And THIS is why I teach!

Today was a very very good day. I started my poetry unit today and had the students listen to and read "The Road Not Taken" to give them an idea of how different poetry sounds when it is spoken aloud. When I asked my kids about the poem I got two just jaw-dropping interpretations. The first one was from an honors student who compared the poem to a Biblical story about the road to Hell and the road to Heaven. I've read that poem so many times I've lost count and I've NEVER made that connection. Then one of my regular kids comes up right after class and tells me that while she was listening to the poem she heard the first line and realized that her desk was both yellow and wood and then made the connection that students have two choices. They can choose to do the work, or they can choose not to do the work. Again, total jaw dropper! I love teaching poetry for just this reason, the kids come up the coolest most original ways of looking at poetry.

In addition to that, my 6th period class showed me just how much the respect me. Near the end of class there was a fight in the hallway, I saw the crowd and because of the yelling and the size I thought it was a full fledged brawl and not just a couple of kids. As I shot out of the door I told the kids to 'stay in the room'. Now most of the kids on the floor ran out to see the fight, which was just a couple of girls fighting. Most of the kids... but not mine. They stayed in my room and were back in their seats when I returned.

I simply looked and them and thanked them for doing as I asked.

And THAT is why I teach.

Romeo and Juliet

The play stays the same but the students don't. I shouldn't be surprised that this year's students wouldn't react the same way that last year's did but I am.

Last year's kids were a bunch of romantics, apparently I have a more bloodthirsty pack of kids this year. Many of them didn't really get into the first two acts because there was no violence, but they're way into Act III where both Tybalt and Mercutio both end up in the morgue. Last year the kids were not super shocked by the dad's anger when Juliet didn't want to marry Paris, but this year they were really shocked by how angry and how abusive he was with her. I am, however, worried that they are not taking this test as seriously as the first one and that they'll bomb this one. This happened with the second Odyssey test last fall and I can already see it coming. I guess they didn't learn their lesson the last time around. My honors kids are just starting the play so it will be interesting to see what they think of Romeo and Juliet.

Romeo and Juliet

Romeo and Juliet is one of those required texts that 9th graders at my school must read. I was admittedly nervous about teaching it last year and was pleasantly surprised by how well it went. Once students were able to get past the language, they really enjoyed the story.

Probably the smartest move I made (and repeated) was to show video clips from both the 1968 and 1996 versions of the play. And just out of curiosity I always ask which version they like better, last year it was about 60/40 old version. It's one of the essays they can write about on the test (Acts I & II). This year I was shocked that the old version won by about 85%/15%. I thought that the older version might be more popular but I was not expecting it to be this big a difference.

Another cool thing that happened this year was when one of my students connected the crow in Act I to Romeo and Juliet dying. I'll be honest, I never made that connection. Not that I never talked about it, I mean I literally NEVER made the connection between the use of the crow and the deaths of Romeo and Juliet, and I've read and watched the play several times. The best part is that while this student is one of my favorites due to her wonderful work ethic and smile, English is not her strong point. I was so excited I gave the essay to her TOR (teacher of record) so she could see it as well. And one of my students who is reading about the 6th grade level only missed one question on the scantron half of the test.

These are the days that make teaching the greatest job in the world. The fact that only one student failed the test out of the three classes who took it doesn't hurt either.

Black History Month

I have mixed feelings about these things. I really do, is it really necessary to have a month dedicated to Black History, or Hispanic Heritage? But, since my HS wanted to know what we were going to do for BHM, I decided to dust off an old lesson I had not taught since I was an apprentice at the Andre Agassi school.

Right now my honors kids are reading 'Letter From A Birmingham Jail', and I am glad I did it. Most of them didn't have a clue as to what real racism was, or why Dr. King was held in such high esteem. Happily I can report that now my honors kids understand both, especially because they also listened to Dr. Kings's 'Mountaintop' speech, which is the one he gave the night before he was assassinated.

My favorite part of the speech is when Dr. King is talking about getting stabbed in NYC by a crazy lady (is this Palin's fault too?) and relating how if he had sneezed, the blade lodged in his chest would have pierced his aorta and he would have died. This report made into the NY Times and a 9th grade student then wrote Dr. King a letter saying how happy she was that he didn't sneeze! (she also mentioned that she was white) This got his audience and my class laughing at her earnest innocence. I found it interesting that out of all the letters he had received after the attack (including ones from the President) that the one that he remembered most was the one from the girl. I guess we should not be surprised at this because he was, after all a man of God, and not after the fame and fortune that he received.

