Tag Archives: building vocabulary/conceptual knowledge

The Weekly Text, February 12, 2020, Black History Month 2021 Week II: A Reading and Comprehension Worksheet on Hank Aaron

This week’s Text, in this blog’s ongoing observation of Black History Month 2021,  is a reading on Hank Aaron and its accompanying vocabulary-building and comprehension worksheet.

This is one of the very first of these document sets I prepared, and it includes a short numeracy exercise on Mr. Aaron’s statistics. As you surely know, we lost Mr. Aaron on January 22 of this year, just a couple of weeks shy of his eighty-seventy birthday. I don’t know about you, but I can’t remember a time in my life when Hank Aaron wasn’t someone I thought about on a regular basis.

If you or your students are interested in Mr. Aaron, stay tuned; I plan to exhaust my storehouse of material on him before Black History Month 2021 is over.

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 5, 2020, Black History Month 2021 Week I: A Reading and Comprehension Worksheet on Huey P. Newton

Here, for the first Weekly Text in observance of Black History Month 2021, is a reading on Huey P. Newton along with its accompanying vocabulary-building and comprehension worksheet.

In the mid-1970s, among my crowd in high school, Huey P. Newton was a bona fide hero. He co-founded, with Bobby Seale (another of our heroes), the Black Panther Party, (a heroic organization), which among many other things, fed breakfast to impoverished children and challenged the kind of police brutality that brings us events like the patently racist and sadistic murder of George Floyd in 2020.

It’s quite possible that your students may know Huey’s name. A panoply of rappers, including Tupac Shakur, Dead Prez, The Flobots, Public Enemy, Ab-Soul, Buddy and A$AP Ferg, and the great Kendrick Lamar have alluded to Huey in their rhymes. Pop artists like St. Vincent, Ramshackle Glory, Bhi Bhiman, and the Boo Radleys have also mentioned Huey in their songs. The character of Huey Freeman in Aaron McGruder’s brilliant comic strip and television show The Boondocks, a favorite of many students I’ve served over the years, is named for Huey P. Newton.

My own personal favorite pop-culture reference to Huey occurs in the 1979 film Richard Pryor: Live in Concertwhich Eddie Murphy regards as the greatest stand-up comedy performance ever captured on film. At the 1:06:54 mark (thanks to Wikipedia for that) of Mr. Pryor’s performance, he calls out to raise the house lights and introduces the audience to Huey P. Newton–who, alas, does not appear on camera.

Finally, I found Spike Lee’s production of Roger Guenveur Smith’s celebrated solo performance in A Huey P. Newton Story to be utterly riveting. Mr. Smith uncannily captures Huey’s deep intellect and abiding compassion, but also his essential shyness and even diffidence. I highly recommend this film.

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.

A Lesson Plan on Cooking Conversions from The Order of Things

This week’s Text is a lesson plan on cooking conversions from The Order of Things. This worksheet with a list as a reading and several comprehension questions (with room to add several more in this Microsoft Word-formatted open source, easily manipulable document) is the principal reading and writing work of the 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.

The Holocaust

I’m not proud of the fact that somehow that it nearly escaped my notice that today is International Holocaust Remembrance Day. On January 27, 1945, the Red Army, conducting the Vistula-Oder Offensive, fought its way through eastern Poland and along the way liberated the Auschwitz concentration camp. In a time when Holocaust denial is actually taken seriously, and white supremacist thugs storm the United States capitol wearing “Camp Auschwitz” sweatshirts, now is the time to make sure young people understand this depraved moment in history.

So here is a reading on the Holocaust and its accompanying vocabulary-building and comprehension worksheet in observance and remembrance of this civilizational catastrophe.

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.

Common Errors in English Usage: Perspective (n), Prospective (adj)

Here is a worksheet on sorting out the use of the noun perspective and the adjective prospective. These are a couple of words worth knowing and being able to use properly–especially for high school seniors who are in the process of becoming prospective students at post-secondary institutions. Incidentally, since these are very near homophones, and may indeed sound like homophones to English language learners, I’ve tagged this post as such.

