Seniors #2 journal: Your Good Place (due December 3)

POST BEFORE TUESDAY DECEMBER 3

I'm not always up to date on the most novel vernacular, teen or otherwise. By the time I start using some "new" expression, it's bottomed out to the level of drab cliche. So if you get a "you go, girl" or an "atta boy" from me, try not to gawk in amazement at me as if I'm some ancient mariner.

Within the last year, people my age and in my small circle of very cool friends have begun to use the phrase "in a good place," as in "his boss gave him a raise today, so he's in a good place" or he was able to watch football all Sunday afternoon, so he was "in his good place." Getting a raise might put you in a "figurative good place," but watching football all Sunday afternoon and evening on your couch in your Mancave is a "real good place."

Which leads me to this blog's question: Where's your "good place?"

You SHOULD answer VERY literally and specifically, sparing no expense of travel. The place must exist.

Maybe take me to some sunny exotic island in the Bahamas, send me schussing down the Rockies, or lead me to traverse your favorite hiking spot on the Appalachian Trail. Send me on a trip to a Delaware beach, or for youse Jersey girlzs and guyzs, the "shore." Plop me in the middle of the Christiana Mall (no... please don't) on Black Friday or at Granny's house for a home-cooked meal. Take me on an Owl Prowl through Brandywine Creek State Park (look it up, it's a real thing), a nice walk around Valley Garden Park in late spring, or an easy five mile jog in White Clay Creek Park with your Ipod at full blast and with your eyes (and other senses) wide open.

Or perhaps you're the more "stay at home" type, who like Henry David Thoreau or Emily Dickinson, could make a full day out of bird watching, sitting in his cabin doorway or "going to church" in her family orchard. Then stay at home. Describe what it's like to be playing the guitar, getting big in the weight room, or just "chewing the fat" with your friends. 

This journal will be somewhat similar to your next creative writing assignment. If you like, you can use this assignment to stretch your writing muscles before running the real race. Eventually, you will have to show off your skillz of using concrete images, connotative words, figures of speech, and sensory images to set the appropriate mood of your favorite place. 

However, one requirement of your post at Schoolsville is that your "good place" MUST be a "good place." Please, for this assignment I want no glimpses into any personal mansions of doom and gloom. As I might have said once or twice in the 70s, "Don't be such a downer, man."

For Andy Dufresne in The Shawshank Redemption, listening to the music of the "two Italian ladies" took his soul to heights that not even two weeks of prison lockup could destroy.

Can your "good place" do the same?

Sophs and Seniors: Week of 11-25

Sophs: Kennedy Inaugural Address is posted at S-Wiz. Read the speech and answer the attached questions in your notebook for your next class. On Monday the yellow and blue classes will begin their study of the speech and will finish on Tuesday. The green class will, of course, be only beginning its study of the speech on Tuesday. After Thanksgiving, (probably the third day back) we will have a large unit test. Complete your pages and summaries on The Greatest Generation (up through "Shame" over Thanksgiving break).

Seniors: Read "The Shawl" and come to class with 10 questions and comments for class discussion. Focus on description. The story is in your book; I've attached the text with some notes at S-Wiz.

After Thanksgiving (probably the third day back) we will have a "unit" test that covers dialogue, setting, and description. I will post more information on this during the holiday.

Seniors: Week of 11-18

Read "The Portable Phonograph," a short story that is posted on Studywiz, for Tuesday's class.  Read the pre-reading notes on the author and some important historical-literary information that will help you to understand the story better.  Come to class with at least 10 questions and comments for class discussion.

Monday: vocab quiz on D words--some complete the sentence--for some I might ask you to write a sentence--also, some time to "recommend [or not]" your nonfiction book

Tuesday: "The Portable Phonograph" discussion and possible quiz

Wednesday: continue discussion of "The Portable Phonograph"

Thursday: post [before class] your response to the first blog of the second quarter at Schoolsville. It's called Your Bucket List and it's posted below

Friday: writing descriptively from models of famous works of art

Before next Monday you should read the "The Shawl." It's in your book, but I will post a copy [along with some pre-reading notes] at Studywiz, too. It's a disturbing concentration camp story. Come to class with at least 10 questions and comments for class discussion.

Sophs: Week of 11-18

Monday: Bring your vocab books to class. You should have unit 5 completed through "complete the sentence." We will work with your vocabulary homework sentences; some sections will finish up on Jefferson and the Dec. of Independence.

