Sunday, February 28, 2010

Playing outside

At Small World, they take the kids outside whenever possible. Kenzie just loves it. So much so that on Friday night she saw KoKo and her buddy, Rachel, having a snowball fight with another friend, Ethan.

Kenzie wanted out in the worst way. So we bundled her up and I took her out. She loved every second of it . . . until it came time to come in. Then she threw a fit.

Today, since it was so nice out, Kenzie and I walked to get the mail, took a walk around the neighborhood, played with the dogs and a soccer ball she spotted in the back of the garage. Again, she loved every minute of it (even pulling off her mittens so she could get a better grip on the soccer ball). But when we came in, she threw a fit.

Can't wait until that first great day of spring when you can wear shorts and a t-shirt without shivering. Hopefully, that day will come in May and not July like last summer.


It's a big world out there.

A really big world.


Playing with Kozy.

Trying to get those mittens back on.

Joker doesn't like to fetch the same way Kozy does.


Those are a bit big for her.

Trouble

Kenzie came into the kitchen with a pencil in her hand. She was trying to explain something very important to Kristie. All Kristie could make out was the cat's name.

When Kristie followed Kenzie into the family room, this is what she saw.



Obviously, Kenzie had taken some liberties with the pencil and drawn on the wall. However, Kenzie was pretty adamant about blaming Mischa for it since Kenzie held the pencil up and pointed at Mischa with her other hand and said, "No, no, no Mi Mi!"

Later, Kristie was showing me this picture. Kenzie saw what was going on and grabbed the camera's monitor and shut it. "No," she declared.

I guess she doesn't want to accept the evidence!

Saturday, February 27, 2010

Just Dance

Kenzie loves the wii. Especially the game Just Dance.


Last Saturday, she ran over to the TV and tried to pull out the wii exercise pad. Then she grabbed a controller and began whining for me to fire the wii up. I wasn't really sure what I was doing, but we got it going and she had a blast.

Here she is busting some moves.


A little one in the house again

We babysat for one of Kristie's friends last night. Gabby was our guest. And boy did Kenzie ever love her!

When Kristie was trying to get Kenzie to bed, she handed Gabby to me and Kenzie started having a fit. So I took Kenzie, thinking she wanted me to put her to bed.

Nope.

She wasn't crying for me. She was crying for Gabby!


Kenzie wanted to hop in Gabby's car seat right away. If she would have only sat in hers so well.


Kenzie giving Gabby a little kiss.

It's like riding a bike, it comes right back to you.

Monday, February 22, 2010

Great Commercial

Ene stopped by to show me this



It's so beautiful and effective. It grows in power each time I watch it.

Now, why can't the bus safety video have the grace and power of this?

Short weekend

Lesson plans were done last night and posted on my website.

Kenzie got up at 1:30 and needed a diaper change and a bottle.

We were back to bed by 2:30.

Up at 5:30. Dogs have been out. Dogs and cats have been fed.

Graded a couple papers and read some drafts.

Coffee is made, and I'm ready for the day.

Soon Kenzie will be up, followed by Kristie and KoKo.

Special K and raisins with Kenzie for breakfast.

Then it's off to school.

Where did the weekend go? It seems like a just a couple minutes ago I was picking Kristie up from work and we were headed to The Wolfman.

Sunday, February 21, 2010

On . . . Teaching and teaching writing

I've buckled under the workload.

Now, I'm not one to whine about my workload. We are all busy and work hard. Just because I have to grade essays doesn't mean I have it any harder than anyone else.

But the load of 50 College Comp I and II students is crushing me.

I didn't do much for grading this weekend. Last weekend I spent the bulk of my Sunday grading College Comp II essays. And it's not fair to my family. Kristie remarked, quite rightly, "What about us?"

So I'm making a conscious effort to limit the at home grading.

My problem is that I check drafts. In College Comp for most of our themes, I assign three different topics - and drafts for each. Then from those three, students can choose one to develop into a second draft, peer edit, and then submit for a grade. This works very well for them. I can give them crucial feedback early on in their writing careers. I think this is the best way to teach writing, but it is a lot of reading.

Throw on top of that my mammoth College Comp II class (32 writers), and it's next to impossible to read all the drafts and then grade 32 essays in anything remotely close to appropriate time.

And this still leaves me with a Lit and Language 11 class with 26 students in it. Like it or not, they often get the short end of the stick in terms of writing. I hit them with a lot of literature and tests, but precious little writing.

That's just a sad state of affairs as the board decided to not fill a position when one of our department retired several years ago. I think, too, on top of that that we are down another half time position.

What makes this semester so damn difficult is that my L&L 11 class needs me to keep them in line every minute. Don't get me wrong. They are nice kids and I enjoy the class, but they are not the most motivated group. So I've adopted this strategy: assign homework and quizzes. Then grade them ASAP and return their work to them ASAP along with grade slips. This is an every other day reminder of how they are doing. But all that grading eats up a lot of my time during the day when I could be grading papers.

Luckily, I have a student aide to help me out here.

A colleague of mine - who teaches AP - asked me a couple of years ago how I stayed on top of grading essays. I didn't have a good response - other than I just do. But that was before Kenzie came a long and suddenly weekend were a lot more precious than I ever dreamed.

So I've decided to stop reading drafts in my College Comp II class. I'll check them, but I simply don't have the time to read through them and offer the same feedback I did when these same students were in College Comp. They'll have a chance to peer edit before submitting them though. Plus, these kids are some of the top writers in the school . . . and some are fresh of my first semester College Comp course, so, hopefully, all of that feedback I tried to give them on early drafts will pay dividends now as they take that feedback, internalize it, and use it on their drafts.

