Category Archives: The Weekly Text

The Weekly Text is a primary feature at Mark’s Text Terminal. This category will include a variety of classroom materials in English Language Arts and social studies, most often in the form of complete lesson plans (see above) in those domains. The Weekly Text is posted on Fridays.

The Weekly Text, 9 September 2022: Common Errors in English Usage, Imply (vt), Infer (vi/vt)

This week’s Text is a worksheet on the use of the verbs imply and infer. This is a full-page worksheet with a reading of three longish compound sentences, and ten modified cloze exercises. The text derives from Paul Brians’ fine book Common Errors in English Usage–to which he allows cost-free access at his Washington State University website.

I myself was uncertain about the use of these two words until I saw the 1988 remake of the estimable 1959 film noir D.O.A. Dennis Quaid plays Professor Dexter Cornell (Edmond O’Brien played this character as Frank Bigelow in the original). At one point in the film, Professor Cornell is dealing with a preternaturally cheap hoodlum named Bernard. Bernard says to Cornell, “I don’t think I like what you’re inferring Mr. Cornell.” Cornell sneers at Bernard, “Implying. When I say it, that’s implying. How you take it, that’s inferring.” Bernard replies, “I see. Infer this.” Then true to form for a knuckle-dragger like Bernard, he punches Cornell in the mouth.

Lawrence Block, in his novel Small Town (page 301 in the William Morrow hardcover edition), which I believe was his last, Block has the august New York Times commit a similar error, using infer where imply is required. True to its form, the Times prints a correction the next day.

Why am I on about this, as they say in Great Britain? Because these are two important conceptual words which describe an extremely common, if elliptical, form of communication. In fact, if you want to teach literature at all, these are two words students must understand well, and therefore be able to use well–and, for heaven’s sake, accurately. One more time: so much of human communication occurs by implication and inference (to trot out the nouns) that it seems to me unlikely to overstate the importance of understanding these words and the concepts in communication they represent.

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, 2 September 2022: A Lesson Plan on the Crime and Puzzlement Case “The Big Bang”

This week’s Text is a lesson plan on the Crime and Puzzlement case “The Big Bang.” This lesson opens with this Cultural Literacy worksheet on dogma: it’s a half-page document with a two-sentence reading and two comprehension questions. This is one of the better of these things I’ve produced over the years–it’s strength is clearly in its economy. Two sentences, it turns out, is all the subject needs if the writer is sufficiently concise.

You’ll need this PDF of the illustration and questions to use as evidence to investigate the offense against good order the case represents. To bring the alleged misdemeanant or felon to justice, you and your students will also need this typescript of the answer key.

That’s it. And by “that’s it,” I mean that this is the last of these lessons I have to publish here. That also means that there are 72 Crime and Puzzlement lessons on this blog now. Help yourself!

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, 26 August 2022: Concrete (adj), Abstract (adj)

This week’s Text is a context clues worksheet on the use of concrete as an adjective. For the purposes of the context of the sentences here, students are looking for a meaning of “characterized by or belonging to immediate experience of actual things or events,” “specific,” “particular,” “real,” and  “tangible.”

Opposing concrete, both in this post and in meaning, is this context clues worksheet on the adjective abstract. The sentences in this document provide context for an understanding of the definition of this word as “disassociated from any specific instance,” “difficult to understand,” “insufficiently factual,” : “expressing a quality apart from an object <the word poem is concrete, poetry is ~>,”  “dealing with a subject in its abstract aspects,” and “having only intrinsic form with little or no attempt at pictorial representation or narrative content.”

These are obviously important learning words across domains of knowledge–and particularly in the humanities. I cannot imagine teaching poetry, to offer one obvious example, without students understanding fully the meanings of these two words–and what they represent in the use of language.

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, 19 August 2022: A Lesson Plan on the Crime and Puzzlement Case “Idora Park”

It’s Friday again, so that means it’s time for the Weekly Text: here is a lesson plan on the Crime and Puzzlement case “Idora Park.” This lesson opens with this Cultural Literacy worksheet on nuance: it’s half-page document with a single-sentence reading and three comprehension questions, one of which calls upon students to think of some nuances.

To investigate whatever unlawful act occurred at Idora Park, you’ll need this PDF of the illustration and questions that serve as evidence against the alleged perpetrator. To bring charges and secure a conviction, you’ll need this typescript of the answer key.

