I’ve posted a lot of learning supports on Mark’s Text Terminal, but here is a teaching support in the form of an outline of principles on designing cognitive apprenticeship environments.
For the record, this was lifted from Allen M. Collins article “Cognitive Apprenticeship,” which I read in R. Keith Sawyer’s (ed.) book The Cambridge Handbook of the Learning Sciences (New York: Cambridge University Press, 2006).
“Murray Cohn has, for twenty-three years, run Brandeis according to his own lights. He believes in cleanliness and order—and the halls of Brandeis are clean and orderly. He believes in homework, especially writing—and the students do it, even if they don’t do enough. He believes in publicly praising achievement—and the schools bulletin boards offer congratulations to attendance leaders and the like. What Cohn and other administrators like him impart to their schools is nothing quantifiable; it is an ethos.”
James Traub, as quote in The Great School Debate: Which Way for American Education (1985)
Here are two context clues context clues worksheets on auxiliary as both a noun and an adjective. I’ll assume I don’t need to defend the teaching of this word in whatever part of speech it is used.
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.
“Semiotics: An argument for the construction of meaning through structures of symbols that began with early-20th-century linguistics. In it the ‘signifier’ (a written or spoken word) and the ‘signified’ (the actual object of concept referred to) together form a ‘sign.’ It became useful for examining other cultural products as codes, including art. Magritte’s The Uses of Words I takes a semiotic approach to art-making. By painting the words Ceci n’est pas une pipe (This is not a pipe) under the image of a pipe, he questioned pictorial representation. It is not actually a pipe, merely its image. The broader impact of semiotics has been in postmodern art and criticism in studies of the power of cultural signs that are examined, reexamined, and deconstructed.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
This week’s Text is a complete lesson plan on the Latin word roots bi and bin, which mean, of course, two and twice. In the hope that it will hint to students the meaning of these roots, I open this lesson plan with this context clues worksheet on the noun adjective dual. Finally, here is the word root worksheet that is the substance of this lesson.
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.
“Angles: A Germanic people first heard of on the Baltic coasts of Jutland. On the evidence of their pottery found at a number of late Roman settlements in England, they were probably present as Foederati in the later c4 AD. In c5 they took part in the Anglo-Saxon migrations across the North Sea to settle the eastern parts of England after the breakdown of Roman rule. The archaeological evidence is treated under Anglo-Saxons since by this period the distinction between the two peoples had all but disappeared. Their names survives in East Anglia and England.”
Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.
Here is a Cultural Literacy worksheet on the Trojan War. This is an important event in world history, the progenitor of mythology (maybe even mythological itself), and the origin of a number of idiomatic and metaphorical expressions in English.
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.
“Synecdoche: (Greek ‘taking up together’) A figure of speech in which the part stands for the whole, and thus something else is understood within the thing mentioned. For example: in ‘Give us this day our daily bread’, ‘bread’ stands for the meals taken each day. In these lines from Thomas Campbell’s Ye Mariners of England, ‘oak’ represents the warships as well as the material from which they are made:
‘With thunders from her native oak,
She quells the flood below.’
Synecdoche is common in everyday speech. In “Chelsea won the match”, Chelsea stands for the Chelsea football team. See also ANTONOMASIA; METALEPSIS; METONYMY.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
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
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