OK, last and probably least this morning, here is a on the verb phrase can’t help as it is used with gerunds. I’ve commented previously on my general dissatisfaction with these, but I’ll keep posting them until someone complains (which is unlikely).
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.
“Review: A short notice of discussion or critical article in a paper, journal or periodical; (b) a journal or periodical containing articles on literature, art and philosophy. The Edinburgh Review is a famous example; so is the Quarterly Review. Publications like Horizon, Scrutiny, The London Magazine, Essays in Criticism, and Encounter might well be placed in this category.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Here’s a pair of context clues worksheets that should go out together: the first on the verb certify and the second on the noun certificate.
Certify is used only transitively. It carries a variety of meanings, but for the context in which this worksheet embeds the verb, , it means “to attest authoritatively,” “confirm,” and “to attest as being true or as represented or as meeting a standard.” A certificate is what one receives when the definition of certify has been met in practice.
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 second Friday of June 2022 brings from Mark’s Text Terminal the second lesson plan of the Summer of Soul unit I wrote this spring to capitalize on the interest in this superlative documentary–especially when it won a much-deserved Oscar for Best Documentary Feature and accrued similar honors at just about every film festival held in North America in 2021. This lesson accompanies a viewing of the film: I composed these ten questions to guide viewing of the film in order to meet the unit’s learning objectives, which is an investigation into why the 50 hours of footage shot at the 1969 Harlem Cultural Festival never took a “seat at the table” when film production budgets were handed out.
That’s it. No do-now; students just jump right in to a viewing of the film. The third lesson will appear next Friday.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, Social Sciences, The Weekly Text, Worksheets
Tagged black history, building vocabulary/conceptual knowledge, diction/grammar/style/usage, film/television/photography, high-interest materials, music, questioning/inquiry, readings/research, united states history
“Zealot: Someone who has the answer to a problem. Originally a religious fanatic given to violence, the zealot is a likely today to be a corporatist expert. They are, as Samuel Johnson defined them, ‘passionately ardent in any cause. They are the bearers of truth.’”
Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.
If you can use them, here are a reading on Alexander Graham Bell with its accompanying vocabulary-building and comprehension worksheet. There’s not much to day beyond that–other than for the right student, this may well be high-interest material.
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.
“Paragraph: (Greek “side writing): Originally a short, horizontal stroke drawn below the beginning of a line in which there was a break in the sense. Now, for all practical purposes, a passage, or section, of subdivision in a piece of writing, Usually a paragraph deals with one particular point of aspect of the subject presented. It may vary greatly in length.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
Moving right along on this lovely Monday morning in Brooklyn, here is a worksheet on the Latin word root spectro. It means simply, just as it sounds, “spectrum.” You’ll find this root at the base of many scientific words like spectrograph, spectrometer, and spectroscope; but more commonly used English words like suspect and speculate also grow from this root.
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.
“Encaustic: A technique of wall painting practiced by the Egyptians, Greeks, and Romans. Pigments in a wax vehicle were applied to the wall and then ‘burned’ with heated irons or similar instruments.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Here is a context clues worksheet on caustic used as an adjective. For that part of speech caustic means “capable of destroying or eating away by chemical action” and “corrosive.” Nota bene, please, that this word is also used as a noun, whose meaning is “a caustic agent,” and “a substance that burns or destroys organic tissue by chemical action. This worksheet is set up for building an understanding of caustic as an adjective.
However, because this document is formatted in Microsoft Word, if you want to revise this to teach the noun, the document is yours (as are almost everything you’ll find on Mark’s Text Terminal) to manipulate as your wish or as your student need.
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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