| FOR STUDENT WEB PAGES, go to www.angelfire.com/fl5/datastudents The Official web site for DOWNTOWN ACADEMY is www.downtownacademy.org To see Mr. Mac's web site for his students, go to Mr. Mac's DATA page The school is located in Fort Laud erdale 101 SE Third Avenue, one block south of Broward Blvd. 954 767 0403 This is a message to PARENTS and other people who would like to help students learn about "where money comes from." (Many students tell me that money comes from the ATM). DATA participates in the America's Promise program that seeks to provide students with MARKETABLE SKILLS. One of those skills is the ability to listen to an adult and learn about the essential characteristics of a job. "Is this job something that I'd like to do someday?" My cell is 954 646 8246 -- please call if you would like to speak to our students. Your talk should be about 3 minutes long: "This is what I do and this is how i found my interest." Then the students ask questions for 15-to-27 minutes. Two possible times are any 30-minute period between 11-12:30 on Weds. and Fridays. For example, Mrs. Abrams came to speak from 11-11:30 a.m. Mr. McKee is scheduled tentatively to speak from 11:45 a.m. to 12:15 p.m. in October. The soul of our school is Technology and Arts and we invite entrepreneurs, business owners and employed adults to describe how they participate in the U.S. Economy. How do you include Technology and ART in your life? Thank you for your interest. Please contact Mr. Mac. Coming soon >>>>>>>>> Cool place Hope you visit France some day... Let's Memorize poetry together... SEE THE HALL OF RECOGNITION (Next Page) showing names of students who have recited at least four lines from a poem... The rest of this page includes poetry for students to memorize. You don't need to remember EVERY line, just a few lines that are special to you. AN "IF" FOR GIRLS Elizabeth Lincoln Otis (with apologies to Mr. Rudyard Kipling) Mark the STRONG accent in each line. The first four lines are done for you. Put a line under the letters that you say with more force. If you can dress to make yourself attractive, Yet not make puffs and curls your chief delight; If you can swim and row, be strong and active, But of the gentler graces lose not sight; [ What does that mean? _______________________ ] If you can dance without a craze for dancing, Play without giving play too strong a hold, Enjoy the love of friends without romancing, Care for the weak, the friendless and the old; If you can master French and Greek and Latin, And not acquire as well, a priggish mien; [Mien = “MEEN” = attitude] If you can feel the touch of silk and satin Without despising calico and jean; If you can ply a saw and use a hammer, Can do a man's work when the need occurs, Can sing, when asked, without excuse or stammer, Can rise above unfriendly snubs and slurs; [ What does that mean? _______________________ ] Slurs = “bad words and unkind names”] If you can make good bread as well as fudges, Can sew with skill, and have an eye for dust; If you can be a friend and hold no grudges, A girl whom all will love because they must; If sometime you should meet and love another And make a home with faith and peace enshrined And you its soul -- a loyal wife and mother -- You'll work out pretty nearly to my mind The plan that's been developed through the ages, And win the best that life can have in store. You'll be, my girl, a model for the sages -- A woman whom the world will bow before. [ PLY A SAW = “use a saw”] A high school teacher instilled in me an appreciation for this one ... … and a high school student wrote it from memory in one of my classes… HOPE IS THE THING WITH FEATHERS Emily Dickinson 1830-1886 Hope is the thing with feathers That perches in the soul, perches = “sits” (like a bird. A bird sits on a branch). And sings the tune without the words, And never stops at all, And sweetest in the gale is heard; gale = “big storm” And sore must be the storm That could abash the little bird abash is a poetic way of saying “hit” or “attack” the bird. That kept so many warm. I've heard it in the chillest land, Most of us say “it is chilly” and “this is the coldest day” And on the strangest sea; or perhaps “the most chilly day” or “the chilliest day” Yet, never, in extremity, It asked a crumb of me. http://tenderbytes.net/rhymeworld/marymenu/ favorite.htm#if4girls William Blake: Memorize this… Mental Image: To see a World in a grain of sand 1. The world is important (#1) and it starts with sand And a Heaven in a Wild Flower, 2. Heaven