About mrsscales207

My life has taken many paths. I grew up in Farmland, Indiana and graduated from Monroe Central High School in 1979. Yes I know that seems like a long time ago to most of you. After I graduated from High School, I went into the U. S. Navy. Not a lot of women enlisted in the Navy back then. Boot camp was still segregated (that means there were only women in my boot camp) and yes, boot camp is as bad as they say it is. I survived though and began seeing a little more of the world than just our lovely corn and soy bean fields of Indiana. I was an advanced avionics technician and worked on F14 Tomcat jets in the Navy. Back then women couldn't go on ships but I was stationed in Bermuda for a little over a year. Bermuda is beautiful and the people are warm and friendly. I married my husband while in the Navy and we eventually moved to Minnesota.

Proofreading Your Draft

So, all week you have been participating in Writing Workshops to complete the first full draft of your Hamlet essay. We have had mini-lessons over what should be included in your introductions, how your body paragraphs need to be developed, and finally on what your conclusion paragraph should accomplish. Today your entire class time should be devoted to doing a proofreading activity and submitting your essay through Turnitin.

Normally, you think of proofreading as the next to last step in the writing process and you look for errors in your writing. Errors such as grammar issues, punctuation, or spelling. That is not what we are proofreading for today. Today you need to look at the structure of your essay. There are four areas that you need to check (or proofread) prior to turning your essay in by the end of class today.

  1. Have you addressed the prompt, in this case, the purpose of the essay?
    1. Have you explained how using the film adaptation of Hamlet either reinforced or contradicted your original fever chart thesis?
  2. Is your introduction complete?
    1. Have you used Catchy language ( Hook) to begin your essay?
    2. Have you listed the name and author of both the play and the movie being discussed?
    3. Have you clearly made a declarative statement about how viewing the film either supported or changed your original thesis?
  3. Is the body of your essay written in well-developed paragraphs?
    1. Does each paragraph deal with only one topic or specific supporting detail?
    2. Do you have a topic sentence, which supports your claim? to begin each body paragraph?
    3. Does each sentence support those main points with examples, explanations,(this is where quotes go!)?
    4. Have you explained how the point and evidence relate to your thesis?
    5. Is each paragraph developed to provide enough content for my essay?
  4. Is your conclusion complete?
    1. Does this final paragraph include:
      1. a look back on the purpose of the essay
      2. an allusion to the pattern used in the introductory paragraph,- a restatement of key points
      3. a restatement of the thesis statement, using some of the original language or language that “echoes” the original language. (The restatement, however, must not be a duplicate thesis statement.)
      4. a summary of the three to five main points from the body of the paper.
      5. a final statement that gives the reader signals that the discussion has come to an end (This final statement may be a “call to action” or “so what” statement in a persuasive paper.)

This is the exact criteria that I will be using to score your draft. I will add additional comments to your Turnitin file that will be helpful in your revision process, but your draft grade will only be concerned with these specific elements as they are what we have covered and work on in class each day this week.

Writing Workshop weeks are my favorite weeks of the year. I am excited to read your work and help you grow as writers. After you have assured that all these items are contained in your draft, please submit it through Turnitin for grading. Have a great weekend.

One last note, remember that if you missed school this week and do not turn your essay in by the end of class today,  you risk the possibility of me not getting my comments completed prior to the Peer Review process on Wednesday of next week.

Hamlet Essay Assignment Explaination

After doing the class reading theater of Hamlet by William Shakespeare, you went back and did a close reading of the text to produce your Hamlet Fever Charts. The character and trait you selected for your fever chart directed your close reading to enable you to select an introduction or thesis for your fever chart. Next, we watched the 1990 film adaptation of Hamlet starring Mel Gibson, directed by Franco Zeffirelli.

Using your (purple sheets) that you collected your original data on for your fever chart assignments, the notes you took during viewing the movie, and any other research you may have done, you will now write a persuasive essay in which you explain how using the film adaptation either reinforced or contradicted your original thesis.  This is your assignment sheet or instructions for that essay assignment:


1.Developing your claim about the evolution of a specific character’s state of mind throughout the progress of the play – specifically, as you supported or readjusted that claim based on additional research (the film adaptation, etc.) 

