Click the “start arrow” below to hear the song (sung/spoken by Jock)


Teacher Man

Teacher Man, Teacher Man,

Always follows his lesson plan.

Pure of heart, good and kind,

Educational mastermind.

Look there –

There goes the Teacher Man.


Can he teach?

Listen, bud,

Teachin’ and learnin’ are in his blood.

When in need, don’t forget

He’s the underdog’s safety net.

You there –

Are you the Teacher Man?


In the hall, the class,

When the truth isn’t clear,

Mumble, “Sassafras.”

Teacher Man will appear!


Teacher Man, Teacher Man

Friend of every school, Teacher Man.

Payday comes,

He’s ignored;

Helping is his reward.


To him, school is a microcosm,

Filled with enthusiasm,

Go be a Teacher Man!


As mentioned in the previous blog, there are only slight differences in the versions of Teacher Ms. and Teacher Miss. Here’s a slightly clearer version:


Teacher Ms./Miss, Teacher Ms./Miss,

Always happy with what she is.

Pure of heart, good and kind,

Educational mastermind,

Look there –

There goes the Teacher Ms.

Are you musically inclined? Got a good singing voice? Belong to a band? How about recording your rendition of “Teacher Man, Ma’am, Ms. or Miss” and sending it along?

Click to enlarge and see the words to “Teacher Man” (sung to the tune “Spiderman”)

The concept of “Teacher Man” is simply that – a concept. There is no superhero who is Teacher Man – at least, no one super teacher who embodies and portrays all of the super-human qualities that many adoring students attribute to teachers whom they love. In fact, there is also Teacher Ma’am and Teacher Ms. and Teacher Miss. The only difference is in the slight variation to the words of the songs. (stay tuned for an upcoming blog on the song.)


I don’t remember when or under what specific circumstances I created my idea of Teacher Man. It was long before I’d heard of Frank McCourt’s book of the same title (and his Teacher Man is an interesting read for those who haven’t tried it) and some time before we had Super Hero Day at Eastview Middle School. For Super Hero Day I pulled together a costume (as I usually did for “special” days at school) from what was laying around the house. In this case: bike helmet, beach towel, duct tape, ski underwear, etc.


If you take a closer look at the TM that opens this entry (Teacher Man logo and also a parody of the TradeMark trademark) you will see it is made up an outer circle of names. The names are those of family members, colleagues, and other people who have influenced my life. The T and the M are made up of my philosophies of life and of teaching. Why not see what your outer circle and inner TM would look like?

Posted by: jockmackenzie | February 1, 2010

Classroom Management – A Quiz

“Adding to your toolbox” is one of my favorite themes.

I think good teachers are always looking for new methods, better strategies, more effective techniques . . . or modern ways to fight age-old problems. In preparation for a session I am giving at the Central Alberta Teachers’ Convention (one I call Classroom Management: No Fears, No Tears), I surveyed a handful of teachers at Westpark Middle School. The following quiz is the result of their comments about tools they employ to help manage their classrooms.

Classroom Management – A Quiz

Please take a moment and jot from 1 – 20 on a piece of paper and then do the quiz.

Y = Yes, S = Sometimes, N = No

Y __ S __ N __  1. I have games/activities for the occasions when there are a few minutes left at the end of the class.

Y __ S __ N __  2. I am well-planned.

Y __ S __ N __  3. I listen to my students with respect.

Y __ S __ N __  4. I make an effort to catch my students doing something right.

Y __ S __ N __  5. I dismiss my students, not the bell.

Y __ S __ N __  6. I have varied methods of getting my students’ attention.

Y __ S __ N __  7. I have a good reputation.

Y __ S __ N __  8. I deal privately with major behavior problems.

Y __ S __ N __  9. I warn my students when I am in a bad mood.

Y __ S __ N __  10. I give my students/myself time to cool down when emotions run high.

Y __ S __ N __  11. I try to be in the hall/at the door when students arrive.

Y __ S __ N __  12. I move/separate/join students as the need arises.

Y __ S __ N __  13. I emphasize the idea “I like you but I don’t like your behavior.”

Y __ S __ N __  14. I view students as “people in training.”

Y __ S __ N __  15. I try to build relationships with all my students.

Y __ S __ N __  16. I sit with my students when I can.

Y __ S __ N __  17. I believe that many students misbehave to cover the fact they don’t understand.

Y __ S __ N __  18. I have discussed and posted class rules this year.

Y __ S __ N __  19. I maintain a consistent “line” that cannot be crossed.

Y __ S __ N __  20. I believe that every student has some noteworthy talent.

Answer Key

Surprise – there is no answer key. There is no one way to manage a classroom. Even manage appears to be a debated term. The key is to consider your own style of how you work (and play) with students. The 20 statements above could easily be 40 or 60 statements. Working effectively with students is an ongoing, ever changing, and challenging endeavor. I wish you success . . . a very few tears.

For inquiring minds – the picture of me standing beside the toolbox came from a one-on-one tour I did with a reluctant student. He was in grade 8, it was spring, he had no clue what courses he would choose when he headed to high school, he was unmotivated. An interest in automotives had been noted by one of his teachers so I offered to take him to two people I knew – one who ran an auto repair shop, and one who ran a business he called “Tim’s Toys” where he restored old cars. It occurred to me to snap the picture standing by the kind of toolbox I had always dreamed of having, and the kind that symbolizes what teachers are doing with their minds as they gather the tools of teaching.

Interested in “Classroom Management”? – use the SEARCH function to read previous entries.

Posted by: jockmackenzie | January 28, 2010

Persuasive Writing – Part 5

The Five Senses

FREQOES

F =Facts and Statistics

R =Reasons

E =Examples

Q =Quotes

O =Opinions

E =Experiences

S = Senses

Information noted in blue type comes from my book Essay Writing: Teaching the Basics from the Ground Up.

*** Please see Parts 1,2,3  & 4 for background information.

In this final blog entry about persuasive writing, we find a fifth student, Tyler, who has decided to persuade his classmates that fighting should be allowed in hockey.

He began with Mr. Mackenzie’s FREQOES list and gathered information in each category:

Facts & Statistics:

From a Sports Illustrated site (http://sportsillustrated.cnn.com/2009/hockey/nhl/03/10/gms.fighting.ban/index.html), he found this – League statistics cited by Campbell show that 108 (22 percent) of the first 500 fights this season occurred immediately after the faceoff. He also said there was a 20 percent drop in fights during the last five minutes of the game after the NHL gave an automatic five-minute major penalty for those fights.

