Monday, August 27, 2007

My Autobiographical Writing -- Take me out to the BALL GAME


Even before I was born, it seemed to be determined that baseball would be a part of my life. As the story goes, my father was not ready to go to the hospital while my mother was in labor with me until the Boston Red Sox game was over. They were getting beat pretty badly (9-2) by the Baltimore Orioles, but perhaps there was something else interesting to see in that game, or maybe my mother was not quite ready to go to the hospital either – I didn’t get my first breath air until 3:56 that morning. To make a long story short, my father is a huge baseball fan, as was his father and grandfather before him. I am sure that when I was born, he was already thinking of how he could pass the love of this sport to his first child.

I remember watching baseball with my dad when I was very young. He would try to explain to me what was going on, but I am sure I did not understand much as I watched players run, throw, and hit. Later he would teach me how to sing “Take me out to the Ball Game,” which might have added a little more context to what I saw. The first big moment would not come however until 1980 when I was five years old when my family lived in Oxnard, California. My life as a baseball fan changed forever on that summer day when I stepped foot for the first time into a Major League stadium -- Dodger Stadium in Los Angeles California.

I can still remember going through the turnstiles on our way inside. Santa Claus had brought me a baseball cap the previous winter, but not a Dodgers’ cap. My first piece of respectable headgear was representative of the California Angels, and I can remember the man who ripped the tickets telling me, “Kid, you are in the wrong place. You need to go up the road a little.” I didn’t get the joke, and I remember not liking the man since he was trying to tell me that I did not belong at the stadium on that sunny California day that would be the one when I went to my first baseball game.


I cannot say I remember many of the details of that particular game aside from the food I ate: hotdogs, chocolate malt, peanuts, pretzels, and probably more. The scorecard for this game exists somewhere, and on it my dad kept track of the items I ate as well as the number of beers he drank. Before leaving the park, I remember stopping to get a Dodgers t-shirt for me with my name ironed onto the back of it. It was one of my prized possessions until I moved to Georgia and became a Braves fan.



I went to my first Braves game probably sometime in 1982. I remember they were playing the Cubs, and the game was at the old Atlanta – Fulton County Stadium that was the home of the Braves before Atlanta’s Centennial Olympic Stadium was constructed and later transformed into Turner Field. Once again, I do not remember the particulars of this game, but by this point, I knew that I was familiar with the rules and was able to follow the game since I was playing t-ball at the time. I was six or seven years old, and already at my second baseball stadium. Little did I know the list would continue to grow.


In the two or three years that followed, I would visit Fenway Park in Boston, the second-oldest existing Major League Baseball park twice, once to see the Red Sox play the A’s, and another time to see them play the Tigers. By the time I was ten, I had also visited Yankee stadium to see the Yankees play the Blue Jays. As I got older, I would see the San Francisco Giants’ former home, Candlestick Park, where I got to see the Braves as the visiting team; and the Philadelphia Phillies’ old park, Veterans Stadium. I added yet another stadium to my list when the Braves moved into their new home. I would see the Chicago Cubs play in Wrigley Field, where I was lucky enough to catch a ball, and just a couple of summers ago. I missed seeing Mark McGuire’s longest homerun of his career when I was standing in the concession line at the old Busch Stadium in Saint Louis, and I saw the Washington Nationals play in RFK Stadium where I saw Roger Clemens pitch a game where he struck out fourteen Nationals.



I still have more places I would like to add to my list of baseball stadiums, AT&T park in San Francisco, the new stadium in Pittsburg, and PETCO Park in San Diego to name a couple. I don’t think I would really crave going to new ballparks if my family would have never moved from California to Georgia and I did not get to see the first two so early. My list of stadiums is just a collection I keep, and I am not really sure what it says about me other than I like to travel and I like watching baseball games.

Saturday, August 11, 2007

User Agreement


Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.

Once you create your own weblog for this class, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. Language Arts lends itself well to this format since you will be asked to respond to the literature and history we study with your own ideas and opinions. There are no right or wrong answers in a Language Arts class, so looking at other students' ideas can help you. It can also create problems if you choose to be lazy.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next.

Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.


Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.



THE USER AGREEMENT:

1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question with no option to redo the assignment in question.

2. I agree to keep my weblog appropriate for Classic City High School. I understand that if innapropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that refereneces to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mr. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive a comment from you like the example above.

Wednesday, August 08, 2007

The Puritans


The Puritans:


To study the Puritans' literature, we must first understand who they were as people. The Purtitans' core beliefs were as follows:

Total Depravity - through Adam and Eve's fall, every person is born sinful - concept of Original Sin.

Unconditional Election - God "saves" those he wishes - only a few are selected for salvation.

Limited Atonement - Jesus died for the chosen only, not for everyone. Irresistible Grace - God's grace is freely given, it cannot be earned or denied. Grace is defined as the saving and transfiguring power of God.

Perseverance of the "saints" - those elected by God have full power to interpret the will of God, and to live uprightly. If anyone rejects grace after feeling its power in his life, he will be going against the will of God - something impossible in Puritanism.

You should read more here. You should also read more about the Puritans in an American Literature textbook.

For some more real fun, check out some of these Puritan names.

YOUR TASKS:
Read some of this excert of William Bradford's Of Plymouth Plantation . You do not necessarily need to start at the beginning; just find a section that appeals to you. When you are through, you should post the following to your blog:

1. Briefly summarize the Puritans' beliefs. This should be a paragraph or two.

2. Write a 4-5 paragraph response to the Sinners in the Hands of an Angry God and Of Plymouth Plantation. Explain your thoughts about how these people lived. Better responses will have some direct textual evidence to support what you say. You may want to review these texts before writing your response.

3. Choose two of the four beliefs at the beginning of this post of which you saw examples in Sinners in the Hands of an Angry God, or Of Plymouth Plantation. Provide these examples with direct textual evidence.

Continue with The Rationalists:

Do you want to make an "A" on this and your next literature projects? Grades of 93 and up will be reserved for those who complete a better project. Details here.


ELAALRL1
The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding.

ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

ELAALRC2 The student participates in discussions related to curricular learning in all subject areas.