2.Taking a piece of writing from the pre-writing stage through the revised, proofread, and published version.              

Description:   Min. of 3 pages (for English 12) or Min. of 5 pages (for AP Literature); typed, double-spaced; MLA format turned in through Turnitin

First Draft (Stage 2) Due: February 23

Peer Review Due: February 28

Final Draft Due: March 5

Reflection Due: March 9


This assignment involves looking at the original claim you used to develop your Fever Chart, doing additional research such as using details from the film adaptation, and or any additional research you need to verify or modify your original claim.  In the course of your essay, you must bring in a comparison with your original ideas and the resources you used for further understanding. Keep in mind that you are bringing in this secondary work because doing so enables you to address the “issue” raised for you by your primary work, Hamlet.

Do not simply repeat things said in class or on your Fever Chart. Also, your main claim should not be simply “There are many similarities and differences between these two works” or “There are many similarities between these two works, but also many differences” or “There are many differences between these two works, but also many similarities.” Again, your main claim or thesis should be your response to a how the movie adaptation or other pieces of research support or modify your understanding of the particular evolution of the character you selected and the trait you measured.

Criteria for Evaluation:

A holistic rubric will be used for this writing assignment.

100-90 A: Overall, you respond well to the assignment.

  • Your main claim is identifiable and relevant. It appears early and clearly.
  • You support your claim in a well-detailed, well-organized fashion, focusing on specific details.
  • You have used at a minimum of 3 relevant quotes, paraphrased, or summarized details from the text in which you have properly cited. (In-text or Parenthetical Citations)
  • The essay is readable. MLA, Grammar, and spelling are correct.

AP papers must include a minimum of 5 relevant quotes, paraphrased, or summarized details from the text in which you have properly cited. (In-text or Parenthetical Citations)Superior papers are specific in their references, cogent in their definitions, and free of plot summary that is not relevant to the question. These papers clearly demonstrate an understanding of the primary text and recognize the complexity presented in the film adaptation. The essays correctly identify two tones or sides of the author’s attitude toward the subject in a well-written thesis and deal specifically with narrative techniques such as point of view, syntax, diction, detail, and organization. These papers use appropriate choices for quotation or reference and select an appropriate number of choices from throughout the passage. Although they may be flawed, the papers, nevertheless, display consistent control over the elements of effective writing and reveal the students’ ability to read with perception and to express ideas with clarity and skill. These would represent AP work with a score of an 8 or 9 level.

89-80 B: For the most part, you respond well to the assigned task.

Your main claim and primary work are clear early on, and the main claim is relatively well-supported, but not quite as well as it could have been. While your essay is fairly well-organized, focusing on a specific element, there are times when further analysis is necessary. You do bring in your research in an effort to help develop your argument about the development of your original thesis. You have used a minimum of 3 relevant quotes, paraphrased, or summarized details from the text, but may have made errors in the MLA citation format. The essay is largely readable. MLA, Grammar, and spelling are mostly correct, but there may be some issues.

These AP papers are less thorough, less perceptive or less specific than 9-8 papers. These essays are well-written but with less maturity and control than the top papers. They demonstrate the writer’s ability to analyze a literary work, but they reveal a more limited understanding than do the papers in the 9-8 range. Generally, 6 essays present a less sophisticated analysis and less consistent command of the elements of effective writing than essays scored 7.

79-70 C: You respond to the assigned task, but not quite as well as you might have.

Your main claim and primary work are reasonably clear early on, but the main claim could be better supported. Perhaps you don’t refer enough to specific details. Perhaps you bring in your research in a way that seems arbitrary rather than genuinely helpful for the development of your argument about your Fever Chart claim. There might be a  too much plot summary, as distinct from your own analysis. Your organization is fairly easy to follow, though at times you stray into subjects other than your supposed focus. The essay is largely readable. Usually, your MLA, grammar, and spelling are correct, but there are multiple errors.

