It’s probably not an essential word for high school students, but here, nonetheless, is a context clues worksheet on the noun orthography if you can use it.
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 book usually measuring between 5 by 8 inches and 6 by 9 1/2 inches, which is composed of sheets folded into eight leaves.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Here is a Cultural Literacy worksheet on the Basque Region if you have any use for it. I’ve tagged it as a Hispanic History document. However, I must concede that the reading that drives this worksheet is at the outer limits, so to speak, of Hispanic 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.
“A lexicon is a collection, or stock, of words. This stock may be characteristic of an individual, a profession, a philosophy, or a ‘style’ (such as, say, a sermon), or it may be as unrestricted as an unabridged dictionary. A lexicon is usually to be distinguished from a glossary in being less focused and less restrictive. It could be argued, for instance, that this glossary need not, even ought not, contain the word lexicon in that, as is the case with many or the words discussed here, it is not a word with a special meaning within the analysis of rhetoric. I would respond that insofar as it is a word used to describe the range of vocabulary from which a given discipline or individual chooses, it is a word that can be useful to the rhetor. See ARGOT.”
Excerpted from: Trail, George Y. Rhetorical Terms and Concepts: A Contemporary Glossary. New York: Harcourt Brace, 2000.
This worksheet on the Latin word root uni should serve students well, particularly English language learners. It means, of course, one. This is an extremely florid root in English, showing up all over the place, and in words across the common branch curriculum.
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.
“I want to pause here to digress on the seemingly underwhelming concepts of coordination and subordination. I will ask you to stifle your yawn as I acknowledge that they are easy to dismiss–ancient, faintly risible, uttered once long ago by acolytes of sentence diagramming in the era of chalk dust. They smack of grammar for grammar’s sake, and almost nobody cares about that. Teachers instead seek mostly to simply make sure the sentences work and dispense with the parsing of parts. It is so much simpler to tell kids to go with ‘sounds right’ (an idea that inherently discriminates against those for whom the sounds of language are not happily ingrained by luck or privilege) or to make the odd episodic correction and not worry about the principle at work.
But coordination and subordination are in fact deeply powerful principles worth mastering. They describe the ways that ideas are connected, the nuances that yoke disparate thoughts together. It is the connections as much as the ideas that make meaning. To master conjunctions is to be able to express that two ideas are connected but that one is more important than the other, that one is dependent on the other, that one is contingent on the other, that the two ideas exist in contrast or conflict. Mastering that skill is immensely important not just to writing but to reading. Students who struggle with complex text can usually understand the words and clauses of a sentence; it is the piecing together of the interrelationships among them that most often poses the problem. They understand the first half of a sentence but miss the cue that questions its veracity in the second half. And so without mastery of the syntax of the relationships–which is what coordination and subordination are–the sentence devolves–for weak readers–into meaninglessness.”
Doug Lemov
Excerpted from: Hochman, Judith C., and Natalie Wexler. The Writing Revolution: A Guide to Advancing Thinking through Writing in All Subjects and Grades. San Francisco: Jossey-Bass, 2017.
OK, esteemed colleagues: because they continue to be the most frequently downloaded files from Mark’s Text Terminal, here is another complete Crime and Puzzlement lesson plan, this one on the “Murder in a Bookstore.”
I begin this lesson with this Cultural Literacy worksheet on Aesop’s fables. You won’t be able to do much without this PDF of the illustration and questions that drive this lesson. Finally, here is the typescript of the answer key.
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.
“Flail * Crook
The Flail and Crook of Osiris symbolize the two harvests achieved by the farmer and the shepherd and are one of the root sources for all symbols of power, notably the medieval orb and sceptre favored by European royalty. In southern Asia, this is mirrored by the ritual sceptre (the Rodge) held in the right hand and a bell (the Drilbu) in the left of Indian statues. In Buddhist depictions the left hand my hold a Buddhist jewel, whilst the right hand is open in a gesture of sending blessings to the earth.”
Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.
Posted in English Language Arts, Quotes, Reference, Social Sciences
It turned up in a discursive lesson I taught in a personal development class yesterday (on, of all things, what’s “wrong” with Eric Cartman of “South Park”), so here is a context clues worksheet on the verb assert. It is used only transitively, apparently, which makes sense if one thinks about where and how to use it in speech and prose.
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.
“orthography: The formal name for spelling–the system for representing spoken language in written form. The spelling of English can be difficult to learn due to so many irregular spelling patterns. For example, ‘do,’ ‘due,’ and ‘dew’ are all pronounced the same way. English has 44 sounds, but it has only 26 letters.
The letter-sound correspondence is essential for reading, as is the sound-letter correspondence for correct spelling. Difficulties in these relationships can result in language disabilities.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
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