessary.
    7. Begin memorizing your lines for the next scene you will film
     
     
    *Talent Show This Friday in the gym from 3:15-4:30. Admission is FREE, bring money for the half and half raffle and food and drinks!
    Cinnamon Rolls
    Apple Cider
    Hot Cocoa
    Flowers
    Pumpkin Pie with whip cream
    Flavored popcorn
    From $1-$3
    Half and Half Raffle: Raffle tickets are $1
     
    Homework: Bring everything you need for filming such as costumes, make up, props, items for the setting. Begin memorizing the rest of the scenes, especially the next one you will be filming.

    October 29th
    1.I can demonstrate my knowledge of my character by rehearsing how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives. MAKE THE CHARACTER'S YOUR OWN, INTERPRET THEM AND ACT THEM OUT CREATIVELY, DON'T JUST COPY HOW THE ACTOR IN THE TV SHOW OR MOVIE PORTRAYED THEM.
     
    2.I can begin filming my first two scenes using make up, costumes, props, and items that establish the setting after rehearsing and then I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
    If too many people are missing, get what you can done, rehearse for 30 minutes, then discuss what you will film tomorrow and then work on homework the rest of the period.
     
    1.Review your scripts, message, character's emotions and objectives. 
    2.Begin rehearsing
    3.Film the first two scenes if you can
    4.Work on homework from your classes.
     
    Homework: Rehearse, bring EVERYTHING you need for filming including costume, make up, props, things for the setting. We will continue filming tomorrow so make sure you are prepared. These projects will most likely be due the week of the 11th. This week is filming and script editting and next week is film editing, showing rough drafts with feedback, and then, refilming/editting. 
     
    ****IF YOU HAVE ANY SCENES TO FILM OUTSIDE OF SCHOOL DO SO ASAP AND TELL MS. MURRAY IF THERE ARE CERTAIN SCENES THAT NEED TO BE FILMED AT SCHOOL, BUT OUTSIDE THE CLASSROOM (OUTSIDE)

     October 30th
    1.I can demonstrate my knowledge of my character by rehearsing how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives. MAKE THE CHARACTER'S YOUR OWN, INTERPRET THEM AND ACT THEM OUT CREATIVELY, DON'T JUST COPY HOW THE ACTOR IN THE TV SHOW OR MOVIE PORTRAYED THEM.
     
    2.I can begin filming my first two scenes using make up, costumes, props, and items that establish the setting after rehearsing and then I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
     
    1.Review your scripts, message, character's emotions and objectives. Every choice you make should support your message and style that you are creating your scene in.
    2.Film, film, film. Tomorrow we will most likely be filming outside so dress warm and if you don't have outside scenes, then rehearse and use your scripts on your phones to help you, you can also begin working on your storyboards for your scenes.
    3.Next week/end of this week we begin editting. Be prepared to show your rough drafts next Thursday and Friday.
     
    Homework: Rehearse, bring EVERYTHING you need for filming including costume, make up, props, things for the setting. We will continue filming tomorrow so make sure you are prepared. These projects will most likely be due the week of the 11th. This week is filming and script editting and next week is film editing, showing rough drafts with feedback, and then, refilming/editting. 
     
    ****IF YOU HAVE ANY SCENES TO FILM OUTSIDE OF SCHOOL DO SO ASAP AND TELL MS. MURRAY IF THERE ARE CERTAIN SCENES THAT NEED TO BE FILMED AT SCHOOL, BUT OUTSIDE THE CLASSROOM (OUTSIDE)

    October 31st and November 1st
    1.I can demonstrate my knowledge of my character by rehearsing and FILMING how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives. MAKE THE CHARACTER'S YOUR OWN, INTERPRET THEM AND ACT THEM OUT CREATIVELY, DON'T JUST COPY HOW THE ACTOR IN THE TV SHOW OR MOVIE PORTRAYED THEM.
     
    2.DURING FILMING, I can use make up, costumes, props, and items that establish the setting AND I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
     
    1.Review your scripts, message, character's emotions and objectives. Every choice you make should support your message and style that you are creating your scene in.
    2.Film, film, film.  Rewatch clips and make sure you have the best clips as possible. We will most likely be filming outside so dress warm and if you don't have outside scenes, then rehearse and use your scripts on your phones to help you, you can also begin working on your storyboards for your scenes.
     
    ***Groups that don't have any scenes to film outside should:
    A.rehearse
    B.begin working on your storyboards. You can do this digitally using google slideshow and sharing it with your group mates you can recreate the storyboard for your 3 or More Person Scene so that you know how to organize your scene and edit everything starting on Friday/Monday.
    C.Research good editing apps, read the reviews and play around with them. WeVideo is a free one you can find on the google webstore that has many choices, if you have an iphone I recommend iMovie, and there are various others.
     
    RERER TO THIS AS A STORYBOARD AND SCRIPT EXAMPLE:
    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    Format and Order of Video for Storyboard
    Format and Order of Video for Storyboard
     
     
    3.Next week/end of this week we begin editting. Be prepared to show your rough drafts next Thursday and Friday November 7th and 8th during class and we will give each other feedback based on this preview of the rough drafts of your video.
     
    Homework: Rehearse, bring EVERYTHING you need for filming including costume, make up, props, things for the setting. We will continue filming tomorrow so make sure you are prepared. These projects will most likely be due the week of the 11th, at the end of the week. This week is filming and script editting and next week is film editing, showing rough drafts with feedback, and then, refilming/editting. 
     
    ****IF YOU HAVE ANY SCENES TO FILM OUTSIDE OF SCHOOL DO SO ASAP AND TELL MS. MURRAY IF THERE ARE CERTAIN SCENES THAT NEED TO BE FILMED AT SCHOOL, BUT OUTSIDE THE CLASSROOM (OUTSIDE)

    November 4th:
    1.I can demonstrate my knowledge of my character by rehearsing and FILMING how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives. MAKE THE CHARACTER'S YOUR OWN, INTERPRET THEM AND ACT THEM OUT CREATIVELY, DON'T JUST COPY HOW THE ACTOR IN THE TV SHOW OR MOVIE PORTRAYED THEM.
     
    2.DURING FILMING, I can use make up, costumes, props, and items that establish the setting AND I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
    3.I can demonstrate my knowledge of camera angles, aspects of plot (exposition, climax, and resolution), and the ability to summarize scenes as well as use visual and audio effect by successfully completing my 3 or More Person Scene Storyboard.
     
    1.Review humorous student film example. Students will then add their genre/style underneath their message in their scrips.(Period 1 only)
     
    2.Film 1 more scene (unless you have spoken to me and need more time). Review the clips of that scene making sure it is the highest quality clip.
     
    3.Complete objective #3 by finishing your 3 or More Person Scene Storyboard.
    Use the following as resources:
     
    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    Format and Order of Video for Storyboard
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
     
    HOMEWORK: Storyboards are due to jupiter tonight, Monday November 4th, by 12am. Try to accomplish as much as you can in class.
     
    Tomorrow you will have a substitute and will be use the class primarily to review clips, research good editing apps, and begin editing your videos by using your storyboard to keep you organized. Stay focused because at the end of class on Thursday we will start watching your rough drafts of your videos. You want to make sure you have 80-100% of it completed by then so we can give you helpful feedback before the projects are due next Friday and Monday. 

    November 5th
    Learning Objective: 
    1.I can demonstrate my knowledge of my character by rehearsing and FILMING how my character will use their facial expressions, gestures, full body movement, and inflection after reviewing your character bios and script scoring in your scripts. Remember their main emotions and their objectives. MAKE THE CHARACTER'S YOUR OWN, INTERPRET THEM AND ACT THEM OUT CREATIVELY, DON'T JUST COPY HOW THE ACTOR IN THE TV SHOW OR MOVIE PORTRAYED THEM.
     
    2.DURING FILMING, I can use make up, costumes, props, and items that establish the setting AND I can review the multiple clips I take looking at the details of the sounds, lighting, accuracy and believability of your characters so that my group can get the best clip as possible. Then, I can move on to the next scene.
     
    3.I can demonstrate my knowledge of camera angles, aspects of plot (exposition, climax, and resolution), and the ability to summarize scenes as well as use visual and audio effect by successfully beginning my editing on my video by using my storyboard to stay organized.
     
    1.Begin with filming your last couples scenes asap. STAY within the hallway and the cafeteria rooms near Ms. Murray's room. DO NOT go into the main hallway or anywhere else, keep DOORS TO ROOOMS OPEN at all times. Filming, especially while I am gone is a privillege, so be on your best behavior, stay on task or else there will be serious consequences. 
     
    Be productive as your rough drafts are due end of class This Thursday November 7th and Friday November 8th. You want as much done as possible, 80-100% so we can give you feedback that you can use to make adjustments to create the best and highest quality 3 or More Person Scene Videos.
     
    Final Drafts of projects are due next Friday and Monday. 
    2.Once you finish filming, you should class primarily to review clips, research good editing apps, and begin editing your videos by using your storyboard to keep you organized. 
     
    When you research video editing apps, consider the following:
    a.read the ratings, you don't want to use video editing apps that people have said that they have lost their film footage clips or anything
    b.make sure you choose apps that give you the most options for backgrounds, filters, music, etc.
    c.choose an editting app that is fairly easy for you to operate
    If you have an iphone, iMovie is an excellent editing app, if not there are many more like Power Director or you can even go to the google chrome store on your chromebooks and then add the free version of WeVideo as there are many options for editing tools on that google extension.
     
    Play around with editting a video clip on a couple different apps to see which one is best for your group. Don't delete any footage just in case you might need it later, keep it saved to your computer.
     
    3.Once you choose your editing app, then use your storyboards to help you edit and organize your videos. Use your time wisely.
    4.If you finish editting as much as you can, then work quietly on other homework assignments for other classes.
     
    Homework: Make sure you have all supplies like make up, costumes, props, anything else you need for filming just in case there is anything that you need to refilm. If you have any scenes that need to be filmed outside of class, do so ASAP. We will finish editing in class tomorrow and then discuss options for how you can turn in your videos.
     
    Rough drafts of your videos should be ready to show by the end of class of Thursday and we will continue watching them on Friday as well.

     November 6th
    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
     
    1.Rewatch all your clips, making sure they are the highest quality in acting, audio, lighting, etc. Reshoot if necessary.
     
    ***Remember that you should exaggerated your facial expressions and movements and that you need to stand at an angle on camera and open up so the camera person can get all the details of your performance. 
     
    2.Edit.
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.
     
     
    Homework: Write a paragraph (3 or MORE sentences) explaining how all of your costume, make up, visual effects (filters, lighting, smoke, etc), sound effects, music, and acting choices all support the mood you want to create for the udience and portray an impactful, clear message to the audience. Make a copy of the 3 or More Person Scene Mood and Message Analysis
     
    Deligate and divide who will write about what aspect and BE DETAILED, meaning put examples, explain how the meaning supports the mood and message for EVERY aspect, a few sentences for each aspect.

     November 7th
    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
     
    1.Rewatch all your clips, making sure they are the highest quality in acting, audio, lighting, etc. Reshoot if necessary.
     
    ***Remember that you should exaggerated your facial expressions and movements and that you need to stand at an angle on camera and open up so the camera person can get all the details of your performance. 
     
    2.Edit. PRIMARY FOCUS TODAY
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.
     
     
    3.Kaitlyn's group for Period 1 will show their videos to the class at 9:05. Please use the following options to submit the links to your videos to jupiter for the Rough Draft 3 or More Person Scene Video. We give them feedback on the following link after you copy it:
     

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     

    Homework:Finish Rough Draft 3 or More Person Scene Feedback for Kaitlyn's group.

    Bring anything you need to finish editing and in some cases filming. Be prepared because after the first 15 minutes of class tomorrow, we will be watching and giving group's feedback.

     


    November 8th
    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
     
    Period 1:
    1.You have the first 15 minutes of class to finish editing and upload your videos and then we are watching them.
     
    2.Watching Rough Drafts and giving classmate's detailed feedback.PRIMARY FOCUS TODAY
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.

    Period 3: Continue editing and preparing for your rough drafts which will be due next Thursday November 14th. Rhea's group will have their video submitted on Wednesday 11/13 and we will watch theirs then.

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     When we give your group feedback take notes about Improvements Our Group Should Make. Use that link and make a copy of it and do so. Once you have recieved all the feedback of what you should do to improve and have typed it up, submit it to jupiter. This is what you should use as you revise your videos for the final version before the deadline.

    Homework:Finish Rough Draft 3 or More Person Scene Feedback for the rest of the videos we watch, due BEFORE beginning of class on Wednesday November 13th for Period 1 and Friday November 15th BEFORE beginning of class for Period 3. Bring anything you need to finish editing and in some cases filming. Be prepared because after the first 15 minutes of class tomorrow, we will be watching and giving group's feedback.

    Remember Final Videos are due next Friday November 15th!! Period 1

    Remember Final Videos are due Friday November 22nd!! Period 3


    November 12th
    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
    1.Rewatch all your clips, making sure they are the highest quality in acting, audio, lighting, etc. Reshoot if necessary. 
     
    ***Remember that you should exaggerated your facial expressions and movements and that you need to stand at an angle on camera and open up so the camera person can get all the details of your performance. 
     
    2.Edit. PRIMARY FOCUS TODAY. Use your storyboards and your Improvements to be Made notes to help guide you as you continue to edit and revise your videos.
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Storyboard Resources are below. For organization REFER TO THE PICTURE:

    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    Format and Order of Video for Storyboard
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
     

    READ THIS!!!***If you aren't helping to edit the videos, you have done all you can or there is enough people helping right now, work on homework from other classes. Just make sure you check in with your group every 30 minutes to give them feedback and see what they have edited so far.

    ASK THE GUEST TEACHER BEFORE USING HEADPHONES AND PHONES FOR PROJECTS OR EXTRA CREDIT

    You can also work on an extra credit assignment by watching a movie or musical on netflix and take notes on the different aspects such as camera angles, costumes, make up, props, lighting, acting, filters, music, etc. help support the mood and message of the movie or musical. These notes should be 1-2 pages typed. MAKE SURE AT THE BOTTOM OF THESE NOTES YOU HAVE 3 or MORE SENTENCES EXPLAINING HOW ALL OF THESE ELEMENTS SUPPORT THE MOOD AND MESSAGE OF THE MOVIE/MUSICAL TO THE AUDIENCE.

    Your grade will go up by 3% if you choose to watch and take notes on a movie, it will go up by 4% if you choose to watch and take notes on a musical.

    Use your headphones and get permission from the guest teacher first.TURN IN YOUR EXTRA CREDIT TO JUPITER WHEN DONE. YOU CAN ALSO BRING BLACK PAINT FOR EXTRA CREDIT BY WEDNESDAY/FRIDAY OF THIS WEEK.

    Homework:Finish Rough Draft 3 or More Person Scene Feedback for the rest of the videos we watch, due BEFORE beginning of class on Wednesday November 13th for Period 1.Bring anything you need to finish editing and in some cases filming. Be prepared because after the first 15 minutes of class tomorrow, we will be watching and giving group's feedback.

    Remember Final Videos are due next Friday November 15th!! Period 1

    Remember Final Videos are due Friday November 22nd!! Period 3

     


    November 13th  
    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
     
    Period 1 watch Annahi's group video. Remember I will be out on Thursday as well so if you need help or have questions let me know as Period 1, final videos are due this Friday to the assignment titled 3 or More Person Scene Final Video
     
    Period 3: Watch Rhea's group video 15 minutes before the end of class and pull up your   Rough Draft 3 or More Person Scene Feedback
    We will watch the rest of the videos on Friday the 15th in class.
     
    EVERYONE: Use your storyboard and your  Improvements Our Group Should Make document to help you make improvements and do your final edits on your video.
    1.Rewatch all your clips, making sure they are the highest quality in acting, audio, lighting, etc. Reshoot if necessary. 
     
    ***Remember that you should exaggerated your facial expressions and movements and that you need to stand at an angle on camera and open up so the camera person can get all the details of your performance. 
     
    2.Edit. PRIMARY FOCUS TODAY. Use your storyboards and your Improvements to be Made notes to help guide you as you continue to edit and revise your videos.
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Storyboard Resources are below. For organization REFER TO THE PICTURE:

    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    Format and Order of Video for Storyboard
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
    Other things to work on: 

    Option A: If you aren't helping to edit the videos, you have done all you can or there is enough people helping right now, work on homework from other classes. Just make sure you check in with your group every 30 minutes to give them feedback and see what they have edited so far.

    ASK THE GUEST TEACHER BEFORE USING HEADPHONES AND PHONES FOR PROJECTS OR EXTRA CREDIT

    You can also work on an extra credit assignment by watching a movie or musical on netflix and take notes on the different aspects such as camera angles, costumes, make up, props, lighting, acting, filters, music, etc. help support the mood and message of the movie or musical. These notes should be 1-2 pages typed. MAKE SURE AT THE BOTTOM OF THESE NOTES YOU HAVE 3 or MORE SENTENCES EXPLAINING HOW ALL OF THESE ELEMENTS SUPPORT THE MOOD AND MESSAGE OF THE MOVIE/MUSICAL TO THE AUDIENCE.

    Your grade will go up by 3% if you choose to watch and take notes on a movie, it will go up by 4% if you choose to watch and take notes on a musical.

    Use your headphones and get permission from the guest teacher first.TURN IN YOUR EXTRA CREDIT TO JUPITER WHEN DONE. YOU CAN ALSO BRING BLACK PAINT FOR EXTRA CREDIT BY WEDNESDAY/FRIDAY OF THIS WEEK.

    Option B: Start your notes for Expressive Movement Notes Part 1 on the next available page in your notebook. Copy everything on all the slides and be sure to do your notes in Cornell style and leave space in between the drawings of the shapes that you do.

    Homework:Finish Rough Draft 3 or More Person Scene Feedback for the rest of the videos we watch, due BEFORE beginning of class on Wednesday November 13th for Period 1.

    Period 3: The rest of the Rough Draft Videos are due to jupiter within the first 15 minutes of class, Thursday November 14th, although we won't watch them until the next day Friday the 15th, they are still due on Thursday to jupiter.

    The rest of the Rough Draft 3 or More Person Scene Feedback for the rest of the videos and the Improvements Our Group Should Make are due by Monday the 18th BEFORE the beginning of class to jupiter.

    Bring anything you need to finish editing and in some cases filming. Be prepared because after the first 15 minutes of class tomorrow, we will be watching and giving group's feedback.

    Remember Final Videos are due next Friday November 15th!! Period 1

    Remember Final Videos are due Friday November 22nd!! Period 3


    November 14th  

    Learning objectives:
    I can use all my skills as an actor and film editor as well as the visual and audio effects and the storyboard to help me reshoot and edit my 3 or more person scenes in order to convey my characters' emotions, the genre and the mood I want to put the audience in, in order to convey an impactful, clear message.
     
    Set up the classroom by having Jin and others help you wheel the table out in the main area of the cafeteria, move the ping pong table and open the emergency doors, prop them open and have some tables work against the walls there and in the middle area of the cafeteria so that you can supervise those students who are editing and working on extra credit assignments and their expressive movement notes at the same time as supervising groups that need to film in the cafeteria room to the far left (Jin's group) and the middle one with tables (probably Annahi's group)
     
    Period 1, final videos are due this Friday to the assignment titled 3 or More Person Scene Final Video.SUBMIT VIDEOS BEFORE CLASS ON FRIDAY!
     
    Period 3: Within the first 15 minutes of class submit your videos to the jupiter assignment, then continue editting your videos using your storyboards, working on extra credit, and your Expressive Movement Notes Part 1 (Cornell Notes)
    We will watch the rest of the videos on Friday the 15th in class.
     
    EVERYONE: Use your storyboard and your  Improvements Our Group Should Make document to help you make improvements and do your final edits on your video.ASK the guest teacher BEFORE using your phones and make sure you ONLY USING PHONES FOR EDITING OR EXTRA CREDIT.
    1.Rewatch all your clips, making sure they are the highest quality in acting, audio, lighting, etc. Reshoot if necessary. 
     
    ***Remember that you should exaggerated your facial expressions and movements and that you need to stand at an angle on camera and open up so the camera person can get all the details of your performance. 
     
    2.Edit. PRIMARY FOCUS TODAY. Use your storyboards and your Improvements to be Made notes to help guide you as you continue to edit and revise your videos.
    As you edit, think, "Will my video convince my classmates and people to believe my message and feel the motions I want them to?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Storyboard Resources are below. For organization REFER TO THE PICTURE:

    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    Format and Order of Video for Storyboard: Use this for editing (same as what is in the picture)
    1.Title of scene and what part of scene you are doing
    2.Message and Style/Genre
    3.Intro slides with video and pictures of actors getting ready and in character (showing character's emotions and personality)
    4-9 or more is the plot of scene with the main parts of exposition, climax, and resolution from your scene in there including some dialogue, pictures of characters in the scene, sound effects/music, visual effects,etc.
    slides 10 or further depending on the length of your scene is: Message again
    Slide 11.Bibliography: Names of artists and songs and links, names of apps (video, music, sound effects, etc.) and links
    Slide 12. Credits
    Slide 13.Bloopers and/or Extended Scenes.
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
    Other things to work on: 

    Option A: If you aren't helping to edit the videos, you have done all you can or there is enough people helping right now, work on homework from other classes. Just make sure you check in with your group every 30 minutes to give them feedback and see what they have edited so far.

