Thursday, March 27, 2008
Sunday, March 23, 2008
All Homework Must Be Turned in ON TIME
Students over the vacation you received 3 phone calls reminding you that you had homework. I will not take any late work. If the work is done incorrect or poor you will receive 0-50% of the full credit. Check for incomplete sentences, grammar errors, spelling errors, coherence errors, etc. Have a great Easter Sunday if you celebrate!!!!!!!!!!!!!!!
Friday, March 21, 2008
Slow Dance - Poem Read Homework 3/21
Read This Poem and complete a reader response in a short essay format with quotes from this poem.
Subject: Slow Dance
Slow Dance
This is a poem
written by a teenager with cancer.
SLOW DANCE
Have you ever
watched kids
On a merry-go-round?
Or listened to
the rain
Slapping on the ground?
Ever followed a
butterfly's erratic flight?
Or gazed at the sun into the fading
night?
You better slow down.
Don't dance so
fast.
Time is short.
The music won't
last.
Do you run through each day
On the
fly?
When you ask How are you?
Do you hear the
reply?
When the day is done
Do you lie in your
bed
With the next hundred chores
Running through
your head?
You'd better slow down
Don't dance so
fast.
Time is short.
The music won't
last.
Ever told your child,
We'll do it
tomorrow?
And in your haste,
Not see
his
sorrow?
Ever lost touch,
Let a good
friendship die
Cause you never had time
To call
and say,'Hi'
You'd better slow down.
Don't dance
so fast.
Time is short.
The music won't
last.
When you run so fast to get somewhere
You
miss half the fun of getting there.
When you worry and hurry
through your day,
It is like an unopened
gift....
Thrown away.
Life is not a
race.
Do take it slower
Hear the
music
Before the song is over.
Sunday, March 16, 2008
Homework 3/21-3/22 Read This !!!!!!
If you want to teach a kid to hate writing, periodically have them respond to the hopelessly illogical prompts in an LAUSD periodic assessment. The latest asked students to find a recurring theme in a two-page excerpt from The Cay and "Birdfoot's Grampa," a poem by Joseph Bruchac.
Finding themes in novel excerpts is disorienting and usually a force. The assessor expects the reader to understand setting, situation, and characters that the author spent hundreds of pages developing. Moreover, the author usually did not intend to convey a theme with the chosen excerpt. So, the reader must assign a theme not intended by the author. I was reminded of this when a student joyfully exclaimed, "I know the theme of the The Cay, I just read the book!"
"Sorry, you are at a distinct disadvantage. Forget the theme of the novel. Concentrate on this two-page excerpt."
In The Cay excerpt, a blind boy Phillip is violently attacked by birds while walking through their nesting ground. This was to have the same theme as a poem in which a "Grampa" stops a family car trip to lead toads off a road in order to save them from cars.
If the students were just asked to compare the selections and their themes that would be acceptable perhaps, but no! They were told to find a "recurring theme" or the same theme. From the district-provided answer key, the recurring theme is "living things will protect other living things." Okay, whatever. Is that a theme? What about living things will destroy living things--Phillip blindly traipsing through the nesting ground, the birds bloodying Phillip, the cat killing the bird, and the cars squishing the toads.
What do you make of this article? Was it helpful?
Finding themes in novel excerpts is disorienting and usually a force. The assessor expects the reader to understand setting, situation, and characters that the author spent hundreds of pages developing. Moreover, the author usually did not intend to convey a theme with the chosen excerpt. So, the reader must assign a theme not intended by the author. I was reminded of this when a student joyfully exclaimed, "I know the theme of the The Cay, I just read the book!"
"Sorry, you are at a distinct disadvantage. Forget the theme of the novel. Concentrate on this two-page excerpt."
In The Cay excerpt, a blind boy Phillip is violently attacked by birds while walking through their nesting ground. This was to have the same theme as a poem in which a "Grampa" stops a family car trip to lead toads off a road in order to save them from cars.
If the students were just asked to compare the selections and their themes that would be acceptable perhaps, but no! They were told to find a "recurring theme" or the same theme. From the district-provided answer key, the recurring theme is "living things will protect other living things." Okay, whatever. Is that a theme? What about living things will destroy living things--Phillip blindly traipsing through the nesting ground, the birds bloodying Phillip, the cat killing the bird, and the cars squishing the toads.
