Info from Ms. Wilson

EGNCTo: Middle School Parents and students.From: Ms. WilsonRe: Schedule
Specifics for Dress rehearsal and performances.SCHEDULE FOR SUNDAY
DRESS REHEARSAL ANDPERFORMANCE DAYS FOR EGNC.SUNDAY, March
25--------FINAL DRESS REHEARSAL12:30 BLUE CAST, CHORUS, ORCHESTRA and
CREW call. You must be at school no later than 12:30 and no earlier
than noon. All actors into make-up and costume. Make-up first, then get
into costume.12:40 ORCHESTRA warm-up in Carlson1:00 WARM-UP (physical
and vocal) for BLUE CAST and CHORUS onstage in Carlson. CREW pre-set is
finished by this time. House opens at 1:15.1:20 CURTAIN—BLUE CAST2:20
NOTES3:00 BLUE CAST break, CHORUS, CREW and ORCHESTRA
break.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~3:00 RED
CAST CALL. Happy Birthday Emma! Snacks and cake will be available. NO
EATING IN COSTUME. NO EXCEPTIONS.3:15 RED CAST into make-up, then
costume.3:30 BLUE CAST released which means YOU MUST GO HOME if you are
in the blue cast. You may not stay for the other dress rehearsal.3:45
Warm-ups onstage for RED cast—physical and vocal…including CHORUS.4:00
House is open.4:15 RED CAST Curtain.5:15 Notes6:00 RED CAST is
released. CHORUS is released. ORCHESTRA is released. Go home and get
some sleep!6ish CREW is released when the props, costumes and set
pieces are put away for the evening.Hi All.Tomorrow is our last dress
rehearsal. We will run rehearsals in costume and make-up just as if we
had a real audience.To Do:BE Prompt.ORCHESTRA: 1. Wear black clothing
appropriate for an orchestra member. Remember, you represent our school
when you are out in front as a member of the orchestra.2. Please make
sure your clothes and body are clean every day you arrive to play. That
means you will have to wash your orchestra black clothes a few times
(at least) by the time we get to our final performance.ALL ACTORS:1.
Wear comfortable clothes that have a button down shirt so you can get
into make-up and then easily change into costume.2. Wear clean
undergarments and SHOWER AND PUT ON DEODORANT BEFORE YOU COME TO
REHEARSAL AND PERFORMANCES—EVERY SINGLE DAY you are rehearsing and
performing. This is especially important for people who are sharing
costumes.ALL:1. Bring your paper, pencil and a water bottle that has
your name on it.2. Bring a healthy snack just in case you need it. You
will be working hard for the entire rehearsal with short breaks and a
half an hour break at 3:00.PERFORMANCE SCHEDULE DETAILSPerformers: ALL
actors, musicians and crew must arrive at school 1 hour before each
performance.TARDINESS: If an actor is late, we will assume the actor is
ill and call in an understudy from the other cast. ALL participants are
required to arrive on time for every call. There will be a sign in
sheet for actors, crew and orchestra backstage beginning on Monday,
March 26 for the opening performance.Performance scheduleMonday, March
26 BLUE CAST OPENING 6:00pm call/7pm curtainTuesday, March 27 BLUE cast
6:00pm call/7pm curtainWednesday, March 28 BLUE cast 12:30 pm
call/1:30pm matinee curtainWednesday, March 28 RED CAST OPENING 6:00 pm
call/7pm curtainThursday, March 29 RED CAST Matinee 12:30 call/1:30
matinee curtainThursday, March 29 RED CAST 6pm call/7pm curtainEVENING
PICK-UP:The show lasts about 55 minutes. Your child(ren) should be
ready to go home about 90 minutes after curtain time in the evenings.
They will be available at the usual time of 3:15 after matinees just
like any normal school day.A few suggestions for parents:Make sure your
child gets plenty of rest this week. The schedule is very demanding and
they are excited and nervous.Regular meals are important. I suggest a
light meal before you take your child to school for his/her call. He or
she will probably want to eat again after the performance.Don’t be
surprised if your child is very “jazzed” when he or she arrives home
after a performance. It’s really normal to take some time to come down
from the excitement of a performance experience whether you are crew,
orchestra, cast, videographer, ticket person etc..Listening to music or
quietly reading in bed might help your child calm down and be ready to
sleep after she/he arrives home.I or another middle school faculty
person will not leave the building until every child is picked up after
evening performances.My cell phone number is (see note sent home).
Please use it ONLY in case of an emergency. Please call if your child
is ill as soon as you are able.ILLNESS:We are fortunate to have two
full casts of principles. If a child in the chorus is ill, please call
me and we will adapt our staging.If a principle actor is ill, I will
call the actor from the other cast to come and perform the role in your
(ill) child’s absence.NOTE: if your child performs for an ill actor, I
will allow the ill actor to do a performance later in the run in place
of your child. We are a community and I want to allow each child to
have the opportunity to do three performances. We have all the
emergency numbers for parents listed in the emergency book in the main
office. We want to be able to reach actors from the red cast for blue
cast performances if needed and visa versa. We will assume we can reach
one parent via cell phone in case of emergency. If you are going to be
anywhere where you aren’t reachable via cell, please email me at
lwilson@bakerdemschool.org. with the details of where you can be
reached in an emergency.Thanks all.Ms. W.

