When I finally had time to check the lines, it looked like a hurricane had come through, which in a sense it had: The 50-mile-per-hour winds had dropped dozens of branches. Fortunately, only a handful of them had fallen on my maple lines. Most of them were easy enough to pick up, but one good sized tree required me to get out the chainsaw.
He arrived mid-afternoon with his chainsaw, helmet and chaps. I had a ladder, wire cutters and other tools for tightening the line. We walked into the woods and once at the hemlock Sam dispatched it with Finnish forester finesse.
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With the tree out of the way, we had to tighten the line. The maple tubing is fastened to a wire and is tightened by pulling it from side to side with side tie wires. In order to get to my sugar shack it had to be about 10 feet off the ground through this section of woods. That meant climbing the ladder, stretching the mainline to the side, (sometimes with the aid of a come along) tying off the wire, then moving along the line 20 yards or so when you had to do it all over again. It was slow work, but we moved along at a good pace and right around quitting time we finished up at the sugar shack.
We got back to the sugar shack and broke out a bottle of bourbon. We poured ourselves a shot, added a touch of maple syrup and congratulated ourselves on a job well done. We shared some hunting tales, talked of family and friends and absorbed the beautiful evening.
The goals of the Russian fairy tale unit are to increase presentational, interpretive, and interpersonal communicative Russian skills by encouraging students to speak spontaneously in Russian, to express personal opinions, and to ask clarifying questions. This unit addresses reading, speaking, listening, and writing; truly an integrated task that can help to prepare students for the NEWL Russian (Prototype AP Russian). Still another benefit of this unit is cultural; students become aware of and familiar with the characters, structure, and vocabulary of Russian fairy tales.
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Research: Stony Brook University's well-established reputation of excellence in research within and across disciplines provides teacher candidates with environments rich in myriad opportunities for professional growth and life-long learning within and across academic departments and centers at the University. Teacher candidates engage in a broad range of experiences that include research-based discourse, scholarly investigations, and professional development activities with colleagues and with peers.
Reflection: D-TALE faculty are reflective practitioners and principled role models who are committed to teaching excellence, professional development, service, and scholarship. Reflective practice is integrated into all aspects of the teacher education program and is designed to enhance teacher candidates' professional growth and life-long learning. Reflection, in the form of discussion, observation and journals, allows teacher candidates to improve and develop performance-based skills as well as more general awareness of self, students, and classroom decision-making. Videotapes and portfolios provide additional channels for reflection and evaluation.
Partnership: Teachers construct knowledge by sharing experiences, ideas and concerns about teaching and learning with peers through collaborative conversations. Partnerships provide peer support and raise awareness of multiple perspectives. Cooperative learning enhances construction of knowledge within communities of learners who engage in activities that include posing questions, formulating hypotheses, and discussing issues. These contribute to both learning and teaching. The student body at Stony Brook is widely diverse, with close to one-third of its undergraduates, including a number of teacher candidates, coming from homes in which a language other than English is spoken. Comfort with linguistic, social, ethnic, racial, and individual differences, and flexibility to teach and learn within diverse contexts, is intrinsic to our educational context. Our teacher candidates do their fieldwork and clinical practice in the nearby diverse community, including schools with students from 27 language backgrounds in a single building. In such settings, our teacher candidates learn to build partnerships with students from diverse backgrounds, and learn to lead them on their own pathways to growth and learning.
The dramatic poem "Peer Gynt" moves between reflecting reality and a fairy-tale with trolls and mystical creatures, but always with a profound challenge for the main character. The core of the story is, however, not merely about fairy-tales. It is something much more real and universal that everyone can relate to, no matter what country you are from; it is about the "self". What does it mean to be "yourself"? Who, or what, are you?
The 1860s were just as turbulent as our own times. The industrial revolution brought both wealth and poverty, where new cities grew up and old ones became bigger and more crowded. There was a large-scale emigration to North America from the poorest parts of Europe, and also from Norway. At the same time, socialism and nationalism spread throughout society.
Norwegian culture was influenced by the national romanticism in the early nineteen hundreds, with a rediscovering of Norwegian folk literature and music that now was used to build the nation. Poets, painters and composers created pieces inspired by fairy-tales, myths and folksongs. All of this influenced how Ibsen wrote his literature from the 1860s.
Ibsen applied for a grant to collect myths and fairy-tales in 1862, and luckily the government gave it to him. He wanted to travel to the western coast of Norway, where he believed there would be many unknown folktales.
On his way to the western coast, Ibsen travelled through the Gudbrandsdalen valley and over the Sognefjell mountains. He walked through the region where the stories about the local legend Per Gynt originate, and he might have been told these folk tales on this part of the journey.
After his travels, he wrote to his publisher in Denmark:
"It may interest you to know that Peer Gynt is a person who actually lived in Gudbrandsdalen, probably at the end of the last century or in the beginning of this century. His name is still well known to the local community" - Henrik Ibsen in a letter to his publisher, 8 August 1867.
It took some time for Ibsen to write "Peer Gynt". After his travels through Norway, he wrote his first big success "The Pretenders" in 1864, and later "Brand" in 1866. Ibsen criticized the way Norway had handled the war between Denmark and Germany through "Brand". He argued that Norway did not help Denmark, and this was a betrayal of Scandinavia. Ibsen framed the Norwegians as smug and half-hearted, and wanted to show that telling the truth and having personal integrity were the highest ideals. Although Ibsen meant for "Brand" to be a critique, the main character in the story became a role model for many in Norway; they wanted to be proud, have willpower and show a strong personality.
The way Ibsen looked at the Norwegian people also colored the way he wrote "Peer Gynt" in 1867. Again, he wanted to show that a smug, arrogant, self-focused character is not to be idealized. But one might argue that most people see the play as entertainment, and not a harsh critique of themselves.
Each week, students will read a lesson on literary concepts and/or writing techniques followed by a selection of several chapters from the course texts. Students will then apply this knowledge in a reading comprehension quiz that will test their critical reading skills, discuss the book in writing with peers in asynchronous discussion forums, and produce a longer piece of writing that will challenge them to apply analytical, argumentative, and creative writing skills. Units are broken up by week with a Sunday night deadline. Each week, instructors will also provide written feedback that students will apply to their own writing.
Register for an Online course by selecting an open class below. If no open classes are listed, then course enrollment is currently closed. Note: You will need to have an active CTY Account to complete registration through MyCTY.
This course requires a computer with high-speed Internet access and an up-to-date web browser such as Chrome or Firefox. You must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.
This course uses a virtual classroom for instructor-student communication. The classroom works on standard computers with the Zoom desktop client, and on tablets or handhelds that support the Zoom Mobile app. Recorded meetings can only be viewed on a computer with the Zoom desktop client installed. The Zoom desktop client and Zoom Mobile App are both free to download.
Walk in the shoes of a writer, editor, and publisher this fall in Master Class I: Writing, Editing, and Publishing, and then collaborate with peers to create the next issue of our CTY Online student-developed literary journal, Lexophilia, in Master Class II: Writing, Editing, and Publishing, offered in the winter.
I realize that I love teaching on an almost daily basis. It comes to me in the form of a student's 'ah-ha' moment, when everything clicks and the student understands a challenging concept. I get goose bumps just thinking about it!
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