“There are only two or three human stories, and they go on repeating themselves as fiercely as if they had never happened before.”
Willa Cather, O Pioneers! Pt. 2 ch. 4 (1913)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference
“perceptual-motor skills: In everything children do, the look, listen, and touch, and then make a perceptual judgment about the things they see, hear, and feel. It is this perceptual judgment that dictates the way they react to their world (what is seen, what is heard, what is felt). When perceptions are well developed, then reactions are more likely to be appropriate for each given situation.
Thre are six perceptual systems that take in information from the environment: visual (light), auditory (sound), tactile (touch), kinesthetic (muscle feeling). Olfactory (smell), and gustatory (taste). Perceptual-motor skills or behavior generally will involve perceptual input through more than one of these systems, and a complex sequence of motor activities.
Motor learning is an important part of childhood development. There is a natural developmental sequence of perceptual motor skill development, beginning very early with skills such as rolling over and sitting up, and proceeding to activities such as crawling, standing, walking, running, and jumping. As development progresses, the requirements for integration of perceptual systems and motor behavior grow more steadily subtle and complex.
Delays in the development of age-appropriate perceptual-motor skills may have significant and sometimes pervasive effects on school and social performance.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Here are two context clues worksheets on the noun summary. Why I produced two of them, I can’t say. I need not belabor the importance of this noun in the vocabulary of high school students, so I won’t. Incidentally, since I haven’t mentioned it lately, these documents, like almost everything on Mark’s Text Terminal, are formatted in Microsoft Word. Thus they are easily exportable into a word processor of your preference, and you may edit them for the needs of your students.
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.
“Coat for Coating. ‘A coat of paint, or varnish.’ If we coat something we produce a coating, not a coat.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Here is a worksheet on the Greek word root crypt-o. It means, as you probably already know, “secret” and “hidden.” In fact, given the need for the encryption on the digital devices that are now ubiquitous and even omnipresent in the lives of most people, this is a word root very much in common parlance in English.
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.
OK, for some reason, here is a reading on “Leave It to Beaver” along with its accompanying vocabulary-building and comprehension worksheet. I haven’t the faintest idea why I produced these documents on this late-1950s and early 1960s television show. A friend of mine extolled its virtues in the past; the one episode I saw nauseated me–a sitcom vision of a placid, indeed complacent, ultra-White America produced during the depths of Jim Crow–and I never watched another episode.
So again, I can’t imagine why I wrote this worksheet other than, perhaps, to help students understand how often popular media, particularly fictional narratives, are at variance with reality.
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.
“Emilio Aguinaldo: (1869-1964) Philippine independence leader. Of Chinese and Tagalog parentage he was educated at the University of Santo Tomas, Manila, and became a leader of the Katipunan, a revolutionary society that fought the Spanish. Philippine independence was declared in 1898 and Aguinaldo became president, but within months Spain signed a treaty ceding the islands to the United States. Aguinaldo fought U.S. forces until he was captured in 1901, After taking an oath of allegiance to the U.S., he was induced to retire from public life. He collaborated with the Japanese during World War II; after the war he was briefly imprisoned; released by presidential amnesty, he was vindicated by his appointment to the Council of State in 1950. In his later years he promoted nationalism, democracy, and improvement of relations between the U.S. and the Philippines.”
Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
This week’s Text, for the final Friday of Hispanic Heritage Month 2021, is a reading on Cesar Chavez along with its attendant vocabulary-building and comprehension worksheet. The reading comes from one of the Intellectual Devotional books; there is another reading and comprehension worksheet from one of those volumes. Entries on him appeared in two of them–Biographies and American History–and both are now available on this blog.
In fact, to use the boilerplate for this circumstance on Mark’s Text Terminal, these documents join a growing body of material on Mr. Chavez, one of the heroes of my youth.
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.
“Ruben Dario: (pen name of Felix Ruben Garcia Sarmiento, 1867-1916) Nicaraguan poet and essayist, famed as the high priest of modernismo. One of his favorite sayings was ‘Art is not a set of rules but a harmony of whims.’ Because he wrote verse as a child, he became known in Central America as ‘the boy poet.’ In 1886 he went to Chile, where he published his first major work, Azul (1888), a collection of verse and prose sketches that bore the imprint of the French Parnassians and revealed the fondness for lush, exotic imagery that was to characterize his work. In 1890 he returned to Central America and the first of his two unhappy marriages. After a short visit to Spain in 1892, he moved to Buenos Aires. The appearance of Prosas Profanas (1896; tr 1922), in which the influence of the French symbolists is fused with that of the Parnassians, marked the highpoint of the modernist movement. In 1898 Dario went again to Spain, now as a correspondent for La nacion, a Buenos Aires newspaper. He was acclaimed by intellectuals of Spain’s Generacion del 98, who, like Dario, were profoundly affected by the outcome of the Spanish-American War. Cantos de vida y esperanza, generally regarded as his best work, appeared in 1905. It shows the technical excellence and lyric beauty of his earlier poetry, but there is a greater freedom and a new feeling for the native themes, which he had previously rejected. Dario’s concern for ‘our America’ is also evident in ‘A Roosevelt,’ a poetic diatribe against the U.S., motivated by the seizure of Panama in 1903, and in Canto a la Argentina (1910). Dario’s later work reveals a growing disillusionment and despair, Although he was named Nicaraguan minister to Spain in 1908, his last years were marred by financial difficulties and poor health, due in part to his heavy drinking. In 1915, after an unsuccessful lecture tour of the U.S., he was stricken with pneumonia in New York and died soon after his return to Nicaragua. Dario’s influence on Spanish poetry can be measured by the statement of Pedro Henriquez Urena that ‘of any poem written in Spanish, it can be told with certainty whether it was written before him or after him.’ The Selected Poems of Ruben Dario appeared in English translation in 1965.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Here is a Cultural Literacy worksheet on Che Guevara. This is a full-page worksheet with a reading of five sentences and six comprehension questions. With this worksheet, I can say that the document joins a growing body of materials on Che Guevara on this blog.
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.
 | A Measurement Conver… on An Elegantly Simple Cooking Co… |
| A Measurement Conver… on The Weekly Text, October 25, 2… |
 | markstextterminal on Cree |
 | panzer046a139293db on Cree |
| markstextterminal on Cree |
Mark's Text Terminal 
You must be logged in to post a comment.