It’s not a particularly commonly used word, but in a classroom with a lot of Socratic questioning, this context clues worksheet on the verb elicit might be quite useful. It is only used transitively.
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 first record I owned, at the age of ten or eleven, was Pete Seeger Sings Woody Guthrie. My father brought it home for me one day. I loved it from the first time I listened to it, and I still listen to it now. Within a couple of years, I managed to follow Woody Guthrie’s influence to Bob Dylan, whose music I also continue to listen to almost 50 years later. In fact, many of his records, particularly Blood on the Tracks and John Wesley Harding receive almost weekly play here at Mark’s Text Terminal.
To my mind, it’s nearly impossible to underestimate the cultural importance of Bob Dylan’s work. In fact, so much ink has been spelled on it by so many astute critics that I hardly need to belabor the point here. While I know his selection for the Nobel Prize in Literature is controversial, my own opinion is that the man who wrote “Desolation Row” and “Visions of Johanna,” to mention just two of his most brilliant songs, certainly earned his laurels as a writer of lasting worth and importance.
So, last but not least on this May morning, I have two sets of readings and comprehension worksheets on Bob Dylan. The first set is a general biography of Bob Dylan’s musical career and is in some respects anodyne. The second set, which to some extent, by comparison, renders the first set of documents anodyne, is this reading and comprehension worksheet on Bob Dylan’s switch to electric music in 1965 and his legendary (or legendarily disastrous) appearance at the Newport Folk Festival in that year. It’s worth mentioning that Dylan’s appearance at Newport in 1965 is something of a cultural touchstone, both a gotterdammerung moment and an intimation of what was to come in American popular music. It pops up in various places as a reference point to a particular moment in the history of popular music.
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 lesson plan on using modal and conditional verbs.
I open this lesson with this Cultural Literacy worksheet on, simply, verbs. In the event this lesson goes into a second day, here is another do-now, this one an Everyday Edit worksheet on the roller coaster. This scaffolded worksheet on using modal and conditional verbs is the centerpiece of this lesson. Finally, here is the teacher’s copy of the worksheet to make teaching this lesson a little easier.
Incidentally, if you like Everyday Edit worksheets, please remember that the good people at Education World generously offer a yearlong supply of them at their site.
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.
“Would-be. ‘The would-be assassin was arrested.’ The word doubtless supplies a want, but we can better endure the want than the word. In the instance of the assassin, it is needless, for he who attempts to murder is an assassin, whether he succeeds or not.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Even though they start with the same Latinate word root, cred, which means belief and believe, the adjectives credible and credulous have two very different meanings. Here is a worksheet on the adjectives credible and credulous to help your students develop their understanding of the difference between these two words and how to use them properly.
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.
Last but not least this morning, on a lovely spring morning, what’s more appropriate than a reading on Walt Whitman along with its 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.
“Determinative: Indicating the pointing forward to a subsequent phrase or clause that explains or completes, e.g., ‘such words as…,’ ‘the one that….’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Here is a lesson plan on the Greek word roots homo, homoiao, and homeo. They mean same, similar, and equal. These are extremely productive roots in English; I assume science teachers will recognize the root of two important words in their domain, homeostasis and homeothermic.
I begin this lesson with this context clues worksheet on the adjective similar in order to provide students a hint of the meaning of these roots. Here, finally, is the worksheet at the center 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.
Here is a context clues worksheet on the noun edict. If memory serves (and it generally does, happily), I wrote this for use in a freshman global studies class in New York City, where the word appeared repeatedly in lessons ranging from ancient Rome and Greece to the rise of the Catholic Church as a world power.
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.
While wandering around in the warehouse yesterday morning, I came across this reading on the influenza epidemic of 1918 and its accompanying vocabulary-building and comprehension worksheet. Given that this historical event has become something of a touchstone for understanding our current circumstances, i.e. the coronavirus pandemic, I can’t quite understand how I lost track of this material.
That is, until I read it. Over the years, I’ve developed a great deal of material based on the mostly excellent readings in the Intellectual Devotional series; I’ve also had a lot of success in using these materials. Students who would turn up their nose at a book, or a reading from a textbook (I especially understand the latter, as most corporate-published textbooks are lethal), will take on one of these–especially high-interest readings. This reading, however, is one of the weakest I’ve seen.
Which, however, provides some grist for the critical mill. Let’s start with the title of this reading. The influenza of 1918 was by any measure a pandemic–that’s why one of the John M. Barry’s book, The Great Influenza, one of the best on the subject, carries the subtitle “The Story of the Deadliest Pandemic in History.” So, the title for the reading in this post offers students an opportunity to differentiate, and understand the difference between, an epidemic and a pandemic. The influenza of 1918 was certainly a pandemic–remember that the Greek root pan means all. This reading, in short, presents an opportunity to teach students the importance of using language with precision.
In other words, the big question this reading raises is: Was the influenza outbreak of 1918 an epidemic or a 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.
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