Here is a supported glossary on the parts of speech that, if you teach them, could accompany any lesson on English usage or the parts of speech.
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.
“Antihero: A protagonist who lacks traditional heroic virtues and noble qualities and is sometimes inept, cowardly, stupid, or dishonest, yet sensitive. The type is best represented in modern fiction and drama, although it appears as early as 1605, in Don Quixote, James Joyce’s Leopold Bloom in Ulysses, Kingsley Amis’s Jim Dixon in Lucky Jim, and Joseph Heller’s Yossarian in Catch 22 are antiheroes.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged fiction/literature, readings/research
Since it’s Merriam-Webster’s Word of the Day today, and I am on a two-hour delay for the start of the school day, circumstances both permit and require me to off this context clues worksheet on the verb proliferate. Merriam-Webster says it is used both intransitively and transitively, although I don’t know that I have ever used it transitively.
Would it look and sound like this? “The lobbyist from Big Bummer proliferated legislation promoting bad vibes wherever he went.”
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, dawn just arrived here in the Northeast. I seem to be getting away with it so far, so let me offer up another lesson plan on the Crime and Puzzlement case “A Matter of Diamonds.”
I open this one with this Cultural Literacy worksheet on the noun phrase and concept of pecking order. You’ll need the illustration, text, and questions for the case, which I’ve scanned directly from the book. Finally, here is teacher’s copy and answer key to solve the case.
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.
Here is a learning support for transition words instruction if you do that sort of thing with your students. This was a hot item at the school in which I worked for ten years in Lower Manhattan. These are tricky words to teach, especially to English language learners.
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.
“Memorandum (noun): A brief note or reminder or a record kept for future reference; a particular interoffice notice or staff communication; directive; informal diplomatic summary or outline, as of a decision or policy; official statement or observation for the record. Plural: memorandums, memoranda.
‘The authors evidently failed to understand that a memorandum for the President was only a writer’s device to sell books, not a framework that had to be taken literally…. Instead of capturing the emotion and suspense of politics at the center, the authors have indeed produced an overlong memorandum.'”
Edward Cowan, The New York Times
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference, Social Sciences
In our current political and social environment, I think there is a strong case to be made that students possess the vocabulary to describe and understand people whose ideologies trump common sense and the direct evidence of their senses. Maybe these two context clues worksheets on the noun zeal and the adjective zealous will go some distance to meeting that end.
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.
Their characters are American icons at this point, and people (well, at least I do) still watch them, so here is a reading on Looney Tunes and its vocabulary-building and comprehension worksheet. For some reason, it still surprises me that this particular reading is of very high interest to students. In the ten years I’ve used this material in the classroom, kids regularly ask for it.
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.
“Allusion: Usually an implicit reference, perhaps to another work of literature or art, to a person or an event. It is often a kind of appeal to a reader to share some experience with the writer. An allusion may enrich the work by association (q.v.) and give it depth. When using allusions a writer tends to assume an established literary tradition, a body of common knowledge with an audience sharing that tradition and an ability on the part of the audience to ‘pick up’ the reference. The following kinds may be roughly distinguished: (a) a reference to events or people (e.g. there are a number in Dryden’s and Pope’s satires); (b) reference to facts about the author himself (e.g. Shakespeare’s puns on Will; Donne’s puns on Donne, Anne, and Undone; (c) a metaphorical allusion (there are many in T.S. Eliot’s work); an imitative allusion (e.g. Johnson’s to Juvenal in London).”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Posted in English Language Arts, Essays/Readings, Quotes, Reference, Social Sciences
Tagged fiction/literature, poetry, term of art
I’m not sure how fine any teacher wants to parse out vocabulary instructions, or what that same teacher considers an adequate high school lexicon. If your instructional plans call for sorting out the myriad homonyms in the English language, and you want to assist your students in building their own broad vocabularies, then these five worksheets on the nouns palate, palette, and pallet may be of some utility to you.
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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