I am also doing some biographies this month as well for all my classes, including William Wilberforce, Dr. Condolelleza Rice and Bishop Tutu. It might make a welcome break from Romeo and Juliet for my regular classes.

Spring Semester

Well, the first semester is behind us and now we're on to semester 2. Honestly I like teaching more in the spring than I do for the winter for a few reasons.

1. Romeo and Juliet. While this will probably make eyes roll and groans abound, I do enjoy teaching Shakespeare. Now understand that while I admire Shakespeare and understand his importance in Western Literature, I don't worship at the altar of 'The Bard'. I've only read 4 of his plays and only a handful of his sonnets.

What I enjoy is watching inner city 9th graders not only understand R&J, but really get into a play that is more than 400 years old. I enjoy opening their eyes and ears to the power of the written word. I like teaching them about the symbolism contained in the play, and I hope that I get another moment like last year when Romeo proposed to Juliet and I had a student audibly go 'Oh!... ahhhhh' when she understood what had happened. I love it when I get a kid like last year who averaged about a 19% all year... except for Romeo and Juliet when he averaged an 81%. I like it when hardened kids get sucked into the romance and tragedy that is Romeo and Juliet. And no, there are no Shakespeare posters in my room, hopefully there never will be...

2. Poetry: What irritates me about HS poetry is that it's really PiNO. Poetry in name only. Sure they talk about rhyme schemes and meter, and even bore er teach kids about a few important poems and poets, but seriously? Is that the BEST they can do?

Needless to say I ignore the garbage in the textbooks and created my own month long introduction to poetry unit. Gone are the idiotic poems and half-assed explanations. Instead the kids get to learn about the poetic form and what makes a ballad a ballad. I show them what rhyme schemes are and why they matter. I teach them the difference between major forms of poetry. We listen to poems being recited over the speakers and then learn about poets and poems.

When they are done, they know what the difference between a ballad and a heroic couplet is. They know why pastorals are important and why Shakespeare and Marlowe used blank verse to write their plays in. They get the joy of reading fun poems like 'The Tale of Custard The Dragon', and see the emotions behind poems like 'Warming Her Pearls' and 'Do Not Go Gentle Into That Good Night'. They also learn about Haiku and Tanka poetry.

Finally they get to write some of their own poetry. They must write a haiku, a tanka, a ballad and a heroic couplet. If they want extra credit they can give any of the forms we study a try. I don't really do much with meter or the really technical part of poetry for a couple of reasons: I don't care and I don't want to bore them to death.

3. Extended teaching time! By this I mean no vacations. I like vacations but honestly November and December are wasted months because kids are always on vacation mode. They are either getting ready for a long weekend or just coming back from a long weekend. It's impossible to really teach because you can't build any momentum. I like having a long stretch where I can really just go for it with my teaching and not worry about long weekends and extended breaks.

4. Summer vacation! When you look at reasons 1-3, would it surprise to you find out that I'm pretty much wiped out when summer break starts?

Before I forget, I wanted to mention something funny that happened this week. My honors students are reading 'Letter From A Birmingham Jail' before they start on Romeo and Juliet. The teacher across the hall from me asked me for a copy of the letter so he could read it over the weekend. Mr. J., who is black came up to me on Monday and said this about Dr. King... 'Dr. King's got a little thug in him doesn't he?' I laughed about it in agreement. Mr. J. was impressed with the courage and backbone that Dr. King possessed and was surprised by his willingness to call other religious leaders on the carpet and properly chastise (well chew them out) them for their lack of support for the cause of civil rights.

I'll never look at Dr. King the same way again.

Used Books

For an English teacher they are a God send. They allow me your humble blogger to amass a fairly large collection of books for my classroom without having to file bankruptcy. While I love new books and have bought them from time to time or gotten them as presents, I prefer to get as much for the money as I can. Luckily for me there are two stores here in Vegas that are close by and both of them have a YA (young adult section) to make it easier to find books my students might be interested in.

