Tag Archives: learning supports

Today is the Winter Solstice, so the days now begin to lengthen. Spring is on the horizon.

This week’s Text is a complete lesson plan on the word factor that I developed on the fly (which shows, I fear) three years ago. The purpose of the lesson is to help students understand this complicated, polysemous word so that could use it in all the settings where it becomes, well, a factor.

For reasons I don’t entirely recall, I conceived of this Cultural Literacy worksheet on the noun axiom as the do-now, or opener of this lesson. I suspect I sought merely to introduce another concept from mathematics for the sake of consistency. The first worksheet for this lesson is three context clues worksheets on factor: in the first instance students will identify it as a noun, in the second as a verb, and in the third and final worksheet, it is once again used as a noun. To support this activity, here is a learning support in the form of definitions of factor in the order it appears on the context clues worksheets; this can be distributed to students as appropriate, or to your class linguist. Because I wasn’t sure how long any of this would take (the institute class for which it was written was a little over an hour long), I threw in this reading and comprehension worksheet on factorials as a complement. Parenthetically, I’ll just say that I think this lesson is incomplete; in fact, before I could consider it complete, I would want to run it by a math teacher or two.

And that’s it. This is the final Weekly Text from Mark’s Text Terminal for 2018. I plan to spend the next week doing just about anything but looking at a computer screen.

Happy Holidays to you and yours!

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.