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.
Can you use this worksheet on the Latin word root ego? It means, you probably won’t be surprised to hear, self. It’s a good word–and a better concept–for adolescents to understand.
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.
“Youth: Typically regarded in sociology as an ascribed status, or socially constructed label, rather than simply the biological condition of being young. The term is used in three ways: very generally, to cover a set of phases in the life-cycle from early infancy to young adulthood; in preference to the rather unsatisfactory term adolescence, to denote theory and research on teenagers, and the transition to adulthood; and, less commonly now, for a set of supposed emotional and social problems associated with growing up in an urban industrial society.”
Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.
Tomorrow is Valentine’s Day, so this seems like a good time to publish this Cultural Literacy worksheet on the concept of the “significant other.”
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.
OK, wrapping up on a Wednesday afternoon, here is a lesson plan on obsessive-compulsive disorder. You’ll need this short reading and this vocabulary-building and comprehension worksheet to teach this material. If you want slightly longer versions of the reading and worksheet, they’re under that hyperlink.
Nota bene that this has tended to be high-interest material among the students I’ve taught over the years, which is why I tagged it as such.
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.
While I have found Stanley Milgram’s studies on obedience to authority fascinating (and the “lost letter experiment” is also interesting), I do understand that it isn’t exactly high school material. That said, I did, in 17 years of teaching now, have one kid ask about Milgram. Furthermore, I am aware that many of Milgram’s contemporaries and colleagues expressed serious ethical qualms about the methods Milgram used.
Nonetheless, here is a short reading on Dr. Milgram’s study along with its 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.
Posted in English Language Arts, Independent Practice, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, cognition/learning/understanding, diction/grammar/style/usage, philosophy/religion, professional development, questioning/inquiry, readings/research, social-emotional learning
Here is a lesson plan on intelligence. You’ll need this short reading and its accompanying vocabulary-building and comprehension worksheet. If you’d like slightly longer versions of these documents, click 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.
Here’s a lesson plan on fitness along with its short reading and accompanying vocabulary-building and comprehension worksheet. If you want slightly longer versions of these documents, they’re under that hyperlink.
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.
If you’ve been teaching for ten years or more, you probably remember a time in your working life before smartphones became ubiquitous and turned your classroom into a battleground of wills over the presence of these devices in school. I have only one question for people who defend the presence of smartphones in classrooms: would you want your child–or any child–arriving in class every day with a smart television set and a cable modem and wireless router?
That is, of course, a rhetorical question (unless it’s not, which is very bad news indeed for this teacher). But the fact is this: we do allow smart televisions and cable modems/wifi routers when we allow smartphones in our schools. As I like to tell students, I have nothing, and I do mean nothing, that can compete with the constant stimulation, approbation, distraction, and amusement that these devices offer. What I have is material that requires prolonged attention, engagement, consideration, analysis, and, finally, deep thought. What I offer will more often than not challenge students’ views of the world–which I think is kind of the point of education, after all.
I’ve been waiting for a moment when I would have the stamina to write a lengthy essay to accompany this extended bibliography on the hazards of screens for child development and learning. I can’t summon the outrage–probably because where outrage is concerned, my well runneth dry–to add more than these few words of expository gloss to accompany this excellent document.
But I do want to thank the good people at Parents Across America for this document–and for all the excellent work they do.
Bruno Bettelheim: (1903-1990) Austrian-born American psychologist, educator, and author, Bettelheim came to the U.S. in 1939 as a survivor of the Nazi concentration camps. Drawing from this experience, he wrote the widely read and influential study Individual and Mass Behavior in Extreme Situations (1943). He is best known, however, for his psychiatric work with severely disturbed children and its application to the study and education of normal children. Love Is Not Enough (1950), addressed to parents and a general readership, describes his work in his Orthogenic School for emotionally disturbed children and outlines means for meeting both children’s and parents’ needs in the modern family situation. Among his many other books are The Children of the Dream (1969), about communal childbearing in the kibbutz; A Home for the Heart (1974); and The Uses of Enchantment (1976), in which he discusses the psycho-social importance of fairy tales. Surviving and Other Essays (1979) contains diverse essays on problems in American society, on surviving under extreme duress, and on childhood schizophrenia. Freud and Man’s Soul was published in 1983, and Freud’s Vienna and Other Essays appeared in the year of his death.
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
 | A Measurement Conver… on An Elegantly Simple Cooking Co… |
| A Measurement Conver… on The Weekly Text, October 25, 2… |
 | markstextterminal on Cree |
 | panzer046a139293db on Cree |
| markstextterminal on Cree |
Mark's Text Terminal 
You must be logged in to post a comment.