Wednesday, October 31, 2012

Senior English class--Important Notice

Thursday, Nov. 1--go to the second floor Tech Center for a "final" day to work on your scenes with your partners. These scenes will now be due on Tuesday, November 6. Make two copies, one to hand in and one (without your names on them) for peer evaluation.

Friday, Nov. 2--bring your literature books to class for class discussion on Hills Like White Elephants. Come prepared with 10 perceptive questions and/or comments.

Nonfiction novel reports will be due on November 12, this giving you an additional week to complete. 


Tuesday, October 30, 2012

Ch-ch-ch-ch-changes in English Class This Week

Hurricane Sandy will change our school week dramatically. Pray for those still feeling the effects of the storm.

Seniors---come to class tomorrow, not the Tech Lab. It's Senior Retreat Day. In class you'll be able to read your nonfiction book, read Hills Like White Elephants, review your essay with me, or work on your scenes.

Sophs--we'll study Ben Franklin tomorrow. JFK will have to wait until Thursday at the earliest. We also have to do some vocab work.

Here's a song from my era that you might enjoy: Changes, by David Bowie.

"Look out, you rock 'n rollers/ Pretty soon now you're gonna get a little older."


Friday, October 26, 2012


Soph Vocab Unit 4 Sentence Homework

Students in both the blue and yellow sections should post their ten sentences here using words in unit 4.

Same instructions as always: give context clues of restatement, compare/contrast, and inference.

Complete before class on Monday, October 29. 

Dialogue worksheet example

Here is an example of the length and depth of what you should hand in today at the end of class:


A high school-college age couple is driving in a car on I-95 on their way to Philadelphia. The setting is important because their actions, and perhaps what they say, are somewhat restricted by the condition of traveling at a somewhat high speed in a car. The girl, Kristen is driving. This is important, as you might see at the end of the scene. Kristen and her boyfriend Mike (or Michael) argue over what they are going to do during their day together in Philly. At first, both are a little unnerved with the other, but they work out a compromise that involves just a little give-and-take from both sides. 

Senior Lab Day and Next Week's Schedule

Today in class

Work on your scenes. They will be due next Thursday. Hand in your dialogue worksheet (given to you yesterday) by the end of class.

Be sure to check the Schoolsville post about writing and punctuating dialogue.

Remember: there are student sample scenes from previous years on StudyWiz that you should read. 


Next week

Monday: report to the Tech Lab to work again on your scenes.Read Hills Like White Elephants and prepare 10 questions/comments for class discussion on Tuesday.

Tuesday: Hills Like White Elephants discussion in class

Wednesday: Hills discussion continued

Thursday: Scenes due for peer evaluation. Make two copies of your scene, one without your name on it so that your paper can be evaluated anonymously.
 



Seniors: Punctuating Dialogue


When you write dialogue, be sure to punctuate it correctly so that your readers can see who is talking and where a line of dialogue begins or ends. The rules for using quotation marks, commas, and end marks of punctuation are listed below.


    Use quotation marks before and after a character's exact words. Place a period inside closing quotation marks.


    "Peter and Esteban are joining us."


    Use a comma to set off the speaker's tag (he said) from the beginning of a quotation. Place the comma inside closing quotation marks when the speaker's tag follows the quotation.


    Harry said, "Come on, Ray. It'll be fun."
    " Let's go," Gilda said.


    Use quotation marks around each part of a divided quotation. Remember to set off the speaker's tag with commas.


    "I'm not sure," said Ray, "that I feel like it."


    Place a question mark or an exclamation point inside the quotation marks when it is part of the quotation.


    "When will we be back?" Ray asked.
    " Hooray!" said Debbi.


    Place a question mark or an exclamation point outside the quotation marks when it is not part of the quotation.


    Did I hear Ray say, "Okay"?
    I can't believe he said, "Okay"!


    Start a new paragraph when you move from one speaker to another.


          "How long a hike is it?" Ray asked. "I don't know whether I have the energy to make it. I'm suddenly feeling really out of shape." 

         "I think," said Iris, "that it's about seven miles to the top."