Tuesday: Reading of The Greatest Generation is due up "through" Heroes. Bring your notes to show me that include a 3-4 sentence summary of each reading section. Vocabulary quiz this day on unit 5---sentence completions.

Next day of class: Ben Franklin, read pp. 136-139 and 148-150 (his aphorisms from "Poor Richard's Almanac")

Next day of class: Ben Franklin, read pp. 139-145 (from his Autobiography)

DUE FRIDAY FOR EVERYBODY: SOPH JOURNAL #1: Be Like Ben

If you have BLOCK CLASS this week, then you will be given time to read The Greatest Generation. Bring a copy to class.

More to come!

Sophs #2 Journal: Be Like Ben

Post before Friday, November 22

An older and wiser man writing his autobiography, Dr. Benjamin Franklin gave to the world his prescription for achieving "the bold and arduous task of moral perfection": list 13 virtues you wish to master, work on only one per week (like eradicating weeds from one flower bed at a time, he said), examine your day each evening to see if you had committed any actions contrary to that virtue (keep a record in a lined notebook), proceed to the next virtue the next week, and continue this process for a year (you'll be able to go through four cycles in 52 weeks). Sounds simple enough, right? About as easy and American as apple pie.

As a young man hiding behind the nom de plume of Poor Richard Saunders, Franklin's words of wisdom often took the shape of clever, pithily worded aphorisms like "God helps them that help themselves; a penny saved is a penny earned; fish and visitors smell in three days; an apple a day keeps the doctor away, etc."

Your journal assignment gives you some options. 

You should (choose ONE of the three):

A. Tell me a personal or family tale or practice that represents one of Franklin's thirteen virtues.

B. Tell me a personal or family tale or practice that represents the theme of one of Franklin's aphorisms. Write that aphorism as part of your title. Check out the "quotable Franklin" by clicking here.

C. Relate in detail some orderly plan that you contrived in order to achieve some goal.

Remember, write a minimum of 200 words.

As Ben would have said, "Do not squander time, for that's the stuff life is made of.

Seniors #1 Journal: Your Bucket List [post before Thursday]

Consider this first journal a curious mixture of themes presented in the somber short story, The Portable Phonograph, and a movie called The Bucket List, a 2009 film in which two older men make a list of things they want to do before they die or "kick the bucket." 

In keeping with the themes of both works, here's your exercise:

Facing dire circumstances (let's say you are marooned on a island), you are in need of some hope, some inspiration, or just one more day of what you enjoy doing the most.

Briefly explain, in a few sentences for each, your choices. Final word count for the assignment must exceed 200 words. Number your answers. 

Post before class on Thursday, November 21. 

1. tell us one work of prose or poetry that you would want to read (OK, so even if you don't like to read, this might be your final reading of anything, so with that in mind, seriously consider your decision)
2. tell us one song that you'd absolutely love to hear that would make you feel better
3. tell us one movie, website, or television show that you'll watch or visit one last time
4. tell us your most favorite or final meal (I might cook it for you if you're lucky)
5. tell us one place or event you'd like to visit or attend one more time
6. the answer to one of life's great serious mysteries is given to you--which mystery do you want explained?
7. tell us what famous person would you like to have a conversation with 
8. other than any of the above, tell us one last activity you'd like to do
9. tell us a prized possession or person[s] that you would literally guard with your life

POETRY OUT LOUD

The following message is from Mrs. Healey. See her in room 366 if you have any questions. 

It is time for POETRY OUT LOUD again. St. Mark’s contest will be held this year on Thursday, December 12, for about an hour after school. As a reminder, Poetry Out Loud is a national recitation contest for high school students. In its 10th year, the contest awards a $20,000 scholarship to the national winner in April of each year.  This will be St. Mark’s fourth year in the contest. Freshmen through seniors are welcome to participate. It is a great opportunity for students to flex their poetry muscles, and every year I am surprised by which students do well: it is not always the students I expect.
 
Please announce the contest in your classes. I need participants. (FYI: my classes recite a poem each year in Q2, so they are already primed. If you are interested in how I fit it into my curriculum, I would be glad to share my lessons.) The rules are simple. Each contestant must memorize two poems chosen from the Poetry Out Loud web anthology (poetryoutloud.org) and recite them in front of three judges and the other contestants. They do not have to be long poems, and the majority of the poems on the site are contemporary.  
 