    ASK THE GUEST TEACHER BEFORE USING HEADPHONES AND PHONES FOR PROJECTS OR EXTRA CREDIT

    You can also work on an extra credit assignment by watching a movie or musical on netflix and take notes on the different aspects, INCLUDE ALL OF THE FOLLOWING: camera angles, costumes, make up, props, lighting, acting, filters, music, etc. help support the mood and message of the movie or musical. These notes should be 1-2 pages typed. MAKE SURE AT THE BOTTOM OF THESE NOTES YOU HAVE 3 or MORE SENTENCES EXPLAINING HOW ALL OF THESE ELEMENTS SUPPORT THE MOOD AND MESSAGE OF THE MOVIE/MUSICAL TO THE AUDIENCE.Turn this document into jupiter when you are done.

    Your grade will go up by 3% if you choose to watch and take notes on a movie, it will go up by 4% if you choose to watch and take notes on a musical.

    Use your headphones and get permission from the guest teacher first.TURN IN YOUR EXTRA CREDIT TO JUPITER WHEN DONE. YOU CAN ALSO BRING BLACK PAINT FOR EXTRA CREDIT BY WEDNESDAY/FRIDAY OF THIS WEEK.

    Option B: Start/complete your notes for Expressive Movement Notes Part 1 on the next available page in your notebook. Copy everything on all the slides and be sure to do your notes in Cornell style and leave space in between the drawings of the shapes that you do.Take a picture of this and TURN IT INTO JUPITER when you are done with everything, including the summary.

    Option C: Start your notes on the next available page after your Expressive Movement Notes Part 1 and then begin your Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.

    After you complete these Expressive Movement Notes Part 1, you can work on homework from other classes.

     

     Homework:

    Period 1: Be sure to finish all the editing and submit final videos to jupiter BEFORE class tomorrow, Friday November 15th.

    Period 3: The rest of the Rough Draft Videos are due to jupiter within the first 15 minutes of class, Thursday November 14th, although we won't watch them until the next day Friday the 15th, they are still due on Thursday to jupiter.

    The rest of the Rough Draft 3 or More Person Scene Feedback for the rest of the videos and the Improvements Our Group Should Make are due by Monday the 18th BEFORE the beginning of class to jupiter.

    Bring anything you need to finish editing and in some cases filming Period 3 as we will be filming after we watch all the other group’s rough draft videos and complete feedback for them.

    Remember Final Videos are due next Friday November 15th!! Period 1 SUBMIT VIDEOS BEFORE CLASS!

    Remember Final Videos are due Friday November 22nd!! Period 3

     


     November 15th
    Learning Objective: I can demonstrate my knowledge and skills as an actor and filmmaker by showing my final video that demonstrates all aspects of theatre and film that support a clear message and mood to the audience.

     

    I can also demonstrate my knowledge and ability to give specific, positive, and constructive feedback to my classmates by evaluating their 2 strengths and 2 weaknesses in how they used their acting and other aspects effectively to support a clear message and mood to the audience.

     

    Period 1:
    1.Watch and evaluate videos. Due to filming delays, final draft videos are due Wednesday November 20th 10 minutes after the bell rings.
    2.Discuss overall strengths and weaknesses
    3.Discuss the 3 or More Person Scene Video Rubric
    Homework: Finish peer feedback for final drafts by next Wednesday BEFORE class. Submit the links to your google doc assignment to jupiter.

     

    Period 3:
    1.Watch and give feedback on the rest of the rough drafts of the videos
    2.Film and edit more of your videos
    Homework: Bring everything you need to edit and refilm, so you can finish your videos. Final videos are due next Friday, November 22nd.


     
    November 19th
    Learning Objective:
    1.I can demonstrate my knowledge and skills as an actor and filmmaker by finishing the filming and editting of my group's 3 or More Person Scene Videos. I know I will be successful at showing my skills and improving my video by rewatching the video and using both my Improvements to be Made document with the plan for how to make those improvements and the strengths and weaknesses feedback to make adjustments and finalize my video.
     
    2.I can also ensure I am meeting all the project requirements, most importantly, that my final video demonstrates all aspects of theatre and film that support a clear message and mood to the audience, by referring to the rubric.
     
    2.Review the strengths and weankesses feedback for videos and the Improvements Our Group Should Make.
    3.Use all three of these to help you refilm and edit your final videos.
     
    Period 1: Final Videos are due tomorrow Wednesday November 20th, 10 minutes after class starts. Turn them into the CORRECT assignment on Jupiter. Submit videos to the 3 or More Person Scene Final Video assignment.
     
    Period 3: Final Videos are due Friday November 22nd, 10 minutes after class starts. Turn them into the CORRECT assignment on Jupiter.Submit videos to the 3 or More Person Scene Final Video assignment.
     
    ****As you edit, think, "Will my video clearly show my classmates what my message is and feel the motions I want them to feel?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.
     
    ***The MORE ADVANCED videos will also CONVINCE the audience to believe in the message and feel inspired by it.
     

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Storyboard Resources are below. For organization REFER TO THE PICTURE:

    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    ***FORMAT AND ORDER OF VIDEO: USE THIS FOR EDITTING (SAME AS WHAT IS IN THE PICTURE)
     
    1.Title of scene and what part of scene you are doing
    2.Message and Style/Genre
    3.Intro slides with video and pictures of actors getting ready and in character (showing character's emotions and personality)
    4-9 or more is the plot of scene with the main parts of exposition, climax, and resolution from your scene in there including some dialogue, pictures of characters in the scene, sound effects/music, visual effects,etc.
    slides 10 or further depending on the length of your scene is: Message again
    Slide 11.Bibliography: Names of artists and songs and links, names of apps (video, music, sound effects, etc.) and links
    Slide 12. Credits
    Slide 13.Bloopers and/or Extended Scenes.
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
    Homework:
    Period 1: Finish and submit 3 or More Person Scene Final Video Feedback BEFORE class on Wednesday November 20th. Videos are due tomorrow WEDNESDAY NOVEMBER 20TH, 10 MINUTES AFTER THE BELL RINGS.
     
    Period 3: Final and submit 3 or More Person Scene Rough Draft Video Feedback BEFORE class on Wednesday November 20th.
    Keep working on editting and finishing 3 or More Person Scene Final Videos. Videos are due FRIDAY NOVEMBER 22ND, 10 MINUTES AFTER THE BELL RINGS.
     

     November 20th
    Learning Objective:
    Period 1:
    1.I can also demonstrate my knowledge and ability to give specific, positive, and constructive feedback to my classmates by evaluating their 2 strengths and 2 weaknesses in how they used their acting and other aspects effectively to support a clear message and mood to the audience.
     
    2.I can define what expressive movement is and begin to identify and name the 6 different body shapes by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook.
     
    Period 3:
    1.I can demonstrate my knowledge and skills as an actor and filmmaker by finishing the filming and editting of my group's 3 or More Person Scene Videos. I know I will be successful at showing my skills and improving my video by rewatching the video and using both my Improvements to be Made document with the plan for how to make those improvements and the strengths and weaknesses feedback to make adjustments and finalize my video.
     
    2.I can also ensure I am meeting all the project requirements, most importantly, that my final video demonstrates all aspects of theatre and film that support a clear message and mood to the audience, by referring to the rubric.
     
    3. If you finish early, I can I can define what expressive movement is and begin to identify and name the 6 different body shapes by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook.
     
     
    Period 1 Agenda:
     
    1.After 10 minutes-->Watch and give specific, positive, and constructive feedback about videos, verbally.
     
    2.Start/complete your notes for Expressive Movement Notes Part 1 on the next available page in your notebook. Copy everything on all the slides and be sure to do your notes in Cornell style and leave space in between the drawings of the shapes that you do.
     
    Take a picture of this and TURN IT INTO JUPITER when you are done with everything, including the summary. Directions for the summary are on the last slide of the slideshow.
     
    Period 3 Agenda:
     
    1.Review the footage and rubric and then finish refilming and editting.
    2.If you finish early start/finish/review your Expressive Movement Notes Part 1
     
    Homework: 
    Period 1: Finish your Expressive Movement Part 1 Notes (Cornell Notes) and the summary. Take pictures of all of it and submit it to the jupiter assignment BEFORE class tomorrow, Thursday November 21st.
     
    Period 3:Finish your Expressive Movement Part 1 Notes (Cornell Notes) and the summary. Take pictures of all of it and submit it to the jupiter assignment BEFORE class tomorrow, Thursday November 21st.
     
    Keep bringing every make up item, prop, costume, filming supplies, etc. so you can finish your videos. Videos are due THIS FRIDAY, NOVEMBER 22ND, 10 MINUTES AFTER THE BELL RINGS

     November 21st
    Learning Objective:
    Period 1:
    1.I can define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Pre-Quiz. 
     
    2.I can demonstrate my ability to perform these body shapes and interpret movement by participating in activities using 100% energy and committment and watching a video and identify the body shapes that were used and discussing why they were used to show what emotion.
     
     
    Period 3:
    1.I can define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Pre-Quiz.
     
    The real quiz will be tomorrow, Friday November 22nd.
     
    2.I can demonstrate my knowledge and skills as an actor and filmmaker by finishing the filming and editting of my group's 3 or More Person Scene Videos. I know I will be successful at showing my skills and improving my video by rewatching the video and using both my Improvements to be Made document with the plan for how to make those improvements and the strengths and weaknesses feedback to make adjustments and finalize my video.
     
    3.I can also ensure I am meeting all the project requirements, most importantly, that my final video demonstrates all aspects of theatre and film that support a clear message and mood to the audience, by referring to the rubric.
     
     
     
    Period 1 Agenda:
     
    1.Review your Expressive Movement Notes Part 1. Take a look at the definition of expressive movement, the 6 body shapes, and what common emotions each body shape demonstrates.
     
    2.Expressive Movement Body Shapes Pre-Quiz
     
    3.Participate in activities where you practice doing different body shapes and various movements and positions used by dancers in order to show various emotions.
     
    4.Watch a video and identify the various body shapes correctly and discuss what emotions were being shown.
     
     
    5.Begin working on Expressive Movement Notes Part 2: Effort Qualities.
     
    Start your notes on the next available page after your Expressive Movement Notes Part 1 and then begin your Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
     
    These notes will be due Monday December 2nd by 12am. We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
     
     
    Period 3 Agenda:

    1.Review your Expressive Movement Notes Part 1. Take a look at the definition of expressive movement, the 6 body shapes, and what common emotions each body shape demonstrates.
     
    2.Expressive Movement Body Shapes Pre-Quiz
     
     
    3.Review the footage and rubric and then finish refilming and editting.
    **USE the Discuss the 3 or More Person Scene Video Rubric and the Improvements Our Group Should Make to help you improve your final projects.
     
    If you finish: Start your notes on the next available page after your Expressive Movement Notes Part 1 and then begin your Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
    These notes will be due Monday December 2nd by 12am. We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
    Period 3: Final Videos are due Friday November 22nd, 10 minutes after class starts. Turn them into the CORRECT assignment on Jupiter.Submit videos to the 3 or More Person Scene Final Video assignment.
     
    ****As you edit, think, "Will my video clearly show my classmates what my message is and feel the motions I want them to feel?" Think about this question when adding visuals/filters, sound effects/music, camera angles, the acting, costuming, make up, props, etc.
     
    ***The MORE ADVANCED videos will also CONVINCE the audience to believe in the message and feel inspired by it.
     

    Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

    Storyboard Resources are below. For organization REFER TO THE PICTURE:

    Extra Credit Planning for PSA Project (student examples of psa project)
     
     
    ***FORMAT AND ORDER OF VIDEO: USE THIS FOR EDITTING (SAME AS WHAT IS IN THE PICTURE)
     
    1.Title of scene and what part of scene you are doing
    2.Message and Style/Genre
    3.Intro slides with video and pictures of actors getting ready and in character (showing character's emotions and personality)
    4-9 or more is the plot of scene with the main parts of exposition, climax, and resolution from your scene in there including some dialogue, pictures of characters in the scene, sound effects/music, visual effects,etc.
    slides 10 or further depending on the length of your scene is: Message again
    Slide 11.Bibliography: Names of artists and songs and links, names of apps (video, music, sound effects, etc.) and links
    Slide 12. Credits
    Slide 13.Bloopers and/or Extended Scenes.
    Format and Order of Video for Storyboard
    LOOK HERE FOR MORE EXAMPLES AND REQUIREMENTS OF STORYBOARD ***USE THE REQUIREMENTS AT THE BOTTOM OF THIS DOCUMENT AS A CHECKLIST AFTER COMPLETING YOUR STORYBOARD TO MAKE SURE YOU ARE MEETING THE ASSIGNMENT EXPECTATIONS.
     
     
    Homework: 
    Period 1: Study your Expressive Movement Part 1 Notes (Cornell Notes) and the summary. Real quiz is tomorrow, November 22nd.
     
    Period 3: Study your Expressive Movement Part 1 Notes (Cornell Notes) and the summary. Real quiz is tomorrow, November 22nd.
     
    Submit your final videos to jupiter ASAP, within the first 10 minutes after class starts.
     
    EXTRA CREDIT: By tomorrow Friday November 22nd bring the following and you will get double the extra credit. ALL EXTRA CREDIT DUE BY DECEMBER 13th:
    -Foam board ($1 store)
    -ductape  (Walmart, hardware store, online)
    -medium sized bottles of paint such as black, brown, grey, red, and gold/yellow. (Walmart)
    -paint brushes, including the rolling ones and large ones as well as other sizes (can get rolling ones at $1 store)
    -Clear tarp or covers for easy clean up after painting ($1 store)
    -Painting drip pan, what you put the paint in while painting ($1 store)

     November 22nd
    Learning Objectives:
    1.I can define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Quiz.
     
    2.I can I can identify the different effort categories of movement and begin interpreting and describing how they convey emotions to an audience.I know I will be able to do this by taking detailed notes from the slideshow titled Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
    These notes (Expressive Movement Part 2 Notes) will be due Monday December 2nd by 12am, at the latest. If you finish early, which I expect most of you will, then turn them into the jupiter assignment. I will be expecting to see most these turned in. :)
     
    We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
    The Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    3. I can take detailed notes about various aspects of theatre including using my new vocabulary of body shapes and effort qualities to describe the movements in videos and how it shows the dancer's emotions.
     
    ***Period 3: Make sure your final videos are submitted within the first 10 minutes of class to jupiter
     
    Both periods 1 and 3: Your Childish Gambino Notes were due to jupiter BEFORE class today.
     
    Both PERIODs 1 and 3 Agenda:

    1.Have study take out their notes and slideshows for Expressive Movement Notes Part 1: Body Shapes. They have 5 mins to study

    2.Tell them to close all tabs and CLEAR OFF THEIR DESKS. They will be quietly while taking their quiz, if students arrive too late to take the quiz they will have to wait patiently, looking over the agenda. They can make it up later.

    3.Finish your Expressive Movement Notes Part 2: Effort Qualities and the summary. Take a picture and submit it to the jupiter assignment as soon as you finish.

    4.Watch the list of videos below and take detailed notes on ALL of the following for EACH Video:

    -the costumes, what did the designs and colors show about the dancer's emotions
    -describe the dancers facial expressions, what did they do with their facial muscles, and what emotions were shown
    -describe the pace of the music, what instruments might be used, and how did the music support the emotions and message of the dance
    -at least 3 body shapes
    -4 effort qualities, describe the dancer that did them, and explain what emotion was shown by the shapes and effort qualities 
    Finally: After taking notes and discussing each of these categories, discuss with your group watch message was the video trying to teach the audience. Write the message in 1-2 clear, high vocabulary sentences so that it can apply to anyone that reads it.
     
    Example of the format of your notes should look like (write these notes under your summary for the Expressive Movement Notes)
     
    ***IF VIDEOS DON'T WORK ON CHROMEBOOKS USE YOUR PHONES AND WATCH THEM AS A GROUP. ASK THE GUEST TEACHER FIRST.
     
    Expressive Movement Video Notes:
    Video 1: Cry Me A River 
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 2:Unsteady
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    PLAN B: If you have internet issues, then use the packets to help you finish your notes and spend the rest of your time either working on homework or playing improv games such as bus stop or dating game. You will have to create the characters on paper for those games.
     
    Now, if you finish all of this, then you can work on other homework from other classes.
    If you are done with that then you can read silently or play and educational game, BUT ONLY AFTER ASKING THE GUEST TEACHER FIRST.
     
     
     
     
    Homework: Enjoy your break! Do something healthy and relaxing for yourself! Be safe. :)

    These notes (Expressive Movement Notes Part 2) will be due Monday December 2nd by 12am, at the latest. If you finish early, which I expect most of you will, then turn them into the jupiter assignment. We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
    The Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    Period 3: We will watch your final videos on Monday in class and give each other feedback.

    December 2nd
    Learning Objectives:
    FRIDAY 11/22 OBJECTIVE-->1.I can define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Quiz.
     
    2.I can identify the different effort categories of movement and begin interpreting and describing how they convey emotions to an audience.I know I will be able to do this by taking detailed notes from the slideshow titled Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
    1.REVIEW These notes (Expressive Movement Part 2 Notes) will be due Monday December 2nd by 12am, at the latest. If you finish early, which I expect most of you will, then turn them into the jupiter assignment. I will be expecting to see most these turned in. :)
     
    We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
    The Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    3. I can take detailed notes about various aspects of theatre including using my new vocabulary of body shapes and effort qualities to describe the movements in videos and how it shows the dancer's emotions. I can REVIEW these notes in class.
     
    The Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    ***Period 3: Make sure your final videos are submitted within the first 10 minutes of class to jupiter
     
     
     PERIOD 3 Agenda:

    1.(Tell them to close all tabs and CLEAR OFF THEIR DESKS. They will be quietly while taking their quiz, if students arrive too late to take the quiz they will have to wait patiently, looking over the agenda. They can make it up later.) Did you do this already?

    2.Review Videos and Give Final Feedback. File and make a copy of the Rough Draft 3 or More Person Scene Feedback and title it Final Draft 3 or More Person Feedback. Submit it jupiter when done.

    *2 strengths and 2 Weaknesses per group for final videos

    Turn into jupiter when finished, due to jupiter Wednesday December 4th.

    3. Review and check in about this assignment. On Tuesday and Wednesday you will be reviewing your notes so you can take your Pre-Quiz for Body Effort Qualities. Friday you will take the real quiz. You will begin working on your final project, which is a dance routine as well.

    Watch the list of videos below and take detailed notes on ALL of the following for EACH Video:

    -the costumes, what did the designs and colors show about the dancer's emotions
    -describe the dancers facial expressions, what did they do with their facial muscles, and what emotions were shown
    -describe the pace of the music, what instruments might be used, and how did the music support the emotions and message of the dance
    -at least 3 body shapes
    -4 effort qualities, describe the dancer that did them, and explain what emotion was shown by the shapes and effort qualities 
    Finally: After taking notes and discussing each of these categories, discuss with your group watch message was the video trying to teach the audience. Write the message in 1-2 clear, high vocabulary sentences so that it can apply to anyone that reads it.
     
    Example of the format of your notes should look like (write these notes under your summary for the Expressive Movement Notes)
     
    ***IF VIDEOS DON'T WORK ON CHROMEBOOKS USE YOUR PHONES AND WATCH THEM AS A GROUP. ASK THE GUEST TEACHER FIRST.
     
    Expressive Movement Video Notes:
    Video 1: Cry Me A River 
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 2:Unsteady
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 3: Soldiers at War
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    PLAN B: If you have internet issues, then use the packets to help you finish your notes and spend the rest of your time either working on homework or playing improv games such as bus stop or dating game. You will have to create the characters on paper for those games.
     
    Now, if you finish all of this, then you can work on other homework from other classes.
    If you are done with that then you can read silently or play and educational game, BUT ONLY AFTER ASKING THE GUEST TEACHER FIRST.
     
     
    Homework: Enjoy your break! Do something healthy and relaxing for yourself! Be safe. :)

    These notes (Expressive Movement Notes Part 2) will be due Monday December 2nd by 12am, at the latest. If you finish early, which I expect most of you will, then turn them into the jupiter assignment. We will be going over them again in class on that day and at that time you will continue taking your notes as well. Whatever you don't finish in class will be homework.
     
    The Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    Period 3: Final Draft 3 or More Person Scene Video Feedback is due to jupiter by this Friday, December 6th to jupiter.
     
