Category Archives: Independent Practice

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

The Weekly Text, May 13, 2016: A Learning Support and Worksheet on Citing Sources in Research Papers

It’s Friday the 13th! I hope nothing bad happens to you today.

Although I teach struggling students, I hold them to high standards. One way I can do that–and that is the purpose of this website, incidentally–is to adapt the curriculum in a way that has them doing the same work, though not at the same pace or in the same manner, as their peers working in the general education curriculum. I’m particularly interested in helping students learn to write synthetic research papers, as I’ve mentioned elsewhere in these pages. Needless to say, students struggling with literacy, executive skills, issues with focus and attention, impulse control, or general apathy need support, and plenty of it, to navigate a project of the scope of most research papers.

Here is a a worksheet that assists students in determining when to cite sources in a synthetic research paper; this is the same text as the worksheet, but rearranged and annotated as a learning support.

As always, I hope you find this material useful, and I’d be grateful to hear how you’ve used it and/or adapted it. Until next week….

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.

The Weekly Text, April 22, 2016: A Glossary of Basic Poetic Terms

Next week is my badly needed spring break, so Mark’s Text Terminal will be on sabbatical, enjoying spring weather and light. I’ll return with a fresh Weekly Text on Friday, May 6. For today, here is a glossary of basic poetic terms. One of these days I’m going to write a unit to accompany this support. This learning support is several years old, and it is an example of the kind of cart-before-the-horse planning I used as a novice teacher. I suspect this will be useful for teachers–if nothing else, it can be manipulated to serve your purposes in teaching poetry and poetic from.

Happy Spring! See you again on May 6.

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, April 15, 2016: Five Worksheets on the Homophones Son and Sun

Occasionally I get carried away developing certain kinds of instructional materials. Last fall, when I developed a large number of homophone worksheets while I was away from work for an extended civic responsibility, was no exception. I completed work on a large batch of these short exercises during that time, most of which were and are thought-provoking vocabulary builders and clarifiers.

However, the five worksheets for clarifying the use of the homophones son and sun don’t really fit that bill for the high schoolers I teach. This pair is too simple even for the struggling readers I teach. In fact, these worksheets impelled me to apologize to my students for insulting their intelligence. If you work in the elementary grades, or teach English language learners, these might be appropriate for your classroom. If you haven’t used these before, you’ll find the Homophone Worksheet Users’s Manual useful.

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.

The Weekly Text, April 8, 2016: Four Word Root Worksheets on the Latin Roots for Three, Four, Five, and Six

If you’re a math teacher working with struggling learners, you might find these four Latin word root worksheets for the numbers three, four, five, and six useful. Or, if you just want to build vocabulary quickly, I think these will serve your purpose. If these are the first word root worksheets from Mark’s Text Terminal you’ve used, the Word Root Worksheets Users’ Manual will help you with a suggested method for their use.

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.

The Weekly Text, April 1, 2016: A Lesson Plan on Alain Resnais’ Holocaust Documentary “Night and Fog”

Some years ago, I began working to build a unit that guided struggling learners through the process of writing a synthetic research paper. I knew it would have to be highly structured into a scaffold form, and would need to guide students through the process of postulating an argument, researching and reading, evaluating evidence, outlining, and citing sources in Modern Language Association style. Since our sophomore research paper topic at the time was the Holocaust, I designed my highly structured research paper unit around that dismal period of European history.

I’ve actually floated a book proposal to a small educational publisher for this unit; they passed, which persuaded me the unit requires more work before it’s publishable. Since then,  I’ve worked on refining this sprawling unit.

Do you know Alain Renais’ documentary on the Holocaust, Night and Fog? I first saw it as a student at Ray F. Sennett Middle School in Madison, Wisconsin, and it shocked me; indeed, it was one of those educational “before and after” (like reading The Autobiography of Malcolm X or Bury My Heart at Wounded Knee, by Dee Brown) moments for me. Early on in planning this unit, I knew this film–which packs an amazing amount of information (and a number of shocking images) into its 32 minute running time–would serve as the opening lesson.

Here then is a complete lesson to attend a viewing of Night and Fog.

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.

The Weekly Text, March 11, 2016: A Learning Support on Latinisms and Latin Abbreviations

Phew, busy week. I’ll keep this short so I can sustain some stamina to get through this afternoon’s round (after being here last evening until almost eight for same) of parent-teacher conferences.

