Tag Archives: high-interest materials

Holly Hollywood Presents: Up A Creek

Because Linda Rockstroh, the author of this charming and clever little book taught me English in high school, I take particular pleasure in offering a review of it. As you will doubtlessly infer from the synopsis and, injunctions against the practice aside, the cover of the book, this is a mystery story conceived and written for younger readers.

That said, and because I am a teacher who focuses on issues of basic literacy, if I taught younger children—8-to -12-year old kids are probably this book’s intended audience—I would buy 40 copies of this book posthaste for use in my classroom.

Conventionally, this is a mystery. The ten-year-old protagonist, Holly Stone, aka the Holly Hollywood of the title, moves from Hollywood, California to the small town of Lebanon, Indiana. There she immediately and more or less simultaneously becomes involved in two new friendships—which earn her the “Hollywood” moniker—and a mystery. You’ll need to buy the book to resolve the mystery because I find synopsizing an annoying exercise that too easily gives up spoilers.

What I can tell you about this book is that although it is a genre (again: mystery) story, it nicely incorporates some vocabulary-building devices that I think any teacher or parent will welcome. One such technique is as simple as it is elegant. Because Holly is a budding cinematographer, each chapter is titled with a term of art from the world of film production. Ms. Rockstroh—a filmmaker herself, incidentally—underwrites each chapter heading with a brief and edifying definition of the named term, which is a difficult balance to achieve. She also uses Holly’s internal dialogue to define appositively the words she uses in the dialogue. For example, on page 14, Holly, who speaks to the reader in the first person, relates that obsession is her “new favorite word” and defines that abstract noun as “…something you’re hung up on and can’t get out of your head.” That’s a tried and true strategy for vocabulary building, but also tricky. As you can see, it’s done well in this book. However, it doesn’t take too many uses of this device for it to become tedious. In the hands of this author, happily, no such overuse occurs here.

Another fictional device that is stock in mysteries is the cliffhanger at the end of a chapter. This is another technique used with just about perfect restraint in this book; again, my own tendency would be to yield to this strategy because of its ease, and write a book characterized by the tedium of its chapter conclusions. Again, you’ll no such excess in this novel.

One of the great sins, in my estimation, that writers commit when producing material for children is writing overly precocious characters. One sees in this in family-oriented situation comedies: a child makes an ambiguous, often ribald remark which canned laughter then backstops. That’s a precious affectation, usually inauthentic and insincere, and mostly annoying and off-putting. Ms. Rockstroh commits no such errors of literary judgement in her book. That makes Holly Hollywood a relatable and genuine character for young people reading this book or for educators designing lessons around it.

At the price for which this book was on offer at Amazon when I bought it ($5.99 in early April of 2019), this book is a great value and therefore well worth a chance. Even at full retail (I assume a corporate publishing house would charge between eight and fifteen bucks for a book this size) this book provides great value for parents and their children–who will all but certainly enjoy it.

A Lesson Plan on the Crime and Puzzlement Case “The Van Bliven Necklace”

If the statistics module in the back room of this blog is accurate, there is a lot of interest, and therefore demand, for materials related to the Crime and Puzzlement series.

So, here is a complete lesson plan onThe Van Bliven NecklaceI use short exercises to get students settled after a class change; for this lesson I chose this Cultural Literacy worksheet on persona non grata. Students and teacher will need this this scan of the picture from the book (the evidence) and the questions that drive the “investigation.” Finally, here is the answer key to 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.

A Learning Support on Questions in the Classroom

Here’s a short reading I whipped up several years ago when I tired of having students preface inquiries with “I know this is a stupid question, but….” Wherever do kids get the idea that their questions are stupid? If you are a teacher who warns students against asking stupid questions, could you cease, uh, forthwith?

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.

Oppositional Defiant Disorder

Over the winter, I finished some materials for health literacy that I’d been procrastinated on for, literally, years. I’ll be posting these regularly over the next couple of years, I suppose–I have a total of 76 of them.

Anyway, this reading on oppositional defiant disorder and its accompanying vocabulary-building and comprehension worksheet strike me as a good place to start: this has turned out to be relatively high-interest material to the students in whose interest I currently toil.

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.

The Weekly Text, March 29, 2019, Women’s History Month 2019 Week V: A Reading and Comprehension Worksheet on J.K. Rowling

Today marks the end, on Mark’s Text Terminal, of Women’s History Month 2019. When I return on Monday, it will be April Fool’s Day. Here is a reading on J.K. Rowling and its attendant vocabulary building and comprehension worksheet.

I would think this is high interest material, as Ms. Rowling and her books remain interesting to kids.

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.

Bessie Smith

It’s finally starting to feel like spring in New England, for which I am grateful. In celebration of spring, and of Women’s History Month 2019, here is a reading on Bessie Smith, the justly named “Empress of the Blues,”  with an 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.

The Weekly Text, March 15, 2019, Women’s History Month 2019 Week III: A Reading and Comprehension Worksheet on Soccer Legend Mia Hamm

Continuing with posts in observation of Women’s History Month 2019, here is a reading on soccer legend Mia Hamm with its attendant vocabulary-building and comprehension worksheet. This is high interest material, especially for girls and young women involved in sports, particularly, obviously, soccer.

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.

Betty Boop

For a variety of reasons, I felt trepidation about posting this reading on flapper icon Betty Boop and its accompanying vocabulary-building and comprehension worksheet.

But for a variety of other reasons, in the final analysis, I decided to offer it after all. For starters, even almost 100 years after her appearance in the cultural iconography of the United States, Betty Boop persists. Also, as I began thinking about this reading, as well as watching the initial reactions of students working on it, I saw that the story of Betty Boop offers a way of analyzing a number of critical social and cultural phenomena in the United States, not the least of which is sexism and the objectification of women.

An essential question for this might be something along the lines of “What is sexism?” Which then opens the door to the more particularly critical question, “How does Betty Boop represent social and cultural sexism?” There are lots of other questions this material raises. For example, this reading offers a specific and compelling example of the concept of the risque in culture, which seems to me worth teaching, even in an age where what was once risque is now blase. If you have somewhat more advanced students, I’ll guess they’ll be the ones to ask those kinds of questions–and more, I hope.

And what more could a teacher want, after all?

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.

Cultural Literacy: Marian Anderson

It’s Monday again, the first of Women’s History Month 2019, which Mark’s Text Terminal will observe with Women’s History-related posts for the entire month. Here is a Cultural Literacy worksheet on Marian Anderson. I am happy to report that the authors, even in the squib that serves as a reading for this worksheet, mentioned the ugly racist indignity Ms. Anderson suffered in 1941.

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.

Muhammad Ali on His Career in Sports

“It’s just a job. Grass grows, birds fly, waves pound the sand, I beat people up.”

Muhammad Ali

Quoted in N.Y. Times, 6 April 1977

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.