Acropolis

Posted on April 25, 2025 | Leave a comment

“Acropolis: (Gr, ‘high city’) The citadel of a Greek city, generally situated on a hill. The Acropolis at Athens, a rocky plateau about two hundred feet high, was the site of the ancient town. It was surrounded by walls, which were destroyed by the Persians in 480 BC, and later rebuilt by Themistocles. The Acropolis was the center of religious activity; many temples and statues of Athene were located there. The Erechtheum, the Parthenon, and the Propylaea are among the best known of its monuments. The acropolis at Thebes was the Cadmeia; that of Corinth, the Acrocorinth.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

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The Weekly Text, 25 April 2025: A Lesson Plan on the Latin Word Root -Cide

Posted on April 25, 2025 | Leave a comment

This week’s Text is a lesson plan on the Latin word root -cide. It means, to kill, which is why you’ll find it in such relatively high-frequency English words as germicide, insecticide, and genocide–all present on this scaffolded worksheet. This lesson opens with this context clues worksheet on the noun mortality  which, I hope, points the way toward the meaning of the word root that is under analysis in 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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Montage

Posted on April 17, 2025 | Leave a comment

“Montage: A picture formed by applying separate images in parts or layers to form a total image. Similar to collage. In photomontage, photographs, often incongruous, are juxtaposed.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

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Common Errors in English Usage: Let Alone

Posted on April 17, 2025 | Leave a comment

From Paul Brian’s book Common Errors in English Usage, here is a worksheet on the use of the conjunction Let alone, as in “I can’t finish this do-now exercise, let alone write a research paper.” There are no structured exercises on this worksheet, which calls upon students simply to compose sentences in which they properly use the conjunction let alone–as well as much less and never mind, two similar conjunctions.

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.

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Term of Art: Sensory Impairment

Posted on April 17, 2025 | Leave a comment

“sensory impairment: Any impairment of the sensory system; the most prominent and predominant forms of sensory impairment are hearing and visual problems. All standard and legal definitions of learning disability rule out sensory impairment as a contributing cause because those sensory impairments are classified separately in their own handicap categories. However, it is possible for a child with sensory impairment also to also have a learning disability. It is also difficult to tell the difference between the effects of a sensory impairment on learning and those effects that may be associated with a learning disability. It is likely that children with significant sensory problems who also have learning disabilities may generally be underdiagnosed and largely overlooked.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

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Cultural Literacy: Individualism

Posted on April 17, 2025 | Leave a comment

Here is a Cultural Literacy worksheet on individualism. This is half-page worksheet with a three-sentence reading (the last one is longish, which may need to be shortened) and three comprehension questions.

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.

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Lev Semyonovich Vygotsky

Posted on April 17, 2025 | Leave a comment

“L(ev) S(emyonovich) Vygotsky: (1896-1934) Soviet psychologist. He studied linguistics and philosophy at the University of Moscow before becoming involved in psychological research. While working at Moscow’s Institute of Psychology 1924-34, he became a major figure in post-revolutionary Soviet psychology. He studied the role of social and cultural factors in the making of human consciousness; his theory of signs and their relationship to the development of speech influences such psychologists as A.R. Luria and Jean Piaget. His best-known work, Thought and Language (1934) was briefly suppressed as a threat to Stalinism. He died of tuberculosis at 38.”

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

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The Weekly Text, 18 April 2025: A Reading and Comprehension Worksheet on the Second Great Awakening

Posted on April 17, 2025 | Leave a comment

The other morning, one of my favorite shows on National Public Radio, On the Media ran a repeat show on Christian Nationalism, the latest scary manifestation of religious lunacy in the United States. The guest, Matthew Taylor, explained well this latest manifestation of what is basically a form of aggressive Protestant cultural militancy with something of a long history in this country.

So, now seems like a good time to post this reading on the Second Great Awakening along with its attendant vocabulary-building and comprehension worksheet. And if you are so inspired, you might familiarize yourself with the term “Burned-over district.”

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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Credo

Posted on April 11, 2025 | Leave a comment

“Credo (noun): A statement of belief, faith or doctrine; a religious, social, political or artistic principle or body of principles; dictum.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

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Common English Verbs Followed by an Object and an Infinitive: Help

Posted on April 11, 2025 | Leave a comment

Here is a worksheet on the verb help as used with an object and an infinitive.

The teacher helped the student to postulate her argument for her research paper.

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.

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