Last and arguably least this morning, here is a worksheet on the verb refuse as used with an infinitive. I refuse to waste any more time on useless work.
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.
While I fear it falls far short of the standards to which I like to think this blog conforms, here, nonetheless, is a Cultural Literacy worksheet on Tin Pan Alley. This is a half-page worksheet with a reading of two sentences–the first a compound separated by a semicolon, the second a longish declarative sentence–and three questions. The reading presents the term “Tin Pan Alley” as metaphorical and notes that it is “not used as much today as it was a generation or two ago” to refer, generally, “to the popular music industry in the United States.”
My problem is this: Tin Pan Alley is a metaphor, yes, but it was also a real place in Manhattan. So, and I think this especially true for those of us who teach in the Five Boroughs, our students ought to know about the literal (to use an overworked adjective) Tin Pan Alley.
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 been awhile since I posted any materials I adapted from Barbara Ann Kipfer’s The Order of Things, so here, before we begin Black History Month 2024 (which starts next week on this blog), is a lesson plan on painting and sculpture, the first of two. This one is really more about periodicity in art history. Here is the worksheet with reading and comprehension questions.
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 verb promise as used with an infinitive. I promise to stop thinking I am clever by devising dubious curricular material such as this.
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 this age of super-duper video games, I doubt there would be much call for this Cultural Literacy worksheet on the Three Musketeers. In middle school, I loved the swashbucklers, but it doesn’t appear they are much read anymore. I suppose, if nothing else, this half-page document with its three-sentence reading and three comprehension question might play a role in some sort of instruction in literary history, especially where Dumas is concerned.
And it seems to me that most people in the world would benefit from dedicating some thought to the Three Musketeers’ motto: “All for one and one for all.”
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.
“Commonplace (noun): An obvious or trite comment or opinion; routine, unremarkable observation.
‘When he first noticed me, he tried to flummox me by addressing me in Latin, but I was equal to that dodge, and after a few commonplaces, we changed to English.’ Robertson Davies, Fifth Business”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
This week’s Text is a lesson plan on the Latin word roots quadr, quadri, quadru, and quadra. They mean, of course, four, and they are at the roots of high school words like quadratic (equation) and more general purpose English words like quadrangle and quadrant.
I open this lesson with this context clues worksheet on the verb quarter. I’m not sure why I chose the verb, as it has nothing to do with the meaning of the root on this worksheet, but rather means, in the context supplied, “to provide with lodging or shelter.” The verb also means “to cut or divide into four equal or nearly equal parts,” and I think this document would probably best be rewritten to furnish that context for inferring this word’s meaning.
Unless of course you’re teaching a lesson on the Third Amendment to the United States Constitution,, i.e. “No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.” In that case, the above-linked context clues worksheet may have some utility for you.
Finally, here is the scaffolded worksheet that is the primary work 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.
Here is a worksheet on the verb pretend as used with an infinitive. I pretend to believe that this document has pedagogical merit or use.
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 the adjective and preposition vis-a-vis. This is a half-page worksheet with a reading of one sentence and two questions. One of the questions calls for the composition of a sentence using vis-a-vis, so it could be easily eliminated if you just to introduce the use of this term in the vernacular–that is, to mean “in relation to.” I will say that this worksheet does little more than that, which I discovered when I researched the word a bit at Merriam-Webster. This Gallicism literally means “face-to-face” and can be used that way as a noun, should you care to extend this worksheet further.
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.
Happy New Year!
This week’s Text is this reading on the California Gold Rush with its accompanying vocabulary-building, comprehension and analysis worksheet. These materials are adapted from the Intellectual Devotional series; for more on these materials at Mark’s Text Terminal, please see the About Posts & Texts page, accessible through the links on the banner of the home page (right above the photograph).
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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