Superficiality characterizes these AP papers with a score of 5. Discussion of meaning may be pedestrian, mechanical, or inadequately related to the chosen details. Typically, these essays reveal simplistic thinking and/or immature writing. They usually demonstrate inconsistent control over the elements of composition and are not as well conceived, organized, or developed as the upper-half papers. On the other hand, the writing is sufficient to convey the writer’s ideas.

69 – 60 D: You have made a completed attempt. You don’t seem to address the actual assignment. You have ideas, but your observations don’t seem to the point, and perhaps aren’t clear enough. Perhaps you don’t clearly distinguish between your original claim and your research results, so readers have trouble deciding which is which. Perhaps you don’t bring in enough details, and/or perhaps the details you do provide aren’t clearly relevant to a main claim that addresses the assignment. Perhaps your main claim merely notes that in general, the texts are similar and/or different. Maybe your main claim is so obvious that almost no reader of your main work would disagree with it. An essay that is mostly plot summary, fairly hard to understand, marred by several mechanical errors, and/or hardly long enough, will get no higher rating than this.

The discussion in these AP papers is likely to be unpersuasive, perfunctory, underdeveloped or misguided. The meaning they deduce may be inaccurate or insubstantial and not clearly related to the question. Part of the question may be omitted altogether. The writing may convey the writer’s ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar. Typically, these essays contain significant misinterpretations of the question or the work they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the expense of analysis.

Below: the essay is very hard to understand, perhaps because there are many errors in grammar and/or spelling. The organization is also a chore to figure out. A reader would have great trouble determining why your statements appear in this particular order.

These AP papers compound the weakness of essays in the 4-3 range and are frequently unacceptably brief. They are poorly written on several counts, including many distracting errors in grammar and mechanics. Although the writer may have made some effort to answer the question, the views presented have little clarity or coherence.

Helpful Basics:

These simple steps will guide you through the essay writing process:

Basic Elements of An Essay

1.  Introduction:

– Catchy language ( Hook)

– Reason/ purpose – Answering the Essay Question:

An introduction should answer three questions
1. What am I talking about in this paper?
By answering this question you let the reader know what the subject of the paper is. For example, if your paper were about a particular book, your answer to this question would give the title, author, and any other necessary information.
2. How am I going to talk about it?
This is where you let the reader know how your paper is organized. Here you very briefly introduce your main points or the evidence that will prove your point.
3. What am I going to prove in this paper?
This is the dreaded THESIS STATEMENT. The thesis is usually the last sentence in the first paragraph and it clearly states the argument or point you are making in your paper.

 – Preview of sections coming up.

2.  The Body of An Essay:

– Contains three or more sections, divided into paragraphs.

– Each paragraph deals with one topic.

–         First sentence contains the topic sentence, which supports the main idea of the essay.
–  The following sentences contain main points you’re making about that topic
–  Other sentences support those main points with examples, explanations, etc.  (Who, what, where, when, how, etc)

The Body consists of everything between your intro and conclusion and it is where you discuss your three main points. A good starting place is to envision that each point is a separate paragraph (or in a long paper each point might be a section). In each paragraph you:

· Introduce your point
· Explain your point
· Give supporting evidence (this is where quotes go!)
· Explain how the point and evidence relate to your thesis
The whole point of each paragraph is to relate your point to your thesis, but it helps to spell it out clearly in at least one sentence of the paragraph.

3.  Conclusion:

This paragraph should include the following:

– a look back on the purpose of the essay

– a look back on the purpose of the essay

  1. an allusion to the pattern used in the introductory paragraph,

-restatement of key points

  1. a restatement of the thesis statement, using some of the original language or language that “echoes” the original language. (The restatement, however, must not be a duplicate thesis statement.)

-Ending statement that makes you think

  1. a summary of the three main points from the body of the paper.
  2. a final statement that gives the reader signals that the discussion has come to an end. (This final statement may be a “call to action” in an persuasive paper.)