    WHAT TO EXPECT FOR TUESDAY AND WEDNESDAY: WITH GUEST TEACHER
    1.CHOOSE YOUR GROUPS FOR FINAL DANCE VIDEO 5-6 TOPS, SMALLER IS A BIT EASIER.
    2.REVIEW THE RUBRIC
    3.RESEARCH 45 MINUTES AND THEN COMPLETE YOUR BRAINSTORM USING BODY SHAPES AND EFFORT QUALITIES LISTED IN YOUR RUBRIC AND EXPRESSIVE MOVEMENT NOTES PARTS 1 AND 2. BRAINSTORMS ARE DUE OFFICIALLY END OF CLASS ON WEDNESDAY, HOWEVER FINISH EARLY SO YOU CAN BEGIN REHEARSING YOUR MOVEMENTS
    4.ONCE YOU SUBMIT THE PICTURE OF THE MESSAGE AND THE MUSIC TO JUPITER, CONTINUE WORKING ON YOUR SOLO AND MAIN GROUP PARTS OF YOUR BRAINSTORM USING VIDEOS, YOUR RUBRIC, AND YOUR OWN CREATIVITY. Once you submit the picture of the message and the music to jupiter, continue working on your solo and main group parts of your brainstorm using other OTHER DANCE VIDEOS IN YOUR NOTES AND/OR OTHER ONES YOU FIND, YOUR RUBRIC, AND YOUR OWN CREATIVITY.  
     
    NO TIME TO WASTE! PROJECTS ARE DUE IN A COUPLE WEEKS SO GET AS FAR AS YOU CAN.

     December 3rd
     
    1.I can REVIEW AND define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Quiz.
     
    2.I can REVIEW AND identify the different effort categories of movement and begin interpreting and describing how they convey emotions to an audience.I know I will be able to do this by taking detailed notes from the slideshow titled Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
    3. I can research and begin brainstorming for my group's Final Dance Project by completing the message and music (all songs used including the ones for you solos and the group dance) and then starting to draw each character's 3 body shapes and 4 effort qualities used in the solo that expresses their emotions and the 3 body shapes, 2 creative moves of your own, and the 4 effort qualities used to perform the group part of the dance.
     
    1.Review body shapes and body effort qualities and discuss at your tables what emotions the body shapes and effort qualities would express if dancers were to do them.
    2.CHOOSE YOUR GROUPS FOR FINAL DANCE VIDEO 5-6 TOPS, SMALLER IS A BIT EASIER.
    Adrian, Roberto, and Eric aren't allowed to work in the same group.
     
    3.REVIEW THE FINAL DANCE RUBRIC (THIS TELLS YOU THE ASSIGNMENT REQUIREMENTS)
    4.RESEARCH 45 MINUTES THE MUSIC AND MESSAGE YOU WOULD LIKE TO PORTRAY TO THE AUDIENCE. Research it using your own phones if the chromebooks block your websites, 
    ****JUST ASK THE GUEST TEACHER BEFORE USING YOUR PHONES!!!!
     
    5.AND THEN COMPLETE YOUR BRAINSTORM USING BODY SHAPES AND EFFORT QUALITIES LISTED IN YOUR RUBRIC AND EXPRESSIVE MOVEMENT NOTES PARTS 1 AND 2. BRAINSTORMS ARE DUE OFFICIALLY BY THE END OF CLASS ON WEDNESDAY. YOU WILL TAKE A PICTURE OF ALL OF IT AND SUBMIT IT TO THE FINAL DANCE BRAINSTORM ASSIGNMENT ON JUPITER. However, finish early so you can begin rehearsing your movements asap when Ms. Murray gets back.
     
    DO YOUR BRAINSTORMS ON THE WHITE PAPER, A NEW ROLL OF WHITE PAPER IS NEAR THE TABLE THAT THE PRINTER IS ON. YOU MUST HAVE AT THE VERY LEAST THE MESSAGE AND ALL OF THE SONGS FOR THE SOLOS AND THE LARGE GROUP DANCE (INCLUDING THE ARTIST AND SONG NAME)  YOU WILL BE USING AND HAVE STARTED DRAWING THE SOLOS AND THE MAIN PARTS OF THE LARGE GROUP PART OF YOUR DANCE BY THE END OF THE PERIOD TODAY DECEMBER 2ND! TAKE A PICTURE OF IT AND SUBMIT IT TO THE JUPITER ASSIGNMENT PROGRESS OF FINAL DANCE BRAINSTORM.
     
    6.Once you submit the picture of the message and the music to jupiter, continue working on your solo and main group parts of your brainstorm using other OTHER DANCE VIDEOS IN YOUR NOTES AND/OR OTHER ONES YOU FIND, YOUR RUBRIC, AND YOUR OWN CREATIVITY.  
     
    NO TIME TO WASTE! PROJECTS ARE DUE IN A COUPLE WEEKS SO GET AS FAR AS YOU CAN.
     
    Homework: Finish the Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    Period 3: Final Draft 3 or More Person Scene Video Feedback is due to jupiter by this Friday, December 6th to jupiter.

    Watch the list of videos below and take detailed notes on ALL of the following for EACH Video:

    -the costumes, what did the designs and colors show about the dancer's emotions
    -describe the dancers facial expressions, what did they do with their facial muscles, and what emotions were shown
    -describe the pace of the music, what instruments might be used, and how did the music support the emotions and message of the dance
    -at least 3 body shapes
    -4 effort qualities, describe the dancer that did them, and explain what emotion was shown by the shapes and effort qualities 
    Finally: After taking notes and discussing each of these categories, discuss with your group watch message was the video trying to teach the audience. Write the message in 1-2 clear, high vocabulary sentences so that it can apply to anyone that reads it.
     
    Example of the format of your notes should look like (write these notes under your summary for the Expressive Movement Notes)
     
    ***IF VIDEOS DON'T WORK ON CHROMEBOOKS USE YOUR PHONES AND WATCH THEM AS A GROUP. ASK THE GUEST TEACHER FIRST.
     
    Expressive Movement Video Notes:
    Video 1: Cry Me A River 
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 2:Unsteady
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 3: Soldiers at War
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:

    December 4th
     
    1.I can REVIEW AND define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1 on the next available page in your notebook and successfully earning a C or better on my Expressive Movement Body Shapes Quiz.
     
    2.I can REVIEW AND identify the different effort categories of movement and begin interpreting and describing how they convey emotions to an audience.I know I will be able to do this by taking detailed notes from the slideshow titled Expressive Movement Notes Part 2. Copy everything on all the slides and be sure to do your notes Cornell style. You should have a summary at the bottom of your notes as it says on the last slide.
     
    3. I can research and FINISH brainstorming for my group's Final Dance Project by
     
    A.completing the drawing of each character's 3 body shapes and 4 effort qualities used in the solo that expresses their emotions (think of the poses, shapes, and effort qualities that your SPECIFIC character would do to show your emotions)
     
    B.and the 3 body shapes, 2 creative moves of your own, and the 4 effort qualities used to perform the group part of the dance.
     
    C.completing the detailed costume sketch WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character (individual assignment)
     
    D.and at least 1 of your characters MUST wear make up so you should have at least ONE make up sketch done (1 for every person wearing make up in your group) WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character 
     
    1.Make sure you are sitting with your groups.
    Adrian, Roberto, and Eric aren't allowed to work in the same group.
    *Review body shapes and body effort qualities and discuss at your tables what emotions the body shapes and effort qualities would express if dancers were to do them.
     
     
    3.REVIEW THE FINAL DANCE RUBRIC (THIS TELLS YOU THE ASSIGNMENT REQUIREMENTS)
    4. On the same brainstorm paper FINISH your brainstorm by completing steps A and B in your learning objectives. Continue researching dance videos and moves using your own phones if the chromebooks block your websites, 
    ****JUST ASK THE GUEST TEACHER BEFORE USING YOUR PHONES!!!!
     
    REMEMBER YOUR BRAINSTORMS  SHOULD BE DONE ON THE WHITE PAPER, A NEW ROLL OF WHITE PAPER IS NEAR THE TABLE THAT THE PRINTER IS ON. YOU SHOULD HAVE ALREADY DONE THE MESSAGE AND ALL OF THE SONGS FOR THE SOLOS AND THE LARGE GROUP DANCE (INCLUDING THE ARTIST AND SONG NAME) 
     
    This should take you about 30-45 minutes. TAKE A PICTURE OF IT AND SUBMIT YOUR BRAINSTORMS INTO THE JUPITER ASSIGNMENT TITLED Final Dance Brainstorm BEFORE the end of the period and you need to continue working on the next 2 assignments.
     
     
    5.Continue working on the following: The costume and make up sketches should support your character's emotions and the message you want to show the audience. ****Extra credit for props that support the message
    C.completing the detailed costume sketch WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character (individual assignment)
     
    D.and at least 1 of your characters MUST wear make up so you should have at least ONE make up sketch done (1 for every person wearing make up in your group) WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character 
    However, finish early so you can begin rehearsing your movements asap when Ms. Murray gets back.
     
    C and D are due 15 minutes after the beginning of the period on Thursday December 5th. You will get the first 15 minutes to finish anything you need to. Use color and have DETAILED EXPLAINATIONS FOR HOW BOTH THE COSTUME (INDIVIDUAL ASSIGNMENT, BUT CAN DISCUSS AND HELP ONE ANOTHER) AND MAKE UP SKETCHES (GROUP ASSIGNMENT, ONLY DO AS MANY SKETCHES AS YOU WOULD LIKE PEOPLE TO WEAR MAKE UP) SUPPORT YOUR CHARACTER'S EMOTIONS.
    ***Take a picture and submit it to jupiter and put the hard copies for both assignments into the green basket. 
      
     
    NO TIME TO WASTE! PROJECTS ARE DUE IN A COUPLE WEEKS SO GET AS FAR AS YOU CAN.
     
    Homework: Finish the Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    Costume and Make Up Sketches are due 15 minutes after the beginning of the period on Thursday, December 5th.***Take a picture and submit it to jupiter and put the hard copies for both assignments into the green basket. 
     
    Period 3: Final Draft 3 or More Person Scene Video Feedback is due to jupiter by this Friday, December 6th to jupiter.

    Watch the list of videos below and take detailed notes on ALL of the following for EACH Video:

    -the costumes, what did the designs and colors show about the dancer's emotions
    -describe the dancers facial expressions, what did they do with their facial muscles, and what emotions were shown
    -describe the pace of the music, what instruments might be used, and how did the music support the emotions and message of the dance
    -at least 3 body shapes
    -4 effort qualities, describe the dancer that did them, and explain what emotion was shown by the shapes and effort qualities 
    Finally: After taking notes and discussing each of these categories, discuss with your group watch message was the video trying to teach the audience. Write the message in 1-2 clear, high vocabulary sentences so that it can apply to anyone that reads it.
     
    Example of the format of your notes should look like (write these notes under your summary for the Expressive Movement Notes)
     
    ***IF VIDEOS DON'T WORK ON CHROMEBOOKS USE YOUR PHONES AND WATCH THEM AS A GROUP. ASK THE GUEST TEACHER FIRST.
     
    Expressive Movement Video Notes:
    Video 1: Cry Me A River 
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 2:Unsteady
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 3: Soldiers at War
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:

     December 5th
     
    1.I can REVIEW AND define what expressive movement is and begin to identify and name the 6 different body shapes and what common emotions they represent by taking and review the detailed notes for Expressive Movement Notes Part 1.
     
    2.I can REVIEW AND identify the different effort categories of movement and begin interpreting and describing how they convey emotions to an audience.I know I will be able to do this by taking detailed notes from the slideshow titled Expressive Movement Notes Part 2
     
    Recap on the following assignments that were already due. 
    3. I can research and FINISH brainstorming for my group's Final Dance Project by
     
    A.completing the drawing of each character's 3 body shapes and 4 effort qualities used in the solo that expresses their emotions (think of the poses, shapes, and effort qualities that your SPECIFIC character would do to show your emotions)
     
    B.and the 3 body shapes, 2 creative moves of your own, and the 4 effort qualities used to perform the group part of the dance.
     
    C.completing the detailed costume sketch WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character (individual assignment)
     
    D.and at least 1 of your characters MUST wear make up so you should have at least ONE make up sketch done (1 for every person wearing make up in your group) WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character 
     
    1.Make sure you are sitting with your groups.
    Adrian, Roberto, and Eric aren't allowed to work in the same group.
    *Review body shapes and body effort qualities and discuss at your tables what emotions the body shapes and effort qualities would express if dancers were to do them.
     
     
    3.REVIEW THE FINAL DANCE RUBRIC (THIS TELLS YOU THE ASSIGNMENT REQUIREMENTS)
    4. On the same brainstorm paper FINISH your brainstorm by completing steps A and B in your learning objectives. Continue researching dance videos and moves using your own phones if the chromebooks block your websites, 
    ****JUST ASK THE GUEST TEACHER BEFORE USING YOUR PHONES!!!!
     
    REMEMBER YOUR BRAINSTORMS  SHOULD BE DONE ON THE WHITE PAPER, A NEW ROLL OF WHITE PAPER IS NEAR THE TABLE THAT THE PRINTER IS ON. YOU SHOULD HAVE ALREADY DONE THE MESSAGE AND ALL OF THE SONGS FOR THE SOLOS AND THE LARGE GROUP DANCE (INCLUDING THE ARTIST AND SONG NAME) 
     
    This should take you about 30-45 minutes. TAKE A PICTURE OF IT AND SUBMIT YOUR BRAINSTORMS INTO THE JUPITER ASSIGNMENT TITLED Final Dance Brainstorm BEFORE the end of the period and you need to continue working on the next 2 assignments.
     
     
     
    Agenda for today:
    1.Review the body shapes and effort qualities and some common emotions that they show.
    2.Continue working on the following: The costume and make up sketches should support your character's emotions and the message you want to show the audience. ****Extra credit for props that support the message
    C.completing the detailed costume sketch WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character (individual assignment)
     
    D.and at least 1 of your characters MUST wear make up so you should have at least ONE make up sketch done (1 for every person wearing make up in your group) WITH EXPLANATIONS FOR AT LEAST 2 OF THE COLOR AND DESIGN CHOICES THAT YOU MADE FOR HOW THE COLORS AND DESIGNS SUPPORT YOUR CHARACTER'S EMOTIONS AND PERSONALITY for EACH character 
    However, finish early so you can begin rehearsing your movements asap when Ms. Murray gets back.
     
    C and D are due 15 minutes after the beginning of the period on Thursday December 5th. You will get the first 15 minutes to finish anything you need to. Use color and have DETAILED EXPLAINATIONS FOR HOW BOTH THE COSTUME (INDIVIDUAL ASSIGNMENT, BUT CAN DISCUSS AND HELP ONE ANOTHER) AND MAKE UP SKETCHES (GROUP ASSIGNMENT, ONLY DO AS MANY SKETCHES AS YOU WOULD LIKE PEOPLE TO WEAR MAKE UP) SUPPORT YOUR CHARACTER'S EMOTIONS.
    ***Take a picture and submit it to jupiter and put the hard copies for both assignments into the green basket. 
      
    3.Review two videos from the list of videos below and discuss the homework.Everything the dancers do with their body shapes, effort, costume, and music support the message and leave the audience understanding each of the character's emotions. Homework is to finish those video notes and turn them into jupiter by 12am tonight, December 5th.
     

    Watch the list of videos below and take detailed notes on ALL of the following for EACH Video:

    -the costumes, what did the designs and colors show about the dancer's emotions
    -describe the dancers facial expressions, what did they do with their facial muscles, and what emotions were shown
    -describe the pace of the music, what instruments might be used, and how did the music support the emotions and message of the dance
    -at least 3 body shapes
    -4 effort qualities, describe the dancer that did them, and explain what emotion was shown by the shapes and effort qualities 
    Finally: After taking notes and discussing each of these categories, discuss with your group watch message was the video trying to teach the audience. Write the message in 1-2 clear, high vocabulary sentences so that it can apply to anyone that reads it.
     
    Example of the format of your notes should look like (write these notes under your summary for the Expressive Movement Notes)
     
    ***IF VIDEOS DON'T WORK ON CHROMEBOOKS USE YOUR PHONES AND WATCH THEM AS A GROUP. ASK THE GUEST TEACHER FIRST.
     
    Expressive Movement Video Notes:
    Video 1: Cry Me A River 
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 2:Unsteady
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    Video 3: Soldiers at War
    1.Costumes:
    Emotions shown:
     
    2.Facial Expressions:
    Emotions shown:
     
    3.Music description:
    Emotions shown:
     
    4.Body Shape 1:
    Emotions shown:
     
    Body Shape 2: 
    Emotions Shown:
     
    Body Shape 3:
    Emotions shown:
     
    5. Effort Qualities (name all 4):
    Emotions shown:
     
    6.Message of the video:
     
    4.Show Student Examples of Final Dance Video Project and practice scoring them on the rubrics.

    Message:***Never Give Up, It Gets Better (clearest story and great organization)

    https://drive.google.com/file/d/0B-eLTqWVShy2V1oxMDN6bUlHY2s/view?usp=sharing

    Message: You Need your Loved Ones to Help you Through A Heartbreak

    https://vimeo.com/267920062

    Message: As Time Passes Your Wounds will Heal, Therefore Never Give Up and Defeat Obstacles with Courage

    https://drive.google.com/file/d/1pScv7Q4IbWPFlF4AlgyAfeXM-VMwTpvZ/view

    Message: You must work out your issues to be happy together

    https://vimeo.com/219771758

     5.Discuss in your groups what your plan is to bring for costumes and make up.
    ***Costumes and make up check will be due next Wednesday.You should have your 15 second solo ready to show me on Monday, so BE READY!
     
     6.If time, discuss more ideas for the dance to make sure the message is clear, inspiring, and each dancer/character's emotions are EXAGGERATED and clear.
    NO TIME TO WASTE! PROJECTS ARE DUE IN A COUPLE WEEKS SO GET AS FAR AS YOU CAN.
     
    Homework: Finish the Video Notes will be due Thursday December 5th by 12am to jupiter, officially. If you finish earlier, then turn them in early.
     
    Costume and Make Up Sketches are due 15 minutes after the beginning of the period on Thursday, December 5th.***Take a picture and submit it to jupiter and put the hard copies for both assignments into the green basket. 
     
    Period 3: Final Draft 3 or More Person Scene Video Feedback is due to jupiter by this Friday, December 6th to jupiter.
     
     

    December 6th
    Learning Objective:
    I can demonstrate my improved knowledge of how to show the audience my clear, inspiring message, and the emotions of each character by beginning to rehearse aspects of the group dance and my solos. I can show 100% committment and energy and use my own creativity to add various dance moves in addition to meeting the 3 or more body shapes and 4 effort qualities required for the Final Dance Video Project.
     
     
    1.Make sure you are sitting with your groups.
    Adrian, Roberto, and Eric aren't allowed to work in the same group.
     
     2.Turn in the hard copies of your costume and make up to the green basket. Next Wednesday is your costume and make up check so bring everything necessary and you will change and rehearse and record that day.
     
    3.REVIEW THE FINAL DANCE RUBRIC (THIS TELLS YOU THE ASSIGNMENT REQUIREMENTS)
    I am reducing your group dance to only 30 second to make things easier so you don't have to do a minute.
     
     
    4. Use your rubric to file make a copy and grade, by highlighting and totaling the score at the bottom and putting a brief 1-2 sentences as to why you would have given the two videos that grade. Do this as a group, put all your names on it and submit it to the jupiter assignment titled Practice Grading Final Dance Videos. Label the videos strong and weak examples so I can tell which is which on the rubric
    Below are the two videos I want you to watch and grade:
    ASK SUB FIRST BEFORE WATCHING ON YOUR PHONES IF YOUR CHROMEBOOKS DON'T WORK. This should take you 15-20 minutes.

    Message:***Never Give Up, It Gets Better (clearest story and great organization) Stronger example

    https://drive.google.com/file/d/0B-eLTqWVShy2V1oxMDN6bUlHY2s/view?usp=sharing

    Message: It is important to embrace your Spanish Heritage Weaker Example

    https://drive.google.com/file/d/1lT7hRBb_7mhR8TmpRZ2bGC5dYM_FBGsp/view?usp=sharing

    3.Begin Rehearsing, stay focused. Work on the group dance portion first: USE YOUR BRAINSTORM. This must be at least 30 SECONDS long, be CREATIVE, and make sure everyone is trying their best and is visible. The group dance is where you need to utilize all 3 sections of the stage (downstage, center, and upstage).
    ONLY REHEARSE IN THE CLASSROOM, in the main part of the cafeteria where they ping pong table is, the hallways near the classroom,NOT THE HALLWAY LEADING TO THE MAIN HALLWAY , FOLD UP THE TABLES, (PUT CHROMEBOOKS ON CHAIRS TO SEE THEM IF NECESSARY WHILE YOU REHEARSE)
    ***STAY ON TASK
    4.After 25 minutes, begin discussing each person's emotions (they should be different from the other character's in the group to show distinguished and various emotions and parts of the character's personality that you understand)Then, work on your solos (15 seconds) exaggerate your FACIAL EXPRESSIONS TO MATCH YOUR EMOTIONS. GET UP AND REHEARSE! DO THIS FOR 25-30 MINUTES. 
    Set an alarm on your phones so you have time to work on your solos.
     