What do you make of this article? Was it helpful?
Homework 3/19-3/20
As The Cay opens, the threat of World War II has reached the Caribbean island on which Phillip Enright's American family lives. To escape danger, 11-year-old Phillip and his mother board a freighter which is torpedoed by a German submarine. As the ship goes down, Phillip is struck on the head and wakes up on a raft with an elderly West Indian sailor named Timothy. Phillip soon loses his sight as a result of the blow to his head. The two land on an isolated island, where Timothy provides for their survival. Over several months, Phillip overcomes his racist upbringing and Timothy trains the boy to be self-reliant. When a hurricane strikes, Timothy is killed while protecting his friend. After Phillip survives for another month, he is rescued and carries with him the legacy of Timothy's survival skills, wisdom, and friendship.
What might a possible theme be for this story? Perhaps you should consider these choices: Dedication,Friendship, War, Prejudice, Survival. Is there any comparison to the poem "Birdfoot's Grampa"
Hint: what is the recurring theme seen in both of these works?
What might a possible theme be for this story? Perhaps you should consider these choices: Dedication,Friendship, War, Prejudice, Survival. Is there any comparison to the poem "Birdfoot's Grampa"
Hint: what is the recurring theme seen in both of these works?
Homework 3/17-3/18 Reading about Theme
Theme
What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself.
The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking.
Finding the Theme
Here are some ways to uncover the theme in a story: Check out the title. Sometimes it tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions are made throughout the story?
What are the details and particulars in the story? What greater meaning may they have?
Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.
The play version of Susan Glaspell's "A Jury of Her Peers" is called Trifles. What do both titles suggest about the theme?
What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself.
The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking.
Finding the Theme
Here are some ways to uncover the theme in a story: Check out the title. Sometimes it tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions are made throughout the story?
What are the details and particulars in the story? What greater meaning may they have?
Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.
The play version of Susan Glaspell's "A Jury of Her Peers" is called Trifles. What do both titles suggest about the theme?
Friday, March 14, 2008
Thursday, March 13, 2008
Homework 3/13-3/14
Theme
What is a theme? Our literature book defines theme as a central message, concern, or purpose in a literary work. A theme can be expressed as a general statement about human beings or about life. The theme of a work is not a summary of its plot, but instead is the writer’s central idea.
Many themes are common throughout all of literature. A theme can be as simple as one word: loyalty, courage, love, and friendship. They can also be a little more detailed like: cheaters never prosper, it is better to give than receive, and love conquers all. These are themes that can be found in a number of stories and novels.
Now that we have read "Birdfoot's Grandpa, you will need to find a central theme to use for your response to literature project.
List two one word themes that are found in the poem "Grandpa's Birdfoot".
1.
2.
Now that you have listed two possible themes, it is time to add some detail to them. Pick one of the words you wrote above and write a complete sentence with a more detailed version of the theme.
Theme Sentence:
This theme sentence that you have just written will become the topic sentence for the second paragraph of your response to literature project. You will need to find evidence from the story to support your theme as you write your essay.
Birdfoot's Grampa
The old man
must have stopped our car
two dozen times to climb out
and gather into his hands
the small toads blinded
by our light and leaping,
live drops of rain.
The rain was falling,
a mist about his white hair
and I kept saying
you can't save them all,
accept it, get back in
we've got places to go.
But, leathery hands full
of wet brown life,
knee deep in the summer
roadside grass,
he just smiled and said
they have places to go, too.
by
Joseph Bruchac
What is a theme? Our literature book defines theme as a central message, concern, or purpose in a literary work. A theme can be expressed as a general statement about human beings or about life. The theme of a work is not a summary of its plot, but instead is the writer’s central idea.
Many themes are common throughout all of literature. A theme can be as simple as one word: loyalty, courage, love, and friendship. They can also be a little more detailed like: cheaters never prosper, it is better to give than receive, and love conquers all. These are themes that can be found in a number of stories and novels.