Reasons:

Tyler asked his neighbor who billeted two WHL players and was given these as reasons that fighting should be allowed:

- fighting has been a part of hockey for years and years

- players who fight get penalized. Hockey is a rough, physical sport and tempers are sure to flare. If things get out of hand, penalties will be given.

Examples:

Enforcers for NHL teams – Zenon Konopka (Tampa Bay Lightning), Brian McGrattan (Calgary Flames), Zack Sortini (Edmonton Oilers), Boris Valabik (Atlanta Thrashers), Donald Brashear (New York Rangers), Bob Probert (Chicago Blackhawks)

Quotes:

Tyler collected quotes from NHL commissioner, Gary Bettman (“I think most of our fans enjoy that aspect of the game,” said Bettman.) and from Tyler’s favorite player, Jarome Iginla (“I think it helps police the game,” said Calgary Flames captain Jarome Iginla. “You’re a lot more responsible for what you do out there as far as dirty hits, stickwork and stuff. If you know that fighting’s there or the threat of it, you have to back up what you’re doing.).

Opinions:

Employing what he considered one of his best moves, Tyler asked the school principal, Mrs. Tilquemoast, for her opinion. Mrs. T. was known for her good nature and rather lenient discipline. To his surprise, Mrs. T. commented, “I suppose hockey wouldn’t be hockey without some fighting. Too much is too much but I don’t think it should be banned altogether. There has to be some way to let off steam.”

Experiences:

Tyler noted his personal experience as player. His recalled this event:

Just this last weekend, we were playing a team from Rocky Mountain House. They had a few chippy players who were throwing elbows, butt ending, and spearing. We have a big kid on our team who we call Big Al; he’s over 6 feet tall and he’s tough-looking. When our coach sent him on the ice, he just had to make a few verbal threats to the other team and the chippy play stopped. He didn’t actually fight but they knew he would.

And this brought Tyler to Mr. Mackenzie’s last suggestion – Sense(s). He’d heard several classmates groan about this one. They didn’t understand how sight and sound and so on could develop an idea or support an argument. Even the examples hadn’t helped. But Tyler totally got it.

Mr. Mackenzie had said you that sometimes you need to create a scene for the reader, like a 3D scene plus – and the plus was as many of the senses as possible. Put the reader into a real-life situation they’ve been in before; create it and put them in it as if they are really there. Tyler could do that for most people by creating an actual hockey game scenario.

First he reconsidered the notes:

Senses

Using sight, sound, smell, touch, and taste. Information in the body of the essay from the body of a person – i.e. visual, auditory, olfactory, tactile. or tastebudial – can assist in developing your ideas. Consider these examples from an essay about the process of self-discovery:

Visual: At summer camp, we slept in real teepees. Our section had five huge canvas cones with wooden floors and rusty old camp cots.

Auditory: We awoke each morning to the raucous cries of birds.

Olfactory: The sweet smell of the trees mixed with the lingering aroma of wood smoke.

Tactile: My horse nuzzled me with his soft, velvety upper lip, and then rasped the remaining oats from the palm I had gingerly extended.

Taste: Freshly picked, wild raspberries have a flavor and moistness that cannot be matched.

And then Tyler created this scene:

To understand why it’s important to leave fighting in hockey, you have to imagine you are at a hockey game. Most of you have been to the Centrium to watch the Rebels play so I’m going to take you to a game. Imagine this:

It’s the beginning of the first period and the Rebels are playing the Calgary Hitmen. Hitmen – interesting team name, eh? The smooth, creamy taste of the half chocolate, half vanilla ice cream twist lingers in your mouth; popcorn is reserved for the second period. The lights have just come up after the spinning Rebel symbols zoomed around the ice and spun above the face-off circles; the sounds of O Canada are still reverberating throughout the arena. There’s tension in the air because the Hitmen are arch rivals.

You’re sitting opposite the team benches and you stare across – good guys in their white jerseys, the bad guys, appropriately, in black. Team mascot, Wooly Bully, won’t be needed much because the fans are already cheering. The ref drops the puck and the game is on. You’re close enough to the ice surface to feel a cool breeze and to hear the razor sharp blades cutting the ice, even the schlick, schlick, schlick as star forward Landon Ferraro stick handles expertly right in front of you. Ferraro stops abruptly at the blue line and time seems to stop. Ferraro neither advances nor moves to either side; his stick is poised above the puck.

All of a sudden, Bronsky of the Hitmen, enters your line of vision. He’s just come off the bench and he smashes into Ferraro’s back with a vicious cross-check. The thud is sickening; Ferraro flies forward, landing hard. Pujilistik, enforcer for the Rebels, appears in seconds, grabs Bronsky and spins him around.

The fight is on. Quite evenly matched, the two tough guys exchange blows until Bronsky slips, Pujilistik lands on top of him, and the linesmen pile on. You notice you’re standing like many others around you. Both teams are also on their feet, banging their sticks on the sides of their respective boards. The sound man is playing Queen’s “We Will Rock You.” Ferraro is up and seems okay.

Tyler smiles to himself and thinks, “Yeah, that oughta do it. My classmates should feel as if they were actually there. Then I’ll explain how so much of that scene would be different if fighting weren’t allowed.


Posted by: jockmackenzie | January 25, 2010

Persuasive Writing – Part 4

Thanks to the CBC for these images

FREQOES

F =Facts and Statistics

R =Reasons

E =Examples

Q =Quotes

O =Opinions

E =Experiences

S = Senses

Information noted in blue type comes from my book Essay Writing: Teaching the Basics from the Ground Up.

*** Please see Parts 1,2, & 3 for background information.

Julia loved the Olympics and everything about them; she chose to persuade her classmates that the Olympics were absolutely fantastic. In her short 13 years, she could remember several Olympic events: Beijing and the fabulous bird cage stadium and the equally-fabulous opening and closing ceremonies, Turin, Italy and, of course, Athens, Greece – where the games began.

She looked at Mr. Mackenzie’s notes about “Experiences”:

Experiences

Tell about something that has happened in your life, or describe an event that you know has happened to someone else. It can be something that you saw happen,or it could be a short story (anecdote) about an incident that supports your point of view.

