Hosted by Shazelle Barrameda, Senior at CVHS & ASB Vice President

 

Hello Spartans! Our Mindful Monday Activity for this week is Positive Affirmations. In this presentation, you will need sticky notes or paper divided up into 14 pieces and a pen/pencil. The purpose of this activity is to read one positive affirmation a day for the next two weeks. This will allow you to release the negative thoughts you have of yourself. We hope you enjoy this week’s activity.

 

Please view the slideshow below or click this link to see the presentation.

Written by Sammy the Spartan, CVHS Mascot

           Hello Chula Vista high students! I’m sure you’re all familiar with the face of yours truly,
Sammy the Spartan. Today I’ll be telling you a bit about myself, the writer behind the mask.
 
           Contrary to the history of Sammy the Spartan that would indicate I am 73 years old based
on our school’s founding date (1947), I am in fact 17 years old. I am a senior who is a part of the
SCPA program. Other than the performing arts, I am quite fond of writing and have taken up the
identity of Sammy the Spartan. In my spare time, I enjoy arts and crafts and you can find me just
about any day delving into a new project or mapping out my next one. If we were on campus you
might find me racing from class to class stumbling over myself to get to my next class on time,
but for now, I’ll be sitting in bed, pencil ready in hand, doing homework and binge-watching The
Office for the millionth time.
 
          I am hoping to make this blog a positive and inclusive space where anyone can gather
and take a moment out of their day to read and hopefully find content that is relatable,
entertaining, or helpful. I plan on discussing topics such as mental health, coping mechanisms,
staying productive during quarantine, advice columns, and simple entries on suggestions from
Sammy the Spartan or your fellow Spartan peers. I also plan on having some interactive blogs
where we can do seasonal crafts together during holidays. As the blog entries move forward I
would love to receive suggestions or requests! My email address can be found down below.
           If you wish to discover my identity stick around the Sammy the Spartan blogs throughout
the year for the grand reveal. Or try to figure out my identity based on a series of clues given
throughout this year’s entries. Last but not least, always remember Spartans, do the right thing!
This is Sammy the Spartan, signing off.
Email Address: sammy.spartan.cvhs@gmail.com

Written by David Hatz, Teacher, Coach, Statistician (ret.)

           An analogy is a commonly used literary device utilized by writers to compare two things. As explained by literaryterms.net,

           An analogy is a literary technique in which two unrelated objects are compared for their
           shared qualities. Unlike a simile or a metaphor, an analogy is not a figure of speech,
           though the three are often quite similar. Instead, analogies are strong rhetorical
           devices used to make rational arguments and support ideas by showing connections
           and comparisons between dissimilar things.

           While primarily found in literature and poetry, analogies abound in nonfiction as well.
When well-written and used appropriately, they paint a concise, effective, and accurate picture
for the reader. The most memorable are often recited in conversation. Below is one of the most
famous and certainly one of (if not most) repeated. And I’m guessing most of you are familiar
with it:
           “What’s in a name? That which we call a rose
           By any other word would smell as sweet.
           So Romeo would, were he not Romeo called.”
           – Romeo and Juliet, William Shakespeare

           As we all remember, Juliet is likening Romeo to the freshness and sweetness of a rose.

           Here are two more good analogies. Can you ascertain the argument each author is
           making? If not, perhaps you should bring them to the discussion table in your English
           class.

Example 1
Every choice you make is like spinning the wheel of fortune – sometimes you will get the result
that you desire, while other times you will end up with something you always hoped to avoid.

Example 2
Raising children requires the same dedication you would give to a garden. Nurture them, feed
them, introduce them to both light and dark, and have patience; and soon you will see them
grow into blooming wonders.

           Here is an example of an analogy in pop culture:

“My momma always said “life is like a box of chocolates – you never know what you’re gonna
get!” (Forrest Gump)

Some might think this is merely a simile because it begins by comparing life to a box of
chocolates. But it is an analogy because it provides further support and explanation for the
comparison, illustrating life has many choices and surprises, just like box of chocolates.