      Tuesday, October 16, 2012

      #5 SOPH journal--Jim Valvano: Laugh, Think, or Cry



















      Since the first marking period is coming to a close, I won't ask you to respond to this blog online. 
      However, your written response will be the fifth and final part of your first quarter Schoolsville journal. Hand in these five journals on Wednesday, Oct. 24, stapled together as one document, in the order in which they were given: #1 Favorite Work of Art, #2 Conceit, #3 God's Providence, #4 The Puritan Legacy, #5 Jim Valvano. Do NOT use an MLA heading, but DO double-space your text. This journal will be worth 50 points, so do your best work. 
      Here's the final post and your assignment that follows:

      Jim Valvano coached the North Carolina State Wolfpack to an upset victory in the 1983 NCAA men's basketball championship game. Valvano parlayed this victory along with his gift of public speaking to become one of the most likable and recognizable coaches in the land. A year later, I had the pleasure of listening to Valvano speak to a group of Delaware high school basketball coaches at an All Star banquet in Dover. Leaving the banquet hall that night, I thought to myself, "This guy is a natural born world shaker." Or something like that. He was THAT impressive.

      Though his future teams were always competitive, North Carolina State would never come close again to matching the success of the fantasy 1983 season.

      Then came the tragic news in 1992 that Valvano had developed cancer, his toughest and most insidious foe yet. Only ten years after his national championship, his body ravaged with cancerous tumors, Valvano was fighting the disease hard, not only to win his own battle, but also to get donations for cancer research. ESPN awarded Valvano the Arthur Ashe Courage Award in 1993 at its annual ESPY's award banquet.  Valvano, an inspirational coach, was probably even a better public speaker, and his speech at the ESPYs will make you laugh, think, and cry--three things--according to Valvano, that you should do every day.

      Valvano announced the beginning of the Jimmy V Foundation in his ESPY speech. It's still active and important today, annually raising millions of dollars to fight cancer. An early season NCAA men's basketball tournament benefits the cause. 

      Your assignment: listen to the speech again (click on this link) and read the words to the speech at this link. Write your journal by responding to one or more of the following prompts:

      1. What are the best parts (lines) of the speech? Why? Point out rhetorical devices to support your ideas.

      2. Tell me about the best 'pep talk' that you've ever received. Make sure to discuss the speaker, the situation, the audience, and the speaker's technique. Cite lines from the speech if you can.

      3. How do you laugh, think, and cry each day?

      4. Relate a personal story to any topic discussed in the speech.

      5. Analyze the speech according to pathos, ethos, and logos.

      Senior journal #5--Cheesy Movie Dialogue











      This is the final blog/journal for the first marking period. You do NOT need to post your response, but you do need to print your response to hand in with your other four journals on Wednesday, October 24. Staple all five journals together in the order in which they were assigned: #1 personal essay warmup, #2 old fashioned stories, #3 Vermeer or Degas?, #4 John Updike interview, and #5 cheesy movie dialogue. Each response should be a minimum of 200 words and is worth ten points.

      Here goes:

      I'll proudly pronounce that no melted real cheese tastes better than Velveeta, the processed food substitute that to me, out cheeses the real thing. You could slop on that velvety yellow goo on anything, even broccoli, and you'll get my taste buds standing at attention. Put it on a Geno's cheese steak in South Philly, and well, my buds are marching while my jaws are munching.

      My plebeian, if not bad, taste, does not begin and end with food. Quote Shakespeare if you want to impress the OTHER English teachers 'round here; I'm a sucker for a cheesy movie line. The cheesy movie line, like its  Velveeta counterpart, isn't REAL, but boy is it GOOOOOOD.

      Come on. Admit it. When you're watching a movie for the umpteeth time, you patiently wait for your favorite cheesy bits of dialogue as you smile, or roll on the floor in hysterics, or maybe even grow sad for a moment, or pump your fist with emotion. It doesn't matter that the lines seem so unrealistic, so contrived, so cheesy. They're infinitely satisfying.

      So you say you need some examples? Well, from my era, I've got ...

      "No one puts Baby in the corner!" (Patrick Swayze says this to Baby's dad in Dirty Dancing) Swayze continues to heap on the sauce: "I do the last dance every year, and I'm going to do it again this year. Except I'm going to do it my way." In my younger years, I've used these words as a (not-so-cool) "line" whenever I saw a pretty girl sitting in the corner at a wedding. 

      "I'm the King of the World." (Leonardo DiCaprio in The Titanic) Dream on, Leo. Tomorrow morning you'll still be down below with the rest of the hired help. Cheesy, yes, but my Leo imitation at the top of the library steps cracks up everyone  but Mrs. Hadjipanayis.  