I go to the hockey rink in winter and the in-line skating rink in summer. I am surrounded by healthy, active people who are having a great time. Nothing is perfect, but being involved in both kinds of hockey has been a positive experience for me and for lots of my friends.

Julia was almost as excited to use “experiences” to persuade her classmates about how the great the Olympics were as she was excited about the Olympics – well, almost.

She jotted down a few ideas about her own experiences – watching the Olympics on TV, collecting some of the Olympic drinking glasses that her mom bought when she filled up at PetroCan, some of the fun assignments her teachers had organized around Olympic events.

Her real excitement had come when she went to watch her Grade 8 classmate run with the Olympic torch. The Torch Run had come to Red Deer, Alberta on Friday, January 15 and she had been there to see it . . . and Johnny had been carrying the Olympic flame. Wow!

Julia looked back at Mr. Mackenzie’s notes and saw the part that said, “. . . or describe an event that you know has happened to someone else.” Well, she saw Johnny in class every single day so she got him to describe what had happened to him. She had learned that point form notes were the best so here’s what she wrote after kind of an interview with Johnny:

- it was really amazing with all of the crowds and all of the people cheering

- they had picked kids from lots of schools all around Red Deer and we got the Olympic mittens, a toque and a jacket

- just getting picked was a real honor

- after the ceremony they had all kinds of food for us to eat

- it made me really proud to be a Canadian

- the best thing of all about the Olympics is how it brings people together.

Julia couldn’t have been happier. She had proof from what she’d done herself as well as proof that everyone in the school knew about to support her opinion – The Olympics are the BEST!

To be continued . . . one more time.





Posted by: jockmackenzie | January 21, 2010

Persuasive Writing – Part 3

Thanks to Web Clip Art for the image

FREQOES

F =Facts and Statistics

R =Reasons

E =Examples

Q =Quotes

O =Opinions

E =Experiences

S = Senses

Information noted in blue type comes from my book Essay Writing: Teaching the Basics from the Ground Up.

In Parts 1 and 2, my blog entries considered a middle school classroom where the teacher, Mr. Mackenzie, had given class notes about how to develop ideas within any piece of work but was concentrating, this time, on persuasive writing. Two of his students, Jared and Brittany, were on opposite sides of a debate about airport security.

A variety of choices was always available in Mr. Mackenzie’s class. Two other students had decided to consider the general topic – The Olympics. Mr. Mack didn’t dictate that each student narrow the general topic to the identical specific topic because he liked to allow each student to persuade, argue, cajole, coax, influence, sway, woo, impress, or move fellow classmates to the particular point the individual student wanted to make. Having pairs of students consider a similar general topic was sufficient.

Ahmad had decided to take what might be an unpopular stance and argue that the Olympics had changed for the worse. Ahmad looked at Mr. Mackenzie’s notes and decided to begin his research, not with the first item on the FREQOES list, but with the one he liked best – Opinions. The notes said:

Opinions

Give your own view, judgment, or outlook.

We cant’ blame the federal or the provincial government or someone else far away. I think our local government is responsible for some of the recent problems dealing with street people.

Ahmad liked Mr. Mackenzie’s short notes and made some short points of his own. He wrote:

In my opinion:

The modern Olympics has lost the true intent of Olympic sport.

As much as I like the National Hockey League, I don’t want to watch professional athletes in the Olympics.

Commercialism and hype have taken over the Olympics.

Ahmad was the kind of student who thought both inside and outside the box. When he looked again at Mr. Mackenzie’s notes, he saw they mentioned only “your own view, judgment . . .” Ahmad thought it would be good to include the opinions of experts (if he could find any) or maybe someone knowledgeable who his classmates would consider a worthy source.

The most obvious choice seemed to be the class’s Phys. Ed teacher, Mr. Bower. As it turned out, Mr. B was totally on side. Ahmad actually got him to repeat what he said so Mr. B’s opinion could be used as a direct quote. (Ahmad didn’t care about labels; he wasn’t worried if the idea he got was an “opinion” shared as a “quote” – it was simply good information.)

What if Ahmad could get the opinion of a real Olympian? Thinking he’d take a stab at his own Olympic gold, he went to the internet and Googled his topic and city’s name – “Olympic athletes Red Deer” and arrived at this site: http://www.sports-reference.com/olympics/friv/birthplaces.cgi?id=2349

The site showed him 10 athletes from Red Deer who had been in the Olympics. Using one of the phone books from Mr. Mackenzie’s class set, Ahmad began his search. This time he began at the top of the list. There was no Grant Albrecht in the book, but there a  Bawtinheimer P. A quick look at the other names showed Ahmad that there was either no listing, or two or more for each name. He got permission use the phone in the staff room (and he was shocked at how different it looked from what he’d imagined) and he made the call. Typical – no one home . . . but there was an answering machine. He left a message and both the school’s and his home phone number.  What were the chances he’d found the right Bawtinheimer? What were the chances he’d get a return phone call?

That night the call came . . . and it was Mr. Pat Bawtinheimer, Olympic mixed trap shooter from the 1984 Olympics in Los Angeles. Ahmad hardly knew what to say. He did manage to get a pen and paper and jot down a few thoughts:

- yes, Mr. Bawtinheimer thought the Olympics had changed for the worse, and the change had come when professionals had been allowed to participate

- even when the Olympics was just for amateurs, some countries bent the rules. In Mr. Bawtinheimer’s time, the Russian shooters were in the army but not as regular soldiers. The Russians did nothing but practice shooting each and every day.

- money, but not professional salaries, was a problem before as well. Wealthy people were often Olympic athletes because they could afford to practice their sports rather than working and they could travel around the world to get the needed experience.

- more recently, sponsorships had solved some problems and caused others. A sponsored athlete could get a company to pay expenses, allow for practice time, and cover travel costs. Unsponsored competitors had none of these advantages.

Ahmad hadn’t been prepared for the phone call so didn’t get as much information as he could have. Nonetheless, he was pumped about what he had gotten . . . and Mr. Bawtinheimer had been so nice, so helpful, and had said to call back if there was anything else he could add.

To be continued . . .



