Here is a worksheet on the verb convince when followed by an object and an infinitive.
The teacher convinced the student to study diligently.
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.
“Bankers: Pillars of society who are going to hell if there is a God and He has been accurately quoted.
All three Western religions have always forbidden the collection of interest on loans. When Samuel Johnson defined the banker in the eighteenth century his status was clear: ‘One that traffics in money.’ Their venal sin of usury continues to sit high on lists of scriptural wrongdoing, which raises the questions of why bankers—the money-market sort excluded—tend to be frequent church-goers. The respect in which they have increasingly been held over the last two centuries has paralleled the growth of economics based on long-term debt, which has spread into every corner of society, from governments and corporations to the poor. The more money owed, the more the lender is respected, so long as the borrower intends to pay it back.
But what effect does this have on the moral position of bank employees? Few modern bankers are owners. Except through their salaries they do not profit from interest payments. Are they or are they not among the damned? Perhaps they should themselves be seen as victims of usury, having little choice but to lend their lives to the usurious process in order to feed their families. Yet for the borrower, these employees are the human face of usury.
The clearest situation for bankers would be if God didn’t exist. They would then be morally home-free and could go to church in a more relaxed frame of mind.”
Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.
Posted in Quotes, Social Sciences
Tagged humor, literary oddities, philosophy/religion
While dining with an erstwhile colleague last evening, our talk turned to Robert Caro and whether or not he is a proponent of the Great Man Theory of History. We agreed that he is not, if you’re interested.
This Cultural Literacy worksheet on the Great Man Theory of History does a nice job of explaining this philosophy of history. It is a half-page worksheet with a reading of three sentences and three comprehension questions. Even with that brevity, this worksheet explains Thomas Carlyle’s conception of this method of interpreting history and the fact that Carlyle’s “…theories have generally fallen out of fashion.”
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.
“For years, Benchley the theater critic carried on a war with the notorious Broadway hit Abie’s Irish Rose. Near the close of the play’s record run Benchley posted a prize for the best critical comment on the show. Harpo Marx won the contest with his capsule critique: ‘No worse than a bad cold.’”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
Posted in Quotes
Tagged drama/theater, humor, literary oddities, united states history
This week’s Text is a lesson plan on the Latin word root arbor. It means, of course, tree. This is a productive root in English, yielding such words as arboreal, arboretum, and Arbor Day. These are not exactly high frequency words in English. However, if the author of the book from which this material is drawn is correct, they are likely to appear on the S.A.T.
This lesson begins with this context clues worksheet on the noun copse. A copse is “a thicket, grove, or growth of small trees,” and is also called a coppice. Either way, it points students toward the meaning of arbor. You’ll need this scaffolded worksheet, complete with cognates from the Romance languages, to deal with the principal work of this lesson.
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.
“We learn from experience that men never learn anything from experience.”
Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.
Here is a worksheet on the verb choose when followed by an object and an infinitive. The teacher wouldn’t choose these worksheets to demonstrate his proficiency in curriculum design.
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.
“semantic memory: Memory for facts, such as the information that would be contained in a dictionary or encyclopedia with no connection to time or place. People do not remember when or where they learn this type of information.
Semantic memory registers and stores knowledge about the world in the broadest sense; it allows people to represent and mentally operate in situations, objects, and relations in the world that are not present in the senses. A person with an intact semantic memory system can think about things that are not here now.
Because semantic memory develops first in childhood, before episodic memory, children are able to learn facts before they can remember their own experiences.
The seat of semantic memory is believed to be located in the medial temporal lobe and diencephalic structures of the brain.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Here is a Cultural Literacy worksheet on Ellis Island. This is a half-page worksheet with a reading of three sentences–and beware that two of them are long compounds separated by commas that might be best separated into independent clauses for emergent and struggling readers–and three comprehension question. A relatively short, but cogent, introduction to this important place in United States history.
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.
What was the alternative title to Mary Shelley’s Frankenstein? The Modern Prometheus.
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
Posted in English Language Arts, Quotes, Reference
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