“Shakespeare’s name, you may depend on it, stands absurdly too high and will go down. He had no invention as to stories, none whatever. He took all his plots from old novels, and threw their stories into a dramatic shape, at as little expense or thought as you or I could turn his plays back again into prose tales.”
Lord Byron, letter to James Hogg 1814
Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
This week’s Text is a complete lesson plan on the Crime and Puzzlement case “Windy Beach.”
I begin this unit with this Cultural Literacy worksheet on the American idiom “High Horse”–as in “Get off your high horse.” This scan of the illustration and questions about the case is really the center of the lesson. Finally, here is the typescript of the answer key to solve the case.
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.
“Classroom Interaction, Classroom Behavior: Describes the form and content of behavior or social interaction in the classroom. In particular, research on gender, class, and ‘race’ in education has examined the relationship between teacher and students in the classroom. A variety of methods have been used to investigate the amount and type of ‘teacher-time’ received by different groups of students. Much of the research has then sought to relate this to different educational experiences and outcomes among particular groups. For example, some studies showed that boys received a disproportionate amount of the teachers’ time, sat in different places in the classroom, and were more highly regarded by teachers, which may go some way towards explaining the educational differential between men and women. More recently, focus has shifted to examining the role of the school as a whole on student experiences as well as behavior outside the classroom, such as bullying and racial and sexual harassment.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
OK, here is the flip side of the coin for the post two below this one, to wit, a worksheet on forming decimals from prose. If you want it, here is the answer key.
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.
“Minutiae (noun plural): Minor or trivial details. Singular: minutia. ‘But its relentless detail and technical concentration are exhausting for the undisciplined armchair historian who might prefer the flavorful bacon of opinion to the dry minutiae of Rumanian pig exports in discussions of inter-war foreign policy and diplomacy.’ Neal Johnston, The New York Times”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
I’m teaching math, among other things, to middle-schoolers these days. Here is a worksheet on writing out decimals as prose expressions. If you can use it (it relieves my pea brain to have one of these handy when working with this material), here also is the answer key to that document.
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.
“Blue for space * White for water * Red for fire * Green for wind * Yellow for earth
These are the colours seen in the wind-whipped Buddhist silk prayer flags that fly in Tibet and the mountain valleys of the Himalayas.”
Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.
OK, wrapping up on a Wednesday afternoon, here is a worksheet on the Greek roots cephal/o and encephal/o. They mean, respectively, head and brain. Now you know, instinctively, that encephalitis is a disease of the head or brain.
As I’ve now said ad nauseum, if you have students interested in a career in healthcare, this is a word root that will quickly build their professional lexicon.
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.
“Every for Ever. ‘Every now and then.’ This is nonsense: there can be no such thing as a now and then, nor, of course, a number of now and thens. Now and then is itself bad enough, reversing as it does the sequence of things, but it is idiomatic and there is no quarreling with it. But ‘every’ is here a corruption of ever, meaning repeatedly, continually.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Posted in English Language Arts, Quotes, Reference
Tagged diction/grammar/style/usage
On a chilly Wednesday morning, here is a Cultural Literacy worksheet on tabula rasa, which is an educational and epistemological concept from John Locke.
So I must ask: do students arrive in our classrooms as blank slates, as Locke claimed, or do they have basic cognitive frameworks for understanding the world? I imagine that entire academic careers may still depend on the discourses this question raises.
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.
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