Category Archives: Independent Practice

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

Teddy Wilson

“Teddy Wilson (originally Theodore Shaw) (1912-1986) U.S. pianist and bandleader, the principal pianist of the swing era. Born in Austin, Texas, he began recording as the leader of small groups in 1935. These recordings, which featured Billie Holiday, are classics of small-group swing. Wilson joined Benny Goodman’s trio in 1936. After 1940 he worked primarily as a leader of small groups or as a solo pianist, showcasing his tasteful and refined amalgam of the styles of Fats Waller, Earl Hines, and Art Tatum.”

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

Cultural Literacy: Scott Joplin

Here is a Cultural Literacy worksheet on Scott Joplin. This is a half-page worksheet with a reading of two relatively simple sentences and two comprehension questions. Just the basics on this innovative and groundbreaking African American pianist and composer.

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, 6 February 2026, Black History Month Week I: 27 Pages of Annotations (Covering All 17 Chapters) on Chimamanda Ngozi Adichie’s Novel “Purple Hibiscus”

OK–Black History Month 2026 has arrived. As I say every year, at Mark’s Text Terminal every month is Black History Month because Black History is American History. At the same time, far be it from me to second guess a person of Carter G. Woodson’s stature; Black History Month is his brainchild. This month I have a couple of new things to roll out, developed in the year since the last time the calendar spun around to February.

So let’s start out with these 27 pages of annotations I prepared to accompany all 17 chapters of Chimamanda Ngozi Adichie’s first novel Purple Hibiscus. As you may know, Ms. Adichie is a member of a group of writers known as the “Children of Achebe” (about which I heard a great deal on a public radio program several years ago, and can now find no credible source for citation on the Internet). Artificial Intelligence (which I think dubious at best) yields a list of names that include Ms. Adichie, as well as Helon Habila, Chigozie Obioma, and Sefi Atta.

Achebe, of course, refers the the late, great, Chinua Achebe, whose novel Things Fall Apart is universally regarded as a masterpiece of post-colonial literature. Purple Hibiscus is also an exemplary post-colonial novel. And it’s difficult to get past the first sentence of this fine book without noticing Ms. Adichie’s homage to Chinua Achebe: “Things started to fall apart at home when my brother, Jaja, did not go to communion and Papa flung his heavy missal across the room and broke the figurines on the etagere.”

Finally, in preparing this post, I intended to refer to material I’d prepared and published for Ms. Adichie’s short book (pamphlet, really, and literally the transcript of a TED talk), We Should All Be Feminists. To my surprise, I somehow never staged this material for inclusion in this blog. I have two versions of the unit, one complete and one incomplete. The complete unit was prepared for a small class of emergent readers and writers, so there is a lot of material. Needless to say, now that I have uncovered this lapse, I have this material in the warehouse and ready for publication.

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 English Verbs Followed by an Object and an Infinitive: Warn

Here is a worksheet on the verb warn when followed by an object and an infinitive.

The announcement in the subway station warns riders to stand back when a train enters the station.

The teacher warned the students to study for their high-stakes tests.

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: Rosenberg Case

Here is a Cultural Literacy worksheet on the Rosenberg Case. This is a half-page worksheet with a reading of three sentences and three comprehension questions. The information in the reading is out of date, as it is quite clear at this point that Julius Rosenberg was in fact spying for the Soviet Union. Ethel’s case, on the other hand, is not so clear cut.

This is a case in which I have been intermittently interested in over the years. When I saw Sidney Lumet’s 1983 film of E.L. Doctorow’s novel The Book of Daniel, I recognized immediately that it was a thinly fictionalized account of the Rosenberg Case. Likewise, of course, Doctorow’s novel. This encounter then led me to Louis Nizer’s book The Implosion Conspiracy, a study of the Rosenberg Case.