    Monday I am checking your solos so be ready to show me them!
     
    You can use OTHER VIDEOS AS INSPIRATION, BUT ADD ON YOUR OWN MOVES AS WELL AS SOME BODY SHAPES AND EFFORT QUALITIES IN YOUR GROUP DANCE (ONLY HAS TO BE 30 SECONDS)
     
    ****JUST ASK THE GUEST TEACHER BEFORE USING YOUR PHONES!!!!
     
     
    5.Discuss in your groups what your plan is to bring for costumes and make up. Costumes and make up check will be due next Wednesday. 
     
    I will be gone next Tuesday, December 10th and Thursday December 12th so be prepared to rehearse as much as possible and start filming your reheasals share it with me to the Rehearsal 1 assignment on jupiter for Tuesday and Rehearsal 2 assignment on jupiter. You will want it to be the best of what you rehearsed so I can see your progress and you can receive credit. Then, share it with your other group members so that YOU ALL CAN USE THE REHEARSAL VIDEOS TO REHEARSE AT HOME, THAT WAY DURING CLASS YOU ARE PREPARED AND WELL PRACTICED SO YOU CAN START FILMING FOR YOUR FINAL PROJECT ASAP.
     
     
    Homework: Make sure everyone brings what they need to for costumes and make up. EACH person should bring their costumes and whoever is wearing make up should have make up that they will use ready to show me, at least 1 person per group must wear make up. Due WEDNESDAY December 11th.
     
    ***REMEMBER COSTUME AND MAKE UP CHOICES SHOULD SUPPORT YOUR CHARACTER'S EMOTIONS AND THE MESSAGE.
    Rehearse some of the group and solo parts at home. You should have your 15 second solo ready to show me on Monday, so BE READY!
    Period 3: Monday your FINAL DRAFT feedback for 3 or More Person Scene is as we were on a different schedule, submit it to jupiter BEFORE CLASS

    December 9th
    Learning Objective:
     
    I can use my knowledge from movement analysis discussions of dance videos and body shape, effort, exaggerated facial expressions, and my own creativity as well as Ms. Murray's feedback on my group's Final Dance Brainstorm to make any adjustments necessary to better show a clear, inspiring message, and emotions of each dancer/character. I know I can do this by altering aspects of my Final Dance Brainstorm to show improvements in my learning.
     
    Learning Objective:
    I can demonstrate my improved knowledge of how to show the audience my clear, inspiring message, and the emotions of each character by beginning to rehearse aspects of the group dance and my solos. I can show 100% committment and energy and use my own creativity to add various dance moves in addition to meeting the 3 or more body shapes and 4 effort qualities required for the Final Dance Video Project.
     
     
    1.Make sure you are sitting with your groups.
    Adrian, Roberto, and Eric aren't allowed to work in the same group.
     
    2.Make announcements below.
     
    3.REVIEW THE FINAL DANCE RUBRIC (THIS TELLS YOU THE ASSIGNMENT REQUIREMENTS)
    I am reducing your group dance to only 30 second to make things easier so you don't have to do a minute.
     
     
    4. REVIEW THIS:Use your rubric to file make a copy and grade, by highlighting and totaling the score at the bottom and putting a brief 1-2 sentences as to why you would have given the two videos that grade. Do this as a group, put all your names on it and submit it to the jupiter assignment titled Practice Grading Final Dance Videos. Label the videos strong and weak examples so I can tell which is which on the rubric
    Below are the two videos I want you to watch and grade:
    ASK SUB FIRST BEFORE WATCHING ON YOUR PHONES IF YOUR CHROMEBOOKS DON'T WORK. This should take you 15-20 minutes.

    Message:***Never Give Up, It Gets Better (clearest story and great organization) Stronger example

    https://drive.google.com/file/d/0B-eLTqWVShy2V1oxMDN6bUlHY2s/view?usp=sharing

    Message: It is important to embrace your Spanish Heritage Weaker Example

    https://drive.google.com/file/d/1lT7hRBb_7mhR8TmpRZ2bGC5dYM_FBGsp/view?usp=sharing

    3.Begin Rehearsing, stay focused. Work on the group dance portion first: USE YOUR BRAINSTORM. This must be at least 30 SECONDS long, be CREATIVE, and make sure everyone is trying their best and is visible. The group dance is where you need to utilize all 3 sections of the stage (downstage, center, and upstage).
    ONLY REHEARSE IN THE CLASSROOM, in the main part of the cafeteria where they ping pong table is, the hallways near the classroom,NOT THE HALLWAY LEADING TO THE MAIN HALLWAY , FOLD UP THE TABLES, (PUT CHROMEBOOKS ON CHAIRS TO SEE THEM IF NECESSARY WHILE YOU REHEARSE)
    ***STAY ON TASK
    4.TODAY I am GOING TO BEGIN checking your solos so be ready to show me them!
     
    5.After 25 minutes, begin discussing each person's emotions (they should be different from the other character's in the group to show distinguished and various emotions and parts of the character's personality that you understand)Then, work on your solos (15 seconds) exaggerate your FACIAL EXPRESSIONS TO MATCH YOUR EMOTIONS. GET UP AND REHEARSE! DO THIS FOR 25-30 MINUTES. 
     
     
     
     
    You can use OTHER VIDEOS AS INSPIRATION, BUT ADD ON YOUR OWN MOVES AS WELL AS SOME BODY SHAPES AND EFFORT QUALITIES IN YOUR GROUP DANCE (ONLY HAS TO BE 30 SECONDS)
     
    ****JUST ASK MS.MURRAY BEFORE USING YOUR PHONES!!!!
     
     
    6.Discuss in your groups what your plan is to bring for costumes and make up. Costumes and make up check will be due next Wednesday. 
     
    I will be gone next Tuesday, December 10th and Thursday December 12th so be prepared to rehearse as much as possible and start filming your reheasals share it with me to the Rehearsal 1 assignment on jupiter for Tuesday and Rehearsal 2 assignment on jupiter. You will want it to be the best of what you rehearsed so I can see your progress and you can receive credit. Then, share it with your other group members so that YOU ALL CAN USE THE REHEARSAL VIDEOS TO REHEARSE AT HOME, THAT WAY DURING CLASS YOU ARE PREPARED AND WELL PRACTICED SO YOU CAN START FILMING FOR YOUR FINAL PROJECT ASAP.
     
    IMPORTANT ANNOUNCEMENTS:
    *Thursday December 12th, you will receive your Pre-test on Drama I FAll 2019 Final (will contain key vocabulary and concepts that we will review in class and take at the beginning of you final on the final days, multiple choice and matching) while the sub is here. You should be able to see the answers and your score after so you can begin studying for it. The rest of the time will be spent rehearsing after watching your group and solo videos.
     
    ***Extra credit paints, paint brushes and supplies, foam board, etc and your Extra credit movie and musical reviews are due by this FRIDAY DECEMBER 13TH  to help your grade
    *bring and use props that support your message and bloopers and EXTRA CREDIT for this project
    Alternative assignment for your Drama Hours Requirement (8 hours) is a 5 page Scene Analysis Paper. Read the instructions carefully and do a good job. This is due by Tuesday December 17th to jupiter.
    Policy change: I was notified that Drama Hours can no longer count as community service hours due to school policy.Therefore, when you submit your hours, take a picture of the sign in and out sheet in the Drama Hours notebook and submit those pictures to get your hours to MEET YOUR CLASS REQUIREMENT
    *If you don't have enough time to do your class requirement hours and you aren't sure you can complete the 5 page Scene Analysis Paper successfully given time constraints and timing of policy changes etc. Then, I HIGHLY recommend you complete the movie/musical reviews FOR EXTRA CREDIT AND THE OTHER EXTRA CREDIT TO BOOST YOUR GRADE.
     
     
    Homework: Make sure everyone brings what they need to for costumes and make up. EACH person should bring their costumes and whoever is wearing make up should have make up that they will use ready to show me, at least 1 person per group must wear make up. Due WEDNESDAY December 11th.
     
    ***REMEMBER COSTUME AND MAKE UP CHOICES SHOULD SUPPORT YOUR CHARACTER'S EMOTIONS AND THE MESSAGE.
    Rehearse some of the group and solo parts at home. You should have your 15 second solo ready to show me on Monday, so BE READY!
    Period 3: Monday your FINAL DRAFT feedback for 3 or More Person Scene is as we were on a different schedule, submit it to jupiter BEFORE CLASS
     

    December 10th
    Learning Objective:
    I can use my knowledge from movement analysis discussions of dance videos and body shape, effort, exaggerated facial expressions, and my own creativity as well as Ms. Murray's feedback on my group's Final Dance Brainstorm to make any adjustments necessary to better show a clear, inspiring message, and emotions of each dancer/character. I know I can do this by altering aspects of my Final Dance Brainstorm to show improvements in my learning and then RESUBMIT THE IMPROVEMENTS TO THE SAME FINAL DANCE BRAINSTORM ASSIGNMENT. 
     
    I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my brainstorms and rubrics to help me rehearse and take video of the best of my rehearsal for my
    1.the group dance portion (30 seconds minimum if not a bit more) and turn it into the Group Dance Rehearsal Portion on jupiter BEFORE 12 am tonight, Tuesday December 10th.
     
    2. and the solos (15 seconds per person) and turn it into Solo Rehearsal Video assignment on jupiter BEFORE class on Thursday, December 12th. EACH PERSON TURNS IN THEIR SOLO.
     
     
     
    1.Review Ms. Murray's comments on your brainstorms, especially your messages and the dance moves that express emotions. Make adjustments to your brainstorms based on her feedback and your own thoughts according to the rubric.
    USE THIS FINAL DANCE BRAINSTORM FORMAT TO HELP YOU DOUBLE CHECK THAT YOU ARE MEETING THE ASSIGNMENT REQUIREMENTS. IT LOOKS LIKE STUDENTS WERE GETTING CONFUSED SO I WANTED TO MAKE EVERYTHING CLEAR AND EASY FOR YOU TO UNDERSTAND
    Then RESUBMIT THE IMPROVEMENTS TO THE SAME FINAL DANCE BRAINSTORM ASSIGNMENT. This is should take 15-20 minutes
     
    2.Then, use your brainstorms and rubrics in order to rehearse and then take videos of the best group dance part. This should take 30-40 minutes. Submit the videos to the jupiter assignment, Group Dance Rehearsal Portion  TONIGHT BEFORE 12am DECEMBER 10TH. Rehearsal videos should be at least 30 seconds longs if not a bit longer.
     
    3. Then, help each other and keep focused on your own, INDIVIDUAL, character's emotions, by rehearsing and recording a video of your solos. EACH INDIVIDUAL will submit their own rehearsals of their solos to the jupiter assignment, Solo Rehearsal Video BEFORE class on Thursday, December 12th. This should take 20 minutes. Rehearse on your own and then have others in your group help you record them. If you don't finish this in class, it is your responsiblity to finish it and record it at home. Rehearsal videos for the solo should be 15 seconds.
     
    4.Any extra time should be spent discussing who will be bringing in the make up that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes, which will be due Wednesday December 11th. I will check them in class during your rehearsal time.
     
    *Thursday December 12th, you will receive your Pre-test on Drama I FAll 2019 Final (will contain key vocabulary and concepts that we will review in class and take at the beginning of you final on the final days, multiple choice and matching) while the sub is here. You should be able to see the answers and your score after so you can begin studying for it. The rest of the time will be spent rehearsing after watching your group and solo videos.
     
    ***Extra credit paints, paint brushes and supplies, foam board, etc and your Extra credit movie and musical reviews are due by this FRIDAY DECEMBER 13TH  to help your grade
    *bring and use props that support your message and bloopers and EXTRA CREDIT for this project
    Alternative assignment for your Drama Hours Requirement (8 hours) is a 5 page Scene Analysis Paper. Read the instructions carefully and do a good job. This is due by Tuesday December 17th to jupiter.
    Policy change: I was notified that Drama Hours can no longer count as community service hours due to school policy.Therefore, when you submit your hours, take a picture of the sign in and out sheet in the Drama Hours notebook and submit those pictures to get your hours to MEET YOUR CLASS REQUIREMENT
    *If you don't have enough time to do your class requirement hours and you aren't sure you can complete the 5 page Scene Analysis Paper successfully given time constraints and timing of policy changes etc. Then, I HIGHLY recommend you complete the movie/musical reviews FOR EXTRA CREDIT AND THE OTHER EXTRA CREDIT TO BOOST YOUR GRADE.
     
    Homework: 
    1.Bring in the make up that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes, which will be due Wednesday December 11th. I will check them in class during your rehearsal time.
     
    2.EACH INDIVIDUAL will submit their own rehearsals of their solos to the jupiter assignment, Solo Rehearsal Video BEFORE class on Thursday, December 12th. This should take 20 minutes. Rehearse on your own and then have others in your group help you record them. If you don't finish this in class, it is your responsiblity to finish it and record it at home. Rehearsal videos for the solo should be 15 seconds.
     
    December 11th
    Learning Objective:
    Done Yesterday. Review it.
    I can use my knowledge from movement analysis discussions of dance videos and body shape, effort, exaggerated facial expressions, and my own creativity as well as Ms. Murray's feedback on my group's Final Dance Brainstorm to make any adjustments necessary to better show a clear, inspiring message, and emotions of each dancer/character. I know I can do this by altering aspects of my Final Dance Brainstorm to show improvements in my learning and then RESUBMIT THE IMPROVEMENTS TO THE SAME FINAL DANCE BRAINSTORM ASSIGNMENT. 
     
    This is what you should have used yesterday in class to improve your brainstorms:
    USE THIS FINAL DANCE BRAINSTORM FORMAT TO HELP YOU DOUBLE CHECK THAT YOU ARE MEETING THE ASSIGNMENT REQUIREMENTS. IT LOOKS LIKE STUDENTS WERE GETTING CONFUSED SO I WANTED TO MAKE EVERYTHING CLEAR AND EASY FOR YOU TO UNDERSTAND
    Then RESUBMIT THE IMPROVEMENTS TO THE SAME FINAL DANCE BRAINSTORM ASSIGNMENT. This is should take 15-20 minutes
     
    Today:
     
    I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and begin filming asap (on Thursday after I take my Pre-test on Drama I FAll 2019 Final (will contain key vocabulary and concepts that we will review in class and take at the beginning of you final on the final days, multiple choice and matching) while the sub is here.)
     
    ****Bring Props for filming if you would like extra credit. Props should support the story, emotions of characters, and the message.
     
    Your homework was to:
     
    1.the group dance portion (30 seconds minimum if not a bit more) and turn it into the Group Dance Rehearsal Portion on jupiter BEFORE 12 am tonight, Tuesday December 10th.
     
    2. and the solos (15 seconds per person) and turn it into Solo Rehearsal Video assignment on jupiter BEFORE class on Thursday, December 12th. EACH PERSON TURNS IN THEIR SOLO.
     
    Announcement Reminders:
    Look at the top right hand corner of our Drama page for the following information:

    5 page Scene Analysis Paper: ONLY DUE IF YOU DIDN'T DO ANY OR VERY LITTLE OF YOUR 8 HRS REQUIRED FOR DRAMA CLASS. DUE BY DECEMBER 17TH BY 12AM

    AS OF NOVEMBER 15TH/20TH, DRAMA HOURS NO LONGER DOUBLE COUNT, MEANING THEY DON'T COUNT FOR COMMUNITY SERVICE HOURS.

    REQUIRED PLAY REVIEWS AND ALL EXTRA CREDIT DONATIONS (PAINT AND PAINT SUPPLIES, FOAM BOARDS, PROPS, COSTUMES, DUCT TAPE,ETC.) DUE FRIDAY DECEMBER 13TH BY 12AM TO THE JUPITER ASSIGNMENT. 

    Play Review Instructions: If you do well then you can earn up to 3% higher on your overall grade for a movie and if you do well then you can earn up to 4% higher on your overall grade for a musical.
    *You can do up to 2 of each of these assignments. Plagiarized papers will receive a ZERO. Do your own work, show me your knowledge. 
    The purpose of the review is to chose 1 element of theatre (lights, sound effects/music, costumes, make up, etc.) to analyze and how the DETAILS of the actor's performance such as the voice, full body movement, gestures, facial expressions, dancing (body shapes and effort qualities) BOTH support the message of the movie/musical/play.
     
     
    *If you don't have enough time to do your class requirement hours and you aren't sure you can complete the 5 page Scene Analysis Paper successfully given time constraints and timing of policy changes etc. Then, I HIGHLY recommend you complete the movie/musical reviews FOR EXTRA CREDIT AND THE OTHER EXTRA CREDIT TO BOOST YOUR GRADE.
     
    FILM EVERYTHING YOU CAN IN CLASS AS THERE IS NO TIME TO RELY ON OTHER OPTIONS. IF IT WORKS OUT, THEN SURE FILM IT SOMEWHERE ELSE, BUT HAVE THE IN CLASS FOOTAGE JUST IN CASE.
     
     
    1.After reviewing the information above, Ms. Murray will show students another good student example of a Final Dance Video.
    2.Get your costumes and make up out, you can change into them if you wish.
    3.Use your improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and begin filming asap. GET UP AND REHEARSE.
    I will check off your costumes and make up while you are rehearsing.
     
     
    *Thursday December 12th, you will receive your Pre-test on Drama I FAll 2019 Final (will contain key vocabulary and concepts that we will review in class and take at the beginning of you final on the final days, multiple choice and matching) while the sub is here. You should be able to see the answers and your score after so you can begin studying for it. The rest of the time will be spent rehearsing after watching your group and solo videos.
      
    Homework: 
    1.KEEP Bringing in ALL the make up and the costumes that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes. Make sure you also bring props if you will be using them in your videos for extra credit. 
     
    2.EACH INDIVIDUAL will submit their own rehearsals of their solos to the jupiter assignment, Solo Rehearsal Video BEFORE class on Thursday, December 12th. This should take 20 minutes. Rehearse on your own and then have others in your group help you record them. If you don't finish this in class, it is your responsiblity to finish it and record it at home. Rehearsal videos for the solo should be 15 seconds.
    Nothing, but do something healthy that brings you peace and relaxation. Meditate, watch an episode of your favorite show, stretch, listen to music, read, draw, dance, etc.

    December 12th
    Learning Objective:
     
    1.I can practice demonstrating my knowledge of key vocabulary and concepts from Drama by successfully completing the Pre-Test on Drama I Fall 2019 Final with a C or higher.
     
    2.I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and begin filming asap (on Thursday after I take my Pre-Test on Drama I FAll 2019 Final (will contain key vocabulary and concepts that we will review in class and take at the beginning of you final on the final days, multiple choice and matching) while the sub is here.)
     
    1.Take the Pre-Test on Drama I Fall 2019 Final, don't use anything to help you complete this. We want to know how much you know and can remember. Do your best. 15 minutes
    2.Spend 5-10 minutes reviewing your answers and remember to study more at home. On the day of finals, you will take this exam first and then watch the rest of the dance videos. Then, we will watch a movie and discuss some theatrical aspects of it.
    3.Change into your costumes and put your make up on, ONE GROUP AT A TIME IN THE FOLLOWING ORDER:
    Period 1
    A.Naudya, Gio, Aidan, William
    B.Julissa Reynoso, Dayanara Cedano, Perla Garcia, Llamile Lopez
    C.Emily Gonzalez, Elizabeth Lara, Nadia Mendez, Lanai Coilton, Alyssa Cudal, Kenia Ventura
    D.Annahi, Lillian, Ahdeliyah, Kaitlynn
    E.Eric, Jin, Bre
    F.Jennifer, Brenda, Roberto
    G.Britney, Arely, adrianna,celeste, Adrian
     
     
    Period 3
    A.Monica Quiroz, Diana Gonzalez, Julissa Gonzalez, Sohayma Gohar, Petra Munoz, Lupe Dominguez
    B.Yaneli Lopez, Neirin De La Rosa, Amy Trigueros, Marycarmen Ariaza, Idali Acevedo
    C.Benjamin, Omar, Rhea, Melanie, Ameka, Evelin
    D.Ayannah, Lucy, Alondra, Elyce, Gabby
    E.Isaiah,Cheng,Honesty,Jaylen,Jenifer,Marycruz,Jonathan
    Everyone else should be getting their make up on or rehearsing while they are waiting to change into their costumes.
    4.Rehearse and if you can begin filming for the rest of class.Record more videos that you can use to rehearse at home with and/or use for your final videos.FILM EVERYTHING YOU CAN IN CLASS AS THERE IS NO TIME TO RELY ON OTHER OPTIONS. IF IT WORKS OUT, THEN SURE FILM IT SOMEWHERE ELSE, BUT HAVE THE IN CLASS FOOTAGE JUST IN CASE.
     
    Homework: 
    1.KEEP Bringing in ALL the make up and the costumes that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes. Make sure you also bring props if you will be using them in your videos for extra credit.
     
    Bring everything else you need for filming.Be prepared, filming will resume on Friday and Monday.
     