We'll see.

But all of this makes for one quick day.

College Comp II always cruises by. I give them a lot of work time, which really isn't fair - since it's a college level class and most college level classes ger precious little work time, but to be honest, if the kids were taking this at NCTC, they'd meet three times a week for maybe 180 minutes. Instead, we meet five days a week. Add in our 85 minute block and that adds up to 925 minutes. Even though it's unfair to those who don't teach College level classes, I do let students out early on occasion. And I do build in my 5 "accommodation" days per quarter. When we aren't working, we usually get some pretty good discussions going - though I'm still waiting for everyone to jump in and contribute.

Second block is my prep. I spend this one of two ways - correcting papers or planning lessons.

Third block brings in College Comp. Again, this is a great class. And after having 32 kids in College Comp II, having just 18 makes the class seem almost empty. They too get work time, during which I usually read their drafts or grade essays. Often times, though, we get some really good discussions going too.

Then it's on to lunch. I haven't taken lunch down in the staff lounge yet. I'm usually getting ready for my final class because I've been grading essays or reading drafts.

Fourth block brings my Lit and Lang 11 class. This means returning their work from the previous day and giving them grade reports to keep them involved. Unfortunately, this class dispises discussion. So that means I usually have to resort to notes to keep them on task before giving them some time to work or read. I'd love to skip the notes and just have them work the entire block, but they wouldn't be able to handle that much time.

Then school is over and I hardly know what hit me.

Don't get me wrong. I love it and feel challenged constantly. And I am honored to teach some of the very best students in this school. And I pale in comparison to the teacher who used to teach the class when it was College Prep Comp. Believe it or not, she only had 9 weeks to do what I get done in 18. Now that is true work!

But I still leave school without a true sense of accomplishment because I know my bag is full of papers that I won't get a chance to correct.

Until the next day.

Saturday, February 20, 2010

I bet Mom's in here

The Wolfman

Kristie and I had a date night last night and left right after work to catch the late matinee of The Wolfman at the River Cinema in EGF.

We had the theater all to ourselves until about one minute into the film. That's when some stragglers wandered in.

No problem.

That was until a couple came in with . . . gulp . . . most of all pet peeves . . . their baby!

What possesses people to bring an infant to a movie in the first place is far out of my realm of all that is conceivable that I can't even venture a guess. But what on earth would motivate them to bring a poor little baby to a horror movie with loud haunting music and plenty of screaming?

Fortunately, the mother kept taking the infant out into the hallway whenever she would wake up (imagine that!).

In all I bet she didn't see more than a 1/3 of the film.

Why even bother?

Morale of the story: If you can neither afford or find a babysitter, stay home with your baby!

Outside of that, I enjoyed the film.

I'm a big werewolf fan, and this update of the old Universal The Wolfman (1941) mostly lived up to my expectations.

I've seen the original a couple of times, and it's okay. I think it had a much more profound effect on the baby boomers than my generation. My generation's version of The Wolfman was the classic (and greatest werewolf film so far) An American Werewolf in London. I still remember that one scaring me from the living room and into the kitchen when it came on HBO.

The new Wolfman has a strong cast - Anthony Hopkins and Benicio Del Toro and Hugo Weaving. Visually, it is stunning. I think it's the best local and tone for a horror movie since Sleepy Hollow. The updated plot works well too. I think Del Toro was the perfect choice as the doomed Lawrence Talbot. Even the werewolf effects, which are an updated version of the classic Wolfman (basically an overly hairy man's body with the head of a hybrid wolf-man). The updated version, though, uses CGI, which allows for the werewolf to move more fluidly and quickly than did the original werewolf in the 1941 pic.

In fact, the best scene occurs when a werewolf attacks the gypsy camp early on in the film. It is one of the best horror scenes I've watched in some time. I just wish the whole film lived up to that.

Part of the film's problem lies in that it's tied to the cliche plot of the original. Lawrence is doomed. No way around it. So you know how it's going to end (though this one doesn't end the way the original does - with Mr. Talbot killing his son with his own silver walking cane). The only thing the reader has to look forward to then (like any good tragedy) is the character development (which makes us - hopefully - care and relate to the characters) which makes the final outcome all the more tragic (think Hamlet and King Lear).

And this is where the film comes up a bit short. I just never buy the love interest between Talbot and his brother's fiance, Gwen Conliffe. You see Talbot, a Shakespearean actor, returns to his family's home in England after his brother is killed and partially eaten. In fact, his brother's death is the opening scene. Of course, Talbot swears to Conliffe that he'll find who - or what - did this to his brother. That leads him to the gypsy camp, which is promptly beset by the local villagers (who blame the gypsies for his brother's death). In turn, everyone is attacked by the werewolf. This scene really is spectacular as the werewolf moves quickly from victim to victim - seeming to be everywhere at once. Limbs, guts, and severed heads abound here.

Eventually, Talbot is bitten and the film falls in line with every other werewolf film. The only question left is will Talbot kill his brother's fiance, who he has fallen for, or will she survive . . . and maybe just be able to break his curse.

But like I said previously, I just never buy their relationship.

I think that is one of the strongest parts of American Werewolf in London - we buy the relationship between the nurse and the cursed American tourist. The same is true for Wolf. We buy Jack Nicholson's love for Michelle Pfeiffer.

While The Wolfman doesn't really do anything original with the werewolf legend, there are two great films that do: Ginger Snaps and Dog Soldiers. These are two of the best werewolf films right after American Werewolf in London.

