Screenwriting Fun...

Once upon a time, Mr. Moore was really into screenwriting (writing for film), and he co-wrote a movie with one of his friends, who has since gone on to professional film school. See below the movie trailer for Shadow Games, co-written by Mr. Moore: 

Book Review: Last Child in the Woods

"Saving Our Children From Nature-Deficit Disorder" 

Algonquin Books of Chapel Hill

Copyright 2005, 2008

316 pages

In his highly esteemed discourse on "nature deficit disorder," a term of his own invention, Richard Louv inspires a national movement. His thesis is straightforward: today's generation is nature starved, dependent on technology and driven behind closed doors, which has and will continue to cause great challenges for America and the whole world. Louv writes:

...Healing the broken bond between our young and nature [is] in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it. The health of the earth is at stake as well. How the young respond to nature, and how they raise their own children, will shape the configurations and conditions of our cities, homes - our daily lives. (3)

Louv brings light to a serious issue that has been slowly brewing for several decades, exploding in most recent years with the increasing popularity of computers, cell phones, and iPods. Children are spending less time outside and more time glued to televisions and video games. In fact, many children seem entirely unaware of the wonders surrounding them. The outdoors is a scary place where unpredictable things happen, and children are encouraged to stay away. Louv expands on this premise in his book, discussing the 'fear element,' that plagues many parents who mean best for their children but limit their full potential for growth.

At times it seems like an uphill battle. Louv reveals this staggering statistic:

...The Charlotte, North Carolina, region lost 20 percent of its forest cover over the past two decades; between 1982 and 2002, the state lost farmland and forests at the rate of 383 acres a day. The U.S. Department of Agriculture projects forests declining from 767,000 acres in 1982 to 377,000 in 2022. Amazingly, developed land in North Carolina increased at a rate twice that of the state's population growth. (30)

Where, then, are children supposed to play in the outdoors? How can young peoples' senses develop if they are not in tune with the outdoor world? A direct consequence of nature's absence is the stunted growth of the visual and auditory senses. Physical and emotional health are also directly influenced by positive nature experiences. Louv writes, "...New studies suggest that exposure to nature may reduce the symptoms of Attention Deficit Hyperactivity Disorder, and that it can improve all children's cognitive abilities and resistance to negative stresses and depression" (35). With more antidepressants being prescribed to young people every day, this statement couldn't be more important. Ultimately, Louv claims the costs of Nature Deficit Disorder are severe: "diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses" (36).

At 316 pages, "Last Child in the Woods" is a long book, but an engaging piece of work that has inspired national change, an entire movement to reclaim the outdoors for the American child. At book's end, Louv offers guidance to parents and educators, providing lists with creative ideas to engage children with nature. Many schools across the country are now incorporating Louv's ideas into their curriculum, developing "outdoor programs" and implementing outdoor classes. For example, Forsyth Country Day School in Lewisville, NC, has designed its own "Green Initiative" and offers a corresponding elective class for high school students in response to the nature movement.

For his work, Richard Louv was awarded the 2008 Audubon Medal. In the same year, he updated his book with new facts, educator guides, and a reassessment of the state of Nature Deficit Disorder in America.




For Students


In a paragraph or two, discuss the implications of Louv's findings. Consider the repercussions of "nature deficit disorder" for current and future generations. Perhaps even consider your own situation as it relates to this issue. Do you feel that "nature deficit disorder" is a real problem? Why or why not? 


Be prepared to discuss your opinions with your classmates. 

Summer Vacation, 2011!

Plight in Pennsylvania: An Appalachian Adventure

June, 2008

"What would Bear Grylls do? He would survive! He would make a fire...out of nothing!" These are the words I chant to myself as I repeatedly strike my flint and steel over soggy tinder. I've been at it for a while now, and my back is aching from all the bending over. The humidity finally gets the better of me; the fire will not light. My head sags in defeat. From the Deerlick Shelter, Matt (my friend and fellow adventurer) jots down some notes for his newspaper article on the Appalachian Trail and the funny nomads who endeavor to explore it.

We have journeyed to the AT near Waynesboro, Pennsylvania, this hot and stifling June weekend, for a backpacking adventure for the sake of documenting it in the local newspaper Matt writes for, The Record Herald. So far, we have traveled roughly 5 miles over rugged terrain, stopping once for a water and snack break, where we encounter a deer... or perhaps a fox. From our vantage, it is unclear. Wildlife, nonetheless! 

