“boycott: Refusal by a body of people to have any dealings with a person or persons. The term is derived from Capt. C.C. Boycott (1832-97) who, having incurred hostility for a series of evictions, was made the victim of a conspiracy by the Irish Land League, preventing him from making any purchases or holding any social intercourse in his district.”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
I wrote this context clues worksheet on the noun oasis to use with global studies lessons on either the Trans-Saharan Gold Trade or the biography of Mansa Musa, the king of Mali who lived between c. 1280 and c. 1337. In any case, this is a word students ought to know in both its denotative and connotative senses.
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.
In memory of Samuel Paty, and in honor of teachers everywhere struggling to promote and conduct free and open inquiry, and as a cautionary tale about religious orthodoxy and extremism across the globe, I offer without further comment this reading on Salman Rushdie and its attendant vocabulary-building and comprehension worksheet.
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 lesson plan on the decibel scale and its accompanying reading and comprehension worksheet are another of the 50 lessons I have prepared using text from Barbara Ann Kipfer’s The Order of Things. If you have students interested in audio engineering or music production, this is something for them.
Otherwise, this is a simple literacy lesson that calls upon students to work with numbers and words in one document. I’ve been working on both the unit plan for these lessons and a user’s manual for their documents. I struggle to articulate why I developed these lessons and how I would use them. For now, think of the documents above as a rehearsal for word problems in math–one of the things that so often bedevil emergent and struggling readers.
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.
If you listen to the general day-to-day discourse in our society, particularly political discourse, you have probably noticed that while it is often forthrightly counterfactual and mendacious, it is also coarse and myopic. For that reason, I offer this context clues worksheet on the noun nuance. Everybody should know this abstract noun and the concept it represents–you know, subtlety, shades of meaning, thoughtfulness, and the gradations of the analysis that follow these approaches to understanding something deeply.
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.
If you can use it (I didn’t fully understand the concept until I was well into my undergraduate education), here is a Cultural Literacy worksheet on nihilism as a concept in philosophy, which is this word’s function at bottom–to dress up an abstract concept like a belief in nothing. You might want to help your students make the connection with the Latin word root nihil, which means, simply, nothing.
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 cede, ceed, and cess. They mean to go and to yield. However, the words that stem from these roots, which are extremely productive in English, like proceed, precede, and succeed point up the necessity of an adverbial question, e.g. to go when and where? To yield when and where?
Those kinds of questions will help students arrive on their own at the fundamental meaning of these roots.
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.
Readers and users of this blog are already aware that I have published here a great deal of reference material related to the visual and plastic arts. I’m well aware that I’m not the only person to decry the decline of arts education in our public schools. I’m not an artist myself–I cannot draw a straight line without the aid of solid straight edge to guide my writing instrument–but I love art and believe kids should learn about it–if not learn to create art themselves.
In that spirit, here is a reading on expressionism and its accompanying vocabulary-building and comprehension worksheet.
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.
While I recall that I felt an urgent need for it when I wrote it, I can’t now remember why I needed this context clues worksheet on the noun numerology. Generally, when I feel urgency to write something, it means a student expressed interest in a subject. I imagine that was the case when this document arrived in my files. Anyway, numerology is basically a form of mysticism, and you will find numerous examples of numerology (as above) drawn from Barnaby Rogerson’s Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.
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.
Alright, here is an English usage worksheet on the adjectives reticent and hesitant and differentiating their use based on their subtle shades of meaning. These are a couple of words students should know and be able to use properly in expository prose, it seems to me.
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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