    2.Use videos to help you rehearse at home BOTH your group dance portion and your solos. EXAGGERATE your facial expressions througout the entire dance and make sure in your group dance you have utilized ALL 3 SECTIONS OF THE STAGE (upstage, center, and downstage)
     
    Film some outside of class ASAP if you can or want to.

     December 13th
    Learning Objective:
      
    1.I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and begin filming asap
     
    Announcement Reminders:
    Look at the top right hand corner of our Drama page for the following information:

    5 page Scene Analysis Paper: ONLY DUE IF YOU DIDN'T DO ANY OR VERY LITTLE OF YOUR 8 HRS REQUIRED FOR DRAMA CLASS. DUE BY DECEMBER 17TH BY 12AM

    AS OF NOVEMBER 15TH/20TH, DRAMA HOURS NO LONGER DOUBLE COUNT, MEANING THEY DON'T COUNT FOR COMMUNITY SERVICE HOURS.

    REQUIRED PLAY REVIEWS AND ALL EXTRA CREDIT DONATIONS and GOOGLE DOCS WITH  (PAINT AND PAINT SUPPLIES, FOAM BOARDS, PROPS, COSTUMES, DUCT TAPE,ETC.) DUE FRIDAY DECEMBER 13TH BY 12AM TO THE JUPITER ASSIGNMENT. 

    Play Review Instructions: If you do well then you can earn up to 3% higher on your overall grade for a movie and if you do well then you can earn up to 4% higher on your overall grade for a musical.
    *You can do up to 2 of each of these assignments. Plagiarized papers will receive a ZERO. Do your own work, show me your knowledge. 
    The purpose of the review is to chose 1 element of theatre (lights, sound effects/music, costumes, make up, etc.) to analyze and how the DETAILS of the actor's performance such as the voice, full body movement, gestures, facial expressions, dancing (body shapes and effort qualities) BOTH support the message of the movie/musical/play.
     
     
     
    1.Review your Juno Drama I Final Fall 2019? You will be taking the exam on the day of your final first thing.
    2.Rehearse and begin filming for the rest of class.Record more videos that you can use to rehearse at home with and/or use for your final videos.FILM EVERYTHING YOU CAN IN CLASS AS THERE IS NO TIME TO RELY ON OTHER OPTIONS. IF IT WORKS OUT, THEN SURE FILM IT SOMEWHERE ELSE, BUT HAVE THE IN CLASS FOOTAGE JUST IN CASE.
     
    Groups will change one at a time and get started rehearsing asap.
     
    USE YOUR FINAL DANCE RUBRIC TO MAKE SURE YOU ARE MEETING THE PROJECT REQUIREMENTS
     
    3.Order of Final Dance Video:
    1.Introduction: Either just put your names or put pictures/and poses/movements of your character looking at camera and names
    2.Music being used, name of ALL artists and songs, name of editing apps
    3.Final Dance Video portion (if group uses prop that supports the message then it is extra credit)
    4.Message
    5.Bloopers
     
     
    Homework: 
    1.KEEP Bringing in ALL the make up and the costumes that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes. Make sure you also bring props if you will be using them in your videos for extra credit.
     
    Bring everything else you need for filming.Be prepared, filming will resume on Friday and Monday.
     
    2.Use videos to help you rehearse at home BOTH your group dance portion and your solos. EXAGGERATE your facial expressions througout the entire dance and make sure in your group dance you have utilized ALL 3 SECTIONS OF THE STAGE (upstage, center, and downstage)
     
    Film some outside of class ASAP if you can or want to.
     
    3.Study for Drama I Fall 2019 Final by studying and retaking the practice exam until you have mastered it.

    December 16th
    Learning Objective:
      
    1.I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and begin filming asap
     
    Final Dance Video Project Due Dates Fall 2019 Videos are due BEFORE class starts to jupiter
    Announcement Reminders:
    Look at the top right hand corner of our Drama page for the following information:

    5 page Scene Analysis Paper: ONLY DUE IF YOU DIDN'T DO ANY OR VERY LITTLE OF YOUR 8 HRS REQUIRED FOR DRAMA CLASS. DUE BY DECEMBER 17TH BY 12AM

    AS OF NOVEMBER 15TH/20TH, DRAMA HOURS NO LONGER DOUBLE COUNT, MEANING THEY DON'T COUNT FOR COMMUNITY SERVICE HOURS.

    You will have a guest teacher tomorrow so remember to ASK BEFORE USING YOUR PHONES AND ONLY USE PHONES FOR THE PROJECT, THEN KNOW YOUR BOUNDARY LINES FOR REHEARSAL AND FILMING. STAY IN THE CLASSROOM, FOLD UP THE CHAIRS, IN THE CENTER OF THE CAFETERIA, AND IN THE HALLWAY CLOSEST TO RM 33 (NOT THE ONE LEADING TO THE MAIN HALLWAY. GUEST TEACHER MUST BE ABLE TO SEE YOU AT ALL TIMES.

     
    1.Reminder: Review your Juno Drama I Final Fall 2019 You will be taking the exam on the day of your final first thing.
    2.Rehearse and begin filming for the rest of class.Record more videos that you can use to rehearse at home with and/or use for your final videos.FILM EVERYTHING YOU CAN IN CLASS AS THERE IS NO TIME TO RELY ON OTHER OPTIONS. IF IT WORKS OUT, THEN SURE FILM IT SOMEWHERE ELSE, BUT HAVE THE IN CLASS FOOTAGE JUST IN CASE.
     
    Groups will change one at a time and get started rehearsing asap.
     
    USE YOUR FINAL DANCE RUBRIC TO MAKE SURE YOU ARE MEETING THE PROJECT REQUIREMENTS
     
    3.Order of Final Dance Video, use when you are editting:
    1.Introduction: Either just put your names or put pictures/and poses/movements of your character looking at camera and names
    2.Music being used, name of ALL artists and songs, name of editing apps
    3.Final Dance Video portion (if group uses prop that supports the message then it is extra credit)
    4.Message
    5.Bloopers
     
     
    Homework: 
    1.KEEP Bringing in ALL the make up and the costumes that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes. Make sure you also bring props if you will be using them in your videos for extra credit.
     
    Bring everything else you need for filming.Be prepared, filming will resume on Friday and Monday.
     
    2.Use videos to help you rehearse at home BOTH your group dance portion and your solos. EXAGGERATE your facial expressions througout the entire dance and make sure in your group dance you have utilized ALL 3 SECTIONS OF THE STAGE (upstage, center, and downstage)
     
    Film some outside of class ASAP if you can or want to.
     
    3.Study for Drama I Fall 2019 Final by studying and retaking the practice exam until you have mastered it.
     


     December 17th
    Learning Objective:
      
    1.I can use my knowledge of the body shapes and the 4 effort qualities, exaggerated facial expressions, my own creativity, the Final Dance Rubric, and the 3 sections of the stage (upstage, downstage, and center) in order to convey clear emotions of my character and A BELIEVABLE MESSAGE with my Final Dance Video.
     
    I know I will be able to do this by using my improved brainstorms, the Final Dance Rubric, and my rehearsal videos of my group portion and of my solo performances to help me rehearse and FINISH filming asap
     
    Final Dance Video Project Due Dates Fall 2019 Videos are due BEFORE class starts to jupiter
    Announcement Reminders:
    Look at the top right hand corner of our Drama page for the following information:

    5 page Scene Analysis Paper: ONLY DUE IF YOU DIDN'T DO ANY OR VERY LITTLE OF YOUR 8 HRS REQUIRED FOR DRAMA CLASS. DUE BY DECEMBER 17TH BY 12AM

    AS OF NOVEMBER 15TH/20TH, DRAMA HOURS NO LONGER DOUBLE COUNT, MEANING THEY DON'T COUNT FOR COMMUNITY SERVICE HOURS.

    You will have a guest teacher today so remember to ASK BEFORE USING YOUR PHONES AND ONLY USE PHONES FOR THE PROJECT, THEN KNOW YOUR BOUNDARY LINES FOR REHEARSAL AND FILMING. STAY IN THE CLASSROOM, FOLD UP THE CHAIRS, IN THE CENTER OF THE CAFETERIA, AND IN THE HALLWAY CLOSEST TO RM 33 (NOT THE ONE LEADING TO THE MAIN HALLWAY. GUEST TEACHER MUST BE ABLE TO SEE YOU AT ALL TIMES.

     
    1.Reminder: Review your Juno Drama I Final Fall 2019 You will be taking the exam on the day of your final first thing.
     
     
    2..Change into your costumes and put your make up on, ONE GROUP AT A TIME IN THE FOLLOWING ORDER:
    Period 1
    A.Naudya, Gio, Aidan, William
    B.Julissa Reynoso, Dayanara Cedano, Perla Garcia, Llamile Lopez
    C.Emily Gonzalez, Elizabeth Lara, Nadia Mendez, Lanai Coilton, Alyssa Cudal, Kenia Ventura
    D.Annahi, Lillian, Ahdeliyah, Kaitlynn
    E.Eric, Jin, Bre
    F.Jennifer, Brenda, Roberto
    G.Britney, Arely, adrianna,celeste, Adrian
     
     
    Period 3
    A.Monica Quiroz, Diana Gonzalez, Julissa Gonzalez, Sohayma Gohar, Petra Munoz, Lupe Dominguez
    B.Yaneli Lopez, Neirin De La Rosa, Amy Trigueros, Marycarmen Ariaza, Idali Acevedo
    C.Benjamin, Omar, Rhea, Melanie, Ameka, Evelin
    D.Ayannah, Lucy, Alondra, Elyce, Gabby
    E.Isaiah,Cheng,Honesty,Jaylen,Jenifer,Marycruz,Jonathan
     
    2.Rehearse and finish filming for the rest of class.Record more videos that you can use to rehearse at home with and/or use for your final videos.FILM EVERYTHING YOU CAN IN CLASS AS THERE IS NO TIME TO RELY ON OTHER OPTIONS. IF IT WORKS OUT, THEN SURE FILM IT SOMEWHERE ELSE, BUT HAVE THE IN CLASS FOOTAGE JUST IN CASE.
     
    Groups will change one at a time and get started rehearsing asap.
     
    USE YOUR FINAL DANCE RUBRIC TO MAKE SURE YOU ARE MEETING THE PROJECT REQUIREMENTS
     
    3.Order of Final Dance Video, use when you are editting:
    1.Introduction: Either just put your names or put pictures/and poses/movements of your character looking at camera and names
    2.Music being used, name of ALL artists and songs, name of editing apps
    3.Final Dance Video portion (if group uses prop that supports the message then it is extra credit)
    4.Message
    5.Bloopers
     
    Homework: 
    1.KEEP Bringing in ALL the make up and the costumes that each person you decided that will be wearing make up (at least 1 per group) and what EACH PERSON will be bringing for their individual costumes. Make sure you also bring props if you will be using them in your videos for extra credit. Need to bring them on the day of your final because if your  video doesn't work then you will have to perform it life.
     
    Bring everything else you need for filming.Be prepared.
     
    2.Use videos to help you rehearse at home BOTH your group dance portion and your solos. EXAGGERATE your facial expressions througout the entire dance and make sure in your group dance you have utilized ALL 3 SECTIONS OF THE STAGE (upstage, center, and downstage)
     
    Film some outside of class ASAP if you can or want to.Finish editting your videos and finalizing them.
     
    3.Study for Drama I Fall 2019 Final by studying and retaking the practice exam until you have mastered it. We will take it at the beginning of class on the day of your final.

     
    Homework:
    Begin memorizing each part of your scene and your character's lines in chunks that seem natural for transitions when you film. Study for your Real Quiz for Characterization Notes and Vocabulary, it is tomorrow Friday.
     
    1.Review and Complete the 9 Areas of the Stage Vocabulary Pre-Quiz
    2. Read through the script twice at my desk.
    3.Get up and start rehearing the scene, concentrate on carrying out all of your planning, the acting out of your character's emotions and objective. Don't worry about filming, we aren't there yet.
     
    2.I can begin rehearsing for my 3 or More Person Scene by using my character sketch charts, the script scoring, and my own knowledge about my character to clearly show my character's emotions and objective in the scene.
     
    I know I can successfully do this by reading through the script twice, once to just get a feel for the lines, twice to start practicing the script scoring notes and becoming my character. Finally, I will get up and rehearse.
     

    8. Personality Quiz!

    Take a picture of your results, put on google doc, and submit it to jupiter assignment ou titled Personality Quiz Results.

    9.Improv Unit! Whose Line is it Anyway Examples

    Improv is: Acting without a script or plan.

     

    HOMEWORK: Review syllabus and classroom expectations and rules for QUIZ on Wednesday!!! Parent signature on contact page due back on Friday

    Bring a notebook, at least 70 pages, by next Friday.


    August 9th and 10th

    Learning Objective: I can use my knowledge about classroom rules, expectations, and the syllabus to perform well on the quiz. 

    I can also learn more about my personality and the personalities of my classmates.

    1. Share Circle: What did you enjoy most and least about this week? 

    Tell partner 3 things you remember about syllabus/classroom expectations and rules. 

    2. Turn in parent contact and 5 minutes to study for the quiz. 

    Assign Chromebooks, write in planner/phone. REMEMBER your computer number.

    3. Classroom Expectations, Rules, and Syllabus Quiz 15ish mins

    4. Personality Quiz! 

    Take a picture of your results, put on google doc, and submit it to jupiter assignment titled Personality Quiz Results.

    5. Colorful Personalities Activity and Collect papers

    6. Improv Unit! Whose Line is it Anyway Examples

    Homework: Bring a notebook, at least 70 pages, by next Thursday/Friday. Points for writing name, period, and class name (Drama 1) on front. Think about how you can use what you know about your own personality based on the quiz in a helpful way in our classroom/at school. 

    Parent signature on contact page due back next Tuesday/Wednesday Bring a notebook, at least 70 pages, by next Thursday/Friday.

     


    Monday August 13th

     Learning Objective: I can define improv and begin describing and learning how to play various improv games

    1. Finish True Colors Personality activity

    2. Discuss Improv: Acting without a script or plan

    3.Improv Handout and Whose Line is it Anyway Video Examples

    4. Homework: Bring Syllabus Parent Contact Signature back on Tuesday/Wednesday. Bring notebook at least 70 pages by this Thursday/Friday, we will be taking important notes that you will need to study for the Improv Quiz next Tuesday/Wednesday.


    August 14 and 15

    Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment.

    Collect Syllabus Signatures

    1.8th period do True Colors Personality activity

    2.Do poster walk with classes who need to finish it

    3. Review Fun Projects and such for syllabus

    4. Read about and play games

     5. Show Improv video examples from Whose Line Is It Anyway

    7.Homework: Study for Improv Quiz next Friday. Bring 70 + page notebook, preferably with a folder pocket. Please write your name and period number on the front page


    August 16 and 17

    Learning Objective: I can define improv and describe how to play the improv games after actively engaging in playing them. I will use 100% commitment.

    1. Review previous improv games played: Characters, Freeze Tag, Scene Replay, Bus Stop

    2. Play the rest of the games: Show videos for props, film noir, and dating game.

    3. Improv Notes Part II in notebook. Notebook and Drama book check.

    4. Assign Improv Game Groups and Order of Presentation Sign Ups.

    5. Improv Exit Ticket

    Homework: Study for Improv Quiz Next Thursday/Friday. Bring a mirror to class next  Thursday/Friday


    August 20th

    Learning Objective: I can define and practice teaching other groups how to play the improv games. I can use the Do's and Don'ts Criteria for Improv found in my notes to help motivate and remind students of expectations.

    1.Break into groups and review within your group how to play your improv game and discuss the Do's and Don'ts Criteria for Improv 10 mins (in your book on page 7, 12, or 16) Take notes in your notebook.

    2. Review Definition of Improv

    3. Improv Fill-in-the-blank Review

    4.Assign improv groups.Practice teaching your improv game with other groups. Remember the criteria and to have HIGH ENERGY. Be clear, speak loudly, and be encouraging. You want people to want to play the games and have fun!

    Homework: Study for Improv Quiz on Friday and bring a mirror to class Friday.


    August 21st and 22nd

    Learning Objective: I can define and practice teaching other groups how to play the improv games. I can use the Do's and Don'ts Criteria for Improv found in my notes to help motivate and remind students of expectations.

     Improv Fill-in-the-blank Review

    1.Practice teaching another group your improv game. Make sure it is a group you have not worked with. Practice as many times as you can as if you are presenting right now! Practice/Rehearse how you perform! 15 minutes 

    3. Turn in Improv Presentations Feedback Worksheet and study for Improv Quiz.5 mins

    4. Read about improv in book and choose a scene to improvise using the activities on page         . Discuss and rehearse ideas.

    Homework: Study for the Improv Quiz next class, on Friday. Bring a mirror to class. We will go over improv activities on Friday as well.


    August 23rd and 24th

    Learning Objective: I can demonstrate my knowledge about the definition of improv, the instructions for how to play each game, and the Criteria for Good Improvisation by effectively completing my Improv Quiz.

    1.Quickwrite 8/23 (book and notebook check)

     

    *You must write the Prompt/Question for every Quick Write. Then, your response should be at least half a page, not including your prompt. Give me details.

    2.Improv Quiz 10-15 mins

    3. Rehearse for games (mirror check) *8th period play props game!

    4.Do facial expressions exercises 

    5. Then rehearse for game, maybe one group performs and the rest will perform next week starting on Monday.

    Homework: Rehearse how you will explain your improv game and introduce yourselves. These improv presentations are going into your Project/Test category, which is worth 45% of your grade so do your best.

    Bring your mirrors next week. Remember to practice your sad face by furrowing your in eyebrows up and pouting your lips.


    August 27th

    Learning Objective: I can rehearse and begin presenting my Group Improv Game Presentations by using a clear, projected voice, good eye contact, and appropriate stage movement (OPEN UP).

    1. We will review the order of presentations

    Introductions

    Explanation of Game (no reading off of paper)

    Example Round (offer suggestions for more creative opportunities to improv, ask if audience has any questions)

    Play 2 rounds if not more with the audience

    Remember to have ENERGY, 100% Commitment, and to encourage the audience to participate.

    Give students positive and constructive feedback!

    Homework: Rehearse for your Group Improv Game Presentations as we will be finishing them on Tuesday/Thursday. Bring all your materials including a mirror.

     

     

     

     


    August 28th 

    Learning Objective: I can rehearse and begin presenting my Group Improv Game Presentations by using a clear, projected voice, good eye contact, and appropriate stage movement (OPEN UP).

    1. 6 minutes to rehearse

    2.Group Improv Game Presentations 

    Give students a copy of the feedback papers to fill out. After students present, students will fill out the feedback worksheets based on the groups that have performed.

    3. Class discussion of common strengths and common weaknesses on the back of the feedback worksheet.

    4.Turn to page 35 in your drama books and take out your mirrors. Lets review facial expressions.

    6 Basic Universal Facial Expressions/Emotions

    -Turn to page...do some improv exercises

    5. Homework: Take a snapchat picture or regular picture of the facial expressions that express the 6 common emotions. Label the emotions in the lower part of the picture or down below it on the google doc you submit to jupiter. DO NOT USE FILTERS.

    You may need to take several before you exaggerate your facial muscles enough to show the CLEAREST possible emotion. Test the clarity of your facial expressions by showing your pictures to someone else and have them guess what emotion you were showing without them seeing your lables.

    Be prepared to present your improv activities for the class at the beginning of class.

     

    I can define and give examples of vocal vocabulary by reviewing them, quizing my classmates, and actively engaging in class activities.

    I can begin understanding and describing the Actor's Body Vocabulary by taking notes and discussing the vocabulary in class.

    1.Quick Write: What is your favorite improv game? Explain why? What skills are you learning by playing these games and practicing your improvisational skills? How will these be useful in life and in your future?

    Review Definitions and Drawings homework, quiz each other on Actor's Voice Vocabulary

    Group Improv Games Presentation Rubric

    2. Do some Vocal Warm Ups

    3.Actor's Body Notes in Notebook

    4. Do some stretching

    5. Begin Actor's Body and Coal Miner Worksheet

    Homework: Study Actor's Voice Vocabulary, Quiz on Friday. Review new Actor's Body Vocabulary.


    August 29th and 30th (Wednesday and Thursday)

    Periods 1,2, and 3 who haven't performed  their Improv Game Presentations yet will perform next week so be prepared. Period, we will perform next class and if necessary finish next week.

    Now Title your notes Improv Notes Part 2: (These Should go on page 6 or 7 of your notebook) THESE NOTES ARE DUE TONIGHT BY THE END OF THE PERIOD, IF YOU DON'T FINISH IT IS HOMEWORK :) Please take a picture of your notes and submit them to the jupiter assignment.

    Go to www.improv.org, then click on the websites menu:

    A.Read the ABOUT US section and take some notes on page 7 OR 8 of your notebook. Make sure you take Cornell Notes and take atleast 3-4 important bullets under each of the following headings:

    1.About Us

    2.BATS-Style Improv

    3.Company & Theater

    4. School of Improv

    5. Group Training & Custom Entertainment

    6.Community Outreach

    B.Look up at the top right hand side under About Us, scroll down and select History.Read and take notes on 4-5 key points, including some important dates from the list of the timeline. 

