Tag Archives: questioning/inquiry

The Weekly Text, October 7, 2016, Hispanic Heritage Month 2016 Week IV: A Reading and Comprehension Worksheet on Bartolomeo de las Casas

Mark’s Text Terminal continues to observe Hispanic Heritage Month. I’ve found in compiling material for posts that I have a paucity of material on subjects appropriate for this month. This week’s Text is a reading on Bartolomeo de las Casas and a reading comprehension worksheet to accompany it. De las Casas, as you may know, was a Dominican friar and bishop (and a contemporary and acquaintance of Christopher Columbus) who protested Spanish imperial policy in the New World, particularly the abuse and eventual genocide of the natives. He set all this down in his classic anti-imperialist tract, A Short Account of the Destruction of the Indies. As I searched its title, I was surprised to find the book available as a PDF from Columbia University. I consider this book one of the most important I read as an undergraduate.

In choosing de las Casas as a subject for a Weekly Text, I was momentarily stymied by my lack of understanding of the difference between the terms Hispanic, Latino, and Spanish. Fortunately, there are a number of clear explanations of this nomenclature out there; I knew this because recently, on Facebook, I came across this excellent comic delineating the difference between Latino and Hispanic. By my understanding of these terms, Bartolomeo de las Casas meets the definition of Hispanic.

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.

Post Scriptum: An old high school friend of mine who knows well whereof she speaks forwarded this article about the use of the term “Latinx” as a signifier for people from the Spanish-speaking world.

The Weekly Text, September 30, 2016, Hispanic Heritage Week 2016 III: A Reading and Comprehension Worksheet on Gabriel Garcia Marquez

Well, the month of September 2016 has passed us by, never to be seen again. I’ve been so busy getting the school year up and running that I barely noticed.

For the past two weeks, and for the next two weeks, Mark’s Text Terminal is featuring readings and reading comprehension worksheets in observance of  Hispanic Heritage Month. In the process of preparing these posts, I’ve learned a lot about this celebration. If you teach in a school district that is as diverse as ours here in New York City, you are very likely working with a number of students of Hispanic descent. If so, you and your students might be interested in both the Hispanic Heritage Foundation and its Youth Awards program.

For my part, I offer as this week’s Text a reading on author and Nobel Laureate Gabriel Garcia Marquez, as well as a comprehension worksheet to accompany it. And now I must get back to work on planning.

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, September 23, 2016, Hispanic Heritage Month 2016 Week II: A Reading and Comprehension Worksheet on Jose Marti

As I mentioned last week, it is National Hispanic Heritage Month. For the duration of this observance, I’ll post readings and comprehension worksheets that teachers might find useful for edifying students on Hispanic history. I’ll do so with brevity, because it’s the first month of the school year, and I am as busy as I always am in these weeks.

This week’s Text is a reading on Jose Marti, the nineteenth-century martyr to Cuban independence; here is a comprehension worksheet to accompany it. And that’s enough said.

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, September 16, 2016, Hispanic Heritage Month 2016 Week I: A Reading and Comprehension Worksheet on Cesar Chavez

Whew: busy week.

Are you aware that yesterday inaugurated Hispanic Heritage Month?  For the next five weeks, I’ll post readings related to this honorific month.

To that end, and in somewhat indecent haste (I have to teach in half-an-hour), here is a reading on Cesar Chavez and an accompanying reading 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, September 9, 2016: A Lesson Plan on Laissez-Faire Capitalism

Last week I posted a complete lesson plan on mercantilism, which you’ll find three posts below this one. This week’s Text is a lesson plan on laissez-faire capitalism , which is the free-market orthodoxy that arose, mostly due to Adam Smith, to challenge mercantilist trade policy.

As I mentioned in last week’s companion post, it often takes students in my classes up to three days to complete an assignment of this length. To that end, here are three context clues worksheets on merchant, merchandise, and mercantile. These are meant to reinforce the lesson on mercantilism by providing context for the examination of laissez-faire; they also provide teachers and opportunity to familiarize students with the relatively productive Latin word root merc. In addition to forming the basis for the three words in these context clues worksheets, merc (it means “trade”) is found in words like mercenary and commerce.

This lesson, like almost everything I develop, aims to promote literacy. particularly reading comprehension. Here is the intellectual devotional reading on laissez-faire that is the mainstay of this lesson. Finally, you’ll need this reading comprehension worksheet on laissez-faire.

School is started, and I’m already much busier than I want or need to be. I hope your year is off to a good start.

