Tag Archives: building vocabulary/conceptual knowledge

For 26 June 2026, the Weekly Text from Mark’s Text Terminal is the third lesson plan (of 17, the rest forthcoming) of the Introduction to Writing Sentences Unit, this one to assists students in differentiating between phrases in clauses in their writing, and and developing their understanding in how to use both in prose.

This parsing sentences worksheet, which calls upon students to identify nouns in five longish sentences (the worksheet is a half page) opens the lesson and settles students, presumably, after a class change. This scaffolded worksheet is the mainstay of the lesson. Here is a learning support on phrases and another on clauses that will help students complete the class work for this lesson. And here is the teacher’s copy of the worksheet to reduce your cognitive strain.

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 week’s Text is the second lesson plan of the Introduction to Writing Sentences Unit . This lesson introduces phrases. This lesson opens with this worksheet on the use of adjectives adverse and averse; this is a full-page worksheet with a three-sentence reading and ten modified cloze exercises. These are a couple of relatively high-frequency words in educated discourse, so this is a vocabulary building in addition to its clear purpose in inculcating the concept of usage. It’s highly supported, but you can easily modify this Microsoft Word document.

This is the worksheet at the center of this lesson, It’s scaffolded, with some proofreading and copyediting exercises at the beginning, then independent practice working with phrases in sentences. This learning support on phrases, adapted from Grant Barrett’s Perfect English Grammar (Berkeley: Zephyros Press, 2016), should ease the process of completing this work. And here, finally, is the teacher’s copy of the worksheet.

Incidentally, I’d like to praise (not that anyone has asked me to do so) Grant Barrett’s book Perfect English Grammar (Berkeley: Zephyros Press, 2016). Over the past 35 years, I have looked at or read cover to cover an enormous number of grammar and style manuals. For the mechanics of writing, simply but effectively stated, I think Mr. Barrett’s book is the best in print at the moment.

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.