Now that we have read "Birdfoot's Grandpa, you will need to find a central theme to use for your response to literature project.
List two one word themes that are found in the poem "Grandpa's Birdfoot".
1.
2.
Now that you have listed two possible themes, it is time to add some detail to them. Pick one of the words you wrote above and write a complete sentence with a more detailed version of the theme.
Theme Sentence:
This theme sentence that you have just written will become the topic sentence for the second paragraph of your response to literature project. You will need to find evidence from the story to support your theme as you write your essay.
Birdfoot's Grampa
The old man
must have stopped our car
two dozen times to climb out
and gather into his hands
the small toads blinded
by our light and leaping,
live drops of rain.
The rain was falling,
a mist about his white hair
and I kept saying
you can't save them all,
accept it, get back in
we've got places to go.
But, leathery hands full
of wet brown life,
knee deep in the summer
roadside grass,
he just smiled and said
they have places to go, too.
by
Joseph Bruchac
Compare Contrast Theme or Recurring Theme
In writing this type of theme, you may compare different authors, or two or more works by the same author, or different drafts of the same work. Similarities are brought out by comparison, and differences are brought out by contrast. One of the aims of this type of paper is definition--i.e., a description that identifies the properties and characteristics of something.
One of the first tasks is to find a common ground in order to compare two works or writers--style, subject matter, ideas, structure, tone, characterization, milieu, etc. What appears at first as dissimilar can often be put into a frame of reference that permits analytical comparison and contrast.
Method of treatment: Rather than treating each work or author separately, one after the other, it is preferable to treat a main idea and its major aspects with reference to both works or writers as they illustrate or illuminate the idea, thus interlocking the two in close juxtaposition. This interweaving of subject matter helps avoid repetition.
Questions to ask: How does the work differ from other works in the same general category? How is one work greater than another? Or, how does each succeed in its own way? What similarities and dissimilarities are there (in tone, style, characterization, ideas, images, structure, etc)?
One of the first tasks is to find a common ground in order to compare two works or writers--style, subject matter, ideas, structure, tone, characterization, milieu, etc. What appears at first as dissimilar can often be put into a frame of reference that permits analytical comparison and contrast.
Method of treatment: Rather than treating each work or author separately, one after the other, it is preferable to treat a main idea and its major aspects with reference to both works or writers as they illustrate or illuminate the idea, thus interlocking the two in close juxtaposition. This interweaving of subject matter helps avoid repetition.
Questions to ask: How does the work differ from other works in the same general category? How is one work greater than another? Or, how does each succeed in its own way? What similarities and dissimilarities are there (in tone, style, characterization, ideas, images, structure, etc)?
Tuesday, March 11, 2008
Possible Themes for the Cartoon South Park
Apart from the continuously "vulgar" presentation of issues, South Park implements several recurring themes that it frequently uses, including current events, disabilities, political issues, racism, gay rights, death, environment, censorship, political correctness, and religion, many of which are widely viewed as controversial.
Possible Themes for The Simpsons
The Simpsons uses the standard setup of a situational comedy or "sitcom" as its premise. The series centers on a family and their life in a typical American town. However, because of its animated nature, The Simpsons's scope is larger than that of a regular sitcom. The town of Springfield acts as a complete universe in which characters can explore the issues faced by modern society. By having Homer work in a nuclear power plant, the show can comment on the state of the environment.Through Bart and Lisa's days at Springfield Elementary School, the show's writers illustrate pressing or controversial issues in the field of education. The town features a vast array of media channels—from kids' television programming to local news, which enables the producers to make jokes about themselves and the entertainment industry.
Homework For 3/10-3/11
All students are asked to create a recurring theme poster. Students you must have the definition of theme on your poster. You must compare two different things, examples might be an excerpt from a novel to a poem, a television show to a film, a song to a poem or book. The recurring theme must clearly be stated and it must be present in both works. It must be the same theme that can be applied to the two different works that you have selected. You must clearly explain the relation between the two works and you must give us your viewer some background information about the two different works.
This assignment is worth 100-150 points depending on the quality and correctness of the work. No late work will be accepted. No exceptions. This assignment is due the next time I see you.....
