Theater09

Opportunities Headed your Way/ Morning Pages || HMK: 5 Minutes of Anything, Sign Course Syllabus, ||  ||   ||   || Continue 5 minutes of anything presentions || Supplies ||  ||   ||   || Last 3 5 minutes of anything presentations/ Ensemble Games and ActivitiesPretest on What Do You Already Know about theater || HMK: 10 Questions You can Ask a Partner ||  ||   ||   || R-10-3W-10-14OC-10-1OC-10- || Journal Entry: What was the first play that you saw and what elements of theater stuck out the most: costumes, lighting, sound, etc. Interview Peers. Getting to know you exercise. Comparing the structure of different stages from many different time periods. || HMWK: Study for Quizzes on the Stage Tues HMWK: Tell me a story based on the answers to questions || Pictures of the Stages Theater Collaborative Acts || 1,2,3,4 ||  || Review for Quiz on Tues ||  ||   || 1, 2, 3,4 ||   || Students also begin to understand parts of the stage. || T4(9-12)1b || DEAR Morning Pages: If you could be someone famous who would you be and why? Physical Warmup Freeze Tag Creating a Character Exercise/Create an animal The Stage Key Terms || HMWK: Create a Monologe based on your monologue || Theater Collaborative Acts || 1,2,3,4 ||  || Share monologue stories || HMWK: Study for Quiz ||  || 1,2,3,4 ||   || Brief lecture on pantomiming Breakfast activity || HMWK: Find a piece of music with no lyrics ||  || 1,2,3,4 ||   || Break up into groups and decide what song you would like to choose, the characters in your scene, and basic plot structure. ||  ||   || 1,2,3,4 ||   || Activity: Exploring the Body Plot Structure of a Play and Storyboards (Hand in one Story Board at the End of Class) Group work: Creating Storyboard || HMWK: Collect journals ||  || 1,2,3,4 ||   || Morning Pages: Free Write Discussion on quz failures Presenting Group Storyboards to the Class Break up into groups and work on Pantomiming outline. || HMWK: Collect journals Participation HMWK: Study for Quiz retake ||  || 1,2,3,4 ||   || DEAR Make up Quiz Rehearsal of Scenes Journal Prompt: Group work thus far || Participation and Attendance ||  || 1,2,3,4 ||   || Students rehearse pantomiming scenes with music. || Participation and Attendance ||  || 1,2,3,4 ||   || Students continue to collaborate their pantomiming scenes || T1(9-12)-1 a,b || Students write bios for arts night and take headshot pictures. Rehearsal of Pantomiming Scenes || Participation Attendance HMWK: Bios Due ||  || 1,2,3,4 ||   || T4(9-12)-1a || Students share pantomiming scenes for teacher and student feedback Journal Entry: What do you think your next rehearsal will look like? || Participation and Attendance ||  || 1,2,3,4 ||   || Rehearsal || Collect journals Participation and Attendance ||  || 1,2,3,4 ||   || Final Rehearsal ||  ||   || 1,2,3,4 ||   || Lecture notes on the voice. Vocal Exercises Watch video of the inside of vocal chords || HMWK: Quiz Wed. What a To Do? || What a To Do Video on You Tube Voice and Articulation || 1,2,3,4 ||  || Vocal Warmups Articulation Assessment || HMWK: Have a storybook that you can read to the class || Voice and Articulation || 1,2,3,4 ||  || Check on Homework Assignment Lesson on Projection Vocal Warmups || HMWK: Monologue for Monday Short Quiz || Voice and Articulation || 1,2,3,4 ||  || Journal Entry: What famous actor would you want to play in your TV Biography or movie Quiz on the Voice Lecture on Expressiveness || HMWK: Monolgue Monday Short Quiz Monday || Voice and Articulation Story Books || 1,2,3,4 ||  || Journal Entry Quiz on Expression and Vocal Monotony Volunteers to Read Story Books Readthrough of Monologues || Participation and Attendace || Voice and Articulation Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journal Entry Set up Peer Directing Rubric Round Robin Rehearsal || Participation Peer Directing Rubric || Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journal Entry: History of the Character Discussion on how we talk to other actors. Round Robin Rehearsal || Participation/Attendance Peer Directing Rubric || Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journay Entry Monologue Rehearsal and Teacher Feedback || Participation/Attendance || Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journal Entry Talk back on Columbinus || Participation/Attendance ||  || 1,2,3,4 ||   || T4 (9-12)-1a, b || Journal Entry Monologue Rehearsal || Participation/Attendance Monologue Performance Nov 2 Critique First Draft Nov 4 || Critique Assignment Sheet Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journal Entry Monologue Rehearsal How to write a critique? || Participation/Attendance Monologue Performance Nov 2 Critique First Draft Nov 4 || Critique Assignment Sheet and Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Journal Entry Monologue rehearsal and Round Robin || Participation/Attendance Monologue Performance Nov 2 Critique First Draft Nov 4 Hand in Journals || Critique Assignment Sheet and Monologues Due || 