“Syntax: The order or arrangement of words in a sentence. Syntax may exhibit parallelism (I came, I saw, I conquered), inversion (Whose woods these are I think I know), or other formal characteristics.”
Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.
“Synthetism: A Post-Impressionist direction associated with Paul Gauguin, Emile Bernard, and Maurice Denis, which reduced forms to essentials and applied colors as flat, nonshaded fields bounded by strong contour lines.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“indirect speech: The reporting of something said, thought, etc. with deictic and other units adapted to the viewpoint of the reporter. E.g. He said he would bring them might report a promise, originally expressed by the utterance ‘I will bring them in.’ But the person who made the promise is someone other than the reporter; hence, in the reporting, original I is changed to he. Also the promise was earlier than the report; hence, in addition, will is changed to would. With these adaptations, he would bring them is an example of, and is said to be ‘in,’ indirect speech.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
This lesson plan on the decibel scale and its accompanying reading and comprehension worksheet are another of the 50 lessons I have prepared using text from Barbara Ann Kipfer’s The Order of Things. If you have students interested in audio engineering or music production, this is something for them.
Otherwise, this is a simple literacy lesson that calls upon students to work with numbers and words in one document. I’ve been working on both the unit plan for these lessons and a user’s manual for their documents. I struggle to articulate why I developed these lessons and how I would use them. For now, think of the documents above as a rehearsal for word problems in math–one of the things that so often bedevil emergent and struggling readers.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, Worksheets
Tagged building conceptual knowledge, building vocabulary, ELLs, grammar/style/usage, numeracy, procedural knowledge, questioning/inquiry, science literacy
“…a pervasive silliness that turns finally—if one must bring up the university image—into college humor, a kind of MAD magazine joke.”
Christian Science Monitor
Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
If you listen to the general day-to-day discourse in our society, particularly political discourse, you have probably noticed that while it is often forthrightly counterfactual and mendacious, it is also coarse and myopic. For that reason, I offer this context clues worksheet on the noun nuance. Everybody should know this abstract noun and the concept it represents–you know, subtlety, shades of meaning, thoughtfulness, and the gradations of the analysis that follow these approaches to understanding something deeply.
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.
“Back of for Behind, At the Back of. ‘Back of law is force.’”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.