I have application forms for them, and would be glad to coach any student--with your help, if you are willing. Please send anyone who is interested to me in Room 366 or to the English Office for an application form and information. Every year is a great experience for my students and me; it is always a privilege to see those who do not always shine during class surprise their classmates with a powerful poem.  I highly recommend this contest for kids who need a resume item on college applications or just a boost to their confidence.  Thanks.

Senior End of the Week Update

Vocab quiz on the D words will be Monday. We'll practice working with the usage of the words tomorrow.
Be prepared tomorrow to talk about your nonfiction book.

Sophs Vocab Update

ALL CLASSES: Post your vocab sentences before class on Thursday.

GREEN CLASS: Bring your vocab book to class for your BLOCK class on Thursday.

I will review your blog sentences on Thursday (green class) or Friday (yellow and blue classes).

Complete Unit 5 through complete the sentence to bring to class on Monday.

Unit 5 vocab quiz next Monday, November 18.

Vocab Unit 5 Sophomores (all sections post here)

Post BEFORE CLASS ON Thursday ten (10) sentences using ten different vocabulary words correctly, giving a context clue to the meaning of the word within your sentence. You will be graded on the quality of your sentences. 

Rows 1-3 should work with words 1-10; rows 4-6 should work with words 11-20.

Your context clue should use restatement, contrast, or inference (see p.7  of your vocab book if you need help with these).

Of course, identify yourself according to your first name, last initial, and section color.

e.g. Usually slightly nervous and uncertain, most ninth graders entering St. Mark's are somewhat taciturn during their initial days in school.

SENIORS: Homework and Week of 11-11

This is important. Spread the word.

The nonfiction book assignment is now due Thursday, 11-14.

For Tuesday's class, 11-12, you must read the selection from The Things They Carried that is in your text book. I have attached a file of this at Studywiz, too. If you use the Studywiz file, read the first story, also called "The Things They Carried," up to "On the Rainy River," only pages 1-10.

For two years, I have taught this story on Veteran's Day (11-11), but I'd like to do some work with your dialogues on Monday in class and prep you some for The Things They Carried. You can read it this weekend without the prep; if you do, focus on setting (natural surroundings, man made objects, cultural-political, social, etc. conditions) and description (figures of speech, concrete details, sensory images, richly connotative words).

Sophs: Homework and Week of 11-11

Continue reading The Greatest Generation. For each one of the personal stories, write in your notebook a concise 3-4 sentence summary, especially noting the heroic action and quality on which Brokaw focused. For Monday [11-18], you must have concluded the section entitled "Heroes." More on this in class on Monday.

For your BLOCK class this week, bring your vocabulary book and your copy of The Greatest Generation. You will have time to work with either during the second part of the class. Of course, you may begin work on vocab unit 5, working up through the "complete the sentence" section.

This week, depending on the days you meet, we will study Jim Valvano's speech, The Age of Reason (lecture), The Declaration of Independence (notes, reading, analysis, and video), and Benjamin Franklin (notes, reading and analysis). 


 

Nightly Special

Nuthatch

by Kirsten Dierking

What if a sleek, grey-feathered nuthatch
flew from a tree and offered to perch
on your left shoulder, accompany you

on all your journeys? Nowhere fancy,
just the brief everyday walks, from garage
to house, from house to mailbox, from
the store to your car in the parking lot.

The slight pressure of small claws
clasping your skin, a flutter of wings
every so often at the edge of vision.

And what if he never asked you to be
anything? Wouldn't that be so much
nicer than being alone? So much easier
than trying to think of something to say?

Seniors (both sections) Vocab "D" Words Google News Work

Both the assignment file and instructions can be found at Studywiz. Both sections can post their web lines and web sentences here before Friday.

Seniors: Week of 11-5

The due date of your nonfiction report is now Tuesday, 11-12. The four-part assignment is posted at Studywiz.

Go to Studywiz to find a file that lists and defines some vocabulary words that begin with the letter D. Search for EVERY word in Google News (as you have done before) and write out its use in a headline or article text. In addition, read any ONE entire article, then summarizing its major points in 2-3 concise sentences. This is due before class on Friday.

Read "The Cask of Amontillado" for Wednesday's class. It's in your book, but I've also attached a copy of the story on Studywiz if you'd like to print it out. Come to Wednesday's class with at least 10 questions and comments, especially ones related to elements of the setting. I will give you a handout in class on Tuesday that will guide you with this.

