“…absolute raving…his principles are ludicrously wicked, and his poetry a mélange of nonsense, cockneyism, poverty and pedantry.”
Literary Gazette
Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
Posted in English Language Arts, Quotes, Reference
Tagged humor, literary oddities, poetry
Finally this morning, here is a context clues worksheet on the noun crisis. I can’t imagine why students shouldn’t know this word as soon as possible, developmentally and educationally.
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.
“Attributive: Indicating modifying of a noun (usually preceding it); not following a copulative verb, e.g., ‘the imposing woman.’”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference
Here, in continuing observation of Women’s History Month 2020, is an Everyday Edit worksheet on first lady Sarah Childress Polk. She was wed, of course, to President James K. Polk. As I always say when posting these materials, in order to give credit where credit is due, the good people at Education World give away a year’s supply of these worksheets if you find them useful in your practice.
“Encoding specificity: The effect on recall from memory of the relation between encoding operations at the time of learning and the cues…available at the time of recall, the effectiveness of the encoding operation being dependent on the nature of the cues at recall, and the effectiveness of particular cues at recall being dependent on the nature of the earlier encoding operations. For example, research has shown that if a person reads the sentence The man tuned the piano, together with many other sentences, and later tries to recall the objects mentioned in all the other sentences, then the cue nice sound facilitates the recall of piano, whereas the cue something heavy does not; but if the original sentence is The man lifted the piano, then something heavy is an effective cue but nice sound is not. References to this phenomenon can be traced to a book by the US psychologist Harry L. Hollingworth (1880-1956) published in 1928, where it was called the principle of reinstatement of stimulating conditions. Also called the encoding-retrieval interaction or transfer-appropriate processing.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
Health teachers, here is a reading on obesity along with its attendant vocabulary-building and comprehension worksheet. Do I need to belabor the importance of this material in a nation as fat as the 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.
“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.
OK, here is a worksheet on the Latin word roots lud and lus; they mean, interestingly, to play. These roots produce words in English like allude, collude, delude, and prelude. In other words, what’s at play when using these words is human understanding and consciousness. I’ve never used this in the classroom. As you can see, there is a big linguistic and imaginative leap needed to get to the meaning of these roots–and indeed the words themselves, which represent advanced acts of understanding.
Use cautiously and with a great deal of support, I counsel.
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.
“Green, Hetty: (1835-1916) Originally Henrietta Howland Robinson. U.S. financier, reputedly the wealthiest woman of her time. She was born in New Bedford, Massachusetts. In 1865 her father and aunt both died, leaving her an estate valued at $10 million. By shrewd management, she increased it to more than $100 million at her death.”
Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Posted in Quotes, Reference, Social Sciences
Tagged readings/research, united states history, women's history
Here’s a Cultural Literacy worksheet on Dorothy Parker, the great Algonquin Wit and (in my opinion) an under-recognized figure in American letters. If you or your students have an interest in Dorothy Parker, this blog contains numerous entries on her: just search her name on the homepage search bar.
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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