Category Archives: Independent Practice

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

David Hume

Like most of the material on philosophy you’ll find on this website, I wrote this reading on David Hume and its accompanying vocabulary-building and comprehension worksheet for one of three students I served over the years who took a keen interest in philosophy. Hume is an important figure in the history of philosophy, which was the primary criterion as I labored to produce material that would keep said student or students engaged.

These documents, however, may be useful for professional development. Hume did, after all, write on issues of importance to educators, particularly in An Enquiry Concerning Human Understanding. And for our own purposes, and perhaps for students with an interest in it, Hume’s work on skepticism is not only important to an understanding of teaching and learning, but also a cornerstone of the Enlightenment.

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: Sick (adj), Sic (vt)

Here is an English usage on the adjective sick and the transitive verb sic. Sick needs little elaboration; sic, on the other hand, does, which the reading passage clarifies by pointing up its common use as a transitive verb, generally used in the imperative form when saying to one’s dog, “Sic ’em Rollo!”

However, comprehensively and helpfully, the reading passage in this document explains the use of the Latinism sic, which means thus. If you read, you’ve encountered this (usually in italic type and often with an exclamation point for added ridicule) after a quote that contains errors of fact or lapses in style. Merriam-Webster’s defines the adverb sic as “intentionally so written — used after a printed word or passage to indicate that it is intended exactly as printed or to indicate that it exactly reproduces an original <said he seed [~] it all>.” I think if I were teaching this document to more advanced learners, I would take the time to make sure they understood sic as an editorial annotation so that they might use it in their own writing.

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 Weekly Text, December 11, 2020: A Lesson Plan on Container Sizes from The Order of Things

This week’s Text is a lesson plan on container sizes from The Order of ThingsThis is a straightforward literacy and numeracy exercise designed to build procedural ability and confidence. You’ll need this list-as-reading and comprehension worksheet for the primary work of this lesson.

Supporting materials for this lesson may be found on the About Posts & Texts page.  

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.

Henry David Thoreau

On a snowy Vermont morning, here is a Henry David Thoreau along with its accompanying vocabulary-building and comprehension worksheet. I’ll assume that I needn’t belabor the continuing relevance to Thoreau’s work–I think Walden, or Life in the Woods is still taught in some high school classrooms. It might be worth taking a look, in these times, at some of his political and philosophical work–particularly “Civil Disobedience.” Moreover, it doesn’t take much work to help students develop their own understanding of the connections between Thoreau, Mohandas Gandhi, and Dr. Martin Luther King, Jr. In any case, it’s difficult to avoid Thoreau’s influence in social justice and peace movements around the world.

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.

Word Root Exercise: Lite, Ite

OK, I haven’t published one in some time, so here is a worksheet on the Greek word roots lite and ite. They mean mineral, rock, stone, and fossil, which why you find them at the base of words like granite and bauxite.

In other words these are words used in the sciences–and are therefore important for literacy in science classes.

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 Weekly Text, December 4, 2020: A Lesson Plan on Using the Compound Adjective

This week’s Text is a lesson plan on using the compound adjective. I open this lesson with this parsing sentences for adjectives worksheet. In the event the lesson continues into a second day, here is a Cultural Literacy worksheet on the oxymoron as a rhetorical device.

Moving on to the work, here is the scaffolded worksheet that is at the center of the lesson. To assist students in understanding and completing this work, I have a couple of learning supports–actually, two versions of the same learning support: the first is this word bank of adjectives to use when working to fill in the cloze blank; the second is the same document structured into columns. I wrote the second one because I found I needed to be able to direct kids’ attention to the column where the best word for the cloze blanks resides.

Finally, here is the teacher’s copy (or the parents’ copy, if you like) of the worksheet for ease of teaching 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.

Mathew Brady

Moving right along on a Friday morning, here is a reading on Mathew Brady, the legendary Civil War photographer, along with its accompanying vocabulary-building and comprehension worksheet. Brady, it hardly needs to be said, is an important figure in the history of both the United States and the development of photography as an art and science.

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: Iambic Pentameter

On a sunny, cold December morning, here is a Cultural Literacy worksheet on iambic pentameter. By the time young people reach their college English classes (if not their advanced English classes in high school), this is a term of art and a concept they should understand and be able to recognize and discuss with facility. This is, after all, the most commonly used poetic meter 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.

Musical Genres

To finish up on this sunny November morning, here is a reading on musical genres along with its accompanying vocabulary-building and comprehension worksheet. Nota bene, please, that this material deals with genres in classical music only; if you’re looking for readings on popular forms of music, use a search term at the home page. Over the years, and in the years to come, I have posted and will post a lot of material on music and musical artists.

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.

Word Root Exercise: Clud, Clus

Here is a worksheet on the Latin word roots clud and clus, which mean “to close.” You’ll find these roots at the base of words like include, exclude, and preclude, as well as recluse, among many others. This can be a tough root for students to define, which is why I should probably, eventually, write it into a lesson plan. The definitions of the words on the worksheet, as students find and record them, don’t show a clear pattern that concludes in “to close.” So, some Socratic question is de rigueur to bring this worksheet to conclusion.

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.