Category Archives: Reference

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

John Adams on Freedom and Education

“Liberty cannot be preserved without general knowledge among the people.”

John Adams (1736-1826)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Robert Frost on Our Financial Institutions

“A bank is a place where they lend you an umbrella in fair weather and ask for it back again when it begins to rain.”

Robert Frost

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Rotten Reviews: Voltaire on Hamlet

“It is a vulgar and barbarous drama, which would not be tolerated by the vilest populace of France, or Italy…one would imagine this piece to be the drunken savage.”

Voltaire, (1768), The Works of M. de Voltaire 1901

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

What Office Indeed? Harriet Martineau on Teaching

“What office is there which involves more responsibility, which requires more qualifications, and which ought, therefore, to be more honourable, than that of teaching?”

Harriet Martineau (1802-1876)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Emerson on the Importance of a Free Press

“Democracy becomes a government of bullies, tempered by editors.”

Ralph Waldo Emerson

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Strategies for Creating Cognitive Apprenticeships

During the month of July, I generally try to work on planning and professional development, so I’ve had my nose in both for the past three weeks. The summer’s reading is The Cambridge Handbook of the Learning Sciences, which, 205 pages in, I have not found as useful to my own practice as I did The Cambridge Handbook of Literacy. Still, there are plenty of important ideas articulated in the book (Cambridge University Press has thoughtfully posted as a giveaway this PDF of the introduction to the book, by its editor, R. Keith Sawyer; if you search The Cambridge Handbook of Literacy, you’ll find a couple of different PDFs from its pages for free download as well.)

One of the first articles in this volume is by Allan M. Collins, who, as you can see from his Wikipedia page, is an important figure in the learning sciences. I like his ideas about cognitive apprenticeship. Here is an outline describing cognitive apprenticeship strategies that I took from his article and typed into a Word document.

I hope you find it useful.

J.D. Salinger (and Holden Caulfield) on Teachers

“You can’t stop a teacher when they want to do something. They just do it.”

J.D. Salinger, The Catcher in the Rye (1951)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, July 21, 2017: A Lesson Plan on Using the Degrees of Adjectives

This week’s Text is a complete lesson plan on using the degrees of adjectives. To refresh your memory, the three degrees of adjectives are the positive (big), the comparative (bigger) and the superlative, (biggest). Two do-now exercises open this unit, the first a parsing sentences worksheet on verbs and the second a Cultural Literacy Worksheet on acronyms. (I include as a matter of course two do-now exercises in the event that a lesson runs into a second day because of interruptions.) The mainstay of the lesson is this scaffolded worksheet on using the three degrees of adjectives. You may also want to use this learning support on the degrees of adjectives. Finally, you might find the teacher’s copy of the worksheet useful while giving this lesson.

Finally, this lesson affords you an opportunity, should you care to emphasize it, to point out to students that they will always, after the comparative adjective, use the conjunction than and not the adverb then.

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.

George Santayana on Advertising

“Advertising is the modern substitute for argument; its function is to make the worse appear the better.”

George Santayana

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Rotten Review: Death on the Installment Plan

“Its effect is to make sympathy, then to put sympathy to sleep, then to exacerbate the nerves of the reader, until, having decided he has as much as he wants to stomach, he throws the book away.”

Times Literary Supplement

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.