The MSA schedule has put all of my classes in different states of completion when it comes to Huckleberry Finn. As a result, there has been some concern among students about the dates of the assessment for the novel. Here is the schedule:
Period 4 - Already completed - going to them for answers is futile- the exam is not something you can copy.
Period 6 - 4/10
Periods 3&7 - 4/11
Thursday, March 29, 2007
The Monthly Disclaimer
This blog is intended to provide students with a forum to discuss questions assigned for class and as a tool to provide students with a daily summary of class and homework assignments. It is not intended to be a communication tool to correspond with students, parents, or the public at large. To contact me, Mr. Fuller, the teacher of this class, please e-mail me at my school address or call me at the school telephone number. Thanks for helping to make this powerful tool all it can be!
Absent 3/29?
Period 4 has already taken the Huckleberry Finn assessment. Today, we looked at several abolitionist primary documents in preparation for our study of Uncle Tom's Cabin. We analyzed the documents for several arguments for abolition. Please see me to get the documents for review.
Period 6 presented their responses to the following questions. I have included the organizers made by a cross-section of my classes to help people who were absent prepare for their assessments. Also, please feel free to use the comments section of this posting as an online space for exam preparation- discussion is ok. As always, please DO NOT POST ANY PERSONALLY IDENTIFIABLE INFORMATION ON THIS PAGE.
1. What characters have the most influence over Huck? Does the influence of these characters change over time?
2. What aspect of 19th century southern society does Mark Twain satirize the most incisively?
3. How has Huck changed throughout the novel? What experiences helped to shape him this way?
4. What is the importance of symbol in Huckleberry Finn?
5. Is Huckleberry Finn an abolitionist work? Why or why not?
6. Some make the case that Jim is the protagonist of Huckleberry Finn? Support this claim.
Period 6 presented their responses to the following questions. I have included the organizers made by a cross-section of my classes to help people who were absent prepare for their assessments. Also, please feel free to use the comments section of this posting as an online space for exam preparation- discussion is ok. As always, please DO NOT POST ANY PERSONALLY IDENTIFIABLE INFORMATION ON THIS PAGE.
1. What characters have the most influence over Huck? Does the influence of these characters change over time?
2. What aspect of 19th century southern society does Mark Twain satirize the most incisively?
3. How has Huck changed throughout the novel? What experiences helped to shape him this way?
4. What is the importance of symbol in Huckleberry Finn?
5. Is Huckleberry Finn an abolitionist work? Why or why not?
6. Some make the case that Jim is the protagonist of Huckleberry Finn? Support this claim.
Tuesday, March 27, 2007
Absent 3/28
Dear Students,
Happy day off! I won't be in the building on Wednesday, so I wanted to give you an idea of what will go on with the sub, just in case you are absent. Look at your class below to see what you will miss:
Period 3
Students will present the textual evidence that you collected last time with regard to Huckleberry Finn. These presentations are essential because they will directly prepare you for the Huckleberry Finn Assessment happening when you return from break. If you are absent, get the notes from someone and consider the questions yourself (with book in hand, of course). Look below (Period 7) if you forgot/never got/don't have the questions you were asked.
Period 7
Students are one step behind Period 3. Today, you will receive the topic questions that should guide your thinking about the book as you prepare for the exam. In class, students will develop presentations to answer each of these questions (below). The idea is to answer each with as much textual support as possible, then, when you get the more specific questions on the assessment, narrow down your collection of quotes to the ones that work the best. Even though the questions are published below, work with someone who is actually in class to find out what you missed.
1. What characters have the most influence over Huck? Does the influence of these characters change over time?
2. What aspect of 19th century southern society does Mark Twain satirize the most incisively?
3. How has Huck changed throughout the novel and what experiences helped to shape him this way?
4. What is the importance of symbol in Huckleberry Finn?
5. Is Huckleberry Finn an abolitionist work? Why or why not?
6. Some make the case that Jim is the protagonist of Huckleberry Finn? Support this claim.
Happy day off! I won't be in the building on Wednesday, so I wanted to give you an idea of what will go on with the sub, just in case you are absent. Look at your class below to see what you will miss:
Period 3
Students will present the textual evidence that you collected last time with regard to Huckleberry Finn. These presentations are essential because they will directly prepare you for the Huckleberry Finn Assessment happening when you return from break. If you are absent, get the notes from someone and consider the questions yourself (with book in hand, of course). Look below (Period 7) if you forgot/never got/don't have the questions you were asked.
