Sunday, May 03, 2026

This Week in Booktube: May 3, 2026
(These are the Booktube videos I watched this week. As always, I encourage you also to check out each of the videos I've linked to down below.  Support Booktube.  And let me know what you've watched this past week.)

Google document: docspub


 ...although this week, I must add a caveat for a couple of these videos.

There's been some discussion on booktube lately about the rise of conservative booktube.  I don't have a problem with conservative booktube per se (the more diverse points of view, the better), but it does appear that this new conservative booktube is only interested in complaining about woke books.  (i.e.--the anti-woke grifters are finally coming for booktube.)  There are some indications from the video below that this young women is going to be attempting to milk the anti-woke grift, but we'll give her the benefit of the doubt for now.

What bothers me at the moment is her apparent assertion that great literature is divorced from politics.  (Or am I misinterpreting her?)  As it happens, I just finished listening to The Age of Revolution: 1789-1848 by Eric Hobsbawm in which Hobsbawm makes the point that the only works of art we remember from this period are the ones that dealt with the political and social issues of the day.
I wish I had remembered to include that in my video review of that book, but I didn't.  (I've already filmed the video review of that book, and it'll be posting in 4 days.  I'm trying to restrain myself and only publish one video per day, so I've got a bit of a backlog at the moment.)  
But I can console myself with the fact that I already made that point in my written review:
In his section on the arts, Hobsbawm claims that almost all of the art of lasting value from this period was politically motivated (contrary to the post modern view that true art must be separated from politics). He cites examples from Mozart's "The Magic Flute" to Beethoven's "Eroica" to the French painters such as Delacroix and David to all the romantic and revolutionary novelists of the period.

I posted a comment to this effect in the young women's video

I sympathize with much of this story.  I don't believe academia should exclude political viewpoints, or force conformity to one political viewpoint.  But where I disagree is the premise that great literature should always be apolitical.  I think a lot of the classics of the 19th century were very political in regards to the issues of their day. 

...and then predictably, my comment inspired other people to reply with their own comments, some of which were nonsensical and incoherent.

The other video I want to caveat is this one: 


I like this guy, what little I've seen of him, and I was intrigued by his video, but ultimately left confused as to what his message was.  He seemed to be simultaneously saying that booktubers need to get an education, that a proper education is not just reading books but rather formal schooling, and that American schools don't give us a proper education.  
So, what are we to do then?

I wrote in the comments:
Okay, I'll bite.  I'm an American.  How do you suggest I go about getting an education?
...and I got a bunch of unhelpful replies.
Like, for instance:
For you personally, I would suggest starting with the difference between good faith and bad faith arguing.
Dude, what?  I'm just trying to get some clarification here!

If you can write a youtube comment, you can get educated. Yale and Oxford have dozens of hours of lectures on this website alone. Most high end schools have free lectures online. Wiki's exist, history books can be sold privately. You probably have a local library.

You may not be able to a job with a degree from it, but you can ALWAYS continue educating yourself, for free, with a little bit of time and effort.  Never, ever, let people convince you that you are trapped in ignorance, the average person has more ability to learn now than they ever have. IF we can avoid the distractions along the way, THAT is the real challenge.
To which I replied
Okay, but, the premise of this video was that reading a lot of books does not make you educated.  Or did I miss something?
I'm assuming by extension this applies to online audio, lectures and wikis.

Hager Park, Jenison, Georgetown Township (Spring)

(Travelogues--West Michigan)



Friday, May 01, 2026

Bad King John by Eleanor Farjeon: Poem

(TESOL Worksheets--Poems ESL Listening)

Transcript: docspub
Video: HERE


Bad King John by Eleanor Farjeon: poem


Video: https://youtu.be/5lDioPvdqCs


John, John, bad King John

Shamed the throne that he sat on;

Not a scruple, not a straw,

Cared this monarch for the law;

Promises he daily broke;

None could trust a word he spoke;

So the Barons brought a Deed;

Down to rushy Runnymede,

Magna Carta was it hight,

Charter of the People’s Right,

Framed and fashioned to correct

Kings who act with disrespect –

And with stern and solemn air,

Pointing to the parchment there,

“Sign! Sign! Sign!” they said

“Sign, King John, or resign instead!”


John, John, turning pale,

Ground his teeth and bit his nail;

Chewed his long moustache; and then

Ground and bit and chewed again.

“Plague upon the People!” he

Muttered, “What are they to me?

Plague upon the Barons, too!”

(Here he had another chew,)

But the Barons, standing by,

Eyed him with a baleful eye;

Not a finger did they lift;

Not an eyelash did they shift;

But with one tremendous roar,

Even louder than before,

“Sign! Sign! Sign!” they said,

“SIGN, KING JOHN, OR RESIGN INSTEAD!”


Thursday, April 30, 2026

Sentences and Pictures for CVC -ug words

(TESOL Materials-- -ug word family)

Google: slides, pub
I used Google Gemini Storybook to create these images, and then I copied them over to the slideshow.  (Because I was using my work Google account when I created these images, I can't share the original chat.)

So, what's with all these kids zooming around on electric scooters?  Do their legs not work?  What's going on here?

File this rant under: reverse culture shock.
And probably also file it under: old man yells at cloud, but...

I first began to notice these electric scooters when I was in Vietnam.  Young people would use them to zoom from their apartment building to the gate to pick up delivery items.  I used to make sarcastic comments to my wife, like, "What's the matter with him?  Do his legs not work?"

At the time I just wrote it off as a Vietnamese thing, but since I've returned home to America, I've noticed lots of able-bodied young people zooming around on park trials on electric bikes or electric scooters.  And I can't really understand it.