So, here is a learning support for Latinisms and Latin abbreviations that commonly appear in English expository prose. These terms often trip up students, and in any case, I believe strongly that we ought to be teaching, as part of a broader curriculum for teaching writing, the more common of these, like e.g. and i.e., if not viz. and Q.E.D.

But what do you think? Should we bother with this at all? I welcome (i.e. seek, beg for, pursue, wheedle after, crave) your comments.

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.

The Weekly Text, March 4, 2016: Two Worksheets on the Latin Word Roots Mat, Matri, Mater, and Patr, Patri, Pater

Next week is another round of parent-teacher conferences, so I am busily preparing for them–amid the usual work adjusting readings for students, developing new materials for them, etc. I’ll keep this week’s text short and basic, and spare you the exposition.

It’s been awhile since I’ve posted a word root worksheet, so here are two: the first one is Latin word roots mat, matri, and mater which I am confident you know means mother; the second one is for the Latin word roots patr, patri and pater, which means not just father, but also fatherland. If you’re not familiar already with these worksheets, which I use for vocabulary building with the struggling readers I serve, than you might need to consult the Word Root Worksheets Users’ Manual.

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.

The Weekly Text, February 26, 2016, Black History Month Week III: Documents on Melvin B. Tolson and His Involvement with the Communist Party

One of the subtexts in The Great Debaters is Melvin B. Tolson’s political organizing, specifically his commitment to helping African American sharecroppers and workers achieve something like social and economic equity in the Jim Crow South. In the film, Mr. Tolson (again, Denzel Washington plays him) is seen meeting with African American farmers, which is soon broken up by the KKK. The redneck sheriff, played with drawling, ignorant, aplomb by John Heard, holds Mr. Tolson’s political and social activism over his head, and the viewer understands that Melvin B. Tolson is probably a communist.

Anyone who had read the novel Invisible Man, by Ralph Ellison or, more specific and literal to the subject, Richard Wright’s memoir Black Boy, has some background knowledge on the relationship between African Americans and the Communist Party, particularly in the 1930s.

Here, in the last of three Weekly Texts for Black History Month, is a reading on the allure of the Communist Party USA for African Americans, particularly in the 1930s. I understand that in certain school districts, this reading may well be forbidden fruit. That being so does not, I think, diminish the importance of understanding this part of our American past. I would think for educators teaching units on either Invisible Man or Black Boy. this reading would be de rigueur.

And that’s what I have to offer for Black History Month, 2016. As always, if you used any of this material, I hope you found it helpful; I would, again, as always, be grateful to hear from you about what worked or didn’t in your use of these readings.

Until next week….

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, February 12, 2016, Black History Month Week II: Two Readings on Melvin B. Tolson and James L. Farmer Jr.

The Weekly Text for this week follows last week’s on readings related to Denzel Washington’s film The Great Debaters. This is the second of three entries on this unit; because I will not post a Weekly Text for February 19th (we have President’s Day Week off for a mid-winter break), I’ll post two readings here this week.

The first is a reading on Melvin B. Tolson, the peripatetic (although he was associated with Wiley College and other post-secondary institutions in the Southwestern United States, he went to Columbia to pursue a graduate degree in 1930-31, was present at the end of the Harlem Renaissance, and counted Langston Hughes among his close friends) poet and political organizer who coached the legendary Wiley Debate Team of 1935.

Following the article on Mr. Tolson, there is a reading on one of his mentees, the legendary civil rights activist, James L. Farmer, Jr. Mr. Farmer’s list of accomplishments is substantial. He was a great American whose efforts made this nation a more just and decent place.

If these are useful to you, I’d be much obliged if you’d leave a comment explaining how or why.

Until February 26th….

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.

The Weekly Text, January 29, 2016: Two Learning Supports on Transition Words

Yesterday was the final day of New York State’s biannual exercise in standardized testing, the Regents Examinations.  I’ve had time to revise a structured research paper unit on the Holocaust I developed a few years ago to introduce struggling students to methods for undertaking such a project. I found two learning supports for using transition words in expository prose amid this unit (I hadn’t looked at it in a couple of years), which are distinct only in their layout.

The second one, in outline form, might well be useful in a lesson or short unit on outlining. I’m pondering how I might work with it that way. If you see something effective in it for work on outlining, perhaps this structured outlining blank will be of some value to 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.