      Even so-called "real" mobster movies aren't exempt. In The Godfather, for example, a chubby hit man by the name of Clemenza blows out someone's brains and then instructs his gang, "Leave the gun, take the cannolis" (an Italian dessert pictured above). If you're lucky enough to get your hands on these Italian treats, you must work in this movie line into the conversation. 

      Dialogue in movies, drama, and prose, for that matter, isn't always very realistic. That's the great illusion. No one WE know would ever talk as they do in the movies, or even as they do in novels, but given the boring alternative, we also know that we want our characters to talk EXACTLY as they do.

      Good dialogue may sometimes get a little cheesy, but at least it is NOT ordinary. To me, the trick is to write extraordinary, fascinating, or at least, interesting dialogue, and make it SEEM entirely natural for the situation. The pros, in any profession, make the difficult look easy: Albert Pujols hits a home run as Luciano Pavorotti used to hit the high notes--with ease.

      So when you read, watch drama, film, or TV, listen carefully to the dialogue and then think about its purpose within its scene. It creates character, conflict, dramatic tension, moves the plot along, or makes us laugh, cry, and get angry. It sounds real although we know it's completed fabricated. F. Scott Fitzgerald once said that all fiction is about character, but to me, it's dialogue that makes or breaks a good story.

      Assignment: Write about your favorite movie lines, their cinematic origins, their speakers, and why you love them so much in 200 words or more. Your writing can be heavy on the cheesy lines and light on the explanation or vice-versa, but I don't want you to give me mere lists. If you're not into movies, choose bits of dialogue from your favorite books or stories.

      Sunday, October 14, 2012

      Seniors #4 journal: Due Oct. 18--John Updike, The Born Writer
















      Your first assigned short story, The Lucid Eye in Silver Town, is a partially autobiographical account of its author, the young John Updike. Jay, the young boy in the story, is from some "hick town" in PA, as his father says in his sad, self-deprecating manner; Updike himself hailed from Shillington, a small town close to Reading, PA. Before he passed away in January 2009 at the age of 76, Updike was still reading and writing as much as ever.

      Once a young man frustrated with a stalled career as a cartoonist, he tried his hand at fiction. His description of his first effort to write should encourage those of you who are intimidated or insecure in your own ability: "It's like sort of a horse you don't know is there, but if you jump on the back there is something under you that begins to move and gallop. So it's clearly a wonderful imaginary world that you enter when you begin to write fiction."

      Updike went on to achieve the rare daily double of both popular and literary success, his novels read equally on airplanes and in college classrooms. His greatest gift was his ability to make us care about everyday people doing everyday things, a trait that makes him particularly American, this celebration of the common man.

      Visit this web page and read the Updike interview.
      The entire interview?

      Well, read as much or as little as you need to in order to respond to this prompt:

      Respond to any one or some of Updike's interview answers in this interview. He talks about a variety of subjects: his childhood, his experience with teachers, his early appreciation of reading, his writing theories, teaching a creative writing class, the reality of the American Dream, etc. You may merely respond in a agree/disagree--like/dislike manner OR relate his (and your) responses to "The Lucid Eye in Silver Town."

      This represents one exercise in the "critical" side of the course. You might not find this journal or Updike's interview particularly exciting, but I'm hoping that you at least find it insightful. Let's face it. When was the last time you read serious musings on fiction from a serious writer of fiction? Maybe never?

      Remember, write an minimum of 25 blog lines or 200 words.

      SOPHS Journal #4 due Thursday, Oct. 18: The Puritan Legacy: Blue Laws and Honor Codes
















      In 1723, Jonathan Edwards wrote seventy resolutions for personal growth that he reviewed once per week.

      Here are two resolutions that I'd like you to examine:

      Resolved, never to speak anything that is ridiculous, sportive, or matter of laughter on the Lord's day.

      Resolved, never to speak evil of anyone, so that it shall tend to his dishonor, more or less, upon no account except for some real good.

      Puritans kept the Sabbath, the Lord's day, holy. This meant not only attending services and suspending the daily workload, but also, in some communities, observing a more strict code of conduct that forbade activities like dancing. Some of these laws remain on the books today --they're known as Blue Laws, laws that essentially legislate old-fashioned religious beliefs.