More Advanced Helpful Moves:

Formulate an issue, a question, that takes at least three pages to address. You are more likely to come up with this if you focus on an element that puzzles you – something that isn’t clear to you right away. Indeed, you might spend part of the essay elaborating what is puzzling about this element, and then spend the rest of the essay on your explanation. Here are some types of issues: facts obscured or absent; the text’s theme(s); possible definitions of keywords in the text; symbols; patterns; evaluations; the text’s historical and cultural context, including works it builds on; the text’s genre; the text’s relevance to today; and causes and effects (think of the author’s actions as well as the characters’).

Think about: repetitions; strands (related words and examples); binaries (oppositions you might then try to complicate); anomalies (contradictions, things out of place, puzzles).

Consider the options that the author/director faced, including directions in which the author/director didn’t go and words the author/director didn’t choose.

Aim to complicate the view you take of the character and trait in the text.

Consider the text’s particular structure, style, and point of view.

To avoid long stretches of plot summary: assume your reader knows the basic plot and just needs to be reminded of key elements; begin each paragraph with an idea, not a plot point; refer to the author’s actions rather than the characters’ actions; define, and explore implications of, particular words.



Primary Claim: Hamlet moves from normal depression over the loss of his father to complete madness leading to the death of almost all of the major characters in William Shakespeare’s Hamlet.

Issue/Question: Is Hamlet insane?

Answer: He is mourning the loss of his father but goes insane from his grief.

Secondary Work / Research: Franco Zeffirelli’s 1990 production of Hamlet

Possible Introductory Paragraph:

In William Shakespeare’s tragic play Hamlet, the character of Hamlet is devoted to secrecy and deception first due to the grief he is experiencing over the death of his father and his mother’s quick marriage to his uncle.  Even before he is introduced to the idea of his father’s death being murder, his behavior seems odd to other people, including members of his family. Therefore, someone might argue that Hamlet is on the verge of insanity from the start of the play. Most likely, Hamlet’s royal family would have claimed his behavior as insane from the beginning of the play  [secondary work]. Nevertheless, by plunging us into Hamlet’s  personal history, Shakespeare indicates it is important for the reader to understand why Hamlet presents what may be a false feeling of insanity of himself [issue/question concerning primary work]. Although there are many possible reasons for his behavior, one apparent cause of it is the nature of the death of his father. To a significant extent, Hamlet’s deceitfulness suggests he has yet to overcome this loss. Therefore, the issue of Hamlet’s sanity and whether he is pretending or not needs to be carefully examined. Just as Hamlet’s little deceptions reflect in part his continued mourning of his father and his outrage at his mother and uncle [secondary work], so Hamlet’s major feats of trickery reflect in part his continue mourning of his father, coupled with his need to discouver the truth about his father’s death [primary work, which gets the greater emphasis, since it comes at the end of the sentence and the paragraph].

Outstanding Fever Charts 2018

These are some of the outstanding student work on close reading Hamlet and producing both physical and digital fever charts that I have received over the last week! One student reluctantly said, “I hate to admit this to you and don’t tell everyone else I said it, but I really learned more doing this assignment than anything else.”

Preszi Example 1 

Prezi Example 2


Hamlet Fever Chart Assignments

Some of the 2018 notable examples:
Eng. 12 Seniors and AP Literature Students

I found some additional information that may be helpful to your work on the major project for this grading period, the Hamlet Fever Chart assignment. Please be advised that this is a file posted by another teacher who has used a very similar assignment with ideas that may be helpful, but should not be copied and claimed as your own work. Use the following as idea generators ONLY

Another idea is to do your fever chart digitally. Here are some examples:

Ophelia Fever Chart on Prezi

Hamlet Fever Chart on Prezi

Hamlet Fever Chart 2 on Prezi

Prezi is only one of the many online or digital options. You might want ot check with your math or science teachers or the tech department about other programs for graphing digitally.

Out of Eden Walk Follow-Up

 Every so often a teacher stumbles across something new to add to the curriculum that makes them ask, “Why haven’t I been doing this all along?”

That has been the experience I have had over the last four months with my English 12 classes and the Out of Eden Walk program [An initiative of Project Zero at the Harvard Graduate School of Education]. Sixty-eight high school seniors and I learned to slow down, walk and really take notice of things in a way that you can only do on foot.