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, 30 January 2026: The Writing Revolution Learning Supports II; Abbreviations and Symbols

As we approach Black History Month 2026, this will be the last–for the moment–of the Writing Revolution Learning Supports I will publish. I have a few documents remaining that I’ll distribute over three Weekly Texts in April. For the next two months, you’ll find materials related to Black History Month (February) and Women’s History Month (March).

For today, however, here is the table of contents–not that you’ll need it as there are only two documents. However, depending on how you organize your own files, you might want this document to copy and paste from if you decide to assemble your own table of contents for all this material.

And here, of course, are the documents:

II-A*Abbreviations and Symbols Learning Support 1

II-B*II-A*Abbreviations and Symbols Learning Support 2

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 English Verbs Followed by an Object and an Infinitive: Want

As I am soon to run out of this particular run of documents (two more after this one), about which I remain skeptical, I offer this worksheet on the verb want when used with an object and an infinitive.

The students want their teacher to help them understand concept of post-colonial literature.

The teacher wants financial support to assist her in buying Apple computers for her classroom.

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: Subordination

Given this weeks focus on conjunctions, and especially subordinating conjunctions, now seems like a particularly good time to publish this worksheet on the grammatical concept of subordination. This is a half-page worksheet with a two-sentence reading and three comprehension questions.

Nota bene, please, that the second sentence, in two parts separated by a colon, contains an example of sentence that contains a subordinate clause. This might confuse emergent readers; that said, it’s a well constructed sentence. When I consider the meaning the sentence tries to convey, I’m not sure what I would do to change it.

So if you come up with something interesting, I would appreciate hearing about it.

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.

Orson Welles

Orson (George) Welles: (1915-1985) U.S. film director, actor, and producer. Born in Kenosha, Wisconsin, he began directing on stage at 16 and made his Broadway debut in 1934. He directed an all-black cast in Macbeth for the Federal Theater Project. In 1937 he and John Houseman formed the Mercury Theater, creating a series of radio dramas and attempting to mount Marc Blitzstein’s The Cradle Will Rock in the face of determined opposition, and winning notoriety with their panic-producing broadcast of War of the Worlds (1938). Welles then moved to Hollywood, where he cowrote, directed, and acted in the classic Citizen Kane (1941), noted for its innovative narrative technique and atmospheric cinematography and considered the most influential movie in film history. His other films include The Magnificent Ambersons (1943), The Stranger (1946), The Lady from Shanghai (1948), Othello (1952), The Trial (1963), Touch of Evil (1958) and Chimes at Midnight (1966). His problems with Hollywood studios curtailed future productions, and he moved to Europe. He was also notable as an actor in Jane Eyre (1944), The Third Man (1949), and Compulsion (1959).

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 23 January 2026: The Writing Revolution Learning Supports I; Conjunctions

OK, now that all the templates I developed for The Writing Revolution curricula are up, let’s get started with the learning supports. These will roll out in five different posts in order to keep the categories straight. This first post is the big one, on conjunctions. Here is the table of contents I, on conjunctions, for this tranche of documents.

And here are the documents:

I-A*Learning Support Template with Citation

I-B*Conjunctions Explanation Support

I-C*Because, But, So Learning Support

I-D*Because, But, So Learning Support Annotated

I-E*Learning Support for Subordinating Conjunctions Before, After, If

I-F*Learning Support for Subordinating Conjunctions When, Although, and Even Though

I-G*Learning Support for Subordinating Conjunctions Since, While, Unless, and Whenever

I-H*Learning Support for Subordinating Conjunctions Before, After, If, Adapted for Basic Definitions

I-I*Learning Support for Subordinating Conjunctions When, Although, and Even Though Adapted for Basic Definitions

I-J*Learning Support for Subordinating Conjunctions Since, While, Unless, and Whenever Adapted for Basic Definitions

I-K*Using Conjunctions Learning Supports 1 and 2 (Two Pages in One Document)

I-L*Subordinating Conjunctions Learning Support

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.