Posted by: jockmackenzie | November 6, 2009

Hink Pink Swink Think Contest (with prizes)

Regular blog entries appear below this fabulous contest offer . . .

HINK PINK SWINK THINK CONTEST

Enter now, enter often - deadline Dec. 15

Why buy your Christmas presents when you can win them? Enter to win one of three fabulous prizes:

First prize – Bas-relief Sculpture by Emmanuel Hahn

Decorate your office space with the artistry of Canadiana, a collector’s piece that is 50 years old. Cast with a lustrous sheen, this bit of history was created by the hands of the co-founder of the Sculptor’s Society of Canada. Depicting a representation of the famous Nova Scotian racing schooner, Bluenose, this prize is to die for.

Second prize – 3-in-1 Desk Organizer

Turn your life around with the triple threat that will organize your desk and work place. With the 3-in-1 Desk Organizer you can say good-bye to clutter and confusion, farewell to the frustration of finding that needed file, and bonjour to the bliss of knowing where every letter, card, and folder has been placed. Manufactured using components used on the space shuttle, the 3-in-1 Desk Organizer uses the wisdom of the modern age mixed the wisdom of centuries past, a true blend of the best and brightest ideas.

Third prize – Jock’s book on Essay Writing

Hardly in the same league as a bas-relief sculpture and an amazing desk organizer (I have one myself) but a worthwhile prize nonetheless. Essay Writing: Teaching the Basics from the Ground Up is a teacher reference book unlike any other I have ever written – or, for that matter, have ever read. Filled with practical ideas, it is not only a ready-to-use source that will introduce your class to essay writing, it’s a fun read.

*** all prizes will be shipped to the winners ANYWHERE IN THE WORLD!

HOW TO ENTER

1. Choose from one of three categories: General, Seasonal/Holiday, Adult* (by Adult, I mean aimed at an audience with a more sophisticated vocabulary than your average 12-year-old. I do not mean XXX rated)

2. Create either a Hink Pink Swink OR a Hink Pink Swink Think. Entries must be original.

3. Format your entry like this: Hink Pinky Swinkety followed by your description OR Hinkety Pinky Swinky Thinkety and a description.

4. E-mail your offerings to: jockmac@xplornet.com

5. The riddles (along with author’s first name and city) will be displayed as they arrive – but answers will not be divulged until the winners have been determined. One riddle = 1 chance for a memorable prize. If your e-mail contains 8 riddles, you have 8 separate and distinct chances. Enter as often as you wish.

For those unfamiliar with Hink Pink Swinks and Hink Pink Swink Thinks and all of the various permutations and combinations, please see my blog entry entitled: Publications – Rhyme Time in “Canadian Teacher” (September issue)

If and when someone enters this contest, posted entries will appear as below. NOT TO BE SHOWN are the answers . . . but for the uninitiated, I will include them here. Okay, each word is backwards so at least you have to think a little bit.

Morris from Pictou County, Nova Scotia (Seasonal/Holiday) – Hinky Pinky Swinky Thinky – The San Fransisco street car, decorated for the Christmas season with green and red wreaths, driven by the ever-jovial Margaret. YLLOJ YLLOM YLLOH YELLORT

Isabel from Telkwa, British Columbia (Adult) – Hinkety Pinkpinkety Swinkety – a medley of haunting operatic melodies. SUOIRAV SUOIRETSYM SAIRA

Bob from Larchmont, New York (General) – Hinket -y Pink Swink – an orange drink given to Bullwinkle b the author of The Cat in the Hat. .RD SSUES ESOOM ECIUJ

Posted by: jockmackenzie | November 8, 2009

Short Story – Leiningen versus the Ants (Story, Part 2)

180px-Eciton_burchelli_Illustrationwiki.verkata.com/en/wiki/Army_ant

PART 2 OF 3

Visibly the swiftness and power of the masses of water increased, swirling into quicker and quicker movement its living black surface, dispersing its pattern, carrying away more and more of it on the hastening current.

Victory had been snatched from the very jaws of defeat. With a hysterical shout of joy, the peons feverishly intensified their bombardment of earth clods and sand.

And now the wide cataract down the opposite bank was thinning and ceasing, as if the ants were becoming aware that they could not attain their aim. They were scurrying back up the slope to safety.

All the troops so far hurled into the ditch had been sacrificed in vain. Drowned and floundering insects eddied in thousands along the flow, while Indians running on the bank destroyed every swimmer that reached the side.

Not until the ditch curved towards the east did the scattered ranks assemble again in a coherent mass. And now, exhausted and half-numbed, they were in no condition to ascend the bank. Fusillades of clods drove them round the bend towards the mouth of the ditch and then into the river, wherein they vanished without leaving a trace.

The news ran swiftly along the entire chain of outposts, and soon a long scattered line of laughing men could be seen hastening along the ditch towards the scene of victory.

For once they seemed to have lost all their native reserve, for it was in wild abandon now they celebrated the triumph–as if there were no longer thousands of millions of merciless, cold and hungry eyes watching them from the opposite bank, watching and waiting.

The sun sank behind the rim of the tamarind wood and twilight deepened into night. It was not only hoped but expected that the ants would remain quiet until dawn. “But to defeat any forlorn attempt at a crossing, the flow of water through the ditch was powerfully increased by opening the dam still further.

In spite of this impregnable barrier, Leiningen was not yet altogether convinced that the ants would not venture another surprise attack. He ordered his men to camp along the bank overnight. He also detailed parties of them to patrol the ditch in two of his motor cars and ceaselessly to illuminate the surface of the water with headlights and electric torches.

After having taken all the precautions he deemed necessary, the farmer ate his supper with considerable appetite and went to bed. His slumbers were in no wise disturbed by the memory of the waiting, live, twenty square miles.

Dawn found a thoroughly refreshed and active Leiningen riding along the edge of the ditch. The planter saw before him a motionless and unaltered throng of besiegers. He studied the wide belt of water between them and the plantation, and for a moment almost regretted that the fight had ended so soon and so simply. In the comforting, matter-of-fact light of morning, it seemed to him now that the ants hadn’t the ghost of a chance to cross the ditch. Even if they plunged headlong into it on all three fronts at once, the force of the now powerful current would inevitably sweep them away. He had got quite a thrill out of the fight–a pity it was already over.

He rode along the eastern and southern sections of the ditch and found everything in order. He reached the western section, opposite the tamarind wood, and here, contrary to the other battle fronts, he found the enemy very busy indeed. The trunks and branches of the trees and the creepers of the lianas, on the far bank of the ditch, fairly swarmed with industrious insects. But instead of eating the leaves there and then, they were merely gnawing through the stalks, so that a thick green shower fell steadily to the ground.

No doubt they were victualling columns sent out to obtain provender for the rest of the army. The discovery did not surprise Leiningen. He did not need to be told that ants are intelligent, that certain species even use others as milch cows, watchdogs and slaves. He was well aware of their power of adaptation, their sense of discipline, their marvelous talent for organization.

