Alright, moving right along, here is a lesson plan on the compound noun and its use in declarative sentences. I open this lesson with the Everyday Edit worksheet on National Public Radio (and as I will never stop saying every time I post an Everyday Edit worksheet, the generous proprietors of Education World will let you walk away from their site with a yearlong supply of these worksheets free of charge). This scaffolded worksheet at the center of the lesson will take most of your time in helping students master this point of grammar and usage. I made this teacher’s copy of the worksheet to make sure I taught the material consistently. Finally, here is the learning support, a word bank, to help move the work along.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, Worksheets
Tagged building conceptual knowledge, building vocabulary, English language learners, Everyday Edit, grammar, usage, and style, learning support, procedural knowledge, short exercises
“Graffiti Art: (It., scratched) Beginning in the 1970s with the availability of aerosol spray paints, illegal graffiti statements and designs began to coat New York subway cars. Whereas political art took art from inside galleries and into the streets, the graffiti are movement appropriated this element of street culture and brought it into the elite world of New York art galleries. There, untrained artists like Jean-Michel Basquiat enjoyed brief recognition, while Keith Haring’s self-conscious use of the style made him its most famous proponent. Once in the galleries, however, graffiti art lost its element of illegal performance, its power as protest, and its context. Neutralized, it became fashion and quickly went out of style.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“If you want to understand a philosopher, do not ask what he says, but find out what he wants.”
Friedrich Wilhelm Nietzsche
Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.
Posted in Quotes
OK: finally, on this rainy April morning, here is a worksheet on the Greek word root sphere. It means ball.
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.
Posted in English Language Arts, Independent Practice, Worksheets
Tagged building conceptual knowledge, building vocabulary, English language learners, foreign languages, grammar, usage, and style, procedural knowledge, word roots