Lawrence Hall, HSG
Do Dogs Have
Souls?
“Behold, I make all things new.”
Revelations 21:3-5
Do dogs have souls?
Oh, how can one look into those big brown eyes
And not know the answer
Saturday, December 21, 2024
Do dogs have souls? Do We? - poem
Thursday, December 19, 2024
Our Dear Leader in His Jet Pilot Sunglasses- doggerel
Lawrence Hall, HSG
Our Dear Leader in His Jet Pilot Sunglasses
Democracy is dead, a memory, a husk
Selected, not elected: President Musk
By Reading This Content You Agree to OUR Privacy Policy - poem
Lawrence Hall, HSG
By Reading This
Content You Agree to Our Privacy Policy
It
was terribly dangerous to let your thoughts wander
when
you were…within range of a telescreen.
-Orwell, 1984
But your privacy? Nah; deal with it, you see
Baked beans, magazines and mountain scenes
Vacation trips and handy houseware tips -
They see you, they know you, they hunt you
Podcasts, partisan views, gossipy news
Engine parts, how-to vids, and funny kids
Treating head lice, tax advice, dancing mice
They see you, they know you, they hunt you
Through your made-in-Shanghai Palantir
Adverts will forever make you fear,
My Precious
Tuesday, December 17, 2024
The O Antiphons, the Star, and Us - poem
Lawrence Hall, HSG
The O Antiphons, the Star, and Us
Solstice is not a time when the sun stands still
But rather a season when the sun stands aside
That we may better know the mysteries of deep night
In darkness just before deep Light returns
Out in the cold, and warmly wrapped in hope
We pray the O antiphons as we scan the sky
For the prophetic Star we long to see
The Star that guides us in our wanderings
You (Formerly Known as You) - poem
Lawrence Hall, HSG
You (Formerly
Known as You)
X, formerly known as Twitter
And then there is you
Formerly known as you
Go read a book
Go get a job
Go get a life
Go get a clue
Work in the yard
Volunteer at the school
Wash the dishes
Clean up the house
Raise your children
Be positive
Be a role model
Be a real mensch
Be a real friend
Be a neighbor
By the Grace of God
Be truly you
You are no one’s glassy-eyed parasite -
Go out into the world and do yourself proud
Monday, December 16, 2024
Camp Pendleton in Springtime - poem
Lawrence Hall, HSG
Camp Pendleton in Springtime
Field Medical Service School, 1968
There was no warmth in our sleeping bags
Spring rain sluiced down the dark and through our tents
Decaying tents from the Second World War
The Corps would spend no money on tents or us
But we were young, and playing at war was fun
We kept our rifles dry but nothing else
And yarned throughout the cold and soggy nights
Long days and nights mud-fighting the VC
Sometimes an hour or two of soggy sleep
But in my pocket, warm words from my favorite poet
Sunday, December 15, 2024
A Brief Not-Exactly-a-Review of Elie Wiesel's NIGHT
Lawrence Hall
mhall46184@aol.com
Night, Elie Wiesel
My father (602 Tank Destroyer Battalion) was one of the liberators of Ohrdruf / Buchenwald and then Dachau. When I was a child he talked on a G-rated level about his time in the army, the usual recruit training stories, his buddies, his time in England, Normandy, the Bulge, and where he was (Zwickau) when the war in Europe ended but without detailing the horrors. When I returned home from Viet-Nam we did talk about these things. He told me WHAT HE WITNESSED, WHAT HE SAW, WHAT HE SMELLED in the death camps. He said that someday people would deny the reality of the death camps and the genocide against Jews and others. I thought that that he was being pessimistic, that surely the world would never deny what we humans are capable of and that Jews would never again be persecuted.
But he knew.
To our great shame, and to our judgement before God, anti-Semitism is not only tolerated but is now fashionable. Through an obscene moral failing in blaming victims, Elie Wiesel, Viktor Frankl, Charles Coward, and other survivors and witnesses are now accused of lying and their accounts denied. The blood-libel the people Israel is back.
There is much talk of transparency just now, but that is irrelevant if we blithely accept the facile bleatings on the InterGossip and campus beer-parties instead of reading the primary sources left to us, the written and recorded testimonies and the visual records made both by the Nazis, who were proud of their satanic death-cult, and by the liberators.
NIGHT, written shortly after the
liberation in terse, tight, clear, unadorned language is a place to begin.