      Puritans also believed in public censure, publicly and formally naming, condemning, and sometimes banishing sinners and criminals. So it was perfectly fine "to speak evil of someone" if "some real good" would come from it--like the discovery of a cattle thief, a cheater, or even a witch. Some schools, mostly religious and service academies (like Brigham Young University and West Point), have honor codes, where the entire school community is in charge of policing virtues like honesty and chastity. What you might call "snitching" might be considered a moral duty to keeping the community clean.

      Respond to one of these three prompts:

      1. Research blue laws and/or honor codes to find where they are still present today. Even better would be to find recent news articles where these legacies of Puritanism have been tested (hint: try Google News). Write a synopsis of your research. 

      2. Discuss the pros and cons of any one blue law or honor code that you have found through research. 

      3. If you're a man or woman more interested in providing solutions than in researching problems, then, as an alternative assignment, tell me how you think an honor code (one that promotes academic integrity and NOT stealing) might (or might not) work at St. Mark's. Got integrity, anyone?

      Wednesday, October 10, 2012

      Sophs Journal # 3--due Thursday, Oct. 11





      Listen carefully to this video of Mr. Jerry Falwell, a minister and founder of Liberty University; and Pat Robertson, a former minister and televangelist, speaking two days after the 9-11 catastrophe (the text of the video appears below).


      Both men had (Falwell is deceased now) strong, conservative, religious opinions: anti-abortion, anti-gay, and anti-feminists. Both men fought for allowing prayer to be said in public schools. The ACLU [American Civil Liberties Union, the group to which the men refer] fought to keep prayer out of public schools, so they were seen as enemies of God by Robertson and Falwell. This is just a brief summary to explain the political and historical context of the two men's words.
      Robertson and Falwell are firm believers in God's providence--God as the provider and God as the punisher, too. They are not unlike the early Puritans in this way.

      Here is a transcript of the video (with some additional words before the video begins):
      JERRY FALWELL: And I agree totally with you that the Lord has protected us so wonderfully these 225 years. And since 1812, this is the first time that we've been attacked on our soil and by far the worst results. And I fear, as Donald Rumsfeld, the Secretary of Defense, said yesterday, that this is only the beginning. And with biological warfare available to these monsters - the Husseins, the BinLadens, the Arafats--what we saw on Tuesday, as terrible as it is, could be minuscule if, in fact--if, in fact--God continues to lift the curtain and allow the enemies of America to give us probably what we deserve.
      PAT ROBERTSON: Jerry, that's my feeling. I think we've just seen the antechamber to terror. We haven't even begun to see what they can do to the major population.
      JERRY FALWELL: The ACLU's got to take a lot of blame for this.
      PAT ROBERTSON: Well, yes.
      JERRY FALWELL: And, I know that I'll hear from them for this. But, throwing God out successfully with the help of the federal court system, throwing God out of the public square, out of the schools. The abortionists have got to bear some burden for this because God will not be mocked. And when we destroy 40 million little innocent babies, we make God mad. I really believe that the pagans, and the abortionists, and the feminists, and the gays and the lesbians who are actively trying to make that an alternative lifestyle, the ACLU, People For the American Way--all of them who have tried to secularize America--I point the finger in their face and say "you helped this happen."
      PAT ROBERTSON: Well, I totally concur, and the problem is we have adopted that agenda at the highest levels of our government. And so we're responsible as a free society for what the top people do. And, the top people, of course, is the court system.
      Respond to one of the three prompts:
      1. Do you agree with or disagree with Falwell and Robertson? Explain your answer in a thoughtful response. You may choose to discuss any or many of the ideas that they expressed in this video.
      2. Relate a personal story in which you believed God played an important role in answering a prayer.
      3. Discuss an incident that occurred in American history where someone, or some group of people, were persecuted for their religious beliefs OR for not having any religious beliefs. Explain your feelings on this incident.

      Friday, October 05, 2012

      Seniors and Sophs Weekend Homework


      Seniors homework

      Read A & P (in your text book) and come to class Wednesday, Oct. 10 with at least ten good questions and/or comments. Focus especially (but not only) on the narrator’s language.

      Complete the journal #3 Degas or Vermeer: Who has the more lucid eye? before Thursday, Oct. 11.


      Sophs homework

      Read pp. 81-91 on Jonathan Edwards for Tuesday’s class. 

