Thursday, June 30, 2011

Magic Moments

Getting lost in Tamara’s rich poetry
Bubbling with Robyn’s enthusiasm
Singing to Beatrice’s music
Weaving baskets with Marissa
Adoring Colleen’s paintings
Laughing at Kristi’s Lilikoi
Crafting Jeanne’s books
Living Doreen’s culture
Joking about Shawna’s fertility
Inhaling Cecilia’s coffee
Admiring Jessie’s knowledge
Hearing Debbie’s whales
Praying for Jeannine

Lehua Reflection

Looking back on these three intensive weeks, I feel I’ve grown.  Both as a writer and a human being.  Paintbrush in hand, I’ve been nurtured to bring life to my experiences.  For the first time in quite a while, I’ve found joy in writing.  Amidst all the expectations for  foot-noted research papers and peer-reviewed expository texts, I’d long since taken any pleasure in writing.
Given the current emphasis -both in HCPS and Common Core- upon expository and academic writing, I fear that our students are also being deprived of this bliss.  How can we as teachers balance “fun” and “creative” writing with the college-bound demands of academia?  Where can I find time to slip in a bit of poetry writing or narration of personal events?   I already feel pressured and overwhelmed by all we have to cover;  how can I force in even more?
And therein lies the dilemma of teaching:  how do I teach the curriculum required by state and school while still finding time to include elements of enjoyment?  If I had all the answers, you’d all be buying my book. 

A Hilarious Article Regarding the Oxford Comma

http://www.npr.org/blogs/monkeysee/2011/06/30/137525211/going-going-and-gone-no-the-oxford-comma-is-safe-for-now?sc=fb&cc=fp

Wednesday, June 29, 2011

A Day in the Life of Kokoro



5:30AM Start working on Daddy so that he gets up to feed me.  Commence loud, incessant meowing and carefully- placed licks on his forearm.  Walk over his body a few times putting all of my seventeen pounds on the soft areas.  
6:15AM Oh Boy, breakfast!  I hope it’s wet food today!  Waddle down the stairs at lightning speed.
6:16AM  Nope, dry food again.  But I eat it all anyway.
6:20AM  Vomit on the carpet to show my disdain for dry food.
6:30AM  Had trouble going to the litter box and accidentally dragged a piece of feces onto the kitchen floor.
6:35AM  Spend the rest of the morning hiding in the closet from Mommy so that she doesn’t punish me for the feces.  Sometimes I get a time out in the pantry and no one will let me out no matter how loud I howl.  
7:00AM Whew, coast is clear!  Mommy and Daddy have gone for the day.
8:00AM-12:00PM  Lie on Mommy and Daddy’s bed and nap
12:00PM Get bored.  Waddle downstairs and see what items have been left out for me to dismember.  Today I decide on the kahili Mommy made last week at City of Refuge.
 1:00PM-2:00PM Spend time pulling out and chewing on each feather of the kahili.  Got to be thorough.
2:00PM Leave some surprise for Mommy and Daddy to clean up; vomit is my favorite.
3:00PM  Go upstairs and pretend to be sleeping.
3:30PM Mommy and Daddy come home.  Make exaggerated display of yawning and coming downstairs.
4:00PM Start begging for dinner.
4:30 Weigh down Mommy or Daddy’s lap so they don’t forget to feed me.  See if I can trick them into giving me treats!  Sometimes they’re stupid enough to give me a treat just for getting off their laps.
6:00PM Dinnertime!  Unless I convince Daddy to give it to me early, which I do on most days.
6:15PM Join Mommy in the kitchen.  Too bad!  She doesn’t usually drop table scraps.  If only Daddy were cutting up a Rotisserie Chicken... He always shares.
7:00PM Sleep off the big meal.  Maybe on my back in the middle of the living room floor.  Not interested in Mommy or Daddy anymore because they have nothing more to offer me.
8:00PM Bat and hiss at my annoying little sister when she tries to play with me.
10:00PM Mommy and Daddy go to bed.  Make faces at my sister trapped outside the glass door.  Smugly climb up to bed with Mommy and Daddy.  
10:15PM Cuddle under Mommy’s chin and go to sleep.  Ready to start the whole routine again tomorrow!