           There are also figurative analogies in which one simply draws a comparison between
two unrelated things to highlight a certain characteristic; but the author isn’t necessarily saying
the things are truly similar. Take, for example, the wheel of fortune example. If life were truly
similar to a wheel of fortune, we would have a lot less control over our choices and the
consequences would be unpredictable.
           If analogies are not already a part of your writing took kit, I would encourage you to
study them, and find good examples. But be careful. When you write your own, think them
through. Ask yourself, do your comparative images and descriptions effectively and accurately
paint the picture your crafting for your reader? Is the reader truly seeing what you want them
to?
           I mention this because over the years teachers have shared student work that suggests
some budding writers possess “creative” imaginations – and not necessarily in a good way.
           I’ll end today’s post with examples of some figurative analogies submitted by high
schoolers.
     1. From the attic came an unearthly howl. The whole scene had an eerie, surreal quality,
          like when you’re on vacation in another city and “Jeopardy” comes on at 7 p.m. instead
          of 7:30.
     2. She had a deep, throaty, genuine laugh, like that sound a dog makes just before it
          throws up.
     3. The revelation that his marriage of 30 years had disintegrated because of his wife’s
          infidelity came as a rude shock, like a surcharge at a formerly surcharge-free ATM.
     4. She grew on him like she was a colony of E.coli and he was room-temperature Canadian
          beef.
     5. He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that
          was actually lame. Maybe from stepping on a land mine or something.
     6. His thoughts tumbled in his head, making and breaking alliances like underpants in the
          dryer without Cling Free.
     7. Her eyes were like stars, but not because they twinkled but because they were so far
          apart.
     8. It was as easy as taking candy from a diabetic man who longer wished to eat candy.
     9. McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.
     10. He spoke with the wisdom that can only come from experience, like a guy who went
            blind because he looked at a solar eclipse without one of those boxes with a pinhole in
            it, and now goes around the country speaking at high schools about the dangers of
            looking at a solar eclipse without one of those boxes with a pinhole in it.

Hope you found them amusing and are laughing out loud.

Hosted by Shazelle Barrameda, Senior at CVHS & ASB Vice President

 
Hello Spartans! Our Mindful Monday Activity for this week is online coloring. In this presentation, you are able to learn more about the benefits of coloring. We have also provided online and printable coloring pages. We hope you enjoy this week’s activity. Make sure to join next week’s meeting, where we will be doing a positive affirmation activity.
 
Please view the slideshow below or click this link to see the presentation: https://docs.google.com/presentation/d/1k9xPbtQtylNZ8dJcCv2EcTVHgF2xgNj088HvGh2izOg/edit

 

Resources listed in the presentation:

 

Written by David Hatz, Teacher, Coach, Statistician (ret.)

           I wish I had a dollar for every time I heard a student say or write, “I could care less.” If I
did, I could have retired 10 years ago. OK, that is hyperbole. But truth be told, it’s an all-too-
common mistake made by students and adults alike.
           The correct phrase is, “I couldn’t care less,” which means you are indifferent and have
no feelings about someone or something. Saying “I could care less” suggests you do care and
that your level of concern could decrease.
           The term for these misstatements is eggcorn, pronounced egkôrn: a word or phrase
that results from a mishearing or misinterpretation of another, an element of the original being
substituted for one that sounds very similar or identical (e.g. tow the line instead of toe the
line).
           Don’t confuse it with acorn, although doing so would make it an eggcorn.           
           While they are humorous to hear and read, these malaprops can reflect poorly on one’s
understanding of English. And that is unfortunate because, as I have said before, English is a
tricky and confusing language.
           Following are some more commonly heard clichés and idioms, followed by their
respective eggcorns. I hope you find them amusing and educational. I’m guessing many of you
already know the difference; either way, enjoy and learn.
           1. For all “intents and purposes” – not for all “intensive purposes.” “For all intents and
           purposes” means “in every practical way or virtually”; “for all intensive purposes” means
           “for all these thorough purposes,” which makes no sense.
           2. One “and” the same – not one “in” the same. “One and the same” suggests two things
           are alike; “one in the same” refers to one thing in a group of other things that look the
           same – meaningless.
           3. Case “in” point – not case “and” point. “Case in point” means an example of the point
           one is trying to make; using “and” makes them two different things, which wouldn’t
           help one’s argument.
           4. Nip it in the “bud” – not nip it in the “butt.” A flower that is “nipped in the bud”
           wouldn’t grow and blossom. This phrase is used to suggest that by taking care of
           something when it is a minor problem, you’ll be able to avert a crisis. The other phrase
           means to bite someone in the backside.
           5. “Deep-seated” – not “deep-seeded.” “Deep-seated” means something is firmly fixed in
           place; the other implies something is planted deeply.
           6. Should/could/would “have” – not should/could/would “of.” This is the bane of many
           (all?) English teachers because using “of” here is just wrong. You need to pair a verb
           with another verb. Otherwise, people will think “of” what?
           7. “Wreak” havoc – not “wreck” havoc. To “wreck” havoc means to destroy havoc, which
           is the opposite exact opposite of this phrase’s meaning; when you “wreak havoc,”
           you’re spreading chaos, anarchy, and destruction everywhere, which is really fun.
                     In closing, I will offer some ironic advice: Take pride correcting others when they
           use them incorrectly. But for general writing and speaking purposes, avoid using them.
           Instead, improve your writing by developing well-worded, concise and interesting ways
           of stating your points.
                     Moreover, clichés and idioms are trite and overused. Besides, they’re as “old as
           the hills.”

 

Written by Michelle Zeng, Student at CVHS

 

It’s gonna take brains, it’s gonna take instinct, it’s gonna take … a whole lot of Starbucks. Set in a small city, Detective Ochoa wracks his brain facing a difficult murder case. Four people were found dead at the gated community of Crown Manor, and it has terrified everyone. Are these murders the work of a serial killer? A criminal mastermind? Are they connected at all? Come experience and help us solve this mystery on Thursday, October 1st. Secrets will be unveiled, connections will be exposed, and murderers will be caught!