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, 12 August 2022: A Lesson Plan on the Crime and Puzzlement Case “The Gentle Breezes”

This week’s Text is a lesson plan on the Crime and Puzzlement case “The Gentle Breezes.” I open this lesson with this Cultural Literacy worksheet on motif; it’s a half-pager with a three-sentence reading and three comprehension questions in what looks to me like a nice symmetry. To investigate the wrongdoing in this case, you will need this PDF of the illustration and questions that serve as evidence of the crime. Finally, to apprehend and charge a suspect, you and your students will need this typescript of the answer key.

And that’s it for another week. I hope yours was pleasant and fulfilling.

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, 5 August 2022: A Lesson Plan for the Final Assessment of the Conjunctions Unit

Ok, here is the final lesson plan of the conjunctions unit, which is a sentence-writing review as a unit-concluding assessment. I open this lesson with this worksheet on the homophones peak and peek; if the unit goes into a second day (it very likely will, and perhaps even a third), here is an Everyday Edit the desegregation of Central High School in Little Rock, Arkansas, which Melba Patillo Beals experienced first hand as one of the Little Rock Nine, and about which she has written eloquently.

This sentence-writing practice assessment worksheet is the final assessment for this unit.

And with this post, the entire cycle of units I wrote to teach the parts of speech is now available on Mark’s Text Terminal. I don’t know how many lessons in total it is, but if it is not 100, it’s close. I hope you find some or all of this material useful. After seven years of piecemeal posting of these materials, they’re all here.

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, 29 July 2022: A Lesson Plan on Correlative Conjunctions (Part 2)

This week’s Text is the second of two lessons on using correlative conjunctions. The first was published here last Friday. If you scroll down eight or so posts below this one, you’ll find it.

I open this lesson with this Everyday Edit worksheet on Charles R. Drew, the surgeon and researcher on blood transfusions. (And don’t forget that you can help yourself to a yearlong supply of Everyday Edit worksheets over at Education World.) If the lesson spills over into a second day, here is a second do-now worksheet on the homophones peace and piece.

This scaffolded worksheet is the center of this unit, and I expect that this teacher’s copy of the worksheet will make delivering the lesson a bit easier for you.

That’s it. I’ll post the final lesson in this unit–and the final lesson of all the Parts of Speech Units on this blog–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, 22 July 2022: A Lesson Plan on Correlative Conjunctions (Part 1)

This week’s Text is first of two lessons on correlative conjunctions–the second will appear here next Friday.

I use this usage worksheet on its and it’s as the do-now exercise to open this lesson. Should the lesson go into a second day, here is a second do-now, this one an Everyday Edit worksheet on bullying. And to give credit where it is so abundantly due, don’t forget that the proprietors of the Education World website distribute a yearlong supply of Everyday Edit worksheets–free for the taking. I’ve said this before, but it bears repeating: for certain students I have served over the years, these Everyday Edit worksheet have been quite satisfying.

This scaffolded worksheet on using correlative conjunctions is the principal work of this lesson. And to make delivering the lesson a little easier on you, here is the teacher’s copy of same.

That’s it. As above, the second part of this two-part lesson will appear here 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, 15 July 2022: A Lesson Plan on Subordinating Conjunctions (Part 2)

This week’s Text is the second of two related lessons on subordinating conjunctions. The first appeared last week, and so is several posts down.

This lesson opens with this Everyday Edit worksheet on Booker T. Washington. And as always remember that the good people at Education World generously distribute a yearlong supply of these documents at no cost to teachers. If the lesson continues into a second day, here is a second do-now exercise on the homophones grate and great; n.b. please that grate here is dealt with both as a noun and a verb.

To teach this lesson, you’ll need this scaffolded worksheet; I imagine this teacher’s copy of same will be useful while working through all of 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.

The Weekly Text, 8 July 2022: A Lesson Plan on Subordinating Conjunctions (Part 1)

This week’s Text is the first of two related lessons on subordinating conjunctions; the next one will appear here next Friday.

I open this lesson with this worksheet on the homophones feat and feet. In the event that the lesson spills over into a second day, here is a second do-now worksheet, this one an Everyday Edit exercise on Bessie Coleman. If you and your students enjoy (I’ve taught students who derived great satisfaction working with these) Everyday Edit worksheets, incidentally, the good people at Education World give away a yearlong supply of them at no cost.

To execute this lesson, you’ll need this scaffolded worksheet. Finally, you might find this teacher’s copy of the worksheet 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.