Ginger Snaps examines the connection between human transforming into a wolf and a young girl becoming a woman (imagine a werewolf version of Stephen King's Carrie). Dog Soldiers is the story of a group of soldiers sent out for 'war games' only to find that they are used for bait by a special ops force that is tracking a family of werewolves. The special ops force is attacked first. That leaves the soldiers used for 'bait' to seek refuge in the lone farm house they can find on Scottish moors. It just so happens that the lone farm house belongs to the family of werewolves.

I don't, though, ever see werewolves catching on in the mainstream culture the way vampires and zombies have. Vampires - thanks to Bram Stoker and Ann Rice - are overtly sexual creatures. Immortal. Nocturnal. Blood. Doesn't take rocket scientist to see that. Just think of the cliche image of Dracula sneaking into a woman's room in the middle of the night to bite her in the neck. Rather tame by today's standards, but in Stoker's time, quite scandalous.

The recent popularity of zombies ties in, or so I believe, to our obsession with the end times. I bet if you think for a minute, you can name a dozen or so books or films that deal with this (off the top of my head, 2012, The Core, The Day After Tomorrow, World War Z, Left Behind, Diary of the Dead, 28 Days Later, Left 4 Dead, Zombieland . . . I even saw the new Star Wars novel incorporating the idea of the undead).

What most - if not all - zombie movies/stories focus on are not the monsters themselves - unlike the vampire and werewolf movies/stories. Instead the zombie genre focuses on the survivors. And isn't that an innate fear we all share. What would happen if we were the only ones left? And had to face some incredible obstacle (the undead being just one of many used in film/lit).

But the werewolf genre is the ultimate in tragedy. I think of the vampires as Romeo and Juliet. But the werewolves, they're King Lear or Macbeth or Hamlet (in the new version of The Wolfman, Talbot is indeed Hamlet (there's a shot of him in the famous grave yard scene holding the skull . . . and a great "to be or not to be" reference from Hopkins halfway through the film).

Just think of one of the first real mainstream treatments of the werewolf legend, Dr. Jekyll and Mr. Hyde. No happy endings there. Just the poor doomed doctor fighting against the beast. The archetype has been set since then.

Sno fest recap

Sno fest. Ask any teacher and the responses will range from "do away with the damned thing" to "wow. That was great."

I happen to see both sides.

First, the negative.

Really, how much time does one need to put a dance together? Especially given how they turned out (in my opinion, only one seemed well organized). The problem occurs when the advisers issue a list of the specific students who are able to get out to attend the rehearsals during second block. Yet, I get a dozen or so seniors running in prior to first hour telling me that they had to miss first block to rehearse. It was only later that I'd actually get around to reading the email that advised us not to let any one out first block.

Suddenly, we realized so many students thought they had first hour to rehearse as well that the advisor had to make an announcement about 15 minutes into class that students were only to rehearse second block.

Well, several of my students did return, but it was in full '80's garb with their instruments. As the rest of the class was discussing their assignment and readings, there was no way in hell I was going to let the other students in and have the class degenerate into total chaos given their get ups and instruments.

I told them to show me their drafts later in the day. It's NCTC'S policy (and mine as well) that if I don't see a typed rough draft on the day we are to peer edit, then the best a student can do is earn a C. And to be fair, this is better than the previous College Prep course policy where if you missed a deadline, the best you could earn was a D.

So outside of that little bit of a pain in the ass, I thought the prep for sno fest was fine.

Now, the positive.

I thought the singers were excellent. Talk about pressure to get up in front of several hundred people and belt out tunes! It was great.

I thought the emcees were great too.

Above all, though, I thought the class spirit exhibited by each class was excellent - especially the juniors and seniors.

And, best of all, it's all over.

Friday, February 19, 2010

The Lesson

Time. It is one of those unique words in our language that can be a noun (“How much time do we have to shop?”), verb (he timed his jump perfectly), an adjective (a ticking time bomb), and an adverb (her arrival was very timely).

In addition to its various meanings, time, like water, has various states. Sometimes it freezes. Like the moment I saw my wife for the first time - a cheetah cowboy hat, a black skirt, knee high boots, and skin the color of caramel. Other times it is moves at a glacier’s pace. Remember struggling to sleep on Christmas Eve, just knowing those presents were waiting under the tree? Those were some of the longest hours of my life. Time can also rush by. Like when I write. I’ll sit down to my MacBook with a cup of coffee - Caribou Daybreak Blend. After a few moments I’ll stop to take a sip. Only to find the coffee tepid and quite disgusting. I glance at the clock: Fifteen minutes gone. Just like that. Ultimately, time evaporates. Remember your first day of kindergarten? Where exactly did those 12 years go?

While scientists and mathematicians still grapple with time - and its twin - space, artists have a better handle. Dali’s classic “The Persistence of Memory” attempts to render time on canvas. Just look a those three pocket watches melting and distorting. How accurately do our memories record time? How about that black threatening to seep across the entire painting, threatening to drown out everything. For all that we remember, think of all that we have forgotten. Or will forget.

Poets have long grappled with the concept. Frost advises us “Nothing Gold Can Stay” while Robert Herrick warns us in “To the Virgins, To Make Much of Time” to “Gather ye rosebuds while ye may.” Both of these - and countless others - are takes on the Latin term ‘carpe diem,’ which translates as “seize the day.”