His belief that a foray to supply the army was in progress was strengthened when he saw the leaves that fell to the ground being dragged to the troops waiting outside the wood. Then all at once he realized the aim that rain of green was intended to serve.

Each single leaf, pulled or pushed by dozens of toiling insects, was borne straight to the edge of the ditch. Even as Macbeth watched the approach of Birnam Wood in the hands of his enemies, Leiningen saw the tamarind wood move nearer and nearer in the mandibles of the ants. Unlike the fey Scot, however, he did not lose his nerve; no witches had prophesied his doom, and if they had he would have slept just as soundly. All the same, he was forced to admit to himself that the situation was far more ominous than that of the day before.

He had thought it impossible for the ants to build rafts for themselves–well, here they were, coming in thousands, more than enough to bridge the ditch. Leaves after leaves rustled down the slope into the water, where the current drew them away from the bank and carried them into midstream. And every single leaf carried several ants. This time the farmer did not trust to the alacrity of his messengers. He galloped away, leaning from his saddle and yelling orders as he rushed past outpost after outpost: “Bring petrol pumps to the southwest front! Issue spades to every man along the line facing the wood!” And arrived at the eastern and southern sections, he dispatched every man except the observation posts to the menaced west.

Then, as he rode past the stretch where the ants had failed to cross the day before, he witnessed a brief but impressive scene. Down the slope of the distant hill there came towards him a singular being, writhing rather man running, an animal-like blackened statue with shapeless head and four quivering feet that knuckled under almost ceaselessly. When the creature reached the far bank of the ditch and collapsed opposite Leiningen, he recognized it as a pampas stag, covered over and over with ants.

It had strayed near the zone of the army. As usual, they had attacked its eyes first. Blinded, it had reeled in the madness of hideous torment straight into the ranks of its persecutors, and now the beast swayed to and fro in its death agony.

With a shot from his rifle Leiningen put it out of its misery. Then he pulled out his watch. He hadn’t a second to lose, but for life itself he could not have denied his curiosity the satisfaction of knowing how long the ants would take–for personal reasons, so to speak. After six minutes the white polished bones alone remained. That’s how he himself would look before you can–Leiningen spat once, and put spurs to his horse.

The sporting zest with which the excitement of the novel contest had inspired him the day before had now vanished; in its place was a cold and violent purpose. He would send these vermin back to the hell where they belonged, somehow, anyhow. Yes, but how was indeed the question; as things stood at present it looked as if the devils would raze him and his men from the earth instead. He had underestimated the might of the enemy; he really would have to bestir himself if he hoped to outwit them.

The biggest danger now, he decided, was the point where the western section of the ditch curved southwards. And arrived there, he found his worst expectations justified. The very power of the current had huddled the leaves and their crews of ants so close together at the bend that the bridge was almost ready.

True, streams of petrol and clumps of earth still prevented a landing. But the number of floating leaves was increasing ever more swiftly. It could not be long now before a stretch of water a mile in length was decked by a green pontoon over which the ants could rush in millions.

Leiningen galloped to the weir. The damming of the river was controlled by a wheel on its bank. The planter ordered the man at the wheel first to lower the water in the ditch almost to vanishing point, next to wait a moment, then suddenly to let the river in again. This maneuver of lowering and raising the surface, of decreasing then increasing the flow of water through the ditch was to be repeated over and over again until further notice.

This tactic was at first successful. The water in the ditch sank, and with it the film of leaves. The green fleet nearly reached the bed and the troops on the far bank swarmed down the slope to it. Then a violent flow of water at the original depth raced through the ditch, overwhelming leaves and ants, and sweeping them along.

This intermittent rapid flushing prevented just in time the almost completed fording of the ditch. But it also flung here and there squads of the enemy vanguard simultaneously up the inner bank. These seemed to know their duty only too well, and lost no time accomplishing it. The air rang with the curses of bitten Indians. They had removed their shirts and pants to detect the quicker the upwards-hastening insects; when they saw one, they crushed it; and fortunately the onslaught as yet was only by skirmishers. Again and again, the water sank and rose, carrying leaves and drowned ants away with it. It lowered once more nearly to its bed; but this time the exhausted defenders waited in vain for the flush of destruction. Leiningen sensed disaster; something must have gone wrong with the machinery of the dam. Then a sweating peon tore up to him–

“They’re over!”

While the besieged were concentrating upon the defence of the stretch opposite the wood, the seemingly unaffected line beyond the wood had become the theatre of decisive action. Here the defenders’ front was sparse and scattered; everyone who could be spared had hurried away to the south.

Just as the man at the weir had lowered the water almost to the bed of the ditch, the ants on a wide front began another attempt at a direct crossing like that of the preceding day. Into the emptied bed poured an irresistible throng. Rushing across the ditch, they attained the inner bank before the slow-witted Indians fully grasped the situation. Their frantic screams dumbfounded the man at the weir. Before he could direct the river anew into the safeguarding bed he saw himself surrounded by raging ants. He ran like the others, ran for his life.

When Leiningen heard this, he knew the plantation was doomed. He wasted no time bemoaning the inevitable. For as long as there was the slightest chance of success, he had stood his ground, and now any further resistance was both useless and dangerous. He fired three revolver shots into the air–the prearranged signal for his men to retreat instantly within the “inner moat.” Then he rode towards the ranch house.

This was two miles from the point of invasion. There was therefore time enough to prepare the second line of defence against the advent of the ants. Of the three great petrol cisterns near the house, one had already been half emptied by the constant withdrawals needed for the pumps during the fight at the water ditch. The remaining petrol in it was now drawn off through underground pipes into the concrete trench which encircled the ranch house and its outbuildings.

And there, drifting in twos and threes, Leiningen’s men reached him. Most of them were obviously trying to preserve an air of calm and indifference, belied, however, by their restless glances and knitted brows. One could see their belief in a favorable outcome of the struggle was already considerably shaken.

The planter called his peons around him.

“Well, lads,” he began, “we’ve lost the first round. But we’ll smash the beggars yet, don’t you worry. Anyone who thinks otherwise can draw his pay here and now and push off. There are rafts enough to spare on the river and plenty of time still to reach ‘em.”

Not a man stirred.

Leiningen acknowledged his silent vote of confidence with a laugh that was half a grunt. “That’s the stuff, lads. Too bad if you’d missed the rest of the show, eh? Well, the fun won’t start till morning. Once these blighters turn tail, there’ll be plenty of work for everyone and higher wages all round. And now run along and get something to eat; you’ve earned it all right.”

In the excitement of the fight the greater part of the day had passed without the men once pausing to snatch a bite. Now that the ants were for the time being out of sight, and the “wall of petrol” gave a stronger feeling of security, hungry stomachs began to assert their claims.

The bridges over the concrete ditch were removed. Here and there solitary ants had reached the ditch; they gazed at the petrol meditatively, then scurried back again. Apparently they had little interest at the moment for what lay beyond the evil-reeking barrier; the abundant spoils of the plantation were the main attraction. Soon the trees, shrubs and beds for miles around were hulled with ants zealously gobbling the yield of long weary months of strenuous toil.