Period 7
Students are one step behind Period 3. Today, you will receive the topic questions that should guide your thinking about the book as you prepare for the exam. In class, students will develop presentations to answer each of these questions (below). The idea is to answer each with as much textual support as possible, then, when you get the more specific questions on the assessment, narrow down your collection of quotes to the ones that work the best. Even though the questions are published below, work with someone who is actually in class to find out what you missed.
1. What characters have the most influence over Huck? Does the influence of these characters change over time?
2. What aspect of 19th century southern society does Mark Twain satirize the most incisively?
3. How has Huck changed throughout the novel and what experiences helped to shape him this way?
4. What is the importance of symbol in Huckleberry Finn?
5. Is Huckleberry Finn an abolitionist work? Why or why not?
6. Some make the case that Jim is the protagonist of Huckleberry Finn? Support this claim.
Monday, March 26, 2007
Absent 3/26?
Period 4-
Today was the final assessment day for Huckleberry Finn. Students spent one hour in the computer lab working on their final assessment projects. Students could choose one of seven options to show what they knew about the novel. If you were absent, it is imperative that you make this up. This grade will be applied to the fourth quarter.
Period 6
You got the topic questions for the Huck Finn assessment and began developing group responses. Your groups will share these responses next time. Make sure you get a copy of the questions from me.
Today was the final assessment day for Huckleberry Finn. Students spent one hour in the computer lab working on their final assessment projects. Students could choose one of seven options to show what they knew about the novel. If you were absent, it is imperative that you make this up. This grade will be applied to the fourth quarter.
Period 6
You got the topic questions for the Huck Finn assessment and began developing group responses. Your groups will share these responses next time. Make sure you get a copy of the questions from me.
Thursday, March 22, 2007
Absent 3/22 OR 3/23?
Today was a Final Conference work day. Please get together with your group to find out what you missed. Continue to check the blog for updates, and be thinking about your interview (who?what?when?) in particular. Check my "hand out" folder for a calendar of Final Conference events.
Period 4- We finished discussion of the topics for the Huck assessment on 3/26. Make sure you get notes.
Period 4- We finished discussion of the topics for the Huck assessment on 3/26. Make sure you get notes.
Even Day Homework 3/22
Period 4-
Prepare for your Huck Assessment on Monday.
Period 6 - You have a one day extension on the Huck assessment at least! We haven't met as a class for two weeks!
Prepare for your Huck Assessment on Monday.
Period 6 - You have a one day extension on the Huck assessment at least! We haven't met as a class for two weeks!
Wednesday, March 21, 2007
Absent 3/21
Students in period 4 presented their answers to the exam prep. questions from last class. We had a discussion of symbolism in Huckleberry Finn.
Students in period 6 took the final day of MSA.
Students in period 6 took the final day of MSA.
Friday, March 16, 2007
Absent 3/16?
We're still not all in the same place because of the time constraints of the MSA schedule. Find your class below.
Period 3 - You had a substitute today. You finished NLFD. You responded to several quotes from the text in writing. You discussed these quotes with your seating group. Come see me to get the quotes, finish the assignment, and pick up your permission forms for the Civil War trip. See homework below.
Period 3 - You had a substitute today. You finished NLFD. You responded to several quotes from the text in writing. You discussed these quotes with your seating group. Come see me to get the quotes, finish the assignment, and pick up your permission forms for the Civil War trip. See homework below.
Homework 3/16
Myths due 3/19
Get your permission forms for the Civil War trip taken care of.
Come to class ready to discuss symbolism, satire, the growth of Huck, Tom's relationship to Huck, Jim's relationship to Huck, and Twain's stance on abolition in class. No writing, but lots of thinking is involved here. Let's make the discussion rich!
Get your permission forms for the Civil War trip taken care of.
