“Case: The form of a noun or pronoun that reflects its grammatical function in a sentence as subject (they), object (them), or possessor (their). She gave her employees a raise that pleased them greatly.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
Here is an English usage worksheet on the adjectives systematic and systemic and how to differentiate their. By any measure I recognize, these are a couple of important words for educated citizens to know, understand, and deploy properly. Systemic is an especially important word and concept for teaching and learning in the sciences.
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.
“Jails and prisons are the complement of schools; so many less as you have of the latter, so many more you have of the former.”
Horace Mann (1796-1859)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
On my way out the door, so to speak, here is a context clues worksheet on the adjective callous, which seems like a word everybody ought to know at this moment, and use regularly.
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.
“History is a set of lies agreed upon.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged literary oddities
If you’ve been following along from top to bottom, you’ll know that this is the eleventh (twenty-second if you count the interstitial quotes) and final post of an eleven-lesson global studies unit on the ancient world. Just to remind you, the first lesson in this run is “The First of Two Lessons on Sumer.”
So, now let’s move on to the last, which is this lesson on Alexander the Great and Hellenism. I think this is another two-day lesson, so I include two context clues worksheets, the first on the verb dominate (it’s used both intransitively and transitively), and the the second on the noun dominion.
Here is the reading on Alexander the Great and its accompanying vocabulary-building and comprehension worksheet that are the primary work of this lesson. If you have English language learners or emergent readers in your class, this differentiated version of the work for this lesson might be more appropriate for you use. The reading is a bit shorter and I’ve edited it to include more familiar words for students.
OK! That’s it. Eleven global studies lessons on the ancient world. I hope they serve you well.
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.
“Red-Figure Vase Painting: Technique and style of Greek vase painting developed bout 525 BC (after Black-Figure Vase Painting) and dominating the art of the 5th century B.C. Black glaze is painted around the forms and figures of the reddish-brown clay, with inner details painted in. The finest Greek wares are in the red-figure style.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“Auxiliary Verb: A verb that combines with the main verb to show differences in tense, person and voice. The most common auxiliaries are forms of be, do, and have. I am going; we did not go; they have gone.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Moving right along, here is a lesson plan on Periclean Athens. Because, like many of the lessons in this run of posts, I anticipated this going into a second day, I included two context clues worksheets with this lesson, the first on the noun architecture and the second on the noun legacy. Here is the worksheet with a reading and comprehension questions that stands as the work central to 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.
“Geology, n. The science of the earth’s crust—to which, doubtless, will be added that of its interior whenever a man shall come up garrulous out of a well. The geological formations of the globe already noted are catalogued thus: The Primary, or lower one, consists of rocks, bones of mired mules, gaspipes, miners’ tools, antique statues minus the nose, Spanish doubloons and ancestors. The Secondary is largely made up of red worms and moles. The Tertiary comprises railroad tracks, patent pavements, grass, snakes, mouldy boots, beer bottles, tomato cans, intoxicated citizens, garbage, anarchists, snap-dogs and fools.”
Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged humor, literary oddities, science literacy
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