Matt and I got off to a late start, so this is as far as we'll go today, and it is just as well, because literally minutes after we pitch our tents, dark clouds close in above us and unleash a torrent like we've never seen before. Forced to take shelter in our respective tents, we wait out the storm. But it only gets worse as darkness descends, and we start to worry not only about flooding but being struck by lightning. One lightning burst after another flashes across my tent, sending tremors through the ground strong enough to wake the dead. Just when we think it can't get any worse, a streak of electric energy slams into the earth a mere 50 yards away. It is so strong and startling, Matt and I howl in enthusiastic horror - enthusiastic because it is kind of cool, horror because we could die. After the weather's final and most violent demonstration, the rain wanes, and we can finally relax.

We wake early, eat a semi-decent breakfast - depending on who you ask - pack up quickly, and hit the trail ahead of the hot temperatures we'll later endure. Already, though, it is disgustingly humid, thanks to last night’s rainfall. Our shirts cling to our skin like paper machete. We press on, covering a lot of miles. Over the course of the whole trip, we will hike somewhere between 12 and 15 miles. Early on, we cross several streams and train tracks, leading us to Penmar Park, a notable destination along the way, offering a stellar view of the Pennsylvania countryside. There, we rest and recharge, eating a typical "trail lunch" of crackers, summer sausage, and trail mix. During our hiatus, we speak with several hikers, who warn us of the rocky terrain ahead. 

In the aftermath of our quest, we realize we should have heeded their warnings. 

Later, Matt and I stagger up the mountainside, plagued by the intense heat and humidity. To make matters worse, we are nearly out of water (and there are no more streams to be found), and, indeed, this is one of the rockiest trails we have ever set foot on! The elevation gain is unbelievable, and we feel the pull of our packs as we ascend, one tired foot after another.

Soon, I am at the end of my rope. I have been dehydrated like this before, and it is a scary situation to be in, yet again. Amazingly, it takes me by surprise. I should have been more wary, knowing my past experience with heat exhaustion, but this time around not even all the water on the AT could have prevented it. This is why humidity is so dangerous. It will suck the water out of you faster than you can drink it.

Matt, better off than me, makes sure I get enough rest and even shares with me what little water he has left. By now, it is blisteringly hot. We are close to High Rock, our next destination, from where we will supposedly have another mile and a half to go. But when we arrive at High Rock, a massive boulder jutting out of the mountainside, we make our decision.

This adventure has taken it out of us (me mostly, to be honest). We are satisfied with High Rock and make it our final destination, calling Matt's folks to pick us up. While we wait, we enjoy the view, noticing Pennsylvania's unique "patchwork" landscape of farms and meadows. High Rock is a popular destination and easily accessed by road, so we are not alone. Matt tells me how, years before, a young woman fell to her death after venturing too close to the edge. Later, as we descend High Rock by way of car, we count our blessings.


While our backyard exploits fail to merit a hit show on the Discovery Channel, we are pretty sure Bear Grylls would be proud of us. We have endured a freak lightning storm, life-draining humidity, painful terrain, and dehydration. And we have lived to tell about it! If you are looking for a challenging adventure, head to the foothills of Pennsylvania. The Appalachian Trail is waiting. 

Educational Philosophy

My educational philosophy revolves around the concepts that learning should be fun and engaging, as well as accessible to all students, regardless of their unique learning styles. As an Academic Coach, I witnessed, first hand, how varying learning styles impact a student’s success and feelings of self-worth. Everyone learns differently: some relate more easily to visual stimuli, while others interact more effectively with auditory information. Some students require more hands-on-interaction in order to successfully learn a subject. The list is highly varied, but the solution is more straightforward: students require individual attention whenever possible. It is not an easy task in a full classroom to offer the individual attention every student demands, but it is a goal worth striving towards. And, regardless of class size or ratio, there are multiple methods available to teachers, and a strong classroom is a diverse classroom. In other words, a teacher should not simply teach through lecture or note-taking or some other method. There should be variety from day-to-day in instructional technique.