Posted by: jockmackenzie | January 18, 2010

Persuasive Writing – Part 2

FREQOES

F =Facts and Statistics

R =Reasons

E =Examples

Q =Quotes

O =Opinions

E =Experiences

S = Senses

Information noted in blue type comes from my book Essay Writing: Teaching the Basics from the Ground Up.

PART 2

In Part 1, I offered a classroom scenario showing Jared and Brittany and their involvement on two sides of an argument. Jared believes the billions of dollars spent on high tech body scanners is a waste of money. Classmate Brittany has taken an opposite view; Brittany believes that spending any amount of money is worthwhile if it means saving even one human life. In Part One I concentrated on Jared’s preparation; today’s entry will look in on Brittany.

Brittany has the same set of classroom notes as everyone else and sees that “Examples” is one of the choices when preparing an argument. Her notes state:

Examples

Support your belief with an illustration that provides more information.

One of the beauties of golf is that you can play at almost any age. At my course, there are kids like Andy Mack who is only seven, me at thirteen, my dad who is thirty-nine, and dad’s friend, Archie McBean, who turned eighty last winter.

Brittany hardly knew the difference between a golf club and a lacrosse racket but she thought she knew what Mr. Mackenzie meant. She had to support her idea with an example of how a life or lives  could be saved because of high tech airport security. She needed something specific. Here’s what she came up with:

Suppose you had an object you wanted to sneak onto a plane. Where could you hide it? Secret pockets or the lining of clothes would be an obvious choice. Everyone has read stories about people who hide something in their mouths – like pills or razors blades. Some have clipped something in their hair and that would be really easy with the current style for poofing up hair. Other people have hidden things under their skin or between their toes. Criminals have even hidden things in their rectums.

Brittany was satisfied that she had given lots of examples of how a person could sneak something onto an airplane. She also knew that the “rectum” part was a bit gross but she could see it was possible. And she also knew Jared would be blown away when she showed the internet pictures of full body scans (with the appropriate blurring) and would prove that nobody could hide anything that couldn’t be seen by a scanner!

Next on Brittany’s list: Quotes

Her notes said:

Quotes

Find someone who is knowledgeable about your topic and repeat exactly what he or she said to prove, explain, or clarify your point of view.

A Parliamentary Assistant to the MLA said, “A perfect example of hypocrisy right here in Canada came in 1993. Throughout his campaign, Jean Cretein promised to get rid of the GST. That promise got him elected, but we’re still paying 6% tax.”

Brittany knew she could find a gazillion quotes on the internet so she tried to narrow her search by typing in “quotes – safety” and found a site titled Great Aviation Quotes – Safety.

At this site (http://www.skygod.com/quotes/safety.html ), she cut and pasted these quotes:

Flying is so many parts skill, so many parts planning, so many parts maintenance, and so many parts luck. The trick is to reduce the luck by increasing the others.

—   David L. Baker

In flying I have learned that carelessness and overconfidence are usually far more dangerous than deliberately accepted risks.

— Wilbur Wright in a letter to his father, September 1900.

If you are looking for perfect safety, you will do well to sit on a fence and watch the birds; but if you really wish to learn, you must mount a machine and become acquainted with its tricks by actual trial.

—   Wilbur Wright, from an address to the Western Society of Engineers in Chicago, 18 September 1901.

Brittany was happy to have quotes from Wilbur Wright because she knew most of her classmates would recognize the name but she liked the David Baker quote because she felt it proved her point – do whatever you can to make flying safe.

Mr. Mackenzie had been lucky enough to get the computer room for doing much of the research so Brittany tried looking under “wisdom quotes” for something a bit more general. At this site ( http://www.inspirational-quotes.info/motivational-quotes.html) she found:

Our greatest glory is not in never falling but in rising every time we fall.

Confucius

Brittany thought this quote could help support her idea that no matter what ways terrorists found to sneak bombs onto airplanes, we could always find a way to keep safe.

Finally, Brittany typed in “Quotes – taking risks” and found (http://www.quotegarden.com/risk.html):

You’ll always miss 100% of the shots you don’t take.  ~Wayne Gretzky

A ship in harbor is safe – but that is not what ships are for.  ~John A. Shedd, Salt from My Attic

Happy with what she had accomplished for the class, and knowing she likely wouldn’t use all of the quotes, Brittany felt good about the information she had to support her argument. Planes would not go down in flames – but Jared would!

to be continued . . .

Posted by: jockmackenzie | January 14, 2010

Persuasive Writing – Part 1

In my October 1, 2009 entry, I touched on a mnemonic I created that helps students remember 7 strategies to develop ideas. The 7 strategies or methods are useful in persuasive writing. To repeat myself (and repetition isn’t one of the strategies but life has taught me that some people think it’s the only technique one needs to win an argument), here is the mnemonic and a more detailed explanation:

FREQOES

F =Facts and Statistics

R =Reasons

E =Examples

Q =Quotes

O =Opinions

E =Experiences

S = Senses

Information noted in blue type comes from my book Essay Writing: Teaching the Basics from the Ground Up. Red type has been used to emphasize the FREQOES strategy being explained.

Facts and Statistics

Information that is truthful (a fact) or numerical data that has been collected (statistics) can make an argument more believable.

Fact: After high school I worked for a year before furthering my education.

Statistic: 68.3% of statistics are made up.

In persuasive writing, the writer or speaker needs to employ facts and statistics that support his opinion or stance or he needs to negate the point of view held by his opponents.

In a possible class scenario, let’s assume Jared has chosen to write about airport security. Further, his thesis (his overall point of view) is that the billions of dollars spent on high tech body scanners is a waste of money. Classmate Brittany has taken an opposite view; Brittany believes that spending any amount of money is worthwhile if it means saving even one human life.

As Jared prepares to persuade his readers that his point of view is the more correct one, he notes a number of facts:

- despite increased efforts, security continues to be a problem at airports throughout the world

- throwing money at a problem is not the only way to find a solution

- once a particular type of security is in place, the “bad guys” develop methods to work around that new system.

Keeping his victory over Brittany in mind, Jared also notes:

- it’s true that human life is valuable, but no one has an endless supply of money to try to solve every problem.

- past security advances have not been foolproof so why should the new body scanners be much better?