    C.Now using your notes and the website, answer the following questions: These are on the middle board and also on the below google doc.

    Improv Notes Part 2 Questions  (this is your category for Cornell Notes)(write these on the board/they should be able access them on my teacher page under today's date by click on the link, have them copy the question and answer)

                  1.How long ago was the BATS style of improv first created/pioneered?

                   2.At BATS improv they are all about the ___________ not the joke.

                    3.They aim to create theatee that tells a story  ______________ and _______________

                     4.What year was BATS improv founded?

                     5.Where is it located?

                      6.Who is the creator of Theatres ports?

                       7.This same person developed a series of improvisational exercises in order to help authors over come what?

    D. Now go to the MAIN MENU again and select IMPROV AT WORK, these are also on the above google doc. Read about it and answer these questions:

    1. Why should people do improv at work?

                      2.The improv group believes that humans are more receptive to learning when they are what?

    E. After that, go to MAIN MENU and select the SCHOOL OF IMPROV:

                        1.Click on the Here's Why: You should study improv and explain briefly in 2 to 3 sentences why people should study improv

     

    F.Now, please list 2 to 3 shows that this improv group will be putting on.

    *Students should study these notes because they will have a quiz on them next Friday.

    Now, students should get into their Improv Game Presentation Groups and should use the remainder of class to rehearse presenting their games. Please assign tables to watch each other perform and instruct students that they should give the group they are watching positive, constructive, and specific feedback after watching them present.

    Homework: Students will study their Improv Notes Part 2, quiz next Friday. They should also rehearse their part of their Improv Game Presentations as they will be performing on Friday.

     

    If there is extra time and groups have already presented before in class, then students can work on Reading the Acting and Actor's Voice Handout.

    Instructions for the handout:

    1.Students are to read the Acting handout first, discuss in their groups what the main idea is and highlight/underline 1 to 2 peices of evidence from the passage that supports the main idea. Then, each student should write what they believe the main idea at the top of the paper, where it says on my teacher copy.

    2. Students should then move on to read and highlight and number the key vocabulary words on the back page, titled The Actor's Voice. They should have highlighted a total of 18 words on this page. Here is the list of the words they should have highlighted:

    1.Project

    2.Stage Whispers

    3.Articulating

    4. Pronounce

    5.Soft Palate

    6.Hard Palate

    7.Bony Ridge

    8.Teeth

    9.Lips

    10. Tongue

    11. Diaphragm

    12.Lungs

    13. Larynx

    14.Voiced

    15.Unvoiced

    16.Quality

    17.Pitch

    18.Nasal

    19. Inflection

    20. Monotone

    Students should then research graphs/visuals of the upper and lower respiratory tract where it clearly labels the diaphragm, lungs, and larynx. They should copy the drawings all of these and other important parts of the upper and lower tract onto a blank piece of paper.

    Then, they should research visuals of the oral cavity (the mouth) where various parts such as the lips, teeth, tongue, hard palate, soft palate, and bony ridge are easily seen and labeled. They should copy that drawing onto another piece of blank paper. Be sure that they label the key parts of their drawings.

    Use color in your drawings.

    2. Groups will present their Improv Games. This will be a mini project, so know that it is going into your project category, everyone must speak loudly, be clear with your explanations, present well with confidence, and have ENERGY and be ENCOURAGING. Persuade us to get excited about playing the game. Each group will play at least 2 rounds of their game. 60 minutes.

    Give each other Feedback according to the worksheet. Be fair and polite.

    P.C.S.

    Positive praise for what they did well.

    Constructive criticism by politely telling them what they need to do to improve.

    Specific-->give them specific details of what they did well and how they can improve, must include the what and the why (why is the emotion shown)

     

     

     

    I can define and give examples of vocal vocabulary by reviewing them, quizing my classmates, and actively engaging in class activities.

    I can begin understanding and describing the Actor's Body Vocabulary by taking notes and discussing the vocabulary in class.

    1.Quick Write: What is your favorite improv game? Explain why? What skills are you learning by playing these games and practicing your improvisational skills? How will these be useful in life and in your future?

    Review Definitions and Drawings homework, quiz each other on Actor's Voice Vocabulary

    Group Improv Games Presentation Rubric

    2. Do some Vocal Warm Ups

    3.Actor's Body Notes in Notebook

    4. Do some stretching

    5. Begin Actor's Body and Coal Miner Worksheet

    Homework: Study Actor's Voice Vocabulary, Quiz on Friday. Review new Actor's Body Vocabulary.

     

     

    Learning Objective: I can define and give examples of the vocal vocabulary in our Actor's Voice Mini Unit. 

    1.Quick Write: What is an actor's voice that is very memorable to you? Why? Describe the actor's voice using some of the new vocabulary that you learned.

    2. Watch videos of voice actors.

    Group Improv Games Presentation Rubric

    3. Finish Review Voice for the Actor Worksheets and turn to page     in the Drama book to practice some accents together. (Tongue Twisters)

    4. Vocal Vocabulary definitions on right side of notebook and vocabulary words and draw a visual drawing/symbol/picture of the word.

    Homework: Finish the Definitions and Drawings in your notebook. Study Vocal Vocabulary because there is going to be a quiz about the Actor's Voice Vocabulary on Friday.

     


     August 30th and August 31st

    Learning Objective: I can demonstrate my knowledge of the Actor's Voice Vocabulary by efficiently showing my learning when I do an excellent job on the quiz

    I can show my learning about the Actor's Body Vocabulary by discussing, actively engaging in activities, and recording my knowledge on the Actor's Body and Coal Miner Worksheet.

    1.Quick Write: What are facial expressions? What are gestures? Why is it important that they match? What impact does it have on the audience if they don't match? Give an example.

     

    2.Review Actor's Voice Vocabulary

    3. Actor's Voice Quiz

    4.10 Seconds to Make It: Actor's Body Game

    5.Finish Actor's Body and Coal Miner Worksheet

    *Playground scene rehearsal

    6. Facial Expressions Activity in book on page....

    7. Finish Actor's Body Notes 

    Homework: Rehearse your part of the playground scene. Take Snapchats of your facial expressions according to the main emotions on page....Exaggerate your facial muscles such as your eyebrows, cheeks, lips, etc. The facial expressions must be clear. Post the pictures on a google doc and label the emotions underneath the pictures.

    ***We will be using the best ones for a game next class!


    September 4th and 5th

    Learning Objective: I can define and describe the difference between the soft and hard palates in the mouth cavity and begin understanding how different parts of my mouth and respiratory system work together to project and correctly pronounce words.

    I can review the definition of improv and the skills and rules necessary to have effective improv.

     1. Review progress with Substitute

     2. Turn in necessary work done with substitute, bring tomorrow at the latest if you don't have it today

    3. Watch Improv Videos and take notes

    4. Mirror mouth and vocal activities with The Acting and The Actor's Voice Handout

    5.If time handout Understanding The Actor's Voice Handout

    Homework: Bring Mirrors, practice vocal and mouth exercises at home, and Bring Marshmallows for Extra Credit! These are due next Class Thursday/Friday.


    September 6th

    Learning Objective: I can define and describe the difference between the soft and hard palates in the mouth cavity and begin understanding how different parts of my mouth and respiratory system work together to project and correctly pronounce words.

    1.Finish Improv Performances

    2. Mirror mouth and vocal activities with The Acting and The Actor's Voice Handout

    3.If time handout Understanding The Actor's Voice Handout

    Drawing of upper and lower respiratory system and mouth (oral) cavity. Color and label the main parts (Begin in class)

    Vocal Vocabulary Squares

    Homework: Whatever you don't finish in class is due on Monday. Bring Mirrors, practice vocal and mouth exercises at home, and Bring Marshmallows for Extra Credit due Tuesday. Study Improv Notes Part 2. Quiz on Tuesday. 

    On Monday we will go over Improv Notes Part 2 Continued


    September 7th

    Learning Objective: I can define and describe the difference between the soft and hard palates in the mouth cavity and begin understanding how different parts of my mouth and respiratory system work together to project and correctly pronounce words.

    1.Finish Improv Presentations and Feedback

    2. Collect homework

    3.Share main idea sentences and go over the Main Idea for Acting Handout and highlighted words for The Actor's voice. Hand back the graded Vocal Vocabulary Squares. Go over the definitions

    4. Do vocal execises with mirrors, soft palate, hard palate, bony ridge, teeth, tongue, and voiced and unvoiced words. 

    5. Pass out handout number 2, go over big face, little face exercises. Add last 5 words for vocab squares and give students time to work on this.

    6.Pass out Understanding the Actor's Voice Handout

    Homework: Finish Understanding the Actor's Voice Handout and study Improv Notes Part 2, there will be a quiz next Wednesday.

    We will watch an improv video and take a few more notes on Monday and you will study the Improv Notes Part 2 and Improv Notes Part 2 Continued so you are prepared for your quiz.

    January 9th-12th

    1. Finals Part 2: Scene Performances

    Characterization Scene Rubric Semester 1

    2.Students will take notes giving a member from each scene detailed feedback on what they did well and what they can do to improve. We will then have a class discussion about what overall as a class are our strengths and weaknesses at this point in the year. 

    3. Students will write a 5-8 sentence reflection paragraph about how they as individuals can improve their weakness and how we as a class can improve as well.

    4. We will learn what subtext is and begin watching the movie Liar Liar focusing on Subtext Notes. Students can bring snacks to share.


    September 10th

    Learning Objective: I can use my prior knowledge and the new knowledge I gain from the improv video and notes to better understand the rules of improv and how it can be used in the real world.

    1.Study vocal vocabulary and turn in upper and lower respiratory drawings along with vocal vocabulary squares

    2. Watch The Way of Improv Video

    3.Take Improv Notes Part 2: Continued

    Homework: Bring Mirrors and study for Improv Quiz Part 2, we will be taking it on Tuesday/Wednesday. Begin Studying your vocal vocabulary, we will have a quiz on it next Tuesday/Wednesday.


    September 11th and 12th

    Learning Objective: I can use my prior knowledge from playing and presenting the improv games and taking notes to successfully pass the Improve Notes Part 2 Quiz

    1.Study and go over Improv Notes Part 2/ 8th Period finish improv presentations

    2. Improv Notes Part 2 Quiz

    3.Vocal Warm ups with mirrors from The Actor's Voice Handout

    4.Vocal Warm up with Understanding the Actor's Voice Handout (add last 5 words next class to our Vocal Vocabulary Squares)

    5. If time, Breathing Activity/Articulation Activities

    Homework: Bring mirrors and supplies. Practice the vocal exercises we have been going over. Review The Actor's Voice and Understanding the Actor's Voice handout for key vocabulary. There will be a quiz on the Actor's Voice next Tuesday.


    September 13th and 14th

    Learning Objective: I can correctly identify the different parts of the oral cavity (mouth) and begin describing and recognizing how they work together to form sounds and words. I can begin using my vocal vocabulary to describe actors' voices.

    1. Review Voiced vs. Unvoiced, you need your mirrors

    Mirror Check

    2.Vocal Warm Up Exercises, Understanding the Actor's Voice Handout

    3. Articulation exercises with marshmallows

    Homework: Practice some tongue twisters at home. Bring mirrors and study the 2 voice handouts, Actor's Voice Quiz will now be next Thursday/Friday. 

    E.C. Bring in Halloween, zombie related items, cobwebs, costumes, make up, body parts,etc. 99 cents store on Hammer, Dollar Store, Walmart, Thrift stores. I need these asap preferably by October 12th!!!!


    September 17th

    Learning Objective: I can correctly identify the different parts of the oral cavity (mouth) and begin describing and recognizing how they work together to form sounds and words. I can begin using my vocal vocabulary to describe actors' voices.

    1.Complete Tongue Twister Quickwrite on the next available page in your notebook

    2.Finish articulation exercises (tongue twisters)

    Homework: Practice some tongue twisters at home. Bring mirrors and study the 2 voice handouts, Actor's Voice Quiz will now be next Thursday/Friday. 

    ***Study your mouth (oral cavity) and upper and lower respiratory system with key vocabulary labled on it. Don't forget BONY RIDGE and VOCAL CORDS/FOLD.

    E.C. Bring in Halloween, zombie related items, cobwebs, costumes, make up, body parts,etc. 99 cents store on Hammer, Dollar Store, Walmart, Thrift stores. I need these asap preferably by October 12th!!!!

     


    September 18th and 19th

    Learning Objective:I can correctly identify the different parts of the oral cavity (mouth) and the upper and lower respiratory systems and begin describing and recognizing how they work together to form sounds and words. I can begin using my vocal vocabulary to describe actors' voices.

    I can also review and understand the vocabulary words.

    1.Study for Actor's Voice Quiz, use both handouts to study.

    2. Actor's Voice Quick Write (take a picture and submit it to jupiter after)

    Use Academic Discussion Talking Points/Stems to share your quick writes with one another.

    3. Review Vocal Vocabulary

    4. Handout Study Guide

    5.Do more Tongue Twisters:

    Share personal ones with class that students completed in their quickwrites. Begin using academic discussion talking stems to give one another feedback on each other's tongue twisters and descriptions.

    6.Complete the Breathing activity on the back of the tongue twister/articulation exercises handout.

    Homework: Practice some tongue twisters at home. Bring mirrors and study the 2 voice handouts and your study guide, Actor's Voice Quiz will now be next Thursday/Friday. 

    ***Study your mouth (oral cavity) and upper and lower respiratory system with key vocabulary labled on it. Don't forget BONY RIDGE and VOCAL CORDS/FOLD.

    E.C. Bring in Halloween, zombie related items, cobwebs, costumes, make up, body parts,etc. 99 cents store on Hammer, Dollar Store, Walmart, Thrift stores. I need these asap preferably by October 12th!!!!


    September 20th and 21st

    Learning Objective: I can use my knowledge about the parts of the mouth cavity and the upper and lower respiratory system and the Actor's Voice Vocabulary

    1.Study for Actor's Voice Quiz (Go over study guide and correct labels and outlining of parts)

    2.Take Quiz

    3.Go Over Actor's Voice Quick Write using academic discussion talking stems. (Show Examples)

    4.Go over more tongue twisters and breathing exercises

    5. Vocal exercises in the drama book

    6.Begin Discussing Actor's Body and Actor's Body Notes

    -->After we learn about the actor's body, you will do another mini project in which you take a tongue twister and create movements and choose vocal elements to include such as inflection and pitch.

    Homework: Practice learning an accent to share with us on Tuesday. You must say 2-3 sentences in this accent. Do your vocal warm ups when practicing your accents. It will help you!


    September 25th and 26th

    Learning  Objective: I can review key voice vocabulary and examine actor's voices using my vocabulary such as (Review Actor's Voice Vocabulary Quick Write with Academic Discussion talking stems):

    rising and falling inflection

    tone of voice

    rate of speech

    high or low pitch

    nasal

    breathy/aspirate

    stage whisper

    raspy voice using what to make certain sounds (hard palate, soft palate, tongue, lips, etc.)

    I can also begin describing movement and explaining how an actor can use their bodies and facial expressions to show their emotions (Quick Write and Notes)

    1. Announcements for Extra Credit ASAP, the sooner the more points you earn: I can also give you Hero Points if you ask!

    Items to Donate:

    -purple, silver/gray, white, red, and black face paint

    BONUS PTS FOR LIQUID LATEX, SPIRIT GUM, AND SPIRIT GUM REMOVER: Find them at Halloween/Costume stores or online like on Amazon.

    -acryllic paint of various colors, paint brushes
    -ANYTHING HALLOWEEN RELATED IN GENERAL, BUT ESPECIALLY ZOMBIE RELATED:
    -fake blood and blood bags
    -torn clothing
    -skulls
    -orange and black table cloth (at dollar store)
    -cobwebs
    -tombstones
    -fake body parts like hearts, hands, brains, etc. (found at party city, 99 cent store on hammer, walmart, dollar store, dollar general etc)
    -make up (fake wounds, etc,)
    -wigs
    -fake headbands with fake knifes or arrows in them
    -chains
    -moss/grass
    -spiders/bugs/worms
    -grim reaper costumes
    -scythe (fake sharp thing grim reaper uses)
    -brain mold (for making jello)
    -sheets/can be old preferably white/light color
    -bones

     

    Thank you!
    Ms. Murray

    2. Announcements for Talent Show

    Drama Club needs your help as we are preparing for our zombie performance at the talent show! Attached you will see a flyer for the talent show auditions! Take a chance and audition for me Sept. 27th from 3-4pm in rm 33 and Oct. 4th from 3-4:30pm in rm 33.

     

    Any and all talents are welcome!

     

    Drama students remember you need 8hrs per semester anyways so this would count, helping by being in the show and/or helping backstage so please come to our meeting today Tuesday the 25th from 4-5:15 and tomorrow Wednesday the 26th from 4-5:15. There will be no meeting this Friday.

    3.Actor's Voice Quick Write pair share using academic discussion talking stems.

    4.Rehearse your 2-3 phrases/sentences in an accent. 10 minutes. Here is a helpful video example of 68 accents with Dr. Seuss

    5. Share accents

    6. Begin Actor's Body Quick Write and Notes

    Homework: Bring E.C. items asap, by next Friday you will get extra points, after break you will still get points, but not as many. Bring water and comfortable workout clothes/pants to change in and out of for next class.

    *Practice your accent in the 2-3 phrases that you chose. Everyone will present them next class, don't forget to add a gesture, a hand movement that communicates a message/emotion

     


    September 27th and 28th

    Learning Objective: I can demonstrate my knowledge of how to control my mouth cavity and upper and lower respiratory system in order to alter my voice and convey an accent using:

    -Inflection: Rising or falling to show emotion and tone of voice (happy, sad, worried, excited, peaceful, curious, angry, etc.)

    -Rate of speech: How fast or slow you speak

    -Pitch: How high or low your voice is

    -Add a gesture (hand movement that communicates a message or emotion)

    Additions for extending your learning:

    -Choose more than 1 accent to speak in

    -Add breathy (airy), raspy, nasal quality to voice to show age, emotion, state of being (shivering to show cold, shaky voice to show nervious or old age, high pitch nasaly to show a child's age

    1. Rehearse accents for 10 minutes.

    2.Present accents 15-20 minutes.

    Learning Objective 2: I can also begin describing movement and explaining how an actor can use their bodies and facial expressions to show their emotions 

    3.Stretching and Breathing exercises, learn the levels

    Level 1: Standing

    Level 2: Squating or kneeling

    Level 3: Laying down on the floor or curling in ball on the floor

    *Walking with Numbers Activity

    4. If time, go over Tongue Twister Movement Project:

    Planning to block and add full body movement, with all 3 levels, gestures, and various inflection and pitch to emphasize certain words and tell a story and show the audience an emotion!

    Homework: Bring E.C. items asap, by next Friday you will get extra points, after break you will still get points, but not as many. Bring water and comfortable workout clothes/pants to change in and out of for next class.

     


    October 1st

    Learning Objective:

    I can demonstrate my knowledge of how to control my mouth cavity and upper and lower respiratory system in order to alter my voice and convey an accent using:

    -Inflection: Rising or falling to show emotion and tone of voice (happy, sad, worried, excited, peaceful, curious, angry, etc.)

    -Rate of speech: How fast or slow you speak

    -Pitch: How high or low your voice is

    -Add a gesture (hand movement that communicates a message or emotion)

    Additions for extending your learning:

    -Choose more than 1 accent to speak in

    -Add breathy (airy), raspy, nasal quality to voice to show age, emotion, state of being (shivering to show cold, shaky voice to show nervious or old age, high pitch nasaly to show a child's age

    1. Rehearse for 2 minutes

    2.Finish Accents

    3. Do some stretches if time.

    Homework: Homework: Bring E.C. items asap, by THIS Friday you will get extra points, after break you will still get points, but not as many. Bring water and comfortable workout clothes/pants to change in and out of for next class.

    In additon to fake blood and other items previously mentioned you can also bring olive oil, make up supplies like sponge applicators and eye shadow applicators, cotton balls, quetips, water bottles

    150 hero pts plus extra credit for bringing liquid latex 

    150 hero pts plus extra credit for bringing spirit gum and remover

    200 hero pts, if not more, plus extra credit if you bring Ben Nye Nose and Scar wax 

     

     


    October 2nd and 3rd

    Learning Objective: 

     I can also begin describing movement and explaining how an actor can use their bodies and facial expressions to show their emotions (Quick Write and Notes)

    Talent Show Auditions this Thursday from 3-4:30pm

    Finish accents for 8th period

    1.Review Key Actor's Body Vocabulary:

    Have students write this down on the next available page in their notebook: Title the Notes Actor's Body Part 1 Notes:

    *Gestures: hand movements actors use to communicate or support communication.

