It’s just about time I left for work, so let me leave off, on the first day of the penultimate week of the school year, with this independent practice worksheet on Martin Luther.
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.
“achievement: The successful accomplishment of, or performance in, a socially defined task or goal. Talcott Parsons (in Social [sic] Theory and Modern Society, 1967) suggests that modern societies use indices of achievement–examination credentials or performance in role-based tasks–rather than ascriptive criteria to recruit, select, and evaluate individuals for particular roles, However, research demonstrates the continued influence of ascription in social stratification, notably according to such factors as race and sex. There is an interesting cross-disciplinary discussion of the concept and its interpretation of achievement, its relationship to creativity and innovation, and its role in explaining economic growth in England and Japan since the seventeenth century, in Penelope Gouk (ed.), Wellsprings of Achievement (1995).”
Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
It’s Monday, so let’s start the week with a Crime and Puzzlement Lesson Plan, to wit, number seven from the first volume of Lawrence Treat’s series, “Dead Man’s Curvature.” I start this lesson with this Cultural Literacy worksheet idiom “Steal Someone’s Thunder.” Here is a scan of the illustration and questions that are texts for this lesson. Finally, here is a typescript of 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.
“achievement motivation: Defined as the need to perform well or the striving for success, and evidenced by persistence and effort in the face of difficulties, achievement motivation is regarded as a central human motivation. Psychologist David McClelland (The Achieving Society, 1961) measured it by analyzing respondent’s narratives; rather more controversially he hypothesized that was related to economic growth. Lack of achievement motivation was, for a period during the 1950s and 1960s, a fashionable explanation for lack of economic development in the Third World–notably among certain American modernization theorists. This thesis was much criticized by dependency theorists such as Andre Gunder Frank (Latin America: Underdevelopment or Revolution, 1969).”
Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Here is a worksheet on the Greek word root chron/o. It means, as you probably already know–but your students may not know–time. It’s an extremely productive root in English; as this worksheet shows, chron/o is at the base of a number of words that educated people know and routinely use: chronic, chronology, synchronize–this list could go on at some length.
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.
“Among the many purposes of schooling, four stand out to us as having special moral value: to love and care, to serve, to empower and, of course, to learn.”
Andy Hargreaves and Michael Fullan What’s Worth Fighting For Out There? (1998)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Here’s some high interest material that has motivated, in my experience, even the most resistant students to read: this reading on the rock band Nirvana and its accompanying vocabulary-building and comprehension worksheet might have the same effect in your classroom.
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.
Over the years I worked with struggling learners in New York City’s schools, I always counted among the students on my rosters a complement of English language learners. Observing them across time, I noticed that all but a very few struggled with idioms from American English. Idioms are, arguably, one of the most difficult if not the most difficult figures of speech to master: they are not literal, and as abstractions they are difficult to interpret because they don’t bear any resemblance in most cases to the concept they describe and represent.
Which is why, when I started using E.D. Hirsch and Joseph F. Kett’s book, The Dictionary of Cultural Literacy, I wrote up worksheets on American idioms and attached them as short, do-now exercises (they take five to ten minutes at the beginning of a class period and help with transitions between classes) to as many of the lessons as I could.
So, here is a Cultural Literacy worksheet on “Don’t Look a Gift Horse in the Mouth”. This is still, I think, a very commonly used idiom, and is easy to explain conceptually, which will help students make the jump from the figurative to the literal and back again on this worksheet, and, this teacher hopes, to many of the other of its type I have posted and will post over time.
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.
Several years ago I became interested in the Trivium both as a concept and as a potential framework for a unit, in this case a unit on writing. I actually began developing the unit, put together the first three lessons, and offered it as a special institute class at the high school in which I was serving. Ultimately, alas, I was unable to bring the unit to fruition due to institutional disinterest.
When I arrived at the school in which I presently serve, I noticed that the English teachers required in writing assignments that students use the rhetorical moves of ethos, pathos, and logos to argue their case. Since rhetoric is one of the three subjects in the trivium–logic and grammar are the others–I found this interesting.
Which is why I developed this learning support on ethos, logos, and pathos in case the students in my literacy classroom needed it. Unfortunately, I was never able to use 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.
Some years ago, I oversaw a credit-recovery class over summer, and one of the most frequently failed courses that year was health. I developed a number of supplemental materials for the inadequate corporate software the school used for his endeavor. I’ll start posting them here occasionally.
Here, then, is a reading on white blood cells and its accompanying vocabulary-building and comprehension worksheet.
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.
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