This assignment is worth 100-150 points depending on the quality and correctness of the work. No late work will be accepted. No exceptions. This assignment is due the next time I see you.....
Thursday, March 6, 2008
Reader Response Homework 3/6/08-3/7/08
Students must respond to the two pieces of literature. I have picked an article and a poem with a similar theme. You are asked to specifically give an accurate recurring theme in the form of a thesis statement. (Theme is the meaning, moral or message about life or human nature that is communicated by a literary work. In many cases readers must infer what the theme is to examine the lesson learned by the character and to apply it to all people.) (Recurring theme must be the same theme but it must be present in to different works)
If your response does not have a thesis statement, your response will receive no credit. Students must give an accurate example from The Police Investigate Times Square Blast that supports a recurring theme. Students must also give an accurate interpretation/explanation of how that example supports a recurring theme. Next students are asked to create an accurate example from 911 that supports a recurring theme. Students must also give an accurate interpretation/explanation of how that example supports a recurring theme.
After completing the above task students are then asked to write an essay. In this writing assignment, you will write a multi-paragraph essay response to two works. You will need to plan, write, and proof read your essay prior to turning it in to me during our next class meeting for credit.
Your writing will be scored on how well you:
Identify and analyze a recurring theme across a traditional and contemporary works
Demonstrate a thoughtful, comprehensive grasp of the texts
Accurately and coherently provide specific textual details and examples to support the thesis and main ideas
Use correct and varied sentence types
Use correct grammar, spelling and punctuation, and capitalization
Writing Task
Write a well-organized essay that identifies and analyzes a recurring them across the two works Police Investigate Times Square and the poem "911". Provide specific examples and details from both works to support your thesis.
This assignment is worth 150 points not late work will be accepted. It is due 3/6-3/11.
Police investigate Times Square blast By DEREK ROSE, Associated Press Writer
30 minutes ago
NEW YORK - A small bomb caused minor damage to an empty military recruiting station in Times Square early Thursday, shaking guests in hotel rooms high above "the crossroads of the world."
The blast, which happened around 3:45 a.m., left a gaping hole in the front window and shattered a glass door, twisting and blackening its metal frame. No one was hurt. But Police Commissioner Raymond Kelly said the device, though unsophisticated, could have caused "injury and even death."
A witness saw a person on a bicycle wearing a backpack and a hood and acting suspiciously, but no one saw the device being placed in front of the recruiting center, authorities said at a news conference.
"If it is something that's directed toward American troops then it's something that's taken very seriously and is pretty unfortunate," said Army Capt. Charlie Jaquillard, who is the commander of Army recruiting in Manhattan.
He said no one was inside the station, where the Marines, Air Force and Navy also recruit.
Witnesses staying at a Marriott hotel four blocks away said they could feel the building shake with the blast.
"I was up on the 44th floor and I could feel it. It was a big bang," said Darla Peck, 25, of Portland, Ore.
"It shook the building. I thought it could have been thunder, but I looked down and there was a massive plume of smoke so I knew it was an explosion," said Terry Leighton, 48, of London, who was staying on the 21st floor of the Marriott.
The military's 1,600 recruiting stations nationwide were alerted to the New York incident and advised to use extra caution, said Douglas Smith, spokesman for the Army recruiting command.
Pentagon spokesman Bryan Whitman said no official higher state of alert had been issued. "We do get occasional vandals at our recruiting stations," Whitman said. "It's unfortunate but it happens from time to time."
New York recruiters will work out of their Union Square office for now, he said.
Members of the police department's bomb squad and fire officials gathered outside the station in the early morning darkness, and police cars and yellow tape blocked drivers — most of them behind the wheels of taxicabs — from entering one of the world's busiest crossroads. Police began allowing some traffic through around the start of rush hour.
Authorities were still trying to determine exactly what kind of device was used. When investigators went through the evidence, they found a metal ammunition box that is believed to have contained the explosive. It was being sent for testing. Kelly said the box was readily available in Army-Navy surplus stores.
Mayor Michael Bloomberg said the act "insults every one of our brave men and women in uniform stationed around the world."
"Whoever the coward was that committed this disgraceful act on our city will be found and prosecuted to the full extent of the law," said Bloomberg. "We will not tolerate such attacks."