Come to class ready to discuss symbolism, satire, the growth of Huck, Tom's relationship to Huck, Jim's relationship to Huck, and Twain's stance on abolition in class. No writing, but lots of thinking is involved here. Let's make the discussion rich!
Thursday, March 15, 2007
Absent 3/15?
We're still in different places because of the MSA schedule. Find your period below.
Period 4- Read through chapter 9 of NLFD. In groups we examined the conundrums for chapters 5&6. We will have presentations of the other questions next class. Please spend some time with the following questions:
Ch 5- Only being 7 or 8 years old, why was Fredrick so happy to be leaving the plantation and going to Baltimore?
Ch 6- Why does Fredrick relate the story of the slaves Henrietta and Mary to his readers?
Ch6- Why does Fredrick call Mr. Auld's forbidding his learning to read "invaluable instruction," and according to both Fredrick and Mr. Auld, why does inability to read keep men enslaved?
Period 6-
Your classmates retold the Native American myths you read last time to their groups. Based on the four tales, they groups decided what they thought was important about myths in terms of content, organization, and tone/voice. After spending some time discussing this as a group, we came together as a class and decided on a class rubric for the weather myth project. Here it is:
Myth Rubric
Content (4/6) 15 points :
Repetition (3)
Personification-not just animals but weather, objects, and gods too
Characters- innocent youth, wise, some make obstacles for main characters, common stock, single dimensional characters etc.(undefined; not developed) *
Magical/ supernatural
Express societal values
Organization 5 points:
• Problem (towards beginning, single and simple) and solution
• short exposition
• relatively short and simple (2-3 pages double spaced)
Voice
Third person omniscient
No value judgements in narration
Simple tone
We also applied these to your own work.
Period 4- Read through chapter 9 of NLFD. In groups we examined the conundrums for chapters 5&6. We will have presentations of the other questions next class. Please spend some time with the following questions:
Ch 5- Only being 7 or 8 years old, why was Fredrick so happy to be leaving the plantation and going to Baltimore?
Ch 6- Why does Fredrick relate the story of the slaves Henrietta and Mary to his readers?
Ch6- Why does Fredrick call Mr. Auld's forbidding his learning to read "invaluable instruction," and according to both Fredrick and Mr. Auld, why does inability to read keep men enslaved?
Period 6-
Your classmates retold the Native American myths you read last time to their groups. Based on the four tales, they groups decided what they thought was important about myths in terms of content, organization, and tone/voice. After spending some time discussing this as a group, we came together as a class and decided on a class rubric for the weather myth project. Here it is:
Myth Rubric
Content (4/6) 15 points :
Repetition (3)
Personification-not just animals but weather, objects, and gods too
Characters- innocent youth, wise, some make obstacles for main characters, common stock, single dimensional characters etc.(undefined; not developed) *
Magical/ supernatural
Express societal values
Organization 5 points:
• Problem (towards beginning, single and simple) and solution
• short exposition
• relatively short and simple (2-3 pages double spaced)
Voice
Third person omniscient
No value judgements in narration
Simple tone
We also applied these to your own work.
Even Day Homework 3/15 BEWARE THE IDES OF MARCH
Weather Myth is Due 3/20 Dead 3/23
Huckleberry Finn should be finished by 3/20
Period 6 Only due to missed time during MSA: Fredrick Douglas through chapter 9 by 3/22 see link/url in posts below.
Huckleberry Finn should be finished by 3/20
Period 6 Only due to missed time during MSA: Fredrick Douglas through chapter 9 by 3/22 see link/url in posts below.
Wednesday, March 14, 2007
Absent 3/14?
Period 6- Very little class time remained after MSA testing. See homework below
Period 4-
Your classmates retold the Native American myths you read last time to their groups. Based on the four tales, they groups decided what they thought was important about myths in terms of content, organization, and tone/voice. After spending some time discussing this as a group, we came together as a class and decided on a class rubric for the weather myth project. Here it is:
Myth Rubric
Content (4/5) 15 points (*= necessary element) :
• Repetition (3)
• Personification-not just animals
• Tells how something came to be (nature) *
• Characters- innocent youth, wise, some make obstacles for main characters, common stock, single dimensional characters etc.(undefined; not developed) *
• Magical/ supernatural
Organization 5 points:
• Problem (towards beginning, single and simple) and solution
• short exposition
• relatively short and simple (2-3 pages double spaced)
• Setting- undefined; general (not modern)
Tone/ Voice 5 points:
• third person
• factual
• simple
• omniscient
• general
• undefined
-2.5 points taken off for conventions and word choice (teacher discretion)
After creating this rubric, your classmates shared their own myth ideas (from the myth prewriting sheet due today) with the other members of their groups. Groups decided what their classmates could improve in terms of the student-generated rubric.