is next and a flower grows UP Hold Infinity in the Palm of your hand 3. Infinity is at the END of your hand And Eternity in an Hour. 4. Eternity comes fourth and 4 quarters make an HOUR. from Auguries of Innocence That’s one way to memorize four lines in a poem… My mother especially admired the incomparably sunny Mr. Guest, and his uplifting words were always a welcome guest in our home and hearts ... CAN'T Edgar A. Guest 1881-1959 Can't is the worst word that's written or spoken; Doing more harm here than slander and lies; On it is many a strong spirit broken, And with it many a good purpose dies. It springs from the lips of the thoughtless each morning And robs us of courage we need through the day: It rings in our ears like a timely-sent warning And laughs when we falter and fall by the way. Can't is the father of feeble endeavor, The parent of terror and half-hearted work; It weakens the efforts of artisans clever, And makes of the toiler an indolent shirk. It poisons the soul of the man with a vision, It stifles in infancy many a plan; It greets honest toiling with open derision And mocks at the hopes and the dreams of a man. Can't is a word none should speak without blushing; To utter it should be a symbol of shame; Ambition and courage it daily is crushing; It blights a man's purpose and shortens his aim. Despise it with all of your hatred of error; Refuse it the lodgment it seeks in your brain; Arm against it as a creature of terror, And all that you dream of you some day shall gain. Can't is the word that is foe to ambition, An enemy ambushed to shatter your will; Its prey is forever the man with a mission And bows but to courage and patience and skill. Hate it, with hatred that's deep and undying, For once it is welcomed 'twill break any man; Whatever the goal you are seeking, keep trying And answer this demon by saying: "I can." OPTION: memorize the first and last four lines Now go visit Mr. Mac's web page Click here to see the short version of this web page THANKS TO our volunteers SPEAKERS Charles Mckee, sometime in Sept or Oct, a TV producer POTENTIAL SPEAKERS Des Levin from South Africa, sometime in Sept., owner of a language school and the guy who donated the computers that recently came to the school. Rina Levin, an administrator at the school and a former travel organizer. Bob Lietz, sometime in October, owner of a media company. HIGHLIGHTS OF THE SCHOOL (with Speakers of the week) Week 1 Highlights included the focus on the word of the week: ACCEPTANCE Monday: we had the "welcome" in the first floor We sorted out the first lunch.... and several of the school's musicians emerged near the pianos. VOLUNTEERS OF AUGUST AND SEPTEMBER Thank you to everyone who donated books, including the Lietz family, and the Glenwinkels. Speaker of the week Week2 Mrs. Abrams from the Environmental Crime division of Fort Lauderdale came to speak for 20 minutes... and she spoke for one hour. It was very inspiring. The list of questions included: Have you ever seen a dead body? Do you use a gun? How often do you practice using your gun? Can we see a bullet? What kind of gun do you use? ...and Mrs. Abrams explained that Environmental Crime includes landlords who dump toxic wastes on land. Six computers were donated over the weekend: Bob Lietz, a media company owner TALK Language School, a school for international visitors Thank you! Phil the all-round maintenance guy at the school announced that he had installed enough power to run all the computers in Rooms 313 and 314 (and there's enough added juice to run some of the donated computers, too.) HIGHLIGHTS: The Pianos were "turned off" during class time. However, during the activities 40 minutes after school is over, from 3 to 3:40, we discovered some talented pianists. Week 3 Mrs. Rudnick.. Mrs. R told the students about her interesting business. She has created a business that employs more than three people. Imagine! She had an idea that helps create so much work that at least three people need to help her and they get paid from the work they do. How is Mrs. R's work different from a factory in the Soviet Union? 