Monthly Archives: November 2021

The Weekly Text, 19 November 2021: A Reading and Comprehension Worksheet on the Interstate Highway System

The passage of President Biden’s signature legislation, the Build Back Better Bill, strikes me as a perfect occasion to post as this week’s Text this reading on interstate highways in the United States, along with its vocabulary-building and comprehension worksheet. I think it’s important to note that a Republican president, Dwight D. Eisenhower, advanced the legislation enabling the construction of a national highway system of the scope our our interstates. What I mean to say here is that once upon a time, Republicans didn’t march in lockstep with each other in holding the idea that government investments in public works is “socialism.”

We take these highways for granted now, but when they were built, they eased shipping and leisure travel to an extent I think we now find difficult to imagine. They also homogenized American commercial culture and, over time, reduced regionalism, which as anyone familiar with the phrase “The Old Weird America” will understand and probably regret. Can I buy you lunch at Perkins/Stuckeys/McDonald’s/Cracker Barrel/Burger King ad nauseam (in some cases literally)?

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.

Term of Art: Jigsaw Strategy

“jigsaw strategy: A cooperative learning technique in which each student within a small work group specializes in one part of a learning unit. Each member of this ‘home group’ is assigned a different aspect of the topic and then meets with members from other groups who are assigned the same material. These ‘expert groups’ discuss and master the material together, after which the experts return to their home groups to teach their portion of the materials to the rest of the group and, in turn, learn from their group partners. Just as in a jigsaw puzzle, each piece is essential for the group’s completion of the final product.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Turgid (adj)

It’s not a high-frequency word in English, so I suspect that I wrote this context clues worksheet on the adjective turgid because it turned up as a Word of the Day at Merriam-Webster. The context clues themselves, which I stipulate aren’t as strong as they could be, are composed to yield the definition “excessively embellished in style or language,” “bombastic,” and “pompous.” This is one of those words whose definition brings back more words students may not know. I suppose what I mean to say here is that this document may be of limited utility without some judicious editing or even rewriting.

And that only if one thinks students need to know this word before graduating high school, which they probably do not.

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.

Lay Figure

“Lay Figure: A jointed wooden dummy of the human body used by painters and sculptors as a model on which to arrange drapery and clothing. Usually life-size and more elaborately jointed than a manikin.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Word Root Exercise: Dia-

Here is a worksheet on the Greek word root dia-. It means through, apart, and cross. This is a productive root in English, yielding such high-frequency words as diameter, diagonal, dialogue, and diaspora; these are words that, respectively, will turn up in mathematics, English, and social studies classes, as well as many other places in students’ primary and secondary educational lives.

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.

The Canterbury Tales’ 29 Pilgrims

“Chaucer’s tale-tellers: Knight * Miller * Reeve * Cook * Man of Law * Wife of Bath * Friar * Summoner * Clerk * Merchant * Squire * Franklin * Physician * Pardoner * Shipman * Prioress * Monk * Nun’s Priest * Second Nun * Canon’s Yeoman * Manciple * Parson * Narrator

And those who don’t tell tales: Host * Plowman * Yeoman * Canon * Second Priest * Third Priest and Five Guildsmen (Haberdasher, Carpenter, Weaver, Dyer, Arras-Maker)

Chaucer tells us that there are ‘well nyne and twenty’ pilgrims in the company that sets off from Southwark to visit the shrine of Saint Thomas-a-Becket in Canterbury. But once you start list-making you find that such numerical certainty proves evasive, for there are thirty-four identifiable characters in his text, of whom twenty-three tell a tale. I like to imagine that the Host and the Five Guildsmen would have been made to perform if Chaucer had lived long enough, for The Canterbury Tales was almost certainly a work in progress, which Chaucer happily tinkered with all his life.”

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.

Cultural Literacy: Cybernetics

Here is a Cultural Literacy worksheet on cybernetics. It appears that this noun remains in general use as a term of art in its own field of study–which strikes me as complex. But math and science, as I expect this blog shows, are not my strong suits. In any case, this is a half-page worksheet with a reading of two longish sentences and two comprehension questions.

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.

Term of Art: Sustained Silent Reading

“Sustained Silent Reading: (SSR): A time set aside in the school day for uninterrupted, independent reading. Homework and conversation are not allowed during SSR periods. Variations on SSR include free voluntary reading (FVR); Uninterrupted Sustained Silent Reading (USSR); Positive Outcomes While Enjoying Reading (POWER); Daily Individual Reading Time (DIRT); Sustained Quiet Uninterrupted Reading Time (SQUIRT); and Drop Everything and Read (DEAR). See also silent reading. Contrast oral reading.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Umbrage (n)

Here is a context clues worksheet on the noun umbrage. I understand that this is not a word that is in high demand in most discourse. But what an interesting pedigree it carries. Before I bloviate on that, however, l’ll mention that the context clues in this document are keyed to the most commonly used definition of this in English, i.e. “a feeling of pique or resentment at some often fancied slight or insult.” I don’t know if I’ve ever heard it use without the transitive verb take, as in “Daffy Duck took umbrage when Elmer Fudd shot him in the face.”

Did you know that one of the meanings of this word, by Merriam-Webster’s reckoning, is “shady branches.” Umbrage originates from the Latin umbraticus, which means “pertaining to shade.” Unsurprisingly, the word penumbra also grows from the root of this Latin adjective. Penumbra, interestingly, is also a word used in jurisprudence, as when Supreme Court Justice William O. Douglas wrote the majority opinion in Griswold v. Connecticut.

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.

The Algonquin Wits: George S. Kaufman on New York City Traffic

Kaufman once voiced a possible solution to the New York City’s traffic problem: ‘Have all the traffic lights on the streets turn red—and keep them that way.’”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.