Here is a worksheet on the Latin word root nat, which means both birth and born. You will recognize it instantly as the basis of the word native, among many others. It is an extremely productive root in English.
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 context clues worksheet on the noun coup, which means “a brilliant, sudden, and usually highly successful stroke or act.”
In the next couple of hours, I’ll post two more context clues worksheets that are related to this one.
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.
Over the years, I have produced a number of documents based on the interest of one student. This reading on the prisoner’s dilemma and its vocabulary-building and comprehension worksheet are one such set of documents.
My own first exposure to the prisoner’s dilemma came from a friend who encountered it as an undergraduate in what, if memory serves, was a history course. This same friend went on to law school, so he may have encountered it there. In any case, the prisoner’s dilemma is part of a broader study of mathematical models of human cognition and resultant conduct called game theory. I actually started to develop a unit on game theory when I realized two things: the first was that the student for whom I prepared the material offered in this blog post wasn’t as interested in it as he thought; the second was that I was woefully unqualified to teach a single lesson on game theory, let alone a whole unit.
If you have the time–I didn’t–a unit on game theory might be just the thing for a certain kind of student. However, it is a complicated field, and even adapting it for struggling or alienated high school students is no small task.
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.
OK, finally today, here is a Cultural Literacy worksheet on feudalism. It’s a convenient introduction to a complicated subject.
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 context clues worksheet on the verb couch, which is used both intransitively and transitively. Given how much bigotry is couched in social media posts and elsewhere, this seems like a good word to know right now.
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.
OK, folks, here is the big post of the day, to wit, a lesson plan on nouns as the indirect objects of verbs. I open this lesson with this worksheet on homophones worksheet on the verbs (and nouns) compliment and complement. Here is the scaffolded worksheet at the center of this lesson; here too is teacher’s copy of the worksheet.
Now a few quick words of explanation. The verb and noun complement is often used in grammar manuals to describe predicates consisting of direct and indirect objects (and by the way, I posted a lesson plan on nouns as the direct objects of verbs a few days back that works well with this lesson), so I want students to recognize that meaning of this polysemous word when they see it. As I mentioned in the post on direct objects, this point of grammar will help students when they undertake to study a foreign language. Direct and indirect objects, particularly in inflected languages, require different case endings. For example, in Russian the direct object takes the accusative case ending, but indirect objects are in the dative case.
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 root zyg/o. It means pair. It forms the basis of the noun zygote, among many other scientific words. This is yet another word students should know if they are interested in a career in the healthcare professions.
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 have by any chance showed “Raiders of the Lost Ark” to your homebound students, or plan to, then you might find that this reading on the Temple and the Holy Ark and its accompanying vocabulary-building and comprehension worksheet complements that exciting film.
I’ve tagged this as high-interest material because when I have offered it to students while making its connection to the Indiana Jones movie referred to above, their interest was piqued.
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.
It’s not exactly a word in common use, but here, nonetheless, is a context clues worksheet on the noun copse. It’s worth remembering, I think, that the purpose of these context clues worksheets are to assist students in developing their own understanding of this reading comprehension strategy–i.e. inferring the meaning of a word from the context in which it is embedded.
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 lesson plan on understanding and differentiating historical dates which I have actually previously posted on Mark’s Text Terminal. While this is a social studies lesson on understanding how we use numbers to count and describe historical time, it has an ulterior literacy motive in that it seeks to help students, particularly the many English language learners I have served over the years.
We use two types of numbers when we talk about historical dates, ordinal and cardinal. Ordinal numbers are adjectives that, as their name indicates, place things in order. So, when we use terms like fourteenth century, fifteenth century, and so on, we are using ordinal numbers. Similarly, when we say, respectively, the 1300s, the 1400s, and so on, we are using cardinal numbers, which are nouns and which we use to count things. These two types of numbers are different in English just as they are different in other languages. Because I didn’t initially understand the difference between these kinds of numbers, I struggled to understand the numbering system in Russian when I studied that language.
For that reason, I wrote this context clues worksheet on the adjective ordinal and this on the noun phrase cardinal number. These worksheets aim to help students understand the difference between these two types of numbers and their use in English prose. This is knowledge that transfers across the curriculum–to foreign languages, English language arts, mathematics itself, and, yes, social studies.
Finally, here is the combined learning support and worksheet that is the gravamen of 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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