Tuesday, June 28, 2011

Annotated Bibliography: Exploring the Effectiveness of Templates

Askov, E. N., Brown, E. J. (1989). Templates for literacy: Manual evaluation. The
  Pennsylvania State University:  University Park, PA.  Retrieved from EBSCOhost.

This study was conducted by Eunice N. Askov, Ph.D and project director of the
Institute for the Study of Adult Literacy; a subsidiary of the College of Education
at Pennsylvania State University as well as Emory J. Brown, Ph.D and
consultant.  Research was done to determine the effectiveness of using
templates, specifically the Templates for Literacy Manual, to improve reading and
writing, as well as other computer skills.  Although this research was conducted
in 1989, the data is still valid and could easily belong to populations tested today.
The three 18-week studies were conducted at adult literacy programs in New
York City; Salem, Oregon; and Weirton, West Virginia.  Findings of these studies
indicate that students reported that their reading and writing skills had improved
at least in part due to the use of word processing templates designed to improve
writing.


Benay, P. (2008). They say, "Templates are the way to teach writing"; I say, "Use
  with extreme caution.". Pedagogy, 8(2), 369-373. Retrieved from EBSCOhost.


Phyllis Benay, who earned her Ph.D from the University of Massachusetts, is a
professor of Interdisciplinary Studies and Director of the Center for Writing at
Keene State College; she is also a 15-year teacher of Expository Writing classes.  
The intended audience of this article is educators and administrators in writing curricula.  
This article was published in 2008 and therefore weighs in on current, heated research
regarding this topic.  Her background information was collected while teaching at Keane
State College.  Benay reviewed Gerald Graff’s recent academic text They Say, I Say,
which strongly advocates for the use of writing templates to teach students complicated
elements of writing.  Benay finds this text “useful and seductive,” because it highlights the
maneuvers skilled writers use but makes them seem overly simple.  Benay also insists
that writers need to intrinsically acquire these skills through the development of their
processes; many fledgling writers will not learn to make these key intellectual moves on
their own.


Graff, G. & Birkenstein, C. (2010).  They say I say:  The moves that matter in
  academic writing (2nd ed.).  New York, NY:  W.W. Norton & Company.


Graff, an English and Education professor at the University of Illinois Chicago,
 has served as the President of the Modern Language Association and has
published several books for educators.  Birkenstein, an English lecturer at the
University of Illinois Chicago, is co-director of the Writing in the Disciplines
 program and has also published essays on writing.  This text was written for
educators and administrators in an attempt to reform the acquisition of writing
skills.  The second edition of this academic text was published in 2010 and
thus offers timely information on this controversial issue.  Background design
and implementation of these methods were piloted at the University of Illinois
Chicago.  This scholarly text offers a number of useful templates applicable to
a variety of writing situations that are intended to elevate students’ writing.  
Graff originally wrote this text in an effort to invite students into the written
discourse surrounding them and teach them several formulaic devices designed
to make their writing more sophisticated.


Street, B. (2004), Academic literacies and the “new orders”: Implications for
  research and practice in student writing in higher education, Learning and
  Teaching in the Social Sciences 1(1), 9-20. doi: 10.1386/ltss.1.1.9/0


A Professor of Language in Education at King’s College, London, Brian Street is
an established figure in his field.  His intended audience consists of researchers,
educators, and curriculum specialists, and policy makers at the higher education
level.  This research was published in 2004 and therefore is relevant to the
ongoing debate rethinking the instruction of writing at Universities.  A research
project was conducted in the UK that measured student perceptions of the writing
process using the New Literacy Studies proposed by the author.   Research findings
indicate that due to the large numbers of “non-traditional” students enrolling in
Universities, our society needs to shift the paradigm of education to include new
academic literacies.  In order for this to occur, we need to expand our definition of
literacy to redefine it as a social practice in use rather than in theory.


Sun, Y. (2007). Learner perceptions of a concordancing tool for academic writing.
   Computer Assisted Language Learning, 20(4), 323-343.  
   doi:10.1080/09588220701745791


Yu-Chih Sun, a professor at National Chaio Tung University, Taiwan, has
published other academic papers regarding the importance of linguistics in
technology and education.  The intended audience is the larger academic
community of educators, writers and policy makers at the university level.  This
study was published in 2007 and adds more data to the ongoing debate
scrutinizing the use of scholarly templates.  The research followed a group of
twenty graduate students at a research-oriented university in Taiwan.  The
author believes that academic templates can effectively scaffold complex
rhetorical maneuvers in writing and make them more attainable. Findings
indicate that participants had a positive reaction to the use of the Scholarly
Writing Template and that the academic template had varied effects on the
level of writing.