The local libraries also have used books but so far their selection has not been great. I also use the internet to get used books, which is good and bad. It's good because you have a plethora of choices, but bad because of the shipping. Now I don't blame the vendors, they need to make money and when the book is only $1.00, I understand that the profit is in the shipping. And I can still get double the books vs. getting them new at the bookstore.

I know that there are several good e-readers such as the Kindle and the Nook from Barnes and Noble, but I can't read large blocks of text on a screen and it's just. not. the. same. There is something intimate about holding a book in your hands and physically turning the pages that simply cannot be duplicated by an e-reader. I'm not against them, they're just not for me.

Now my only other problem is that I'm running out of room for my class library. I did find another bookshelf but I'm not sure where to put it. It's a good problem to have. I also need to start getting some graphic novels for my classroom as well as some manga.

Hope you all have a Happy Thanksgiving.

Revenge

Revenge is the theme of 'The Cask of Amontillado', one of Poe's more famous short stories. In this story the narrator tells about the revenge he takes on the poor soul who dared to insult him. I like this story because it's fun to show how Montressor gets his revenge and teach them about theme at the same time. The students like it because it's dark and creepy and allows them to safely fantasize about really getting even with someone who has done them wrong.

Thematic webs come in handy here because it allows the student to write down all the things that Montressor does to get even with the ironically named Fortunado (Italian for fortunate). For example he uses his knowledge of wine to bait him to coming to his palazzo to examine a pipe (110 gallons) of Amontillado. He then pretends to be concerned about his cold and 'tries' to talk his drunk (he keeps him drunk as well) victim out of venturing under his empty (no witnesses) palazzo to the catacombs where the wine is. I could go on but go read it for yourself. It's pretty cool in a creepy way.

That is the first of the three stories my students will be reading. The other two are 'The Most Dangerous Game' and 'The Necklace'. In addition, my honors students are finishing up 'The Yellow Wallpaper' and I got my kids to the library for the 2nd quarter book project.

The Yellow Wallpaper

Rarely do I inflict my favorite stories and poems on my students. I was not a big fan of that when I was a student and I do my best to give them literature they are actually interested in or that are wonderful illustrations of themes, symbols etc.

"The Yellow Wallpaper" is an exception. It is and remains my favorite short story of all time. I read it in one of my college English classes and was hooked. It's not the easiest story to read, I had to read it five times to understand what happened and a few more to really get what the author was talking about. Because it's a difficult story I only have my honors students read it and I offer extra credit to any regular student who reads it on their own.

At first my students thought is was 'retarded and lame' but after they got about a page in, they really began to enjoy it. Interestingly they have not freaked out about it like last year's class where kids were getting dizzy and ill from the descriptions.

Another interesting thing about this story are all the things people have decided that Gilman was talking about, social injustice, equal rights for women, that sort of thing. And while I believe that in her subconscious mind she may have been addressing those things in reality she had a different purpose in mind.

Here is why she wrote it in the first place.

Many and many a reader has asked me that. When the story first came out, in the New England Magazine about 1891, a Boston physician made protest in The Transcript. Such a story ought not to be written, he said; it was enough to drive anyone mad to read it.

Another physician, in Kansas I think, wrote to say that it was the best description of incipient insanity he had ever seen, and -- begging my pardon -- had I been there?

Now the story of the story is this:

For many years I suffered from a severe and continuous nervous breakdown tending to melancholia -- and beyond. During about the third year of this trouble I went, in devout faith and some faint stir of hope, to a noted specialist in nervous diseases, the best known in the country. This wise man put me to bed and applied the rest-cure, to which a still-good physique responded so promptly that he concluded there was nothing much the matter with me, and sent me home with solemn advice to "live as domestic a life as far as possible," to "have but two hours' intellectual life a day," and "never to touch pen, brush, or pencil again" as long as I lived. This was in 1887.

I went home and obeyed those directions for some three months, and came so near the borderline of utter mental ruin that I could see over.

Then, using the remnants of intelligence that remained, and helped by a wise friend, I cast the noted specialist's advice to the winds and went to work again -- work, the normal life of every human being; work, in which is joy and growth and service, without which one is a pauper and a parasite -- ultimately recovering some measure of power.

Being naturally moved to rejoicing by this narrow escape, I wrote "The Yellow Wallpaper," with its embellishments and additions, to carry out the ideal (I never had hallucinations or objections to my mural decorations) and sent a copy to the physician who so nearly drove me mad. He never acknowledged it.