Saturday, December 14, 2024
About That Beautiful Lady Sipping a Cup of Earl Grey - short poem
Lawrence Hall, HSG
About That Beautiful Lady Sipping a Cup of Earl Grey
You’ve noticed her, I see – just a word of advice:
I was chatting with her over cups of tea
I mentioned that Earl Grey also tasted nice over ice
There was ice indeed as she turned away from me
From the Saint Crispin’s Day Speech in HENRY V According to the State of Texas
Lawrence Hall, HSG
mhall46184@aol.com
From the Saint Crispin’s Day Speech in Henry V According to the State of Texas
We
|
Texas Administrative Code |
|
EDUCATION |
|
|
TEXAS EDUCATION AGENCY |
|
|
TEXAS ESSENTIAL
KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING |
|
|
HIGH SCHOOL |
|
|
RULE §110.39 |
English Language Arts
and Reading, English IV (One Credit), Adopted 2017 |
|
|
|
(a) few, General requirements. Students shall be
awarded one credit for successful completion of this course. (b) Introduction.
we (1) The
English language arts happy and reading Texas Essential Knowledge and Skills (TEKS) embody
the interconnected nature of listening, speaking, few,reading, writing, and thinking through the
seven integrated strands of developing and sustaining foundational language we skills; comprehension; response; multiple
genres; author's purpose and craft; composition; and inquiry and research.
band The strands of focus on academic oracy (proficiency in oral
expression and comprehension), authentic reading, and reflective writing to brothers; ensure a literate Texas. The strands are
integrated and progressive with students continuing to develop knowledge and
skills For with increased
complexity and nuance in order to think critically and adapt to the
ever-evolving nature of language and he literacy. (2) The
seven strands of the essential knowledge and skills for English language arts to-day and reading are intended to be integrated for instructional
purposes and are recursive in nature. Strands include the four
that domains of language
(listening, speaking, reading, and writing) and their application in order to
accelerate the acquisition sheds of language skills so that students develop high levels of
social and academic language proficiency. Although some his
strands may require
more instructional time, each strand is of equal value, may be presented in
any order, and should be blood integrated throughout the year. Additionally, students should
engage in academic conversations, write, read, and be with
read to on a daily
basis with opportunities for cross-curricular content and student choice. me Shall (3) Text complexity increases with challenging
vocabulary, sophisticated sentence structures, nuanced text features, be cognitively demanding content, and subtle
relationships among ideas (Texas Education Agency, STAAR Performance my
Level
Descriptors, 2013). As skills and
knowledge are obtained in each of the seven strands, students will continue
to apply brother; earlier standards with greater depth to increasingly complex
texts in multiple genres as they become self-directed, critical
be learners who work
collaboratively while continuously using metacognitive skills. he (4) ne’er
English language
learners (ELLs) are expected to meet standards in a second language; however,
their proficiency so in English influences the ability to meet these standards. To
demonstrate this knowledge throughout the stages of English vile, language acquisition, comprehension of text
requires additional scaffolds such as adapted text, translations, native This language support, cognates, summaries,
pictures, realia, glossaries, bilingual dictionaries, thesauri, and other
modes of day comprehensible input.
ELLs can and should be encouraged to use knowledge of their first language to
enhance vocabulary shall gentle
development;
vocabulary needs to be in the context of connected discourse so that it is
meaningful. Strategic his use of the student's first language is important to ensure
linguistic, affective, cognitive, and academic development in English. condition: (5)
Current research stresses the importance of effectively integrating second
language And acquisition with quality content area education in order to
ensure that ELLs acquire social and academic language proficiency gentlemen in English, learn the knowledge and skills,
and reach their full academic potential. Instruction must be linguistically
now accommodated in
accordance with the English Language Proficiency Standards (ELPS) and the
student's English language a-bed proficiency levels to ensure the mastery of
knowledge and skills in the required curriculum is accessible. For a further
In understanding of
second language acquisition needs, refer to the ELPS and proficiency-level
descriptors adopted in England Shall Chapter 74, Subchapter A, of this title (relating
to Required Curriculum). (6) Oral
language think proficiency holds a pivotal role in school success; verbal
engagement must be maximized across grade levels (Kinsella, themselves 2010). Accursed In order for they students to become thinkers and proficient
speakers in science, social studies, mathematics, fine arts,
language arts and
reading, were and career and technical education, they must have multiple
opportunities to practice and apply the were academic language not of each discipline (Fisher, Frey, &
Rothenberg, 2008). (7)
Statements that contain the word "including" reference content