Theater Critic for a day

I don't know about you, but last summer I took a camp that taught you how to critique films. We watched a ton of movies, but it got boring after a while. That's because they had a set-in-stone way to critique films, and if you messed up, they got really mad. So. On this blog, I don't care how you do critiques, since I know how annoying that is. But here's your chance to tell the world (or at least everyone who reads the blog) what you think of the script for the Emperor's Groovy New Clothes! Comment on this post to tell us what you think! But first, heres my opinion. You can agree or disagree with me, I don't really care.
I think the script is good for the most part, but some parts are pretty weird. A lot of it is funny.
What do you think? Tell blog readers everywhere JUST by commenting on this post! And best of all, it's free! Yipee! Ha. Ha.
The little kids will get to comment on this too! I am sending out a survey to all of the classes that saw the play so they can share their opinions will blog readers of this blog. Well, they have to. :)

Family Support

Has your family been supportive of you in the last couple of weeks? Mine has, for the most part. If you don't feel comfortable talking about this, that's OK. My family doesn't ignore the fact that I'm doing something in school-- a play! Just because I have a fairly small part in this production-- that's what I first thought-- it doesn't mean my family shouldn't not be uncaring. Some people are like that. Something similar that happened to me like this was that I was telling my grandma about the play. When I told her that I was a blogger, she seemed so surprised that I wasn't in the play, and that made me feel bad, since I was happy with my job, and she was acting like I just had a small part. It's not exactly the same thing, but she seemed scornful about my job, as if it was a job to be ashamed to have. That made me feel bad, and she didn't seem to understand that.
If you have any views on this topic, leave comments! For my other topics, I might interview people about them, but I didn't want to interview people about this, since it's kind of personal.

Math Rubrics

8th Grade:
Algebra I Quadratic Equations Project
We already know that a quadratic equation can be written in the form . For the past two weeks, we have been learning how to factor equations in this form. Another form of a quadratic equation is called vertex form and it looks like this:
In this form, the a is the same as in the first form, but the h and the k are different from the coefficients a and b of the first form.
In this project, you will start by graphing the basic quadratic equation and see how it compares to equations with an a, h, k, or all three. You will try to determine how the values of these numbers affect the graph of the equation.
You will begin by learning about the vocabulary of quadratic function graphs. You need to learn the meaning of these words in the context of a quadratic graph: vertex, axis of symmetry, roots, maximum, minimum. You may look these up in a textbook, use the internet, or some other method, but before you continue, you must understand how these words help you to describe the graph of a quadratic function.
Once you know the meaning of these words, you may go to the lab and use the program called Green Globs and Graphing Equations. You will use this program to explore quadratic equations by doing the following:
Start the program Green Globs and Graphing Equations under Sunburst in the program list
Under Programs on the top menu, select Linear and Quadratic Graphs
Under Linear and Quadratic Graphs on the top menu, select Parabolas
Select Easy to Hard and then begin
When you have mastered this, you can hone your skills by playing the game Tracker:
Start the program Green Globs and Graphing Equations under Sunburst in the program list
Under Programs on the top menu, select Tracker
Under Tracker on the top menu, select Start a Novice Game
Select Parabola and Line and then begin
Once you have learned how the values of a, h, and k affect the graph of a quadratic equation, you will create a written report that explains everything you have learned about quadratic equations. You will include graphs to illustrate your conclusions.
Your grade will be based upon your written report. Look below for the requirements of this report:
Vocabulary word definitions
Explanations of the meaning of each of a, h and k in a quadratic equation.
Descriptions of how these values change the shape and/or location of the equation.
Explain how to find the vertex and axis of symmetry by looking just at the equation.
Explain how to determine how many roots the function has by looking at the graph.
Illustrations which consist of accurate and carefully drawn graphs which include the equation of the function being graphed.
A short reflection on how you feel about this method of learning.
Extra credit: Explain how to convert an equation of the form to vertex form by completing the square.

