Tag Archives: diction/grammar/style/usage

The Weekly Text, 27 August 2021: A Lesson Plan on Using the Reciprocal Pronouns

This week’s Text is a lesson plan on using the reciprocal pronoun. In addition to the broad use of language the lesson aims to help students develop, the narrow objective of this lesson is to help students understand usage, in this case that the two reciprocal pronouns are, each other, which refers to two people, and one another, which refers to more than two people. 

I generally open this lesson with this Cultural Literacy worksheet on the Latinism mea culpa (i.e. “my fault” or “I’m to blame,” or, as I’ve heard some students say, “my bad”; you can probably see the root of culpability in this phrase). This is a half-page worksheet with a two-sentence reading and three comprehension questions. If the lesson goes into a second day, or if you simply prefer it, here is a homophones worksheet on you’re and your. This is also a half-page worksheet, with six modified cloze exercises.

This scaffolded worksheet is the principal work of this lesson. It starts with a series of modified cloze exercises, then calls upon students, to practice independently (i.e. homework) by writing sentences demonstrating they can align the proper number of subject with its proper reciprocal pronoun. To make teaching this a little easier, here is the 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.

Cultural Literacy: Golden Parachute

Here is a Cultural Literacy worksheet on the concept of a “golden parachute.” This is a half-page worksheet with a short, dense reading of three compound sentences and three comprehension questions.

I haven’t heard the expression “golden parachute” in some time, and I tend to listen often to economics and finance radio programs and podcasts. People my age will remember this term as a part of the vernacular, particularly in the 1980s, when they became increasingly common, as The Business Professor explains. The word is still in use, at least as recently as five years ago, as this 2016 Harvard Business Review article demonstrates. In any event, paying executives to leave companies (especially if there is malfeasance, failure, or both) is so commonplace now that the concept remains, whatever term describes it–as this one aptly does.

I don’t know if your students need to know about this. I worked for some time in a business- and finance-themed high school, so I must assume I wrote this worksheet for my work there. In any case, you can do what you want with this document as it is formatted in Microsoft Word (as just about everything on this site is–ergo open source).

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.

Amenable (adj)

It’s Merriam-Webster’s Word of the Day today, so here is a context clues worksheet on the adjective amenable. It means “willing to agree to or accept something that is wanted or asked for,” and that is what the context in the worksheet seeks to elicit.

There is more to this word, however. As Merriam-Webster emphasizes, the “Collegiate Definition” of this word carries a bit more nuance: “liable to be brought to account,” “answerable,” “capable of submission (as to judgment or test)” “suited,” “readily brought to yield, submit, or cooperate,” and, as above, “willing.”

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.

States of Matter

Here is a reading on states of matter along with its accompanying vocabulary-building and comprehension worksheet.

Once again from the Intellectual Devotional series, this is a good general introduction to solids, liquids, and gases, and their molecular behavior. The reading and worksheet are in Microsoft Word, so you can edit and manipulate them for your needs. I’m not a science teacher, so I’m not sure why I wrote this. Probably because I had a couple of, uh, free days during the pandemic.

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.

Write It Right: Chivalrous

“Chivalrous. The word is popularly used in the Southern States only, and commonly has reference to men’s manner toward women. Archaic, stilted, and fantastic.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Common Errors in English Usage: Freshman (n), Freshmen (n)

Moving right along on a damp, post-tropical-storm morning in New York, here is a worksheet on the nouns freshman and freshmen. They are, respectively, singular and plural nouns. This is a full-page worksheet with a three-sentence reading and ten modified cloze exercises.

In the last school in which I served in Lower Manhattan, students frequently used freshmans as the plural (and, interestingly, WordPress’s spell checker doesn’t indicate that “freshmans” is a spelling error) of “freshman.” Students understand the difference in number between man and men, but couldn’t extend or apply that knowledge when the word fresh preceded them. In any event, the reading for this worksheet points out that only freshmansingular–is the adjectival form.

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.