Participating in the Out of Eden Learn walking party and curriculum on migration we walked, noticed, reflected, wrote and learned.

We participated with students in Indonesia, Canada, Texas, and Massachusetts. The experience was personal and different for every student, yet all agree that it gave them a profoundly different worldview.

One of my own slow walks took place along the Upper Peninsula of Michigan’s Lake Superior coast. I marveled at the incredible beauty of the hundreds of smoothed stones along the beach. Before I knew it I was collecting the stones that attracted me the most. Each had it’s own beauty to marvel at, each sparkled or shined in its own special way. They reminded me of my students. Each senior that I have this year is special, beautiful, unique, in their own way. When my arms were too full to carry any more stones, I found a bag. When my bag was full, I found a larger bag. By the time I finished my walk, I could hardly carry the bag from the weight of all the stones I had collected.

I took the rocks home and painted the phrase, “Take a slow walk” on each one. I held onto the rocks until today, which happens to be my birthday. Instead of getting birthday presents, I gave each senior a present to remind them not to lose what they have gain by our Out of Eden Walk experience.

Yet Another Great Senior Response

Yes, I know that I just keep adding more and more good work from these senior, but here is yet another. This particular piece of art under one of the bridges along the Indy Canal stimulated a lot of contemplation and discussion both during the field trip and after. I have even suggested that one of the students contact the artist and share her reflections. Here is a second poem that was written by another talented senior at WHS.

I see the pleasant light ahead of me, I walk in blind, cold, and scared.

I brought my memories and left the pain.


Across the grass so green, the greenest grass I’ve ever seen,

I jumped and skipped and bounce on air, it was like there was nothing there.

A sky of blue, not a cloud in sight, perpetual day and no dark nights

Every flower in full bloom, undefined colors of every hue.


The streams and rivers crystal clear, no rubbish or decay to be seen.

The sea is calm and turquoise blue, I long to test it, wouldn’t you?

The warmest rays cover me from my head to my feet.


A city built of alabaster walls, where translucent light eliminates the halls.

Amazing sights for me to see, I just wander in, there’s no entrance fee.

The celestial sun shines forever, it’s a perfect temperature all the time.

This ethereal plain is a pure delight, it’s my new home, my God given right.


There is nothing here to cause me fear, the Lord protects me as a whole.

An infinity of perfect peace, from the toils of earth I am now released.

I have landed on a higher realm, in perfect harmony to forever dwell.

So believe when I tell you, my dear friends, you cannot die, life never ends.

A Special Senior Response

As a teacher I have seen a variety of outstanding responses from our Out of Eden Walk slow walk field trip to the Indy Canal. One of the young men in our senior class is a very sensitive and often quiet person who feels very strongly about the losses of members of his family who have served in the military. He has spoken to me often of these losses. I noticed that he spent much longer at each of the war memorials along the canal than most of his class. Here is his written reflection.  

The Fallen Heroes

            When taking a stroll on the way back to the bus I saw a memorial for every soldier killed in any major war that was from Indiana. I think the one that hit me the most was the names of the fallen whose lives were lost in Afghanistan. December 6 of last year I lost my cousin in Afghanistan during a bombing of his air base. This war has a very deep connection with me because not only did my cousin die in that’s war but one of my other cousins was stationed in Afghanistan 10 miles out of the city of Kabul and no more than 3 miles away from an active terrorist cell. My family has served in many wars fought by America. I lost two great-grandparents in WWII. One was killed by the Japanese and the other was killed by the Germans.

I don’t know the names of the men who all were on that piece of glass but I feel a connection through my family and I have deep respect and sorrow for the families of the fallen. If you want to see a real hero just take a walk and find war memorials. The men and women whose name is on that memorial fought and died to protect everything that they saw as sacred and holy. Real heroes don’t wear their name on the back of a jersey, but they wear their country’s flag on the side of their sleeve. Heroes are not only those who just served but also those who laid down their life for their country and all those who inhabit it.