1,2,3,4 ||  || T4 (9-12)-1a, b ||  ||   ||   ||   ||   || T4 (9-12)-1a, b || DEAR Journal Entry Monologue Rehearsal Computer Carts for Critique || Participation/Attendance Monologue Performance Nov. 2 Critique First Draft Due Nov. 4 || Critique Assignment Sheet Monologues || 1,2,3,4 ||  || T4 (9-12)-1a, b || Final Monologue Rehearsal || Participation and Attendance Monologue Performance Critique of First Draft Due Nov. 4 || Monologues Critique Assignment Sheet ||  || 1,2,3,4 ||   ||   ||   || First Draft of Critique on Friday || Monologues Critique Assignment Sheet ||  || 1,2,3,4 ||   ||   ||   || T4 (9-12)-1a, b || Journal Computer Cart-Phase Two Reflections || First Draft of Critique Monologue Reflection Due Friday || Computer Cart Critique Assignment Sheet ||  ||   || Journal Entry || Journal Entries Participation and Attendance || Script: Great Pandemonium ||  ||   || Journal Entry Random Line Exercise Storyboards Hand back first draft of critique. || Participation/Attendance Storyboards 2nd Draft of Critique Due on 14th. || Computer Cart Critique Assignment Sheet ||  || 1,2,3,4 ||   ||   ||   || Lecture on Dramatic Action Work on Scenes || Participation/Attendance Storyboards || Computer Cart Critique Assignment Sheet ||  || 1,2,3,4 ||   ||   ||   || Scene Development || Participation/Attendance || Computer Cart Critique Assignment Sheet ||  || 1,2,3,4 ||   ||   ||   || Journal Critiques/ Peer Editing Continue Writing Scenes || Participation/Attendance Critiques 2nd Draft || Computer Cart Peer Editing Worksheet ||  || 1,2,3,4 ||   ||   ||   || Continue Writing Scenes || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Continue writing scenes || Participation/Attendance || Computer Cart ||  ||   || Continue writing scenes || Participation/Attendance || Computer Cart ||  ||   || Journal Entries Final Draft of Critiques due, with workshopping exercises || Attendance/Participation Final Drafts of Critiques 1st Draft of Scripts || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Journal Entries Workshopping scenes || Attendance/PArticpation || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Students create a ground plan for their scene Begin the Blocking process || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Continue the Blocking Process || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Run-Through Scenes || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Run-Through Scenes || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Run-through scenes || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Rehearsals || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Rehearsals || Participation/Attendance || Computer Cart ||  || 1,2,3,4 ||   ||   ||   || Rehearsals || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   || Dress Rehearsals || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   || Tech Rehearsals || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   || Final Performance Rubric || Final Performance Rubric ||  || 1,2,3,4 ||   ||   ||   || Calendars || Participation/Attendance || Calendar ||  || 1,2,3,4 ||   ||   ||   || Final Exam Study Sheet || Participation/Attendance || Final Exam Sheet ||  || 1,2,3,4 ||   ||   || Process Drama Intro || Review of Course Syllabus ||  ||   || Participation and Attendance ||   ||   ||   || What is Process Drama? Begin She's Leaving Home Drama || Students continue to understand the reasons why we study theatre and how process drama is a part of that. Students begin to understand perspective and why people do the things that they do because of their upbringing || T-1 (9-12) -1 a,b,c,d T-1 (9-12)-2 a T -1 (9-12)-3 a || Review Homework: Why people study theatre? Listen to Beatles song.She's Leaving Home/Analysis of Song Improvised Scenes based on three characters Discussion on the reasons why the girl left home. || Participation and Attendance Homework || Music/Ipod ||  ||   || Students begin to understand perspective and why people do the things that they do because of their upbringing || T-1 (9-12) -1 a,b,c,d T-1 (9-12)-2 a T -1 (9-12)-3 a || Write the daughters letter Create three tableauxs and discuss how each one has evoked emotion. Homework assignment. The Daughters first contact with the parents ten years later. || Participation and Attendance, Homework || Music and Ipod || 1,2,3,4 ||  || Begin reading Laramie Project || Participation, Attendance || Script || 1,2,3,4 ||  || Attendance || Script || 1,2,3,4 ||  || Attendance || Script || 1,2,3,4 ||  || Attendance || Script || 1,2,3,4, ||  ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Introduction of the Class ||  ||   || Review Course Syllabus
 * 9/8 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 9/9 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 9/12 || Getting to Know You ||  ||   || Journal Prompt/3 Questions about your expectations of theater.
 * 9/13 || Getting to Know You/What Do You Already Know ||  ||   || Journal Entry Topic/ 9-11
