Last but not least on a rainy Thursday afternoon, here is a short worksheet on the Greek word root icon/o–it means image. But you already knew that because of the word icon itself is so commonly used in the English language.
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 minute I started writing this English usage worksheet on the adjectives sensual and sensuous worksheet I worried that I had waded into dangerous waters–and I expect I don’t need to explain why. In any case, these are a couple of frequently used words in English, do it’s up to us to find, uh, a suitable way to present them. As you will see, sensual, which as the worksheet’s reading tells students, …”often has a slightly racy or even judgmental tone lacking in ‘sensuous,’” caused me some problems when writing cloze exercises for it.
As with just about everything else at Mark’s Text Terminal, this is a Microsoft Word document, so you can alter it to suit your circumstances and needs.
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.
Several years ago I developed this reading on Michel de Montaigne and its attendant vocabulary-building and comprehension worksheet to use with a unit I was working on to support students in their various essay-writing endeavors around the school and across the common branch curriculum.
What I discovered in the course of this project was that students really didn’t understand what an essay is (then, as often happens, I discovered as well that my own grasp of the essay form wasn’t what it should be for someone in my position). Hence these documents: Montaigne, as you may know, is really the father of the essay form–particularly the kind of discursive composition which is often characteristic of essay writing.
In any case, I’m not sure I ever used this in the form you have it here–i.e. in its entirety. Depending on the needs and abilities of the students I served, I’ve chopped the reading up in pieces, but also edited the material I considered most salient in it into one paragraph. I’ve used parts of the worksheet and none of it at all. It’s a solid conspectus of Montaigne’s life and work, therefore a good introduction to him for high school students
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 Cultural Literacy worksheet on the term czar. This noun, of course, describes the absolute rulers of Russia (and, incidentally, like the German Kaiser, originates in ancient Rome with the Latin Caesar). But it also has been used, as the reading on this document explains, to describe public officials with wide-ranging powers. For example, the conservative writer and political activist William Bennett served as the director of the Office of National National Drug Policy under President George H.W. Bush, in which capacity he was known as the “Drug Czar.”
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.
On a Monday morning after an election that made history, here is a reading on Marcus Aurelius along with its accompanying vocabulary-building and comprehension worksheet. I don’t remember talking much about Marcus Aurelius in the global studies courses I co-taught in New York City–which doesn’t mean he isn’t someone worthy of attention. He offers the possibility of discussion of stoicism (if you’re interested in reading The Meditations of Marcus Aurelius one of the great Stoic texts, you can download it for free here), as well as the ebb and flow of politics in ancient Rome–which looks in retrospect a lot like our politics today.
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 short worksheet on the Greek word root iatr/o. It means healing and medical treatment. You’ll find it at the base of words like psychiatry and pediatrics. This is another word root students interested in careers in healthcare ought to know.
Not bene, please, that this is a short exercise designed to open a class period. While it could be expanded to fill a class period, it won’t do so like the longer word root exercises found on Mark’s Text Terminal.
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.
Alright: here is a worksheet on the Greek root ics, which is enormously productive in English. It means study of, science, skill, practice, and knowledge. You’ll find it in words like physics, phonics, and analytics among many, many other English words used across the domains of 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.
Okay, folks, it’s Friday again. This week’s Text is this lesson plan on areas or surfaces, contrived from Barbara Ann Kipfer’s excellent reference book The Order of Things. You’ll need this list as reading and its comprehension questions to deliver this lesson.
Incidentally, this is one of fifty of these I’ve written since this pandemic began last March. For years I’d perused Ms. Kipfer’s book, recognizing in it the potential for a wide variety of lessons to build literacy and procedural knowledge in working with a variety of symbolic systems. I’ve also worked up a unit plan and users’ manual (both of which I’ll post on the “About Posts & Texts” page) to explain and rationalize the use of these lessons.
So be on the lookout for those materials. About half of the unit is already posted on this site–just search “The Order of Things.”
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.
Because it was one of those advances in the technology of human, and because it had enormous economic, political, and social consequences, this reading on the cotton gin and its accompanying vocabulary-building and comprehension worksheet are key parts of any “social studies” curriculum and integral to the United States history curriculum. This reading really serves as a beginning to the bigger historical and conceptual questions about technology, continuity, and change. Those conceptual questions about continuity and change, in my experience, turn up on high-stakes tests.
For starters, where those questions of change and continuity are concerned, any study of the cotton gin must reckon with its role in expanding slavery in the United States.
Incidentally, students tend not to see a device like the cotton gin as “technology.” That young people who came of age with Cold War computing power in their pockets would labor under this misconception is unsurprising. I use every opportunity that presents itself to remind students that technology is “a manner of accomplishing a task especially using technical processes, methods, or knowledge.” Under that definition (from Merriam-Webster’s Collegiate Dictionary, 11th Edition), technical processes are a relative area of endeavor, and context dependent. For the very earliest humans, even a sharpened stone used as a knife is a technology used for accomplishing a task.
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.
Whatever you may think of his politics, there is little question that William Jennings Bryan was either a great orator or a skilled demagogue (or both). Whichever designation you prefer, this Cultural Literacy worksheet on the “Cross of Gold” speech he delivered at the 1896 Democratic National Convention supplies students of United States history with a short introduction to one of the most memorable political speeches in this nation’s 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.
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