Here is a context clues worksheet on the noun treaty. Belaboring the necessity of this word for social studies instruction would be an insult to you, esteemed reader, so enough said.
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.
Here is a worksheet on the Latin word roots gress, grad, gradi, and grade. They mean to step and to go. Unsurprisingly, they are at the base of such high-frequency words in English as egress, digress, graduate, and regress, and the many parts of speech in which these words end up –e.g. regressive, graduation, regressive and aggressive.
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.
Here is a Cultural Literacy worksheet on courtly love. This is a half-page worksheet with a three-sentence reading (the latter two of them longish compounds), and three comprehension questions. I guess this isn’t exactly a burning issue in social studies ritht now, but as I recall we were expected to address it in the freshman global studies cycle here in New York City–which is probably why I wrote 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.
Here is a reading on the Iran hostage crisis in 1979 and 1980 along with its vocabulary-building and comprehension worksheet. I remember these years vividly–I saw the first headlines about the crisis as I was passing a newsstand in the Miami airport en route to Jamaica. It was a fraught time. I have a minor quibble with this reading in that it minimizes the brutality of Mohammad Reza Pahlavi, the Shah of Iran, who was a genuinely nasty piece of work. And even though it is perhaps beyond the ken of this reading, it would have required little more than a sentence to mention that the Shah came to power subsequent to the 1953 coup d’etat in Iran, which deposed the democratically elected prime minister, Mohammad Mosaddegh.
The 1953 coup was engineered by both the United States Central Intelligence and the British MI6. In other words, as Dee Dee Ramone once put it, “Commando, involved again.”
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.
This week’s Text is the penultimate lesson in the 13-lesson unit on pronouns I engineered several years ago, and have been working on ever since. It is basically a pre-assessment review lesson to prepare student for the final lesson, a guided mastery exercise in which they review and recapitulate all the foregoing lessons.
I open this lesson with this Everyday Edit worksheet on “Women Get the Vote.” If the lesson enters a second day for whatever reason, here is another Everyday Edit, this one on Uncle Tom’s Cabin. Here is the scaffolded worksheet for this lesson that is its primary work. Finally, here is the teacher’s copy of same. I’ll put up the final lesson soon, and then there will be a 13-lesson unit on pronouns available in its entirety on Mark’s Text Terminal.
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.
Here is a context clues worksheet on the noun stratagem and another on the noun strategy. These two words are related, obviously, so it seemed best to post them together. What is the difference between them?
Stratagem means “an artifice or trick in war for deceiving and outwitting the enemy,” “a cleverly contrived trick or scheme for gaining an end” and “skill in ruses or trickery.” Strategy, as we most commonly use it, means “the science and art of employing the political, economic, psychological, and military forces of a nation or group of nations to afford the maximum support to adopted policies in peace or war,” and “the science and art of military command exercised to meet the enemy in combat under advantageous conditions.” It’s worth mentioning that a further definition of strategy is “the art of devising or employing plans or stratagems toward a goal.” That may be the best explanation of the relationship–and therefore use–of these two solid, Greek-based nouns. An set of stratagems becomes an aggregate–a strategy.
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.
Here is a worksheet on the Greek word roots di and diplo. They mean two and double. You’ll find these roots underneath an everyday word like dilemma, but on this worksheet (which, if the book from which it is adapted is to be believed, contains words commonly found on the SAT), you’ll find it at the base of linguistic terms like digraph and diphthong, and scientific words like dichloride and dichromate.
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.
“Non-finite Verb: also nonfinite verb. A form of the verb that does not display a distinction in tense, in contrast with finite verb (where there is a distinction between present tense and past tense: hopes, hoped). A non-finite verb is either an infinitive or a participle. There are two infinitives: the to-infinitive (‘Estelle wants to dance with Matthew’); the bare infinitive (‘Philip will come with Matthew’). There are two participles: the -ing participle or the present participle (‘James is playing cards’) and the -ed participle or (according to its function) the past participle or passive participle (‘James has visited me recently’; Jane was helped by Jeremy).”
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
Here is a English usage worksheet on distinguishing between the adjectives healthy and healthful when deploying these words in prose. This is a full-page worksheet with a one-paragraph reading and ten modified cloze exercises. Like all the materials under the masthead “Common Errors in English Usage,” this one is adapted from Paul Brians’ excellent book of the same name; did you know he allows access to it for free at the Washington State University website?
In this reading, Professor Brians subtly argues that the difference between healthy and healthful has eroded to such a degree that the words are indistinguishable now. So, after working with them in these exercises, students can debate whether or not we need both of these words in our lexicons.
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.
It’s a relatively commonly used Gallicism in English, so here is a Cultural Literacy worksheet on the noun coup de grace. It means “a deathblow or death shot administered to end the suffering of one mortally wounded.” and “a decisive finishing blow, act, or event.” The latter definition obtains in the vernacular, where this noun finds use most frequently to mean “a final blow.”
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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