      Complete your vocabulary sentences (and Xtra credit) during class on Friday OR complete before the weekend!

      Bring your vocab book to class on Tuesday. Vocabulary quiz on Wednesday. 





      Senior Lab Day: October 5 Spirit Day (post before the end of class)




      Making the Ordinary, Extraordinary


           What makes John Updike a successful 20th century author is his ability to "make the ordinary, extraordinary." He takes ordinary characters and places them in ordinary situations but still manages to create interesting, if not "extraordinary" fiction.
           Draw upon your experiences at your job OR your school to answer any ONE of the following lettered prompts before the end of class. Don't worry about writing style too much with this assignment--just write freely. This is NOT a journal, but a class assignment.

      Answer any one (1) of the questions from Part A or Part B.Complete before the end of class. 

      Part A (for those of you who have worked a job)

      Answer any ONE of these in a few (6-10) sentences. Answer a question that might have a somewhat "interesting" answer that could be woven into a short story.

      a. When you aren't busy, what do you do at work to pass the time?

      b. Tell me about a situation that occurred to you at work that might be woven into a short story.

      c. How you ever had to do something at work (in a position of authority) that you didn’t want to do? Did you do it? Why or why not? Did you learn anything from the experience?

      d. Have you ever quit a job? Been fired? Tell me about it.

      e. Tell me about one of your co-workers or boss. Describe him or her in an interesting way. Is there some some line or phrase that he or she says that is interesting, clever, funny, etc.

      f. Describe your customers, clientele, etc. in an interesting way. Do you have nicknames for any of them? Do you recognize certain "types" of customers?

      Part B (observing St. Mark's High School)

      Answer any ONE of these in a few (6-10) sentences. Answer a question that might have a somewhat "interesting" answer that could be woven into a short story.

      a.Tell me about a real-life person at St. Mark’s who would make an interesting fictional character for a story or novel. Explain why (description, what he does, what he says, what others think about him, etc.). Do not be critical or mean in your choice or your explanation.

      b.Tell me about a situation or scene or event that has happened at St.Mark’s that could be the basis for a story. Do not be critical or mean in your choice or your explanation.

      c.Tell me about a place (setting) at St. Mark's that for some reason, would be a natural but also interesting setting for a story. For instance, the Spirit Day Pep Rally.

      d.Describe some particular group of St. Mark's people in an interesting way---your lunch table, your theology class, the science department, etc. Do not be critical or mean in your choice or your explanation.


      Thursday, October 04, 2012

      SENIORS Journal #3: Degas or Vermeer? Who has the more lucid eye? due Oct. 11


                                                                 The Star 1878 Edgar Degas


















      The Milkmaid 1658-1660 Johannes Vermeer oil on canvas

       

      The Girl With The Pearl Earring (not dated) Johannes Vermeer


             In John Updike's The Lucid Eye in Silver Town, Jay and his Uncle Quin have a minor disagreement over which artist is better--the Dutch Master Johannes Vermeer or the French Impressionist Edgar Degas. The disagreement not only reveals Jay's early development of arrogance (he haughtily pronounces, "In terms of paint, I think Vermeer makes Degas look sick"), but also reveals something about Updike's own artistic vision. Assuming the young Jay might be a young John Updike (both showed early interest in fine art) and knowing Updike's typical characters and heroes,  one can assume that Updike's choice of Vermeer as Jay's favorite artist was carefully chosen. Like Vermeer, John Updike often makes the ordinary character his subject. Often bathed in a beautiful light or doing their jobs with concentration and care, Vermeer's ordinary servants and common laborers look extraordinary; likewise, Updike's heroes are common people dealing with common problems in uncommonly, extraordinary short stories and novels. Remember this: the modern writer, the modern artist, often attempts to make the ordinary extraordinary. The classical writer and artist had no use for the common man, peasant, serf, groundling, and certainly few women. His job was to write poems and plays about kings, nobles, religious leaders ... you know, the people who really mattered. That's what Brit Lit was all about, wasn't it, up until your study of Wordsworth and Shelly and Coleridge? 

      Now let's move on to our writing task. But first some questions.
      Which one of the paintings (shown above) do you prefer?

      Why?

      How does the painting make you feel upon first glance?

      What "story" does the painting tell?

