Theater11

Update Thespian Profiles Announcements || HMK: Supplies and Course Syllabus Tell Me a Story ||  ||   ||   || T4(9-12)1b || Sharing Stories ||  || Scene Study: A Roadmap to Success || 1,2,3,4 ||   || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Lecture Notes on how to find the playwrites story: read, given circumstances, conflict, and POV Read the Play Creatures and Discuss Elements || HMWK: Read the Play EISEGESIS Written component. read, given circustances, conflict and POV || Scene Study: A Roadmap to Success EISEGESIS: Dramatics Magazine Creatures || 1,2,3,4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || What were your first impressions? Re-read Eisegesis Group Discussions on Parts of the Script. || HMWK: Meaning of EISEGESIS Vocab Words || Scene Study: A Roadmap to Success EISEGESIS: Dramatics Magazine || 1,2,3,4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || __Continue__ Group Discussions Lecture Notes on Script Analysis || GO LOOK Test on Script Analysis on TUES. || Scene Study: A Roadmap to Success || 1,2,3,4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Re Read Go Look and Stop for Objectives and Tactics || Test on Script Analysis on TUES. || Scene Study: A Roadmap to Success || 1,2,3,4 ||  || Introduction to Othello || Students begin to discover William Shakepeare and his works? || T1(9-12)1c || Scavenger Hunt Begin reading Othello || HMWK:Test on Script Analysis Tues. || Scene Study: A Roadmap to Success || 1,2,3,4 ||  || T4(9-12)1b || Students have the option of completing Are you Shakesperienced? Scavenger Hunt Or Reading Text for the Take Home Test || Test on Script Analysis on Tues. || Scavenger Hunt Twitch: Dramatics Magazine || 1,2,3,4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10- || Test/Take Home || Test || Twitch: Dramatics Magazine || 1,2,3,4 ||  || Students will understand how William Shakespeare wrote and why it is important as an actor. Students will be introduced to pre-reading strategies as we begin Othello. || T2 (9-12) 1b || Lecture on Iambic Pentamer The Dating Game News Flash || HMWKMonologues for Friday || Othello The Dating Game 60 Second News Flash || 1,2,3,4 ||  || Contunuing Reading Othello || HMWK: Monologues for Friday || Othello, DVD, ||  ||   || Students will scan a monologue from Shakespeares works. || T2 (9-12) 1b || Continuing watching Finding Shakespeare Monologue Check and Scansion Activity Continue reading Othello ||  || Othello || 1,2,3,4 ||   || Students re-evaluate student take home script analysis tests. Students continue to become more comfortable with Shakespeares language. || T2 (9-12) 1b || Review are you Shakespearienced? Take home test review/opportunity for retake. Continue reading Othello || Students have the opportunity to make up test using the script analyis worksheet as the guide. || Othello, Script Analysis worksheet. ||  ||   || Write five unknown facts about Shakespeare || HMWK: 5 Unknown facts about Shakespeare || The Search for Shakespeare || 1,2,3,4 ||   || Assigned scenes for upcoming project. || HMWK: Find a synopsis and a character description of your character in your scene || Scenes from Shakespeare || 1,2,3,4 ||  || Students are grouped together for scene work. || Acting Book || Scenes from Shakespeare || 1,2,3,4 ||  || Scene Work Journaling and the Rehearsal Process || Acting Book || Scenes from Shakespeare || 1,2,3,4 ||  || Rehearse scenes Journaling || Acting Book || Scenes from Shakespeare || 1,2,3,4 ||  || Rehearse Shakespeare Scenes Continue Reading Othello || Participation/Attendance Acting Books Scenes || Othello DVD Shakespearean Scenes || 1,2,3,4 ||  || Scene Rehearsal || Participation/Attendance Acting Books Scenes ||  || 1,2,3,4 ||   || Acting Books Scenes || Othello, DVD || 1,2,3,4 ||  || Acting Books Scenes || Othello, DVD || 1,2,3,4 ||  || Acting Books Scenes || Othello, DVD || 1,2,3,4 ||  || Acting Books Scenes || Othello DVD || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Last section of Othello Scene Work || Participation/Attendance Acting Books Scenes || Othello DVD || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || Scene Rehearsal || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || Guest Speaker Steve Kidd critiques student performances. || T 1(9-12)-1 a,b,c,d T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  || Participation and Attendance || Computer Cart || 1,2,3,4 ||  || Assign Homework: Who are some modern day Tartuffes in your life? || Participation and Attendance