7th Grade:
Name:__________________________________ Section _____________________

Filling and Wrapping Final Project Rubric
Due: Tuesday March 27, 3pm


See Filling and Wrapping textbook page 73 for guidelines

What Points Possible Points awarded
Packages:
Small:
Visual Appeal 5 (+2 for extra credit)
Cost 5 (+2 for extra credit)
Stacking 5 (+2 for extra credit)
Medium:
Visual Appeal 5 (+2 for extra credit)
Cost 5 (+2 for extra credit)
Stacking 5 (+2 for extra credit)
Large:
Visual Appeal 5 (+2 for extra credit)
Cost 5 (+2 for extra credit)
Stacking 5 (+2 for extra credit)
Written proposal:
Cost Estimates 5
Description of packages 5
Explanation 5
Patterns (3) 10
Persuasive argument 5
Other:
Creativity 10
Presentation 10
Neatness and organization 5


Total: 100 points

Total Points:

Additional Notes _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


6th Grade:
Name _______________________________ Section: __________________


Sixth Grade Probability Project

Due: Tuesday, March 27 3PM



You are to create a simple game for your classmates to play that involves spinners, dice, bean bags, playing cards, etc. Once you have created your game, you will test it by playing it over and over again. As you play the game, you will keep track of how many times you play and how many times you win or lose. If necessary, tweak your game and experiment again. In addition to your actual game, you will create a set of instructions that tell contestants how to play your game and a written report that will include:

A description of your game, how you created it, and how you changed it as you tried it out
A summary of your trial wins and losses
A prediction of how many people would win your game if 100 people played.
A reflection about what you learned in doing this project


Grading Rubric:

Game

Appeal 20 pts

Creativity 20 pts

Instructions 10 pts

Written Report 50 pts

Today's reports

First, an interview with Phoebe H. in 6th grade! Phoebe is a choreographer.
She says her job is not the most exciting but still fun. Right now the group is mostly watching rehearsals and taking notes about what they need to work with actors on. The choreography part was REALLY fun. Now that the cast knows their dances fairly well, there isn't as much to do. To get inspiration for the dances, they listened to the music.
Today, at 9:30, the two-year-olds came to watch the blue cast preform the opening number. They are really tiny and cute. They seemed to like it, and some of them clapped. Since they have a puny attention span, they talked a little, but it pretty much captivated them until the end. And Ms. Wilson said that a two year old asked her if they could come back again! :)
From a rehearsal with the red cast this afternoon, I got these thoughts:
I really like how the different casts make the play so different for each of them (I watched the blue cast in the morning).
Also, the costumes are really neat. I'd seen them on hangers before, but it's nothing like actors actually wearing them!
Today at lunch, I had an interview with Ms. Wilson, and Mrs. G. and Ms. Levin added their own comments too.
They said the following comments:
-Lots of grownups/parents are involved and teachers too.
-This is a "realization of a dream" for Ms. Wilson.
-It's so amazing that all the teachers agreed to do this, even Mr. Melshimer.
-Every person is a part of this.
-Ms. Levin said that it's hard to balence roles in the documentory, since the cast gets more of the spotlight than the crew.
-This is like "play" for the teachers.
-Everyone is good at something different.
-Ms. Wilson said that there's NO way she could have done this without Ms. Snyder.
-The cast affects everyone.
-In 6 months, a year, and so on, except for memories, nothing much will be left except for pictures, the documentory and DVD of the show, and THIS BLOG! That stuff will be history! Think about this, videography people, photographers, and ME!
That's all for today. Tommarow I will start to have a topic each day, and... well, you'll just have to wait and see. Ha!

Tech Rehersal

Magistra's rubrics(more like assigments) for 6th, 7th, and 8th graders

Sixth Grade:
Complete chapter 7, #13 and 14
Do Archives
Work on Domus packet

AR: 1. finish Ch. III checklist; see Magistra for keys, as needed
2. Begin pretest if there is time

Seventh Grade:
Finish Chapter 16 translation and check with keys provided
Complete Chapter 16 pretest
Do Archives as needed
GS: 1. Ch. IX: 2F, 2G, 2H, 2I
2. Take Ch. IX vocab. quiz, part 2 when you are ready—see Magistra
HS: continue working on Ch. IX—see Magistra for keys, as needed.



