Here is worksheet on the verb continue as used with an infinitive. I continue to post these dubious materials, which I have figured out also may be used to join a verb and a gerund.
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.
“It was quite common in the ‘eighties and ‘nineties to find in the Nation, Harper’s Weekly, the North American Review, or the Atlantic Monthly Northern liberals and former abolitionists mouthing the shibboleths of white supremacy regarding the Negro’s innate inferiority, shiftlessness, and hopeless unfitness for full participation in the white man’s civilization. Such expressions doubtless did much to add to the reconciliation of North and South, but they did so at the expense of the Negro. Just as the Negro gained his emancipation and new rights through a falling out between white men, he now stood to lose his rights through the reconciliation of white men.”
Excerpted from: Woodward, C. Vann. The Strange Career of Jim Crow. New York: Oxford University Press, 2002.
Posted in Quotes, Reference, Social Sciences
Tagged black history, professional development, united states history
Here is a Cultural Literacy worksheet on the tsunami as, you know, a seismic event. This is a half-page worksheet with a reading of three relatively simple sentences and three comprehension questions. Just the basics, but with a good explanation of the fact that tsunamis are also called tidal waves.
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.
“Awards are merely the badges of mediocrity.”
Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.
This week’s Text is this reading on batteries along with its accompanying vocabulary-building and comprehension worksheet. Since most if not all students now carry a smart phone, this reading, to my surprise, has become a high-interest item; thus, I have tagged it as such.
Students want to know, apparently, how to keep these high-tech toys going.
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.
“Journalism consists largely in saying ‘Lord Jones died’ to people who never knew Lord Jones was alive.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
OK: Here is a Cultural Literacy worksheet on the Pythagorean theorem. This is a full-page worksheet with a reading of four sentences and four comprehension questions. I’m not a math teacher–it has been, historically, a difficult subject for me–so I can’t vouch for the cogency of this reading. I can say that the first sentence, a long compound of 40 words with multiple comma breaks, is a doozy; for emergent and struggling readers, this might best broken up.
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.
“But we cannot fully choose when our minds will be riveted. We think about that impending project not only when we sit down to work on it, but also when we are at home trying to help our child with her homework. The same automatic capture that helps us focus becomes a burden in the rest of life. Because we are preoccupied by scarcity, because our minds constantly return to it, we have less mind to give to the rest of life. This is more than a metaphor. We can directly measure mental capacity or, as we call it, bandwidth. We can measure fluid intelligence, a key resource that affects how we process information and make decisions. We can measure executive control, a key resource that affects how impulsively we behave. And we find the scarcity reduces all these components of bandwidth—it makes us less insightful, less forward-thinking, less controlled. And the effects are large. Being poor, for example, reduces a person’s cognitive capacity more than going one full night without sleep. It is not the that the poor have less bandwidth as individuals. Rather, it is that the experience of poverty reduces one’s bandwidth.”
Excerpted from: Mullainathan, Sendhil and Eldar Shafir. Scarcity: The New Science of Having Less and How It Defines Our Lives. New York: Picador, 2013.
Here is a worksheet on the verb begin as used with an infinitive. I begin to doubt the efficacy of this strand of curricular materials.
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.
“In a 1930 symposium on ‘The New Education, Ten Years After,’ in The New Republic, Boyd H. Bode of Ohio State University remarked querulously that ‘To the casual observer, American education is a confusing and not altogether edifying spectacle. It is productive of endless fads and panaceas; it is pretentiously scientific and at the same time pathetically conventional; it is scornful of the past, yet painfully inarticulate when it speaks of the future.'”
Ravitch, Diane. Left Back: A Century of Battles over School Reform. New York: Touchstone, 2000.
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