      Try to think about the painting in terms of its title, historical context, subject/theme, characters, color, light/shading, composition/perspective, symbols, and tone.
      If neither of these four paintings appeal to you, choose another by Degas or Vermeer (you can easily find them online).
      Write a good solid paragraph (10-15 sentences), focusing on any OR many of the questions or points of analysis that I've noted to respond to one of these prompts:

      1.Why do you "like" one of the paintings, or "prefer" it to one of the others? Do not be intimidated if you do not understand too much about artistic composition.

      2. You are one of the characters in one of the paintings. Write a 250 word minimum interior monologue where we can "hear" your thoughts as you converse with yourself (in the first person) in the setting provided by the painting.

      3. Compare and contrast the Degas paintings with the Vermeers. Which artist do you prefer? Why?

      You should discuss these ideas with someone in class today. You MAY collaborate in writing and posting one assignment for the both of you. Post before Thursday, October 11.

      Beware. If you work with a partner, you're both responsible for posting on time. No excuses.  

      SOPHS BLUE: Vocab Unit 3 Lab Work and Xtra Credit

      Post ten (10) sentences using your vocabulary words correctly, giving clues to the meanings of the words within your sentence.

      SPECIAL DIRECTIONS:

      Baker through Irons, write sentences using words 1-10.

      Kacmarcik through Williams, write sentences using words 11-20.




      Here's your chance to earn 2 bonus points for all of your classmates.

      If you correctly answer (as a class) 12 of these trivia questions, you will all earn 2 extra credit points.

      Feel free to use the Internet to search for many of these answers.

      Copy and paste these questions into your "comment" box and then provide the answer after each question.

      1. What bishop first developed the plan to build a Wilmington diocesan high school ?

      2. Name at least six current teachers whom Mr. Fiorelli taught at St. Mark's.

      3. What are the first four lines of the alma mater?

      4. Johnny Neel helped to co-write the alma mater. What famous rock band did he later play with?(not the eponymously named Johnnny Neal Band!)

      5. Who was the first principal of St. Mark's?

      6. Who is the library named after?

      7. What alumnus teacher scored the first goal in the history of St. Mark's soccer?

      8. What famous St. Mark's grad is a famous chef who owns a string of restaurants in Seattle?

      9. Name at least one St. Mark grad who played pro football.

      10. Name at least one St. Mark grad who played pro baseball.

      11. What Class of '06 grad competed in the 2012 London Olympics?

      12. What St. Mark's grad is an United States Congressman?

      13. What St. Mark's teacher was State Basketball Player of the Year twice?

      14. Name at least three St. Mark's teachers who are graduates of Salesianum.

      15. What club at St. Mark's works with the Delaware Foundation Reaching Citizens with Cognitive Disabilities?

      SOPHS YELLOW--Vocab Unit 3 Lab work and Xtra Credit

      Post ten (10) sentences using your vocabulary words correctly, giving clues to the meanings of the words within your sentence.

      SPECIAL DIRECTIONS:

      Blackwell through Hoffman write sentences using words 1-10.

      Kasehagen through White, write sentences using words 11-20.

      Here's your chance to earn 2 bonus points for all of your classmates.

      If you correctly answer (as a class) 12 of these trivia questions, you will all earn 2 extra credit points.

      Feel free to use the Internet to search for many of these answers.

      Copy and paste these questions into your "comment" box and then provide the answer after each question.

      1. What bishop first developed the plan to build a Wilmington diocesan high school ?

      2. Name at least six current teachers whom Mr. Fiorelli taught at St. Mark's.

      3. What are the first four lines of the alma mater?

      4. Johnny Neel helped to co-write the alma mater. What famous rock band did he later play with?(not the eponymously named Johnnny Neal Band!)

      5. Who was the first principal of St. Mark's?

      6. Who is the library named after?

      7. What alumnus teacher scored the first goal in the history of St. Mark's soccer?

      8. What famous St. Mark's grad is a famous chef who owns a string of restaurants in Seattle?

      9. Name at least one St. Mark grad who played pro football.

      10. Name at least one St. Mark grad who played pro baseball.

      11. What Class of '06 grad competed in the 2012 London Olympics?

      12. What St. Mark's grad is an United States Congressman?

      13. What St. Mark's teacher was State Basketball Player of the Year twice?

      14. Name at least three St. Mark's teachers who are graduates of Salesianum.

      15. What club at St. Mark's works with the Delaware Foundation Reaching Citizens with Cognitive Disabilities?