The little book is valued by alienists and as a good specimen of one kind of literature. It has, to my knowledge, saved one woman from a similar fate -- so terrifying her family that they let her out into normal activity and she recovered.

But the best result is this. Many years later I was told that the great specialist had admitted to friends that he had altered his treatment of neurasthenia since reading "The Yellow Wallpaper."

It was not intended to drive people crazy, but to save people from being driven crazy, and it worked.

SOURCE: The Forerunner, October 1913.

My students will read this article once they are done with the story and answer a few questions about it. I always find it interesting how readers and viewers react to art weather it be literature, poetry, paintings or music. We tend to put into it our own life experiences and that is what makes it fun.

Book Project

One of the things I changed this year was to include a quarterly book project in all my English classes. So once a quarter they read a book of their choice (within reason) and then do some sort of project on it. To make sure they actually do the project I made it 25% of their quarter grade.

I gave them a sheet with 16 different ideas to choose from (#16 was come up with your own) and then took them to the library so they could pick a book. Today was the due date for my honors classes and from what I have seen it's going very very well. One student did a diary for 'Of Mice and Men' and it was just AMAZING. In addition I've gotten crossword puzzles, sculptures, posters and book reviews. (One student did not like 'The Stranger' at ALL) I did get one book report but he did a good job with it so I didn't mind, and no it was NOT on the list. I've even gotten a couple already from my regular kids and those were also 'A' level work.

Now it was not easy to get the kids to do this, but this is an ENGLISH class and they will read 4 books this year. If they want to pass my class they will anyway.

The bonus is that now I have book ideas to add to my library in my house and my classroom. And since I have gift cards to both Barnes and Noble as well as Amazon, it's going to be fun.

If it isn't broke...

Don't fix it right? Apparently not for my students. Why do I bring this up? Well, because they took notes and payed attention to Book 9 of The Odyssey and did really well on the test. So you would think that since it worked for Book 9 it would also work for Book 10 right?...

Well not so much. I knew that the scores would drop a bit from that test to this test because there were more short answer questions than on the last one, but I did not expect the classes to literally do a full grade worse. I literally had a student get a 32/40 on the first test and a 4.5/40 on the second test. Seriously? You go from about an 80% to about 11% in four days? This same class had an average score of 83% on the first test and a 68% on the second one. Can you say 'overconfident'? I knew you could. Now I will say that the kids who totally bombed the first test did not repeat their mistakes on the second one. Not that they all passed, but I am pleased when you go from an 8/40 on the first test to a 22/40 on the second one. I know it's still an F, but he increased his score by almost 300%. I just hope he takes the Book 12 test seriously, because I want him to succeed.

I do know that today when I was reviewing the material for book 12 the students were certainly paying more attention than last time. Of course it was no accident that I handed back their tests at the beginning of class to give them a bit of a kick in the butt.

Finally I asked them what the biggest surprise of the book was and the two most popular replies were as follows: "I can't believe that Odysseus slept with Circe" and "I thought it was going to be boring but now I'm into it." I may let them finish listening to the story after the test tomorrow and a bit on Thursday.

Lets just hope this test isn't the Hindenburg Part II...

A big difference

This year is so totally different from last year. Maybe it's the fact I have a year under my belt teaching English (as opposed to math, long story) and don't have to make it up as I go. Maybe it's the fact I have both honors sections and can actually teach two different things. Maybe it's the fact that the kids are not only better behaved but harder working, but so far this year has been much less stressful than last year. I even have a handle on the credit retrieval class now. I just need to update the grades again in the grade book. I am also enjoying myself more this year than I did last year and last year I had a blast.

I am however going to have to remind my regular classes just who is in charge since they're starting to think it's not me... Big mistake on their part. And the nice thing is I have not had to bark much this year either, in fact I haven't even kicked anyone out of my room yet.

My regular classes are almost done with 'The Odyssey' (books 9-10 and 12) and then they'll start the writing project and my honors classes will start 'The Odyssey' on Tuesday, they'll probably finish up in a week since I can move faster with them than I can with the regular kids, then we start my favorite short story 'The Yellow Wallpaper', which is a perfect story for October. Then both classes will read 'The Cask of Amontillado' and then we'll go from there. I still have to make time to prep the kids for the interim assessments at the end of the month.