Roger Waters of Pink Floyd takes the opposite view of time in their classic song, appropriately titled, “Time.” Unlike the romantics who sought to make the most of every extraordinary moment, Waters, instead, examines the angst and frustration of time’s most sinister side - boredom:

Ticking away the moments
That make up a dull day
Fritter and waste the moments
In an off-hand way
Kicking around on a piece of ground
In your hometown
Waiting for someone or something
To show you the way

Who hasn’t felt like that? Especially when you’re young and there is absolutely nothing to do. Or so you think.

Of course, the irony is that when you are young, time is like a slow, lazy river. Just crawling along. Never fast enough. I was feeling just like that in my grandmother’s apartment years ago when she not only taught a five year old to fathom earth’s entire history but to also realize his place as a minute speck on it. That was exactly what my grandmother did one day in late June 1979. I had found that someone to show me the way.

*****

“Okay,” Granny said from the other side of her cramped one bedroom apartment at Fairview Manor. “Just tape the end of the paper to my back door.”

I pressed my thumb to the green metal door at the back of her kitchen. The slice of Scotch tape held firm - two feet below the peep and just a little to the left of the imposing deadbolt lock.
“Now come to the front door,” Granny called from the living room.

I followed the roll of old white calculator tape as it snaked its way out of the kitchen, over the dining room table where it nearly snagged in the fake bowl of plastic fruit in the middle, around the green leather recliner, and finally past the TV.

Granny stood at her front door. She had spent the past few minutes drawing and writing on the roll of paper before propping the pencil behind an ear. She held the dwindling roll of paper in one hand and a single strip of tape in the other. Then - wincing just a bit from her arthritis - she gripped the paper with her swollen hands and with a sharp yank from her bulging knuckle, she tore the paper free from the roll, which she then tucked into her front pocket. Then she applied the Scotch tape, adhering the other end to the front door.

“Now this will help us view earth’s history in perspective. The piece you stuck to the back door is the beginning of the earth. The piece I stuck to the front door is present day,” she instructed.
I turned and looked at the tape as it stretched back over the TV, by the recliner, past the fake bowl of fruit, and around the corner into the kitchen where it disappeared.

“Now let’s walk back and check the marks,” she said.

Looking closer at the tape, I realized, sure enough, there were pencil marks several feet apart on the paper.

“These, my dear,” Granny said in the tone that meant she was teaching me something important, “are all the eras in earth’s history.”

She stopped at the dinning room table, where the first era in earth’s history ended. Granny pulled out a chair. She bent down to my perspective and said, “Look at the beginning of the things.”

I did.


“As you can see,” Granny said from beside me, “the longest period in earth’s history, the Precambrian period, lasts all the way from the back door to the dining table here. That was the period the earth was cooling and preparing for life. Imagine each foot of tape is - oh - a thousand million years.”

“But most of the tape is taken up by it!”

“Yes. It roughly makes up about 90 percent of earth’s history. Just think of how long it took for the most basic forms of life to begin.”

I couldn’t believe my eyes. So much white tape where there was no life on earth at all! It certainly put my measly five years on it in perspective.

Granny noticed my awe. She gave it a few seconds to sink in. Then she spoke in my ear. “That is why I think God created life on earth.”

I turned to look at her.

“It must have been so lonely.”

That made sense to me.

“Now, come with me,” she said close to my ear and moved from the table. We inched our way along the tape, leaving that stretch of 10 or 12 feet of empty time behind us.

“Things began to change,” she said as I looked at the strange words scrawled onto the tape. “More complex forms of life began to flourish. The Precambrian era ended and the Paleozoic began. At this point it is believed that all of the continents were joined into one large landmass. It was at this point that the dinosaurs – your favorites – began to arise.”

We then ventured a little farther, stopping in front of the TV. “Here is your favorite period.”
From all the hours Granny spent reading me articles from the National Geographics and buying me a small horde of plastic dinosaurs, I knew she was right. I looked on top of the TV and saw that she had placed my favorites - T-Rex and Stegosaurus - on top next to the word “Jurassic.”
“See how long this period lasted?”

I nodded as I saw the more recent eras blocked off into shorter periods that only measured a few inches. Things were getting interesting now.

“During the Cretaceous period, the dinosaurs began to die out.”

I followed the tape over the TV and the bookshelf, where several dinosaurs were tipped over. I nodded as I realized I was witnessing the downfall of the dinosaurs.

“But it seems like the dinosaurs lived so long ago,” I said, eyeing the tape as it was quickly running out, for the front door was just a few inches away. “We’re almost at the end!”
Granny cracked a broad smile.

“Okay, stand here at the front door,” she said steering me toward it. “This marks the most current era in earth’s history where the earth cooled because of the Ice Age and homo sapiens came into the picture.”

“But you don’t have anything written down for them . . . I mean us!”

“Just wait,” she said. “From our place in the present, look back at all of earth’s history.”

I followed the tape from the front door over the bookshelf and to the TV. So much for the dinosaurs.

Then I watched as it wound toward the dining room table. The Paleozoic era.

Finally, I saw how the majority of the tape belonged to the blank – and mostly lifeless -- Precambrian era. Indeed, how lonely it must have been for all those years.

“So where are we?” I asked, turning back to the front door and peering at the tape.

Granny gave me her I-am-glad-you-asked-me-that smile and snatched the pencil out from behind her ear.

“We my dear,” she said with the pencil poised, ”are right here.”

With a flick of her wrist, she snapped the thinnest of lines across the very edge of the tape. It was so slight that I had to look close to even see it.

“That’s it?”

“Yep. There’s not even enough room to write homo sapiens.”

I stared at the line.

“So whenever we like to think we humans are so high and mighty,” she said grinning and propping the pencil back behind her ear, “just remember our little lesson here.”