Eighth Grade
Finish Ch. XXI checklist
Do Archives
Begin Ch. XXI pretest, if time
DL: Chapter 23 vocab., derivatives

Mr. Katz's rubics for 6th, 7th, and 8th graders

During tech week for social studies, the assignment for all grades is to continue to work on your debate project. Below is the rubric for all grades.

Debate Activities March 19 to 23


I. Continue to develop your 1AC:


Re-write your 1AC to incorporate the teacher’s suggestions.


Outline your 1AC using the stock issues as major headings, e.g., “Contention 2: Inherency”. Then list the tag for each sub-point, e.g., “Sub-point A: Existing laws.” Show it to Mr. Katz.


Have you clearly supported your contention that there is a problem and that it is significant? (SIGNIFICANCE) YES ____ NO ____


Have you clearly supported your contention that serious harm is being done or that there is a potential for serious harm? (HARMS) YES ____ NO ____


Have you clearly supported your contention that the status quo will not improve the problem? (INHERENCY) YES ____ NO ____


Is your plan clearly stated? (“THE PLAN”) YES ____ NO ____


Have you clearly explained how your plan will solve the problem or at least significantly minimize the harms? (SOLVENCY) YES ____ NO ____


Time your 1AC. Read your 1AC to your partners or someone else. Ask them to time it and critique it. Do this TWICE.


Time #1: ___mins. Time #2: ___mins. Under 8 minutes? YES ___ NO ___


Did you “signpost” your speech to help the judges flow, i.e., did you introduce each argument with the contention and the tag for the sub-point? A Signpost sounds like this: “Contention 2: Inherency. Sub-point A: Existing laws.”


II. Begin developing a defense of your 1AC. Anticipate attacks from the NEG:


Write NEG’s cross-examination questions for your own 1AC. Consider where your 1AC might be weak, and find more support from the core files to strengthen your arguments. Also, conduct independent research to find more evidence. Write up the evidence into cards and incorporate the cards into your speech.


Why is your plan the only one that will solve the problem or minimize the harms?


What are some possible disadvantages, obstacles and risks of your plan? Write down as many as you can think of. The NEG will surely attack these, so be prepared!


1. ______________________________________________________________


2. ______________________________________________________________


3. ______________________________________________________________



Why do the benefits of your plan outweigh these disadvantages?


________________________________________________________________


________________________________________________________________


________________________________________________________________


________________________________________________________________



What is the cost of implementing your plan? How will it be financed?


How long will it take to implement your plan? How long will it take to see any benefits from your plan?


Now pretend that you are NEG. Begin writing cross examination questions for your opponent’s 1AC.


Watch a sample debate online at: http://debate.uvm.edu/watchdebate.html Select one for high schools from the column labeled “Policy Debate”. I recommend this one:


“SCHOOL UNIFORMS”
SAMPLE DEBATE ON 1999-2000 USA NATIONAL HIGH SCHOOL DEBATE TOPIC

http://real.uvm.edu:554/ramgen/debate/PD2000A.RM

(The debaters speak at a slower pace, adequate for you to understand the content and structure of the debate. Title slides are provided to indicate the speaker roles. The debate is presented in two clips.)


See if you can identify the stock issues and the plan presented in the 1AC.


See if you can “flow” the debate.


Pretend you are the NEG. Pause the debate after the 1AC and write down cross-examination questions that you would ask. Then resume watching to see if these questions were asked.


Continue to “flow” the debate.



---------------------------------------------------

NOTE: Your debate core files are available online at www.bakerdemschool.org

Click on “Teaching and Learning” at the top of the page.

Click on “Middle School” at left.

Click on “Social Studies Links” at right of photo.

DO NOT PRINT THESE FILES AT SCHOOL!

Mrs. McKenna's 8th grade rubrics

Your name_____________________


8’s Of Mice and Men Assignment

due by the end of Tech Week to Ms. Levin




Read all of Chapter 6, finishing the novel.


Type a four sentence summary which describes the events, major characters, setting(s) in that chapter, and the resolution of the novel. (The resolution is not just what finally happens. It includes how the main characters feel/act about what happens, in other words, how the conflict is resolved.)