50 years ago, a factory manager decided how many cars it would create. it didn't matter if the cars were sold because the salaries of all the workers were paid. It didn't matter if someone was making 5 cars per week or 6 cars per week. They got paid wether or not they completed the expected quota. And eventually that system was found to be ineffective. If Mrs. R's employees don't find enough new business for her company, then there is not enough activity to help pay for their salaries. =================== Let's look at a "pretend" look at a business. Three people call landowners and ask, "Do you want to sell your house?" If the person says, "Sure", then the sale is made the same day. If the three phone people work diligently (check your dictionary), they can create enough income to pay their salaries. If the three phone people don't make a sale, what happens? No income for that day. If there's no income for 30 days, then there won't be enough to pay their salaries. ========================= FINANCIAL EDUCATION Mrs. R. will come up with a worksheet regarding the talk she gave. Thank you, Mrs. R! Week 4 We had a shorter week Mr. Mac spent time at the Court House as part of a potential juror... and Dr. Hills visited the classrooms. Week 5 Speakers Des Levin, a business owner. (in the future) Charles McKee, a consultant and a lawyer, with a degree in mediation. Who came to speak? Judge Bowman showed us clips (handcuffs) Cygna from the Library Mrs. Harris talked about anger management. Mr. Dias invited a friend Mr. Brown (Trekkie's dad) came, too. January Debbie Orshefsky, a lawyer. Josie Bacallao Thank you for volunteering! More things for students to do.... Go to Mr. Mac's Page and you'll find stuff to practice... For example, can you say the Greek Alphabet? Can you recognize the Greek letters? How about the Russian Alphabet? Whee... this is fun... Can you type with ten fingers and without looking at the key board? Can you look at a list of international cities and say, "Hmm, that's in Australia, and that one is in Indonesia, and that is the capital of Thailand."??? Sydney Jakarta Brisbane Mumbay Riyadh Bangkok Calcutta Canberra New Delhi "Thought for the day." When I went to high school, every morning (Monday through Saturday) I sat for 15 minutes in silence and thought about something that one of the teachers read to us. Here are some thoughts for you. October 13 Manners make men. 14 Whatever is beautiful, whatever is just whatever is good, whatever is pure whatever is honest, whatever is of good report, think about these things. 15 Teachers day. Think about the opportunity that we have to bring students something special. 18 Monday Pachelbel's work in C 19 To the lovely violet I said... Sweet thief, whence did you steal thy sweet that smells if not from my love's breath? The pruple pride... (one of Shakespeare's sonnets) 20 On our birthdays, shoudl we give thanks for our lives, our friends and the opportunity to be here? Are we old enough to say, "We want to thank other people for helping us through the world" and then show it? How woudl it be if on our birthdays we gave a special present to each one of our friends and relatives? (Mr. Stunt told us this idea). 21 The Stanley Millgram experiment. It involved white coats, authority and lab scientists. ... and some story telling... January 10, 2005 Mr. Mac became a Reading Coach and Mr. Cardonick joined the school. Mr. C controls class management and grades, Mr. Mac helps build a better collection of reading materials. |
| This is the INTRODUCTION page with lots of poetry and the first set of "THANK YOUs" (see left column). For some of the "Poetry Challenges", please see Mac's DATA Page. SHORT version of this page "What should my child be studying?" These are recommended poems for Middle School INTERIM REPORTS (CLICK HERE) See web pages by DATA Students (on oocities.com) [IF] Click HERE FOR short version If you can keep your head when all about you Are losing theirs and blaming it on you, If you can trust yourself when all men doubt you But make allowance for their doubting too, If you can wait and not be tired by waiting, Or being lied about, don't deal in lies, Or being hated, don't give way to hating, And yet don't look too good, nor talk too wise: If you can dream--and not make dreams your master, If you can think--and not make thoughts your aim; If you can meet with Triumph and Disaster And treat those two impostors just the same; If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build 'em up with worn-out tools: If you can make one heap of all your winnings And risk it all on one turn of pitch-and-toss, And lose, and start again at your beginnings And never breath a word about your loss; If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on!" If you can talk with crowds and keep your virtue, Or walk with kings--nor lose the common touch, If neither foes nor loving friends can hurt you; If all men count with you, but none too much, If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And--which is more--you'll be a Man, my son! --Rudyard Kipling (OPTION: Memorize the first two lines) This poem is about the death of Abraham Lincoln. 