Homework || Tartuffe/Audio version || 1,2,3,4 ||  || Assign Homework: Identify common themes in Moliere? || Participation and Attendance Homework || Tartuffe /Audio version || 1,2,3,4 ||  || /Audio version || 1,2,3,4 ||  || /Audio version ||  ||   || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Tartuffe /Audio version || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || T 1 (9-12)-2 a T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Script || 1,2,3,4 ||  || semester ||  ||   ||   ||   ||   ||   ||   || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation ||  || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method on research techniques || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-1,DOK-2 || Writing on the board daily work and individual instructor critiques/help || Perform and discuss the concept of a "comedy duo" || Students will self-direct notes from the text then perform and discuss with the instructor the history and effectiveness of standard comedic characters || T-1(9-12) T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Instructor's digication page and handout Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" and Shakespeare - Hamlet || DOK-3, || Writing on the board daily work and individual instructor critiques/help || After a rehearsal period, students will return to a discussion about how their research relates to the task. || T-1(9-12) T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-3,DOK-4 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-2,DOK-3 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Participation || Student choice of play || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method ||  ||   ||   ||   || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Lecture and Socratic Method || Presentation || International Thespian Society rubric for dialog performance || DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Critique and Socratic Method || Presentation || International Thespian Society Rubric for Dialog Performance || DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor Critique and Socratic Method || Presentation || International Thespian Society Rubric for Dialog Performance || DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8/11 || Introduction to the Course ||  ||   || Review Course Syllabus
 * 9/9/11 || Script Analysis: Telling a Story || Students understand the importance of telling the story of the playwright accordingly. || T1(9-12)1b
 * 9/12/11 || Script Analysis/Finding the Story || Students dissect the script to meet the playwrites objectives. || T-1(9-12)
 * 9/13/11 || Re Reading the Play as an Actor || Students understand the importance of reading a script and identify the elements of the script. || T-1(9-12)
 * 9/14/11 || ReReading the Play as an Actor || Students understand the importance of reading a script and identify the elements of the script. || T-1(9-12)
 * 9/15/11 || Scoring the Action of the Play || Students understand the concept of objectives and tactics and how distinguish them from emotions. || T-1(9-12)
 * 9/16/11 || Are You Shakesperienced?
 * 9/19/11 || Optional Day: Are You Shakesperienced? Reading Text for the Test or Othello Discussion of Iambic Pentameter || Students begin to discover William Shakepeare and his works? || T1(9-12)1b
 * 9/20/11 || Conclusion of Script Analysis || Students __apply__ all of their script analysis skills to the final test. || T-1(9-12)
 * 9/21/11 || Understanding William Shakespeare and his works. || Students will discover facts about William Shakespeare and the Globe Theater.
 * 9/22/11 || William Shakespeare || Students will continue to discover the life and times of Shakespeare. || T2 (9-12) 1b || Begin Watching The Search for Shakespeare
 * 9/23/11 || William Shakespeare || Students will continue to discover the life and times of Shakespeare.
 * 9/26/11 || William Shakespeare || Students continue to discover the life and times of Shakespeare.
 * 9/27/11 || Absentee Plan/William Shakespeare || Students continue to discover the life and times of Shakespeare. || T2 (9-12) 1b || Students contine watching the movie, The Search for Shakespeare
 * 9/28/11 || William Shakespeare/Othello || Students continue to become more comfortable with Shakespeares language. || T1(9-12) b, c || Students continue reading Othello
 * 9/29/11 || Shakespearean Scenes || Students continue to become more comfortable with Shakespeares language. || T1(9-12) b, c || Continue reading Othello.