In the realm of statistics, Jared has to do some research. He goes to Google and types in “airport security” and gets an article from a newspaper called The Chronicle Herald (along with 18, 906 other possibilities). He notes the source of his information (http://thechronicleherald.ca/Editorials/1160958.html) and scans the article for numbers or percentages.

“The acquisition of 44 scanners, which use radio waves to create a 3D image of the body beneath the clothes, is the centrepiece of Canada’s stepped-up effort to prevent air terrorism.”

“In addition, Canadian airlines will have to comply with U.S.measures that require pat-downs and enhanced screening of passengers travelling to the U.S. from or through 14 countries that Washington deems to be sponsors of terrorism or “of interest.”"

***”For as Transport Minister John Baird revealed this week, Halifax’s Stanfield International will be among eight major Canadian airports (along with those in Vancouver, Calgary, Edmonton, Winnipeg, Toronto, Ottawa and Montreal) to introduce full-body scanning of U.S.-bound passengers by this spring.”

Jared puts a few asterisks beside the last statistic and makes a mental note that Stanfield International will get a full-body scanner (Stanfields  is a major Canadian manufacturer of underwear) in response to a terrorist attempt to blow up a plane using a bomb sewn into underwear. Jared has a sense of humor and any mention of underwear is definitely humorous.

More research under cost “full body scanners” provides Jared with a dollar amount from an article in the Vancouver Sun (http://www.vancouversun.com/travel/What+expect+from+full+body+scanners/2417306/story.html) – “The scanners, manufactured by American company L3 Communications Security and Detection Systems at a cost of about $250,000 each, involve a technology that projects what is called low-millimetre wave radio frequency.”

Jared is happy with the “Facts and Statistics” he’s gathered, so moves on to Mr. Mackenzie’s next suggestion – REASONS

Reasons

Tell the reader why, give some “becauses” with specific details.

If we had more recreational facilities we would have less crime. To begin with, young people would be busy having fun. They would have a lot of time on their hands and be so bored that they would go looking for trouble.

Jared decides to explain “why” he believes it won’t help to spend billions on full body scanners. His first resource is simply why he thinks it’s a bad idea. (Purists might argue that this falls under the O of FREQOES – opinion. Ah, a persuasive point – but it’s a grey world. For now, let’s run with what Jared thinks as REASONS:

- money spent on full body scanners could be more effectively used for other life problems – poverty, health care, education

- not all airports will get scanners

- scanners will invade the privacy of hundreds of thousands in an attempt to identify a tiny minority

- scanners might increase the risk of cancer

Jared continues to read and listen and view because of his new interest in airport security. From this variety of sources he finds a few more reasons to support his argument:

- corporations have been accused of getting rich by charging exorbitant fees for scanners

- media hype over a failed terrorist attempt shouldn’t result in the need for scanners

- security of scanned images poses a problem

Jared has a hockey game, needs to practice his tenor sax, and has an unmerciful amount of math homework from Mr. Roslinsky so he sets aside his research on his language arts project for the time being . . . but he will return!

To be continued . . .


Posted by: jockmackenzie | January 11, 2010

Short Story – The Monkey’s Paw

Thanks to www.rhetoricate.com/…/ 2009/04/monkeypaw.jpg for the image.

This entry should/could go hand in hand (or paw) with a previous blog entry “Short Story – The Monkey’s Paw – as a play.” The idea is to compare and contrast the two versions (plus a possible viewing of a YouTube video; the 13 minute video of a modernized version can be found on YouTube at http://www.youtube.com/watch?v=CeAtbrYVqqs, written and directed and edited by Michael Scott.) As with any film, and especially scary ones, previewing is strongly suggested.

Today’s entry also offers a number of vocabulary terms highlighted in red. Doing this may save a few minutes for someone who wants to tackle some of the “probably-difficult-for-many” terms. Root words have been linked to Dictionary.com and are underlined.

The Monkey’s Paw

by W.W. Jacobs

“Be careful what you wish for, you may receive it.” — Anonymous

Part I

Without, the night was cold and wet, but in the small parlour of Laburnum Villa the blinds were drawn and the fire burned brightly. Father and son were at chess; the former, who possessed ideas about the game involving radical chances, putting his king into such sharp and unnecessary perils that it even provoked comment from the white-haired old lady knitting placidly by the fire.

“Hark at the wind,” said Mr. White, who, having seen a fatal mistake after it was too late, was amiably desirous of preventing his son from seeing it.

“I’m listening,” said the latter grimly surveying the board as he stretched out his hand. “Check.”

“I should hardly think that he’d come tonight, ” said his father, with his hand poised over the board.

“Mate,” replied the son.

“That’s the worst of living so far out,” bawled Mr. White with sudden and unlooked-for violence; “Of all the beastly, slushy, out-of-the-way places to live in, this is the worst. Path’s a bog, and the road’s a torrent. I don’t know what people are thinking about. I suppose because only two houses in the road are let, they think it doesn’t matter.”

“Never mind, dear,” said his wife soothingly; “perhaps you’ll win the next one.”

Mr. White looked up sharply, just in time to intercept a knowing glance between mother and son. The words died away on his lips, and he hid a guilty grin in his thin grey beard.

“There he is,” said Herbert White as the gate banged to loudly and heavy footsteps came toward the door.

The old man rose with hospitable haste and opening the door, was heard condoling with the new arrival. The new arrival also condoled with himself, so that Mrs. White said, “Tut, tut!” and coughed gently as her husband entered the room followed by a tall, burly man, beady of eye and rubicund of visage.

“Sergeant-Major Morris,” he said, introducing him.

The sergeant-major took hands and taking the proffered seat by the fire, watched contentedly as his host got out whiskey and tumblers and stood a small copper kettle on the fire.

At the third glass his eyes got brighter, and he began to talk, the little family circle regarding with eager interest this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of wild scenes and doughty deeds; of wars and plagues and strange peoples.

“Twenty-one years of it,” said Mr. White, nodding at his wife and son. “When he went away he was a slip of a youth in the warehouse. Now look at him.”

“He don’t look to have taken much harm,” said Mrs. White politely.

“I’d like to go to India myself,” said the old man, just to look around a bit, you know.”

“Better where you are,” said the sergeant-major, shaking his head. He put down the empty glass and sighing softly, shook it again.

“I should like to see those old temples and fakirs and jugglers,” said the old man. “What was that that you started telling me the other day about a monkey’s paw or something, Morris?”