here, that must be
mastered, while those containing the phrase "such as" are intended
as possible illustrative examples. And Hold (c) Knowledge and skills. (1)
Developing and their sustaining foundational language skills: listening, speaking,
discussion, and thinking--oral language. The student develops oral manhoods language through listening, speaking, and
discussion. The student is expected to: cheap (A)
engage in meaningful and respectful discourse when evaluating the clarity
whiles and coherence of a
speaker's message and critiquing the impact of a speaker's use of diction,
syntax, and rhetorical strategies; any (B)
follow and give speaks complex instructions, clarify meaning by asking pertinent
questions, and respond appropriately; (C)
formulate sound arguments and present using That elements of classical speeches such as
introduction, first and second transitions, body, conclusion, the art of
persuasion, fought rhetorical devices, employing eye contact, speaking rate such
as pauses for effect, volume, enunciation, purposeful with
gestures, and
conventions of language to communicate ideas effectively; and (D)
participate us collaboratively, offering ideas or judgments that are purposeful
in moving the team toward goals, asking relevant and upon insightful questions, tolerating a range of
positions and ambiguity in decision making, and evaluating the work of the
group based on agreed-upon criteria. (2)
Developing and sustaining foundational language skills: listening, speaking,
reading, writing, and thinking--vocabulary. The student uses newly acquired
vocabulary expressively. The student is expected to: (A)
use print or digital resources to clarify and validate Saint
Crispin’s Day understanding of
multiple meanings of advanced vocabulary; (B)
analyze context to draw conclusions about nuanced meanings such as in
imagery; and (C)
determine the meaning of foreign words or phrases used frequently in English
such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor. (3)
Developing and sustaining foundational language skills: listening, speaking,
reading, writing, and thinking--self-sustained reading. The student reads
grade-appropriate texts independently. The student is expected to self-select
text and read independently for a sustained period of time. (4)
Comprehension skills: listening, speaking, reading, writing, and thinking
using multiple texts. The student uses metacognitive skills to both develop
and deepen comprehension of increasingly complex texts. The student is
expected to: (A)
establish purpose for reading assigned and self-selected texts; (B)
generate questions about text before, during, and after reading to deepen
understanding and gain information; (C)
make and correct or confirm predictions using text features, characteristics
of genre, and structures; (D)
create mental images to deepen understanding; (E)
make connections to personal experiences, ideas in other texts, and society; (F)
make inferences and use evidence to support understanding; (G)
evaluate details read to analyze key ideas; (H)
synthesize information from a variety of text types to create new
understanding; and (I)
monitor comprehension and make adjustments such as re-reading, using
background knowledge, asking questions, annotating, and using outside sources
when understanding breaks down. (5)
Response skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student responds to an increasingly challenging variety
of sources that are read, heard, or viewed. The student is expected to: (A)
describe personal connections to a variety of sources, including
self-selected texts; (B)
write responses that demonstrate analysis of texts, including comparing texts
within and across genres; (C)
use text evidence and original commentary to support an evaluative response; (D)
paraphrase and summarize texts in ways that maintain meaning and logical
order; (E)
interact with sources in meaningful ways such as notetaking, annotating,
freewriting, or illustrating; (F)
respond using acquired content and academic vocabulary as appropriate; (G)
discuss and write about the explicit and implicit meanings of text; (H)
respond orally or in writing with appropriate register and purposeful
vocabulary, tone, and voice; (I)
reflect on and adjust responses when valid evidence warrants; and |
The Gates of Hell & Ur F8v Bible Slogan Tee - poem
Lawrence Hall, HSG
The Gates of Hell & Ur F8v Bible Slogan Tee
A friend did not leave the church of his youth -
Like a foundering ship it slipped beneath the waves
Sloshings of fashions, shopping-mall usages
And dangling Peavey speakers listing to port
There were not enough bongos and guitars
To keep everyone afloat in a theological storm
A committee sold off the parking lot
There’s a day care now in the parish hall
He signed off his articles for the drowsy watch
And took to dark baptismal waters in despair
Friday, December 13, 2024
IT'S THE JEWISH SPACE LASERS! - poem
Lawrence Hall, HSG
IT’S THE JEWISH SPACE LASERS!
THE JEWISH SPACE LASERS!
New Jerseyans threaten to shoot down unidentified drones
amid mystery sightings | Fox News
“This planet shows no signs of intelligent life,
Captain.”
-as Mr. Spock might say
Look at them sparkledy lights all up in the skies!
We’re being bombed by the Iranians!
They’re enemy drones, launched by Chinese spies!
No, they’re atom-powered Pomeranians!