1. Why does Walt Whitman call Lincoln “Captain”? __________ ____________________________________ 2. The “ship” is either a real ship or it is a symbol for the country. Explain what you think “the ship” means. ______________________________ O CAPTAIN! my Captain! our fearful trip is done; The ship has weather'd every rack, the prize we sought is won; The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, the vessel grim and daring: But O heart! heart! heart! 5 O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead. O Captain! my Captain! rise up and hear the bells; Rise up-for you the flag is flung-for you the bugle trills; 10 For you bouquets and ribbon'd wreaths-for you the shores a-crowding; For you they call, the swaying mass, their eager faces turning; Here Captain! dear father! This arm beneath your head; It is some dream that on the deck, 15 You've fallen cold and dead. My Captain does not answer, his lips are pale and still; My father does not feel my arm, he has no pulse nor will; The ship is anchor'd safe and sound, its voyage closed and done; From fearful trip, the victor ship, comes in with object won; 20 Exult, O shores, and ring, O bells! But I, with mournful tread, Walk the deck my Captain lies, Fallen cold and dead. By Walt Whitman 1. Describe where this poem takes place. 2. Can you memorize the larger words that are underlined? (Please memorizethe last three lines now) The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood Underline the words that rhyme with “WOOD” And looked down one as far as I could Put a * on words that sound like “BOTH” To where it bent in the undergrowth. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Circle the words that rhyme with “FAIR” Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Put an ARROW on the words that rhyme with “LAY” Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- Underline the words that rhyme with “SIGH” I took the one less traveled by, And that has made all the difference. by Robert Frost William Blake. 1757-1827 The Tiger Mark the STRONG accent in each line. The first two lines are done for you. Put a line under the letters that you say with more force. MEMORIZE THE LAST FOUR LINES. TIGER, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder and what art Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? What dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And water'd heaven with their tears, Did He smile His work to see? Did He who made the lamb make thee? Tiger, tiger, burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? Henry Wadsworth Longfellow (1807-1882), The Landlord's Tale. Paul Revere's Ride Mark the STRONG accent in each line. The first two lines are done for you. Put a line under the letters that you say with more force. MEMORIZE THE FIRST 5 LINES. 1Listen, my children, and you shall hear 2Of the midnight ride of Paul Revere, 3On the eighteenth of April, in Seventy-five; 4Hardly a man is now alive 5Who remembers that famous day and year. 6He said to his friend, "If the British march 7By land or sea from the town to-night, 8Hang a lantern aloft in the belfry arch 9Of the North Church tower as a signal light,-- 10One, if by land, and two, if by sea; 11And I on the opposite shore will be, 12Ready to ride and spread the alarm 13Through every Middlesex village and farm, 14For the country folk to be up and to arm." 15Then he said, "Good night!" and with muffled oar 16Silently rowed to the Charlestown shore, 17Just as the moon rose over the bay, 18Where swinging wide at her moorings lay 19The Somerset, British man-of-war; 20A phantom ship, with each mast and spar 21Across the moon like a prison bar, 22And a huge black hulk, that was magnified 23By its own reflection in the tide. 24Meanwhile, his friend, through alley and street, 25Wanders and watches with eager ears, 26Till in the silence around him he hears 27The muster of men at the barrack door, 28The sound of arms, and the tramp of feet, 29And the measured tread of the grenadiers, 30Marching down to their boats on the shore. 