Wow is the 1st quarter that close to being over?



Speaking of my room, it's officially decorated for Halloween!

Lesson Learned!

One of the constants in teaching freshmen is The Odyssey. Now the book does not have the entire poem, it has books 9-12 and then the last few where Odysseus gets even with the 100 suitors and gets to live happily ever after with his wife and son. I normally do only books 9 & 10 because it allows me to show how Odysseus changes after his encounter with the Cyclops and because there is a plethora of material that I teach so time becomes an issue. Last year I started out by having the students read Book 9 (Cyclops dining on Greek Sushi) silently and taking notes, then having the students listen to it before the test. That was not a great plan because half the class didn't understand the text until they heard the audio version. Duh, it's a poem for crying out loud. Now I wised up for Book 10-12 last year and was planning on doing it this way the next time around.

This year I did the same thing again, knowing they were going to struggle with the text, some of them anyway. I didn't want to cheat the readers out of using thier abilities so I planned for three days of silent reading and two days of listening to and following along in the book before the test. It went much better this time around, the kids who struggled reading it, understood it once they listened to and followed along in the book. The kids who knew the story really got it and I am hoping that I have a plethora of good scores and a paucity of flame outs on the book 9 test.

The other lesson I learned last year that I applied this year was the importance of breaking down the writing process into steps, my honors kids are ripping through their essays this year precisely because they went step by step and because they prewrote their essays, which is the big key. 30 minutes of prewriting = 3 hours of writing is the formula I told them and they totally bought into the concept. The result is that there was far less confusion and far less frustration with the process, which is good because the source material was challenging to say the least.

Reflection has its benefits when you take the time to do it.

Changes

First I want to apologize for not replying to the comments that were left at my blog. Haloscan, which I have used for the past few years for comment moderation has gone the way of the dodo bird and I will have to find a new system since it's replacement is not free. That is the official change to the blog.

As far as my classes go, I had to change the plans for the week due to my mistake and my students not getting the lesson I used Tuesday for figurative language. They simply did not get similes, metaphors and personification. To complicate matters, our copy guy got fired and the graphics department (AKA copy room) is now locked up, including the self service copiers that I used all the time. We do have small copiers around campus but now they get more use than they were really designed for so they break more often. And teachers don't bother to let the staff know so they can call the tech. This meant that I needed to come up with a different lesson for Wednesday that did not require the use of copies. Fortunately I was able to find a couple of power points on figurative language that will allow me to better teach the material without needing to make copies. At least when the education student shows up on Wednesday for his observation I won't look like a total putz. I wonder if he hates the Danielson book as much as I did?

The mistake part of it was not marking my key correctly for the scantron part of the Romeo and Juliet Act 1 & 2 test. So I will have to rerun the scantron forms so I can discuss the results on Thursday and have the students who failed correct them and get some points back.

The interesting part of the test is that I asked the students which film version of Romeo and Juliet they liked better: The 1968 version or the 1996 version. The surprise winner was the 1968 version by about a 60/40 split. Most of the comments said that the scenery and the characters matched better in the older one than the newer one. Almost all of them said watching the clips helped them better understand they play (no surprise there) than just listening to it and reading it. As a movie fan the 96 version has it all over the older one. Claire Daines, need I say more? As an English teacher the older one is better, plus that balcony scene is awesomely done.

Should be an interesting week!

Shakespeare

So yesterday we started our unit on Romeo and Juliet with a pair of power points on both Shakespeare the play itself. I purposely left in the slide about how the people in the courtyard would relive themselves where they were just because. Yep, I'm just shallow that way. I kept my students occupied by having them fill out worksheets as we went along and then had them turn them in for points. Nothing like effecting grades to get them interested in a presentation!

Tomorrow we start the play in earnest and we'll take turns listening to the play and watching it. We'll spend time discussing it as we go. My plan is to go after the 'big picture' stuff in the play. They'll get Shakespeare for all four years in HS so there will be plenty of time to dissect it line by line. I want them to understand things like what Shakespearean tragedy is, Star Crossed Lovers, dramatic foils etc. I want them to enjoy the play for what it is, a romantic tragedy with interesting characters.

If there is time this quarter, I want to read a second play called Trifles. What I would really like to do is read 12 Angry Men, but that is going to wait until next year.