Using templates to promote SOSE. (2000). Ethos Annual, 8, 39. Retrieved 
  from EBSCOhost.


The Primary English Teaching Association (PETA) is a national collective group
 based in Australia that supports primary school educators in teaching English
and literacy across all areas of the curriculum. PETA published the book Writing
in the Curriculum: Frames to Support Learning, which is the focus of this article.
The text was written by Maureen Lewis and David Wray, who have written
several books about literacy and literacy teaching.  The intended audience of this
article is probably primary school educators given that the featured templates
were of elementary school level.  This article was published in 2000, but the
information discussed therein is still relevant to current debate.  Presumably, the
 templates discussed have undergone trials in Australia.  Authors argue
that the hardest part of writing is getting started, and that templates provide
support for this specific problem. Emphasis is also placed on templates designed
to foster critical thinking and inquiry.

Iambic Iceberg



Where jagged mountains kiss the sapphire sky
Around a turquoise lake of frozen glass
The sunshine smiles between the angel wisps.
A-waiting to take flight on wings of wind

Upon the surface stroll the lazy beasts
From glaciers old as time they once did roam
The scent of pine trees dances on the breeze
Enveloped in a cloak of evergreen

The birds and ground squirrels chitter in protest
While underfoot coarse gravel softly groans
Beneath a shiv’ring sea of breathless ice
Trespassers shall their welcome not abide

Monday, June 27, 2011

Intimate Moment

It had been decided.  Robb and I had decided to get married and were busily planning our fantasy medieval wedding.  We’d visited my uncle the day before and selected THE ring;  a beautiful marquise-cut diamond alive with fire was nestled in a serpentine band of glittering jewels.  Robb jokingly tried to give me the ring with a cheesy proposal:  “And the nominees for Best Fiancee are....  Jessica Alba, Natalie Portman, Ashley Judd, and finally Jessica Winter!”  My maiden name hung drily in the air. 
Needless to say, I found this proposal unacceptable.  I told Robb he would have to do better or I wouldn’t marry him at all.  In his usual style, Robb tested out a few other doozies and botched proposals, none of which made the cut.
On our last day in Wisconsin, we planned a visit to Robb’s sister’s house in Madison.  My parents had come along because Robb and I were looking at wedding venues.  As we began to say goodbye, Robb looked deep into my eyes and I knew he was about to make a serious proposal.  I couldn’t believe he would be so brave to do it in front of my parents and his sister’s family;  for an introverted nerd, this would be quite an audience!   
I don’t remember exactly what was said, but it was something to the effect of, “These past five years have been the best of my life.  I can’t imagine a future without you.  Will you marry me? And make me happy for the rest of my life?” 
This was what I had been waiting for.  Joy fell from my eyes in a stream of lavender rain.  My mom attempted to subtly photograph the event while all the ladies in the room blinked back tears.  
“Yes.”  I replied.  “I knew you could do it.”

He slipped the dazzling platinum onto my finger and we embraced in a circle of light.  My ears could not hear the applause that filled the room. 