As twilight began to fall, a cordon of ants marched around the petrol trench, but as yet made no move towards its brink. Leiningen posted sentries with headlights and electric torches, then withdrew to his office, and began to reckon up his losses. He estimated these as large, but, in comparison with his bank balance, by no means unbearable. He worked out in some detail a scheme of intensive cultivation which would enable him, before very long, to more than compensate himself for the damage now being wrought to his crops. It was with a contented mind that he finally betook himself to bed where he slept deeply until dawn, undisturbed by any thought that next day little more might be left of him than a glistening skeleton.

Stay tuned for the final story installment – coming soon.

According to my research, the story is no longer copyrighted. I would like to credit this site as my source for the text of “Leiningen versus the Ants” by Carl Stephenson – http://www.dsusd.k12.ca.us/users/christopherg/leiningenfull.htm

Column12 Column13 Column14 Column15 Column16 Column17
dispersing inevitably ominous weir attained draw his pay
hastening contrary alacrity intermittent dumbfounded asset their claims
in vain victualing pampas stag fording bemoaning solitary
eddied provender persecutors vanguard cisterns meditatively
coherent milch cows novel skirmishers preserve spoils
fusillades foray inspired theatre air cordon
forlorn toiling raze preceding indifference brink
impregnable fey bestir irresistible belied compensate
electric torches prophesied pontoon throng knitted sated
Posted by: jockmackenzie | November 6, 2009

Short Story – Leiningen versus the Ants (Story, Part 1)

300px-Safari_ants_tunnelwiki.verkata.com/en/wiki/Army_ant

(These army ants are actually from Africa – but you get the picture)

PART 1 OF 3

Leiningen Versus the Ants

by Carl Stephenson

UNLESS they alter their course and there’s no reason why they should, they’ll reach your plantation in two days at the latest.”

Leiningen sucked placidly at a cigar about the size of a corncob and for a few seconds gazed without answering at the agitated District Commissioner. Then he took the cigar from his lips, and leaned slightly forward. With his bristling grey hair, bulky nose, and lucid eyes, he had the look of an aging and shabby eagle.

“Decent of you,” he murmured, “paddling all this way just to give me the tip. But you’re pulling my leg of course when you say I must do a bunk. Why, even a herd of saurians couldn’t drive me from this plantation of mine.”

The Brazilian official threw up lean and lanky arms and clawed the air with wildly distended fingers. “Leiningen!” he shouted. “You’re insane! They’re not creatures you can fight–they’re an elemental–an ‘act of God!’ Ten miles long, two miles wide–ants, nothing but ants! And every single one of them a fiend from hell; before you can spit three times they’ll eat a full-grown buffalo to the bones. I tell you if you don’t clear out at once there’ll be nothing left of you but a skeleton picked as clean as your own plantation.”

Leiningen grinned. “Act of God, my eye! Anyway, I’m not an old woman; I’m not going to run for it just because an elemental’s on the way. And don’t think I’m the kind of fathead who tries to fend off lightning with his fists either. I use my intelligence, old man. With me, the brain isn’t a second blindgut; I know what it’s there for. When I began this model farm and plantation three years ago, I took into account all that could conceivably happen to it. And now I’m ready for anything and everything–including your ants.”

The Brazilian rose heavily to his feet. “I’ve done my best,” he gasped. “Your obstinacy endangers not only yourself, but the lives of your four hundred workers. You don’t know these ants!”

Leiningen accompanied him down to the river, where the Government launch was moored. The vessel cast off. As it moved downstream, the exclamation mark neared the rail and began waving its arms frantically. Long after the launch had disappeared round the bend, Leiningen thought he could still hear that dimming imploring voice, “You don’t know them, I tell you! You don’t know them!”

But the reported enemy was by no means unfamiliar to the planter. Before he started work on his settlement, he had lived long enough in the country to see for himself the fearful devastations sometimes wrought by these ravenous insects in their campaigns for food. But since then he had planned measures of defence accordingly, and these, he was convinced, were in every way adequate to withstand the approaching peril.

Moreover, during his three years as a planter, Leiningen had met and defeated drought, flood, plague and all other “acts of God” which had come against him-unlike his fellow-settlers in the district, who had made little or no resistance. This unbroken success he attributed solely to the observance of his lifelong motto: The human brain needs only to become fully aware of its powers to conquer even the elements. Dullards reeled senselessly and aimlessly into the abyss; cranks, however brilliant, lost their heads when circumstances suddenly altered or accelerated and ran into stone walls, sluggards drifted with the current until they were caught in whirlpools and dragged under. But such disasters, Leiningen contended, merely strengthened his argument that intelligence, directed aright, invariably makes man the master of his fate.

Yes, Leiningen had always known how to grapple with life. Even here, in this Brazilian wilderness, his brain had triumphed over every difficulty and danger it had so far encountered. First he had vanquished primal forces by cunning and organization, then he had enlisted the resources of modern science to increase miraculously the yield of his plantation. And now he was sure he would prove more than a match for the “irresistible” ants.

That same evening, however, Leiningen assembled his workers. He had no intention of waiting till the news reached their ears from other sources. Most of them had been born in the district; the cry “The ants are coming!’” was to them an imperative signal for instant, panic-stricken flight, a spring for life itself. But so great was the Indians’ trust in Leiningen, in Leiningen’s word, and in Leiningen’s wisdom, that they received his curt tidings, and his orders for the imminent struggle, with the calmness with which they were given. They waited, unafraid, alert, as if for the beginning of a new game or hunt which he had just described to them. The ants were indeed mighty, but not so mighty as the boss. Let them come!

They came at noon the second day. Their approach was announced by the wild unrest of the horses, scarcely controllable now either in stall or under rider, scenting from afar a vapor instinct with horror.

It was announced by a stampede of animals, timid and savage, hurtling past each other; jaguars and pumas flashing by nimble stags of the pampas, bulky tapirs, no longer hunters, themselves hunted, outpacing fleet kinkajous, maddened herds of cattle, heads lowered, nostrils snorting, rushing through tribes of loping monkeys, chattering in a dementia of terror; then followed the creeping and springing denizens of bush and steppe, big and little rodents, snakes, and lizards.

Pell-mell the rabble swarmed down the hill to the plantation, scattered right and left before the barrier of the water-filled ditch, then sped onwards to the river, where, again hindered, they fled along its bank out of sight.

This water-filled ditch was one of the defence measures which Leiningen had long since prepared against the advent of the ants. It encompassed three sides of the plantation like a huge horseshoe. Twelve feet across, but not very deep, when dry it could hardly be described as an obstacle to either man or beast. But the ends of the “horseshoe” ran into the river which formed the northern boundary, and fourth side, of the plantation. And at the end nearer the house and outbuildings in the middle of the plantation, Leiningen had constructed a dam by means of which water from the river could be diverted into the ditch.