31Then he climbed the tower of the Old North Church, 32By the wooden stairs, with stealthy tread, 33To the belfry-chamber overhead, 34And startled the pigeons from their perch 35On the sombre rafters, that round him made 36Masses and moving shapes of shade, -- 37By the trembling ladder, steep and tall, 38To the highest window in the wall, 39Where he paused to listen and look down 40A moment on the roofs of the town, 41And the moonlight flowing over all. 42Beneath, in the churchyard, lay the dead, 43In their night-encampment on the hill, 44Wrapped in silence so deep and still 45That he could hear, like a sentinel's tread, 46The watchful night-wind, as it went 47Creeping along from tent to tent, 48And seeming to whisper, "All is well!" 49A moment only he feels the spell 50Of the place and the hour, and the secret dread 51Of the lonely belfry and the dead; 52For suddenly all his thoughts are bent 53On a shadowy something far away, 54Where the river widens to meet the bay, -- 55A line of black that bends and floats 56On the rising tide, like a bridge of boats. 57Meanwhile, impatient to mount and ride, 58Booted and spurred, with a heavy stride 59On the opposite shore walked Paul Revere. 60Now he patted his horse's side, 61Now gazed at the landscape far and near, 62Then, impetuous, stamped the earth, 63And turned and tightened his saddle girth; 64But mostly he watched with eager search 65The belfry-tower of the Old North Church, 66As it rose above the graves on the hill, 67Lonely and spectral and sombre and still. 68And lo! as he looks, on the belfry's height 69A glimmer, and then a gleam of light! 70He springs to the saddle, the bridle he turns, 71But lingers and gazes, till full on his sight 72A second lamp in the belfry burns! 73A hurry of hoofs in a village street, 74A shape in the moonlight, a bulk in the dark, 75And beneath, from the pebbles, in passing, a spark 76Struck out by a steed flying fearless and fleet: 77That was all! And yet, through the gloom and the light, 78The fate of a nation was riding that night; 79And the spark struck out by that steed, in his flight, 80Kindled the land into flame with its heat. 81He has left the village and mounted the steep, 82And beneath him, tranquil and broad and deep, 83Is the Mystic, meeting the ocean tides; 84And under the alders, that skirt its edge, 85Now soft on the sand, now loud on the ledge, 86Is heard the tramp of his steed as he rides. 87It was twelve by the village clock, 88When he crossed the bridge into Medford town. 89He heard the crowing of the cock, 90And the barking of the farmer's dog, 91And felt the damp of the river fog, 92That rises after the sun goes down. 93It was one by the village clock, 94When he galloped into Lexington. 95He saw the gilded weathercock 96Swim in the moonlight as he passed, 97And the meeting-house windows, blank and bare, 98Gaze at him with a spectral glare, 99As if they already stood aghast 100At the bloody work they would look upon. 101It was two by the village clock, 102When he came to the bridge in Concord town. 103He heard the bleating of the flock, 104And the twitter of birds among the trees, 105And felt the breath of the morning breeze 106Blowing over the meadows brown. 107And one was safe and asleep in his bed 108Who at the bridge would be first to fall, 109Who that day would be lying dead, 110Pierced by a British musket-ball. 111You know the rest. In the books you have read, 112How the British Regulars fired and fled, -- 113How the farmers gave them ball for ball, 114From behind each fence and farm-yard wall, 115Chasing the red-coats down the lane, 116Then crossing the fields to emerge again 117Under the trees at the turn of the road, 118And only pausing to fire and load. 119So through the night rode Paul Revere; 120And so through the night went his cry of alarm 121To every Middlesex village and farm, -- 122A cry of defiance and not of fear, 123A voice in the darkness, a knock at the door, 124And a word that shall echo forevermore! 125For, borne on the night-wind of the Past, 126Through all our history, to the last, 127In the hour of darkness and peril and need, 128The people will waken and listen to hear 129The hurrying hoof-beats of that steed, 130And the midnight message of Paul Revere. http://eir.library.utoronto.ca/rpo/display/ poem1331.html Can you hear the beat of the horse? Imagine that you are riding the horse and read the poem to your parents with rhythm. William Shakespeare - All the world's a stage (from As You Like It 2/7) UNDERLINE THE STRONG PARTS OF EACH LINE Memorize the first two lines… Mark the STRONG accent in each line. The first two lines are done for you. Put a line under the letters that you say with more force. All the world's a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages. At first