Thursday, June 23, 2011

Urashima Taro

The Legend of Urashima Taro
One day, a good-hearted fisherman named Urashima Taro was returning from his morning fishing excursion.  He’d had a difficult morning for the fish had not been interested in his lures and he had little to show for his effort.  
When he pulled his canoe up on the shore, he saw three naughty teenagers torturing a sea turtle on the beach. Enraged by their behavior, he berated the teens and saved the turtle from further harm.  The turtle smiled appreciatively and then swam away.
The following day, when Urashima Taro returned to the beach, the turtle he’d saved was waiting for him in the shallow water.  The turtle motioned for Taro to hold on to his back, and the fisherman complied.  Suddenly, the turtle began to swim with superhuman speed, rushing into the deeps with the intensity of a motorboat.  
Taro reached up to scratch a slight irritation in his neck and was momentarily stunned by what he found.  Somehow, he’d sprouted gills and now had the ability to breathe under water.  It was clear that this was no ordinary turtle.
The turtle dove deep; passing stately whales, playing with spirited dolphins, and revealing to Urashima Taro all the wonders of the sea.  At last, they arrived at the bottom of the sea.  The shining palace could be seen for quite a distance; it radiated light and appeared to be made out of an iridescent, pearl-like substance.  
Taro let go of the turtle and started toward the majestic edifice.  When he turned back toward his companion, he was puzzled.  For standing behind him was not a turtle at all, but a beautiful woman with flowing tresses dressed in a robe of pure light.  Tiny seahorses carried a silver tiara to her crown.  And even the floral sea kelp seemed to bow with respect. 
“Don’t be afraid,” she whispered haltingly.  “My name is Otohime, and I am the daughter of the Sea Emperor, Ryujin.  Welcome to our home.”
Taro was too stunned to speak, so he nodded.
Otohime continued, “My father would like to thank you for rescuing me from the naughty children.  He says you may stay with us, here, in our underwater paradise for as long as you wish.”
Urashima Taro was ecstatic and praised his good fortune.  He and the princess became very close friends.  She showed Taro the secrets of the deep while Taro told her about his life on land.  
After three days passed, Taro began to miss his home and family.  Reluctantly, he told the princess he wanted to go home.  Sadly, she agreed to let him return.  As a parting gift, she gave Taro a finely carved box and told him never to open it.  Taro promised he would not and then climbed on the back a dolphin waiting to take him back to shore.  The journey was quick and Taro barely noticed as his gills closed up and smoothed into his neck.  
Once on shore, Taro looked around.  Nothing was as he remembered it.  It was the same beach but not really.  The land seemed to shift.  Strange buildings clustered around the shore, and people seemed much different.  He could not locate his home or family.
Finally, he asked a passer-by if he had ever heard of the fisherman Urashima Taro.  The man said that Urashima Taro had been reported missing at sea almost 300 years earlier.  Taro realized that his time under the ocean had amounted to 300 earth years.   He cried because all he knew and loved was gone.
In desperation, he opened the box given to him by the princess.  A cloud of white surrounded him and suddenly, his hair turned white and his body doubled over with age.  Taro realized that his old age had been kept in the box, and he was a fool to let it out.  Since no one can live 300 years, Taro’s body began to crumble and turn to dust.  Soon nothing was left but a trail in the wind.

Wednesday, June 22, 2011

Lesson Plan

Grade / Content Area:  10th Grade Language Arts
Standards covered:  LA 10.1.1, LA 10.3.1, LA 10.3.3
Lesson Objective: To summarize a text and effectively frame an author’s quotation. 

Summarizing / Framing Evidence:
I.  Opening Activity:  (15 minutes)
Mohandos Gandhi said, “Be the change you want to see in the world.”

1.  Brainstorm a list of verbs that can be used in place of said when quoting an author.

Answers could include:  argued, emphasized, asserted, believed, claimed, insisted, observed, reminded us, reported, suggested, acknowledged, admired, agreed, praised, advocated, called for, demanded, encouraged, exhorted, implored, pleaded, recommended, urged, warned, complained, renounced, contradicted, denied, qualified, questioned, refuted, rejected

2.  Write 5 words from your list on post-it notes.  Arrange the post-it notes in order from least persuasive to most persuasive (weak to strong).  
3.  Share your list with a partner.  Explain why you placed the words where you did.  Does your partner agree with your logic?  Are there any changes you want to make based upon your partner’s feedback?
4.  Now combine your lists;  together you and your partner should have 10 words organized from weakest to strongest.  Share your completed work with the class.  Explain why you placed words where you did.

II.  Summarizing Activity:  Don’t Blame the Eater (20 min)
Find the article online at:  
1.  Read through the article.  Determine the author’s argument;  annotate the text by summarizing each paragraph in the right margin.  Feel free to write clarifying questions in the left margin. 

2.  Read the article again;  draw a box around 5 pieces of evidence the author uses to support his claim.

3.  Complete the following chart on binder paper:
     A.  Title / Author/ Genre
     B.  Summarize the author’s argument:   In your own words, what position is the author taking on the issue?
     C. List 5 pieces of evidence that support the author’s claim. 
III.   The Quotation Sandwich:  Create a quotation sandwich for each piece of evidence you recorded.  (20 min)
Signal Phrase:
Who is talking?  Set up your quote. 
Quote:
Explanation: What does the evidence say?  Why is it important?