 * 9/30/11 || Shakespearean Scenes || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || Students read their scripts together, small tablework discussion || Acting Book || Scenes from Shakespeare || 1,2,3,4 ||  ||
 * 10/3 || Shakespearean Scenes || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || Continue Reading Othello
 * 10/4 || Shakespearean Scenes || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || Begin writing character descriptions
 * 10/5 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/6 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/7/ || Shakespeare || Students listen to other peoples perspectives on the Shakespearean language in hopes to apply them to their scenes. || T1(9-12) b, c || Shakespeare Behind Bars || Acting Book || DVD || 1,2,3,4 ||  ||
 * 10/10 || NO SCHOOL ||  ||   ||   ||   ||   ||   ||   ||
 * 10/11 || NO SCHOOL ||  ||   ||   ||   ||   ||   ||   ||
 * 10/12 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/14 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/17 || Catching up || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || Review Acting Book Requirements
 * 10/18 || Catching up ||  ||   || Othello
 * 10/19 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/20 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/21 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 10/24 || Begin Watching Othello ||  ||   || View Movie || Participation/Attendance
 * 10/25 || Acting Books and Scenes/Sub Plans || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || Students can work on Acting Books, Scenes and Sub Plans || Participation/Attendance
 * 10/26 || Begin Watching Othello || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || View Movie || Participation/Attendance
 * 10/27 || Begin Watching Othello || Students continue to become more comfortable with Shakespeare's language. || T1(9-12) b, c || View Movie || Participation/Attendance
 * 10/28 || Field Sadium Trip to The Stadium ||  ||   ||   ||   ||   ||   ||   ||
 * 10/31 || Shakespearean Scenes and Books || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T1(9-12) b, c
 * 11/1 || Scene Rehearsals || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T 1(9-12)-1 a,b,c,d
 * 11/2 || Scene Rehearsals || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T 1(9-12)-1 a,b,c,d
 * 11/3 || Scene Rehearsals || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T 1(9-12)-1 a,b,c,d
 * 11/4 || Royal Shakespeare Movie || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T 1(9-12)-1 a,b,c,d
 * 11/7 || Scene Rehearsal/Royal Shakespeare Movie || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work || T 1(9-12)-1 a,b,c,d
 * 11/8 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/9 || Scenes/Movie || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 11/10 || Acting Books Due
 * 11/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/14 || Final Scene Rehearsal || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 11/15 || Guest Speaker || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work.
 * 11/16 || Final Scene Performance of Shakespearean scenes || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 11/17 || Scene Performances || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 11/18 || Reflections of Scene Performance || Students continue to become more comfortable with Shakespeare's language and evaluate their peers work. || T 4(9-12) b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/21 || Who is Moliere? Arts Night rehearsal || Students are introduced to Moliere's comedic work. || T 1(9-12)-1 a,b,c,d || Brief Lecture on Moliere || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/22 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/23 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/28 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/29 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 11/30 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/1 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/2 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/5 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/6 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/7 || Arts Night Rehearsal || Students prepare for Arts Night || T 1(9-12)-1 a,b,c,d || Rehearsal || Participation and Attendance || Scripts || 1,2,3,4 ||  ||
 * 12/8 || Digication Reflection || Students evaluate their process as well as their product during Arts Night || T 4(9-12) b,c,d || Digication reflection || Digication Reflection
 * 12/9 || Who is Moliere || Students are introduced to Moliere's work ||  || Brief Lecture || Participation and Attendance ||   || 1,2,3,4 ||   ||
 * 12/12 || Reading Tartuffe || Students read Tartuffe. || T 4(9-12) b,d || Reading
 * 12/13 || Reading Tartuffe || Students read Tartuffe || T 4(9-12) b,d || Reading
 * 12/14 || Reading Tartuffe || Students read Tartuffe || T 4(9-12) b,d || Reading || Participation and Attendance || Tartuffe
 * 12/15 || Reading Tartuffe || Students read Tartuffe || T 4(9-12) b,d || Reading || Participation and Attendance || Tartuffe
 * 12/16 || Reading Tartuffe || Students read Tartuffe || T 4(9-12) b,d || Reading || Participation and Attendance || Tartuffe || 1,2,3,4 ||  ||
 * 12/19 || Scene Assignment || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 12/20 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 12/21 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 12/22 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 12/23 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/3 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/4 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/5 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/6 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/9 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/10 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/11 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/12 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/13 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/17 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/17 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/18 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/19 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/20 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/23 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/23 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/24 || Tartuffe Scene Rehearsal || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/25 || Final Scene Performance || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/26 || Final Scene Performance || Students continue to become more comfortable with Moliere's language and evaluate their peers work. || T 1(9-12)-1 a,b,c,d
 * 1/27 || Final Exam ||  ||   ||   ||   ||   ||   ||   ||
 * 1/30 || Beginning of Second Semester ||  ||   ||   ||   ||   ||   ||   ||
 * 1/31 || Beginning of second
 * 2/1 || Syllabus || Half day course reviewing syllabus, classroom expectations, etc. ||  ||   || Participation ||   || DOK-1 ||   ||
 * 2/2 || Introduction to Project 1 - Rosencrantz and Guildenstern are dead Research essay || Students will finish watching the film version of Tom Stoppard's Rosencrantz and Guildenstern are dead followed by classroom discussion || T-1(9-12)
 * 2/3 || Tom Stoppard research || Using the computer cart - students will research the life of Tom Stoppard and his reasoning for writing this play || T-1(9-12)
 * 2/6 || Work on Character vs. Method acting || Students will learn the basic difference between the method and character acting "schools" through exercises || T-1(9-12)
 * 2/7 || Reading of R &G are Dead || Students will begin to read through the play || T-1(9-12)
