Monthly Archives: February 2020

Visigothic Art

“Visigothic Art: The Visigoths were the most Romanized of the Germanic invaders, and thus their cultural legacy (mostly south of the Pyrenees) includes the continuation of late Roman-Christian architectural styles (5th century-711), with one notable addition: the horseshoe-shaped arch, adopted by the Arabs after the invasions of 711. The Visigoths excelled in metalwork and jewelry using gold, crystal, and precious stones.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Consul (n)

If you happen to be teaching a unit or lesson an ancient Rome, this context clues worksheet on the noun consul might be helpful, particularly concerning Julius Caesar’s activities in the that city in and around 44 BC.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Chinua Achebe

“Chinua Achebe: (1930-2013) Nigerian novelist, poet, essayist, and short story writer. One of Africa’s best-known writers, Achebe gained an international audience with his first novel, Thing Fall Apart, now regarded as a classic. In his early novels, the theme of struggle and the transformation of traditional Nigerian society is dealt with compassionately, ironically, and with a sense of the tragic. Achebe’s vision of the writer as teacher and conscience of society informs his No Longer at Ease (1960), Arrow of God (1964), and some of his short stories in Girls at War (1972). A Man of the People (1966) is a biting satirical farce that provides an expose of corrupt African politicians. His latest novel, Anthills of the People (1987) retains the wit and satiric humor of the earlier works as he explores the complex issues and problems which beset contemporary Africa. This novel, which was a finalist for the Booker Prize in England, is one of Achebe’s most optimistic and stylistically engaging works. Achebe’s style is characterized by a clear narrative and the use of local imagery, proverbs, and folklore. Among his other books are Beware Soul Brother (1972), a volume of verse which won the Commonwealth Poetry prize, U.S. title Christmas in Biafra and Other Poems (1973); and children’s stories, The Sacrificial Egg and Other Stories (1962), Chike and the River (1966), How the Leopard Got His Claws (1972), The Flute (1977), and The Drum (1977). His three collections of essays, Morning Yet on Creation Day (1975), The Trouble with Nigeria (1983), and Hopes and Impediments (1989) continue to underscore his belief that ‘A writer who feels strong and abiding concern for his fellows cannot evade the role as social critic which is the contemporary expression of commitment to the community.’”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Emancipation Proclamation

This Cultural Literacy worksheet on the Emancipation Proclamation does a very nice job of including the fundamental political cynicism behind the document as a political gesture and an act of liberation. In so doing (and you will see that there is plenty of room to expand this worksheet, which you can easily do because, like just about everything else published on Mark’s Text Terminal, it is in Microsoft Word), it opens a lot of room to ask big questions about the document itself, as well as others like it.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Professor Daniel Willingham on Learning to Love Reading

The sources of some emotional attitudes are easy to appreciate. Here’s Oprah Winfrey on reading: ‘Books were my pass to personal freedom. I learned to read at age three, and soon discovered that there was a whole world to conquer that went beyond our farm in Mississippi.’ One source—probably the primary source—of positive reading attitudes is positive reading experiences. This phenomenon is no more complicated than understanding why someone has a positive attitude toward eggplant. You taste it and like it. Oprah tasted the mental journeys reading affords, and loved them.

But we can elaborate a bit on this obvious relationship. Kids who like to read also tend to be strong readers, as measured by standard reading tests. Again, not terribly surprising—we usually like what we’re good at and vice versa. The situation yields a positive feedback loop….

If you’re a good reader, you’re more likely to enjoy a story because reading it doesn’t seem like work. That enjoyment means that you have a better attitude toward reading; that is, you believe that reading is a pleasurable, valuable thing to do. A better attitude means you read more often and more reading makes you better at reading—your decoding gets still more fluent, lexical representations become richer, and your background knowledge increases. We would also predict the inverse to be true: if reading is difficult you won’t enjoy it, you’ll have a negative attitude toward the activity, and you’ll avoid it whenever possible, meaning that you’ll fall still further behind your peers. This cycle has been called ‘The Matthew Effect’ from the biblical verse ‘For whosoever hath, to him shall be given, and he shall have more abundance; but whosoever hath not, from him shall be taken away even that he hath’ (Matthew 25-29). Or more briefly, the rich get richer and the poor get poorer.”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Conglomerate (n)

When I worked at an economics-and-finance-themed high school in Lower Manhattan, this context clues worksheet on the noun conglomerate was de rigueur. I’m hard pressed to imagine it isn’t a word high school students ought to know.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Antagonist

“Antagonist: In drama or fiction, the antagonist opposes the hero or protagonist (q.v.). In Othello, Iago is the antagonist to the Moor. In The Mayor of Casterbridge, Farfrae is antagonist to Henchard.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

A Lesson Plan on Personality Disorders

Here, on a snowy Tuesday morning, is a lesson plan on personality disorders. The work for this lesson consists of this short reading along with its accompanying vocabulary-building and comprehension worksheet.

And here are slightly longer versions of these documents if you want them.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Book of Answers: Langston Hughes

“What Langston Hughes poem refers to a ‘raisin in the sun’? ‘Harlem’ (1951). Hughes asks: ‘What happens to a dream deferred? Does it dry up like a raisin in the sun?’”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Cultural Literacy: Langston Hughes

Last but not least on this fine afternoon, here is a Cultural Literacy worksheet on Langston Hughes if you need it. He is another figure in Black History who bears extended scrutiny, so this worksheet really serves as the sparest of introductions to him.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.