Example Signal Phrases:
X argues ___________
X insists ____________
According to X __________
In her book, X maintains that___________
In X’s view___________

Example Explanations:
Basically, _____
In other words_______
X’s point is_________
The essence of X’s argument is_________

Share your quotation sandwiches with your group.  Offer each person feedback:  one thing you liked, one suggestion you'd make, and a question you have.

IV.  Your Position vs. the Author’s
Do you agree or disagree with the claims the author has made?  Examine your quotation sandwiches.  Provide a rationale for agreeing or disagreeing.  You may use the models below to help frame your argument:

Agreeing with the author:
I agree with______because my experience at ________ confirms it.
X is absolutely right about_________because, as she might not be aware, recent studies have shown that_____________
X’s theory of __________is extremely accurate because it sheds light on the difficult problem of__________.
Those unfamiliar with this school of thought may be interested to know that it basically boils down to____________.

Disagreeing with the author:
X is mistaken because__________
X’s claim that _____________rests upon the questionable assumption that__________
I disagree with X’s view that_________because, as recent research as shown________
By focusing on__________, X overlooks the deeper problem of____________
Share again with your group and offer feedback.  

Offer a chance to share with the full class.

Closing:  Turn in Summaries and Sandwiches.
                 3-2-1 Exit Pass

I Am Poem

I Am Poem
My parents were refugees
Fleeing the confines and strictures
Imposed upon them by society; authority
Escaping to the haven of California
As a child, I was caged
Imprisoned in my desk; my room
Chalice of resentment; devil’s rebellion
Bitterness flooding across a blank page
At last contented happiness
Finally within my grasp
Clutching ambrosial bliss
Never to let go
Letting go; feeling empowered
Wind dancing through my hair
Sunshine petals intoxicating my senses
A sense of belonging; of truth

The Farmer's Tale


A long time ago in a land far away
Lived a farmer who harvested bushels of hay
He worked in his fields all night and all day
And never had anything special to say
Until one rainy night, all cold and aghast
Appeared at the door, although he trespassed
A man in dark clothes, crying “Help me, at last.”
The farmer elected to do as he asked
“They’re after me now,” the man said with a stutter
It was easy to see that his heart was a-flutter
“Friend, they’ll kill me if I another word utter.”
“Drunkard,” was all the farmer could mutter.
“You’re wrong,” said the man as he shook off the label
Indeed, when composed, he could seem quite stable
“I’ve stolen a treasure from the mighty King’s table.
And behind me, they pursue as quickly as able.”
“What on earth,” the man cried, “would possess you to do this?”
For it seemed the man’s wits had no doubt gone amiss
“I do it, my Lord, for the sake of the Princess.
With whom I do hope to share true love’s first kiss.”
“You see,” he went on, “what I’ve taken is mine.
Belonged to my family since dawning of time.
“The King had no right to pluck from our line
When father could not afford royal fine.”
The farmer replied, “Well, surely you jest.”
“For no one believes these things you attest
And drag into this tale the princess, no less?
Be gone from this place, unwelcome houseguest.”
“It’s the truth,” the dark stranger so strongly insisted.
“And if you won’t help me, my spirit’s persisted.”
“For in the morgue’s registry, I will not be listed.”
True, in this new light, he could not be resisted.
“All right,” said the farmer, looking deflated
It was easy to see that his guest was elated
“We leave at once for the palace,” he stated
“What a fool” the farmer himself now berated
On their horses, the two toward the palace made ready
Experienced riders, the journey was steady
As morning light dawned, they approached the town eddy
Wishing it were the palace already
“Show me this item you filched from the King
Seems it must pack a remarkable sting”
The stranger reluctantly cried, “It’s a ring”
Possessing the power to brainwash all things.”
“The Princess,” he claimed, “is kept under a spell.”
“Returning each night to her own tower cell.” 
“Her actions alone the King’s voice can compel
To stop her from wedding a man who’d rebel.”
"King does this,” he claimed, “to protect his own power”
And keeps the fair Princess locked up in a tower
But hope for her lies in digesting this flower
Then no more her will can the King’s voice devour
“Then onward,” the farmer proclaimed with his fist
And renewed they rode through the thick morning mist
Before them the shining palace did exist
They’d have to gain entry though not on the list
“This way,” points the stranger, to the laundry maids walking
Behind them they slipped under cover of frocking
The two were not noticed through the loud gaggle’s squawking
And into the palace they marched through the hawking
Once inside, they turned off through the darkest of halls
Tiptoeing silently, upward they crawl
Listening intently for hints through the walls
When suddenly, distant, a voice softly calls:
“But why,” the voice sobbed, “Must I stay in this place?”
The ring’s power lost its hold and remained just a trace
The stranger perked up;  to the tower he raced
And true love shone forth from his now smiling face
“Dear Princess,” he cried “I’ve come to your rescue”
For soon, this cursed ring will no longer possess you.
The Princess looked up, her face startled anew
And out from his pocket, a lone blossom grew
“Eat this at once, o loveliest maid”
“Take it, my dear, and be not afraid”
Deftly the flower on silken tongue laid
In a moment the curse did visibly fade
“Come on,” cried the stranger, “and put this behind”
Flee from the castle and escape this bind
Far from here country roads hillside is lined
And there, together, our future we’ll find.
 The Princess lit up; joyous and contented
But too long they’d tarried, and time had cemented
For into the tower, the King rushed demented
Their presence in castle was clearly resented
“Seize them,” the king to his guards now instructed
Blessings!  His passage was partly obstructed
Quick thinking, the farmer crude weapon constructed
And leaping over, the Princess abducted.
On and on, down the stairs, the poor trio fled 
Across the deep moat their footsteps did tread
Behind them, of course, the King’s army sped
A miracle only would keep them ahead.

