Like the show itself, this short reading on the television show Friends and its accompanying vocabulary-building and comprehension worksheet have, over time, been consistently high-interest materials in my classroom. Do your students watch the show?
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 are five worksheets on the homophones wait, which as a verb is used both intransitively and transitively, but is also used as a noun (“The tourists had a long wait for the A train to Harlem”), and weight, which is used as a noun.
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.
If you want or need to help students differentiate between psychiatrists and psychologists, this lesson plan on the subject along with its short reading and vocabulary-building and comprehension worksheet might serve your purpose. And if you think longer versions of these documents (i.e. more vocabulary words and a few more questions) might be better, you’ll find them under this hyperlink.
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’s a Cultural Literacy worksheet on the “act of god” as a legal concept. Since there is a pretty good chance that your students will purchase insurance some time in their lives, this is a term–and concept–they definitely should know.
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.
Given the current state of journalism (with few exceptions, in fairness), this context clues worksheet on the noun boilerplate seems especially timely. I think it is a word students ought to know by the time they graduate high school.
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.
“etymology: The study of the historical relation between a word and the earlier from or forms from which it has, or has hypothetically, developed. Thus the etymology of sheep relates it, with German Schaf and others, to a reconstructed Common Germanic skoepa; that of street relates it, through Old English straet, to a borrowing into Germanic of Latin (via) strata ‘paved road.’
Loosely described as a study of the ‘origins of words’; but any form may have an earlier prehistory, over many thousands of years, of which we can know nothing.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
“Matronym, Matronymic (noun): A name derived from that of one’s mother or a maternal ancestor, usually by addition of a suffix or prefix. Adjective: matronymic, matronymical; adverb: matronymically. Also METRONYMIC”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Here is a reading on World War II on the Homefront and its accompanying vocabulary-building and comprehension worksheet if you teach this period of global history.
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.
Mark’s Text Terminal is undergoing a cleaning of its digital storage locker. A couple of weeks ago I posted a trove of materials for teaching Chinua Achebe’s masterpiece Things Fall Apart; two weeks hence, I’ll post another cache of documents for teaching William Golding’s Hobbesian nightmare, Lord of the Flies.
This week’s Text is an assortment of documents I wrote between ten and twelve years ago for teaching Elie Wiesel’s Holocaust memoir, Night. I’ve not used these materials in ten years, so I am moving them off my hard drive and onto Mark’s Text Terminal for storage–and to offer them to others for their use.
I’ll start by uploading this reading on Night (from the Intellectual Devotional series) and its attendant vocabulary-building and comprehension worksheet. I’ve definitely posted these documents elsewhere on this website; since they are in this unit’s folder, I’ll include them here because it makes sense to do so.
As I write this post, I realize that when I walked into a new job at the High School of Economics & Finance in Lower Manhattan in the fall of 2008 (exciting times at that moment in the Financial District, as the world economy was about to fall off a cliff on account of worthless mortgage securities peddled fraudulently–and you who did this know who you are), I came into a situation in which my co-teacher, whom I’d not met, was out, and I needed to get some materials together right away to keep busy those young people whose education I was charged with delivering. For that reason, my first move was to write this prelude for group work to furnish kids with some context for understanding the Holocaust, and therefore for understanding Night.
Somewhere in this process I wrote this unit plan, which looks incomplete to me. I also wrote these eight lesson plans, only the first three of which, I regret, are complete. Still, the other five are solid templates, and wouldn’t be hard to finish.
Here are eight context clues worksheets, one for each chapter of Night, along with their eight sets of definitions for your class linguist.
Finally, here are the eight comprehension worksheets I used to guide the reading of the book.
Every document attached to this post is in Microsoft Word, so they are at the disposal of you and your students.
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.
“Candidate for Aspirant. In American politics, one is not a candidate for office until formally named (nominated) for it by a convention, or otherwise, as provided by law or custom. So when a man who is moving Heaven and Earth to procure the nomination protests that he is ‘not a candidate’ he tells the truth in order to deceive.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged diction/grammar/style/usage
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