I guess I can understand it from the kid's perspective.  Kids love zooming on stuff, and they don't care about things like exercise or carbon footprints.
But what are the parents thinking?  (I'm assuming in most cases the parents are the ones who paid for these things.)  Did the parents see these things in the store and think, "Oh, great!  Now my kids can get even less exercise while increasing their carbon footprint at the same time!"

I mean, we are facing an obesity crisis and an environmental crisis at the same time.  Why did we humans think it was a good idea to make it so young people can bike and scooter while using up electricity and not moving at all?

I should note I also see a fair amount of people in their 20s on electric bikes or electric scooters, and I think by the time you're in your 20s, you should really know better.  You know about carbon footprints.  You know about the value of exercise.  Use your own legs!

Addendum: I have no issue with anyone who actually has a mobility issue and uses these.  If you are 65 and have bad knees, go ahead and use an electric bike.  I'm just talking here about the mass adaptation of these things as a kind of general use for everyone.

Wizards of Mickey, Volume 4: Book Review

Started: April 10, 2026



Wednesday, April 29, 2026

Wild Mammals Vocabulary


* Slideshow: slides, pub (I used this slideshow to present the vocabulary, and also to do a board race.  I also print them out and use them as materials for quiz quiz trade.  The last 4 slides are for a sorting activity.)
* Lesson plan for describing animals: docs, pub
* Describing Mammals slideshow: slides, pub
* Describing mammal cards: docs, pub (for quiz quiz trade.)

[Note: This vocabulary is based on the vocabulary from pages 128 and 129 of Oxford Picture Dictionary for the Content Areas.  But I believe this material could also be used independently for any lesson on animal vocabulary, so I'm posting it here.]



Lesson Aims:

Content Objectives: Students will be able to identify the names of common mammals, and use vocabulary to describe the characteristics of these mammals with support

Language Objectives: Students will be able to describe mammal characteristics in a written form from a scaffolded device.

Students will be able to orally describe mammals using a scaffold

Students will have the opportunity to listen to descriptions and evaluate their understanding of the description by attempting to name the mammal described.



Stage Name

Stage Aim

Description 

timing

Warm-up/review

To re-activate knowledge learned in prior knowledge

Set-up: Teacher puts students into pairs.  Teacher holds up worksheet:  “With your partner, write the names under the animal.”  Teacher passes out worksheet.


Task: Students work in pairs to write the names under the animals.  Teacher monitors and gives guidance as needed.


Feedback: Students open up the textbook to page 128 to check answers

5 min

Model Text

For students to process the model text for meaning

Set up: Teacher passes out whiteboard and markers.  “This is a game.  Read the words, and guess the animals.”  Students stay with the same partner as previously.


Task: Teacher shows descriptions of animals on the slides, and reads the description with the students.  Students write the name of the animal on the whiteboards.


Feedback: Feedback on correct answers is given after each question.

5 min

Noticing Useful Language:

For students to notice the useful language in the model text

Set-up: Teacher shows the slide with some of the useful language blanked out.  “Talk to a partner.  What words are missing?”


Task: Students talk with a partner to try to identify the key words.


Feedback: Teacher calls on students individually to give answers.  Answers are confirmed on the slideshow.



5 min

Controlled Practice

For students to practice the target language in a controlled form.

Set-up: Teacher “Look at the slides.  What words can go into the blanks?”  Teacher gives out worksheets to students.


Task: Students discuss with a partner and decide what missing words can go in the blanks.


Feedback: Teacher nominates individual students.  Answers are confirmed on the slideshow.

5 min

Semi-Controlled Practice

For students to practice using the target language in a longer utterance a less-controlled form

Stage 1:

Set-up: Teacher holds up an example of a worksheet.  “Look at the animal.  Write the information in the blanks.  Work alone.”


Task: Students write in the information about the animal.


Feedback: Teacher monitors task,and gives individual feedback as needed.


Stage 2:

Set-up: “We’re going to play quiz-quiz trade.  Can someone help me demonstrate?”  (Demonstrate with a student.  Students are already familiar with this game, so this is a reminder.)

Instruction Checking Questions: Do you say the name of the animal?  What do you say?  If your partner needs help, what can you do?”


Task: Students play quiz quiz trade.  Teacher monitors and assists as needed.


Feedback: Teacher does on the spot error correction as needed.  Any persistent or complex errors are dealt with in all class feedback after the task.

15 min

Freer Practice (time allowing)

For students to practice the target language in a longer utterance in a freer form

Set-up: Students are already familiar with this game.  Get out the cards, and elicit from students how to play the game.  Assist students in explaining if necessary.  Put students in groups of 3.


Task: Students describe cards.  Other students grab the card.


Feedback: Time allowing, delayed feedback on error correction

15 min


Knapp Valley Forest, Grand Rapids Township (Early Spring)

(Travelogues--West Michigan)



Tuesday, April 28, 2026

People and Places at School 2

(TESOL Materials--School Vocabulary)

* Lesson plan: docs, pub
* Slideshow: slides, pub  (This slideshow was created using Gemini Storybook, but because I was having issues with my personal Gemini account at the time I created this, I created this off of my school account.  I can't share the link to the Gemini storybook on my school account, but I copied and pasted the storybook onto this slideshow.)
* 2nd Coloring sheet: docs, pub

[Note: These are all materials that I used to supplement the lesson p.36-37 The School from Oxford Picture Dictionary Content Areas for Kids, and the specific choice of vocabulary in the storybook and other materials is influenced by that lesson.   But I believe this material could also be used independently for any lesson on school vocabulary, so I'm posting it here.]


Lead-in: Show students a picture of the school on slideshow.  Ask them what people at the school they know.


Model text: Read story on slideshow


Vocabulary: drill words on slideshow


p.36-37: look at vocabulary


Workbook p.36


Time allowing: coloring sheet