See homework below.
Period 4-
Your classmates retold the Native American myths you read last time to their groups. Based on the four tales, they groups decided what they thought was important about myths in terms of content, organization, and tone/voice. After spending some time discussing this as a group, we came together as a class and decided on a class rubric for the weather myth project. Here it is:
Myth Rubric
Content (4/5) 15 points (*= necessary element) :
• Repetition (3)
• Personification-not just animals
• Tells how something came to be (nature) *
• Characters- innocent youth, wise, some make obstacles for main characters, common stock, single dimensional characters etc.(undefined; not developed) *
• Magical/ supernatural
Organization 5 points:
• Problem (towards beginning, single and simple) and solution
• short exposition
• relatively short and simple (2-3 pages double spaced)
• Setting- undefined; general (not modern)
Tone/ Voice 5 points:
• third person
• factual
• simple
• omniscient
• general
• undefined
-2.5 points taken off for conventions and word choice (teacher discretion)
After creating this rubric, your classmates shared their own myth ideas (from the myth prewriting sheet due today) with the other members of their groups. Groups decided what their classmates could improve in terms of the student-generated rubric.
See homework below.
Even Day Homework 3/14
Period 4&6
Finish Huckleberry Finn by 3/20
Finish Weather Myth by 3/20 [deadline 3/23]
Period 4 - Read NLFD through chapter 7 by 3/15 by following the link below
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
Finish Huckleberry Finn by 3/20
Finish Weather Myth by 3/20 [deadline 3/23]
Period 4 - Read NLFD through chapter 7 by 3/15 by following the link below
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
Tuesday, March 13, 2007
Absent 3/13?
Period 3
We shared myths with our groups by word of mouth, and groups evaluated each myth according to the rubric you created (see below). Each group selected a myth to share with the class(the one they felt was best or the one that provoked the most discussion). As a class - we listened to and evaluated these myths.
The reading assignment in class was to finish "Fredrick Douglass." See the website from yesterday to catch up on your reading.
Remember to finish Huck by Friday as next week is the "Week of Huck" in preparation for our in-class writing of 3/28
We shared myths with our groups by word of mouth, and groups evaluated each myth according to the rubric you created (see below). Each group selected a myth to share with the class(the one they felt was best or the one that provoked the most discussion). As a class - we listened to and evaluated these myths.
The reading assignment in class was to finish "Fredrick Douglass." See the website from yesterday to catch up on your reading.
Remember to finish Huck by Friday as next week is the "Week of Huck" in preparation for our in-class writing of 3/28
Monday, March 12, 2007
If You Were Absent 3/12
Period 3
We read through chapter 9 in the "Narrative of the Life of Fredrick Douglass" (See the post below to catch up on your reading). We discussed and presented more FD questions as groups.
We shared our myths with classmates and will continue to do so tomorrow.
Period 7
We developed the following myth rubric from class discussion of several Native American myths. Please use this as you develop the pre-writing that was due today.
Myth Rubric
Content (at least 7 of these elements):
• Simplicity
Descriptive titles
Solution
• Personification
• Supernatural events
• Individual represents the whole (synecdoche)
• Repetition
• Present Day Connection
• Morals or Good v Evil
Characters *at least two of these characters*
Creator
Good Guy/Bad Guy
Old/wise person
Innocent youth
Corrupt ruler
Young/brave (also arrogant/tricky, but still likeable)
Clever
• Theme relates to creation
• Gods are sometimes flawed (Greek Myths)
• Does not affect main character (synecdoche)
Organization:
• One dimensional characters and plot
• Concise transitions; fast-paced
• Chronological order
• Moral is at the end
• Set structure
• Starts from the problem and moves toward the solution
• Simple Plot Structure
1. Short expositions
2. Rising action is very simple
3. Climax
4. Not much falling action
5. Solution and Moral
Tone/Voice:
• Casual/Matter-off-fact Tone for unusual events
• Omniscient (3rd person)
• Without emotion/disconnected narrative
• Meant for children
We read through chapter 9 in the "Narrative of the Life of Fredrick Douglass" (See the post below to catch up on your reading). We discussed and presented more FD questions as groups.