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.

Leo Tolstoy

Here is a reading on Leo Tolstoy and its accompanying vocabulary-building and comprehension worksheet.

Do high school students read Tolstoy–or any of the big Russian authors, for that matter? I prepared these documents last week after a high school chum of mine mentioned in correspondence that he’d read Anna Karenina at our high school. Ours was a somewhat unusual (and unusually small) school, but not that far out of the mainstream–though I did read Richard Brautigan for the first time there.

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 22, 2021: A Lesson Plan on the Predicate Adjective

It’s an important syntactical structure and area of English usage, so I have written several lessons on the predicate adjective; I want students to have this sentence structure and its parts, especially linking verbs, down cold. So, this week’s Text is yet another lesson plan on the predicate adjective.

I open this lesson with this worksheet on the Latinism N.B., or nota bene. The first time I saw this abbreviation on a piece of my Russian language homework in college, I looked it up and mastered its use. It is a phrase students ought to know. This is the scaffolded worksheet on using the predicate adjectives at the center of the lesson, and here is the teacher’s copy of the worksheet for ease of teaching this lesson.

There are two learning supports (ultimately, I’d plan to make four, for, again, scaffolded teaching and learning). The first one is organized to provide extra support for students who need it; the second one is less organized and structured and therefore places greater demand on heuristics and the ability to search for just the right word.

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.

Approbation (n)

Here is a context clues worksheet on the noun approbation.  It means “an act of approving formally or officially: COMMENDATION, PRAISE” and has an adjectival form in approbatory.

Approbation is not exactly the most commonly used word in the English language. That may in fact be its strength in using this document to teach inferring from context as a reading strategy. When students don’t know a word this obscure, in my experience, they derive satisfaction in the act of defining it from the context in which it is embedded. Will your students begin expressing to their friends and siblings about their approbation and disapprobation (which means, unsurprisingly, “the act or state of disapproving : the state of being disapproved : CONDEMNATION”) for menu choices, girlfriends or boyfriends, or musical preferences? Probably not. But they will have an opportunity to practice an important, indeed key, reading comprehension strategy by defining this word from the context in which it appears.

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.

Word Root Exercise: Dent, Denti

Here is a worksheet on the Latin word roots dent and denti. Would you be terribly surprised that they mean, respectively, tooth and teeth?

This is a very productive root in English, and one particularly useful for student considering healthcare careers, especially, uh, dentistry.

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.

Rutherford B. Hayes

Here is a reading on President Rutherford B. Hayes along with its attendant vocabulary-building and comprehension worksheet

Hayes was basically a cipher (in the sense of “one that has no weight, worth, or influence NONENTITY“), but his election in 1876, a result of the famous Compromise of 1877, was consequential indeed. The negotiations that elevated Hayes to the presidency directly brought about the end of Post-Civil War Reconstruction Era in the former Confederate States, but also engendered the Jim Crow laws that oppressed Americans of African descent, in most respects, to this day. When you think about the horrors that black people suffered and continue to suffer, think about the installation of Hayes in the presidency as a result of this chicanery.

This is a relatively short reading. But I think it could be the basis of a unit that I would like to think contained adapted text and teacher-made materials from C. Vann Woodward’s seminal treatise on this period of United States history, The Strange Career of Jim Crow (New York: Oxford University Press, 2001). If we want students to make sense of the present, then we must help them understand the real past–without obfuscation or euphemism.

Incidentally, I’ve attached the black history tag to this post, not because Hayes’ biography is black history–it manifestly is not. But the man’s effect on the lives and history of Americans of African descent really speaks for itself: generations of extrajudicial murder (including of children), apartheid laws, an unearned and misplaced sense of ethnic superiority attached to white skin–do I need to go on? Unfortunately, Rutherford B. Hayes is part of Black History in this country.

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.