So now, by opening the dam, he was able to fling an imposing girdle of water, a huge quadrilateral with the river as its base, completely around the plantation, like the moat encircling a medieval city. Unless the ants were clever enough to build rafts. they had no hope of reaching the plantation, Leiningen concluded.

The twelve-foot water ditch seemed to afford in itself all the security needed. But while awaiting the arrival of the ants, Leiningen made a further improvement. The western section of the ditch ran along the edge of a tamarind wood, and the branches of some great trees reached over the water. Leiningen now had them lopped so that ants could not descend from them within the “moat.”

The women and children, then the herds of cattle, were escorted by peons on rafts over the river, to remain on the other side in absolute safety until the plunderers had departed. Leiningen gave this instruction, not because he believed the non-combatants were in any danger, but in order to avoid hampering the efficiency of the defenders. “Critical situations first become crises,” he explained to his men, “when oxen or women get excited “

Finally, he made a careful inspection of the “inner moat”–a smaller ditch lined with concrete, which extended around the hill on which stood the ranch house, barns, stables and other buildings. Into this concrete ditch emptied the inflow pipes from three great petrol tanks. If by some miracle the ants managed to cross the water and reached the plantation, this “rampart of petrol,’ would be an absolutely impassable protection for the besieged and their dwellings and stock. Such, at least, was Leiningen’s opinion.

He stationed his men at irregular distances along the water ditch, the first line of defence. Then he lay down in his hammock and puffed drowsily away at his pipe until a peon came with the report that the ants had been observed far away in the South.

Leiningen mounted his horse, which at the feel of its master seemed to forget its uneasiness, and rode leisurely in the direction of the threatening offensive. The southern stretch of ditch–the upper side of the quadrilateral–was nearly three miles long; from its center one could survey the entire countryside. This was destined to be the scene of the outbreak of war between Leiningen’s brain and twenty square miles of life-destroying ants.

It was a sight one could never forget. Over the range of hills, as far as eye could see, crept a darkening hem, ever longer and broader, until the shadow spread across the slope from east to west, then downwards, downwards, uncannily swift, and all the green herbage of that wide vista was being mown as by a giant sickle, leaving only the vast moving shadow, extending, deepening, and moving rapidly nearer.

When Leiningen’s men, behind their barrier of water, perceived the approach of the long-expected foe, they gave vent to their suspense in screams and imprecations. But as the distance began to lessen between the “sons of hell” and the water ditch, they relapsed into silence. Before the advance of that awe-inspiring throng, their belief in the powers of the boss began to steadily dwindle.

Even Leiningen himself, who had ridden up just in time to restore their loss of heart by a display of unshakable calm, even he could not free himself from a qualm of malaise. Yonder were thousands of millions of voracious jaws bearing down upon him and only a suddenly insignificant, narrow ditch lay between him and his men and being gnawed to the bones “before you can spit three times.”

Hadn’t this brain for once taken on more than it could manage? If the blighters decided to rush the ditch, fill it to the brim with their corpses, there’d still be more than enough to destroy every trace of that cranium of his. The planter’s chin jutted; they hadn’t got him yet, and he’d see to it they never would. While he could think at all, he’d flout both death and the devil.

The hostile army was approaching in perfect formation; no human battalions, however well-drilled, could ever hope to rival the precision of that advance. Along a front that moved forward as uniformly as a straight line, the ants drew nearer and nearer to the water ditch. Then, when they learned through their scouts the nature of the obstacle, the two outlying wings of the army detached themselves from the main body and marched down the western and eastern sides of the ditch.

This surrounding maneuver took rather more than an hour to accomplish; no doubt the ants expected that at some point they would find a crossing.

During this outflanking movement by the wings, the army on the center and southern front remained still. The besieged were therefore able to contemplate at their leisure the thumb-long, reddish black, long-legged insects; some of the Indians believed they could see, too, intent on them, the brilliant, cold eyes, and the razor-edged mandibles, of this host of infinity.

It is not easy for the average person to imagine that an animal, not to mention an insect, can think. But now both the European brain of Leiningen and the primitive brains of the Indians began to stir with the unpleasant foreboding that inside every single one of that deluge of insects dwelt a thought. And that thought was: Ditch or no ditch, we’ll get to your flesh!

Not until four o’clock did the wings reach the “horseshoe” ends of the ditch, only to find these ran into the great river. Through some kind of secret telegraphy, the report must then have flashed very swiftly indeed along the entire enemy line. And Leiningen, riding–no longer casually–along his side of the ditch, noticed by energetic and widespread movements of troops that for some unknown reason the news of the check had its greatest effect on the southern front, where the main army was massed. Perhaps the failure to find a way over the ditch was persuading the ants to withdraw from the plantation in search of spoils more easily attainable.

An immense flood of ants, about a hundred yards in width, was pouring in a glimmering-black cataract down the far slope of the ditch. Many thousands were already drowning in the sluggish creeping flow, but they were followed by troop after troop, who clambered over their sinking comrades, and then themselves served as dying bridges to the reserves hurrying on in their rear.

Shoals of ants were being carried away by the current into the middle of the ditch, where gradually they broke asunder and then, exhausted by their struggles, vanished below the surface. Nevertheless, the wavering, floundering hundred-yard front was remorselessly if slowly advancing towards the beseiged on the other bank. Leiningen had been wrong when he supposed the enemy would first have to fill the ditch with their bodies before they could cross; instead, they merely needed to act as steppingstones, as they swam and sank, to the hordes ever pressing onwards from behind.

Near Leiningen a few mounted herdsmen awaited his orders. He sent one to the weir-the river must be dammed more strongly to increase the speed and power of the water coursing through the ditch.

A second peon was dispatched to the outhouses to bring spades and petrol sprinklers. A third rode away to summon to the zone of the offensive all the men, except the observation posts, on the near-by sections of the ditch, which were not yet actively threatened.

The ants were getting across far more quickly than Leiningen would have deemed possible. Impelled by the mighty cascade behind them, they struggled nearer and nearer to the inner bank. The momentum of the attack was so great that neither the tardy flow of the stream nor its downward pull could exert its proper force; and into the gap left by every submerging insect, hastened forward a dozen more.

When reinforcements reached Leiningen, the invaders were halfway over. The planter had to admit to himself that it was only by a stroke of luck for him that the ants were attempting the crossing on a relatively short front: had they assaulted simultaneously along the entire length of the ditch, the outlook for the defenders would have been black indeed.

Even as it was, it could hardly be described as rosy, though the planter seemed quite unaware that death in a gruesome form was drawing closer and closer. As the war between his brain and the “act of God” reached its climax, the very shadow of annihilation began to pale to Leiningen, who now felt like a champion in a new Olympic game, a gigantic and thrilling contest, from which he was determined to emerge victor. Such, indeed, was his aura of confidence that the Indians forgot their stupefied fear of the peril only a yard or two away; under the planter’s supervision, they began fervidly digging up to the edge of the bank and throwing clods of earth and spadefuls of sand into the midst of the hostile fleet.

