Sigh. Today is August 31st, and the summer is effectively over for this teacher. For the first time since I started working at my current posting in Lower Manhattan, I am dreading returning to work.
This week’s Text is five worksheets on the homophones plain and plane, both nouns.
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 probably won’t take your students long, using this worksheet on the Greek word roots derma, derm, and dermat/o, to figure out that those roots mean skin. That’s why the doctor who deals with the organ of skin is called a dermatologist.
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 Hagia Sophia in Istanbul, and the comprehension worksheet that accompanies it. This is a key piece of Late Antique architecture in one of the crossroads of the world. It’s hard to imagine why students shouldn’t know about this building and this history it represents.
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 debate, which is used both intransitively and transitively. I wrote this originally to attend a unit I wrote on Denzel Washington’s film The Great Debaters. Needless to say, this is really a word high-schoolers ought to know and be able to use–fluently.
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.
Earlier this week I read Jacqueline Grennon Brooks and Martin G. Brooks’ book The Case for a Constructivist Classroom. Because I was mostly educated by constructivist teachers, particularly in high school and college, I find the method salubrious and use it whenever I can. I prefer to ask questions and let students talk rather than operating my own pie-hole for an entire class period. So I have been gratified this week, perusing my first unit for freshman global studies, to find several constructivist lessons in it.
In fact, I posted one yesterday on the causes of history. That entire first unit is entitled “Cause of History,” and it is simply an attempt to induce students to think of history as a process rather than a set of facts to be mastered (and, alas, regurgitated in high-stakes tests).
So here is a complete lesson plan on geography and history. I open this lesson with this context clues worksheet on the noun age (as in historical age). This is a discussion lesson, so if the discussion seems promising, and is leading to the creation of meaning among students, I will take it into a second day. If you see fit to do that, you might want this Cultural Literacy worksheet on the Seven Wonders of the Ancient World. Finally, here is the worksheet for this lesson, which is really little more than a note-taking template.
I want to stress that this is a student-centered lesson driven by the teacher’s Socratic questioning.
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 teach global studies or world history, I expect you might be able to use this reading on Commodore Perry and Japan and the comprehension worksheet that attends it. When I taught sophomore global studies for the first time last year, I was surprised to learn that the curriculum the administration of my school prescribed didn’t introduce students to the key concept implicit in this material, namely gunboat diplomacy.
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 are two context clues worksheets on de facto and de jure. Both of these Latin terms are used as adverbs and adjectives. I would argue that these are two terms that represent conceptual understanding students really ought to have upon high school graduation.
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’s another late-summer Text, this one, a complete introductory lesson plan for verbs. At the change of class, when students arrive and need a moment of assistance to settle, I use this Cultural Literacy exercise on verbs; in case the lesson goes into a second day, for whatever reason, I keep this Everyday Edit worksheet on Poe’s ‘The Raven'” ready (and, incidentally, you can find a year’s worth of Everyday Edit worksheets at Education World, where the proprietors of that site give them away). The mainstay of this lesson is this scaffolded worksheet on identifying and using verbs. Finally, you might want teacher’s copy of the 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.
The second post immediately below this one is a Cultural Literacy worksheet on pandemics. In that post I mention that one can discern the Greek word root dem within that noun, and that dem–or, as in the case of this Greek word root worksheet, dem/o and demi–means people. That said, I must make note of, and offer caution on account of, the fact that in Latin the root demi means half or less than. Now you know why espresso is served in a demitasse.
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.
Teachers working in social studies or science may find this Cultural Literacy worksheet on pandemics useful. For a literacy connection, nota bene the Greek root dem in this word; it means people, and shows up in other words like democracy and demography, both words related to people. If you look at the post two above this one, you’ll in fact find a word root worksheet on that Greek word root.
Pan, another Greek root, simply means all. You can see that these two word roots, which meet in the noun pandemic, give students an opportunity for some synthetic thinking about these two roots and the words in English they produce.
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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