 * 9/14 || The Stage: Greek, Roman, Medieval, and Elizabethan Stages. Unit also includes working as an ensemble on the || Students begin to understand the origins of the stage from the beginning of the Golden Age of Greece. || T2(9-12)-1b
 * 9/15/11 || Sharing Stories and Reviewing ||  ||   || Review Stories and tell them to the class
 * 9/16/11 || The Stage and Ensemble Building || Students will understand the who?, what? where? and why? of a scene.
 * 9/19/11 || Understanding the monologue || Students will understand the components of a monologe || T1(9-12)-1 a,b, c || Physical Warmup
 * 9/20/11 || Quiz Day/Movement for the Actor: Introduction to Pantomiming || Students will learn the fundamentals it takes to be a good pantomiming artist. ||  || Quiz
 * 9/21/11 || Music for movement || Students will listen to different kinds of music that will act as inspiration for their pantomiming group scenes. ||  || Students listen to music and write inspirations in their journals.
 * 9/22/11 || The Basics of Plot Structure/Exploring Movement for the Actor || Students understand the fundamentals of plot structure by building story boards. ||  || Morning Pages: A Life Without Movement
 * 9/23/11 || Creating The Pantomiming Scene to Music || Students use their knowledge of plot structure to create an outline of their scene. || T1(9-12)-1 a,b || DEAR
 * 9/26/11 || Rehearsals for Pantomiming Scenes || Students collaborate staging their pantomiming scene || T1(9-12)-1 a,b || Attendance
 * 9/27/11 || Rehearsal of Pantomiming Scenes || Students continue to collaborating their pantomiming peice. || T1(9-12)-1 a,b || Absentee Plans Left.
 * 9/28/11 || BIO Day and Headshots/Rehearsal for scenes || Students learn how to write a proper bio.
 * 9/29/11 || Constructive Criticism || Students explore many ways to deliver criticism to their peers. || T1(9-12)-1 a,b
 * 9/30 || Rehearsing Pantomime || Students continue to collaborate rehearsing pantomiming scene || T1(9-12)-1 a,b || DEAR Free Write
 * 10/3 || Rehearsal of Scene/Final Rehearsal || Students continue to collaborate rehearsing pantomiming scene || T1(9-12)-1 a,b || DEAR/Journal Entry
 * 10/4 || Costumes for Scene ||  ||   || Basement for Pantomiming Costumes ||   ||   ||   ||   ||
 * 10/5 || Final Performance || Final Performance || T4 (9-12)-1a || Final Performance || Final Performance ||  ||   ||   ||
 * 10/6 || Digication Reflection ||  || T4 (9-12)-1a || Introduce digication portfolio reflection sheet || Digication reflection || Computers ||   ||   ||
 * 10/7 || Vocal Fundamentals || Students learn about the instrument that creates sound on stage. ||  || DEAR/Journal Entry (Free Write)
 * 10/10 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 10/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 10/12 || The Voice/Articulation || Students learn about the instrument that creates sound on stage. || T1(9-12)-1 a,b || Initial Vocal Assessment
 * 10/13 || The Voice/Projection || Students learn about the instrument that creates sound on stage. || T1(9-12)-1 a,b || Journal Entry
 * 10/14 || The Voice/Expression || Students learn about the instrument that creates sound on stage. || T1(9-12)-1 a,b || DEAR
 * 10/17 || The Voice/Expression/Monologues || Students learn about the instrument that creates sound on stage. || T1(9-12)-1 a,b || DEAR
 * 10/18 || Monologues and Rehearsal || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/19 || Monologues and Rehearsal || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/20 || Monologues and Rehearsal || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/21 || Field Trip to Salve ||  ||   ||   || Participation/Attendance ||   ||   ||   ||
 * 10/24 || Critiquing a Play || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/25 || Monologues and Rehearsals/ Sub Plans || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/26 || Monologue Rehearsal/Writing a Critique || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/27 || Monologue Rehearsal and Critiques || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/28 || Field Trip to the Stadium || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 10/31 || Monologue Rehearsal/Critiquing Performance || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 11/1 || Final Monologue Feedback || Students begin working with peers to develop characters and give critiques. || T1(9-12)-1c
 * 11/2 || Performance || Final Performance || T1(9-12)-1c T4 (9-12)-1a, b || Final Monologue Rehearsal || Performance
 * 11/3 || Digication Reflections || Students reflect on their strengths and weaknesses of the process as a monologue performer. || T1(9-12)-1c
 * 11/4 || Scene Work || Students understand the many parts of the script through their reading of The Great Pandemonium || T-1 (9-12)-1 a,b,c,d || DEAR
 * 11/7 || Scene Work || Students begin the scriptwriting process by brainstorming by using techniques like storyboard and random lines. || T-1 (9-12)-1 a,b,c,d || DEAR
