1. Journal: Write an objective summary of the first Act of The Diary of Anne Frank. (pages 370-409) AGENDA Learning Target: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN cite inferences drawn from The Diary of Anne Frank. I CAN provide an objective summary of the first act of the drama, The Diary of Anne Frank. - Begin reading and making Framework Notes over Act II – The Diary of Anne Frank

2. Journal: Analyze this quote in paragraph form: “Now that I have something to look forward to, my life here has improved greatly.” -Anne Frank AGENDA Learning Target: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN cite inferences drawn from The Diary of Anne Frank. I CAN provide an objective summary of the first act of the drama, The Diary of Anne Frank. - Begin reading and making Framework Notes over Act II – The Diary of Anne Frank

3. Journal: List two things TO DO in the library! AGENDA Learning Target: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN cite inferences drawn from The Diary of Anne Frank. I CAN provide an objective summary of the first act of the drama, The Diary of Anne Frank. - Begin reading and making Framework Notes over Act II – The Diary of Anne Frank - Library visit to get NON-Fiction Book to read!

4. Journal: Based on your grades, in this class last quarter, set an overall goal and five ways to achieve that goal this quarter. AGENDA Goal Setting Acting Act II: Scene 2 Learning Target: I CAN set goals for my English class to allow me to achieve my higher life goals. I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN cite inferences drawn from The Diary of Anne Frank. I CAN provide an objective summary of the first act of the drama, The Diary of Anne Frank.

5. Journal: Which character has changed from the play’s beginning? Which character type are they? EXPLAIN! AGENDA Acting Act II: Scene 2 and Scene 3 Learning Target: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN cite inferences drawn from The Diary of Anne Frank. I CAN provide an objective summary of the first act of the drama, The Diary of Anne Frank.

6. Journal: Analyze your class’s ability to perform. Do you think you are ready to act out the last 2 scenes? Why/Why Not? AGENDA Analysis and Blocking Act II: Scenes 4 and Scene 5 Learning Target: I CAN interpret how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze inferences drawn from The Diary of Anne Frank and show them in my performance. I CAN provide an objective summary of Act II: Scenes 4&5 of the drama, by acting The Diary of Anne Frank.

7. Journal: Read the performance Rubric to see what your class needs to work on and make notes! AGENDA THURSDAY – QUIZ DAY! 10 minutes Analysis and Blocking Act II: Scenes 4 and Scene 5 Learning Target: I CAN interpret how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze inferences drawn from The Diary of Anne Frank and show them in my performance. I CAN provide an objective summary of Act II: Scenes 4&5 of the drama, by acting The Diary of Anne Frank.

8. Journal: ZERO VOICE LEVEL DAY! YOUR CHOICE D.E.A.R. or VoNoWo! AGENDA Learning Target: I CAN analyze how particular in my chosen AR book propel the action or provoke decisions. I CAN provide an objective summary of my chosen AR book or my Vocabulary Notebook. ZERO VOICE LEVEL!

9. Journal: Get your rubric out, look over it, and listen to your directors! AGENDA Work on Performance! Learning Targets: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in The Diary of Anne Frank.

10. Journal: Get your rubric out, look over it, and listen to your directors! AGENDA Work on Performance! Learning Targets: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in The Diary of Anne Frank.

11. Journal: In spite of everything, I still believe that people are really good at heart. –Anne Frank AGENDA Begin to Critique Performance and Compare with others. Learning Targets: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in The Diary of Anne Frank.

12. Journal: Create a 3 circle Venn Diagram to use as a comparison method for viewing a two professional performances of THE DIARY OF ANNE FRANK vs. Your Class Performance. AGENDA Critique Performance and Compare with others. Learning Targets: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in The Diary of Anne Frank.

13. Journal: Correct the following sentence: in spit of evrythign i still beleive that people are realy good at hart –AnnFranke AGENDA Critique Performance and Compare with others. Learning Targets: I CAN analyze how particular lines of dialogue or incidents in The Diary of Anne Frank propel the action, reveal aspects of characters, or provoke decisions. I CAN analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in The Diary of Anne Frank.

14. Journal: ZERO VOICE LEVEL DAY! Do Your BEST on the STAR TEST! AGENDA STAR TEST – DO YOUR BEST! Joanna.lindsey@simpson.kyschools.us http://www.simpson.kyschools.us/olc/class.aspx?id=1354&s=605 Learning Target: I CAN set goals for my STAR READER TEST. I CAN analyze how particular lines in my chosen text propel the action or provoke decisions. I CAN provide an objective summary of my chosen text. Teaching Strategy Used: Individual – Reading Assessment: Summative STAR TEST

15. Journal: ZERO VOICE LEVEL DAY! YOUR CHOICE D.E.A.R. or VoNoWo! AGENDA Learning Target: I CAN analyze the use of figurative language in the things I read. I CAN analyze how particular in my chosen AR book propel the action or provoke decisions. I CAN provide an objective summary of my chosen AR book or my Vocabulary Notebook. Teaching Strategy Used: Individual – Reading – Vocabulary Notebook Work Assessment: Summative Summary of AR book - Self-Assessment on Vocabulary Notebook