“Dilapidated for Ruined. Said of a building, or other structure. But the word is from the Latin lapis, a stone, and cannot properly be used of any but a stone structure.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Here is a worksheet on the verb spend when used with an object and a gerund.
The students spent time researching their project.
The tourists spent the afternoon riding around in a tour bus.
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.
“socialization: A process by which people learn to cooperate with others toward common goals, or at least to act appropriately when placed in contact with others.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
Here is a Cultural Literacy worksheet on reparations. This is a half-page worksheet with a reading of four sentences and three comprehension questions. If discussing reparations for the the horrors of chattel slavery in the United States is now forbidden as thought crime (have you seen the index of forbidden words in the Trump administration?), you’re safe with this document. It focuses on war reparations.
Which isn’t to say that one couldn’t dilate on the reading to include reparations for crimes against human rights or the sin and crime of enslavement, no matter how far in the past. I’m just saying.
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.
“Bauhaus: (German, ‘house of architecture’) A school of architecture and design, founded in Weimar Germany, in 1919 by Walter Gropius. The school stressed functionalism in art and tried to unite the creative arts and the technology of modern mass production with 20th-century architecture. In addition to more strictly architectural studies, courses in painting, handicrafts, the theatre, and typography were given by outstanding artists, including Lyonel Feininger, Vassily Kandinsky, and Paul Klee. Functionalism, or the international style, in architecture and a number of examples of industrial design, such as the tubular lighting and steel furniture of Marcel Breuer, were first developed at the Bauhaus. In 1925, the school moved to the buildings designed for it by Gropius in Dessau; three years later, Mies van der Rohe became its director.
The Bauhaus was attacked by Hitler’s regime, and in 1933 it was forced to close. However, its great influence on modern architecture and design continued in Europe and the U.S. through its masters and students.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
This week’s Text is a reading on Charles Ponzi accompanied but its vocabulary-building and comprehension worksheet.
In the fall of 2008, when the United States economy crashed and nearly took the rest of the world down with it, I had just accepted a job at an economics-and-finance-themed high school in the Financial District in Manhattan. I rode the 2 or the 5 train from the North Bronx to the Wall Street Station. My school was on Trinity Place, right across the street from Zuccotti Park. In other words, I worked right in the middle of the Financial District while the place was–metaphorically–going up in flames. It was a weird time: the streets were weirdly quiet, and the restaurants and bars, usually full of boisterous traders, were dead.
Then came Bernie Madoff. My students couldn’t understand what he’d done, but several of them sure were interested. These documents are some of the fruits of my labor that sought to educate these kids about, well, rip-off artists.
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 end of the human race will be that it will eventually die of civilization.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
Here is a worksheet on the verb see when used with an object and a gerund.
I see elephants walking down my block.
The teacher sees the student working on her essay.
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.
“Lazlo Moholy-Nagy: (1895-1946) Hungarian painter, photographer, and art teacher. After studying law in Budapest, he went to Berlin in 1919, and in 1923 he took charge of the metal workshop of the Bauhaus as well as the Bauhaus-book series of publications. As painter and photographer he worked predominantly with light, His ‘photograms’ were composed directly on film, and his ‘light modulators’ (oil paintings on transparent or polished surfaces) included mobile light effects. As an educator, he developed a widely accepted curriculum to develop students’ natural visual gifts instead of specialized skills. Fleeing Nazi Germany in 1935, he went to London and then to Chicago, where he organized and headed the New Bauhaus.”
Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Here is a Cultural Literacy worksheet on the run-on sentence. This is a half-page worksheet with a two-sentence reading and three comprehension questions.
Unfortunately, it’s not that simple. When I looked at this document in preparation for publishing it, it looked crowded to me. That may be on account of the two-sentence reading, which consists of a couple of whopper compound sentence. I’ll publish this today, but check back here in the future for better learning supports on run-on sentences. I’m actually in the process of finishing a unit on sentence writing, and the lesson on run-ons is one of the last things I have to do.
So, like I said, check back if you need something like this.
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.
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