In need of a title

Seriously, I have no clue what to title this one. Yea, anyway my observation went pretty well and the classes' personalities are starting to become crystal clear. And I also need to get them to read more nonfiction text which they will be doing in the next couple of weeks once I get the lesson planning done for them. Oh and I have to come up with emergency sub plans as well. I have two days done and Karlana was nice enough to send me some of hers. Stop by her blog when you get the chance, she writes on a plethora of different subjects and does it well.

1st period is your typical class, some kids who should be in honors and some who couldn't care any less about passing not to mention a few who cannot show up on time, ever. Academically they're doing OK but not great. I don't really have any meatballs though so it's a pretty good class to start with.

2nd period is my Excedrin class in spades, it already had more than it's share of chuckleheads and then they added 10 more students for a grand total of 41 kids. I am now on seating chart #4 and we've been in school for 5 or 6 weeks. Whereas 1st period is going to do group work, 2nd period isn't because they could not stay quiet for independent reading. And surprise, their grades as a class suck eggs. Rotten eggs. Looks like the Siberia seats will get some use from them tomorrow.

My honors class is what you would expect of honors students, bright kids who talk fast and work harder. Today they began their mystery box assignment and tomorrow when they finish "The Most Dangerous Game" they'll start "She Unnames Them" and then it's off to short story literacy groups. That's where a group will pick a story to read then fill out the elements worksheet and then will start creating power point presentations to teach the rest of the class about the story they read. I just hope all the freedom I am going to give them does not come back to bite me in the gradebook so to speak. I am also going to have them read some nonfiction work.

5th period is like 3rd period except they are a regular class but I only have 2 kids who are failing and their class grade is right there with the honors kids. They'll be doing lots of group work as well I think. I may just give them the same (or similar) work as the honors and see what happens. I am going to loosen the leash on them as well and see how they do. Library, here we come! Pray for the librarian if you can though!

6th period is between 5th and 1st. I think if I had them at a different point of the day they would really shine but it's the last class of the day and they are kinda done with school at that point but I have some GREAT kids that day. Their grades are pretty good as well.

What I really want is to have a class where there are no F's and few D's and with my honors kids and with 5th period I just may get my wish as I have only a couple of kids who are failing in either class.

I also need to mention that one of the nonfiction texts my students are going to read is by Mary Baker who wrote a very compelling article about why she no longer considers herself an African American. My honors and 5th period will read that one, discuss and write about it and my other three classes will read a shorter piece by Teddy Roosevelt talking about what it means to be an American without the hyphen. Credit goes to Saberpoint for posting it in all it's un-hypenated glory. It's shorter than the Mary Baker piece but has the same message about the importance of simply being an American regardless of where you immigrated to this country from. It's a message some of these kids sorely need to learn.

Speaking of Teddy, here is my favorite quote of his. Feel free to mention it next time you get called an '-ist' for criticizing the President...

"To announce that there must be no criticism of the president, or that we are to stand by the president, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public."

Reading

One of the benefits of being at home is getting to read more than usual and I have taken advantage of that by finishing up four books in the last few days. Two of them were historical and the other two were political.

As for the histories, I read Patton a short but interesting biography of the colorful and brilliant general from WWII and I also read The Coldest Winter the story about The Battle of The Bulge from the point of a platoon that bought the allies precious time and surrendered only after they ran out of ammunition. Both books were surprisingly good and easy to read. They were not my first choices to read because they were checked out but I was glad I took a chance on them.

On the political front, I finally got to read Bamboozled and Arrogance, two books that had been on my reading list for many a moon but had not been able to get to for various reasons. Both books were well researched and very informative to read. When I get the money I will add them both to my collection.

That leaves just one book that I checked out from the library that I have not finished. It's from Ray Bradbury and it's called From The Dust Returned and if it's half as good as Something Wicked This Way Comes it should be a really good book.

Tomorrow it's back to the library to return books and get some more. My daughter blew through most of the 13 books she checked out and I need to return mine as well.

I could get used to summers off...

Chocolate Dipped Ice Cream

Now I'm not a chocolate fiend like my wife or my dad, but I make an exception for the chocolate dipped ice cream cone, something that I've enjoyed for as long as I can remember. It's also one of the few times that I order the same thing just about every time I go to DQ, I love them that much, especially in the summer when it's 100º F by 9am in the summer.