 * 11/8 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/9 || Scene Work || Students begin writing scenes including a confident and strong exposition || T-1 (9-12)-1 a,b,c,d || Journal Entries
 * 11/10 || Scene Work || Students begin writing scenes including a confident and strong exposition. || T-1 (9-12)-1 a,b,c,d || Journal Entries
 * 11/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/14 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || DEAR
 * 11/15 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || Journal Entries
 * 11/16 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || Journal entries
 * 11/17 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || Journal entries
 * 11/18 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || DEAR
 * 11/21 || Scene Work || Students continue the script writing process paying special attention to dramatic action. || T-1 (9-12)-1 a,b,c,d || DEAR
 * 11/22 || Scene Work || Students begin the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 11/23 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 11/28 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 11/29 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 11/30 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/1 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/2 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/5 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/6 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/7 || Scene Work || Students continue the rehearsal process. || T-1 (9-12)-1 a,b,c,d || Journals
 * 12/8 || Scene Work || Final Perormance || T-1 (9-12)-1 a,b,c,d || Final Performance || Participation/Attendance
 * 12/9 || Scene Work || Final Performance || T-1 (9-12)-1 a,b,c,d || Final Perfomance || Participation/Attendance || Final Performnce Rubric ||  || 1,2,3,4 ||   ||   ||   ||
 * 12/12 || Putting it all Together || Students begin brainstorming ideas for final project assignment. || T-1 (9-12)-1 a,b,c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/13 || Putting it all Together || Students create a schedule for the production process and a tool for evaluating their scenes. || T-1 (9-12)-1 a,b,c,d || Journal Entries
 * 12/14 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/15 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/16 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/19 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/20 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/21 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/22 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 12/23 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 1/3 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 1/4 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||   ||
 * 1/5 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/6 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/9 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/10 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/11 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/12 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/13 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/17 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/18 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries
 * 1/19 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d || Journal Entries || Participation/Attendance ||  ||   || 1,2,3,4 ||   ||   ||
 * 1/20 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||
 * 1/23 || Putting it all Together || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||
 * 1/24 || Putting it all Together/Final Performance || Students continue to follow production schedule. || T-1 (9-12)-1 a,b,c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||
 * 1/25 || Putting it all Together/Final Performance || Students continue to follow production schedule. || T-1 (9-12) -1 a,b,c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||
 * 1/26 || Final Exam || Students Reflect on their final performances || T-1 (9-12) -1 a,b,c,d T 4 (9-12) a, b, c,d ||  || Participation/Attendance ||   ||   || 1,2,3,4 ||   ||   ||
 * 1/30/12 || Makeup for Exams ||  ||   ||   ||   ||   ||   ||   ||
 * 1/31/12 || Beginning of Second Semester
 * 1/31/12 || Beginning of Second Semester
 * 2/1/12 || Why do we Study Theatre
 * 2/2/12 || She's Leaving Home Drama || Students continue to understand the reasons why we study theatre and how process drama is a part of that.
 * 2/3 || Social Media and The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Discussion
 * 2/6 || The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Small Group reading || Participation,
 * 2/7 || The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Small Group reading || Participation,
 * 2/8 || The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Small Group reading || Participation,
 * 2/9 || The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Small Group reading

