Tag Archives: diction/grammar/style/usage

Term of Art: Intransitive Verb

Posted on August 17, 2020 | Leave a comment

“Intransitive Verb: A verb that does not take a direct object. His nerve failed.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

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Inveigh (vi)

Posted on August 17, 2020 | Leave a comment

It was Merriam-Webster’s Word of the Day yesterday, and while it’s a little off the beaten track of everyday conversation, it does show up in academic prose frequently enough to at least write this context clues worksheet on the verb inveigh. Interestingly, it is only used transitively, and doesn’t really appear without the preposition before the noun or noun phrase being inveighed against, e.g. “Mr. Feltskog inveighed against putting mayonnaise on corned beef.”

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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Document-Based Questioning Unit: Coda

Posted on August 17, 2020 | Leave a comment

All I know about this document that is ostensibly a DBQ exercise on ancient Egypt on ancient Egypt is that is was something one of my co-teachers used when I worked with him several years ago. I also know that it and the teacher’s copy of the same document were by themselves, without lesson plan or short exercises, in the folder that held the ten-lesson unit posted immediately below. And looking at them now, I think I know I never developed a lesson around this because I didn’t think there was enough primary material in it.

Rather than throw them away, though, I post them here. As with about 98 percent of the documents on Mark’s Text Terminal, these are in Microsoft Word format, so you can manipulate them to suit your circumstances.

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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A Documents-Based Questioning (DBQ) Lesson on The Popol Vuh

Posted on August 17, 2020 | Leave a comment

OK, we made it! This lesson plan on The Popol Vuh, the creation myth of the Quiche Maya, which brings us back to the first lesson in this unit on the Rig Veda, below. This is, then, the tenth of ten lessons (and the tenth of ten posts, therefore) in a global studies document-based questioning unit on reading, analyzing, and interpreting primary historical documents.

The short do-now exercises that I have for this lesson are arguable only tangentially related, but are useful parts of a general inventory of global studies work. These are two Cultural Literacy worksheets: the first is this half-page reading and writing exercise on colonialism and the second is this full-page worksheet on Pancho Villa, the Mexican revolutionary general.

And, lastly, here is the reading on The Popol Vuh with its accompanying comprehension questions to take teacher and students through the 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.

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A Document-Based Questioning (DBQ) Lesson on the Magna Carta

Posted on August 17, 2020 | Leave a comment

As above and below, this DBQ lesson on the Magna Carta is the ninth of a ten-lesson global studies on reading, analyzing, and interpreting primary historical documents.

In my taxonomic system, I tagged this Cultural Literacy worksheet on the concepts of checks and balances in government, but as a short document to get students settled at the beginning of the class period, this isn’t appropriate. It’s a full-page document that might be better used as independent practice (i.e. homework) as it solidly complements the reading from the Magna Carta.

This Cultural Literacy worksheet on the divine right of kings is a half-page exercise and a better fit to begin a class period. It also dovetails conceptually with the content of the Magna Carta.

And, of course, you and your students will need the reading from the Magna Carta with comprehension questions to teach and learn the lesson about political power from the Magna Carta.

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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A Document-Based Questioning (DBQ) Lesson on The Pillow Book

Posted on August 17, 2020 | Leave a comment

Here is a DBQ lesson on The Pillow Book of Sei Shonagon, a text whose fame has endured the centuries. This is the eighth lesson on a ten-lesson global studies unit on reading and interpreting primary historical documents.

Because the word appears in the text, I open this lesson with this context clues worksheet on the noun self-satisfaction, a fairly strong compound. If you move into a second day with this lesson–given the historical importance of the text, as well as the numerous concepts it contains, it might be appropriate–then here is another context clues worksheet on the adjective hateful, which also appears in the text.

And of course you’ll need the worksheet with the reading passage and comprehension questions to conduct 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.

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Term of Art: Anaphora

Posted on August 17, 2020 | Leave a comment

“Anaphora: The relation between a pronoun and another unit, in the same or in an earlier sentence, that supplies its referent. E.g. in Mary disguised herself, the reflexive herself is an anaphoric pronoun, related to an antecedent Mary: the person, that is, who is said to be disguised is the person that Mary has already referred to. Likewise, e.g. in conversation, across sentences boundaries. Thus if A asks ‘Where’s Mary’ and be says ‘She’s in the garden,’ she in the sentence B utters is to be understood as anaphoric to earlier Mary.

Thence of similar relations involving units other than pronouns: e.g. the idiot is anaphoric to John in I asked John but the idiot wouldn’t tell me; do so is anaphoric to help in I wanted to help but I couldn’t do so. Also, in a looser sense, of any relation in which something is understood in the light of what precedes it. E.g. in Her house is larger than mine, a meaning of mine, as ‘my house,’ would be supplied in part by her house.

…An anaphoric chain is formed by two or more successive unit, each linked anaphorically to the one preceding.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

 

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A Document-Based Questioning (DBQ) Lesson on the Qur’an

Posted on August 17, 2020 | Leave a comment

As above and below, this DBQ lesson plan on the Qur’an which is number seven of ten in global studies unit on document-based questioning.

This lesson opens, especially if you need to get students settled after a class change, with this context clues worksheet on the noun compassion. If you take the lesson into a second day, or have a use for it in general, her is another context clues worksheet on the related noun mercy.

And here, at last, is the worksheet with reading and comprehension questions on a passage from the holy book of Islam, The Qur’an.

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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A Document-Based Questioning (DBQ) Lesson on the Fire in Rome, AD 64 from The Annals of Tacitus

Posted on August 15, 2020 | Leave a comment

OK, last but not least on this essentially perfect summer afternoon in southwestern Vermont,, here is a DBQ lesson on Tacitus’s account of the deadly fire that swept through Rome in 1864. Nero was emperor, and it is from this event that the expression “fiddling while Rome burns” originates. Nero was believed to have sung (“of the destruction of Troy”), not fiddled, as the city burned down around him.

This Cultural Literacy worksheet on the ancient Roman metaphor for decadence, “Bread and Circuses,” opens this lesson. For some reason, I included in this lesson’s folder this second Cultural Literacy worksheet, this one on the concept of a capital offense.

And here is the worksheet with the reading and comprehension questions 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.

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A Document-Based Questioning (DBQ) Lesson on the Apology of Socrates

Posted on August 15, 2020 | Leave a comment

As above and below, this DBQ lesson on Apology of Socrates is the fifth of a ten-lesson global studies unit on document-based questions.

This lesson opens with this Cultural Literacy worksheet on allusion, and here is a second one on status quo in the event the lesson goes into a second day–or you just want the worksheet around to elucidate this Latinism so common in the English language.

You’ll need this reading and comprehension questions on Socrates’ Apology to conduct the essential 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.

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