We shared our myths with classmates and will continue to do so tomorrow.
Period 7
We developed the following myth rubric from class discussion of several Native American myths. Please use this as you develop the pre-writing that was due today.
Myth Rubric
Content (at least 7 of these elements):
• Simplicity
Descriptive titles
Solution
• Personification
• Supernatural events
• Individual represents the whole (synecdoche)
• Repetition
• Present Day Connection
• Morals or Good v Evil
Characters *at least two of these characters*
Creator
Good Guy/Bad Guy
Old/wise person
Innocent youth
Corrupt ruler
Young/brave (also arrogant/tricky, but still likeable)
Clever
• Theme relates to creation
• Gods are sometimes flawed (Greek Myths)
• Does not affect main character (synecdoche)
Organization:
• One dimensional characters and plot
• Concise transitions; fast-paced
• Chronological order
• Moral is at the end
• Set structure
• Starts from the problem and moves toward the solution
• Simple Plot Structure
1. Short expositions
2. Rising action is very simple
3. Climax
4. Not much falling action
5. Solution and Moral
Tone/Voice:
• Casual/Matter-off-fact Tone for unusual events
• Omniscient (3rd person)
• Without emotion/disconnected narrative
• Meant for children
Odd Day Homework 3/12
Periods 3&7
1. Finish Huckleberry Finn by Friday
2. "Huck" final assessment 3/28
Period 7
1. Visit
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
And read chapters 5-9 by tomorrow.
1. Finish Huckleberry Finn by Friday
2. "Huck" final assessment 3/28
Period 7
1. Visit
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
And read chapters 5-9 by tomorrow.
Friday, March 9, 2007
If You Were Absent 3/9
Go to the following website and read chapters 5-8 of The Narrative of the Life of Fredrick Douglass
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
http://www.online-literature.com/frederick_douglass/frederick_douglass_narrative/
3rd Period Myth Rubric - Created 3/9
MYTH RUBRIC
Pd. 3 written by Ava, Andrew L. and PD 3.
CONTENT (must pick 6/9) 2 points per element
- personification
- repetition
- no specific time period evident
- nature
- supernatural
- simple characters
* creator
o clever
o bad
o strong
o a specific skill
- values of society
- hierarchical
- sensory imagery
TONE & VOICE 6 points
- 3rd person
- audience appropriate
- universal tone/setting
- straightforward (to the point)
- omniscient
PLOT STRUCTURE 6 points
*SIMPLE PLOT
a. problem → solution organization
b. beginning, middle, end
c. simple solutions
d. quick into problem (short story)
e. simple plot
Pd. 3 written by Ava, Andrew L. and PD 3.
CONTENT (must pick 6/9) 2 points per element
- personification
- repetition
- no specific time period evident
- nature
- supernatural
- simple characters
* creator
o clever
o bad
o strong
o a specific skill
- values of society
- hierarchical
- sensory imagery
TONE & VOICE 6 points
- 3rd person
- audience appropriate
- universal tone/setting
- straightforward (to the point)
- omniscient
PLOT STRUCTURE 6 points
*SIMPLE PLOT
a. problem → solution organization
b. beginning, middle, end
c. simple solutions
d. quick into problem (short story)
e. simple plot
Odd Day Homework 3/9
1. Read through chapter 32 of Huckleberry Finn
2. Respond to the following:
Many people consider chapter 31 to contain the climax of Huckleberry Finn. In what ways does chapter 31 parallel chapters 1-4? Why do you think Twain chose to draw these parallels - what literary purpose does this serve?
Use textual support to answer the question.
You may also comment on what someone else has written - agree? disagree? add? revise?