Though subway cars passed through the Times Square station without stopping in the early hours of the investigation, normal service was soon restored, with some delays.
The recruiting station, located on a traffic island surrounded by Broadway theaters and chain restaurants, has occasionally been the site of anti-war demonstrations, ranging from silent vigils to loud rallies.
In October 2005, a group of activists who call themselves the Granny Peace Brigade rallied there against the Iraq war. Eighteen activists, most of them grandmothers with several in their 80s and 90s, were later acquitted of disorderly conduct.
The recruiting station was renovated in 1999 to better fit into the flashy ambiance of Times Square, using neon tubing to give the glass and steel office a patriotic American flag motif. For a half century, the station was the armed forces' busiest recruiting center. It has set national records for enlistment, averaging about 10,000 volunteers a year.
Police said it was too early to say if the blast may have been related to two other minor explosions in the city.
In October, two small explosive devices were tossed over a fence at the Mexican consulate, shattering three windows but causing no injuries. No threats had been made against the consulate, and no one took responsibility for the explosion, police said.
At the time, police said they were investigating whether it was connected to a similar incident at the British consulate on May 5, 2005.
In that incident, the explosions took place in the early morning hours, when Britons were going to the polls in an election that returned Prime Minister Tony Blair to power.
In both cases, the instruments were fake grenades sometimes sold as novelty items. They were packed with black powder and detonated with fuses, but incapable of causing serious harm, police said.
911
by Ken Adams aka Dudley Appleton
i close my eyes doomed to ingest
all the paper, all the dust
all your melted steel plunging to earth
i hear the sirens, taste the cement
sucking to my lungs your powdery masts
running in suit and tie
untrained legs no match for the colossus of hail
devouring lampposts, shelling windows
reviving with shards cries of Armageddon
i feel your rumble razor past
dust and documents lashing my breath
with the ghosts of Pearl Harbor
phantoms on deck, choking
jumping
like surreal cremate sprouting from your neck
cashing in jet fuel for waterless sea
i run past the weeping, hands to wetted heads
as pillar two sinks to its death
extracting in its molt the last of morning sun
impaling forever yesterday's assurances
as i close my eyes and tumbleweed
down the sidewalks of Nagasaki
replaying newsreels shamelessly displayed
©2002, Ken Adams aka Dudley Appleton
If your response does not have a thesis statement, your response will receive no credit. Students must give an accurate example from The Police Investigate Times Square Blast that supports a recurring theme. Students must also give an accurate interpretation/explanation of how that example supports a recurring theme. Next students are asked to create an accurate example from 911 that supports a recurring theme. Students must also give an accurate interpretation/explanation of how that example supports a recurring theme.
After completing the above task students are then asked to write an essay. In this writing assignment, you will write a multi-paragraph essay response to two works. You will need to plan, write, and proof read your essay prior to turning it in to me during our next class meeting for credit.
Your writing will be scored on how well you:
Identify and analyze a recurring theme across a traditional and contemporary works
Demonstrate a thoughtful, comprehensive grasp of the texts
Accurately and coherently provide specific textual details and examples to support the thesis and main ideas
Use correct and varied sentence types
Use correct grammar, spelling and punctuation, and capitalization
Writing Task
Write a well-organized essay that identifies and analyzes a recurring them across the two works Police Investigate Times Square and the poem "911". Provide specific examples and details from both works to support your thesis.
This assignment is worth 150 points not late work will be accepted. It is due 3/6-3/11.
Police investigate Times Square blast By DEREK ROSE, Associated Press Writer
30 minutes ago
NEW YORK - A small bomb caused minor damage to an empty military recruiting station in Times Square early Thursday, shaking guests in hotel rooms high above "the crossroads of the world."
The blast, which happened around 3:45 a.m., left a gaping hole in the front window and shattered a glass door, twisting and blackening its metal frame. No one was hurt. But Police Commissioner Raymond Kelly said the device, though unsophisticated, could have caused "injury and even death."
A witness saw a person on a bicycle wearing a backpack and a hood and acting suspiciously, but no one saw the device being placed in front of the recruiting center, authorities said at a news conference.