I took to heart these names because if you were to look at how society has progressed since they sacrificed their own life so that we could hold the freedom we have in the United States. I too feel the necessity to stand to the call and join my brothers and sisters in arms and defend, protect, and uphold the constitution of the United States against all threats. I will stand even when it seems that no one else will with me. I have deep roots in fighting for this country’s freedom and I hope to fulfill what my family has done before me and what I hope my family will do after me. I appreciate and pray for the fallen that their souls may be at peace. I believe that above all else freedom must be held onto. I will take up my country’s flag and stand alongside my brothers and sisters in arms and make sure that’s the sacrifices of the fallen not go in vain.

Proud Teacher Moment

Today was a great teacher day. The senior’s reflection pieces from out slow walk on the Indy Canal. This was one of the simplest and most rewarding field trips I have ever taken students on. The seniors were so glad to be getting out of school for the day and as one student said, “doing something as a class together” that even the cold gray weather didn’t seem to bother any of them. Today they turned in essays, poetry, pamphlets, presentations, and drawings in response to our day out. Here are just of few of their submissions:

As I cruised down the edge of the canal I realized instantly that this was no
normal walk. There was much more to see then just trees and grass. It was rather chilly
that day, I kept looking up at the dark gloomy sky. I was imagining hearing the deranged
laugh of Mr. Hyde from Van Helsing and watching him climb the side of the building with
his fat cigar sticking out of his lips.
Later on during the walk, I was extremely distracted by this mammoth statue. I
kept thinking to myself what the heck would these things be like if they were still alive
today and where would they live. Then I started thinking about if I lived with some crazy
tribe back in the ice age. I couldn’t see myself ever hunting a mammoth I’m pretty sure it
would squish me, not to mention the psychotic sabertooth tigers that roamed the earth
back then too.
It was only a matter of time before I got distracted by something else and my
mind starts wandering again. It wasn’t even 5 minutes and I was distracted again! There
was this weird twisted up horn instrument. When I realized how abstract and different
this musical instrument was it made me think about that weird Maroon 5 album cover. I
also thought of a cartoon man in a top hat playing that horn bouncing around like he
was on fire playing jazz music. I have a wild imagination so many things were running through my head at the time. I really wasn’t sure how I felt about the piece of artwork,
all I knew was that horn was really weird looking and I liked it.
Then a giant catfish painted on the side of the wall on the bottom of the bridge
caught my eye. His mouth was wide open like he was about to eat something big. Of
course, my mind started wandering like crazy again. The first thing that ran through my
mind was what if he was going to eat me. Surely if I was in a real lake I wouldn’t be
eaten by a giant catfish like that. I got on my phone and googled the worlds biggest
catfish in Indiana to make sure that there wasn’t any monster catfish lurking in the
depths that the DNR or a fisherman caught and may be released. All I could think about
was fishing the next 15 minutes.
Yes, I will admit it I have a pretty crazy mind. Going on that walk definitely made
the gears turn in my head. I was in my own little world throughout the whole trip. To me
it wasn’t just a walk it was an adventure, and I can’t thank my awesome English teacher
enough for taking me and my class on that amazing adventure.





Aqua in Indy

What is one of the most common things you see when you visit a canal? Shops, houses, restaurants, people. But, what about the water? Everything is centered around the water. That’s what makes the canal. It’s the canal’s heart, lungs, life. If the canal was never dug and the water was never allowed to flow, half of those places wouldn’t be able to have a place there. It’s all centered around the water.

The Indianapolis Canal has tons of building around it all with porches so, people could enjoy the view. Everyone who has visited the canal has gazed across the water. Rather it was for a brief moment or to study the art on the other support wall for the bridge overhead. But, have you or anyone, for that matter, ever studied the water? I know it sounds like a dumb, stupid question but, really think about it. Most of the people I saw was the runners and I know they didn’t take time to gaze into the water. Most of the students were taking to their friends and look all around above the water. Few of the students walked along the ever edge of the cement, but they were more worried about not falling in. The only time anyone ever mentions the water was to look at the ducks or the two buoys that was floating in the middle of the canal for no reason. I’m sure they noticed other things about the water but, no one gave any voice to the sights.

