If you’re looking for a short text on smoking that doesn’t in any way equivocate, than this short reading on that deadly habit should be more than adequate; here is the vocabulary-building and comprehension worksheet than accompanies 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.
Here is a Cultural Literacy worksheet on the idiom “to burn the candle at both ends.” It remains in sufficiently common usage in English, I think, that it might be worth taking the five or so minutes required to complete this short exercise to familiarize students with it.
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 context clues worksheet on the verb adjudicate, which is used both transitively, and intransitively. It seems like a word that could usefully find its way into the lexicons of teenagers–especially those already looking down the road at law 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.
To begin the week (which ends in the first Friday of Black History Month 2019), here is a worksheet on the Greek word root idio. It means peculiar, personal, and distinct. Think of the word idiosyncratic, a word loaded with other Greek roots (i.e. syn and crat).
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 I’m not sure it’s a word high school students need to know, because it’s Merriam-Webster’s Word of the Day today, and I like a challenge here is a context clues worksheet on the adjective myopic. I found it difficult to create context whose contrast would clearly define the second meaning of this adjective, in the sense of “lacking in foresight or discernment : narrow in perspective and without concern for broader implications.” Maybe that’s because it’s Friday, and my pea brain hurts.
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.
Next Friday marks the beginning of Black History Month 2019. This year’s theme is Black Migrations; that link will take you to a page where you’ll find a printable PDF that would serve nicely as classroom door banner. People of African descent everywhere have been the subjects of voluntary migration and the objects of involuntary migration. In the United States, after Americans of African descent endured the horror and infamy of their forced migration into chattel slavery, they once again migrated from the southern states in what historians have dubbed The Great Migration.
Most Americans, alas, lack understanding of the ways in which The Great Migration changed–for the better, inarguably, in my not at all humble opinion–this country. I’ve always thought the most succinct reference to the changes to this country wrought by The Great Migration was uttered by the old bluesman, played by the great Joe Seneca, in Walter Hill’s 1986 film Crossroads. The Julliard student and aspiring blues guitarist played by Ralph Macchio is fixated on the music of Robert Johnson, and he wants Joe Seneca’s character, Willie Brown–whose name is called out in Johnson’s song “Crossroads,” to teach him a long-lost song of Johnson’s he believes Brown possesses. Macchio’s character, Eugene Martone, is fixated on Delta Blues, which he plays on an acoustic guitar. In exasperation, as the two of them prepare to play live, Brown tells Martone (I paraphrase, but closely, I am confident), “Muddy Waters invented electricity” as he takes the young man to a music shop to trade in his acoustic guitar for an electric.
The comment is freighted with numerous implications, not the least of which is that Muddy Waters and others like him (e.g. Howlin’ Wolf and John Lee Hooker) added numerous genres to the spectrum of American music. If you know anything about the blues, you know that without it there would be no rock and roll. In fact, whole genres of music in the United States would not exist without the influence of Americans of African descent.
Anyway, this week’s Text is a lesson plan on migration as a cause of history. I begin this lesson, when I teach it, with this context clues worksheet on the noun nomad. Finally here is the (very) short reading and comprehension worksheet that I’ve used in this lesson. This lesson, incidentally, is part of a unit I wrote to help students develop their own understanding of some basic concepts in historical study. I named the unit after a introduction to liberal studies course called “Causes of History” I heard students complaining about at Amherst College when I took Russian language classes there. I still remember what the students in my Russian class called it: “Causes of Misery.”
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 learning support on Latinisms and Latin abbreviations which I was convinced I’d previously posted. However, a search of my media folder locates nothing on this area of usage, so here it debuts, I guess. These are words and phrases that turn up in a variety of settings in expository prose.
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.
OK, on a rainy morning, here is a lesson plan on “Merrill’s Alibi,” the fourth “case” in the first volume of the Crime and Puzzlement series of books.
I begin this lesson with this Cultural Literacy worksheet on “Parting is such sweet sorrow,” the famous line, of course, from Romeo and Juliet. You’ll need this PDF of the illustration and questions from the book itself so students may can investigate whether or not Merrill’s alibi is credible. Finally, here is a typescript of the answer key to close the case of Merrill’s Alibi.
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.
As it is in sufficiently active use in the lexicons of most educated people, I worked up this context clues worksheet on the noun wherewithal for use in the high school classroom. For an abstract noun, it has always struck me as surprisingly sturdy word.
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.
In response to a request from a student, I worked up this reading on Shakespeare’s 18th Sonnet and this vocabulary building and comprehension worksheet to accompany it. If you’re not familiar with this, one of the famous poems of all time, it begins with the line “Shall I compare thee to a summer’s day?”
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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