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, September 2, 2016: A Lesson Plan on Mercantilism

Here in New York City we return to school on Tuesday, September 6th, so this is the final weekend of the summer break. It went fast, as it always does. I’ll now return to post The Weekly Text every Friday morning. To begin the year, here is a a lesson plan on mercantilism. In my school, mercantilism is a topic that repeats in a variety of courses and is therefore an essential concept for understanding trade policy and legislation, causes of conflict, and one of the motives for the American Revolution, among other things. Unlike other complete lesson plans I’ve posted thus far on Mark’s Text Terminal, this one is a stand-alone, special topic lesson, i.e. not part of a larger unit plan. Therefore, you’ll find it aligned to four Common Core Standards in the lesson plan document itself.

A reading of this length and the reading comprehension worksheet that accompanies it, depending on where we are in the school year, can take up to three days to complete in my classroom–which I use to assess students’ capacity to retain and apply information over the short term. For that reason, I include with this lesson three context clues worksheets on commodity, barrier, and tariff. These are the short, do-now worksheets I use to ease transitions between periods at the beginning of class to help students settle themselves (not to mention assisting them in developing their own understanding of inferring meanings of words from context, and building abstract academic vocabularies). Obviously, these are three key vocabulary words related to mercantilism; the latter two, barrier and tariff, are the two leading instruments of trade policy in mercantilist systems, and therefore essential to an understanding of them.

Finally, for the mainstay of the lesson, here are an Intellectual Devotional reading on mercantilism and a reading comprehension worksheet to accompany the reading on mercantilism. These are self-explanatory, so I’ll resist the temptation to gas on about them. If you seek guidance in using any of these materials, you might want to check out some of the users’ manuals in the About Weekly Texts link (that one is live, too) on the homepage of Mark’s Text Terminal, just above the banner photograph.

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, August 12, 2016: A Reading and Comprehension Worksheet on the Black Death

A couple of months ago I posted a short piece on the the Intellectual Devotional series of books. I believe these books have great potential for use in middle and high school classrooms; I’ve used them repeatedly and successfully with struggling readers and learners in my own high school classroom, as well as handing them out for independent makeup to students who have fallen behind.

During the 2016-2017 school year I plan as part of my personal professional development to take a longer and more analytical look at these documents with an eye toward either incorporating some of them into existing unit plans, or developing new lessons or units around them. In the process of this endeavor, which to a limited extent is already underway, I’ll convert these readings from PDFs (I scanned them directly from the pages of the books) to Word documents. Once they are in a manipulable form I can edit and adjust them for students’ reading levels. It’s worth mentioning that the authors of these books, Noah Oppenheim and David S. Kidder, are excellent compilers and editors. If you find yourself editing their writing for your students, I strongly recommend conforming to their original outline in your edits. These are some of the most well-outlined readings I’ve ever seen.

When I posted my original exposition of the five Intellectual Devotional volumes, I wrote the authors in search of their permission to post an occasional article from their books. I never heard back. I’m going to stick my neck out, and for this week’s text here is an Intellectual Devotional reading on the Black Death in Word format, so you can edit it, change the typeface, or whatever else best suits the students you serve. In addition, here is a reading comprehension worksheet to accompany the Black Death reading above. Eventually, I’ll incorporate these two documents into a lesson on writing essays for high-stakes exams. I’ll very likely end up posting that here as well.

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, July 1, 2016: A Trove of Documents for Conducting a Professional Development Inquiry into Executive Skills

Are you done with the 2015-2016 school year? I gather that our school year here in New York City goes much later than other districts in the United States. Our last day was Tuesday the 28th.

So it’s summer break! I always schedule my share of fun for these months, but I also work some–because I want to. You can continue to look for the Weekly Text at Mark’s Text Terminal, because I only plan to miss three Fridays during the summer.

Over the years, as an employee of the New York City Department of Education, I’ve experienced a mixed bag of professional development sessions. A few years ago, at least in the school in which I presently serve, teachers were responsible for performing professional inquiry groups, which selected its own topic for, well, inquiry, and analysis, germane to the work we do, but obviously for improving pedagogy. For this week, then, here are–in three separate links–the raw materials for a professional development presentation on executive skills and function I wrote for the group I joined in the 2011-2012 school year.

First up are the the proposal for this inquiry group, and a learning support for teachers, which are the teacher’s materials for this presentation; first up is the proposal for this inquiry group, and a learning support for teachers; second, here are four student surveys to assess executive skills; third, and finally, here is a letter explaining these surveys to students. I adapted the student surveys from Ellen Galinsky’s excellent book Mind in the Making.

