Tag Archives: readings/research

A Lesson Plan on the Crime and Puzzlement Case “Of Ghouls and Goblins”

Moving right along this morning, here is a lesson plan on the Crime and Puzzlement case “Of Ghouls and Goblins.”

I open this lesson with this Cultural Literacy worksheet on the concept of the role model. Finally, to execute this lesson, you’ll need the PDF of the illustration and questions and the typescript of the answer key.

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 Invisible Man

The Invisible Man: The title of two very different novels. The first is a work of science fiction by H.G. Wells (1866-1946), published in 1897. In this story a scientist finds the secret of invisibility, which lures him into temptation. The first film version(1933), starring Claude Rains, was highly regarded, but its several sequels less so.

The second novel with this title was by the black US writer Ralph Ellison (1914-94). Published in 1952, it won the 1953 National Book Award for fiction. The novel tells the story of a Southern black who moves to New York, participates in the struggle against white oppression, and ends up ignored and living in a coal hole.

I am an invisible man. I am a man of substance, of flesh and bone, fibre and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.

 The Invisible Man, prologue.

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Term of Art: Humanism

“Humanism: In the first place, the humanists of the Renaissance period were students of literae humaniores (q.v.); the literature of Greek and Latin poets, dramatists, historians and rhetoricians. At the Renaissance (q.v.) there was a great revival of interest in Classical literature and thought and this revival was, to some extent, at the expense of medieval scholasticism (q.v.). The long-term influences of this revival were immense and incalculable, and they led to an excessive devotion to Classical ideals and rules in the late 17th and 18th centuries.

Humanism, a European phenomenon, was a more worldly and thus more secular philosophy; and it was anthropocentric. It sought to dignify and ennoble man.

In its more extreme forms humanistic attitudes regarded man as a the crown of creation; a point of view marvelously expressed in Hamlet by Hamlet:

‘…What a piece of work is man. How noble in reason, how infinite in faculty. In form and moving how express and admirable in action, how like an angel in apprehension, how like a god. The beauty in the world. The paragon of animals.’

It would have been inconceivable that anyone in the 14th century should have expressed such a view. Then Hamlet adds: ‘And yet, to me, what is this quintessence of dust?’ And in that one line he summarizes another attitude or feeling, which a man in the 14th century would have responded to instantly.

At its best, humanism helped to civilize man, to make him realize his potential powers and gifts, and to reduce the discrepancy between potentiality and attainment. It was a movement that was at once a product of and a counteraction to a certain prevalent skepticism; a way of dealing with the disequilibrium created by the conflict between belief and doubt. Humanism turned out to be a form of philosophy which concentrated on the perfection of a worldly life, rather than on the preparation for an eternal and spiritual life.

The popularity of the courtesy book (q.v.) in the 16th and 17th centuries, for instance, suggests what a radical change there had been in man’s view of himself. He was increasingly regarded as a creature perfectible on earth. Hence the secular emphasis on courtesy books.

Humanistic ideas and beliefs pervade much other literature of the Renaissance period. Ficino (1433-1499); Pico della Mirandola (1463-1494); Erasmus (1466-1536); Guillaume Bude (1468-1540); Sir Thomas More (1478-1535); Juan Luis Vives(1492-1540); and Montaigne (1533-1592) were outstanding humanists.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

A Lesson Plan on Collective Nouns and Subject-Verb Agreement

OK, here, on a sunny Sunday morning, is a lesson plan on collective nouns and subject-verb agreement. I open this lesson with this Everyday Edit worksheet on artist Alexander Calder (and, as always, in the interest of giving credit where credit is due, remember that you can find a year’s worth of Everyday Edit worksheets–for free–at the Education World website). I include this learning support on forming plural nouns with this lesson.

This scaffolded worksheet is at the center of the lesson. Finally, here is the teacher’s copy of the worksheet.

Parenthetically, let me mention that I have tagged this as a Weekly Text. Normally, I only post a Weekly Text on Friday, then cross-post it at the AFT’s Share My Lesson website. Until the COVID19 crisis passes, I’ll be putting up materials I would normally only post as Weekly Texts as, well let’s call them Daily Texts.

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.

Sacra (Santa) Conversazione

“Sacra (Santa) Conversazione: A type of representation of the Madonna and Child with saints, developed by 15th-century Italian painters (Domenico Veneziano, Fra Filippo Lippi, and Fra Angelico), in which the persons represented occupy a unified space instead of separate panels and are made to appear related to each other by gesture and attitude.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

A Lesson Plan on the Crime and Puzzlement Case “In All That Rain”

Here is a lesson plan on the Crime and Puzzlement case “In All That Rain.”

I use this Cultural Literacy worksheet on the noun phrase and idiom “Rank and File” to open this lesson. Here is a scan of the illustration and questions that is the work of this lesson, as well as a typescript of the answer key.

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.

Richard III

Here are a reading on Richard III and its accompanying vocabulary-building and comprehension worksheet that has a number of uses in both social studies and English language arts classes, I would think.

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.

7 Ancient Visible Planets

“Sun * Moon * Venus * Mercury * Mars * Jupiter * Saturn

Our sky-watching, hunter-gathering ancestors had 7 marked out as a number of enormous importance for tens of thousands of years. For this is the number of the visible planets—‘the five wanderers,’ plus the sun and the moon.

This respect for the 7 became ever more ingrained as the first agricultural civilizations allowed for accurate fixed observations from the calendar-keeping priests, whose temples throughout the ancient Middle East were all equipped with star-watching terraces above their cult chambers. It is an intriguing element within the cult of the 7 that the planets are not all visible at once: Mercury and most especially Venus (whose horns are occasionally visible) are the morning and evening stars. Bright Jupiter, luminous Saturn, and the more elusive red Mars belong to the full night. So we have always known that we have been watched, influenced, and enclosed by these 7 who right from the dawn of our consciousness have intriguingly different characteristics and hours of dominance and passageways through the heavens.

Although most of mankind probably now accepts that the earth is a planet which circles around the sun, and the moon is a planet of the earth, the mystery of our 7 encircling heavens still haunts our imagination. But this once immutable number of 7 keeps changing. First we knocked the seven down to five (as the sun and moon were taken off the list), then, in relatively modern times, it grew to nine. Uranus was discovered in 1781, followed by Neptune in 1846, then Pluto in 1930 (though this was later demoted to a dwarf planet to bring us back down to eight planets). So, currently, we have eight planets and five dwarf planets (Ceres, Pluto, Haumea, Makemake, and Eris), as well as five named moons orbiting around Pluto.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Book of Answers: The Bell Jar

“Who wrote The Bell Jar? The novel of attempted suicide and recovery was written by Sylvia Plath, but was published under the pseudonym of Victoria Lucas in 1963. It did not appear under the author’s name until 1966.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Term of Art: Monograph

“Monograph (noun): A scholarly paper or book on a particular subject; special essay or treatise on a single thing or topic. Adjective: monographic, monographical; adverb: monographically.

‘I have, as you know, devoted some attention to this, and written a little monograph on the ashes of 140 different varieties of pipe, cigar and cigarette tobacco.’ Arthur Conan Doyle, ‘The Boscombe Valley Mystery‘”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.