“Nothing,” said the soldier hastily. “Leastways, nothing worth hearing.”

“Monkey’s paw?” said Mrs. White curiously.

“Well, it’s just a bit of what you might call magic, perhaps,” said the Sergeant-Major off-handedly.

His three listeners leaned forward eagerly. The visitor absent-mindedly put his empty glass to his lips and then set it down again. His host filled it for him again.

“To look at,” said the sergeant-major, fumbling in his pocket, “it’s just an ordinary little paw, dried to a mummy.”

He took something out of his pocket and proffered it. Mrs. White drew back with a grimace, but her son, taking it, examined it curiously.

“And what is there special about it?” inquired Mr. White as he took it from his son, and having examined it, placed it upon the table.

“It had a spell put on it by an old Fakir,” said the sergeant major, “a very holy man. He wanted to show that fate ruled people’s lives, and that those who interfered with it did so to their sorrow. He put a spell on it so that three separate men could each have three wishes from it.”

His manners were so impressive that his hearers were conscious that their light laughter had jarred somewhat.

“Well, why don’t you have three, sir?” said Herbert White cleverly.

The soldier regarded him the way that middle age is wont to regard presumptuous youth. “I have,” he said quietly, and his blotchy face whitened.

“And did you really have the three wishes granted?” asked Mrs. White.

“I did,” said the sergeant-major, and his glass tapped against his strong teeth.

“And has anybody else wished?” persisted the old lady.

“The first man had his three wishes. Yes,” was the reply, “I don’t know what the first two were, but the third was for death. That’s how I got the paw.”

His tones were so grave that a hush fell upon the group.

“If you’ve had your three wishes it’s no good to you now then Morris,” said the old man at last. “What do you keep it for?”

The soldier shook his head. “Fancy I suppose,” he said slowly.” I did have some idea of selling it, but I don’t think I will. It has caused me enough mischief already. Besides, people won’t buy. They think it’s a fairy tale, some of them; and those who do think anything of it want to try it first and pay me afterward.”

“If you could have another three wishes,” said the old man, eyeing him keenly,” would you have them?”

“I don’t know,” said the other. “I don’t know.”

He took the paw, and dangling it between his forefinger and thumb, suddenly threw it upon the fire. White, with a slight cry, stooped down and snatched it off.

“Better let it burn,” said the soldier solemnly.

“If you don’t want it Morris,” said the other, “give it to me.”

“I won’t,” said his friend doggedly. “I threw it on the fire. If you keep it, don’t blame me for what happens. Pitch it on the fire like a sensible man.”

The other shook his head and examined his possession closely. “How do you do it?” he inquired.

“Hold it up in your right hand, and wish aloud,” said the sergeant-major, “But I warn you of the consequences.”

“Sounds like the ‘Arabian Nights’,” said Mrs. White, as she rose and began to set the supper. “Don’t you think you might wish for four pairs of hands for me.”

Her husband drew the talisman from his pocket, and all three burst into laughter as the sergeant-major, with a look of alarm on his face, caught him by the arm.

“If you must wish,” he said gruffly, “wish for something sensible.”

Mr. White dropped it back in his pocket, and placing chairs, motioned his friend to the table. In the business of supper the talisman was partly forgotten, and afterward the three sat listening in an enthralled fashion to a second installment of the soldier’s adventures in India.

“If the tale about the monkey’s paw is not more truthful than those he has been telling us,” said Herbert, as the door closed behind their guest, just in time to catch the last train, “we shan’t make much out of it.”

“Did you give anything for it, father?” inquired Mrs. White, regarding her husband closely.

“A trifle, said he, colouring slightly. “He didn’t want it, but I made him take it. And he pressed me again to throw it away.”

“Likely,” said Herbert, with pretended horror. “Why, we’re going to be rich, and famous, and happy. Wish to be an emperor, father, to begin with; then you can’t be henpecked.”

He darted around the table, pursued by the maligned Mrs. White armed with an antimacassar.

Mr. White took the paw from his pocket and eyed it dubiously. “I don’t know what to wish for, and that’s a fact,” he said slowly. “It seems to me I’ve got all I want.”

“If you only cleared the house, you’d be quite happy, wouldn’t you!” said Herbert, with his hand on his shoulder. “Well, wish for two hundred pounds, then; that’ll just do it.”

His father, smiling shamefacedly at his own credulity, held up the talisman, as his son, with a solemn face, somewhat marred by a wink at his mother, sat down and struck a few impressive chords.

“I wish for two hundred pounds,” said the old man distinctly.

A fine crash from the piano greeted his words, interrupted by a shuddering cry from the old man. His wife and son ran toward him.

“It moved,” he cried, with a glance of disgust at the object as it lay on the floor. “As I wished, it twisted in my hand like a snake.”

“Well, I don’t see the money,” said his son, as he picked it up and placed it on the table, “and I bet I never shall.”

“It must have been your fancy, father,” said his wife, regarding him anxiously.

He shook his head. “Never mind, though; there’s no harm done, but it gave me a shock all the same.”

They sat down by the fire again while the two men finished their pipes. Outside, the wind was higher than ever, and the old man started nervously at the sound of a door banging upstairs. A silence unusual and depressing settled on all three, which lasted until the old couple rose to retire for the rest of the night.

“I expect you’ll find the cash tied up in a big bag in the middle of your bed,” said Herbert, as he bade them goodnight, “and something horrible squatting on top of your wardrobe watching you as you pocket your ill-gotten gains.”

He sat alone in the darkness, gazing at the dying fire, and seeing faces in it. The last was so horrible and so simian that he gazed at it in amazement. It got so vivid that, with a little uneasy laugh, he felt on the table for a glass containing a little water to throw over it. His hand grasped the monkey’s paw, and with a little shiver he wiped his hand on his coat and went up to bed.

Part II

In the brightness of the wintry sun next morning as it streamed over the breakfast table he laughed at his fears. There was an air of prosaic wholesomeness about the room which it had lacked on the previous night, and the dirty, shriveled little paw was pitched on the side-board with a carelessness which betokened no great belief in its virtues.

“I suppose all old soldiers are the same,” said Mrs. White. “The idea of our listening to such nonsense! How could wishes be granted in these days? And if they could, how could two hundred pounds hurt you, father?”