And finally our heroes they came to a bridge.
Ahead of their captors they were just a smidge
An idea formed in the head of our kids
To cut the rope when they passed o'er the ridge

Swiftly the rope bounded up with a thunder
Dropping their enemies from out from under
Truly their chase had now gone a-sunder
And deep in the river they re-thought their blunder.

And as for the trio, their folktale is ended.
Princess and stranger; the families now blended
The farmer went back to the hay fields he tended.
But now told a story that really was splendid

Tuesday, June 21, 2011

Power Struggle


I sometimes wonder who is in charge at home; me or Kokoro, my obstinate, ebony-coated, 17 pound, stub-tailed feline.  We’d been engaged in a battle of wills for months.  Fearing for the straw tatami mats that lined my living room floor, I felt that this room should be off limits to Kokoro while I was at work and could not supervise him.  Needless to say, Kokoro felt otherwise.  
Being too smart for his own good, he figured out how to slide the wooden door just far enough open to allow his generous berth to pass through.  I would come home and find him napping on the living room sofa, smug smile plastered across his furry face even in sleep.  
As the superior intelligence, I felt I had the responsibility to prevail over my cat.  Examining the door mechanics, I jammed a pencil under the sliding door to wedge it firmly in place.  There, now Kokoro would not be able to move the door at all.
Imagine my surprise when I came home and found the pencil rolling on the floor and Kokoro again napping on the living room sofa.  Is it common for cats to understand the laws of physics?  Because mine had figured out how to remove the pencil wedge so that the door would slide over.
As a last resort, I yanked the door off the frame and leaned it up against the doorway.  At last, I knew Kokoro would not be able to slide the door if it were standing on the ground.  Oh, how wrong I was.  I came home to find the door knocked over and Kokoro again sleeping on the sofa.
Maybe it wasn’t so important for Kokoro to stay out of the living room after all.   
About a month passed, and I determined that Kokoro needed to be neutered.  I was afraid he would begin spraying the furniture as he got older.  After speaking with our local vet, we set the day and time for the operation.  I was given strict instructions in Japanese not to feed Kokoro for 14 hours prior to his appointment.
Heeding the vet’s advice, I did not give Kokoro breakfast on the morning of his operation, although Kokoro protested this loudly.  He must have been very angry with me.  When I came home, I was astounded to find my petulant cat, bloated amongst a sea of shrimp shells and empty plastic treat bags.  How had he gotten them down?  They were lodged atop the 8 foot refrigerator and no other footholds were nearby.  Did Kokoro learn to do magic while I was gone?  The answers evaded me.
The vet scolded me for letting my cat eat prior to his appointment, so Kokoro was not able to undergo surgery as planned.  We made another appointment for the following day, and I prayed that I could keep my resourceful feline out of trouble until then.