****

Indeed, I have. For there has not been a day in the 31 years since this little lesson in time that I have not thought about time in this way. There’s just something both motivating and humbling thinking about all of recorded history as a quick slash of a pencil. And my time here is a just the tiniest of smudges on that line.

Spam Feedback

I've been getting quite a bit of spam feedback lately. It used to generic stuff that was pretty easy to discern as spam.

But now it's getting a little tricky.

Instead of leaving generic feedback that could apply to any blog, the spammers now have diligently begun to scan blogs for specific information that they can target.

Since I often blog about teaching writing, I just got some feedback from "Custom Thesis Writing" (if only they had read enough of this blog to realize not only how much I hate the thesis support format but also how I hate sites just like those that will write papers for students!).

They gave me some canned feedback and then had a link to their website.

How dare they!

Wednesday, February 17, 2010

Ugly Sweater Day

The first day of Sno Fest was "Ugly Sweater Day."

I tend to forget all about these types of days, so I wore a shirt and tie.

However, I did notice several faculty members donning rather stylish argyle sweaters. Especially our principal (who likes to give me a ribbing - a long with a certain math and social studies teacher - about my apparent armada of argyle sweaters).

So there was an email sent around - to all but me - advising the staff to wear their argyle sweaters!

Revenge will be mine.

At least, for once, some of our staff actually looked well-dressed and sophisticated!

Here are some of the guilty.

Tuesday, February 16, 2010

So much for sharing

Here is Kenzie's version of "sharing" her Crayons with Mom and KoKo. Reminds me of how my brother and sister used to share with me!

Another Crown

I've been dealing with a broken tooth for the better part of seven years now. And it was time to pay up this morning.

I actually tried to get in to get it fixed prior to our trip to Boston a few years ago, but there was another tooth in worse shape.

So I showed up bright and early, 7:30, at the dentist's this morning. Unfortunately (and you never want to use that adverb when referring to a trip to the dentists . . . or to a tattoo shop either I suppose), I didn't get out of the chair until 10!

Part of the already broken tooth broke off even more. They tried to get a mold twice, but each time something wasn't right. So they decided to redo the entire procedure. More Novocain and drilling and the worst tasting goop in the world.

But the third time was the charm and the final mold was perfect.

Unfortunately, that left most of the left half of my face feeling like stone. Now my tooth is a bit grouchy. The dentist said after the better part of three hours of wrenching on it, the tooth would be a bit angry.

I'll just be glad not to have to deal with that broken tooth!

Friday, February 12, 2010

Propaganda

Living in a digital age certainly allows for the study of propaganda.

Email is a particularly effective form of such propaganda.

I was first exposed to this in grad school where shortly after 9/11 I got an email from a liberal talking about some "official" report that stated how everyone should have just listened to Al Gore when he told the government to beware of Bin Laden. Of course, the conservatives never listened and tragedy ensued.

Then several years later I got an email from a conservative that cited another "official" report from Oliver North. He testified that we should also all beware of Bin Laden. Of course, the liberals never listened and tragedy ensued.

Now, only morons believe such emails and forwards.

But we cannot afford to just dismiss moronic behavior and thinking. The problem is, those who believe such flimsy propaganda and outright lies, really don't want to have their minds changed. These are the same people that take ravings of Glenn Beck and Michael Moore as gospel.

One must ask, are those people so far to the left and the right really that far from the fanaticals in other countries whom they despise?

I think not.

Recently, a friend sent me another such email.

To get to the bottom of the forward, I typed as much of the original message as I could into google. Guess what came up? blogs.

As you well know from dear teacherscribe here, that blogs are neither news nor reliable.

The email goes on to state that former president Bush was actually asked to leave Ft. Hood. Of course, there's no credible news source tied to this. And don't you think FoxNews would have been ALL over that in about a split second.

It seems that apparently Bush showed up wanting to console the victims and asked for directions to the hospital at the gate. Of course, word got out that the president was on base. The base went bananas looking for Obama.

Apparently, Bush stayed on base for six hours before word reached the White House and the big bad socialist, Muslim, and anti-America Obama sent a message stating that Bush must leave.

Of course, the big bad socialist, Muslim, and anti-American Obama flew in and held a "photo" session in a gym and did not even bother to go to the hospital.

Now for the kicker . . . as the email states, "I sent my cousin in Fayetville N.C. (retired Special Forces) that picture of George W. visiting the wounded at Fort Hood and I got this reply . . ." and thus the propaganda above.

Of course, the email was based on word of mouth and complete lies. A friend of a friend of a friend sent me this and I forwarded it on.

What is sad is that a very kind gesture on the former president's part is mutilated into propaganda.

Amusing as it is - and I'm thinking of using it as an assignment focusing on propaganda and reliable sources - the propaganda is not backed by a single shred of evidence.

It's interesting to note the outrage on the right at Obama not being at Ft. Hood soon enough (look at the comments from the Foxnews story). Yet, I recall outrage on the left at Bush being interviewed on the golf course as the Iraq invasion was taking place (watch Moore's Fahrenheit 911).

Now, I'm not condemning either side. I'm not trying to get you to side with me on anything - other than to simply delete the forwards sent your way. Or - better yet - send them to me so I can use them in class!

Oh yeah, here's another good example of crazy emails and their absurdity.

Thursday, February 11, 2010

Selling Lesson Plans on line

I just came across this story via the Red River Valley Writing Project site.

Teachers selling lesson plans via ebay and craigslist.

The Power of Art

This documentary was recommended to me by the brother of a former player of mine who is now going to school to become an art professor.

I am on my third episode, and it is quite excellent.