 

Hosted by Shazelle Barrameda, Senior at CVHS & ASB Vice President

Hello Spartans! We hope you enjoyed your 3-day weekend! It can be stressful during these very difficult times and you may find yourself feeling frustrated and/or unmotivated. Please watch this video and take a moment to meditate for some motivation and a more optimistic mindset! We hope that you enjoy this week’s Mindful Monday! Be sure to join next week’s meeting, where we will be doing a fun Kahoot.

Written by David Hatz, Teacher, Coach, Statistician (ret.)

           Hope everyone enjoyed a safe, happy, and restful Labor Day weekend. I thought would
be interesting and helpful to reflect on the history of this holiday that is (unfortunately) best
known and celebrated by many as the unofficial end of summer. Note: In the “old days,”
schools traditionally began their new year the day after Labor Day.
           With apologies to those who know their U.S. history, Labor Day is a national holiday that
honors and recognizes the labor movement in America and the many countless contributions of
the country’s workforce to our economy.
           The fight for this holiday began in the 1800s at the height of the Industrial Revolution.
Many Americans worked 12-hour days, seven days a week. Conditions were horrific, and wages
were paltry. Moreover, these laborers worked without sick days, paid vacation days and health
benefits.
           According to Voice of America, “As workers became more organized into labor unions,
they began protesting poor and unsafe working conditions and lobbying for more benefits from
employers. The move to recognize workers with a holiday began in state governments, which,
one by one, passed legislation to honor the common worker.”
           Congress created the federal holiday on June 28, 1894, designating the first Monday in
September as Labor Day.”
           Both Labor Day and International Workers’ Day (May Day) honor the common worker.
May Day is celebrated in most industrialized countries in the world. They selected that date
because of events in the United States.
           In May 1886, a worker demonstration was held in Chicago's Haymarket Square to
protest the killing and wounding of several workers by the Chicago police during a
strike the day before at the McCormick Reaper Works. A bomb hurled at police killed
seven police officers and at least one civilian, and injured several others. The tragedy made
international headlines, and the day became an annual occasion for worker protests
throughout the world.
           The United States decided not to celebrate on May 1 for good reason. Following the
Haymarket riots, a strong anti-union movement arose in the United States. Over the years, May
Day became more associated with the political far left, while Labor Day, held in September, was
recognized by a growing number of municipalities and states. When the United States began to
seriously consider creating a national holiday for workers, President Grover Cleveland
eschewed the May date because of its association with the Haymaker bombing, so instead
picked the alternative day in September.
           All right, that’s your history lesson for the day. Now let us take a look at the word labor
from a rhetorical perspective. We all know that labor and work are synonymous, but checking
our Merriam-Webster dictionary we discover that “labor” has multiple definitions and uses.
Following is a partial list of how one may use labor as a noun, a verb, and an adjective.

Definition of labor (noun)
1a: expenditure of physical or mental effort especially when difficult or compulsory – was
sentenced to six months at hard labor

b (1): the services performed by workers for wages as distinguished from those rendered by
entrepreneurs for profits
(2): human activity that provides the goods or services in an economy – Industry
needs labor for production.
c: the physical activities (such as dilation of the cervix and contraction of the uterus) involved
in giving birth also : the period of such labor
2a: an economic group comprising those who do manual labor or work for wages – wants
the vote of labor in the elections
b: the organizations or officials representing groups of workers – negotiations
between labor and management
c(1): workers employed in an establishment
(2): workers available for employment – Immigrants provided a source of cheap labor.
3: usually Labour : the Labour party of the United Kingdom or of another part of the
Commonwealth of Nations
4: an act or process requiring labor : TASK The three-month project evolved into a year-
long labor.
5: a product of labor – The flood destroyed the labor of years.

Labor (verb)
labored; laboring

Definition of labor (Entry 2 of 3)
intransitive verb

1: to exert one’s powers of body or mind especially with painful or strenuous effort: WORK
2: to move with great effort – the truck labored up the hill
3: to suffer from some disadvantage or distress – labor under a delusion
4: to be in the labor of giving birth
5: of a ship : to pitch or roll heavily
transitive verb
1: to treat or work out in often laborious detail – labor the obvious
2: DISTRESS, BURDEN
3: to cause to labor

Labor (adjective)
 Definition of labor (Entry 3 of 3)
1: of or relating to labor
2: capitalized: of, relating to, or constituting a political party held to represent the interests
of workers or made up largely of organized labor groups

           And now you know everything you need to know (and probably more) about the word
labor and Labor Day.
           As for me, I have labored long enough to provide you with another labor of love.
Further, it would be pointless for me to belabor this point as I am sure many of you are laboring
to finish the fruits of this particular labor.
           Until next time.