OK, here are two context clues worksheets on the noun avarice and the adjective avaricious. These are words high school student probably ought to know, because the concepts they represent are, well, let me be as charitable as possible about this, rife in these here United States.
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.
“Admit for Confess. To admit is to concede something affirmed. An unaccused offender cannot admit his guilt.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Posted in English Language Arts, Quotes, Reference
Tagged diction/grammar/style/usage
If it looks to you like I’m cleaning house at Mark’s Text Terminal, you’re right, I am. To that end, here is a lesson plan on function as a science word. You might find these definitions of function as as a verb and a noun helpful. Here is the the first worksheet for this lesson, and here is the second.
This work, as I’ve mentioned in the four other posts in which I’ve posted other lessons from this unit, was something I was tasked with producing several years ago to help struggling students build vocabulary in math and science. It was part of a very busy semester; I did not finish writing the final three lessons of this eight-lesson unit (it was for an eight-week, one meeting weekly seminar class), so this is the fifth of five lessons. As I review the material, it’s fairly obvious that I produced it on the fly, then never returned to improve it.
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.
Now is a good time for posting this reading on James Bond along with its attendant vocabulary-building and comprehension worksheet. In general, this has been relatively high-interest material for the students I’ve served over the years.
Roll theme, eh?
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.
“Bierce, Ambrose [Gwinett] (1843-1914?) American journalist, short-story writer, and poet. Emerging from a sternly religious Ohio family, Bierce fought with distinction in the Civil War, then settled in San Francisco, where he became writer-editor of the San Francisco News-Letter and made his reputation as a scathing satirist who could make or break a writer with his acid comments. He began publishing stories of his own and, with his friends Joaquin Miller, Bret Harte, and Mark Twain, formed an important literary circle. Following marriage to a wealthy miner’s daughter, Bierce took his bride to England, where they stayed for four years. There Bierce published Cobwebs from an Empty Skull (1874), Back in San Francisco with a freshly polished wit, he began to write his famous column “The Prattler” (1887-1906). a mixture of literary gossip, epigrams, and stories. Later, as Washington correspondent for the Hearst newspapers, he also wrote for Cosmopolitan and prepared his collected works (12 vols, 1909-12). Divorced in 1904, he broke completely with his family and gradually lost touch with his friends. In 1913, he disappeared into Mexico. His fate remains unknown.
Bierce’s fame rests on three volumes: In the Midst of Life, Can Such Things Be (1893), and The Devil’s Dictionary (1911; first published as The Cynic’s Word Book, 1906). He had a peculiar knack for establishing an atmosphere of horror. His wit was sardonic, cruel, and brilliant; his style crisp and incisive. He was a clever epigrammist and a forerunner of such American realists as Stephen Crane. His contemporaries felt in him a force of genius that was never fully realized.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Here are five worksheets on the homophones faint and feint. These are relatively complicated words: faint is, as above, an adjective, a verb used only intransitively, and a noun (only the first two parts of speech, the adjective and the verb, are dealt with on these worksheets). Feint is a noun and a verb used both intransitively and transitively, and is only dealt with as a verb on these worksheets. Students probably ought to know both of these words; in any case, this worksheet presents an opportunity to deal with the parts of speech and using words properly in speech and prose.
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.
Although I never read the book, my travels abroad gave me an instinctual undersanding of the Ugly American as a type. Our students may have not had such a chance to learn about his first hand: for them, here is a Cultural Literacy worksheet on the concept of the “Ugly American.”
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 worksheet on the Greek root phot-o. It means, simply, light, and as you will perceive, this is a very productive root at the base of many English words. It’s very productive in the life and physical sciences, giving us words like photosynthesis and photon.
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 complete lesson plan on the Crime and Puzzlement case “Bang, Bang!”
This Cultural Literacy worksheet on the historical idiom “Let Them Eat Cake” opens this lesson. This PDF of illustration, reading and questions, scanned directly from the Crime and Puzzlement book, drives the lesson. Finally, here is the typescript of the answer key to solve this heinous crime.
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.
[You can also take this as a Word Document if you prefer.]
Writing About Reading: Some Openers
Excerpted from: Atwell, Nancie. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic, 2007.
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