Tag Archives: building vocabulary/conceptual knowledge

The Weekly Text, 3 February 2023, Black History Month 2023 Week I: A Reading and Comprehension Worksheet on the Boston Massacre

It’s the first Friday of Black History Month 2023. For this and the following three Fridays, Mark’s Text Terminal will offer (as it does every year), materials for the observance of the month. That said, let me offer my usual disclaimer here: at this blog, and in my own teaching practice, every month is Black History Month. However, I work on this blog to observe this month, first proclaimed by Carter G. Woodson, because I am not in the business of second-guessing a scholar of his stature.

This week’s Text is this reading on the Boston Massacre with its attendant vocabulary-building and comprehension worksheet. Interestingly, this reading fails to mention Crispus Attucks, one of the dead of the Boston Massacre–history records him as the first to die. He was a Black man who was one of the first martyrs to the cause of independence for the 13 colonies that would become the United States. So there are a couple of critical issues here for students to mull: the first is the erasure of Crispus Attucks, whose martyrdom is a salient fact in the history of this event, and therefore to the history of this nation; the second is the bitter irony of a Black man dying for the freedom of a country whose inhabitants, just about anywhere outside Boston, at the time of his death, would have enslaved him.

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.

Common English Verbs Followed by an Infinitive: Attempt

Reducing the pile one document after another, here is a worksheet on the verb attempt as used with an infinitive. I attempted to design some materials on gerunds and infinitives, but failed in the end.

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.

The Weekly Text, Friday 27 January 2023: History of Hip-Hop Lesson 8, James Brown Brings the Funk

This week’s Text is the eighth lesson plan of the History of Hip-Hop Unit. I’ve begun this lesson with this Cultural Literacy worksheet on the Civil Rights Movement. This is a full-page document with a paragraph-length reading (seven sentences, to be exact) and six comprehension questions, so depending on your idea of a do-now exercise, this one might exceed proper length. Fortunately, like nearly everything else on Mark’s Text Terminal, this document is formatted in Microsoft Word, so you can edit, adapt, and revise freely.

The main part of this lesson is this reading on James Brown and its accompanying worksheet with seven comprehension questions. Finally, here are the the lyrics to “Say It Loud, I”m Black and I’m Proud,” one of the many great songs James Brown recorded. My version of this lesson includes playing the song.

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.

Comprise (vt)

Its use is complicated, so it is often misused, but here, nonetheless, is a context clues worksheet on the transitive verb comprise. It means “to include especially within a particular scope,” “to be made up of,” “compose,” and “constitute.” All of this said, before teaching this word, you might be well served to review usage rules for it.

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.

Cultural Literacy: Roman Numerals

Here is a Cultural Literacy worksheet on Roman numerals. This is a half-page worksheet with a reading–which is relatively complicated due to its carrying examples of Roman numerals themselves–of five sentences and three comprehension questions. As I look at it, I begin to suspect that this is too much complex material to cram into half of a page.

But what do you think? This is a Microsoft Word document, so you can alter it to your students’ needs.

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.

The Weekly Text, Friday 20 January 2023: History of Hip-Hop Lesson 7, Muddy Waters Invents Electricity: The Electric Blues after World War II

Here is the seventh lesson plan of the History of Hip-Hop. I begin this lesson with this Cultural Literacy worksheet on de facto segregation.

The mainstay of this lesson is this reading on Muddy Waters and its accompanying comprehension questions worksheet and organizer. As this lesson involves listening to some of Muddy Waters’ music, here is a document with the lyrics for two songs: the first is “I’m a Man,” a blues chestnut and proto-civil rights anthem, which Muddy apparently co-wrote with Elias McDaniel, aka Bo Diddley; the second is “Who Do You Love?”, one of Bo Diddley’s hits and one of the baddest, in my not even remotely humble opinion, rock-and-roll songs ever written or recorded (and it has been covered extensively). Finally, here is a worksheet with analytical questions for these lyrics.

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.

Common English Verbs Followed by an Infinitive: Arrange

Here is a worksheet on the verb arrange as it is used with an infinitive. I arranged to eschew henceforth dicey instructional material.

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.

Cultural Literacy: Personal Pronoun

This Cultural Literacy worksheet on the personal pronoun joins a plethora of material on its subject on this blog. Editorially, I would just like to note that antecedent-pronoun agreement is still one of those points of grammar that directly aids clear communication in both speech and prose.

In any event, this is a full-page worksheet with a two-sentence reading and four comprehension questions. The reading itself includes a list of the personal pronouns and their respective cases; the comprehension questions call upon students to write sentences employing personal pronouns extemporaneously. This is, like just about everything else on this blog, a Word document that you may revise to suit your classroom’s needs.

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.

Circumlocution

“Circumlocution (noun): Wordy and indirect language, sometimes as an evasion; roundabout verbosity; an instance of wordiness. Adjective: circumlocutional, circumlocutionary, circumlocutory; noun:circumlocutionist.

Henry James, in his later fiction, tried to make his characters and prose so refined in subtlety that his paragraphs are often monuments of circumlocution. Edith Wharton recalled James’s trying to ask an old man the directions to Kings Road at Windsor: “My good man, if you’ll be kind enough to come here please; a little nearer-so” and as the old man came up: “My friend, to put it to you in two words, this lady and I have just arrived here from Slough; that is to say, to be more strictly accurate, we have recently passed through Slough on our way here, having actually motored to Windsor from Rye, which was our point of departure; and the darkness having overtaken us, we should be much obliged if you would tell us in relation, say, to the High Street, which, as you of course know, lead to the Castle after leaving on the left hand the turn down the railroad station.” Robert Morsheberger, Commonsense Grammar and Style'”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

The Weekly Text, Friday 13 January 2023: History of Hip-Hop Lesson 6, Woody Guthrie, American Troubadour

This week’s Text is lesson plan six of the History of Hip-Hop Unit. I open this lesson with this Cultural Literacy worksheet on Marian Anderson.

For the first part of this lesson, you’ll need this reading on Woody Guthrie with its attendant comprehension worksheet. For the second part, you’ll need the lyrics to “Pretty Boy Floyd,” one of Woody’s most famous songs, and this research organizer for short work on Pretty Boy Floyd which students use, along with some basic research on the internet, to understand the song and its origins.

Incidentally, and to my considerable surprise, the students to whom I have delivered this lesson were quite interested in the song, if not Woody Guthrie himself. For that reason, I have designated and so tagged this post as containing high-interest materials.

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.