Addendum, July 27, 2016: Here is the scoring criteria for the surveys that this professional development asks students to complete.

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 Intellectual Devotional Series

Several years ago, while I was engaged with my final go-around with the Book of the Month Club, I took a chance on a title that sounded interesting: The Intellectual Devotional Modern Culture. The book’s title is about as exact a description of its contents as I’ve ever seen. First, it contains daily devotionals, just like the religious books that serve as part of its namesake, for each of the 365 days of the year; second, each entry–which I should mention are stylishly written and cogently edited–addressed a topic in modern culture.

Reading its daily entries, it didn’t take me long to understand that these readings, particularly those on athletes and pop music stars, would serve well as reading work for the struggling and alienated learners in my classroom. I broke the spine of the book and began separating pages to scan into my computer and save for future use. At the same time, I started writing reading comprehension worksheets to accompany these readings.

Moreover, I soon discovered that the authors of my book, David S. Kidder and Noah Oppenheim had in fact published a series of five Intellectual Devotional books. It didn’t take me long to buy the rest of the series and begin developing curricular materials from them keyed to various topics in the high school course of study. At this point, I have several hundred readings and worksheets that I’ve developed from these excellent books.

I recently wrote the authors of these books to seek permission to post some of their readings on Mark’s Text Terminal–particularly those I have rendered in typescript, so that teachers who work with struggling readers might edit them for those students. I have yet to hear back from them, but hope springs eternal, I guess. The good news is that all five books remain in print in durable hardcover editions. You can order them from your preferred bookseller (which I hope is local and independent, if I may presume to say so).

From time to time, outside The Weekly Text, I’ll publish here my worksheets to accompany the readings in The Intellectual Devotional books. To that end, here’s a reading comprehension worksheet on Michelangelo from the book I call, for file-coding purposes, The Intellectual Devotional Basic, so called because it has no subtitle, and is simply called The Intellectual Devotional (the subtitles for the other four books are the aforementioned Modern Culture, as well as HealthBiographies, and American History).

As always, I hope you find this useful. If you do, I’d like to hear how these kinds of readings and worksheet work in your classroom, particularly if you adapt them for struggling or alienated learners.

Post Scriptum: Here is the reading that accompanies this worksheet on Michelangelo, which I posted at a user’s request in October of 2017.

Addendum: I’ve posted these in the About Posts & Texts page, but I want to put them here as well. As I mentioned, there are five volumes of The Intellectual Devotional series and I’ve prepared reading and worksheet templates in Microsoft Word (so you can alter them to your needs) for all five books. So, here are the templates: The first set is from the general book (which I have called, for my purposes of file management, “Basic”), simply titled The Intellectual Devotional.  Here are templates for preparing materials from the American History volume. Next up is the set of four templates work with the Biographies volume. Here are the four templates for the Health volume. For the Modern Culture volume (the first of these I bought, incidentally, and a book full of high-interest material that I recognized had great potential for designing short reading and comprehension exercises for struggling learners, especially those with short attention spans), here are yet another four templates for readings and worksheets. Finally, here is the bibliography of all five titles for copying and pasting citations, or whatever else you might need it to do.

 

The Weekly Text, April 1, 2016: A Lesson Plan on Alain Resnais’ Holocaust Documentary “Night and Fog”

Some years ago, I began working to build a unit that guided struggling learners through the process of writing a synthetic research paper. I knew it would have to be highly structured into a scaffold form, and would need to guide students through the process of postulating an argument, researching and reading, evaluating evidence, outlining, and citing sources in Modern Language Association style. Since our sophomore research paper topic at the time was the Holocaust, I designed my highly structured research paper unit around that dismal period of European history.

I’ve actually floated a book proposal to a small educational publisher for this unit; they passed, which persuaded me the unit requires more work before it’s publishable. Since then,  I’ve worked on refining this sprawling unit.

Do you know Alain Renais’ documentary on the Holocaust, Night and Fog? I first saw it as a student at Ray F. Sennett Middle School in Madison, Wisconsin, and it shocked me; indeed, it was one of those educational “before and after” (like reading The Autobiography of Malcolm X or Bury My Heart at Wounded Knee, by Dee Brown) moments for me. Early on in planning this unit, I knew this film–which packs an amazing amount of information (and a number of shocking images) into its 32 minute running time–would serve as the opening lesson.

Here then is a complete lesson to attend a viewing of Night and Fog.

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.