 * 2/8 || Development of characters using stereotypes || Students will learn how to develop realistic characters by playing the game "reunion" || T-1(9-12)
 * 2/9 || Research Hamlet as it relates to Stoppard's play || Students using the computer cart will research the relation of the characters to each show. || T-1(9-12)
 * 2/10 || Research and read remainder of act one || Students will continue research and read the remainder of act one || T-1(9-12)
 * 2/13 || Review assignment - Read act 2 and begin double entry journals on act 2 - discuss || Students will read individually and take notes then discuss as a group || T-1(9-12)
 * 2/14 || Read end of play and continue discussion and notes || Students will read individually and take notes then discuss as a group || T-1(9-12)
 * 2/15 || Work on double entry journals of the play (act 3)
 * 2/16 || Begin five paragraph essays Instructor lecture on essay structure and completion || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 2/17 || Continue work on essays || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 2/27 || Begin scene study in partners || Students will choose a scene with the characters Rosencrantz and Guildenstern to perform on Thursday
 * 2/28 || Work on Stoppard project || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 2/29 || Review Stoppard scenes || Students will workshop their performances for their scenes due on Thursday next || T-1(9-12)
 * 3/1 || Work on Stoppard project || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 3/2 || Work on Stoppard Project || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 3/5 || Finish Stoppard project || Students will create a five paragraph essay working on paragraphs as outlined by the instructor || T-1(9-12)
 * 3/6 || Stoppard project due ||  ||   || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" ||   || Writing on the board daily work and individual instructor critiques/help ||
 * 3/7 || Performance of Rosencrantz and Guildenstern ||  ||   || Instructor Lecture and Socratic Method || Participation || Tom Stoppard - "Rosencrantz and Guildenstern are Dead" || DOK-2,DOK-3 || Writing on the board daily work and individual instructor critiques/help ||
 * 3/8 || Begin 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/9 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/12 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/13 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/14 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/15 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/16 || Prepare for performances || Students will be preparing for Drama Festival as well as completing research for the 50-00 project || T-1(9-12)
 * 3/19 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/20 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/21 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/22 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/23 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/26 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/27 || Work on 1950-2000 project || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner || T-1(9-12)
 * 3/28 || Work on 1950-2000 project - Start peer edit and workshops || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - start performing for other groups and receiving feedback || T-1(9-12)
 * 3/29 || Work on 1950-2000 project - Workshops || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - Receive feedback from the class as a whole || T-1(9-12)
 * 3/30 || Work on 1950-2000 project - Workshops || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - Receive feedback from the class as a whole || T-1(9-12)
 * 4/2 || Work on 1950-2000 project - Workshops || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - Receive feedback from the class as a whole || T-1(9-12)
 * 4/3 || Work on 1950-2000 project - Workshops || Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - Receive feedback from the class as a whole || T-1(9-12)
 * 4/4, 4/5 || Work on 1950-2000 project - Workshops || Instructor judging camstones. Students will find a play written between 1950 and 2000. Researching the play and playwright, the student will perform a dialog with a partner - Receive feedback from the class as a whole || T-1(9-12)
 * 4/9 || 1950-2000 project performances || Using the International Thespian Society rubric for dialog performance, students are rated as a pair for their performance || T-1(9-12)
 * 4/10 || Finish1950-2000 project performances || Using the International Thespian Society rubric for dialog performance, students are rated as a pair for their performance || T-1(9-12)
 * 4/11 || Introduction of new project - August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)
 * 4/12 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/13 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/23 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/24 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/25 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/26 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/27 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 4/30 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/1 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/2 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/3 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/4 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/7 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/8 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/9 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/10 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/11 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/14 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/15 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/16 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/17 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/18 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/21 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/22 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  ||
 * 5/23 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || v || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/24 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/25 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/29 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/30 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 5/31 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 6/1 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 6/4 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 6/5 || August:Osage County scene study and performance || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Instructor lecture, internet research, group discussion (Socratic Method), performance of a scene with a partner. || Participation || Script to August: Osage County
 * 6/6 || Last day of prep for final. - In comp lab work on papers - last minute adjustment. || Using the 2008 Tony award winning play - August:Osage County by Tracey Letts, Students will investigate and learn the particulars about the environment and characters in the script. Then choosing a scene will research the play as a whole and the particular psychology of the character interactions in the scene and in the play itself. || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  || T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 OC-10-1 || Final performance. || Participation || Script to August: Osage County
 * 6/7 || Papers due. Final Performances due and performed ||  || T-1(9-12)

International Thespian Society Rubric for Dialog Performance || DOK-3,DOK-4 ||  ||