Tag Archives: idioms

Cultural Literacy: Bone to Pick

Here is a Cultural Literacy worksheet on the idiom “bone to pick.” This is a half-page worksheet with three questions.

It’s a solid explication of the expression, and calls upon students to cite an instance when they had a bone to pick with someone. However, this is yet another document in Microsoft Word, so you may do with it as you wish or need.

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.

A Concluding Assessment Lesson on Adverbs

If you search “lesson plan on adverbs” on this blog, you will find that there are a total of seven lesson plans dealing with this part of speech; here is the concluding assessment for the unit those seven lessons comprise.

I open this lesson with this Cultural Literacy worksheet on the proverb “you can’t teach an old dog new tricks.” Because this lesson all but inevitably runs into a second day, here is another Cultural Literacy worksheet, this one on the idiom “six of one, a half dozen of the other.” Finally, here is the structured worksheet, which closely follows the sequence of the aforementioned seven lessons, that is the primary work of this lesson and the concluding assessment of this seven-lesson unit.

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.

The Weekly Text, April 9, 2021: A Lesson Plan on Using the Indefinite Pronoun

This week’s Text is a lesson plan on using the indefinite pronouns.

I open this lesson with this Cultural Literacy worksheet on the proverb “any port in a storm.” In the event the lesson continues into a second day, I keep this Everyday Edit (and if you like these, the good people at Education World give away a year’s worth of them) worksheet on Duke Ellington handy. This scaffolded worksheet on using the indefinite pronouns is the mainstay of the lessons. Here is a learning support on subject-verb agreement when working with the indefinite pronouns that students can both use with the work of this lesson and carry away for future reference. And, finally, here is the teacher’s copy of the worksheet to make delivering this lesson a little bit easier.

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.

The Weekly Text, January 8, 2021: A Lesson Plan on the Crime and Puzzlement Case “International Crisis”

The first Weekly Text for 2021 is this lesson plan on the Crime and Puzzlement case “International Crisis.”

This lesson opens with this Cultural Literacy Cultural Literacy worksheet on the proverb “you can’t have your cake and eat it too. To conduct your investigation of the international crisis, you’ll need this PDF of the illustration and questions that serve as evidence in this case. Finally, here is the typescript of the answer key to assist you in bringing the culprit or culprits to justice.

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

The Weekly Text, November 13, 2020: A Lesson Plan on the Crime and Puzzlement Case “Seeing Double”

This week’s Text is a lesson plan on the Crime and Puzzlement case “Seeing Double.” Judging from my download statistics, these are always a crowd pleaser.

I open this lesson with this Cultural Literacy worksheet on the idiom “Have. an ax to grind,” (which might also be usefully employed when introducing students to the methods of writing a research paper–especially scholarly disinterest). This PDF of the illustration and questions is the evidence you’ll need to conduct this investigation. Finally, here is the typescript of the answer key so that you may bring the culprit to the bar of justice.

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.

The Weekly Text, October 16, 2020: A Lesson Plan on the Crime and Puzzlement Case “Blot It Out”

It’s Friday again. I don’t know about you, but I am experiencing time in some very strange ways during this pandemic. Anyway, Hispanic Heritage Month 2020 has come and gone.

So, this week’s text is a lesson plan on the Crime and Puzzlement case “Blot It Out.” I open this lesson with this Cultural Literacy worksheet on the phrase “Art for Art’s Sake” (incidentally, when you watch movies, new or old, produced at the Metro Goldwyn Mayer (MGM) studio, you’ll see the Latin phrase “Ars Gratia Artis” above the roaring lion’s head as the film begins to roll, well, you can now explain that phrase to students and children). You’ll need this scan of the illustration and questions in order to conduct your investigation. Finally, here is the typescript of the answer key so that you can make allegations and bring your suspect to the bar of justice.

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.

The Weekly Text, September 11, 2020: A Lesson Plan on the Crime and Puzzlement Case “Piggy Bank”

Because they’ve been a popular item on this site, I’ve engaged in idle speculation about the social and educational characteristics of the users of the many Crime and Puzzlement lessons I’ve posted here. I must assume these are particularly useful for homebound, younger kids and their parents.

In any case, here is another, a lesson plan on the Crime and Puzzlement case “Piggy Bank.”

I open this lesson with this Cultural Literacy worksheet on the idiom “beyond the pale.” To investigate this case, you’ll need the PDF of the illustration, reading, and questions. To make sure you bring the accused to the bar of justice, here is the typescript of the answer key.

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.

A Lesson Plan on the Crime and Puzzlement Case “Stolen Bases”

Alright, here is another lesson plan on a Crime and Puzzlement case, to wit, “Stolen Bases.”

This Cultural Literacy worksheet on the noun and idiom raison d’etre, derived from the French, obviously, opens the lesson if you are inclined to use it. Otherwise, moving right along, to conduct your investigation you’ll need this scan of the illustration, reading, and questions that are the circumstances of the case. Finally, to solve the case and bring the accused to the bar of justice, you’ll want the typescript of the answer key.

Best of luck, inspectors!

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.

Catch-22 (n)

If Joseph Heller is accurately quoted in the passage above, he understood on some level that the title of his novel Catch-22 would show up in the American vernacular as a designator of bureaucratic absurdity. It turns up everywhere in discourse in the United States, and as I sat down to write this context clues worksheet on the noun catch-22 (it’s Merriam-Webster’s Word of the Day today), I wondered whether or not there are users of this noun who don’t realize that it derives from the title of an esteemed American novel.

It’s a difficult locution to work into a context clues worksheet, because, while its meanings are interrelated, there are enough of them (“a problematic situation for which the only solution is denied by a circumstance inherent in the problem or by a rule”;  “an illogical, unreasonable, or senseless situation”;  “a measure or policy whose effect is the opposite of what was intended”; “a situation presenting two equally undesirable alternatives” and “a hidden difficulty or means of entrapment”) that this is arguably a polysemous word.

Anyway, catch-22 also sufficiently abstract that if I use this worksheet at all, it will be with somewhat more advanced students.

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.

A Lesson Plan on the Greco-Roman Social

This lesson plan on the Greco-Roman social is the eleventh–see below–or an eleven-lesson unit on the origins of religion and philosophy. I grabbed this from a social studies teacher with whom I worked for several years in Lower Manhattan. The raw documents, which I typed and formatted Microsoft Word, looked like they came from someplace on the Internet similar to Mark’s Text Terminal.

In any case, I attached this Cultural Literacy worksheet on Aesop’s fables as wells as this one on the idiom “When in Rome, Do as the Romans Do” as openers for this lesson, which can easily go for two or even three days. In order to get this activity started, you’re students will need this list of participants in the social and the student worksheet and organizer that will serve as their dance card, so to speak, in this activity. I’ll include this teacher’s copy of the list of participants in the Greco-Roman social as well. I regret that the page numbers given for the readings are for a long-forgotten textbook that my co-teacher and I used for this enterprise. It shouldn’t be hard to replace my page numbers with those from whatever textbook your district uses for globals studies and geography.

As I worked my way through posting this unit,  I realized I wanted these lessons to span two days so I could get a look at kids’ short-term memories, whether something they’d read the day before remained with them, and if they could apply that knowledge the next day. This guided my planning and suggested to me what I might do in the way of support for the students I served. Let me reiterate once more than these lessons are the basis for a series of lessons that I recut every year to fit the fashions of the New York State Global Studies and Geography Regents Examination.

In the final analysis, I see a lot of room for improvement in these lessons. You probably will too. Remember that just about everything you download from Mark’s Text Terminal is in Microsoft Word, so you may alter this material to your students’ and your own needs.

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.