Make a list of at least five new vocabulary words. Look them up and write their definitions as well as etymologies.


Complete the attached Venn diagram which compares and contrasts Lenny and Candy’s dog.


Hand #’s 2, 3 & 4, stapled together along with this cover sheet, to Ms. Levin by the end of the day Friday, March 23rd.






Teachers will be monitoring DSPs during Tech Week. If you have one of those in your schedule, or any free time during the school day that week, you should work on this assignment. Otherwise, it is homework. Either way, you should begin it early in the week so you can have it to Ms. Levin on the 23rd of March.

Your name_________________________________



Vocabulary sheet, 2nd half of Of Mice and Men





Word Definition Etymology
1.





2.





3.





4.






5.






ATTENTION 8TH GRADERS: THERE WAS ANOTHER RUBRIC FOR YOU, BUT I'M HAVING TROUBLE DOWNLOADING IT. I'LL EMAIL MRS. MCKENNA AND HOPEFULLY I'LL GET IT FIGURED OUT SOON.

Mrs. McKenna's 7th grade rubrics

Character Traits brainstorm rubric:
Your Name___________________Traveling Group____


7th Graders’ Tech Week LA Work


During DSP or any “down time” or free time you have during Tech Week, you should do the following work on your Murder on the Orient Express character train car.
1. Choose your character and have him/her approved by Ms. Levin/Mrs. McKenna.
2. Using your notes taken while we read in class, brainstorm on the back of this sheet a written list of all your character’s traits: physical, social, emotional, national, and intellectual, being sure to include all sides of his/her personality.
3. Choose some symbol, metaphorical or actual, to represent each of these traits.
4. Make a drawing of how the inside of the box will be decorated and set up. Be creative: you might want furniture that displays his/her need for creature comfort; decorated walls; pictures of the character’s family that s/he might carry on a trip; clothing they might wear hung on a hook; a book next to his/her bed; etc.
5. Get or make a box in which to portray your character’s character. Shoe boxes work really well, but you can use any kind you want. However, it shouldn’t be much bigger than a shoe box.
6. Choose a place in your advisory or in the LA room to keep the box---- somewhere where you don’t need to ask anyone where it is, where YOU can always find it. BE SURE TO LABEL THE BOX WITH YOUR NAME!
7. Gather the materials you will need to create the finished product, and keep those materials in a bag together with the box in your special place.
8. Using construction materials in the LA room, begin to assemble your finished product.
9. As you finish each step of the process, put a checkmark next to the number as well as the date you finished. This is necessary as you will hand in this form along with your finished box, and it will help you to organize the process.
You will not be able to finish your creation until after we finish reading the novel, as there is much more to know about each character.
But, get started during Tech Week!
BRAINSTORM A LIST OF CHARACTER TRAITS. HAVE YOU INCLUDED THE NATIONALITY? SOCIAL AND EMOTIONAL TRAITS? SECRET TRAITS?

NOW, BRAINSTORM YOUR LIST OF SYMBOLS FOR EACH TRAIT ON THIS PART OF THE SHEET.


TRAIT SYMBOL

CREATE YOUR PRELIMINARY DRAWING. Use a blank white sheet of paper.

NOW, BRAINSTORM A LIST OF YOUR CHARACTER’S TRAITS HERE. DON’T FORGET: SOCIAL, EMOTIONAL, INTELLECTUAL, NATIONAL. YOU CAN USE WHAT THE AUTHOR OR ANOTHER CHARACTER SAYS ABOUT YOUR CHARACTER, HOW YOUR CHARACTER BEHAVES, OR WHAT S/HE SAYS ABOUT HERSELF.















BRAINSTORM A LIST OF SYMBOLS FOR EACH CHARACTER TRAIT. REMEMBER, THESE CAN BE ACTUAL SYMBOLS OR METAPHORICAL ONES. METAPHORS SHOW HOTS!!!