“Might drop on his head from the sky,” said the frivolous Herbert.

“Morris said the things happened so naturally,” said his father, “that you might if you so wished attribute it to coincidence.”

“Well, don’t break into the money before I come back,” said Herbert as he rose from the table. “I’m afraid it’ll turn you into a mean, avaricious man, and we shall have to disown you.”

His mother laughed, and following him to the door, watched him down the road; and returning to the breakfast table, was very happy at the expense of her husband’s credulity. All of which did not prevent her from scurrying to the door at the postman’s knock, nor prevent her from referring somewhat shortly to retired sergeant-majors of bibulous habits when she found that the post brought a tailor’s bill.

“Herbert will have some more of his funny remarks, I expect, when he comes home,” she said as they sat at dinner.

“I dare say,” said Mr. White, pouring himself out some beer; “but for all that, the thing moved in my hand; that I’ll swear to.”

“You thought it did,” said the old lady soothingly.

“I say it did,” replied the other. “There was no thought about it; I had just – What’s the matter?”

His wife made no reply. She was watching the mysterious movements of a man outside, who, peering in an undecided fashion at the house, appeared to be trying to make up his mind to enter. In mental connection with the two hundred pounds, she noticed that the stranger was well dressed, and wore a silk hat of glossy newness. Three times he paused at the gate, and then walked on again. The fourth time he stood with his hand upon it, and then with sudden resolution flung it open and walked up the path. Mrs. White at the same moment placed her hands behind her, and hurriedly unfastening the strings of her apron, put that useful article of apparel beneath the cushion of her chair.

She brought the stranger, who seemed ill at ease, into the room. He gazed at her furtively, and listened in a preoccupied fashion as the old lady apologized for the appearance of the room, and her husband’s coat, a garment which he usually reserved for the garden. She then waited as patiently as her sex would permit for him to broach his business, but he was at first strangely silent.

“I – was asked to call,” he said at last, and stooped and picked a piece of cotton from his trousers. “I come from ‘Maw and Meggins’.”

The old lady started. “Is anything the matter?” she asked breathlessly. “Has anything happened to Herbert? What is it? What is it?”

Her husband interposed. “There, there, mother,” he said hastily. “Sit down, and don’t jump to conclusions. You’ve not brought bad news, I’m sure sir,” and eyed the other wistfully.

“I’m sorry – ” began the visitor.

“Is he hurt?” demanded the mother wildly.

The visitor bowed in assent. “Badly hurt,” he said quietly, “but he is not in any pain.”

“Oh thank God!” said the old woman, clasping her hands. “Thank God for that! Thank – “

She broke off as the sinister meaning of the assurance dawned on her and she saw the awful confirmation of her fears in the others averted face. She caught her breath, and turning to her slower-witted husband, laid her trembling hand on his. There was a long silence.

“He was caught in the machinery,” said the visitor at length in a low voice.

“Caught in the machinery,” repeated Mr. White, in a dazed fashion, “yes.”

He sat staring out the window, and taking his wife’s hand between his own, pressed it as he had been wont to do in their old courting days nearly forty years before.

“He was the only one left to us,” he said, turning gently to the visitor. “It is hard.”

The other coughed, and rising, walked slowly to the window.” The firm wishes me to covey their sincere sympathy with you in your great loss,” he said, without looking round. “I beg that you will understand I am only their servant and merely obeying orders.”

There was no reply; the old woman’s face was white, her eyes staring, and her breath inaudible; on the husband’s face was a look such as his friend the sergeant might have carried into his first action.

“I was to say that Maw and Meggins disclaim all responsibility,” continued the other. “They admit no liability at all, but in consideration of your son’s services, they wish to present you with a certain sum as compensation.”

Mr. White dropped his wife’s hand, and rising to his feet, gazed with a look of horror at his visitor. His dry lips shaped the words, “How much?”

“Two hundred pounds,” was the answer.

Unconscious of his wife’s shriek, the old man smiled faintly, put out his hands like a sightless man, and dropped, a senseless heap, to the floor.

Part III

In the huge new cemetery, some two miles distant, the old people buried their dead, and came back to the house steeped in shadows and silence. It was all over so quickly that at first they could hardly realize it, and remained in a state of expectation as though of something else to happen – something else which was to lighten this load, too heavy for old hearts to bear.

But the days passed, and expectations gave way to resignation - the hopeless resignation of the old, sometimes miscalled, apathy. Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness.

It was a about a week after that the old man, waking suddenly in the night, stretched out his hand and found himself alone. The room was in darkness, and the sound of subdued weeping came from the window. He raised himself in bed and listened.

“Come back,” he said tenderly. “You will be cold.”

“It is colder for my son,” said the old woman, and wept afresh.

The sounds of her sobs died away on his ears. The bed was warm, and his eyes heavy with sleep. He dozed fitfully, and then slept until a sudden wild cry from his wife awoke him with a start.

“THE PAW!” she cried wildly. “THE MONKEY’S PAW!”

He started up in alarm. “Where? Where is it? What’s the matter?”

She came stumbling across the room toward him. “I want it,” she said quietly. “You’ve not destroyed it?”

“It’s in the parlour, on the bracket,” he replied, marveling. “Why?”

She cried and laughed together, and bending over, kissed his cheek.

“I only just thought of it,” she said hysterically. “Why didn’t I think of it before? Why didn’t you think of it?”

“Think of what?” he questioned.

“The other two wishes,” she replied rapidly. “We’ve only had one.”

“Was not that enough?” he demanded fiercely.

“No,” she cried triumphantly; “We’ll have one more. Go down and get it quickly, and wish our boy alive again.”

The man sat in bed and flung the bedclothes from his quaking limbs. “Good God, you are mad!” he cried aghast. “Get it,” she panted; “get it quickly, and wish – Oh my boy, my boy!”

Her husband struck a match and lit the candle. “Get back to bed,” he said unsteadily. “You don’t know what you are saying.”

“We had the first wish granted,” said the old woman, feverishly; “why not the second?”

“A coincidence,” stammered the old man.

“Go get it and wish,” cried his wife, quivering with excitement.

The old man turned and regarded her, and his voice shook. “He has been dead ten days, and besides he - I would not tell you else, but – I could only recognize him by his clothing. If he was too terrible for you to see then, how now?”