I really just looked down or across the water whole time. I looked up from the water to look the art, the runners, and to make sure I was still with the group. I would get lost in a trance by staring at the water. It was like the water said “It’s alright. Walk this way. You know I’m calm and peaceful. Come and take a swim, I’m warming than the air you’re walking in.” Just when I was a couple of steps from the edged, I would remember that I didn’t have a change of clothes with me, or that Mr. Fahey would give a detention or even expel me from school, or I see a “no swimming” sign that would snap me back into reality. As we walked I would notice little ripples forming across that water as the wind pushed on the water. But, it didn’t happen all the time. Mostly it was in a wide open space, like where first arrived at the canal. Or underneath a bridge where there was so much wind that the bridge forced it down onto the water. It was like the bridge made the wind put it’s legs down and dance across the river until it was free to float back up. Looking at them reminded me of how hard the wind was blowing and how cold it was. The wind was also pushing leaves across the canal. It made my mind go back to the movies that had a cricket riding in a leaf like a boat. I saw red one, yellow ones, and orange ones. To past time as we waited for the restaurant open, I watched a leaf makes its journey across the canal. It took about three to four minutes. I also saw these wire bracket things in the middle of the canal. I don’t know anything about them. I couldn’t read and walk at the same time. I would for sure fell in if I did. But, they remind me of a speed game. First one to the next one, in a peddle boats, wins. My favorite part was seeing the ducks. I love how gracefully they are on the water. The way they swim, dive to get food, and the way they stick together. I think its neat when they lift off the water and flap their wings.

When I looked down into the water, first saw my reflection. But once my eyes zoomed paced it, I noticed a pipe. But, it wasn’t just one long pipe. It had algae grown all over it and it had sunken leaves resting on it and the wall next to it. I have no idea what it was for. I don’t really understand why there would be a pipe in the canal anyway. I wish I could have seen the bottom center of the canal. You never know what people might through into a body of water. What I thought was really weird was that there was no fish. I thought that they might want fish to keep the algae down, fewer chemicals. But, I guess that people might place other fish that they have risen into the canal and destroy the ecosystem. It would be a downsized scale of the issues they are having with the Great Lakes. There really wasn’t much under the water’s surface.

If there was no water in the canal, then not many people would visit the canal. Most of the time if there’s no public’s interest then things don’t get protected. Just think about the effect on the economy in that area if the canal didn’t have the sparkling water running through it. The water gives the place a natural beauty, something art can’t do. The water pulls everything together and in. Even runner run by it and push everyone in that gets in their way. Water just has a beauty that you just have to look for. And anyone can find it if they just take the time to do so.

Field Trip Reflection

During the field trip to the Indy Canal, I experienced a lot of things that I typically wouldn’t have if I had decided not to go, like some people in my class. I really enjoyed walking with my class, even though it was really cold. I had never been to the Indy Canal so I guess I was more observant than usual. The artwork was obviously very eye catching but I really enjoyed just looking at the water. It was calm when the wind wasn’t blowing but started rippling when the wind did blow and made it seem as if the water was shivering and trying to get away from the cold. It was really cool to see the water change to the farther we walked. Some areas were lighter than others which made me feel like it was more shallow. I’m sure it was just the way the light was hitting it but that’s just what goes through my mind. I then wondered how cold the water was and how cool it would be if they kept it heated during the winter time so people could still use the paddle boats. It would kind of be like a reverse skating rink in a way. Another thing I noticed was that certain areas were muddier than others. The areas where they had the mulch type substance was drier than the bare areas which are probably due to the fact that the mulch absorbs the moisture. But I kept getting frustrated nonetheless because I had to walk in the mud at some points because there wasn’t enough room on the sidewalk. Which made me think about a book that I read as a kid. These are just a few things that go through my mind when I’m in a new place. I try to associate my old experiences with my new ones. Overall if I hadn’t have gone on this field trip, I wouldn’t have these new experiences. They’re probably no use to anyone but that’s fine, I enjoyed it.