Word Root Exercise: Anth/o

Here is a worksheet on the Greek root anth/o. It means, simply, flower. And while it is at the root of anthology for some reason, this worksheet uses words like anther, chrysanthemum, perianth, and polyanthus. In other words, all nice, solid, Greek, flower-related words.

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.

Oxymoron

“Oxymoron: (Greek ‘pointedly foolish’) A figure of speech which combines incongruous and apparently contradictory words and meanings for special effect. As in Lamb’s celebrated remark: ‘I like a smuggler. He is the only honest thief.’

It is a common device, closely related to antithesis and paradox (qq.v), especially in poetry, and is of considerable antiquity. There are many splendid instances in English poetry. It was particularly popular in the late 16th century and during the 17th. A famous example occurs in Romeo and Juliet, when Romeo jests about love:

“Here’s much to do with hate, but more with love.

Why then, O brawling love! O loving hate!

O anything! of nothing first create!

O heavy lightness! serious vanity!

Mis-shapen chaos of well-seeming forms!’

Other well-known examples are Milton’s description of hell in Paradise Lost:

‘No light, but rather darkness visible.’

And Pope’s reference to man in Essay on Man:

‘Plac’d on this isthmus of a middle state,

A being darkly wise, and rudely great.’

Goldsmith has some striking ones in The Deserted Village:

 ‘Where grey-beard mirth and smiling toil retired

The toiling pleasure sickens into pain.’

A particularly well-known example comes in Tennyson’s Lancelot and Elaine:

‘The shackles of an old love straiten’d him

His honour rooted in dishonor stood,

And faith unfaithful kept him falsely true.’

Almost as well known are these lines in Francis Thompson’s The Hound of Heaven:

‘I tempted all His servitors, but to find

My own betrayal in their constance,

In faith to him their fickleness to me,

Their traitorous trueness, and their loyal deceit.’

And a very arresting one in Gerard Manley Hopkins’s The Wreck of the Deutschland:

‘[She] Was calling ‘O Christ, Christ, come quickly’:

The cross to her she call Christ to her, christens her

wild-worse Best.’

Probably the most famous instance of a sustained oxymoron is Sir Thomas Wyatt’s version of Petrarch’s 134th sonnet, which begins:

“I find no peace, and all my war is done;

I fear and hope, I burn and freeze like ice;

I flee above the wind, yet can I not arise;

And nought I have and all the world I season.’

Other English poets who have used the figure extensively are Keats and Crashaw. The Italian Marino and the Spaniard Gongora also had a predilection for it.”

Cultural Literacy: Gilded Cage

Here is a Cultural Literacy worksheet on the concept of a gilded cage, i.e. “to live in luxury but without freedom.” This is a half-page worksheet with a long, one-sentence reading and three comprehension questions. In other words, a short, punchy means of introducing students to this commonly used idiom in the English language.

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.

Sovereign (adj), Sovereignty (n)

Here is a context clues worksheet on sovereign as an adjective and another on sovereignty as a noun. These are a couple of words central to just about any instructional endeavor in social studies.

For the record, sovereign as an adjective, as it is pitched in the first worksheet, means “enjoying autonomy” and “independent.” As it happens, as an adjective, sovereign carries several meanings. As a noun, it means “one possessing or held to possess sovereignty,” “one possessing or held to possess supreme political power or sovereignty,” “one that exercises supreme authority within a limited sphere,” and “an acknowledged leader.”  When we use this word in English, particularly in social studies courses, we mean king or queen.

You have no doubt noted that a sovereign is “held to possess sovereignty.” What does sovereignty, the subject of the second document, mean? For the purposes of the second worksheet, on sovereignty, it means “supreme power, especially over a body politic,” “freedom from external control,” “autonomy,” “controlling influence.” But again, this is a complicated word that isn’t exactly polysemous, but close to it.

You might ask students, if you’ve taught them the verb and noun reign, if they recognize a word they know inside sovereign or sovereignty. It’s a nice way to help students build the kind of semantic web that leads to transfer of learning.

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.