Here is a lesson plan on post-traumatic stress disorder along with the short reading and the vocabulary-building and comprehension worksheet that comprise the work of this lesson. If you’d like a slightly longer version of the reading and worksheet, you can find that here.
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.
Over the time I’ve offered them, I’ve found this reading on John Gotti and its accompanying vocabulary-building and comprehension worksheet to be relatively high-interest material among the students I serve.
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.
“Addams, Jane: (1860-1935) Addams was an American sociologist of central importance to the work of the Chicago School in the late nineteenth and early twentieth centuries. A powerful influence on many other women in sociology, such as Charlotte Perkins Gilman and Emily Greene Balch, in 1889 she set up a social settlement in Chicago, Hull House, which was partly inspired by London’s Toynbee Hall, but more woman-influenced, more egalitarian, and less religious. She argued that one of the main problems for women was trying to manage the conflicting demands of family and society, and believed social settlements were one way to resolve the problem. Hull House was an important sociological center for the University of Chicago, and also attracted other leading social theorists, Marxists, anarchists, and socialists of the time. A spokeswoman for women and working-class immigrants in particular, Addams was a cultural feminist who believed female values were inherently superior to those of men, and argued that a more productive and more peaceful society could be built by drawing on, and integrating, such values. Her commitment to pacifism made her a social pariah during the First World War, although in 1931 she was awarded the Nobel Peace Prize.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Here is a lesson plan on oppositional-defiant disorder along with the short reading and vocabulary-building and comprehension worksheet that comprise its work. If you want a slightly different–and a bit longer–version of these materials, you can find that here.
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.
Before I walk out the door on this gray Monday afternoon, here is a reading on Mark Spitz and its accompanying vocabulary-building and comprehension worksheet. Only one student–for whom I produced it–asked for it in 18 years of teaching. Still, Mr. Spitz remains a swimming and Olympic legend, and I suspect somewhere there is still demand for these materials. For my needs, at the moment, supply exceeds demand.
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.
“Perfectionist * Giver * Achiever * Tragic/Romantic * Observer * Contradictor * Enthusiast * Leader * Mediator
The nine-sided enneagram was popularized by the Greek-Armenian spiritual teacher George Gurdjieff (1866-1949) as a way of both analyzing and then reforming character—for the final goal is to achieve a balance of all these aspects. It is also associated with the Kabbalah, while the attributes are close to those of the ideal god-loving Muslim, who is both reformer, helper, achiever, individualist, investigator, loyalist, enthusiast, challenger, and peacemaker.
Gurdjieff’s enneagram was developed by the psychologists Oscar Ichazo and Claudio Naranjo to create a personal character map, which you can do easily enough for yourself. By marking your characteristics (on, say, a scale of 1 to 10) you can chart your particular strengths and weaknesses, and then see how these compared to those drawn for you by your friends or a counselor.
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.
“Fiddler on the Roof: A stage musical (1964) and film (1971), with a book by Joseph Stein, score by Jerry Bock and lyrics by Sheldon Harnick. Set in pre-revolutionary Russia, and culminating in a pogrom, it relates the story of Tevye, a Jewish father (memorably played by Topol in the film), and his disapproval of the matrimonial choices made by his daughters. The musical is based on the Yiddish short story collection Tevye and His Daughters by the Russian-born US writer Sholom Aleichem (1859-1916). The significance of the title is obscure: it may be based on the proverbial expression meaning to ‘eat, drink and be merry,’ but it may be taken generally to signify a person who cheerfully makes the best of things, whatever the circumstances.”
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Posted in English Language Arts, Quotes, Reference
Tagged drama/theater, film/television/photography, music, readings/research
“Novel (noun): A work of prose fiction, usually an extended narrative but often idiosyncratic in structure, that tells a story or uses incident and setting to dramatize human experience and individual character, whether through imagination, re-creation of real-life existence, intricate or rich plot, the author’s particular vision or persona, or all of these; the genre of this type of prose writing. Adjective: novelistic; adverb: novelistically; verb: novelize.
‘At this late date—partly due to the New Journalism itself—it’s hard to explain what an American dream the ideas or writing a novel in the 1940s, the 1950s, and right into the early 1960s. The Novel was no mere literary form. It was a psychological phenomenon. It was a cortical fever. It belonged in the glossary to A General Introduction to Psychoanalysis, somewhere between Narcissism and Obsessional Neuroses.’”
Tom Wolfe, The New Journalism
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
This reading on Tycho Brahe and its accompanying vocabulary-building and comprehension worksheet have turned out, to my surprise, to be surprisingly high-interest materials for a certain kind of student I have served over the years. If you can persuade students that Brahe, like Galileo and Johannes Kepler, was in rebellion against the established authorities (church, but also, where they were closely aligned, state as well) of his time, well, what adolescent isn’t interested in acts of rebellion?
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.
“Angles: A Germanic people first heard of on the Baltic coasts of Jutland. On the evidence of their pottery found at a number of late Roman settlements in England, they were probably present as Foederati in the later c4 AD. In c5 they took part in the Anglo-Saxon migrations across the North Sea to settle the eastern parts of England after the breakdown of Roman rule. The archaeological evidence is treated under Anglo-Saxons since by this period the distinction between the two peoples had all but disappeared. Their names survives in East Anglia and England.”
Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.
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