Mrs. McKenna's rubric for 6th grade

Mrs. McKenna sent me SEVEN rubrics! This is the one for the 6's. Sorry I couldn't just put a link to open them, but I'm experiencing some technical dificulties and I had to copy and paste the whole rubric.
Your Name________________ Traveling Group_______

Title of Your Poem_________________________ Poet’s Name__________


6th Grade Steps to Memorize a Poem



1. Choose your poem (12 lines or longer); have it approved by Ms. McKenna/Levin.
2. Write the poem out on paper in long-hand to begin to “feel” it
3. Type it in 14 pt. font, triple spaced, then double check it with a partner to make sure you have copied all the words and punctuation correctly.
Determine the rhyme scheme, if there is one, and mark it off at every line.
4. Determine the rhythm scheme, if there is one, and mark it on every line.
5. Circle all the punctuation.
6. Highlight the words that are “juicy” and you know need extra emphasis.
7. Create a motion for every word in the poem.
8. Using whichever memorization technique works for you (e.g., one line at a time, two lines at a time, major ideas together, stopping at each breath, etc.) memorize both the words and the movements you have created, giving “punch” to those words you’ve highlighted and taking a breath at every punctuation mark.
9. As you memorize, watch yourself speaking the poem out loud into a mirror.
10. Ask someone to hold the poem while you recite it and give you a good critique of how you sound.
11. Practice reciting the poem from one room while your helper is in the next room, so you will get used to projecting your voice.
12. Put a check next to each of the numbers above as you have completed that step in the process. You will be handing in a copy of your annotated work along with this sheet, because every single step must be accomplished if you are to do your very best job of memorization and presentation.

Reheral updates and more!

Art/prop group:
Most of the group is observing a rehersal (observations and more to follow) to see how the props are working. They made a costume for the fashion show, only to find out that it couldn't fit through the stage door! They are working on resizing it. They are "touching up" a cabinet, making crowns, and working on fixing the costume.
The gates, throne, tree stump, and mirror are downstairs in Carlson and being used in the rehersal.
Rehersal updates/observations:
This was the major event (at least near the beginning of the time while I was there): Ms. Wilson opened the door that used to lead to the cafitera to get freash air and everyone who didn't already know discovered that it lead to outside! WOW.
When I arrived, the rehersal was in full swing. The orchestra is even here! Wow. Ms. Wilson is alternating casts to give everyone an "equal chance". The actors/actresses know their lines fairly well, if you're talking about the amount of time they've had. Oh! They just brought on the throne. It looks REALLY cool!
Last but not least, an interview with a member of the orchastra: Erik B.! (I also talked to Noah P., but he wanted me to say, "comments by Erik." Which is actually true.) Erik said

Instructions for commenting

NOTE: THIS SOMETIMES WORKS AND SOMETIMES DOESN'T.
To comment on a particular post, scroll down to the bottom of it. Usually it will say the number of comments that post has. If it says that, just click on it and you will see a screen where you can leave a comment. If it doesn't, sorry, it doesn't work. Try it again after a while if you are really intent on posting a comment. :)

The rubrics are coming! The rubrics are coming!

Attention students and parents!
I just emailed all the middle school teachers (Math, Language arts, Social studies, Latin and science) and asked them to send me a copy of the rubric for the projects they will be assigning next week. I also asked them to send me (if possible) a description of the assignment. I will be posting this information as I get it.

Ticket info!

Correction: We've sold OVER $600 worth of tickets. Sorry!

Yawn. Sigh. Sound of keyboard keys clicking. Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking. Yawn. Sigh. Sound of keyboard keys clicking. Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Sigh. Sound of keyboard keys clicking.Yawn. Yawn. YAWN.
OK. That's the sound(s) I'm making while I sit here.
Today during advisory(instead of advisory) the 6As and one of the 7th grade advisories went to Mrs. McKenna's room, and I'm not sure where the other 6's and 7's went, but they all heard the (pretty much) same thing. Today we got a schedule of next week, TECH WEEK! For anyone who doesn't know, tech week is when there aren't any regular classes, just working on the play, and study periods. Each of the teachers are assigning a project to do during this week. I feel sorry for the cast! They won't really have any study periods. And I have to go to a fair amount of the rehearsals! (To report if someone fell off the stage and broke their leg or something). Wish me luck! Anyway, each student got a schedule of next week, which is sort of strange. I'll summarize it as best I can without it in front of me.
Firstly, we have a morning advisory, where the advisor takes attendance, and the students reflect and write out what they have to do today.
Second we have working on the play. If you don't have anything to do, you can go to the study hall. (In Mr. Katz's room).
Next we have another advisory. Here we sign up for an activity(movie, study hall, or quiet visiting.)
Fourthly we have lunch and recess.
After recess, we go to the activity that we signed up for in advisory to have a "calming" period.
I think this is right, but don't kill me if I'm wrong. Lastly we work on the play (once again, if you have nothing to do you go to study hall) until the end of the day.
That's a busy day in the life of a middle school student who is trying to survive through tech week. The casts have it a bit more hectic. I'm not going to go into that now, because I don't have the schedule with me, so I can't give you details. Most likely I'll post that tomorrow. GTG. I'll possibly post more later!