Research Paper Assignment || Participation, Attendance,

Graphic Organizer for the first essay Due Wed. || Script Research Paper Assignment || 1,2,3,4 ||  || Attendance || Script || 1,2,3,4 ||  || 1,c,e || Complete the Have you Ever Hate Worksheet
 * 2/10 || The Laramie Project || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T 2(9-12)-1 c, e || Small Group reading || Participation,
 * 2/13 || Hate Crime Process Drama || Students begin to discuss the seriousness of hate as well as the pyramid of hate || T 2(9-12)-

Discussion on the answers to worksheet questions || Participation, Attendance, Remind students about graphic organizer || Worksheet: Have You Ever

Research Paper topic || 1,2,3,4 ||  || T-1 (9-12)-2 a T -1 (9-12)-3 a || In small groups students create a series of three tableauxs in sequential order.
 * 2/14 || The Pyramid of Hate || Students interpret their own definition of hate by creating stage pictures tableauxs. || T-1 (9-12) -1 a,b,c,d

How do we describe hate in one word using the created tableauxs.

Students then create one scene combining all tableauxs. || Participation, Attendance, Remind students about graphic organizer, due WED || Research Paper Topic and Graphic Organizer || 1,2,3,4 ||  || T-1 (9-12)-2 a T -1 (9-12)-3 a T 2(9-12)- 1,c,e || Collect Graphic Organizers
 * 2/15 || Process Drama: Pyramid of Hate || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T-1 (9-12) -1 a,b,c,d

Student's work on first essay. || Participation, Attendance, Graphic Organizer Research Paper Due on Friday || Computer Cart || 1,2,3,4 ||  || T-1 (9-12)-2 a T -1 (9-12)-3 a T 2(9-12)- 1,c,e || Research Essay || Participation, Attendance, Research Essay || Computer Cart Research paper || 1,2,3,4 ||  || Introduction to Docudrama || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T-1 (9-12) -1 a,b,c,d T-1 (9-12)-2 a T -1 (9-12)-3 a T 2(9-12)- 1,c,e || Students choose a global topic that effects their life.
 * 2/16 || Research Essay || Students begin a discussion on how social media affects his or her life and how the media can have an impact in growing up in today's society. || T-1 (9-12) -1 a,b,c,d
 * 2/17 || Research Essay 2/

Students choose one question to focus on.

Choose two people you can interview and develop a set of ten questions.

Research Essay 1 Due || Participation, Attendance, Research Essay, Questions due after vacation || Computer Cart || 1,2,3,4 ||  ||