    *Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    *Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    Example: shoulder shrug to show character is confused

    rapidly tap your feet to show character is nervous/impatient

    2.Click on Actor's Body Notes and just look at the slide with the movement on it that says 10/2/18 Quick Write.

    Have them complete this Quick Write underneath the Actor's Body Vocabulary. They must answer the following questons using detailed descriptions of the actor's gestures, facial expressions, and full body movement as evidence to support what they think the story the actors are telling with their bodies, what is happening in the scene.

    Describe in detail what the gesture, full body movement, and facial expressions indicate in this photo. 2.What story are they telling with their bodies. 3.If you had to summarize a message of what the actors are trying to convey, what would it be?

    3.Pass out "The Actor's Body" handout. They should complete page 200 first and read the two paragraphs at the top of the page and complete the worksheet using details from the character descriptions of both the twins, the coal miner and the banker to draw inferences about how those characters would use their bodies to show their emotions and background story of their life experiences.

    They should read this as a group and in low whispers discuss each of the questions, make sure they reference evidence and use the following Using Evidence academic discussions talking stems:

    Using Evidence:

    According to the text….

    Based on what the text says on page…..I can infer…….

    Based on the evidence from……this quote supports the idea that….

    The idea……is supported by the following evidence…..

    4.Pass out white paper to students. Students will then divide the paper into 2 halves with a line down the middle, on 1 side they will write coal miner and on the other they will write banker. 

    Use the descriptions on page 200 and your own knowledge and inferences in order to draw a detailed background of where each character is and then draw a large picture of the character with the same clothing, posture, hands, walk, personality/emotional state with the correct facial expressions, and physical conditions (limping/good posture upright, etc.)

    Be creative and use color. You must have a reason for everything that you draw.

    5. Have students read and complete the activity on the back page, page 201.

    Gestures should be the main focus of the scene, while stage business should be what goes on in the background

     

    Then, copy down the rest of the vocabulary and their definitions at the bottom of the page into your Actor's Body Notes Part 1

    If there is extra time, they can work practice walking like the twins.

    Homework: Finish the drawings and the work on page 201 and practice your accents if you haven't performed yet.

    Bring E.C. items asap, by THIS Friday you will get extra points, after break you will still get points, but not as many. Bring water and comfortable workout clothes/pants to change in and out of for next class.

    In additon to fake blood and other items previously mentioned you can also bring olive oil, make up supplies like sponge applicators and eye shadow applicators, cotton balls, quetips, water bottles

    150 hero pts plus extra credit for bringing liquid latex 

    150 hero pts plus extra credit for bringing spirit gum and remover

    200 hero pts, if not more, plus extra credit if you bring Ben Nye Nose and Scar wax

    Items to Donate:

    -purple, silver/gray, white, red, and black face paint

    BONUS PTS FOR LIQUID LATEX, SPIRIT GUM, AND SPIRIT GUM REMOVER: Find them at Halloween/Costume stores or online like on Amazon.

    -acryllic paint of various colors, paint brushes
    -ANYTHING HALLOWEEN RELATED IN GENERAL, BUT ESPECIALLY ZOMBIE RELATED:
    -fake blood and blood bags
    -torn clothing
    -skulls
    -orange and black table cloth (at dollar store)
    -cobwebs
    -tombstones
    -fake body parts like hearts, hands, brains, etc. (found at party city, 99 cent store on hammer, walmart, dollar store, dollar general etc)
    -make up (fake wounds, etc,)
    -wigs
    -fake headbands with fake knifes or arrows in them
    -chains
    -moss/grass
    -spiders/bugs/worms
    -grim reaper costumes
    -scythe (fake sharp thing grim reaper uses)
    -brain mold (for making jello)
    -sheets/can be old preferably white/light color
    -bones

     
    October 4th and October 5th
    Learning Objective:  I can begin describing movement and explaining how an actor can use their bodies and facial expressions to show their emotions (Quick Write and Notes)
     
    I can also define some of the main Actor's Voice Vocabulary such as blocking, gestures, facial expressions, and stage business
     
    Talent Show Auditions this Thursday from 3-4:30
     
    1.Finish Accents if necessary
    2.Check homework: Finish the drawings and the work on page 201
    3.Review work done with substitute: Actor's Body Handout and discuss character development
     
     
    Gestures
     
    Facial Expressions
     
    Business
     
    * Add the following terms to your notes
     
     
    Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online researach
     
    Characteriation: how an actor uses body, voice, and thought to develop and portray a character.
     
    Backstory: The experiences of a character or the circumstances of an event that occur before the action or narrative of a literary, cinematic, or dramatic work: At rehearsal, the actors developed backstories for their characters. 2. The set of background conditions and events leading to a real-life situation
     
    Reference Coal Miner/Banker drawings using background/backstory information and your prior knowledge to make inferences. Share and double check your partner's drawings for accuracy using the using evidence, disagreeing, and acknowledging ideas academic discussion talking stems.
     
    4.Stretch 
     
     
    Next class we will go over the back side of the handout and rehearse our playground scenes.
     
    Set up Playground Scenes Outline document and share it with your partners, designate who will work on what
     
    Homework: Review Your Notes on Actor's body and come prepared with the Playground Scenes Outline completed. Bring in E.C. Items.

    October 15th
    Learning Objective: I can describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge  of movements in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    1. Go over homework, the Playground Outline Scenes, except 8th period, which was the coal miner and banker worksheet on the Actor's Body Handout (due Wednesday)

    October 16th and 17th
    Learning Objective: I can describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    1. Review Quick Writes using Academic Discussion Talking Stems
    Actor's Body Notes (15 minutes)
     
    2.Review Vocabulary on The Actor's Body handout, quiz each other. (2 min)
    3.Actor's Body Vocabulary Squares (10 minutes to get started)
    Actor's Body Vocabulary

    1.*Gestures: hand movements actors use to communicate or support communication.

    2.*Facial Expressions: movements an actor makes with their facial muscles to express their character's emotions

    3.*Full Body Movement: movements an actor uses that involve all aspects of the body except the hands (arms, legs, feet, shoulders, head) that express their character's emotions, age, etc.

    4.Blocking
    5.Stage Business
    6.Body Language
    7.Posture
    8.Pace
    9.Rhythm
    10.Quirks and habits
    11.Tableau
    12.Message: A detailed sentence describing the theme/lesson that the actors and directors want the audience to know and think about
    13.Seed: 1 word that represent a main idea in a play, scene, movie, book, poem, etc.
     
    15.Character Development: creating detailed characters with their distinct movements, voices, gestures, habits, backstories, and objectives using all the necessary tools such as the script, prior knowledge to make inferences, and online researach
     
    16.Characteriation: Everything an actor does including how an actor uses their body, voice, and thought to develop and portray a character.
     
    17.Backstory: The experiences of a character or the circumstances of an event that occur before the action or narrative of a literary, cinematic, or dramatic work: At rehearsal, the actors developed backstories for their characters. 2. The set of background conditions and events leading to a real-life situation
     
    4.Stretch.10 Seconds to Make It Game (10 minutes)
    5.Review The Actor's Body Handout and Coal Miner/Banker Character Development: Share a few and go over it with Using Evidence Academic Discussion Talking Stems (20 minutes)
     
    Go over Posture and Walking in Different Enviornments Exercise (5 minutes)
     
    6.In pairs, choose which character to walk like and talk like. Do an improvised scene where your partner is the diner/restaurant waiter/waitress and you are either coal miner/banker. Rehearse for 10 minutes.
    7.Volunteers present a few scenes. (5)
    8.Rehearse the brothers meeting (5 minutes, present next class)
     
    Homework: Keep Bringing in Extra Credit items til first week of November.
    Finish Actor's Body Vocabulary Squares due next class, turn in the paper to me. Rehearse twin brothers meeting, we will have volunteers perform next class.

     
     October 18th and 19th
      I can describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    I can use my body to show different characters, emotions, and environments.

     1.Review Actor's Body Vocabulary/Check off Vocab Squares

    2.Stretch.10 Seconds to Make It Game (10 minutes)
    3.Review The Actor's Body Handout and Coal Miner/Banker Character Development: Share a few and go over it with Using Evidence Academic Discussion Talking Stems (20 minutes)
     
    Go over Posture and Walking in Different Enviornments Exercise (5 minutes)
     
    4.In pairs, choose which character to walk like and talk like. Do an improvised scene where your partner is the diner/restaurant waiter/waitress and you are either coal miner/banker. Rehearse for 10 minutes.
    5.Volunteers present a few scenes. (5)
    6.Rehearse the brothers meeting (5 minutes, present next class)
     
    Homework: Keep Bringing in Extra Credit items til first week of November for costumes, make up, decorations, etc. Rehearse twin brothers meeting, we will have volunteers perform next class.
     
    E.C. Items to bring by Next Tuesday: Put in Project Category!
    Need more Tombstones $1 store
    Fake Blood
    White Chocolate Melts Winco
    Tortilla chips***
    Nacho Cheese (Big Can) (chips and nacho cheese are $5 at Smart N Final***
    Apple Cider Gallon/Mix packages***
    Cups
    Bowls
    3-4 inch Clear Bowl $1 store
    Orange and Strawberry Soda
    Metal/Plastic Tongs and Ladels (Big Spoons)

    October 23rd

    Learning Objective:

     I can review how to describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    I can use my body to show different characters, emotions, and environments.
     
    1.Vocab Square Review
    2.Review Quick Writes: Discuss how gestures, full body movement, and facial expressions show emotion and support the seed and the message. Questions 1, 2, and 3 in both Tableau Q.W.s
     
    Actor's Body Analysis Exit Ticket
    3.Walking as if Activity Drama Book Page 31 (30-31)
    4.4.In pairs, choose which character to walk like and talk like. Do an improvised scene where your partner is the diner/restaurant waiter/waitress and you are either coal miner/banker. Rehearse for 10 minutes.
    5. Every Pair presents
    6. Playground Scenes: turn in coal miner/banker Actor's Body Handout
     
    Homework:
    Study Actor's Body Tableau Quick Writes, Seeds, and Messages Notes. Actor's Body Analysis Quiz on Thursday, Exam next Thursday.
     
    Bring Items for E.C.
    Rehearse Coal Miner/Banker Scenes
    Come to Talent Show E.C. October 31st 3:15-4:30 in gym
    Volunteer Hours this week:
    Tuesday 4-5:30 rm 33
    Wednesday 4-5:15 rm 33
    Thursday gym 3-5pm (Need people who will actually be there to volunteer next Wednesday at Talent Show)
    Friday gym? 3-5:30pm
    Friday: Let's go get pizza after and maybe go to Laramie Project at Delta
     
    Need These Items ASAP, by next Tuesday: Don't forget to collect your hero pts too!
    Need more Tombstones $1 store
    Fake Blood
    White Chocolate Melts Winco
    Tortilla chips***
    Nacho Cheese (Big Can) (chips and nacho cheese are $5 at Smart N Final***
    Apple Cider Gallon/Mix packages***
    Cups
    Bowls/nacho trays***
    Plates
    3-4 inch Clear Bowl $1 store
    Orange and Strawberry Soda***
    Metal/Plastic Tongs and Ladels (Big Spoons)
     
    Bolded worth more, * worth the most

    October 25
     Learning Objective:
    I can review how to describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    I can use my body to show different characters, emotions, and environments.
    1.Review Quick Writes and Seeds and Messages Notes for Actor's Body Analysis Quiz
     
    2. Take the Quiz, finish early review vocabulary silently, write down on a piece of paper what your character's bio:
    Coal Miner/Banker
    Education Level:
    Relationship with brother:
    Family background and economic status:
    Emotions Common in the scene:
    Objective/Goal:
    How will they accomplish their goal with gestures, facial expressions, voice, and full body movement?
     
    3.Walking as if Activity page 31 in drama books
    4.Rehearse for 20 minutes Coal Miner/Banker Scenes remembering the way each character would walk, talk, sit, the common facial expressions and gestures each character would have.
    5. Perform Coal Miner/Banker Scenes, as audience watches on a google doc keep track of what you notice, make a chart on a google doc. Title it Coal Miner/Banker 
    Bring Items for E.C.
    *Study for Actor's Body Vocabulary Quiz and Actor's Body Analysis EXAM. These will be next Thursday!
     
    Come to Talent Show E.C. October 31st 3:15-4:30 in gym
    Volunteer Hours this week (This will impact your grade, you only have about 4 weeks, November to get your hours in and our performance is next week, we need help):
    Thursday gym 3-5pm (Need people who will actually be there to volunteer next Wednesday at Talent Show)
    Friday gym? 3-5:30pm
    Friday: Let's go get pizza after and maybe go to Laramie Project at Delta
    Next Tuesday: 3-5:30
    After meet at Franklin if you can to go to Haunted House at about 6ish, $3 for students
     
    Need These Items ASAP, by next Tuesday: Don't forget to collect your hero pts too!
    Need more Tombstones $1 store
    Fake Blood
    White Chocolate Melts Winco
    Tortilla chips***
    Nacho Cheese (Big Can) (chips and nacho cheese are $5 at Smart N Final***
    Apple Cider Gallon/Mix packages***
    Cups
    Bowls/nacho trays***
    Plates
    3-4 inch Clear Bowl $1 store
    Orange and Strawberry Soda***
    Metal/Plastic Tongs and Ladels (Big Spoons)
     
    Bolded worth more, * worth the most
     
    October 29th
    I can review how to describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    I can use my body to show different characters, emotions, and environments.
     
    1.Review Actor's Body Vocabulary
    2.Use character's bio to rehearse Coal Miner/Banker Scenes
    8th period take exit ticket
    Homework: Rehearse, study Actor's Body Quick Writes, and Seeds/Messages Notes for Exam and Actor's Vocabulary Quiz on Thursday/Friday
     
    Come to Talent Show E.C. October 31st 3:15-4:30 in gym
    Volunteer Hours this week (This will impact your grade, you only have about 4 weeks, November to get your hours in and our performance is next week, we need help):
    Thursday gym 3-5pm (Need people who will actually be there to volunteer next Wednesday at Talent Show)
    Next Tuesday: 4-5:30
    After meet at Franklin if you can to go to Haunted House at about 6ish, $3 for students
     
    Need These Items ASAP, by THIS Tuesday: Don't forget to collect your hero pts too!
    Need more Tombstones $1 store
    Fake Blood*
    White Chocolate Melts Winco
    Tortilla chips***
    Nacho Cheese (Big Can) (chips and nacho cheese are $5 at Smart N Final***
    Apple Cider Gallon/Mix packages***
    Cups
    Bowls/nacho trays***
    Serving Gloves***
    Plates
    3-4 inch Clear Bowl $1 store
    Orange and Strawberry Soda***
    Metal/Plastic Tongs and Ladels (Big Spoons)
     
    Bolded worth more, * worth the most

    October 30 and 31st
    I can review how to describe how actors use their gestures, facial expressions, and full body movement to show emotions. I can also begin to use my knowledge of movement in order to interpret and identify the actor's message they are portraying to the audience through the tableau.
     
    I can use my body to show different characters, emotions, and environments.
    1. 20 minutes Rehearsing Coal Miner/Banker Scenes
    2. Perform Scenes
    3. Page 30, 31 in drama book
    4. Playground Scenes: Reread and rehearse
    5.Tableau Practice with Messages
    6.Explain Final Exam Contentless Scenes we will be performing the first week of December.
    Homework: Rehearse part for Playground scenes for focus of scene and stage business. Study Actor's Body Quick Writes, Seeds and Messages Notes, and Vocabulary Squares for Quiz and Actor's Body Analysis Exam on Thursday/Friday.
     
    *Remember to bring your Actor's Vocabulary Squares with you to class on Thursday/Friday as I will be collecting them then!
     
    Come to Talent Show in gym October 31st from 3:15-4:30, take a picture with a performer after the show and turn it into jupiter for Extra Credit.

    November 1st and 2nd

    Learning Objective: I can demonstrate my ability to analyze body movement in order to show clear emotions and interpret a detailed and specific message by describing in detail the actors' facial expressions, full body movement, and gestures in my Actor's Body Analysis Exam.

    I can also demonstrate my knowledge by successfully completing my Actor's Body Vocabulary Quiz.

    I can practice character analysis and using my body and voice to show a character's emotions and goal/objective by completing various activities and finishing my Coal Miner/Banker performances.

    1. Review for Exams and Quizzes 10 minutes. Collect Actor's Body Vocabulary Squares. Place them in period appropriate

    2.Take Actor's Body Analysis Exam Timed 20 minute exam

    3. Take Actor's Body Vocabulary Quiz 

    4.Rehearse for the Coal Miner/Banker Scenes for 45 mins. Those that have already performed go around and watch other groups and then give them positive and constructive feedback for how they are showing their emotions and goal/objective of their characters with their Voice, Facial Expression, Gestures, Full Body Movement including levels.

    ***Please refer to your Coal Miner/ Banker Rubric to help you know how you will be graded and help you give feedback to others.

    Reminder Extra 5 pts for costumes, props, and make up that you incorporate.

    5. For the last 20 minutes students should read pages 25-27 in their drama books and complete the exercises/read in groups on pages 28-33.

    If you finish early, work on homework for other classes.

    Homework: Still bring in Extra Credit costume, make up, prop items as there are sales going on now!

    Rehearse for your Coal/Miner Banker Scenes, performances will be starting again on Monday.


    5.Playground Scenes, rehearse.

    Homework: Rehearse playground scenes, presenting them next week starting on Monday. 

    Don't forget everything costume, prop, make up on sale, bring in for extra credit and hero pts.Walmart/Spirit Store, etc.


     November 5th

    Learning Objective: I can demonstrate my ability to understand stage business and the focus of the scene by rehearsing my playground scenes.

    1. Rehearse 25 minutes

    2. One group will perform

    Homework: Rehearse Playground Scenes


    November 6th and 7th

    Learning Objective: I can demonstrate my ability to understand stage business and the focus of the scene by using my voice, full body movement, facial expressions, and gestures to perform my playground scene.

    1. Rehearse 10 minutes

    2. Perform Playground Scenes

    3. Practice Message Tableaus, explain Tableau Quiz

    4. Give Messages to groups and begin the Tableau Brainstorm, finish for homework.

    Homework: Finish Tableau Brainstorm at home before next class and rehearse your part with specific attention to clarity in movement and facial expression so the audience can clearly understand your message just by looking at your tableau


    November 8th and 9th

    Learning Objective:

     


    November 13th and 14th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    1.Make sure storyboards are complete, fill Ms. Murray in on progress with sub.

    2.Complete description and script

    Example of Script Format

    Simple PSA Script Example

    3. Script should be finished by the end of the period. If you finish early you can start planning what costumes and props you will bring. Filming will start next class, on Thursday/Friday November 15th and 16th. BE PREPARED!

    Homework: Make sure you know who is bringing what props, costumes, phone to record with plenty of memory for next class. Make sure each person has 1 copy of script printed with their own lines highlighted for Monday November 27th.

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     


    November 15th and 16th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    1.Finalize editing script turn it into jupiter. You have until Monday November 26th to finish editing script if need be and EACH student must bring a copy of their own script with them during filming starting on Monday. The script needs to have your specific lines of dialogue and/or actions in parentheses highlighted.

    2.Begin Filming. Go over a scene a few times prior to filming. Then, film and be sure to take multiple clips, watching each one in between so that the scene is the quality that you want for your final project.

    *Both the scripts and the video are apart of your final and will go into the Final Project category which is 45% of your grade, so do your best!

    Homework: +Each person must bring 1 copy of their script, highlighted as stated above. If possible, get together and film, if not practice your lines so you are ready to film when we get back.

    +Be sure to have ALL PROPS, COSTUMES, SPEAKERS, PHONES, EDITING APPS/ WEVIDEO ON CHROMEBOOKS ready to use on Monday when we get back from break!

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     


    November 26th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    Due Monday November 26th: finish editing script if need be and EACH student must bring a copy of their own script with them during filming starting on Monday. The script needs to have your specific lines of dialogue and/or actions in parentheses highlighted.

    1. Begin Rehearsing for your scenes while props, costumes, and script checks occur 

    2.Begin filming

    Homework:

    +Be sure to have ALL PROPS, COSTUMES, SPEAKERS, PHONES, EDITING APPS/ WEVIDEO ON CHROMEBOOKS ready to use on Monday when we get back from break!

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4:30

    YOU NEED A TOTAL OF 8HRS PER SEMESTER! YOUR GRADE WILL BE IMPACTED. 

    You can also stay after school on Tuesday from 4-5:30 and Thursday from 3-5 to help Ms. Murray with some teacher work and classroom organization.

    You only have this week and next week to earn your hours!

     


    November 27th and 28th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    1.Rehearse, Film, Rehearse, Film!!!!

    Proofread each other's scripts, make marks on hard copy, update digital copy!

    PSA Script Peer Review

    ***Focus on plot and character development, does everything fully support a persuasive message?

    Do the scripts that have dialogue have at least 3 parts of stage directions in parentheses that show the detailed facial expressions, gestures, full body movement, tone of voice to show emotions?

    Do they follow the format correctly, look at the PSA script example from before break.

