Here’s a Cultural Literacy worksheet on Jerusalem, the center of the world’s monotheistic religions and a field of conflict for centuries. This is a full-page worksheet, so it might work well for independent practice–i.e. homework.
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.
This week’s Text is a lesson plan on indefinite adjectives. These are those words–any; each; either; every; many; several; few; all; and some–that we use in speech and prose regularly, often in grammatical error. Now, I do think it’s important that students learn how to understand grammar in general as an organizing structure in language (for future use in the study, of among other things, foreign languages), but I also think kids need to learn how to use grammar and usage manuals. Grammar and usage need not be memorized, but again, it should be understood and applied.
Why? Because if we are to have high expectations of and for our students, we need them to be able to write well. I worked my way through college and graduate school working in writing and academic study centers in which I mostly counseled students on expository writing. In those years, a number of patterns in what professors would suffer in lapses in grammar, usage, and style emerged, and the most salient of those patterns was in agreement: subject/verb, antecedent/pronoun, and modifiers and nouns. So, this is a lesson about agreement in number when using any; each; either; every; many; several; few; all; and some.
I use this Cultural Literacy worksheet on the non sequitur; if the lesson goes into a second day (it’s fairly complicated, so I more often than not took it into a second day by design), then here is an Everyday Edit worksheet on the Tuskegee Airmen to carry you along (and incidentally, if you’d like more Everyday Edit worksheets, the good folks at Education World give away a yearlong supply of them).
Here is the learning support in the form of a graphic organizer for sorting out these adjectives and the numbers of nouns they modify and therefore govern. This is a learning support, in other words, that students play a role in developing. This scaffolded worksheet is the mainstay of the lesson. Here is the teacher’s copy of all the materials that will help you execute this lesson.
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.
Alright, last but not least today, here is a Cultural Literacy worksheet on Senator Joseph McCarthy, whose name you surely recognize as a blight on a period of United States history that in fact bears his name, the “McCarthy Era,” and describes a particular style of political paranoia, McCarthyism.
This is a full-page worksheet, so it has a number of uses, including independent practice (i.e. homework).
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.
I haven’t posted one in awhile, so here is a lesson plan on the Crime and Puzzlement case “Made in Japan.”
This lesson opens, if you’re so inclined, with this Cultural Literacy worksheet on the term and concept of “star-crossed lovers.” You’ll need this scan of the text, illustration, and questions to conduct your investigation. And once you’ve gathered the evidence and analyzed, it, you’ll need the typescript of the answer key to check your detective work.
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.
Last but not least today, here is a Cultural Literacy worksheet on the Industrial Revolution which is pretty simple and speaks for itself, I guess.
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.
As I get ready to sign off for the day, I cannot thing of a better or more timely document to depart by than this Cultural Literacy worksheet on chauvinism.
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.
OK! This lesson plan on the Fall of Rome, as below, is the tenth of ten lessons, logically and chronologically, from a global studies unit on ancient Rome.
This lesson opens, if you are so inclined, with this Cultural Literacy worksheet on, unsurprisingly, the fall of Rome. If the lesson continues into a second day, then you might want this context clues worksheet on the verb submit, which is used both intransitively and transitively.
And, lastly for this, the tenth of ten posts (see below), here is the short reading and comprehension questions that are the principal work of this lesson.
That’s it. I hope this material is useful.
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 is the second lesson plan on Rome in history and geography, as above and below, of a ten-lesson unit on Rome. I opened this lesson with this context clues worksheet on the adjective byzantine, with a small b, which means, “of, relating to, or characterized by a devious and usually surreptitious manner of operation” and “intricately involved.” Should the lesson continue over two days (if I remember correctly, and I’m fairly certain I do, I intended this lesson to take two days to complete), then here is a Cultural Literacy worksheet on the proverb (which comes to us, apparently, from Saint Augustine), “When in Rome, Do as the Romans Do.”
And here is the reading with comprehension questions that is the primary work of this lesson.
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 post begins, continuing for ten documents posts above (for a total of twenty posts including the interstitial quotes between each lesson), a ten-lesson unit on ancient Rome. Because the history of Rome offers so many opportunities to teach basic concepts in social studies, I dedicated an entire unit to it. I wanted students, when coming away from these ten lessons, to understand that when we talk about “the West” or “Western Civilization,” we are by and large talking about the world the Romans created.
So, this unit kicks off with this lesson plan on the founding myth of Rome, which is to say that this is a lesson about Romulus and Remus. I start this lesson with this Cultural Literacy worksheet on the idiom “All Roads Lead to Rome.” Here is one more on another idiom based in Roman history, “Rubicon” as in “Crossing the Rubicon.” Finally, here is the reading on Romulus and Remus with a series of comprehension questions.
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 on the Crime and Puzzlement case “Watch Out!” I open this lesson with this Cultural Literacy worksheet on Shakespeare’s famous line, from The Merchant of Venice, that “The quality of mercy is not strain’d.”
To conduct your investigation, you’ll need the PDF of the illustration and questions that constitute the evidence of the crime. Finally, here is the typescript of the answer key so that you can 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.
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