QAnon is our infalib…inffal…perfect source of news
-
We’re to get out our guns and shoot in the air
Whatever’s happening it’s the fault of them Jews
(But first let us pause for a moment of prayer)
Dear Lord, in your mercy, on this night so still
Just please send us someone or something to kill
Amen
Thursday, December 12, 2024
The Cold Kept Me in Today - short poem
Lawrence Hall, HSG
The Cold Kept Me in Today
The cold kept me in today
With a book, my dog, and the fire
The slanting sun, each mote-dusted ray –
It was all very like dear Tolkien’s Shire
Wednesday, December 11, 2024
I Met a Man in Saint Elizabeth's Hospital Parking Lot - poem
Lawrence Hall, HSG
I Met a Man in Saint Elizabeth’s Hospital Parking Lot
He looked at my brand-new knock-off
boonie hat
Pointed to himself, and said “1970”
He rattled on about “Come and Take
It” flags
And the “stupid mother******s” who
fly them
“The mother****ing VC wanted to do
that
And so I shot them d**n’ mother******s”
His wife was waiting for him,
impatiently
Sadly, sadly, heard-it-all-before-ly
For he had been no closer to Viet-Nam
Than to some John Wayne movie
Monday, December 9, 2024
The Holy Eucharist and Then Apple Butter - short poem
Lawrence Hall, HSG
The Holy Eucharist and Then Apple Butter
Church is where someone you don’t even know
Gives you a jar of homemade apple butter
And wishes you a happy Christmas
Sunday, December 8, 2024
Somewhere in Syria There is a You - poem
Lawrence Hall, HSG
Somewhere in Syria
There is a You
Somewhere in Syria there is a you
Pondering all the existential questions:
What is the meaning of life? Is God real?
Can you get to your job without getting shot?
Your notebooks were hidden from the old regime
Your notebooks are now hidden from the new
Is there enough food for today, for tomorrow -
Rough men with guns are beating on your door
Somewhere in Syria there is a you
In the next few seconds – what will you do?
Saturday, December 7, 2024
The Bond Girls are Grannies Now - poem
Lawrence Hall, HSG
The Bond Girls are
Grannies Now
James Bond’s girlfriends are mostly grannies now
Sweatpants and sneaks instead of bikinis
The school run with the grandchildren, the grocery store
Volunteering at the public library
If one of them mentions she once kissed Roger Moore
No one knows who he was – the Lone Ranger, maybe?
Adolescent hippie-color fantasies
Budgeting for the grandchildren’s new shoes
Didn’t you used to be somebody?
Well, yes, and you?
The United States Postal Service is Holding my Mail Hostage in Exchange for my Credit Card Number
Lawrence Hall, HSG
The United States
Postal Service is Holding my Mail Hostage
in Exchange for my
Credit Card Number
The Postal Service claims that my zip code is not my zip
code
They want confirmation and three cents to redeliver
They want my credit card number for those three cents
As if anyone can trust the USPS
They can’t even get mail delivery right:
They place other people’s letters in my mailbox
And the packages I receive have often been penetrated
By busy little postal workers’ hands
And for this they want my credit card
As the old cliché says, what could possibly go wrong?
Thursday, December 5, 2024
Show Me Who You Read - Poem
Lawrence Hall, HSG
Show Me Who You Read
Show me who you read
You love Thoreau’s hut on Walden Pond
You fly with Wendy and Peter to Neverland
You pet Mary Oliver’s marvelous dogs
And tell Yevtushenko not to be so full of himself
Show me who you read
You stand at an angle with Cavafy
You ask Frankl how he found meaning after all
You gaze into Tolkien’s palantir
And at bedtime say good night to the moon
Show me who you read
But I already know
You read by the light of a dreaming star
And everyone loves the starlight you are
The French Government Collapses - a wheeze
Lawrence Hall, HSG
The French
Government Collapses
4 December 2024
How can a government possibly collapse -
Did the National Assembly suffer a fainting spell?
Did the cabinet consume poisoned croissants
Or discover they’d been deceived by a California wine?
Perhaps a statue of Saint Joan of Arc
Newly gowned in haute couture from Wal-Mart
Lies prostrate in the Champs Elysee
Next to a made-in-China guillotine
How can a government have worked all in vain –
Did everyone in office go in Seine?
Tuesday, December 3, 2024
Old Mr. 'Possum and the Moon - poem
Lawrence Hall, HSG
Old Mr. ‘Possum and the Moon
Old Mr. ‘Possum is a garbageman
Who quietly works his appointed nightly rounds
Unappreciated as he tidies this
And cleans up that, all without any fuss
The other animals don’t seem to like him much
For his wobbling, waddling walk, his untidiness
His pointy nose, his all-draggledy tail
And his awkward shape like a loaf of oaf
But when he lifts his eyes to the queen of the skies
He knows that to her he is a knight in disguise
Subscribe to:
Comments (Atom)
