“Abstraction-Creation: A group of abstract artists gathered in Paris in the 1930s—some of them exiles from Nazi Germany—which attracted representatives of all currents of Abstract Art, from Constructivism to Suprematism. The group issued an annual periodical by the same name.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in Independent Practice, Quotes, Reference, Social Sciences
We’re in the middle of a long run of posts that offer worksheets adapted from Paul Brians‘ excellent usage manual Common Errors in English Usage–which, as I always point out, Professor Brians allows free access to at his Washington State University web page.
This one is on the use of the words mean and median. While this is ostensibly a usage exercise (in a full-page worksheet with a reading of four sentences and five modified cloze exercises) that aims to assist students in differentiating these two nouns and using them properly, it also includes basic instructions on how to calculate a mean.
So there is a bit numeracy work here as well.
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.
“reciprocal reading/teaching: A situation in which teachers and students take turns in reading or discussing a written passage. Reciprocal reading is useful because teachers model good reading such as pausing at punctuation, using intonation, and tracking with a finger. Reciprocal teaching also can involve shared discussion where the teacher can model good comprehension and questioning strategies to promote critical thinking.
In reciprocal teaching and learning, teachers and students share in the process of a learning activity and teachers can also monitor and assess students while they try out new reading/thinking strategies.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Although I am fairly confident that this this half-page Cultural Literacy worksheet on the regular verb (with a two-sentence reading and three comprehension questions), can stand by itself, placing it as a post adjacent to lessons on writing sentences strikes me, this morning, as a good idea.
So there you are.
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.
“banana: [L16th] Africa is the original home of the banana. The word traveled to English through Portuguese and Spanish from Mande, a language group of West Africa, arriving in the 16th century. In the 20th century slang expressions began to appear. American people began to go bananas with excitement, anger, or frustration in the 1950s. The top banana, ‘the most important person in an organization,’ derives from US theatrical slang. It referred to the comedian with top billing in a show, a use first recorded in 1953 from a US newspaper, which also mentions second and third bananas. People have been slipping on a banana skin since the beginning of the 20th century: the comic writer P.G. Wodehouse (1881-1975) referred in 1934 to “Treading upon Life’s banana skins.” The banana republic, a small state, especially in Central America, whose economy is almost entirely dependent on its fruit-exporting trade, was referred to as early as 1904.”
Excerpted from: Creswell, Julia. Oxford Dictionary of Word Origins. New York: Oxford University Press, 2010.
This week’s Text is the fifth lesson plan (of 17 lessons) of the Introduction to Writing Sentences Unit, this one on writing compound sentences. This lesson begins with a do-now, if you’re so inclined, this one a Cultural Literacy worksheet on the compound sentence; this is a half-page worksheet with a reading of one longish sentence and two comprehension questions.
This scaffolded worksheet is the primary work of this lesson. Here is a learning support on coordinating conjunctions to help students understand their use in compound sentences.
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.
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