Tickets!

Peoples! Buy tickets! And I mean RIGHT NOW! We've sold over $500 worth of tickets! Buy tickets before they sell out!

Comment Restrictions

AS OF TODAY, MARCH 13TH, COMMENTS CAN'T BE POSTED ON THIS BLOG. SORRY FOR ANY INCONVENIENCE.

Pins... and needles... and COSTUMES! Oh my!

Hi! Here's today's question: Are you happy to be at school... or not? Just kidding. That's not the question. Anyhoo, is anyone curious to hear about my job? Probably not. I'll tell you one thing anyway. I have 16 things left on my to-do list out of.. 16. Oh well. I have an hour everyday this week plus the WHOLE next week to get that stuff done. So... drumroll please... this is TODAY'S QUESTION!!!!!!!!!!!!!!!! And... today's question is... um, well... Do you have any idea about the progress of other groups? Do you care? Sorry, I lied. Two more questions.
1. What, in your opinion, is the purpose for this blog? Is there a purpose?
2. Do you think that we'll be completely done with this HUGE process by March 26Th? That's the Monday after tech week! OMG. That's in 2 weeks from today!

You might be wondering why I chose the title "Pins... and needles... and COSTUMES! Oh my!" There's a reason besides that I like it. Today's report is about: The costume group! Yipee.
The members of the group are: Audrey R., Nancy F., Genna (I hope I spelled her name right), and Julia ( in 7th grade). Ms. Kolman is the teacher "supervisor." The fabrics are really cool. Ms. Kolman is going to show them how to do button holes. And lastly, I think they have a cool sewing machine.
Short report. I know. Sorry!

Stuff from Ms. Wilson

Below are link(s) to the scene breakdown. I think the easiest way to view it is to view as HTML-- the computer just opens it up on a new window.

View as HTML Open as a Google spreadsheet Download
Here's a link to the ticket order form in case you lost yours. Or "can't find it". In my opinion, they're the same thing.
View as HTML Download
Once again, I think that viewing it as a HTML is the easiest.
I'll try and post more "progress" on the play later today. Since we have practically the whole day, I'm not having problems with time management or anything like that. But I don't have a sense of humor today either, so my "jokes" will probably be pretty lame. Sigh.

No title

Hi! Since I would really like people to post comments and look at this blog more, I've decided to ask a question (or try to) about the play and see how many comments I can get. Hopefully every day. That way everyone who looks at the blog can find out more about our progress too. I really had no clue that we are as far along as we actually are! But... since I'm stuck in the computer lab for an hour, and I'm not exactly surrounded by people talking/gossiping about the play. I guess it's probably better. Unless there are little midgets in the lab, I have quiet for the most part. Good. I guess. So... here's todays question. Drumroll, please. Okay. Now I have to actually think of the question. Think... think... ok. Here it is. Drumroll. And the question is:
What is your favorite part of your job and/or simply working on the play?
Answer this question RIGHT NOW! Just kidding. But please (times 500000 million) leave a comment on this question. Thanks!

I couldn't think of a title for this post. Oh well.

Here's Ms. Sharlene working with the art group on making a pillow (with which she wacked me on the head with right after she finished) for one of the props.

The art group is working on creating some cool props which include pillows, a cross-stitch thing that has a cute little doggie on it, and even more stuff! Pictures of them working (yes, even more) will be posted soon!

New information! Yipee!

I've been observing people and their groups working and I took some pictures of them. They happened to think I was a spy, for who knows what reason. I wasn't acting that suspicious. Or was I...

Anyhoo, back to the point. I'll be posting some more pictures. (You might ask me, when? Well, just to annoy you, I won't tell you. Tee-hee. Hah! I bet you couldn't care less, right? Too bad for you. I, on the other hand, get to be happy and also bored because nobody except for Ms. Wilson and Erik B. have written comments so I happen to think that maybe no one is reading this. If you are, give me a sign. [SILENCE.] Okay, I don't think you're reading this. Oh well. It's not THAT boring to do this if you like to type and sit in front of the computer all day. More like for an hour. Did anyone else hear that on Fridays we have to work on the play from 10:45 AM to 3:10. Is that happy :) or sad :( ? Good question, Mia. I'll just have to wait and see... and so will you.

