Category Archives: Independent Practice

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

A Lesson Plan on the Order of Tooth Arrival and Growth from The Order of Things

Posted on September 2, 2020 | Leave a comment

From Barbara Ann Kipfer’s The Order of Things, here is a lesson plan on the arrival and growth of teeth. You’ll need the reading with comprehension questions to complete this short reading and writing exercise, which, like all 50 of these lessons that I will eventually post here, is intended to help struggling learners experience mastery and therefore build self-confidence and competence in school.

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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Slinky

Posted on September 2, 2020 | Leave a comment

For the bulk of my teaching career thus far, I worked at a economics-and-finance-themed high school in Lower Manhattan. Students, naturally, sat for a required course in entrepreneurship. One of the expectations of that class was that students would come up with an idea for a business, then draft a business plan. The teachers for this course were excellent. One student won a national competition and was honored with a visit to President Obama in the Oval Office.

Many of the students I served struggled with beginning their work for this course. I wrote up this reading on the Slinky, a favorite childhood toy of people of a certain age, and its accompanying vocabulary-building and comprehension worksheet. I wanted students to understand that sometimes inventors, innovators, and entrepreneurs stumble into ideas, and that students could pretty easily do the same–but they should not miss the opportunities of this kind of stumbling presents–often unclearly.

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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Cultural Literacy: Faction

Posted on September 2, 2020 | Leave a comment

Here’s another word students, I submit, should know now, so I therefore submit, also, this Cultural Literacy worksheet on the concept of a faction. Given the extent to which politics in the United States, has become factionalized (I’m talking to you, Qanon nutcases, among others), and the fact that the federal government in this nation is arguably in the hands of a faction, it is imperative that students understand this word and the concept it represents.

Fortunately, the definition is strong and objective at the same time.

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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Common Errors in English Usage: Stance (n), Stand (n)

Posted on September 2, 2020 | Leave a comment

Here is an English usage worksheet on differentiating between the use of stance and stand. It is, as are the others from this series I currently labor to build, pretty straightforward. If you want to know more about the rationale for this group of documents, please see the About Texts & Texts page on this website. Long story short: I contrived these to meet an English Language Arts Common Core Standard.

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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A Short Exercise on the Greek Word Root Ornith/o

Posted on September 1, 2020 | Leave a comment

Last but not least, today, here is a short worksheet on the Greek word root ornith/o, which means, of course, bird. If you’ve downloaded other word-root worksheets from Mark’s Text Terminal, please be advised that this one is a much shorter exercise. Its purpose is as a do-now exercise, something short to start off a class period.

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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Isadora Duncan

Posted on September 1, 2020 | Leave a comment

For a student with certain interests, broadly, arts and culture, but narrowly, dance, bohemianism, and women’s history, this reading on Isadora Duncan and its accompanying vocabulary-building and comprehension worksheet have turned out to be high-interest materials.

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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Cultural Literacy: Consent of the Governed

Posted on September 1, 2020 | Leave a comment

If there was a better time to post this Cultural Literacy worksheet on the concept of the consent of the governed, I can’t imagine when that would be. Don’t forget that this conception of political power and governance comes to us from John Locke. It is at the center of the grievances aired in the Declaration of Independence and epitomizes the political philosophy behind both the Declaration and the United States Constitution—Liberalism.

Liberalism arrives in English almost intact from the Latin liberalis, meaning “suitable for a freeman.” It is also the stem of a portmanteau I wouldn’t mind seeing disappear from the vernacular, “libtard.” Users of this noun appear quite pleased with themselves when they use it; they shouldn’t be.

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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Empire State Building

Posted on August 27, 2020 | Leave a comment

It’s pouring rain and I want to drive over to the other side of this state to visit friends. So, I’ll write one more post before taking my chances with the mountain roads between here and there. So, here, especially for my erstwhile colleagues in New York, is a reading on the Empire State Building and its accompanying vocabulary-building and comprehension worksheet.

One thing to consider when teaching students about this building is that it went up in record time at the very beginning of the Great Depression. I think there is something interesting about that, but translating it into conceptual terms has so far evaded me.

What say 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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Common Errors in English Usage: Spoke (v) Said (v)

Posted on August 25, 2020 | Leave a comment

OK, esteemed colleagues, last but not least today, here is a worksheet on differentiating the use of spoke and said. In writing this document, I used  the text–from Paul Brians’ Common Errors in English Usage (Sherwood, OR: William James & Co., 2013)–quite broadly. Students will deal with both of the past tense forms of the verbs that title the worksheet, but also their present tense and the present tense of several other verbs listed in the reading.

There is, in other words, a lot of room to expand this worksheet–easily done because it is in Microsoft Word for your convenience in revising for your classroom’s 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.

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Posted in English Language Arts, Independent Practice, Reference, Worksheets

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Yankee Stadium

Posted on August 25, 2020 | Leave a comment

Alright baseball fans, this hasn’t been an exciting season, has it. With chagrin, I admit that I have barely paid attention.

It’s not much, but here is a reading on Yankee Stadium and its accompanying vocabulary-building and comprehension worksheet that have tended to be of high interest to the students I’ve taught over the years.

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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