Today my four year old son had to get some cavities filled and after last week's debacle I decided to reward him if he was brave with his very own chocolate dipped ice cream cone. So after he got his fillings done with minimal tears and after the 30 minute (40+ actually) waiting period I took him and my daughter to DQ for a treat. And as promised he got his very own chocolate dipped ice cream cone which he devoured in about 4 minutes flat! He also helped me eat my cone and some of my daughter's Arctic Blast. All in all it was a good time for everyone.

In other news, my job search is progressing, I have one more reference to get back from my student teaching and my official transcripts from NSC and my application is complete. Hopefully I will be able to schedule some interviews and maybe even get me one of those job thingys by the fall, but first the flipping legislature has to get it's collective head out my wallet and pass something that approaches a budget first. But hey what do I know?

Finally, I really need to finish the books I checked out from the library, but I've been lazy which is too bad because 1776 is a really interesting book and I've barely gotten past the first couple of chapters.

And don't forget the real reason we have Memorial Day because some really did give all.

50 book challenge

I have almost completed the 50 book challenge. Here is the list of all 42 books I have read so far.

If By Sea
All Quiet On The Western Front
Something Wicked This Way Comes
Lord of The Flies
The Trial
I am Scout
Big Mouth and Ugly Girl
Robinson Crusoe
War of the Worlds

Crime and Punishment
To Kill a Mockingbird
American Lion
What's so great about Christianity
Ike, an American legend
"What we carry"
"The making of a poem"
Shade's Children
Speak
Kidnapped
Elfstones of Shannara
Pool of Radiance
Pools of Darkness
Silent Sea

These three I'm counting as one book
The Bottle Imp
The Body Snatcher
Markheim

Ranger's Apprentice Book 1
Flight of The White Horse
Old man and the sea
My Grandfather's Son
Sharks over China
Dr. Jekyll and Mr. Hyde
The Screwtape Letters
Catcher in the Rye
The Coldest Winter
Mere Christianity
Count of Monte Cristo
The Black Arrow
Dragonflight
Dragonquest
The White Dragon
The Great Gatsby
The Picture of Dorian Gray
The Grapes of Wrath

50 Book Challenge

Update #3 4/14/09: It's 38. I finished "The Trial" and "I Am Scout" today and forgot to add "Big Mouth and Ugly Girl" from last month. Only 12 more by July!

Update #2: It's 35, I finished Robinson Crusoe on Friday and I'm reading "The Trial" right now.
And Happy Easter everyone!

Update #1: It's 34 I finished War of the Worlds today and I'm half done with Robinson Crusoe...


So I have now finished 33 books out of the 50. Here is the list so far.

Crime and Punishment
To Kill a Mockingbird
American Lion

"What's so great about Christianity"
Ike, an American legend
"What we carry"
"The making of a poem"
Shade's Children
Speak
Kidnapped
Elfstones of Shannara
Pool of Radiance
Pools of Darkness
Silent Sea

These three I'm counting as one book
The Bottle Imp
The Body Snatcher
Markheim

Ranger's Apprentice Book 1
Flight of The White Horse
Old man and the sea
My Grandfather's Son
Sharks over China
Dr. Jekyll and Mr. Hyde
The Screwtape Letters
Catcher in the Rye
The Coldest Winter
Mere Christianity
Count of Monte Cristo
The Black Arrow
Dragonflight
Dragonquest
The White Dragon
The Great Gatsby
The Picture of Dorian Gray
The Grapes of Wrath

To Kill A Mockingbird

At my new school my cooperating teacher had just started To Kill A Mockingbird so after spring break, that's what I'll be teaching as well. I had forgotten how good that book was until I picked it up again and the movie is not bad either. I mention this because I decided on a whim to do the novel for my literary theory class because I just was not interested in redoing my paper on Ursula LeGuin.

I'm glad I switched because I found out a very interesting thing. Lawyers use Atticus Finch as a role model in their law schools, and that one professor wrote an article in the Michigan Law Review that asked some hard questions, which were answered by other professors and lawyers. One of those responses came from Ann Althouse who has an excellent blog of her own.

Funny how things just kinda work out sometimes. Today I'll do my prewriting and the rough draft(s) and then tomorrow I'll finish it up.

Oh, and spring break is next week.

YEE-HAW!