Finally this morning, here is a worksheet on the use of the verb dislike as it is used with a gerund. I dislike working on things that might be useless.
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 on the Greek word roots soph and sophy. They mean wise and wisdom. As you probably see, these are productive roots in English that yield words such as sophisticated, theosophy, sophistry (a good word, I would argue, for high school graduates to know in our intellectually benighted age) and, of course, philosophy.
In fact, philosophy is one of those exemplars of ancient Greek culture, containing both sophy and philo, which means love, attracted to, affinity for, and a natural liking. Philosophy, then, means “love of wisdom.”
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.
On a cool, gray morning in Brooklyn, here is a Cultural Literacy worksheet on feudalism. This is a full-page worksheet with a reading of five sentences, four of them longish, but relatively uncomplicated compounds, and six comprehension questions. This is one of the more cogent readings from The New Dictionary of Cultural Literacy (Hirsch, E.D., Joseph F. Kett, and James Trefil, New York: Houghton Mifflin, 2002), and that’s saying something, because the editors of this book are experts in concision.
It is this sentence, though, that brings home the conceptual bacon (so to speak) on feudalism: “Under feudalism, people were born with a permanent position in society.”
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 commemorate. It means “to call to remembrance,” “to mark by some ceremony or observation,” “observe,” and “to serve as a memorial of.” This verb is used only transitively, so don’t forget your direct object: you most commemorate someone of something.
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 and least this morning, here is a worksheet on the verb discuss as it is used with a gerund. I would like to discuss trashing this series of worksheets of dubious value.
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 fascism. This is a full-page worksheet with a seven-sentence reading (a couple of which could easily be broken up) and nine comprehension questions.
Fascism, as you may know, is a notoriously slippery concept, but is nonetheless thrown around casually–I myself once (fortunately, before I was of voting age) ludicrously characterized President Jimmy Carter as a fascist. I studied authoritarian political movements as an undergraduate and can report that even experts on fascism–e.g. Walter Laqueur and George Mosse–were careful with the term and were circumspect about using the word casually. Indeed, Professor Mosse in particular, with whose work I am quite familiar, grappled for much of his career with his agnosticism about fascism and fascist movements.
All of this is a long way of saying that while this worksheet is far from perfect, it is a decent general introduction to some of the cultural, economic, and political aspects of fascism. As much as the seven sentences of text in this document expose, they are notable for the questions they leave unanswered and therefore arouse. In fact, this may be a good document for starting students’ questioning of the conceptual elements of fascism (trust me, they are wide-ranging, disparate, and frequently just plain crazy).
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.
“Connection. ‘In this connection I should like to say a word or two.’ In connection with this matter.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
OK, if you’ve been listening, even passively, as I have mostly, to the House January 6 Hearings, you’ll understand why now is a good time to post this context clues worksheet on the noun complicity. For the purposes of inferring meaning from context in this document, complicity means “association or participation in or as if in a wrongful act.”
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 the fourth and final lesson plan of the Summer of Soul unit I wrote earlier this year. This lesson opens with this short reading with three comprehension questions on the concept of “a seat at the table,” i.e. joining in decision-making processes, particularly where those decisions concern oneself. The mainstay of this lesson is this reflection and assessment guide for discussion and note-taking at the end of this unit.
Because this is it. You now have access to all four lessons in this unit. If you expand this, or otherwise change it, I would be very interested in hearing what you did. I wrote this unit quickly to capitalize on student interest (Summer of Soul won the Oscar for Best Documentary Feature at the 94th Academy Awards in 2022). Even as I presented the unit, I recognized that there is a lot of room to expand and improve this material.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, Social Sciences, The Weekly Text, Worksheets
Tagged black history, building vocabulary/conceptual knowledge, diction/grammar/style/usage, film/television/photography, high-interest materials, music, questioning/inquiry, readings/research, united states history
OK, finally on this cool and cloudy Wednesday morning in Brooklyn, here is a worksheet on the Latin word root spiro. It means breathe, which is why you’ll find it at the base of commonly used English words such as perspire and aspirate, and less commonly used words in general discourse, but common in the health professions, like respire (breathe to the layman), suspire, and spirometer.
In fact, this is another one of those roots essential to students interested in pursuing careers in health care, so I’ll tag it as a career and technical education document.
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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