The petrol sprinklers, hitherto used to destroy pests and blights on the plantation, were also brought into action. Streams of evil-reeking oil now soared and fell over an enemy already in disorder through the bombardment of earth and sand.

The ants responded to these vigorous and successful measures of defence by further developments of their offensive. Entire clumps of huddling insects began to roll down the opposite bank into the water. At the same time, Leiningen noticed that the ants were now attacking along an ever-widening front. As the numbers both of his men and his petrol sprinklers were severely limited, this rapid extension of the line of battle was becoming an overwhelming danger.

To add to his difficulties, the very clods of earth they flung into that black floating carpet often whirled fragments toward the defenders’ side, and here and there dark ribbons were already mounting the inner bank. True, wherever a man saw these they could still be driven back into the water by spadefuls of earth or jets of petrol. But the file of defenders was too sparse and scattered to hold off at all points these landing parties, and though the peons toiled like madmen, their plight became momentarily more perilous.

One man struck with his spade at an enemy clump, did not draw it back quickly enough from the water; in a trice the wooden shaft swarmed with upward scurrying insects. With a curse, he dropped the spade into the ditch; too late, they were already on his body. They lost no time; wherever they encountered bare flesh they bit deeply; a few, bigger than the rest, carried in their hind-quarters a sting which injected a burning and paralyzing venom. Screaming, frantic with pain, the peon danced and twirled like a dervish.

Realizing that another such casualty, yes, perhaps this alone, might plunge his men into confusion and destroy their morale, Leiningen roared in a bellow louder than the yells of the victim: “Into the petrol, idiot! Douse your paws in the petrol!” The dervish ceased his pirouette as if transfixed, then tore of his shirt and plunged his arm and the ants hanging to it up to the shoulder in one of the large open tins of petrol. But even then the fierce mandibles did not slacken; another peon had to help him squash and detach each separate insect.

Distracted by the episode, some defenders had turned away from the ditch. And now cries of fury, a thudding of spades, and a wild trampling to and fro, showed that the ants had made full use of the interval, though luckily only a few had managed to get across. The men set to work again desperately with the barrage of earth and sand. Meanwhile an old Indian, who acted as medicine-man to the plantation workers, gave the bitten peon a drink he had prepared some hours before, which, he claimed, possessed the virtue of dissolving and weakening ants’ venom.

Leiningen surveyed his position. A dispassionate observer would have estimated the odds against him at a thousand to one. But then such an on-looker would have reckoned only by what he saw–the advance of myriad battalions of ants against the futile efforts of a few defenders–and not by the unseen activity that can go on in a man’s brain.

For Leiningen had not erred when he decided he would fight elemental with elemental. The water in the ditch was beginning to rise; the stronger damming of the river was making itself apparent.

. . . to be continued

According to my research, the story is no longer copyrighted. I would like to credit this site as my source for the text of “Leiningen versus the Ants” by Carl Stephenson – http://www.dsusd.k12.ca.us/users/christopherg/leiningenfull.htm

Listed below are what I think the average middle school/junior student would consider “hard” words. Leiningen is filled with them. I offer them here in the hope that it will save you some time should you consider doing some vocabulary activities.

Unfortunately, after I had “reddened” a veritable army of words in this and two subsequent blog entries, I lost the hours of work when I tried to cut and paste them into a Word document. In my not-technology-blessed way I have rectified the problem and can now offer the entire story to you – with all of the vocab words bolded for easy identification. If you’d like a copy, I can e-mail it to you.

Drop me a line at jockmac@xplornet.com and I will send you the document.

Stay tuned for more entries – especially Part 5. In Part 5 I will offer some suggestions regarding methods I have used to teach “vocabulary” (noted in red) and some thoughts about the scene descriptions (noted in orange on the blog and underlined in the Word document.) and how students can visualize the story setting.

One final note – the words appear below in the same order they appear in the story. Each list has 9 words (for some quirky reason I avoid lists of 10). By the end of the story there will be 24 lists. Whew!

Column1 Column2 Column3 Column4 Column5 Column6
placidly wrought vanquished advent hampering vista
do a bunk ravenous primal encompassed petrol sickle
saurians peril yield diverted rampart perceived
fend off acts of God curt imposing besieged foe
blindgut attributed tidings girdle stock gave vent
conceivably dullards imminent quadrilateral destined imprecations
obstinacy abyss denizens afford hem relapsed
imploring fate pell-mell peons uncannily dwindle
devastations grapple hindered plunderers herbage qualm
Column7 Column8 Column9 Column10 Column11
malaise foreboding remorselessly aura pirouette
voracious deluge hordes fervidly transfixed
blighters telegraphy coursing hitherto slacken
cranium attainable dispatched blights barrage
flout cataract demed sparse virtue
battalions clambered impelled toiled dispassionate
rival reserves cascade plight myriad
outflanking shoals simultaneously trice futile
mandibles asunder annihilation dervish erred
Posted by: jockmackenzie | November 4, 2009

Short Story – Leiningen versus the Ants (Intro – Plot)

IMG_3089photo courtesy of Hays Cummins, Miami University

Short Story Plot Leiningen versus the Ants by Carl Stephenson

“Leiningen versus the Ants” is lengthy (over 8000 words) and filled with challenging vocabulary. But it’s a classic. With many thanks to Dr. Hays Cummins from Miami University, I am able to show you what Leiningen and his men faced – 20 square miles of an “elemental” who were looking for the Full Meal Deal.

I used this story to teach “Rising Action” because it is filled with what I call the “Good-Bad” events that lead the reader to the climax. On the student handout, these become G and B. I had tried calling these events “Forunate” and “Unfortunate” events as one considered how the protagonist would fare but the abbreviations just weren’t appropriate.

For today’s blog entry (and I had to learn how to build a table to make it happen; special thanks to my big brother the computer whiz), I will offer simply the main gist of the plot outline. More will come with suggestions regarding vocabulary, visualizing (the river, weir, outer and inner moat,etc.), use of figurative language, and more in future blogs.

I. Introduction:



A. Setting:



1. Time:
Past X
Present Future


2. Specific time: summer


3. Place: plantation in Brazil


4. Mood (Atmosphere): tension, fear, suspense


B. Characters:

Name Leiningen
Physical Description bristling gray hair, bulky nose, lucid eyes, had the look of an aging and shabby eagle
Character Traits stubborn, smart, bold


C. Antecedent Action: Leiningen had been on the plantation for three years and had prepared for anything and everything – “including your ants.”

II. Initial Incident:



A. Type(s) of conflict: Man versus Nature


B. Problem (in question form): Who will win the struggle – Leiningen or the ants?


C. 1st event that shows the problem: District Commissioner tells Leiningen that a column of ants that’s 10 miles long and 2 miles wide will soon attack his plantation.

III. Rising Action:

- the events which begin after the Initial Incident and that makes us wonder about the answer to the problem.