     

    Use your time wisely we only have 4 class periods and 2 short periods til your Final Projects are due!

    Stay on task and have fun being actors, directors, and video editors!

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative acting and editting is worth 40pts because it is how you are showing the audience your message. 

    Homework:

    +Be sure to have ALL PROPS, COSTUMES, SPEAKERS, PHONES, EDITING APPS/ WEVIDEO ON CHROMEBOOKS ready to use on Monday when we get back from break!

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! Thursday 3-4:30 and Friday 3-4pm

    E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances!!!

    Come prepared with a comedic 1-2 minutes monologue or do a scene with a friend. If you are interested in a singing part you can prepare a short portion of a song to sing, but that is optional. Or just show up and I will give you something to improv!

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4:30

    YOU NEED A TOTAL OF 8HRS PER SEMESTER! YOUR GRADE WILL BE IMPACTED. 

    You can also stay after school on Tuesday from 4-5:30 and Thursday from 3-5 to help Ms. Murray with some teacher work and classroom organization.

    You only have this week and next week to earn your hours!


     November 29th and 30th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    1.Rehearse, Film, Rehearse, Film!!!!

    Periods 1 and 2: Proofread each other's scripts, make marks on hard copy, update digital copy! ***Digital copy should be completely updated by this Sunday!

    PSA Script Peer Review

    ***Focus on plot and character development, does everything fully support a persuasive message?

    Do the scripts that have dialogue have at least 3 parts of stage directions in parentheses that show the detailed facial expressions, gestures, full body movement, tone of voice to show emotions?

    Do they follow the format correctly, look at the PSA script example from before break.

     

    Use your time wisely we only have 4 class periods and 2 short periods til your Final Projects are due!

    Stay on task and have fun being actors, directors, and video editors!

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative acting and editting is worth 40pts because it is how you are showing the audience your message. 

    Homework:

    +Be sure to have ALL PROPS, COSTUMES, SPEAKERS, PHONES, EDITING APPS/ WEVIDEO ON CHROMEBOOKS ready to use on Monday when we get back from break!

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! Thursday 3-4:30 and Friday 3-4pm

    E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances!!!

    Come prepared with a comedic 1-2 minutes monologue or do a scene with a friend. If you are interested in a singing part you can prepare a short portion of a song to sing, but that is optional. Or just show up and I will give you something to improv!

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4pm

    YOU NEED A TOTAL OF 8HRS PER SEMESTER! YOUR GRADE WILL BE IMPACTED. 

    You can also stay after school on Tuesday from 4-5:30 and Thursday from 3-5 to help Ms. Murray with some teacher work and classroom organization.

    You only have this week and next week to earn your hours!


    December 3rd

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my storyboard to create a description and script in order to prepare for filming.

    1.Rehearse, Film, Rehearse, Film!!!!

     

    Stay on task and have fun being actors, directors, and video editors! By halfway through the period next class you should be editing your videos. Show them to me before submitting them.

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative acting and editting is worth 40pts because it is how you are showing the audience your message. 

    ****PROJECTS ARE DUE NEXT WEEK!!!!

    Homework:

    +Be sure to have ALL PROPS, COSTUMES, SPEAKERS, PHONES, EDITING APPS/ WEVIDEO ON CHROMEBOOKS ready to use on Monday when we get back from break!

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! Thursday 3-3:20 and Friday 3-4pm

    E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances!!!

    Come prepared with a comedic 1-2 minutes monologue or do a scene with a friend. If you are interested in a singing part you can prepare a short portion of a song to sing, but that is optional. Or just show up and I will give you something to improv!

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4pm

    Ways to Earn your Drama Hours and Improve your Grade:

    Tuesday--> 3-4 in Mrs. Brysons, then in my room from 4-5pm

     Wednesday-->3-4pm in Mrs. Brysons, my room 4-5:30
    Friday-->3-4pm in my room
     
    Seniors, I am willing to try and fit in a couple extra hours to help me out during Finals week on Tuesday and Thursday, but try and get as many hours out of the way ASAP
     
    Extra Credit:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
    Must bring by this Friday or Monday at the latest! Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins
    E.C. Glitter Glue
    E.C. Paint
    E.C. Paint brushes
     
     

    December 4th and 5th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my script and storyboard to finish filming and begin editing.

    1.Rehearse, Film, Rehearse, Film!!!!

     

    Stay on task and have fun being actors, directors, and video editors! By halfway through the period next class you should be editing your videos. Show them to me before submitting them.

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative acting and editting is worth 40pts because it is how you are showing the audience your message. 

    ****PROJECTS ARE DUE NEXT WEEK!!!!

    2. Second half of class should be spent editing your videos. You can use WeVideo, the blue one, on the chrome store, get it as an extenstion, iMovie, Power Director, Youtube editor, or various other ones. Confirm with me which one you are using!

    Homework:

    +Be sure to finish filming and do more editing on your project! If you finish it, then make sure you bring your editing tools, let Ms. Murray pre-watch it and give you feedback before you submit your projects so that you can do your best and make any adjustments that are necessary beforehand.

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! Thursday 3-3:20 and Friday 3-4pm

    E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances!!!

    Come prepared with a comedic 1-2 minutes monologue or do a scene with a friend. If you are interested in a singing part you can prepare a short portion of a song to sing, but that is optional. Or just show up and I will give you something to improv!

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4pm

    Ways to Earn your Drama Hours and Improve your Grade:

    Tuesday--> 3-4 in Mrs. Brysons, then in my room from 4-5pm

     Wednesday-->3-4pm in Mrs. Brysons, my room 4-5:30
    Friday-->3-4pm in my room
     
    Seniors, I am willing to try and fit in a couple extra hours to help me out during Finals week on Tuesday and Thursday, but try and get as many hours out of the way ASAP
     
    Extra Credit:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
    Must bring by this Friday December 7th or Monday at the latest! Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins
    E.C. Glitter Glue
    E.C. Paint
    E.C. Paint brushes
     
    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     

    Do more than 1 if you wish

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.


    December 6th and 7th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my script and storyboard to finish up editing to create a strong, persuasive message in my PSA Video.

    1.Finish last bit of filming and edit your PSA Video. Make sure all elements are included. Reference the picture you took in class of the whiteboard for steps 1-6.

    2.Making sure you include creative elements to support a strong persuasive message is worth 40 points  and making sure your message is clear and persuasive is worth 30 points!

    ***Goal: Finish editing so I can pre-watch videos and give you feedback so you can make adjustments today or Monday!

     

    Stay on task and have fun being actors, directors, and video editors! By halfway through the period next class you should be editing your videos. Show them to me before submitting them.

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative acting and editting is worth 40pts because it is how you are showing the audience your message. 

    ****PROJECTS ARE DUE NEXT WEEK!!!!

    Homework:

    +Be sure to finish filming and do more editing on your project! If you finish it, then make sure you bring your editing tools, let Ms. Murray pre-watch it and give you feedback before you submit your projects so that you can do your best and make any adjustments that are necessary beforehand.

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

     ***Auditions for Spring Play This Thursday and Friday! Thursday 3-3:20 and Friday 3-4pm

    E.C. for those that audition, DOUBLE for those that are cast in the play and stay in it the entire time including performances!!!

    Come prepared with a comedic 1-2 minutes monologue or do a scene with a friend. If you are interested in a singing part you can prepare a short portion of a song to sing, but that is optional. Or just show up and I will give you something to improv!

    *This Wednesday and Friday we have Drama Club meetings! GET ALL YOUR HOURS! Don't miss out

    Wednesday 4-5:15 and Friday 3-4pm

    Ways to Earn your Drama Hours and Improve your Grade:

    Tuesday--> 3-4 in Mrs. Brysons, then in my room from 4-5pm

     Wednesday-->3-4pm in Mrs. Brysons, my room 4-5:30
    Friday-->3-4pm in my room
     
    Seniors, I am willing to try and fit in a couple extra hours to help me out during Finals week on Tuesday and Thursday, but try and get as many hours out of the way ASAP
     
    Extra Credit:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
    Must bring by this Friday December 7th or Monday at the latest! Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins
    E.C. Glitter Glue
    E.C. Paint
    E.C. Paint brushes
     
    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     
     

    Do more than 1 if you wish

     

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.


    December 10th

    Learning Objective: I can demonstrate my knowledge of PSAs and of my own research on my specifc health/social justice related message by using my script and storyboard to finish up editing to create a strong, persuasive message in my PSA Video.

    I can show my video to Ms. Murray and adjust it according to her feedback, making sure my message is clear and as persuasive as possible.

    ***The best PSA Videos will receive hero points and be chosen to be shown at a PSA fundraiser in the spring. If you are chosen, you will get into the fundraiser for free and be nominated to receive an award if your PSA Video is voted for according to various categories!!!! Do your best!

    1.Finish editing your PSA Video. Make sure all elements are included. Reference the picture you took in class of the whiteboard for steps 1-6.

    2.Making sure you include creative elements to support a strong persuasive message is worth 40 points  and making sure your message is clear and persuasive is worth 30 points!

    ***Goal: Finish editing so I can pre-watch videos and give you feedback so you can make adjustments Monday!  

    3. Start uploading videos, your videos are due on the due dates you signed up this week and 1 group next week. The PSA Videos are due BEFORE class starts on the due date. 

    4. Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     

    Stay on task and have fun being actors, directors, and video editors! By halfway through the period next class you should be editing your videos. Show them to me before submitting them.

    Remember: Your PSA is supposed to persuade the audience to believe in your message. Everything from costumes, props, optional make up, acting, editing, etc. needs to support your message!

    Your creative elements, acting, and editting is worth 40pts because it is how you are showing the audience your message. 

    ****PROJECTS ARE DUE THIS WEEK!!!!

    Homework:

    +Be sure to finish editing your project! If you finish it, then make sure you bring your editing tools, let Ms. Murray pre-watch it and give you feedback before you submit your projects so that you can do your best and make any adjustments that are necessary beforehand.

    You can film outside of class too, but just understand there are no excuses for the final due date of the film. That means, regardless of your group's schedule, you need to get together and film, edit, and finish the PSA Film. 

    Films should be done the week of the 11th-19th of December, depending on what days you are assigned to be done. Only 1 group will be allowed to show their video on the day of finals.

    On the day of finals

     

     
    Seniors, I am willing to try and fit in a couple extra hours to help me out during Finals week on Tuesday and Thursday, but try and get as many hours out of the way ASAP
     
    Extra Credit Extended to Friday the 14th:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
     Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins
    E.C. Glitter Glue
    E.C. Paint
    E.C. Paint brushes
     
    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     

    Do more than 1 if you wish

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.


    December 11th

    Learning Objective: I can use my knowledge of PSA videos, my prior knowledge about HCA students and the key topics discussed, as well as the rubric in order to give positive, specific, and constructive feedback to my peers and myself by evaluating and reflecting on the PSA Videos.

    1. Discuss Final PSA Video Rubric

    2. Set up Final PSA Video Peer Feedback

    3. Watch and evaluate videos

    Groups must bring up their rubrics and their 1 hard copy of their scripts with written feedback and corrections on them that they have made to show the progress of their learning.

    4. If time, work on extra credit assignments, finish videos if haven't yet, and/or study for your other finals

    Homework: Finish PSA Videos and be ready to present live if you videos don't work. Submit ASAP.Do Extra Credit assignments if you choose to, they are due by next Tuesday December 18th by 12am. ***BRING drama books Thursday!

    Start uploading videos, your videos are due on the due dates you signed up this week and 1 group next week. The PSA Videos are due BEFORE class starts on the due date. 

    4. Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     

    Extra Credit Extended to Friday the 14th:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
     Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins*** really need these
    E.C. Glitter Glue
    E.C. Paint***
    E.C. Paint brushes***

    December 13th and 14th

    Learning Objective: I can use my knowledge of PSA videos, my prior knowledge about HCA students and the key topics discussed, as well as the rubric in order to give positive, specific, and constructive feedback to my peers and myself by evaluating and reflecting on the PSA Videos.

    1. Discuss Final PSA Video Rubric and use it to evaluate your peers and yourself.

    2. Continue working on Final PSA Video Peer Feedback. These will be due to Jupiter on the day of your final.

    3. Watch and evaluate videos

    Groups must bring up their rubrics and their 1 hard copy of their scripts with written feedback and corrections on them that they have made to show the progress of their learning.

    4. Set up Character Traits Chart on page 107 in your drama books. (In Chapter 4, Acting)

    5. If time, work on extra credit assignments, finish videos if haven't yet, and/or study for your other finals

    Homework: Finish PSA Videos and be ready to present live if you videos don't work. Submit ASAP.Do Extra Credit assignments if you choose to, they are due by next Tuesday December 18th by 12am. ***BRING drama books Thursday!

    Start uploading videos, your videos are due on the due dates you signed up this week and 1 group next week. The PSA Videos are due BEFORE class starts on the due date. 

    4. Video Submission Options

       a. submit from your google drive directly to jupiter

       b. go to Vimeo.com, set up a free account, upload video, and keep the link open, copy and paste it to jupiter

    There are other options:Caution, if using youtube it may take a few days to upload.

    Options

    Options

    Vimeo Instructions for submitting videos

     

    Extra Credit Extended to Friday the 14th:
    -Glitter glue, paint, and paintbrushes: Make your grade go up 3% at least depending on how many items you bring
    Winter/Holiday Colors like red, green, blue, white, grey, silver, gold
    -Large Clear Storage bins, preferably the ones with locking lids: 4% at least depending on how many you bring
     
     Don't forget to submit your google docs with your name, period number, item name and number of items you turned in. Assignments listed as:
    E.C. Bins*** really need these
    E.C. Glitter Glue
    E.C. Paint***
    E.C. Paint brushes***
     
    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     

    Do more than 1 if you wish

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.

    ***HOMEWORK: Update your Final PSA Peer Feedback document with details as it is due on the day of your final. Finish setting up your charts, chart example from book is due on Monday, and work on extra credit assignments if you choose.

    Charts are on page 107 in your Drama book, chapter 4, the acting chapter.

    Use this Character Sketch Example Chart as a guide and submit it to the assignment on jupiter before class on Monday.Please add IN RED 1 more trait to the emotional, behavioral, motivations, and physical traits, just make it up so I know you understand what each trait means


    December 17th

    Learning Objective: 

    I can use my knowledge of PSA videos, my prior knowledge about HCA students and the key topics discussed, as well as the rubric in order to give positive, specific, and constructive feedback to my peers and myself by evaluating and reflecting on the PSA Videos.

    I can also set up my character charts for Forrest Gump and Jenny

    1.Set up Charts, go over Forrest Gump Example Charts

    Strong Forrest Gump Chart

    Format Option 1

    Format Option 2

    Weak Forrest Gump Example Chart

    2.Discuss next project, Diabetes Kit PSA (focusing on director's intention/concept and target audience, informational purpose)

    Characterization Unit (Cartoon Character Analysis, practice academic discussion, going back to Forrest Gump Movie and character charts with details from the movie as evidence, highlighted, leading up to academic discussion exam using talking stems and charts)

    Coal Miner/Banker Scenes

    Tableau

    Playground Scenes to finish up Actor's Body mini unit.

    Expressive Movement/Dance Project 

    Create a Short Movie Unit

     

    3.If time, work on extra credit assignments Due tomorrow the 18th by 12am or study for other finals.

    Homework: Finish PSA Video Project and submit it asap, make sure Forrest Gump Charts are ready for final day.

    If finished with PSA Video, update peer feedback, due on day of final to jupiter

    And/or due extra credit assignments.

     

    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     

    Do more than 1 if you wish

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.


    December 18th, 19th, 20th, and 21st

    Learning Objective: 1.I can use my knowledge of PSA videos, my prior knowledge about HCA students and the key topics discussed, as well as the rubric in order to give positive, specific, and constructive feedback to my peers and myself by evaluating and reflecting on the PSA Videos.

    2. I can use my knowledge of the actor's voice, body, messages, seeds, and my prior knowledge to analyze the character's Forrest and Jenny and begin thinking about the message by completing detailed character sketch charts with highlighted evidence from the movie to support my analysis of character traits

     

     Tuesday the 18th Periods 1 and 2 finals 

     Wednesday the 19th, Ms. Murray's B-day!, Periods 5 adn 6 Final

     Thursday the 20th Periods 3 finals

     Friday the 21st Periods 8 Final, PRN for White Coat Ceremony

    1. Finish watching and evaluating PSA Videos

    2. Turn in Final PSA Video Peer Feedback to Jupiter

    3.Review Forrest Gump Charts

    4. Watch movie, have snacks, take notes on Forrest and Jenny Character Charts

    If we don't finish the movie, we will when we get back from break!

    Homework: Have a Happy Holidays! 

    If you can't get any of the items, don't worry! There are several extra credit assignments you can do:
     
    1. Write a Musical Review  like Grease, Hair Spray, Shrek the Musical, etc: If you do well, 4% higher
     
    2. Write a Play Review on the Zombie Dance Skit that you saw at the talent show: If you do well, 4% higher
     
    3.Write a Movie Review: If you do well, 3% higher
     
     
     

    Do more than 1 if you wish

    These assignments are due by Tuesday December 18th by 12am to jupiter. You can turn them in earlier, the earlier the better.


    January 7th

    Learning Objective: 

     I can use my knowledge of the actor's voice, body, messages, seeds, and my prior knowledge to analyze the character's Forrest and Jenny and begin thinking about the message by completing detailed character sketch charts with highlighted evidence from the movie to support my analysis of character traits

     *Reminders about checking in with me about your drama hours and check the No Name pile on the computer cart by the door, claim papers by putting your names on them and turning them into me ASAP by Tuesday/Wednesday for credit!

     

    1.Review Forrest Gump Charts

    2. Watch movie and take notes on Forrest and Jenny Character Charts 

    Strong Forrest Gump Chart

    Format Option 1

    Format Option 2

    Weak Forrest Gump Example Chart

    2.If time, discuss next project, Diabetes Kit PSA (focusing on director's intention/concept and target audience, informational purpose)

    Characterization Unit (Cartoon Character Analysis, practice academic discussion, going back to Forrest Gump Movie and character charts with details from the movie as evidence, highlighted, leading up to academic discussion exam using talking stems and charts)

    Coal Miner/Banker Scenes

    Tableau

    Playground Scenes to finish up Actor's Body mini unit.

    Expressive Movement/Dance Project 

    Create a Short Movie Unit

    Homework: Make sure you have most of your charts filled in if you don't have enough details and evidence yet for Forrest and Jenny. Charts will be due by the end of the week, Thursday/Friday. Be sure to be detailed and specific as you will be using these for your academic discussion exam in the next couple weeks!


    January 8th and 9th 

    Character Analysis Unit

     

     Learning Objective: I can use my knowledge of the actor's voice, body, messages, seeds, and my prior knowledge to analyze the character's Forrest and Jenny and begin thinking about the message by completing detailed character sketch charts with highlighted evidence from the movie to support my analysis of character traits

    1.Finish watching the movie and taking detailed notes on the mental, emotional, behavior, motivation, and physical traits.

    2.Small group discussion of sharing charts and finishing up information in the charts, make sure your partners and group members have evidence that is highlighted for every character trait except for physical traits.

    Make sure they are turned into jupiter.

    3. Share a few charts and give them feedback as a class.

    4.Discuss difference between seeds and messages, using notebooks for reference, and at the bottom of your charts:

    Write 2 possible seeds and 2 detailed and specific possible messages.

    Seed 1:

    Seed 2:

    Message 1:

    Message 2:

    This building towards our academic discussion exam which we will be having in the next couple weeks.

    5. Cartoon Character Analysis with Charts

    Review Scooby Doo Character Charts

    Cartoon Example 1: Rabbit Season, Duck Season (Bugs Bunny, Daffy Duck, and Elmer Fudd) Just examine and discuss

    Cartoon Example 2 (Complete the chart based on this one!): Wacky Wabbit Bugs Bunny (with Elmer Fudd)

    Now choose one of these cartoons or a different one, you can imagine a life event that happened to you and one of the other cartoon characters is interacting with you! Think about how you would react to one another

    *Draw a main scene from the cartoon you imagined complete with yourself as a cartoon be sure to include details of both yourself and the other characters' clothing, posture, full body movement show your attitude towards one another, facial expressions, and a detailed background so we know the location of the setting

     

    Homework: Finish charts and/or drawings at home. I prefer you to color the cartoons and be detailed. Rewatch the cartoon videos if necessary.

    Next Monday, you will be getting time to work on improving your PSA videos so that you can make those changes for extra credit and to be considered for the PSA Film Festival that will be happening in the Spring! Rewatch your videos and revisit the feedback you were given to help prepare for Monday's PSA Revision Day!


    January 10th and 11th

    Learning Objective: I can use my prior knowledge of character traits, actor's voice and body, etc to analyze cartoon characters further and to better understand their interactions and reactions with each other.

    I can also create a cartoon version of myself, after self reflecting on my own traits and how I might interact with another cartoon character! I will show my understanding of myself