OK, here, for the final Friday of Black History Month 2020, is a reading on Shaka Zulu and its 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.
“Lardner was amused by Henry Ford’s famous comment on John D. Rockefeller, ‘I saw John D. Rockefeller but once, But when I saw that face, I knew what made Standard Oil.’ Lardner himself once observed, ‘[I] also have seen John D. only once and that was on the golf course at Ormond, too far back from him to get a look at his face, but the instant I beheld that stance I knew what made divots.'”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
Posted in English Language Arts, New York City, Quotes, Reference
Tagged humor, literary oddities, readings/research
OK, moving right along on this beautiful morning in southwestern Vermont, here is a lesson plan on learning. You’ll need this short reading and its attendant vocabulary-building and comprehension worksheet. If you need or want them, here are slightly longer versions of those documents.
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 English Language Arts, Independent Practice, Lesson Plans, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, cognition/learning/understanding, diction/grammar/style/usage, professional development, questioning/inquiry, readings/research, social-emotional learning
For the end of Week III of Black History Month 2020, here is a short reading on the late, great Muddy Waters along with the vocabulary-building and comprehension worksheet that attends it.
[Addendum: first, here is a very cool image of Muddy Waters by the great illustrator Drew Friedman; if it weren’t sold out, I would definitely buy it–I’ve already collected a few of Mr. Friedman’s prints. Second, here is Muddy Waters’ appearance at the farewell concert of The Band in 1976, “The Last Waltz.”]
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.
OK, here is a short reading on prime numbers along with 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.
“Visigothic Art: The Visigoths were the most Romanized of the Germanic invaders, and thus their cultural legacy (mostly south of the Pyrenees) includes the continuation of late Roman-Christian architectural styles (5th century-711), with one notable addition: the horseshoe-shaped arch, adopted by the Arabs after the invasions of 711. The Visigoths excelled in metalwork and jewelry using gold, crystal, and precious stones.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in English Language Arts, Quotes, Reference, Social Sciences
“The sources of some emotional attitudes are easy to appreciate. Here’s Oprah Winfrey on reading: ‘Books were my pass to personal freedom. I learned to read at age three, and soon discovered that there was a whole world to conquer that went beyond our farm in Mississippi.’ One source—probably the primary source—of positive reading attitudes is positive reading experiences. This phenomenon is no more complicated than understanding why someone has a positive attitude toward eggplant. You taste it and like it. Oprah tasted the mental journeys reading affords, and loved them.
But we can elaborate a bit on this obvious relationship. Kids who like to read also tend to be strong readers, as measured by standard reading tests. Again, not terribly surprising—we usually like what we’re good at and vice versa. The situation yields a positive feedback loop….
If you’re a good reader, you’re more likely to enjoy a story because reading it doesn’t seem like work. That enjoyment means that you have a better attitude toward reading; that is, you believe that reading is a pleasurable, valuable thing to do. A better attitude means you read more often and more reading makes you better at reading—your decoding gets still more fluent, lexical representations become richer, and your background knowledge increases. We would also predict the inverse to be true: if reading is difficult you won’t enjoy it, you’ll have a negative attitude toward the activity, and you’ll avoid it whenever possible, meaning that you’ll fall still further behind your peers. This cycle has been called ‘The Matthew Effect’ from the biblical verse ‘For whosoever hath, to him shall be given, and he shall have more abundance; but whosoever hath not, from him shall be taken away even that he hath’ (Matthew 25-29). Or more briefly, the rich get richer and the poor get poorer.”
Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.
“Antagonist: In drama or fiction, the antagonist opposes the hero or protagonist (q.v.). In Othello, Iago is the antagonist to the Moor. In The Mayor of Casterbridge, Farfrae is antagonist to Henchard.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Here, on a snowy Tuesday morning, is a lesson plan on personality disorders. The work for this lesson consists of this short reading along with its accompanying vocabulary-building and comprehension worksheet.
And here are slightly longer versions of these documents if you want them.
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.
“What Langston Hughes poem refers to a ‘raisin in the sun’? ‘Harlem’ (1951). Hughes asks: ‘What happens to a dream deferred? Does it dry up like a raisin in the sun?’”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged black history, poetry, readings/research, united states history
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