Yearly Archives: 2016

The Great Lexicographer Might Be Talking to Pearson

“Your manuscript is both good and original; the the part that is good is not original, and the part that is original is not good.”

Samuel Johnson

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

The Weekly Text, June 17, 2016: A Trove of Documents for Teaching the Latin Word Roots for Mother and Father

We’re in the home stretch of the school year, and not a moment to soon: about three weeks ago, several students I work with began arriving with shell-shocked looks on their faces, and even further attenuation in their attention spans.

I understand. I feel how they look, as I regularly tell them.

This week’s Text is two context clues worksheets on two essential words, paternal and maternal. If you haven’t used these before, you might find the users’ manual for context clues worksheets useful. These complement a couple of word root worksheets I posted in March: the first one is on the  Latin word roots patr, patri and pater,  and the second on the Latin word roots mat, matri, and mater.

As always, if you find these worksheets useful, I would be much obliged to hear how–particularly if you modified them for your classroom.

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.

A Dicta for Teaching Writing

“There are no dull subjects. There are only dull writers.”

H.L Mencken

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

The Weekly Text, June 10, 2016: Two Worksheet Templates for Working with Similes and Metaphors

Teaching figurative language, particularly when you want to give students direct experience in dealing with it, can be a tricky business. For several years, I had these two worksheet templates for working with metaphors and similes rattling around in my current work folder before I actually did something with them–to wit, making up some worksheets to attend a unit on Stephen King’s novella “The Body,” which is part of the Different Seasons collection (and which was made into the fine film “Stand By Me”).

The structure of these makes them pretty easy to use. For the metaphor-o-matic worksheet, I use, for the first section, which calls upon students to interpret metaphors, some metaphorical language or symbols from whatever we’re reading in class. Then, to offer students some direct experience with writing metaphors in the second section of the worksheet, I might ask them to create a metaphor for human emotions, weather, and the like. For example, you might ask students to think of and write down a weather metaphor that suggests confusion; the obvious answer would be fog. Similarly, you might ask for a metaphor that indicates anger, and students might say the color red, a storm, the Tasmanian Devil from “Looney Toons” or something along those lines.

In general, as similes are themselves, the simile-o-matic  worksheet is easier to use. At the top of this template, I’ve provided a number of exemplars of the simile at work. I usually ask students to write several similes of their own in order to give them direct experience working with them. After students have composed their similes, I use the basic writers’ workshop format for discussion of their work.

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.

The Joys of Critical Thinking

“To knock a thing down, especially if it is cocked at an arrogant angle, is a deep delight of the blood.”

George Santayana

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

Why We Read

“Employ your time by improving yourself by other men’s writings, so that you shall gain easily what others have labored so hard for.”

Socrates (469-399 B.C.)

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

Meeting Fundamental Needs

“Children and adults alike share needs to be safe and secure; to belong and to be loved; to experience self-esteem through achievement, mastery, recognition, and respect; to be autonomous; and to experience self-actualization by pursuing one’s inner abilities and finding intrinsic meaning and satisfaction in what one does.”

Thomas J. Sergiovanni Building Community in Schools (1994)

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

Doing Great Work

“When love and skill work together, expect a masterpiece.”

John Ruskin (1819-1900)

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

Artists of the Mind

“What sculpture is to a block of marble, education is to a human soul.”

Joseph Addison (1672-1719) As quote in Spectator (1711)

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

The Intellectual Devotional Series

Several years ago, while I was engaged with my final go-around with the Book of the Month Club, I took a chance on a title that sounded interesting: The Intellectual Devotional Modern Culture. The book’s title is about as exact a description of its contents as I’ve ever seen. First, it contains daily devotionals, just like the religious books that serve as part of its namesake, for each of the 365 days of the year; second, each entry–which I should mention are stylishly written and cogently edited–addressed a topic in modern culture.

Reading its daily entries, it didn’t take me long to understand that these readings, particularly those on athletes and pop music stars, would serve well as reading work for the struggling and alienated learners in my classroom. I broke the spine of the book and began separating pages to scan into my computer and save for future use. At the same time, I started writing reading comprehension worksheets to accompany these readings.

Moreover, I soon discovered that the authors of my book, David S. Kidder and Noah Oppenheim had in fact published a series of five Intellectual Devotional books. It didn’t take me long to buy the rest of the series and begin developing curricular materials from them keyed to various topics in the high school course of study. At this point, I have several hundred readings and worksheets that I’ve developed from these excellent books.

I recently wrote the authors of these books to seek permission to post some of their readings on Mark’s Text Terminal–particularly those I have rendered in typescript, so that teachers who work with struggling readers might edit them for those students. I have yet to hear back from them, but hope springs eternal, I guess. The good news is that all five books remain in print in durable hardcover editions. You can order them from your preferred bookseller (which I hope is local and independent, if I may presume to say so).

From time to time, outside The Weekly Text, I’ll publish here my worksheets to accompany the readings in The Intellectual Devotional books. To that end, here’s a reading comprehension worksheet on Michelangelo from the book I call, for file-coding purposes, The Intellectual Devotional Basic, so called because it has no subtitle, and is simply called The Intellectual Devotional (the subtitles for the other four books are the aforementioned Modern Culture, as well as HealthBiographies, and American History).

As always, I hope you find this useful. If you do, I’d like to hear how these kinds of readings and worksheet work in your classroom, particularly if you adapt them for struggling or alienated learners.

Post Scriptum: Here is the reading that accompanies this worksheet on Michelangelo, which I posted at a user’s request in October of 2017.

Addendum: I’ve posted these in the About Posts & Texts page, but I want to put them here as well. As I mentioned, there are five volumes of The Intellectual Devotional series and I’ve prepared reading and worksheet templates in Microsoft Word (so you can alter them to your needs) for all five books. So, here are the templates: The first set is from the general book (which I have called, for my purposes of file management, “Basic”), simply titled The Intellectual Devotional.  Here are templates for preparing materials from the American History volume. Next up is the set of four templates work with the Biographies volume. Here are the four templates for the Health volume. For the Modern Culture volume (the first of these I bought, incidentally, and a book full of high-interest material that I recognized had great potential for designing short reading and comprehension exercises for struggling learners, especially those with short attention spans), here are yet another four templates for readings and worksheets. Finally, here is the bibliography of all five titles for copying and pasting citations, or whatever else you might need it to do.