NEW IMPORTANT MESSAGE JUST ARRIVED FROM THE ART GROUP! THEY SAID THEY DON'T NEED AS MANY CLOTHES AS THEY FIRST THOUGHT. THEY ALSO SAID THAT THEY HAVEN'T BEEN GETTING MANY OF THEM ANYWAY. SHAME ON YOU PEOPLE. HUMPH.

I suddenly feel like I'm just blabbering away about pointless stuff. I've actually felt that emotion before, but not when I'm working on the blog. Am I blabbering away about pointless stuff or not?! I think so. Do you??

Above is a picture of part of the cast working on their dance while attempting to sing.

Here's a (sorry, it's sort of dark) picture of another part of the cast working on their dance while singing. I believe this the scene when the KID meets Shyster, who's new, complicated name I'm not even trying to remember. The song-- I think-- is called "Opportunity".

Here's a picture of the sketches for the costumes-- except for the KID-- and I think they are REALLY cool.

Another Announcement

A few days ago, there was an important announcement from Anna G., 6th grade's group. We still need some accessories for the stage, like sunglasses or/and shirts, etc. They have added this note: The shirts must be not plain, but not too sparkly, etc., so they won't attract attention away from the actors/actresses. Thanks, and PLEASE donate stuff!

March 2007 Calender

March 2007
Cast –prepare to stay through lunch and recess on Fridays.

March 1. Slave to Fash 2. Parents song. CARLSON-Forest scene 2.
1choreography- cafeteria-tba
Carlson-Mr. Hensley with Abby, Sid,Julian, Chris P.
March 2 advisory time:
Run scenes 1-4 stay through lunch to finish.
1pm/SM’s mtg
pm-run 1-4 s1pm 1.
Note: xtra reh
Tues-12:34-1:04 Emma/Olivia
Wed: 9:15-9:55 Solveig and Jon
March 5 review songs sc 5, then block scene 5
March 6 12:34-1:04 sc 6
Opportunity/ Beck/cafe
Wil/Sny work scene 5 til it shines!
March 7 9:15-9:55 sc 6
Scene 7-the lock
2:45 block fashion show only
March 8 Scene 8 Fashion show and epilogue
March 9AM run thru 5-8 thru lunch/recess to finish
PM run thru 5-8
March 12
Load in lights and set
PIANO MUST BE GONE TODAY
Hang and focus
March 1312:34-1:04 sc 6
continue hang and focus
Dry tech-can we stay after school?
March 149:15-9:55 sc 6
cue to cue with actors and crew
red
March 15
Cue to cue blue cast .
Costume fittings and photos.
March 16 sing thru
music rm-blue
run thru scenes
Carlson-red
Then flip.
Chorus-Carlson
Music room red
Carlson blue
March 19
Tech touch-up
Run-thru w/piano
Pm trouble spots TBA
March 20
Run thru with orch and tech
March 21
Am tba
1st dress rehearsal
piano only 1pm
March 22
Run chorus-am
dress rehearsal-1pm
March 23
dress rehearsal
March 24
March 25
Final Dress
12:30--6
Carlson
March 26
Opening-Break a leg!
Performance-blue
7pm
Carlson
March 27
Performance-blue- 7pm
Carlson
March 28
Performances
Blue-1:30 and red-7pm
Carlson
March 29
Performances--red
1:30 and 7pm
Carlson
March 30 STRIKE SET
March 31

This format is a little confusing--sorry! Since I didn't have a calender with me, the weekends might be on here. Please forgive me!! :) Ms. Wilson is also going to send me a scene breakdown, and I'll post that as soon as I get it. If you have any questions, please ask Ms. Wilson, not me. Some of the things are a little confusing.

New Interviews/ observations

Today the video group interviewed the Shyster character (now called Argutes) and Ariella E. from the chours.
I also observed the choreagraphy group working (or should I say, attempting?) to teach the mom and dad their dance for the song which I think is called "The Emperor's Clothes", but I'm REALLY not sure, so if I'm wrong don't belame me. The group is using the actual music. The dance, in my opinion, is pretty cool, and it obviously took some work to put together. Unfortunatly, it's kind of hard to sing loudly over loud music, while dancing, with about six people staring at you, and as if things could get any worse, people screaming at you over loud music and a piano playing and other people singing PLUS someone filming you. :) It MUST be hard!