Tag Archives: questioning/inquiry

The Mississippi River

Here is a reading on the Mississippi River along with its accompanying vocabulary-building and comprehension worksheet. This is a relatively short reading, but packs a lot of facts into a short introduction to the Mighty Mississippi, as do most of the one-page reading from the Intellectual Devotional series. It’s one of the reasons I developed so many of these, and why you find so many of them on this blog.

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: Cossacks

Because I can’t ever remember hearing them mentioned once in 11 years of teaching global studies in New York State, I wonder if there exists any use at all, anywhere in the United States, for this Cultural Literacy worksheet on the Cossacks. They are, or were, an important group of warriors and horsemen in Russia. Recently, they’ve made a comeback as part of a constellation of groups whose raison d’etre, as far as I can determine, is to extol the virtuous leadership Vladimir Putin and promote Great Russian cultural chauvinism.

This is a half-page worksheet with a symmetrical relationship between reading and comprehension questions: a three-sentence reading, and three comprehension questions.

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 List of Consciousness-Raising Questions for Students

One of the great pleasures of the institution in which I now serve is the seriousness with which professional development is conducted. I won’t belabor the point about the hasty superficiality with which this responsibility was fulfilled in other schools (I’ve done this elsewhere on this blog) and its reduction to a pro forma bureaucratic ritual. We’ve been asked to read Dr, Gholdy Muhammad’s recent–and excellent–book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.  It’s a welcome relief from the usual pabulum that passes as professional development in the school system in which I serve.

In any case, here is a list of consciousness-raising questions I grabbed from page 72 of the edition of the book supplied me. I wrote this for my planning book; however, it could easily (like about 99 percent of what you’ll find on Mark’s Text Terminal, this is a Microsoft Word document that you may, if I dare to say so, bend to your will) be converted into a worksheet or a series of worksheets.

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.

Lyndon B. Johnson

Here is a reading on Lyndon B. Johnson along with its attendant vocabulary-building and comprehension worksheet . I was a child when Johnson was president; I remember seeing on live television his announcement that he would not stand for reelection in 1968. The newscast impressed my parents, but at at the age of seven, it meant very little to me.

Over time, and all the published volumes of Robert Caro’s magisterial biography of Johnson, The Years of Lyndon Johnson, I have come to appreciate the fascination with Johnson. He was, it seems to me, the last great president the Democratic Party produced. He accomplished great things, more often than not through dubious and even devious means. In any case, these documents are a solid introduction to Johnson’s accomplishments–both the triumphs and the failures.

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: Continental Congress

Here is a Cultural Literacy worksheet on the Continental Congress. This is a half-page worksheet with a four-sentence reading and three comprehension questions. For its brevity, this document is a solid general introduction to the term and concept of the Continental Congress of North America. Users can, if so inclined, alter this Microsoft Word document to their classroom’s needs.

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.

The Weekly Text, 29 October 2021: A Lesson Plan on the Basic Rights of All Children

This week’s Text is another lesson plan drawn from Barbara Ann Kipfer’s indispensable reference book The Order of Things, this one on the basic rights of children. This is a basic lesson for emergent and struggling readers, as you’ll see from its list as reading and comprehension questions: the reading is a list of ten basic rights, and I’ve prepared five basic comprehension questions.

You, however, may do with this as you like. Because both lesson plan and worksheet are formatted in Microsoft Word (as are most of the documents you will find on this website–and if you’re a regular user of this site, I’ll bet you are tired of hearing me say that), these are what I believe are called, using the term loosely, “open source” documents. Whatever the nomenclature, these materials can be exported and manipulated freely.

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: Constitutional Convention

Here is a Cultural Literacy worksheet on the Constitutional Convention in the nascent United States. This is a half-page worksheet with a reading of three compound sentences and three comprehension questions that are in two or three parts each. As I looked at this document prior to posting it, it occurred to me that if probably would be better as a full-page worksheet with the questions broken up. Since this is a Microsoft Word document, you can alter it for the needs of your classroom.

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.

The Sopranos

OK, continuing with items from the I-don’t-know-why-or-when-I wrote-this shelf in the warehouse at Mark’s Text Terminal, here is a reading on The Sopranos (which I loved, so that may figure into this) along with its vocabulary-building and comprehension worksheet. I expect that this will have, more than 14 years after the final episode of the show aired, very little relevance to students–if ever it did. I must have put this together for a student who asked for it, but I cannot for the life of me remember who that would have been.

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.

Leonard Bernstein’s Young People’s Concerts

While I concede that this reading on Leonard Bernstein’s Young People’s Concerts and its attendant vocabulary-building and comprehension worksheet may not have compelling utility in our mostly arts-free schools, here they are nonetheless.

I’m old enough to remember the broadcasts of Maestro Bernstein–who was an eminent figure in the American Culture of my youth–and his Young People’s Concerts. The New York Philharmonic, then as now, stood as one of the world’s great orchestras. I can’t say these television shows inculcated a lifelong love of classical music in me, but they did introduce me to it and help me understand it. Fortunately, Wynton Marsalis, a figure as vital to American culture as Leonard Bernstein, continues the tradition of introducing young people to a genuinely American art form with his “Jazz for Young People” concerts. Mr. Marsalis leads the Lincoln Center Jazz Orchestra, perhaps the greatest large ensemble playing jazz these days.

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, 22 October 2021: A Lesson Plan on the Crime and Puzzlement Case “Water Bed”

This week’s Text is a on the Crime and Puzzlement case “Water Bed.” I begin this lesson with this Cultural Literacy worksheet on the Latinism caveat emptor. As you probably know, this locution means “let the buyer beware.” However, in everyday discourse one will often hear someone say “there is a caveat” or “there are several caveats” in any given situation. Caveat by itself means (by  Merriam-Webster’s reckoning) “a warning enjoining one from certain acts or practices.” All of this is a roundabout way of saying that caveat emptor in particular, and caveat in general, are arguable words high school students should know by their graduation.

Anyway, you’ll need this PDF scan of the illustration and questions related to the evidence in this case to investigate it. And here is the answer key to solve the case and bring your culprit to the bar of justice.

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.