Good – Leiningen says he won’t run from the ants

 

Good – Leiningen has fought other drought, flood, plague, etc. and won

Good – Leiningen calls men together and prepares them before panic sets in

Bad – the ants arrive. Their approach is announced by a stampede

Good – Leiningen has a water-filled ditch around three sides of the plantation

Good – Leiningen has built a dam to control the water in the ditch

Good – tree branches that hung over the water on one side have been removed

Good – women and children were taken across the river to safely

Good – Leiningen has also built an inner moat and connected it to gasoline lines

Bad – when Leiningen’s men see the ants they scream and carry on

Bad – Leiningen wonders if he hasn’t taken on more than he can manage

Bad – ants move around and seem to be intelligent, communicating with one another

and so on . . . and so on . . .

IV. Climax


V. Epilogue/Resolution


Posted by: jockmackenzie | November 2, 2009

Superheroes – Part 3

Superheroes - student drawings 1

Superhero drawings 2

Mac – double click, PC – right click to enlarge

These are the superhero pictures drawn by my students. So many of them complained, “I cant’ draw.” but I beg to differ. The pictures above appeared in the monthly school newsletter – and around the room or in the hallway.

Celebration of work done well has always been one of my goals. The idea to include some kind of student work in each monthly newsletter came to me late in my career – but it proved to be a worthwhile thought. As we know, newsletters tend to get quite lengthy so I suggested to my language arts colleagues that I didn’t want to hog prime real estate, that I would only offer my students’ work if no other was forthcoming. Sadly, I was often the only one to provide “copy” for the newsletter. It was, after all, my priority and the autumn of my career so I was particularly vigilant to meet the required deadlines. If only more of the illusive time were available.

Once students had created their new superheroes (described in the blog entry Superheroes – Part 2), we put the masked marvels to work. One of the first exercises was to put the hero and a sidekick into a conversation. I offered a sample. In it, my superhero, TeacherMan, talks to his partner and helper, Stutea – short for Student Teacher. (pronounced stew tee’ yuh) The conversation revolves around an arch enemy, RK Guy – RK being the initials of our then-premier who was cutting funds to education.

I offered my sample in two formats. The first was conversation as it would appear in a play and therefore without the restrictions of the quotation mark rules. The second, which followed in the same conversation, was direct quotations but using only opening and closing quotations in an effort to simplify the mechanics.

My sample looked like this:

TeacherMan (quietly): How will I ever help these students if RK Guy won’t give up?

Stutea (confidently, as any good superhero sidekick should talk): Don’t worry, TeacherMan. You will think of something. You always do.

TeacherMan: But this time he’s gone too far. RK Guy is sucking the money right out of every school budget.

Just then a rumbling noise was heard. TeacherMan and Stutea dashed out into the hallway.

RK Guy announced, “Don’t even think about trying to stop me, you two lowlifes!”

TeacherMan replied, “In your dreams, RK Guy. You have finally met your match.”

Stutea added, “Yeah, it’s two against one, RK Guy. And besides, good always triumphs over evil.”

“Not this time,” chuckled the sinister super villain.

“What pitiful plan of pain do you have in that twisted mind of yours, you dastardly devil?” responded the smiling friend of students throughout the world. “I dare you to try!”

“Watch out, TeacherMan!” cried Stutea. “He’s reaching for his Dry Erase marker and you know how allergic you are to certain scents.”

With speed faster than students leaving school on a Friday afternoon, TeacherMan reacted and dove behind a pop machine. Stutea ducked behind a row of lockers. RK Guy’s blast from DE-Marker Gun richocheted harmlessly down the now-empty hallway.

Creating the superheroes might have be enough in itself, but I like the idea of using them for a purpose and the conversation assignment is one that works.

My final leg of this journey involved taking the superhero descriptions to a high school art class. I had to photocopy just the front side because I didn’t to give away the vision the creator of the superhero had of his or her invention. Alan McIntyre, the teacher of the class in question, distributed the descriptions to his class BUT he photocopied the descriptions one more time so he could give each description to two artists. The artists read the descriptions and then painted/drew/charcoaled what they envisioned.

The results were stunning. My guys had to wait some time for the renderings to be returned but what they got was worth the wait – TWO quality drawings. As one might expect, what one artist created was quite different from what the second artist produced. It turned out to be a super idea.



Posted by: jockmackenzie | October 31, 2009

Short Stories – The Street That Got Mislaid (Part 1)

PA200021

Over time I created a plot planning handout that resulted in the form you see below. I used it to get students to work backwards and fill in the plot structure of a story once they had read it. I also used the form to get students to plan short stories (and sometimes parts of short stories) before they leapt into the foray of fiction.

**Mac users double click the scanned handout images to enlarge

The Street That Got Mislaid by Patrick Waddington

Street Mislaid p. 1Mislaid Street p. 2

Posted by: jockmackenzie | October 29, 2009

Poetry & Song – a video

This blog entry is Teaching Idea #101 – and should remind readers that this blog has several purposes:

• First, it is a site filled and continually filling with free ideas that have been proven in the classroom.
• Second, it is an opportunity for me to collect, organize, fine tune, and present strategies and methods that will fade into the mystic if I don’t share them somehow.
• It’s also, perhaps, an opportunity for some of you out there to say, “Hey, this guy seems to know what he’s talking about. We should get him to come to us (wherever that might be) and share these ideas in person – and at greater length.” I’d be happy to. (but I may be guilty of dangling the odd preposition)

Here’s a 7.35 minute sample from one of my sessions –

Posted by: jockmackenzie | October 27, 2009

Classroom Management – more than entertainment

Flaming Chainsaw Juggling- 800px

When I first started teaching, I thought I would be successful if my lessons were interesting. I came to learn that I could juggle flaming chain-saws, spit razor blades and stand on one leg . . . and some student would say, “Can you spin while you do that?” I soon came to realize that you can’t please ‘em all – no matter what you do.

While in the midst of teaching, I didn’t differentiate between classroom management and classroom discipline. But now, I think I’d put the proactive things teachers can do in the “management” column and the reactive strategies in the “discipline” column.

In a proactive sense there are a multitude of things to do. One of the first priorities is to establish a rapport with your students. A quote often used by principal, Jerry Simonsen, was,”They don’t care how much you know until they know how much you care.” I agree.

One of my philosophies of teaching is that it’s important to be friendly without having to be a friend. I aim for a positive, warm relationship with my students but I don’t strive to be a pal. There has to be a line that basically says, “When push comes to shove, I’m the boss.”

In order to establish a positive rapport, I always loved the idea of effectively managing our time together. Today seems to be quote day so “Idle hands are the devil’s workshop.” It’s true that you are much more likely to have problems in those times during a class when there isn’t some planned activity.

The “Anticipatory Set” has long been a wonderful tool that makes for effective use of the critical first moments of class. Here’s an example: When I am teaching the structure of the short story, I want to get across the idea of sequencing; events occur in a certain order. Despite the fact that I am most definitely not a math teacher, I put sequences of numbers on the board. As students arrive, they are challenged to complete the sequence. I start quite easily and build from there.