3. Mythology Pre-writing (see handout or blog)
***REMEMBER, YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG***
2. Respond to the following:
Many people consider chapter 31 to contain the climax of Huckleberry Finn. In what ways does chapter 31 parallel chapters 1-4? Why do you think Twain chose to draw these parallels - what literary purpose does this serve?
Use textual support to answer the question.
You may also comment on what someone else has written - agree? disagree? add? revise?
3. Mythology Pre-writing (see handout or blog)
***REMEMBER, YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG***
Thursday, March 8, 2007
Mythology Prewriting - For people who didn't get a handout.
Due 3/12 or 3/14
Mythology Pre-Writing
Directions: Complete the following organizational and brainstorming activities to help you create your myth.
Setting: Think of the setting in which your myth will take place and include as many setting details as possible.
Location:
Scenery:
Characters: Characters can be person, animal, object, or thing. Add one or two character details for each. Add others later.
Character One:
Character Two:
Character Three:
Characters (other):
Plot: Remeber the myths that you have read- most have a clear conflict or problem and a simple plot line. Think of some initial ideas for your plot.
Conflict:
Beginning:
Middle:
End:
Other Mythica Elements?:
Mythology Pre-Writing
Directions: Complete the following organizational and brainstorming activities to help you create your myth.
Setting: Think of the setting in which your myth will take place and include as many setting details as possible.
Location:
Scenery:
Characters: Characters can be person, animal, object, or thing. Add one or two character details for each. Add others later.
Character One:
Character Two:
Character Three:
Characters (other):
Plot: Remeber the myths that you have read- most have a clear conflict or problem and a simple plot line. Think of some initial ideas for your plot.
Conflict:
Beginning:
Middle:
End:
Other Mythica Elements?:
Even Day Homework 3/8
1. Read through chapter 32 of Huckleberry Finn
2. Respond to the following:
Many people consider chapter 31 to contain the climax of Huckleberry Finn. In what ways does chapter 31 parallel chapters 1-4? Why do you think Twain chose to draw these parallels - what literary purpose does this serve?
Use textual support to answer the question.
You may also comment on what someone else has written - agree? disagree? add? revise?
3. Mythology Pre-writing (see handout or blog)
***REMEMBER, YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG***
2. Respond to the following:
Many people consider chapter 31 to contain the climax of Huckleberry Finn. In what ways does chapter 31 parallel chapters 1-4? Why do you think Twain chose to draw these parallels - what literary purpose does this serve?
Use textual support to answer the question.
You may also comment on what someone else has written - agree? disagree? add? revise?
3. Mythology Pre-writing (see handout or blog)
***REMEMBER, YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG***
Tuesday, March 6, 2007
Odd Day Homework 3/5
Read the myth you chose in class. Make marginal notes on elements of the story you feel are essential to its being a creation/origin myth.
Prepare for vocabulary quiz
Prepare for response to Huck Finn through chapter 29. The response will be about Huck's changing character.
Prepare for vocabulary quiz
Prepare for response to Huck Finn through chapter 29. The response will be about Huck's changing character.
Friday, March 2, 2007
Even Day Homework 3/2
Read Huckleberry Finn through chapter 29. After the vocabulary quiz on Tuesday, there will be a BCR on these chapters.
Have a nice weekend! Go Terps!
Have a nice weekend! Go Terps!
Thursday, March 1, 2007
Vocabulary/Grammar Quiz
There will be a vocabulary quiz of the following words and a grammar check.
EVEN DAYS: 3/6
ODD DAYS: 3/7
Chided
Dolorous
Bemoaned
Inflamed
Copious
Discern
Fathom
Blubbered
Odious
Swine
EVEN DAYS: 3/6
ODD DAYS: 3/7
Chided
Dolorous
Bemoaned
Inflamed
Copious
Discern
Fathom
Blubbered
Odious
Swine
Odd Day Homework 3/1
Visit the posting from 2/27 again. Post another comment responding to something specific that was said before Thurday or to the conversation at large.
*** REMEMBER- YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG ***
*** REMEMBER- YOU MAY NOT POST YOUR LAST NAME OR ANY OTHER PERSONALLY IDENTIFIABLE INFORMATION ON THIS BLOG ***
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