"If it is something that's directed toward American troops then it's something that's taken very seriously and is pretty unfortunate," said Army Capt. Charlie Jaquillard, who is the commander of Army recruiting in Manhattan.
He said no one was inside the station, where the Marines, Air Force and Navy also recruit.
Witnesses staying at a Marriott hotel four blocks away said they could feel the building shake with the blast.
"I was up on the 44th floor and I could feel it. It was a big bang," said Darla Peck, 25, of Portland, Ore.
"It shook the building. I thought it could have been thunder, but I looked down and there was a massive plume of smoke so I knew it was an explosion," said Terry Leighton, 48, of London, who was staying on the 21st floor of the Marriott.
The military's 1,600 recruiting stations nationwide were alerted to the New York incident and advised to use extra caution, said Douglas Smith, spokesman for the Army recruiting command.
Pentagon spokesman Bryan Whitman said no official higher state of alert had been issued. "We do get occasional vandals at our recruiting stations," Whitman said. "It's unfortunate but it happens from time to time."
New York recruiters will work out of their Union Square office for now, he said.
Members of the police department's bomb squad and fire officials gathered outside the station in the early morning darkness, and police cars and yellow tape blocked drivers — most of them behind the wheels of taxicabs — from entering one of the world's busiest crossroads. Police began allowing some traffic through around the start of rush hour.
Authorities were still trying to determine exactly what kind of device was used. When investigators went through the evidence, they found a metal ammunition box that is believed to have contained the explosive. It was being sent for testing. Kelly said the box was readily available in Army-Navy surplus stores.
Mayor Michael Bloomberg said the act "insults every one of our brave men and women in uniform stationed around the world."
"Whoever the coward was that committed this disgraceful act on our city will be found and prosecuted to the full extent of the law," said Bloomberg. "We will not tolerate such attacks."
Though subway cars passed through the Times Square station without stopping in the early hours of the investigation, normal service was soon restored, with some delays.
The recruiting station, located on a traffic island surrounded by Broadway theaters and chain restaurants, has occasionally been the site of anti-war demonstrations, ranging from silent vigils to loud rallies.
In October 2005, a group of activists who call themselves the Granny Peace Brigade rallied there against the Iraq war. Eighteen activists, most of them grandmothers with several in their 80s and 90s, were later acquitted of disorderly conduct.
The recruiting station was renovated in 1999 to better fit into the flashy ambiance of Times Square, using neon tubing to give the glass and steel office a patriotic American flag motif. For a half century, the station was the armed forces' busiest recruiting center. It has set national records for enlistment, averaging about 10,000 volunteers a year.
Police said it was too early to say if the blast may have been related to two other minor explosions in the city.
In October, two small explosive devices were tossed over a fence at the Mexican consulate, shattering three windows but causing no injuries. No threats had been made against the consulate, and no one took responsibility for the explosion, police said.
At the time, police said they were investigating whether it was connected to a similar incident at the British consulate on May 5, 2005.
In that incident, the explosions took place in the early morning hours, when Britons were going to the polls in an election that returned Prime Minister Tony Blair to power.
In both cases, the instruments were fake grenades sometimes sold as novelty items. They were packed with black powder and detonated with fuses, but incapable of causing serious harm, police said.
911
by Ken Adams aka Dudley Appleton
i close my eyes doomed to ingest
all the paper, all the dust
all your melted steel plunging to earth
i hear the sirens, taste the cement
sucking to my lungs your powdery masts
running in suit and tie
untrained legs no match for the colossus of hail
devouring lampposts, shelling windows
reviving with shards cries of Armageddon
i feel your rumble razor past
dust and documents lashing my breath
with the ghosts of Pearl Harbor
phantoms on deck, choking
jumping
like surreal cremate sprouting from your neck
cashing in jet fuel for waterless sea
i run past the weeping, hands to wetted heads
as pillar two sinks to its death
extracting in its molt the last of morning sun
impaling forever yesterday's assurances
as i close my eyes and tumbleweed
down the sidewalks of Nagasaki
replaying newsreels shamelessly displayed
©2002, Ken Adams aka Dudley Appleton
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