Tag Archives: united states history

The Weekly Text, 29 July 2022: A Lesson Plan on Correlative Conjunctions (Part 2)

This week’s Text is the second of two lessons on using correlative conjunctions. The first was published here last Friday. If you scroll down eight or so posts below this one, you’ll find it.

I open this lesson with this Everyday Edit worksheet on Charles R. Drew, the surgeon and researcher on blood transfusions. (And don’t forget that you can help yourself to a yearlong supply of Everyday Edit worksheets over at Education World.) If the lesson spills over into a second day, here is a second do-now worksheet on the homophones peace and piece.

This scaffolded worksheet is the center of this unit, and I expect that this teacher’s copy of the worksheet will make delivering the lesson a bit easier for you.

That’s it. I’ll post the final lesson in this unit–and the final lesson of all the Parts of Speech Units on this blog–next week.

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.

John Rawls

“John Rawls: (1921-2002) U.S. philosopher. Born in Baltimore, he taught at Cornell (1962-79) and later Harvard (from 1979). He has written primarily on ethics and political philosophy. In his Theory of Justice (1971), he offered an alternative to utilitarianism that led to very different conclusions about justice. He asserted that if people had to choose principles of justice from behind a ‘veil of ignorance’ that restricted what they could know about their own position in society, they would not seek to maximize overall utility but would instead both protect their liberty and safeguard themselves against the worst possible outcome, They would thus sanction only the kinds of inequalities (e.g. in wealth) that are to the benefit of the worst off (e.g. because the inequalities are necessary for incentives that benefit all).”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Pragmatism

Here is a reading on pragmatism and its attendant vocabulary-building and comprehension worksheet. I don’t imagine there will be a lot of demand for these documents; I wrote them for one student about 15 years ago. Preparing them for this post was the first time I’ve looked at them since then.

It’s probably worth mentioning that pragmatism is form of philosophy born in the United States. Its parents, Charles Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952), are given first-class treatment in Louis Menand’s book on them and their philosophy, The Metaphysical Club (2001).

Aside: last summer, I spent some time interviewing for jobs in Albany, New York and environs, known as the Capital District or the Capital Region; I saw signs directing me to the village of Menands, seven miles north of Albany. As someone interested in place names and their origins, I assumed that the town was named for Louis Menand’s family. As it turns out, Louis Menand’s great-grandfather, also named Louis Menand, and himself an important 19th-century horticulturist, first arrived in the Village in 1842. So yes, once again, an old American family’s name becomes a place name, as so many have–think of the Astors: If you happen to live in New York City, their name is all over the place.

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: Balance of Payments

Here is a Cultural Literacy worksheet on the balance of payments as a concept in trade and economics. This is a half-page worksheet with a reading of two longish compound sentences and three comprehensions questions. A do-now exercise for some sort of social studies class, in other words.

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, 15 July 2022: A Lesson Plan on Subordinating Conjunctions (Part 2)

This week’s Text is the second of two related lessons on subordinating conjunctions. The first appeared last week, and so is several posts down.

This lesson opens with this Everyday Edit worksheet on Booker T. Washington. And as always remember that the good people at Education World generously distribute a yearlong supply of these documents at no cost to teachers. If the lesson continues into a second day, here is a second do-now exercise on the homophones grate and great; n.b. please that grate here is dealt with both as a noun and a verb.

To teach this lesson, you’ll need this scaffolded worksheet; I imagine this teacher’s copy of same will be useful while working through all of this.

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.

Term of Art: Task-Based Instruction

“task-based instruction: An instructional approach that relies on specific activities to teach students the skills and knowledge they need in the ‘real world.’ The curriculum designer or teacher identifies specific needs—such as taking part in a job interview, applying for a credit card, ordering from a menu, or finding one’s way in an unfamiliar city—and builds the daily activities of the classroom around these tasks. See also scientific management; Taylorism.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Elizabeth Hardwick on Reading

I recently found myself in receipt of The Uncollected Essays of Elizabeth Hardwick, published by The New York Review of Books for its fine series of “Classics.” I couldn’t help but notice, and feel a need to transcribe for future use, this essay on reading, titled, simply, “Reading.” There is a great deal in these 2,158 words to provoke thought–especially for teachers.

But what do you think?

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, 8 July 2022: A Lesson Plan on Subordinating Conjunctions (Part 1)

This week’s Text is the first of two related lessons on subordinating conjunctions; the next one will appear here next Friday.

I open this lesson with this worksheet on the homophones feat and feet. In the event that the lesson spills over into a second day, here is a second do-now worksheet, this one an Everyday Edit exercise on Bessie Coleman. If you and your students enjoy (I’ve taught students who derived great satisfaction working with these) Everyday Edit worksheets, incidentally, the good people at Education World give away a yearlong supply of them at no cost.

To execute this lesson, you’ll need this scaffolded worksheet. Finally, you might find this teacher’s copy of the worksheet useful.

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.

Bowdlerization

“Bowdlerization (noun): The altering, rewording, or striking out of parts of a literary work out of a sense of propriety or prudery, often with euphemistic paraphrases; moralistic censorship; prudishly modified version of a book. N. bowdlerism; v. bowdlerize. Also EXPURGATION

‘It now develops that even before it was submitted to the publisher, Dreiser’s work was greatly censored—indeed, bowdlerized—by his wife, “Jug,” and a good friend, newspaperman Arthur Henry.’ Ray Walters, The New York Times”

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

Isaac Asimov on Problems, Knowledge, and Ignorance

“If knowledge can create problems, it is not through ignorance that we can solve them.”

Isaac Asimov (1920-1922)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.