“Leviathan: A word from the Hebrew, meaning literally ‘that which gathers itself in folds,’ and given in the Bible to a mythical sea serpent (Job 41:1; . 27:1; Ps. 104:26). The name is also applied to the whale and the crocodile, and by extension it has come to mean something vast and formidable of its kind.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
This week’s Text, from Barbara Ann Kipfer’s excellent reference book The Order of Things, is a lesson plan on boxing weight divisions. And here is a list as reading and five comprehension questions that serves as the reading and writing work for this lesson. Keep in mind, as I mention each time I publish one of these lessons, that this work is designed for students who struggle with understanding information presented in two symbolic information systems–in this case numbers and letters. Think of students who struggle with word problems in math classes, and you’ll have a clear idea whose confidence this relatively simple work is meant to bolster.
As this material deals with boxing–specifically the amateur boxing weight divisions used in the Olympics–I believe it will be of high interest to students, so I have tagged it as such.
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.
Here is a worksheet on the verb ask when used with an object or an infinitive. The student asked her teacher to supply her with some more substantial and rigorous work.
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.
Moving right along this morning, here is a Cultural Literacy worksheet on the idiom “diamond in the rough.” This is a half-page worksheet with a reading of three sentences (and beware the first one, which is a long compound separated by a colon) and three comprehension questions. A short, but thorough, introduction to this commonly used idiom–in English, at least.
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.
This week’s Text is a lesson plan on the Greek word roots arch, archi, arche/o, and archae/o. Collectively they mean rule, chief, first, and ancient. This complicated root, as you have probably already recognized, is very productive in English: It grows relatively high-frequency words (particularly in educated discourse) like archenemy, archaeology (obviously), anarchy, archetype, architect, hierarchy, and monarchy, all of which are included in this scaffolded worksheet, which is the principal work of this lesson.
I open this lesson with this context clues worksheet on the adjective ancient to point students in the right direction when analyzing these word roots.
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.
Last but not least for National Native American Heritage Month 2024, here is a Cultural Literacy worksheet on Sitting Bull. This is a half-page worksheet with a reading of three sentences, all of them relatively long, and three comprehension questions. For its brevity, it is nonetheless a surprisingly thorough introduction to this Sioux leader.
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.
Here is a Cultural Literacy worksheet on the Sioux people. This is half-page worksheet with a reading of five sentences, one of which is a short imperative, a see-this, thing, enclosed in parentheses, with three comprehension questions. This worksheet, like a few I’ve posted here recently, seems a bit crammed to me. You might want to adjust it to a full-page document.
The reading, even in five sentences, manages to note that the Sioux, who call themselves the Dakota or Lakota, administered a beatdown to Lieutenant Colonel George Armstrong Custer and the 7th Cavalry Regiment of the United States Army at the Battle of Little Bighorn, and names three significant Sioux leaders, Sitting Bull, Crazy Horse, and Big Foot, who is also known as Spotted Elk, whom U.S. forces murdered at the Wounded Knee Massacre in 1890.
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.
For the fifth and final Friday of National Native American Heritage Day 2024, here is a reading on Geronimo with its attendant vocabulary-building and comprehension 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.
“Penutian languages: Hypothetical superfamily of North American Indian languages that unites a number of languages and language families mainly of the far western United States and Canada. The Penutian hypothesis was proposed by Roland B. Dixon and Alfred B. Kroeber in 1913 and refined by Edward Sapir in 1921. Like the Hokan hypothesis (see Hokan Languages), it attempted to reduce the number of unrelated language families in one of the world’s most linguistically diverse areas. At its core was a group of languages spoken along California’s central coast and in the Central Valley, including Ohlone (Costanoan), Miwok, Wintuan, Maidu, and Yokuts. Sapir added Oregon Penutian (spoken along the lower Columbia River), Plateau Penutian (languages of Plateau Indian peoples), Tsimshian (spoken in western British Columbia), and Mexican Penutian (spoken in southern Mexico). Aside from the Mexican group, all the languages today are either extinct or spoken exclusively by older adults. Though the hypothesis remains unproven, at least some languages of the group are probably related to each other.”
Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Here is a Cultural Literacy worksheet on pueblos, the outstanding example of which is at Mesa Verde National Park in Colorado. This is a half-page worksheet with a three-sentence reading and three comprehension questions. It’s a good general introduction to the concept of the pueblo, including the origin of the use of this Spanish word to describe these indigenous dwellings.
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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