“Bring him back,” cried the old woman, and dragged him towards the door. “Do you think I fear the child I have nursed?”

He went down in the darkness, and felt his way to the parlour, and then to the mantelpiece. The talisman was in its place, and a horrible fear that the unspoken wish might bring his mutilated son before him ere he could escape from the room seized up on him, and he caught his breath as he found that he had lost the direction of the door. His brow cold with sweat, he felt his way round the table, and groped along the wall until he found himself in the small passage with the unwholesome thing in his hand.

Even his wife’s face seemed changed as he entered the room. It was white and expectant, and to his fears seemed to have an unnatural look upon it. He was afraid of her.

“WISH!” she cried in a strong voice.

“It is foolish and wicked,” he faltered.

“WISH!” repeated his wife.

He raised his hand. “I wish my son alive again.”

The talisman fell to the floor, and he regarded it fearfully. Then he sank trembling into a chair as the old woman, with burning eyes, walked to the window and raised the blind.

He sat until he was chilled with the cold, glancing occasionally at the figure of the old woman peering through the window. The candle-end, which had burned below the rim of the china candlestick, was throwing pulsating shadows on the ceiling and walls, until with a flicker larger than the rest, it expired. The old man, with an unspeakable sense of relief at the failure of the talisman, crept back to his bed, and a minute afterward the old woman came silently and apathetically beside him.

Neither spoke, but lat silently listening to the ticking of the clock. A stair creaked, and a squeaky mouse scurried noisily through the wall. The darkness was oppressive, and after lying for some time screwing up his courage, he took the box of matches, and striking one, went downstairs for a candle.

At the foot of the stairs the match went out, and he paused to strike another; and at the same moment a knock came so quiet and stealthy as to be scarcely audible, sounded on the front door.

The matches fell from his hand and spilled in the passage. He stood motionless, his breath suspended until the knock was repeated. Then he turned and fled swiftly back to his room, and closed the door behind him. A third knock sounded through the house.

“WHATS THAT?” cried the old woman, starting up.

“A rat,” said the old man in shaking tones – “a rat. It passed me on the stairs.”

His wife sat up in bed listening. A loud knock resounded through the house.

“It’s Herbert!”

She ran to the door, but her husband was before her, and catching her by the arm, held her tightly.

“What are you going to do?” he whispered hoarsely.

“It’s my boy; it’s Herbert!” she cried, struggling mechanically. “I forgot it was two miles away. What are you holding me for? Let go. I must open the door.”

“For God’s sake don’t let it in,” cried the old man, trembling.

“You’re afraid of your own son,” she cried struggling. “Let me go. I’m coming, Herbert; I’m coming.”

There was another knock, and another. The old woman with a sudden wrench broke free and ran from the room. Her husband followed to the landing, and called after her appealingly as she hurried downstairs. He heard the chain rattle back and the bolt drawn slowly and stiffly from the socket. Then the old woman’s voice, strained and panting.

“The bolt,” she cried loudly. “Come down. I can’t reach it.”

But her husband was on his hands and knees groping wildly on the floor in search of the paw. If only he could find it before the thing outside got in. A perfect fusillade of knocks reverberated through the house, and he heard the scraping of a chair as his wife put it down in the passage against the door. He heard the creaking of the bolt as it came slowly back, and at the same moment he found the monkey’s paw, and frantically breathed his third and last wish.

The knocking ceased suddenly, although the echoes of it were still in the house. He heard the chair drawn back, and the door opened. A cold wind rushed up the staircase, and a long loud wail of disappointment and misery from his wife gave him the courage to run down to her side, and then to the gate beyond. The streetlamp flickering opposite shone on a quiet and deserted road.

3,964 words

By far the majority of this entry came from http://www.americanliterature.com/Jacobs/SS/TheMonkeysPaw.html.

I must note that many errors in spelling, punctuation and spacing were noted (and hopefully corrected) as I prepared the short story for this blog entry. It’s great to find these classics available but be WARNED:  check carefully before you simply copy and paste.

Project Gutenberg’s version – http://www.gutenberg.org/files/12122/12122.txt

Posted by: jockmackenzie | January 7, 2010

Journal Writing Ideas #4

Wrong House?                         Cool guy!                  My idea.

click on pics to enlarge


Week #19

Journal Ideas

1.  I (do, do not) look forward to growing up?

2.  If I was the teacher and everyone forgot their homework, I would . . .

3.  Your Choice

Journal Ideas

1.  When people tell me to do something, but they don’t do it themselves, I . . .

2.  If I could invent something that would make life better, I would invent . . .

3.  Your Choice

Week #20

Journal Ideas

1. Spring has almost arrived.  Do you like having four seasons?  Would you rather live somewhere else?  Possibilities?

2. If someone told me a joke and I didn’t think it was funny, I would . . .

3. Your Choice

Journal Ideas

1. Places and houses I have lived.  Schools I have attended.

2. If my two best friends went to the movies without inviting me, I would . . .

3. Your Choice

Week #21

Journal Ideas

1. My Best Friend

- now

- before

- criteria

2. If I woke up in another country and no one understood me, I would . . .

3. Your Choice

Journal Ideas

1. High school

my thoughts about it

courses I would choose

what I am looking forward to

what I am not looking forward to

what I wonder about

2. To cheer up a friend with a broken leg, I would . . .

3. Your Choice

Week #22

Journal Ideas

1.  Favorite Journal Entries – brief description and why

2.  My Grade  – The Good, The Bad, and The Ugly

3.  Your Choice

Journal Ideas

1.  When I can’t fall asleep, I think about . . .

2.  The things that make me laugh

3. Your Choice

Week #23

Journal Ideas

1.  When my parents get upset with me, I feel . . . . Some of the reasons they get upset with me are . . .

2.  When I think about my appearance, I feel . . .

3.  Your Choice

Journal Ideas

1.  I wish I could be like . This person is special because . . .

2.  Having the most fun – alone, with a large             group, with a few friends.  How and why?

3.  Your Choice

Week #24

Journal Ideas

1.  Eating junk food

2.  I wish there were a law that said . . . . This would be a good law because . . .

3.  Your Choice

Journal Ideas

1.  I wish I didn’t have to eat because . . .

2.  If I had one more chance to . . . then I would . . .

3.  Your Choice

Older Posts »

Categories