Category Archives: Independent Practice

This is material either specifically designed for or appropriate to use for what is more commonly known as “homework.”

The Weekly Text, 25 June 2021: A Lesson Plan on the Demonstrative Pronoun

This week’s Text is a lesson plan on the demonstrative pronouns. What are the demonstrative pronouns? They are four simple words: this, that, these, and those. 

I open this lesson with this worksheet on the homophones to, too, and two. In the event the lesson continues into a second day (an eventuality for which I always prepare), here is a second do-now, this one a Cultural Literacy worksheet on italics. The principle work for this lesson is this scaffolded worksheet. To make teaching the lesson a bit easier, here is the teachers copy of the same worksheet I prepared for my own use.

This lesson gives students an opportunity to try out their procedural knowledge, which the lessons prior to this one introduced in various ways, of subject-verb agreement in declarative sentences. These four words have simple, but elegant rules: this and that always govern the use of a singular noun and singular verb form; these and those, of course, govern the use of a plural noun and a plural verb form. I worked in college writing centers for several years, and one of the most common writing lapses that moved people to visit was subject-verb agreement in number. So–stress this skill, I would say.

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.

Common Errors in English Usage: Toward, Towards

Once again, from the pages of Paul Brians’ Common Errors in English Usage, here is a worksheet on toward and towards and their proper use in prose.

As Professor Brians’ passage explains, the distinction between these words is a matter of American and British English. Americans tend to use toward, whereas the British prefer towards. In any case, as you would expect, the words are interchangeable. The worksheet contains five prepositional phrases using toward, and calls upon students to build sentences around the phrases. As always, however, this is an open document that you can manipulate to your class’s needs.

Incidentally, Merriam-Webster lists toward as both an adjective and a preposition. If you look up the adjective (meaning “coming soon,” “imminent,” “happening at the moment,” and “afoot” and with an obsolete meaning of    “quick to learn”), I think you’ll agree that teaching it as a preposition (“in the direction of,” etc.) is the best course of action for helping students understand its meaning and proper use.

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.

Cultural Literacy: Bone to Pick

Here is a Cultural Literacy worksheet on the idiom “bone to pick.” This is a half-page worksheet with three questions.

It’s a solid explication of the expression, and calls upon students to cite an instance when they had a bone to pick with someone. However, this is yet another document in Microsoft Word, so you may do with it as you wish or need.

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.

Enron

Here is a reading on Enron along with its accompanying vocabulary-building and comprehension worksheet.

Why does anybody need this? Maybe they don’t. But if you want your students to learn about fraud and corporate corruption, then maybe they need it. At the very least, Enron’s story is a cautionary tale about a lot of things, including corporate executives who are legends in their own minds; there seem to me to be a lot of those around these days.

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.

A Learning Support on Using That and Which

Here is a learning support on using that and which in declarative sentences from Paul Brians’ book, Common Errors in English Usage, which he has helpfully and generously published on the Washington State University website.

I confess that I don’t find this short passage particularly helpful in using these two words, bound up as they are with restrictive and nonrestrictive clauses in sentences (a lesson on which is forthcoming on this blog). That said, this document, like several others of its type, contains only a couple of short paragraphs. So, as a Microsoft Word document with a lot of open space, it is yours to do with as you wish or need.

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.

Word Root Exercise: Man, Mani, Manu

Last but not least today, here is a worksheet on the Latin roots man, mani, and manu. This is an extremely productive set of roots in the English language. Have you sat for a manicure lately? Then you already know these roots mean hand.

You’ll also find these three roots at the root of commonly used words in English like manuscript, manipulate, manual (think manual labor–work done with one’s hands), and manufacture. All of these are words students will need to know before they graduate high school.

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.

St. Lawrence Seaway

Hot off the press, here is a reading on St. Lawrence Seaway along with its accompanying vocabulary-building and comprehension worksheet. This is a good short, general history of the seaway.

That said, comparisons with the Erie Canal come up in the text. This might be a good set of documents to serve as a comparative study of these two trade routes. In my experience, many high-stakes tests in high school are about technological advances and their effect on society, culture, and, in this case, trade.

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.

Cultural Literacy: Alexander the Great

Last but not least this morning, here is a Cultural Literacy worksheet on Alexander the Great. This is a half-page worksheet that I developed to jog prior knowledge when teaching the ancient world in global studies classes. It could also serve as a decent introduction to this legendary warrior. The reading itself is a bit longer than I generally use for half-page worksheets, so it could be shortened; or, if you prefer, you could add some questions.

Either way, this is an open document in Microsoft Word, so you can do with it what you want or need.

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 Learning Support on Parallelism in a Series

From Paul Brians’ book Common Errors in English Usage (which, if you click on that hyperlink, you will find conveniently posted in its entirety on the Washington State University website), here is a learning support on parallelism in a series. This is a short paragraph on constructing parallelisms; most of the page is a blank field for your use. This is, like the bulk of the material you’ll find on this website, a Microsoft Word document. You may adapt it to the needs of your students. This document could easily be developed into a worksheet for practice in construction parallelism. In fact, it may well show up later on this blog as such a document.

Incidentally, when I began teaching in 2003 at a school in the South Bronx, a number of my colleagues were struggling to pass one of the gatekeeping exams for educator certification in New York State. When I began talking with several of them about this challenge, it turned out that one thing–and one thing only, interestingly–prevented them from passing the test: using parallelisms and parallel construction in English prose. All of these teachers were non-native speakers of English, and I understand now, as I didn’t then, that parallelism and parallel construction in English are tricky compositional maneuvers. I tagged this post and containing professional development material in the event teachers themselves need this document.

Anyway, I hope this document helps students and teachers everywhere in developing their own understanding of  parallelism in English 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.

“The Road Not Taken”

Here is a reading on Robert Frost’s poem “The Road Not Taken” accompanied by its vocabulary-building and comprehension worksheet. This is a rare two-page reading in the series of materials I have prepared using texts from The Intellectual Devotional series; it includes a full typescript of the text of the poem as well as a surprisingly thorough exegesis of the poem itself.

I only wrote this recently, but I did so because in the years that I worked in New York City, especially in the South Bronx, a number of paraeducators with whom I worked were students at Hostos Community College on 149th Street and the Grand Concourse, one of the Bronx’s great intersections. “The Road Not Taken” was at the time and may still be a staple of one or more of the American literature courses at the school. As this reading points out, this is a difficult poem to interpret; Frost himself said so (his remark is one of the “additional questions” on the reading and worksheet), calling the poem “tricky.” Even The Paris Review weighed in on the subject of “The Road Not Taken,” calling it “The Most Misread Poem in America.”

So, for students everywhere wrestling with these verses, this post may be useful 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.