I couldn't help but leap ahead on the 8 hour series to the final installment on one of my favorite artists, Mark Rothko.

Here he is in front of one of his works --



The most interesting thing about Rothko is that he was awarded a deal (which amounted to 2.5 million in our day) to paint a series of paintings for the Seagram building. They were to hang in the Four Seasons restaurant.

Rothko was torn. He rebelled against the upper class elite that the building and restaurant stood for, but he wanted his art to shock them and to remind them what it meant to be a human who struggled and sweat.

Rothko took his wife to dine in the Four Seasons as the completion of his works drew near. He famously concluded after the meal, "Anyone who would pay that kind of money for food like this will never see my art work."

With that, he sent the money back.

After his suicide, Rothko's work finally found a home in the Tate Gallery.

Here's a glimpse. Rothko always maintained that his work needed its own room for its full effect. Each piece builds of the other and offers the viewer an unforgettable experience. Or so I'm told. Maybe one day . . .



Now, some will look at a Rothko and think, "So what? I could paint that."

I don't know about that, but what I like about his work is that it seems to be alive. Every color bleeding or powering into the other (it depends on our perspective) is powerful and demands to be noticed. You don't so much view a Rothko as experience it. I have a poster of one of his works in my classroom. Every once in awhile, I'll glance over my shoulder - as if it's watching me.

Here is one of favorites --

Ahhh, youth and foolishness

A student recently remarked that there was only one teacher here (not yours truly either) who ever taught him anything that he couldn't have taught himself.

Ahh, to be so young and arrogant. So utterly foolish.

That reminds me of a phenomenal quote from Oscar Wilde: "I'm not young enough to know everything."

Wednesday, February 10, 2010

October really isn't that far away. Is it?




Look what Kenzie found! That's my girl. Halloween all year round.

Now this is more like it

"That story was awesome!"

"When I finished the story, it felt like a slap in the face."

"We have to discuss this story!"

I'm not making those remarks up either. Those were the first words out of the first students into my College Comp class today.

The story they are referring to is by Tony Hunter. It is a well-written thriller called "Listen to the End."

Here's the first paragraph - and while it's not "Call me Ishmael" or "It was the best of times; it was the worst of times" - it's still pretty effective - and it establishes the mood right away -

"A flurry of wind sent the brown leaves tumbling end over end ahead of her along the dark, glistening pavement. Thin, cold drizzle, driven by the wind wrapped a clammy embrace round her hurrying figure and swirls of mist danced beckoningly around the street lamps, transmuting their normally friendly beacons into baleful yellow eyes. The tall Victorian houses frowned down disapprovingly on the small figure in the bright red raincoat as if the bright splash of colour offended their staid and sombre tastes."


We had just finished "The Lottery" yesterday and we had a great discussion about the meaning and craft behind the story.

I thought I'd assign Hunter's story to the class because it's not as 'deep' as Jackson's story, it is similar in its conclusion. Plus, I had responses from three critics all disagreeing on the story's meaning.

So I had them read it overnight and come in ready to discuss it. Then I'd give them the responses from the critics and see which ones they agree with and see how they interpreted the story.

It was pretty wonderful.

Tuesday, February 09, 2010

Sad and True!

Our administrators just informed us (after they were informed by an attorney) that it is not legal to give unexcused absences to a suspended student.

What sense does that make?

Kick the shit out of a kid in the hall - and if there are not criminal charges - you get two days for every day suspended to make up that work.

That's a wonderful message our legal system is sending our kids.

Monday, February 08, 2010

The Thief

Kenzie and I have this little game we play.

I will take one of her blankets and ball it up and pretend to lie down with it.

Kenzie, who can get possessive about stuff, usually rambles over to me and jumps on my head, exclaiming, "Mine! Mine! Mine!"

We wrestle and tickle and laugh. This usually ends with Kenzie tugging her blanket away from me.

That, in turn, leads me to sneaking it away from her and the entire scenario repeating itself.

Well, yesterday was a little different.

I had the blanket balled up and tucked under my head. To keep my glasses from getting bent, though, I thought I set them on our ottoman without Kenzie knowing.

As soon as I said, "My blankie, my blankie," which is usually Kenzie's cue to wrestle the blanket away from me, but this time she looked at me. Then she looked at the ottoman.

That's not good, I thought. The old eagle eye spotted my glasses!

And before that thought was fully formed, Kenzie bolted for my glasses, grabbed them, and was barrelling through the kitchen before I knew what happened!

All I could do was yell, "Thief!"

I got my glasses back, but they are bent as usual. Time to pay Mickelson Eye Clinic another visit.

Sunday, February 07, 2010

Interested

I don't see how my College Comp II kids are struggling with their topics for their exploratory essays.

How can they not be interested in any number of things?

I told them they had free reign over the topics. The only thing I didn't want was a summary of an issue.

Now, certainly, some had trouble with such an open topic (not to mention form), but I'm trying hard to break them of the "just tell me what you want/tell me what to think/tell me what to write" mentality.

Kristie has been devouring books like mad on her Kindle (she just finished The Last Dickens, Pride and Prejudice and Zombies, and now she is on to Bloodroot), so I told my kids about this and suggested they explore the novels they love. I have a few takers: one is writing on good and evil in Harry Potter; another is looking at the Twilight books; and, finally, I think another is looking at the book, Dear John.

It just boggles my mind that students are not just inundated with things to explore and learn more about (I blame those damned state tests and our narrowed curriculum).