Shown below are some sequences that I might use over the course of several days, usually two a day.

2     4     8     16     32     ___     ___

3     8     13     18     ___     28     ___

2     4     3     9     4     16     5     ___     ___     36

1000     900     700     400     ___

But not being a real math guy, I return to the world of letters (but I’m still kind of in math mode – and that’s a hint)

O     T     T     ___     F     S     ___

F     T     F     T     T-F     ___     ___     F

And then I start to think of other sequences that we live with in our day-to-day lives:

J     F     M     A     ___     J     ___     A

F     W     S     ___,      F     W     ___

S     M     ___     W     T     ___

H     B     T     ___, H     B     T     ___

Two sequences per day are just a part of the Anticipatory Set that is ready for each class every day on the board or overhead or SMARTboard as they enter the room. Well, almost every day. It has to be there so that it becomes a habit to come in, sit down, and do something that gets the kids in Language Arts mode.

It may not be juggling flaming chain-saws, but the idea says that we are here to learn – and to learn something that’s interesting and challenging and that honors our time together.

And now the answer key:

2     4     8     16     32    64      128 numbers are doubled

3     8     13     18     23 28     33     add 5 to the previous number

2     4     3     9     4     16     5     25     6 36      a number squared

1000     900     700     400    0     (x – 100 then 200 then 300, etc.)

But not being a real math guy, I return to the world of letters (but I’m still kind of in math mode – and that’s a hint)

One Two Three Four Five Six Seven

Five Ten Fifteen T     T-F     T     T-F F     add by 5’s

And then I start to think of other sequences that we live with in our day-to-day lives:

January February M     A     M J     J A

Fall Winter Spring S,      F     W     S

Sunday Monday T W     T     F

Happy Birthday     To Y, H     B     T     Y

Posted by: jockmackenzie | October 25, 2009

Publications – Rhyme Time in “Canadian Teacher”

ctm_current_cover

In the September issue of Canadian Teacher, I have an article on page 20 entitled “Rhyme Time.” To view the article, either click on colored title or see the text below.

Canadian Teacher is edited by Diana Mumford of Gabriola Island, British Columbia. The magazine is free to schools all across the country. Thanks to the support of the magazine’s advertisers, it is also available on-line.

I would encourage you to check it out and to consider sharing your good ideas through either the “Tips for Teachers” column or perhaps by writing an article.

On the day I published this blog entry, it seemed to take a long time to get to the link showing the article so I am pasting in the original text here. I highly recommend taking the time to go to Canadian Teacher Magazine to see all of the issues available on-line.


RHYME TIME

By Jock Mackenzie

(The following is an excerpt from the draft of my second teacher reference book. The book’s working title is “Poetry and Song.” This section comes from Chapter 3: Rhyme.)

Hink Pinks, Hinky Pinkies, Hinkety Pinketies, and so on

AND

Announcing the Birth of HINK PINK SWINKS & HINK PINK SWINK THINKS

Some students get quite a kick out of these rhyming definitions while others seem to find them well, not so much fun. My experience has been to introduce (or in many cases, re-introduce) the idea, run with it if it works, or let it go if it doesn’t. For my money, the Level Two and Three challenges are more fun and well worth dealing with – at least to see if they fly with a particular group. Rather than creating worksheets (you could call them playsheets), my preference is to use the Hink Pink Family to begin or end classes over a period of days. Another option is to have students create the riddles in spare moments and then hold a contest pitting one group against another, with only the students who chose to participate taking part in an EXHIBITION COMPETITION.

Level One – Hink Pinks and Hinky Pinkies

A “Hink Pink” is a riddle whose answer is two, one-syllable rhyming words. E.g. Riddle: What do you call an extra seat? Answer: Spare Chair

A “Hinky Pinky” is a riddle whose answer is two, two-syllable rhyming words. E.g. Riddle: What do you call a pleased father? Answer: Happy Pappy.

The clue regarding syllables comes from the number of syllables in the type of riddle. Is it a ‘hink pink’ (one syllable words) or is it a ‘hinky pinky’ (hink – y = two syllables)?

Students, initially, should be introduced to Hink Pinks and Hinky Pinkies that are relatively straightforward. Next, more difficult ones could be attempted. Finally, students could be asked to invent their own.

*** My students often had difficulty preparing the ‘riddle’ part. Intuitively backward in design, the student would think of two rhyming words for an answer but would often use one of the words when asking riddle. E.g. answer = fat cat then the riddle became – What do you call a fat kitty? Oops! This is an excellent time to allow students to use both a rhyming dictionary and a thesaurus.

The second most common problem always seemed to be the nonsensical answers. Students would find any two rhyming words and then try to force some kind of riddle. If the answer were Chase Face, no riddle that I know of would enable anyone to make sense of the answer. By getting students to critique one another’s riddles and answers, embarrassment and futility were avoided.

Level Two – Hinkety Pinketies (and more Hink Pinks and Hinky Pinkies)

The “Hinkety Pinkety” is a riddle whose answer is two, three-syllable rhyming words. E.g. Riddle: What would you call an evil preacher? Answer: Sinister Minister

Level Three – Hinkhinkety Pinkpinketies, Hink Pinkies, Hinky Pinketies, and Hink Hinks, Hinky Hinkies, and so on.

The “Hinkhinkety Pinkpinkety” is a riddle whose answer is two, four-syllable rhyming words. E.g. Riddle: What term would describe philanthropic interchange? Answer: Generosity Reciprocity

The “Hink Pinkies” are riddles whose answers rhyme, as always, but in this case, the first word has one syllable, the second word has two syllables. E.g. Riddle: What would you call an over-excited boyfriend? Answer: Gung-ho Beau

For “Hinky Pinketies”: Riddle: What do call hunger by the campfire? Answer: Firelight Appetite.

For “Hink Hinks” and Hinky Hinkies” or any of the other variations if they begin with H’s, the answers are homonyms. (A homonym is one of two or more words that have the same sound and often the same spelling but differ in meaning.) E.g. Hink Hink Riddle: What do you call an ordinary aircraft? Answer: Plain Plane

Hinky Hinky Riddle: What might you be in if you ate too many brine soaked cucumbers? Answer: Pickle Pickle

INTRODUCING THE “HINK PINK SWINK” – A 3-SYLLABLE CHALLENGE

To the best of my knowledge, what I am dubbing the “Hink Pink Swink” (and subsequently the “Hinky Pinky Swinky” and so on) does not exist. I offer it here with several examples.

The only difference with a “Hink Pink Swink” is the addition of the third rhyming word. The HPS may even be easier because more clues are given. It could also be more challenging if longer syllable words are included. Try these:

Hink Pink Swink Riddle: What do you call a regulation used when teaching donkeys?

Answer: Mule school rule.

