“Every time we tell anybody to cheer up, things might be worse, we run away for fear we might be asked to specify how.”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
“Every time we tell anybody to cheer up, things might be worse, we run away for fear we might be asked to specify how.”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
Posted in English Language Arts, New York City, Quotes, Reference
Tagged humor, literary oddities
OK, here is a Cultural Literacy worksheet on the idiom “strike while iron is hot.” Since blacksmiths aren’t really front-and-center participants in our modern industrial economy, this idiom may well be on its way to extinction. Nonetheless, I still hear it invoked from time to time.
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.
“Dewey’s genius grasped the educational principles underlying such sequences. Coming to understand an established idea in school must be made more like discovering a new idea than like hearing adult knowledge explained point by point. We learn complex and abstract ideas through a zigzag sequence of trial, error, reflection, and adjustment. As the facets tell us, the student needs to interpret, apply, see from different points of view, and so forth, all of which imply different sequences than those found in a catalog of existing knowledge. We cannot fully understand an idea until we retrace, relive, or recapitulate some of its history—how it came to be understood in the first place. The young learner should be treated as a discoverer, even if the path seemed inefficient. That’s why Piaget argued ‘to understand is to invent.’”
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
If there is a better time to post this reading on antibodies and its accompanying vocabulary-building and comprehension worksheet, I can’t imagine when it would be.
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 school closures, and therefore homebound children, mount during this COVID19 crisis, I cannot think of a better time to post this squib on the way I was educated in high school and college, and a particularly sound method of education for children in our current circumstances.]
“project-based learning: A teaching technique in which students learn by doing, engaging in activities that lead to the creation of products based on their own experiences. The project method was first described in 1918 by William Heard Kilpatrick of Teachers College, Columbia University, who hoped to replace subject-matter teaching with real-life projects chosen by students.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
It’s an old-fashioned word, and may in fact one of those nouns that the late, great Joseph Mitchell called “tinsel words.” Nonetheless, here is a context clues worksheet on the noun derring-do. It means, for those who have never seen an Errol Flynn film, “daring action” and is often used in the locution “deeds of derring-do.”
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.
[If you would prefer this document as a learning support in Microsoft Word, it’s under that hyperlink.]
8. Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary.
A dash is a mark of separation stronger than a comma, less formal than a colon, and more relaxed than parentheses.
His first thought on getting out of bed—if he had any thought at all—was to get back in again.
The rear axle began to make a noise—a grinding, chattering, teeth-gritting rasp.
The increasing reluctance of the sun to rise, the extra nip in the breeze, the patter of shed leaves dropping—all evidences of fall drifting into winter were clearer each day.
Use a dash only when a more common mark of punctuation seems inadequate.
Her father’s suspicions proved well-founded—it was not Edward she cared for—it was San Francisco.
Her father suspicions proved well-founded. It was not Edward she cared for, it was San Francisco.
Violence—the kind you see on television—is not honestly violent—there lies its harm.
Violence, the kind you see on television, is not honestly violent. There lies its harm.
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
Posted in English Language Arts, Quotes, Reference
Tagged diction/grammar/style/usage, learning supports, punctuation
Here is a complete lesson plan on the Greek word root biblio-, which means, simply, book. This is a very productive root in English (think Bible, among other words). If you are an English or Social Studies teacher, chances are you’ve asked your students to produce a (maybe even an annotated one) bibliography–i.e. some writing, in list form, about books
I open this lesson with this context clues worksheet on the noun novel as a way of hinting to students where this lesson is going. Finally, here is the worksheet that is the basis of the learning for 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.
“Dorian * Hypodorian * Phrygian * Hypophrygian * Lydian * Hypolydian * Mixolydian * Hypomixolydian
The exact origins of this eightfold organization of modes that completely dominated the church music of medieval Christendom remains contentious. Most authorities accept that the Carolingian court borrowed them from ninth-century Byzantine liturgies, which themselves arose out of the ancient priestly chants of the Near East.
Just as in ancient Greece, generation after generation of writers sought to define the effects of their emotions. Dorian was considered to be serious and to tame the passions; Hypodorian tended towards the mournful and tearful; Phrygian incited passion and led towards mystical revelry; Hypophrygian was the mode of tender harmony that tempered anger; Lydian was the music of cheerful happiness; Hypolydian was the tone of devout and emotional piety; Mixolydian united pleasure and sadness; and Hypomixolydian aspired to a sense of perfection and secure, contented knowledge.”
Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.
Posted in Essays/Readings, Quotes, Reference
Tagged foreign languages/linguistics, music, numeracy, readings/research
I am not a math teacher. Nonetheless, I was in fact tasked with teaching math this year. To that end, I wrote these eight long division worksheets and their respective answer keys. If these work for you, here are three more in another post, and seven more in yet another post. I wrote these as I needed them, I guess.
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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