In addition to my original list of topics that I shared with them (Ken Robinson's ideas on how schools kill creativity, the Ostfront, E.D. Hirsch JR's concept of Cultural Literacy, and flow), I have now also added the mythical Viking torture of the "Blood Eagle" (saw it on a History Channel episode), the history of coffee (again, I caught this on Modern Marvels), the French press style of making coffee, river loggers (thanks to Ax Men), and now Norwegian Death Metal (thanks to a documentary on VH1).

The complaint should not be "I don't know what to write about." Rather, it should be "I don't have enough time to write about it all."

Week One Down

Whew. That was a relief.

The first week always stresses me out. I dislike it because, usually, I am unfamiliar with the new students.

That's not the case with my College Comp II class, but I recognize only a few faces in my College Comp class and even fewer in my Lit & Lang 11 class.

But all in good time.

So far the classes have been spectacular. A bit large. But spectacular. I have 33 in College Comp II. That's just a hard fact. There are 3 College Comp classes I teach over the course of the year. I suppose their class sizes range from 15-25. But if we were to break College Comp II into two sections, I'd have to drop one of my Lit & Lang 11 classes, and those kids would simply spill over into someone else's class, causing those numbers to bulge to over 30.

I was worried initially that my Lit and Lang 11 class would be large too. On the first day of class, I opened my grade book app on the computer, and I it informed me that 3 new students were added. That pushed the number to over 30.

Luckily, a few dropped and the number is now at 28.

My College Comp class actually feels small, but I think there are around 25 students in there too.

So it's a full schedule. Especially when I look at the amount of writing the College Comp II class does - all research based. That's a load.

I can devour a batch of descriptive or narrative essays in College Comp in one evening. But research based papers, well, it's not quite like that.

However, it's a nice problem to have because they are some of the best writers and minds in the school.

****

In fact, my College Comp II kids are scheduled to work on their first theme. It's an exploratory essay. So that has a few freaking out.

I told them to go to the library and find a book, magazine, journal, or website with an article on a subject that they found interesting. The only parameters I put on their topic was that it had to be something they had always wanted to know more about but never really had the time to delve into it.

Who knew some would find it so hard?

Yesterday, I put up a list of a few issues that I was thinking about for my exploratory essay - the Ostfront, E.D Hirsch's idea of "Cultural Literacy," flow, and Sir Ken Robinson - were the first to come to mind.

I discussed what I knew about each and what I could explore about each. You see while I don't care really what form this paper takes (it could be persuasive; it could look at both sides of an issue; it could play devil's advocate; it could be satirical), all I really want is it to be interesting to them and display their original thinking on the subject.

Is that too much to ask?

I haven't been inundated with texts yet, so that, I think, is a good sign. The rough draft is due tomorrow.

Then we start our second theme, a definition essay. Can't wait.

Friday, February 05, 2010

Bengals in 2010

With the official end of the '09 NFL season less than 48 hours away, I'll offer a peek ahead to the 2010 season for the Bengals and AFC North.

The Bengals played their best ball the first nine weeks of '09. When they defeated the former world champion Steelers in Pittsburgh it not only lift their record to 7-2 and 5-0 in the division, but it also gave a little bit of hope to Bengal nation that this could be the team we've been waiting for since 1988. After that win, though, they lost two heart breakers out on the west coast (losing by a total of six points to the Raiders and Chargers). But it also featured two blowouts (at MN and NY).

But the good news is that their defense is very, very good. When Domato Peko is healthy, he is one of the best run stuffers in the AFC. He could use some help since their young tackle, Pat Sims, broke his wrist in the final regular season game and the other starting tackle, Tank Johnson, is a free agent. The draft is deep at DT this year, so the Bengals could take one in the first round if there aren't any wide receivers or tight ends to their liking late in the first round.

The defensive ends - outside of Antwan Odom, who would have been in the Pro Bowl as he was second in the league in sacks, but he tore his calf muscle and was lost for the season - are average. Robert Geathers had one good year and has been just okay as a starter. Jonathan Fanene did okay filling in for Odom, but he is average at best too. Frostee Rucker was a waste of a third round draft pick in '06. There is some hope that last year's third round pick, Michael Johnson, will make some major strides in his second year. Next to Odom, Johnson is their best pass rusher.

Their linebacker core is young and in good hands with a pair of Trojans, Keith Rivers and Ray Maualuga. Both are young and solid. The only week spot is the middle linebacker, Dhani Jones. He is playing the best he has played in his career, but they could use an upgrade (how nice would it be to see Brandon Spikes fall to them in the draft).

The secondary - especially the corners - is a strength. Leon Hall and Jonathan Joseph are the best corner back tandem in the league. Both were robbed of the Pro Bowl. Hopefully, the Bengals can take advantage and get Joseph signed to a contract extension before next year, when if he has another strong season, he'll command far more money.

The safeties are average. Chris Crocker is fine. They signed the former Cowboy Roy Williams, but his lingering forearm injury from the season before still lingered, and he missed most of the season. Chinedum Ndukwe is okay as the other safety. Look for the Bengals to draft a safety on the first day (Myron Rolle - the Rhodes Scholar from FSU - would be a nice pick in the third or fourth round. Chad Jones would be a nice pick in the second or third round too).

The work for the Bengals will come on offense. They started the year strong, but the passing game withered the last half of the season.

The Bengals pounded the ball on everyone last year. But their passing game looked as bad as I've seen it under Marvin Lewis. Part of this is that Ochocinco now is a nice receiver, not a game breaker. And they don't have any other threats.

