Unless I miss my guess, this reading on trepanation, the practice of brain surgery in the Incan Empire, ought to be of high interest to a fairly wide band of students. Here is the vocabulary-building and comprehension worksheet that accompanies 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.
Earlier in the week, I had begun work on this Text with the idea of posting a complete lesson plan of some kind. However, as the news of a national measles outbreak in the United States, I changed my mind.
Because I can think of no better time than now to post this reading on vaccines and its attendant 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.
Finally, on this cool but rosy Thursday morning, here is a Culture Literacy worksheet on the idiom “curiosity killed the cat.” The expression remains current in American English and therefore its discourse, and is probably something students ought to know.
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.
At one point, Clovis had a role to play in the freshman global studies courses I co-taught in New York City; then he disappeared. He represents a number of key elements of early European history, not the least of which is the spread of Christianity into “barbarian” kingdoms.
In any case, I doubt this independent practice worksheet on Clovis has great utility in New York any longer. But perhaps someone, somewhere, might have a student keen to know more about this transitional figure. I’ve had more surprising and unusual requests for reading material than this.
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.
A couple of hundred years ago, when I was in my late teens and early twenties, The Clash liked to call themselves “the only band that matters“: indeed, it was emblazoned across the front of their towering record “London Calling.” Last week while on spring break, I listened to a podcast series on The Clash, hosted by Chuck D of pioneering Hip-Hop group Public Enemy (an inspired choice, by the way) on the streaming music service to which I subscribe. It brought back great memories of a very different time in this world of ours.
Here is a reading on The Clash and the vocabulary-building and comprehension worksheet that accompanies it. When I’ve given this to alienated students to read, it has aroused, almost to a one, their interest. Whatever you think of punk rock and The Clash, there is no doubt that their music carries a message of rebellion and its concomitant, hope and action to create a better, more just world.
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 few minutes remain to me before I must leave for work, so I’ll use them to post this just-typed reading on the sun and nuclear fusion and the vocabulary-building and comprehension worksheet 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.
“It is opinion that suppresses questions. Opinion has a curious tendency to propagate itself…to question means to lay open a place in the open. As against the fixity of opinions, questioning makes the object and its possibilities fluid. A person skilled in the ‘art’ of questioning is a person who can prevent questions from being suppressed by the dominant opinion…. Only a person who has questions can have [understanding].”
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
Here, on a busy Wednesday morning, is a Cultural Literacy worksheet on Dante (Alighieri) if you can find a place for it, say, in a unit on the Italian Renaissance.
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.
In response to student demand, I’ve been producing a lot of new reading and comprehension worksheets on health-related topics. In the course of this work, I typed up this reading on developmental delay and its accompanying vocabulary-building and comprehension worksheet. I haven’t had any specific requests for the topic. However, once I write one of these, a student, to my persistent surprise, will ask to read the text and complete the worksheet. Indeed, it never ceases to amaze me that kids will take an interest in the very last thing I expect them to.
In any case, this is also a potential topic for a professional development roundtable of some sort, so I tagged it accordingly.
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.
Posted in Essays/Readings, Independent Practice, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, cognition/learning/understanding, diction/grammar/style/usage, health, high-interest materials, professional development, questioning/inquiry, readings/research, social-emotional learning
As I’ve said before here, I think Charlemagne is an important historical figure who offers a variety of approaches to the essential question “What is Europe (and How Did it Get That Way)?” or something in that line of inquiry. In the last couple of freshman global studies cycles I co-taught in New York, he had just about disappeared from the curriculum.
If you happen to teach him and the events which he caused, and in which he participated, this independent practice worksheet on the Carolingian Empire might be an effective arrow in your quiver.
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.
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