Sophs: Week of 11-5

For Wednesday's class, read pp. 117-119 in your text book from "The American Crisis" written by Thomas Paine. Come to class with notes that list six (6) lines from the speech along with the rhetorical device that Paine used. Also, in a sentence of two for EACH persuasive method, write how Paine appealed to either ethos, logos, or pathos.

Your first blog has been posted for the second marking period. Your response should be posted by Friday.

Continue reading The Greatest Generation, continuing to write in your notebook a concise 3-4 sentence summary for each personal story, especially noting what heroic action and quality on which Brokaw focused.

 

SOPHS #1 Journal: Laugh, Think, and Cry (due Nov. 8)

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 a speaker.

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

In 1992 Valvano developed cancer, his toughest and most insidious foe yet. A year later, ten years after his national championship, his body ravaged with cancerous tumors, Valvano fought for his life, not only to win his own battle, but also to get donations for cancer research. At the 1993 ESPY's Awards, ESPN awarded Valvano the Arthur Ashe Courage Award. 

Hearing Valvano's speech at the ESPYs will make you laugh, think, and cry--three things--according to Valvano, that you should do every day.

In that speech Valvano announced the beginning of the Jimmy V Foundation, his charity to fund cancer research. Though Valvano passed away soon after his moving speech, the foundation is still active and important today, annually raising millions of dollars. An early season NCAA men's basketball tournament, almost always featuring announcer Dick Vitale, benefits the cause.

As a speaker, Valvano is a great storyteller. One small part of his method was the use of the "power of threes." This rhetorical "trick" lists three (or sometimes more) items in parallel structure. An example is the famous line, "I came, I saw, I conquered." Take note for Valvano's use of "threes" in his speech. 

Valvano also makes effective allusions to sports greats Arthur Ashe and Vince Lombardi. Find out who these men were. 

Your assignment: listen to the speech (click on this link) and read the words to the speech at this link. Write your journal by responding to the following prompt (MINIMUM OF 200 WORDS):

Analyze the speech according to pathos, ethos, and logos. You should be able to write a short paragraph about each of the three. What strategy is most effective? Support your answer citing key lines from the speech. 

Open House!

Exclamation-point worthy thanks to all of you who participated in the Open House today! I'm not a fan of the E! Point, but for the sake of time (yes, I have papers to grade) I'm going to employ the time-honored symbol to express my gratitude in case my writing doesn't do a good job!

I counted no less than 35 of my current students helping out--guiding tours, staffing tables in the gym and cafeteria, and singing in the chorus. Eleventh graders from last year's blue and yellow American lit sections, already accepting school leadership positions, argued over, of course, whose literature section was better!

Two basketball players answered parent and prospective student questions about our b ball program like professionals for more than three hours. I see public relations careers in your future!

Four of my former and current students were chosen to speak to the open house attendees during the theater presentations. I heard that all of you eloquently proclaimed the Good News of St. Mark's!

My good friend, English teacher Mr. Thomas DeMatteis, addressed the theater audience, too, as a former St. Mark student, athlete, coach, parent, and current teacher.  Don't doubt that he's Spartan green through and through!

Some other feel-good moments:

Personally, I reconnected with (and remembered by first name) a student that I taught at Our Lady of Fatima in 1979 and 1980. Like Billy Collins, "I forgot his last name first and first name last in alphabetical order." His son is looking at St. Mark's. My first boys' basketball manager (Class of '83) brought along her daughter who might become a Spartan soon. She is part of a North Wilmington family who sent four children to St. Mark's. A long-lost cousin (second cousin once removed, I think) introduced herself; her daughter proudly wore a St. Mark's tee shirt and is seriously thinking of joining the class of 2018. I caught up with a kind young woman from the Class of 2012.  She and her classmates are responsible for the birds taped to the walls in 367 and for forcing me to watch part of an Amanda Bynes's movie. I was excited to hear that she is currently studying journalism but still pursuing her love of fashion. Her brother, I hope, will attend St. Mark's next year, too!

I felt proudest and happiest when I caught the end of the theater presentation. As Principal Ripkin spoke, I studied the faces of the many special Spartan seniors who lined the left wall of the room.  How could anyone not want to be a part of St. Mark's? I wondered.

My reverie was then broken by a certain senior boy's trademark "whoop": his own "barbaric yawp," as Uncle Walt might say.

No, it was not disruptive or out-of-place at all! In fact, it aptly punctuated the entire day, placing the final exclamation point on a spectacular Open House!