Starting up front, they only stand to lose one lineman - Bobbi Williams - to free agency. The line was easily the biggest surprise of the year. While they struggled to protect Palmer at key moments. But as stated earlier, they could run the ball on anyone. So well, in fact, that they are the only team in NFL history to have three different running backs run for 100 yards in three consecutive games (rookie Bernard Scott against Oakland, Larry Johnson against Cleveland, and Cedric Benson against Detroit). The offensive line should only get better next year with their young mastodon, Andre Smith, ready to step in and start at right tackle next season. He should be an excellent road grader.

The backfield is fine too. While LJ is gone, they still have their bell cow in Ced Benson and an excellent change of pace runner in Bernard Scott. Their third down back, Brian Leonard, made some very key plays last year. They really need to use Scott the way they used their former first round pick, Chris Perry, back in 2005.

The wide receiver position needs major upgrading. Ochocinco is okay. He had a really good season, considering there was no threat opposite him. Laverneous Coles, who they shelled out millions for as he tried to replace TJ Houshmenzada, but he was a total bust. They would be better off releasing him and saving the money. Andre Cadlwell is okay as the third receiver. Their former second round pick, Jerome Simpson (taken ahead of the Eagles Pro Bowler Desean Jackson) has been a total wash. Time to cut him and move on. Quan Cosby was a nice undrafted free agent rookie addition as a punt returner and occasional receiver. They'll have to bring in a free agent (Ocho is lobbying hard for T.O - gulp - but he would be an upgrade) to bolster the passing game. They will also have to grab one or two on the first day of the draft (I love Golden Tate from Notre Dame and Marty Gilyard from Cincy).

The tight end position is a disaster. Their regular starter, Reggie Kelly, went down with an Achilles injury in the preseason. Their other tight end, Ben Utecht, also suffered a season ending injury and was released. A former undrafted rookie free agent Daniel Coats stepped in to the line up. He is a fine blocker, but he has stones for hands. They brought in JP Fauchi off the street and he ended up beating out Coats. Both are below average players and the Bengals should seriously think about spending some serious money here to improve the position or draft one of the two top tight ends in the late first round. Carson needs more weapons and, as of now, it doesn't look like there will be a WR worth the 21 pick in the first round, but they could get one of the top TE there.

There is a question about their quarterback, Carson Palmer. Is his arm healthy? He missed most of the '08 season with an injured elbow. There is no doubt that this team doesn't win four games if they don't have Palmer, but he sure looked terrible down the stretch. But to be fair, the entire passing game looked atrocious.

The Bengals website writer, Geoff Hobson, argues the Bengals should stand pat on offense, and keep the emphasis on the running game. But I disagree.

He can talk about teams that run the ball well and play solid defense (two strengths of the Bengals) winning the Super Bowl, but the truth doesn't bear that out. Think of the Colts several years ago. They won because of Manning. The following year the Giants won the Super Bowl not because of their running game but because of the right arm of Eli Manning (and one great catch by David Tyree). Then Pittsburgh won it on the strength of Rothlisberger's arm.

And if the Bengals had a top 5 defense (as they did this year) in either '05, '06, or '07, they are easily one of the best teams in the league and maybe play in an AFC title game.

They need to get that passing attack back to where it was.

ESPN AFC North blogger James Walker revealed his list of the top 40 players in the AFC North. The Bengals registered 8, but none in the top ten. They peeked with Carson Palmer and Cedric Benson at 12 and 11 respectively.

If the Bengals keep Palmer healthy, maintain their strong defense and rugged ground game, and just get the passing attack in the top half of the league, the Bengals could repeat as AFC North champs. I don't think that will happen, though.

If Mike Brown were to seriously go after some offensive threats (Boldin from Arizona or Marshall from Denver) then they would be dangerous. But Brown is the epitome of conservative. He'll add a few minor role players in free agency. He might get lucky and low-ball one of their own stars and get a long-term deal done. He might add an aging vet for a bargain price (one reason I could see TO in stripes). But he won't be aggressive and spend the money to take advantage of this window of opportunity for the Bengals.

So the Bengals will be lucky to see 10-6 again. Here's how I see the AFC North breaking down in '10:

1. Pittsburgh Steelers - 11-5. They might have been the hottest team in the NFL. But a five or six game losing streak last year killed them. They have the most talent in the division and one of the best organizations in all of the NFL.

2. Cincinnati - 9-7. Granted that the schedule is far more difficult, but if they can have a winning record in the division, they have a good chance to pick up enough wins to have a winning record. Especially given their strong defense.

3. Baltimore Ravens - 8-8. I know they did better than Cincy in the playoffs, but outside of Ray Rice and John Flacco, this team is getting very old. Ed Reed, Ray Lewis, and their corners are all old. Yes, they can pound the ball. But - like the Bengals - they are lacking any type of explosiveness from the receivers.

4. Cleveland Browns - 7-9. They always disappoint. Josh Cribbs in the best all-around player in the AFC North, but he doesn't get enough touches as a kick returner and some time receiver. Their quarterback situation is a total mess. You won't win many games without a strong quarterback.

Tuesday, February 02, 2010

Video podcast

Here is my first video podcast. Tomorrow during common prep, we'll talk about how to create both audio and video podcasts and the possibilities for our classrooms.

Monday, February 01, 2010

Bag Balm

I remember Dad getting this stuff. In fact, I'd be willing to venture that there is a strong chance of finding a few containers right now in the old house. Either above the commode or down in the basement.

I'm not sure exactly what he used it for - probably to treat the nursing ewes (I mean there is a picture of a sheep on the can), but, apparently, it has several other purposes.

Dad was right all along. I wonder what else he was on to ahead of his time . . .