I also invest in the notion that learning is exciting. Sadly, though, I witness – more often than not – students who lazily trot from class-to-class, rest their heads on their desks, and cut corners to do as little work as possible. Therefore, students need to be engaged. They require an enthusiastic instructor, an individual who cares deeply for the subject material and who believes he or she is the ideal candidate to teach it! I believe there are numerous ways to engage students in the classroom. I am a big proponent of group activities, discussion, presentations, written exercises, and outdoor adventures. Learning can only be enhanced by stimulating all the senses. As an enthusiastic individual, I also put a lot of stock in the teacher’s ability to entertain his or her students. A teacher must command the students’ attention. Teaching English – or any subject, for that matter – does not look like an entertainer’s three-act show, but it does require proper planning and a genuine enthusiasm for the material and the process of learning. Young adolescents, in particular, are bursting with energy, so why not tap into that youthful vein and harness that energy through one’s own excitement? Why not integrate their enthusiasm into one’s lesson plans? Anything else is simply going against the grain.

Welcome and Introduction!

Welcome to the world of endless creativity, amazing adventures, and real-world understanding through English! My name is Mr. Moore, and I am thrilled you are here!

A little about your teacher: I have lived in Winston-Salem, NC, now, for 3 years, but I grew up in Richmond, VA. I have an English Degree from Christopher Newport University (also in Virginia), and I worked for nearly 5 years as a writing and reading tutor. I am married to a wonderful woman who teaches high school Spanish. We are excited to adopt a Beagle or a Labrador puppy in the next year! I love to read and write and have been devouring books since I was a child. Some genres I enjoy reading (and writing) are classic adventure, science fiction, historical fiction, and non-fiction.

In the last few years, I have developed a love for adventure literature: books about famous explorations and heroic figures. One of my favorite titles is "The Lost City of Z," by David Grann. This enticing story takes readers on a jungle journey with famous explorer, Sir Percy Fawcett, who mysteriously vanished in the Amazon wilderness in the early 20th century. I did not always enjoy non-fiction, though. As a young man, I favored science fiction thrillers by Michael Crichton, like "Sphere," "Timeline," and "Jurassic Park." The "Harry Potter" saga is still a favorite, as is J.R.R. Tolkien's fantasy epic, "The Lord of the Rings." Aside from the characters of these amazing novels, one of my real-life heroes is Bear Grylls, world famous survivalist and outdoor adventurer. His novel, "The Kid Who Climbed Everest," paints a riveting picture of the mountaineering life, as does "High Adventure," by famous mountain climber, Sir Edmund Hillary. As for classic literature, I still favor the exciting ones, like Jules Verne's "20,000 Leagues Under the Sea," about a maniacal genius who travels the globe in his submarine, or James Fenimore Cooper's "The Last of the Mohicans," which follows a small band of Indians with their white brother as they try to protect a fair maiden during the French and Indian War!

If you haven't figured it out yet, I not only just enjoy reading about adventures... I enjoy having adventures, too! I am an avid outdoorsman and frequently write about my exploits. Check back from time to time to see if I have posted any of my most recent articles! 

Now on to the more prevalent question: why am I your English teacher? A number of life experiences have brought me to the career of teaching. First and foremost is my appreciation for people like you! Teenagers continue to blow me away with their passion for life! You guys are the fire in our society. One day, you'll be leading this nation to greatness! As a teenager, you have amazing ideas, and you have the capacity to be fearless! I respect that, and it is my desire to harness your abilities for good. My experiences as a reader and a writer have also brought me to teaching. Books are awesome! I know no better way to say it. Inside a book are different worlds, the keys to a character's soul, the answers to life's biggest questions. And in writing, you will find an outlet for life's daily struggles, a silent companion that knows only how to listen. In writing, you will discover just how much you have to say, and you will learn to communicate clearly and effectively.

As your teacher, I hope to be someone you feel you can trust. I hope to make English fun, knowing its dangerous potential to err on the side of boring. I hope to challenge you, developing your skills as a writer and a reader. I hope this will lead to your very best work, a body of writings you can be proud of. I hope to build your character and prepare you for the real world by nurturing you into an individual of integrity. I intend to hold you accountable for your responsibilities. There are no short cuts in life, nor are the pursuit of such avenues worth the trouble in the end. Ultimately, I hope you will become a better writer, a life long reader, and a strong, confident individual who knows his or her true worth.