Here is a reading on Puerto Rico and a comprehension worksheet to accompany it in observance of Hispanic Heritage Month 2018.
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.
Here at Mark’s Text Terminal chagrin has arrived with the first day of Hispanic Heritage Month 2018. As I marshall materials for material to post for the month, I find my archives nearly empty. What makes this especially embarrassing is the fact that I work in an inner-city high school with a substantial population of teenagers whose families hail from across the Hispanic world.
So some of the material that I post this month, I’m sorry to say, may in fact be a bit of a stretch in terms of relevance to the letter of Hispanic Heritage Month. This reading on the reconquista and its accompanying comprehension worksheet may indeed epitomize that stretch. In any case, however, I think these are useful documents for any high school global studies course. What do you think?
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.
This week’s Text is a lesson plan introducing personal pronouns. I use this Everyday Edit worksheet on Pocahontas to begin the lesson; should the lesson go into a second day due to unforeseen circumstances I keep this Cultural Literacy worksheet on satire nearby to start the conclusion of the lesson on that second day. This is the scaffolded worksheet that is the center of the lesson, and here is teacher’s copy of same.
That’s it for this week. Tomorrow begins Hispanic Heritage Month 2018, which runs through October 15. Mark’s Text Terminal will regularly feature, as in years past, materials related to Hispanic Heritage and History for the next four or so weeks.
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.
While I sit here waiting for files to backup to a flash drive, I’ll take a minute to post this context clues worksheet on the adjective fallow. If memory serves, and I’m confident it does, I wrote this to assist students in developing the concept of a fallow farm field for a co-teacher’s lesson on the medieval agricultural practice of three-field crop rotation.
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.
Here are a couple of things I whipped up this morning for use in class tomorrow: the first is a worksheet on brainstorming the college application essay; the second is this learning support that attends it.
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.
This morning I’m working on some materials that attempt to inculcate understanding ot the idea of virtue and its manifestations in the world. So here is a Cultural Literacy worksheet on altruism, a synonym for one of the cardinal virtues, charity.
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.
Here is a reading on Lao Tzu and a vocabulary-building and comprehension worksheet that deepens understanding of the reading itself.
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.
It’s a very productive root in English, and at the root of a lot of words used in scholarly and academic discourse, so I expect this lesson on the Greek word root anthrop/o, which means man and human, should be useful to teachers in several disciplines. I start this lesson with this context clues worksheet for the noun humanity to provide a basis for the heuristic work this scaffolded worksheet with an independent practice assignment requires of students. The context clues worksheets can serve as the prior knowledge students will need to help them understand the meaning of this Greek word root.
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.
“A virtue is a trait of character that is to be admired: one rendering its possessor better, either morally, or intellectually, or in the conduct of specific affairs. Both Plato and Aristotle devote much time to the unity of the virtues, or the way in which possession of one in the right way requires possession of the others; another central concern is the way in which possession of virtue, which might seem to stand in the way of self-interest, in fact makes possible the achievement of self-interest properly understood, or eudaimonia. But different conceptions of moral virtue and its relation to other virtue characterize Platonic, Aristotelian, Stoic, Christian, Enlightenment, Romantic, and 20th-century ethical writing. These divisions reflect central preoccupations of their time and needs of the cultures in which they gain predominance: the humility, charity, patience, and chastity of Christianity would have been unintelligible as ethical virtues to classical Greeks, whereas the ‘magnanimity‘ of the great-souled man of Aristotle is hard for us to read as an unqualified good, Syntheses of Christian and Greek conceptions are attempted by many, including Aquinas, but a resolute return to an Aristotelian conception has been impossible since the emergence of generalized benevolence as a leading virtue. For Hume a virtue is a trait of character with the power of producing love or esteem of others, or pride in oneself, by being ‘useful or agreeable’ to its possessors and those affected by them. In Kant, virtue is purely a trait that can act as a handmaiden to the doing of duty, having no independent, ethical value, and in utilitarianism, virtues are traits of character that further pursuit of the general happiness.”
Excerpted from: Blackburn, Simon. The Oxford Dictionary of Philosophy. New York: Oxford University Press, 2008.
If you can use it, here is a reading on Elie Wiesel and his classic memoir Night and the reading comprehension worksheet that attends it. At the school in which I currentlhy serve, we have always used this book in, if I’m not mistaken, sophomore English.
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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