the infant, Mewling and puking in the nurse's arms. And then the whining school-boy, with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, Sighing like furnace, with a woeful ballad Made to his mistress' eyebrow. Then a soldier, Full of strange oaths and bearded like the pard, Jealous in honour, sudden and quick in quarrel, <<< Honour (in England, some words have an extra “U”) Seeking the bubble reputation Example: Color = colour Harbor = harbour Even in the cannon's mouth. And then the justice, In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of wise saws and modern instances; And so he plays his part. The sixth age shifts Into the lean and slipper'd pantaloon, Pants with slippers With spectacles on nose and pouch on side, His youthful hose, well saved, a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, >>>>>>>>> This is number 7 ________________________________ That ends this strange eventful history, What are the other six ages of man? Number them on this page. Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything. http://www.artofeurope.com/shakespeare/sha9.htm THE EAGLE By Alfred, Lord Tennyson UNDERLINE THE STRONG PARTS OF EACH LINE Memorize the first two lines… Mark the STRONG accent in each line. The first two lines are done for you. Put a line under the letters that you say with more force. He clasps the crag with crooked hands; << crag = “the edge of a cliff << crooked = not straight Close to the sun in lonely lands, Ringed with the azure world, he stands. << azure = blue The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt he falls. 1851 http://www.eecs.harvard.edu/~keith/ poems/eagle.html If you like to draw, choose a moment in this poem and show the bird ready to fall or in the middle of falling. MEMORIZE: Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. What’s the main idea of this sentence? ________________________________________ Now we are engaged in a great civil war. . .testing whether that nation, or any nation so conceived and so dedicated. . . can long endure. We are met on a great battlefield of that war. What’s the main idea of this sentence? ________________________________________ We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. What’s the main idea of this sentence? ________________________________________ But, in a larger sense, we cannot dedicate. . .we cannot consecrate. . . we cannot hallow this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us. . .that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion. . . that we here highly resolve that these dead shall not have died in vain. . . that this nation, under God, shall have a new birth of freedom. . . and that government of the people. . .by the people. . .for the people. . . shall not perish from the earth. (OPTION: Memorize the first and last sentence) Who wrote this? A____________ L____________ http://libertyonline.hypermall.com/ Lincoln/gettysburg.html Mark the STRONG accent in each line. The first two lines are done for you. Put a line under the letters that you say with more force. 1I wandered lonely as a cloud 2That floats on high o'er vales and hills, << VALE = valley 3When all at once I saw a crowd, 4A host, of golden daffodils; Ask an adult to find a picture of a daffodil (or draw one)** 5Beside the lake, beneath the trees, 6Fluttering and dancing in the breeze. 7Continuous as the stars that shine 8And twinkle on the milky way, 9They stretched in never-ending line 10Along the margin of a bay: 11Ten thousand saw I at a glance, 12Tossing their heads in sprightly dance. 13The waves beside them danced; but they 14Out-did the sparkling waves in glee: 15A poet could not but be gay, 16In such a jocund company: 17I gazed--and gazed--but little thought 18What wealth the show to me had brought: 19 For oft, when on my couch I lie 20 In vacant or in pensive mood, 21 They flash upon that inward eye 22 Which is the bliss of solitude; <<< “happiness of sitting alone” 23And then my heart with pleasure fills, 24And dances with the daffodils. By William Wordsworth (1770-1850) ** On the Internet, you can go to GOOGLE, click on IMAGES and type in “daffodils” Langston Hughes' Mother to Son In this poem, Hughes writes about a mother speaking to her son about life's experiences. He uses the metaphor of a crystal stair. Well, son, I'll tell you: Life for me ain't been no crystal stair. Standard English: ain’t = ____________ It's had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor -- Bare. But all the time I'se been a-climbin' on And reachin' landin's, Standard English: ______________________ And turnin' corners, And sometimes goin' in the dark>br> Where there ain't been no light. So boy, don't you turn back. Don't you set down on the steps 'Cause you finds it's kinder hard. Don't you fall now -- For I'se still goin', honey, Standard English: ___________________________ I'se still climbin', And life for me ain't been no crystal stair. Read "Mother to Son" and answer the following questions. 