This reading on human ovaries and its attendant vocabulary-building and comprehension worksheet are the last two things, at least for the moment, that I have to post on the human reproductive system. Anyway, health teachers take note if you need something like this.
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.
Moving right along, after a very unpleasant phone conversation with a charter school recruiter, here is a lesson plan on human bodily systems, another informed from text culled from Barbara Ann Kipfer’s fascinating book The Order of Things.
Here’s the list as a reading and comprehension questions that are the work of 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.
If I were to guess, I would say that the present participle of to lighten, lightening, is not much used in everyday discourse. That said, I heard a report earlier this summer on NPR about how the Black Lives Matter movement in the United States has inspired a discussion about colorism and skin lightening potions in India, where colorism apparently runs rampant. Also, if you ever teach Julia Alvarez’s superb novel In the Time of the Butterflies, it makes at least one specific reference to relatively well-known fact that the dictator of the Dominican Republic from from 1930 to 1961, Rafael Trujillo, used skin-lightening cream and was, unsurprisingly, a virulent racist who slaughtered thousands of Haitians in the infamous Parsley Massacre. In fact, there is even a Wikipedia page on Colorism in the Caribbean if you are interested.
Such are the wages, I’m afraid, of the valorization and privileging of white skin.
So, this set of five worksheets on the homophones lightening and lightning might be more of an exercise in ensuring students understand what the lightning is as a meteorological and electrical phenomenon and how properly to spell the word. Still, there is room in these worksheets for fooling around with the verb to lighten, used both intransitively and transitively.
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.
Last but not least on this stunningly beautiful summer afternoon, here is an English usage worksheet on the noun suspect and the adjective suspicious and differentiating their use in declarative sentences.
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.
Here is a worksheet on the Latin word roots carn and carni. They mean flesh and meat, which you already knew if you’ve ever eaten chili con carne, carnitas tacos, taught or were taught a biology lesson about carnivores, explained to students that reincarnation is a belief common to both Hinduism and Buddhism, or thought about the consequences of war as carnage.
Just sayin’.
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.
Here is some relatively high-interest material, to wit a reading on Vince Lombardi, the legendary football coach, and its accompanying vocabulary-building and comprehension worksheet.
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.
All I know about this document that is ostensibly a DBQ exercise on ancient Egypt on ancient Egypt is that is was something one of my co-teachers used when I worked with him several years ago. I also know that it and the teacher’s copy of the same document were by themselves, without lesson plan or short exercises, in the folder that held the ten-lesson unit posted immediately below. And looking at them now, I think I know I never developed a lesson around this because I didn’t think there was enough primary material in it.
Rather than throw them away, though, I post them here. As with about 98 percent of the documents on Mark’s Text Terminal, these are in Microsoft Word format, so you can manipulate them to suit your circumstances.
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.
OK, we made it! This lesson plan on The Popol Vuh, the creation myth of the Quiche Maya, which brings us back to the first lesson in this unit on the Rig Veda, below. This is, then, the tenth of ten lessons (and the tenth of ten posts, therefore) in a global studies document-based questioning unit on reading, analyzing, and interpreting primary historical documents.
The short do-now exercises that I have for this lesson are arguable only tangentially related, but are useful parts of a general inventory of global studies work. These are two Cultural Literacy worksheets: the first is this half-page reading and writing exercise on colonialism and the second is this full-page worksheet on Pancho Villa, the Mexican revolutionary general.
And, lastly, here is the reading on The Popol Vuh with its accompanying comprehension questions to take teacher and students through the 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.
As above and below, this DBQ lesson on the Magna Carta is the ninth of a ten-lesson global studies on reading, analyzing, and interpreting primary historical documents.
In my taxonomic system, I tagged this Cultural Literacy worksheet on the concepts of checks and balances in government, but as a short document to get students settled at the beginning of the class period, this isn’t appropriate. It’s a full-page document that might be better used as independent practice (i.e. homework) as it solidly complements the reading from the Magna Carta.
This Cultural Literacy worksheet on the divine right of kings is a half-page exercise and a better fit to begin a class period. It also dovetails conceptually with the content of the Magna Carta.
And, of course, you and your students will need the reading from the Magna Carta with comprehension questions to teach and learn the lesson about political power from the Magna Carta.
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 DBQ lesson on The Pillow Book of Sei Shonagon, a text whose fame has endured the centuries. This is the eighth lesson on a ten-lesson global studies unit on reading and interpreting primary historical documents.
Because the word appears in the text, I open this lesson with this context clues worksheet on the noun self-satisfaction, a fairly strong compound. If you move into a second day with this lesson–given the historical importance of the text, as well as the numerous concepts it contains, it might be appropriate–then here is another context clues worksheet on the adjective hateful, which also appears in the text.
And of course you’ll need the worksheet with the reading passage and comprehension questions to conduct 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.
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