Hink Pink Swinky Riddle: What would you call a square dance party in a village of jesters? Answer: Clown town hoedown

Hink Pink Swinkety Riddle: What would you call a fight involving chefs throwing their recipes collections? Answer: Cook book donnybrook.

FINALLY THE “HINK PINK SWINK THINK” – A 4-SYLLABLE CHALLENGE

This four-word rhyming definition builds on the tradition of its predecessors. It has all of the same permutations and combinations but adds one more word.

Hink Pink Swinky Thinky Riddle: What would you call a thin, nasty boxing device? Answer: Lean, mean, fighting machine.

Hinkety Pinkety Swinky Thinky Riddle: What would you call a farmhouse for a poorly nourished, recently married genius? Answer: Underfed, newlywed egghead homestead.

• • •

I think the success of Hink Pink Rhyming Definitions depends largely on teacher enthusiasm and timing. If the teacher is one who encourages students to join the avowed proud crowd of wordsmiths, who enthuses over the process as kids fiddle with a riddle, and who is thrilled with the solution resolution, then kids are more likely to enjoy rhyme time.

Timing is also important. To me, timing means both when and for how long. Having offered the new HINK PINK SWINK and HINK PINK SWINK THINK, let me offer HINK PINK TIME as an exit strategy – whenever there is ample time. Too often, I have seen students lined up at a classroom door, ready to exit at the bell. I assume that the prepared lesson ended early and the teacher had no “fill-in-the-idle-moment” activities up his sleeve. Enter HINK PINK TIME. Students who successfully answer the Hink Pinks, Hinky Pinketies, Hinky Pinkety Swinkswinketies, etc. can line up at the door – and even while they’re there, they can still mentally participate in the action.

*** I am a big fan of The Scholastic Rhyming Dictionary by Sue Young. I would also recommend this web site: http://www.rhymer.com/RhymingDictionary/

Posted by: jockmackenzie | October 23, 2009

Year Plan – Language Arts, Grade 7

bike_tobias_jakobs_ciker.com

Free clip art – top image from fundraw.com, bottom image from ciker.com

Re-inventing the wheel isn’t always necessary.

Without question, the most popular post on my blog has been the one about a Year Plan. Because it is my fervent hope to make this blog as useful as possible to teachers who are still in the classroom, I will continue to search for ways to provide what is needed. Today’s post offers a year plan from a lady who was one of my student teachers some years ago.

She was one of the best practicum students I ever had the privilege of working with, and I now find myself  being her student at Westpark Middle School where I volunteer once a week. Lana’s expertise with the interactive whiteboard, SMARTboards, has made her the school guru.

But for now, here’s Lana Beierbach’s Year Plan for Grade 7 Language Arts. She didn’t re-invent the wheel, and start from scratch, but borrowed ideas from knowledgeable colleagues. If you have a year plan to share, please get in touch.

Grade Seven Language Arts Year Plan 2009-2010

Mrs. Lana Beierbach

Language Arts is all about communication – giving and receiving information in an effective manner through listening, speaking, reading, writing, viewing, and representing.  Throughout the school year, we will use the following Essential Understandings and Guiding Questions as the focus of our learning.

Essential Understandings in Language Arts

  • Specific strategies help us understand what we read, view and hear.
  • Effective communicators learn how to use language and images skilfully when writing, speaking and representing.
  • Authors and presenters use specific techniques to organize their text and make it appealing.
  • Communication requires respect, cooperation and collaboration with others

.

Guiding Questions

  1. What reading, viewing and listening strategies will enhance my understanding of information?
  2. How can I enhance my communication when writing, speaking and representing information?
  3. How can I use the structure of texts and the author’s stylistic techniques to help me understand?
  4. How can I work with others to improve our communication with each other?

The Language Arts Program of Studies focuses on the following outcomes through listening, speaking, reading, writing, viewing, and representing.

1. Explores Thoughts, Ideas, Feelings, and Experiences

_____Uses a variety of texts to explore ideas and personal understandings

2. Comprehends and Responds to Texts

_____Uses strategies and cues to enhance comprehension

_____Responds to different texts

_____Understands genres, structures, and techniques

_____Creates new texts in response

3. Manages Ideas and Information

_____Plans/ Focus

_____Evaluates and selects information

_____Organizes/Records

_____Shares/Reviews

4. Enhances the Clarity and Artistry of Communication

_____Edits for: Ideas, Sentence Fluency, Organization, Word Choice,

Voice, Conventions and Presentation

5. Celebrates and Builds Community

_____Respects others

_____Works with others

We will be using a variety of fiction, non-fiction and mixed media to illustrate the language arts outcomes.  Students will have numerous opportunities to choose their reading materials.

Expectations

Materials and Supplies

-agenda for recording homework

-binder with lined loose-leaf paper

-duo tangs (Reader’s Notebook / Writer’s Notebook / other projects)

-blue or black pens

-pencils, erasers, pencil sharpener

-ruler, pencil crayons

- (optional) markers, scissors, coloured pens and highlighters

Behaviour

-Respectful to all students and staff.

-Responsible – come to class prepared and open to learning!

Assessment

Since communication skills are in a constant state of development, assessment is most accurate when observing student growth over an extended period of time rather than focusing on “snapshot” assessments such as a single exam or writing project.

Students will be assessed on established criteria as follows:

Formative: Progress information gathered to show each student’s:

- Goals, Strengths/ Accomplishments, Instruction Needed/ Support

- Self evaluation and goal setting so students take responsibility for their own learning.

Summative: Report card marks will be based on the following:

- Performance assessments and work samples

- Exams and quizzes

Reader’s Notebook

- This duotang will contain a reading record, strategies to use when reading, and responses to reading.  Students will choose responses each term for assessment. This is one of the ways understanding of texts will be assessed.

Writer’s Notebook

- This duotang will contain personal topic lists and ideas for writing, organizers for different types of texts, criteria for quality writing, and work in progress.  Students will choose pieces each term for assessment.

Writing Portfolio Folder

- The portfolio is a place to keep the collection of written pieces and projects completed throughout the year. It will include pieces chosen by students and pieces assigned by the teacher. Individual pieces will be evaluated each term according to rubrics developed in class. Additional pieces not formally assessed may also be included if the student or teacher desires.

Summative assessments will include, but are not limited to, the following topics.  Please note that plans are subject to change based on individual student and class strengths and needs.

Term 1 Term 2 Term 3
Reading - short stories and articles- comprehension strategies Reading - building community through shared reading of novels- literature circles Reading -  critical reading
Writing - note taking- summarizing from notes

- summarizing references

- sentence variety

Writing - library research reports- creative writing

- word choice

Writing - critiques- using figures of speech and other stylistic “decorations”
Speaking/Listening - book share presentation- following instructions and routines Speaking/Listening - book share presentation- group work skills Speaking/Listening - book share presentation- music lyrics comprehension
Viewing/Representing - responding to visuals- book share project Viewing/Representing - elements of a story as depicted in films- book share project Viewing/Representing- media messages- book share project

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