1. What is the poem about? 2. What is the theme? What poetic devises does Hughes use in this poem? 4. Which are most effective? 5. What does the mother want the son to do? http://mbhs.bergtraum.k12.ny.us/cybereng/matoson.html BARE = nothing there. TACKS = pins, but flatter. SPLINTERS = little pieces of wood. A narrow fellow in the grass Occasionally rides; You may have met him, did you not, His notice sudden is. The grass divides as with a comb, A spotted shaft is seen; And then it closes at your feet And opens further on. He likes a boggy acre, A floor too cool for corn. Yet when a child, and barefoot, I more than once, at morn, Have passed, I thought, a whip-lash Unbraiding in the sun, When, stooping to secure it, It wrinkled, and was gone. Several of nature's people I know, and they know me; I feel for them a transport Of cordiality; But never met this fellow, Attended or alone, Without a tighter breathing, And zero at the bone. http://quotations.about.com/cs/poemlyrics/a/ A_Narrow_Fellow.htm There is no Frigate like a Book To take us Lands away Nor any Coursers like a Page Of prancing Poetry -- This Traverse may the poorest take Without oppress of Toll -- How frugal is the Chariot That bears the Human soul. E_____________ D_______________ The Battle Hymn of the Republic Julia Ward Howe Mine eyes have seen the glory of the coming of the Lord He is trampling out the vintage where the grapes of wrath are stored, He has loosed the fateful lightening of His terrible swift sword His truth is marching on. I have seen Him in the watch-fires of a hundred circling camps They have builded Him an altar in the evening dews and damps I can read His righteous sentence by the dim and flaring lamps His day is marching on. I have read a fiery gospel writ in burnish`d rows of steel, "As ye deal with my contemners, So with you my grace shall deal;" Let the Hero, born of woman, crush the serpent with his heel Since God is marching on. He has sounded forth the trumpet that shall never call retreat He is sifting out the hearts of men before His judgment-seat Oh, be swift, my soul, to answer Him! be jubilant, my feet! Our God is marching on. In the beauty of the lilies Christ was born across the sea, With a glory in His bosom that transfigures you and me: As He died to make men holy, let us die to make men free, While God is marching on. Read carefully: What is the middle name of the woman who wrote this poem/song/hymn? Click here to see "Web Pages by Students" |
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| DATA is a place for students who want to soar... Student Web Pages |
| WELCOME TO THE INTRODUCTION TO DATA Volunteers LOTS OF INFO to share with you.. See our volunteer list below... Go to DATA READING page Go to SUNSHINE STATE STANDARDS for Reading and Language Arts Go to RECOMMENDATIONS DataRecommend Go to 1000 Books Page Data1000 Go to Protect Your Ears Dataears Go To PHONICS practice www.number2.com <<< prepare for high school www.highschoolhub.org GO TO Check Yourself (Language Arts) See STUDENT WORK |
| A list of useful LINKS datausefullinks COMING SOON: Financial Information Week 10 Week 11 Weeks 12 to 18 Do you want to get extra credit? These links are here to allow students and parents to review some of the topics that students have covered in the school. Many of the subjects are briefly coverd in school, so this web page gives students a chance to review information that they might have missed.... |
| GO TO DATA READING WEB PAGE GO TO Language Arts GO TO a list of links to pages created by DATA Students. GO TO DATA READING WEB PAGE |
| GO TO DATA READING WEB PAGE GO TO Language Arts (What are we studying?) GO TO a list of links to pages created by DATA Students. Go here when you don't know what to do next >> www.middleschoolhub.org GO TO DATA READING WEB PAGE LIST OF TOPICS for WRITING!!! |
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| He made the first telescope. He was Italian. He spent time in prison after talking about his discoveries. He looked at the largest planet in our solar system. Who was he? |