“Argot: The slang of a restricted, often suspect social group: ‘They have their own argot: they bimble, yomp, or tab across the peat and couth a shirt in readiness for a Saturday night bob with the Bennies (locals)’ (Colin Smith, Observer, 26b May 1985, writing about British soldiers in the Falkland Islands). See CANT, JARGON , POLARI, ROMANI.
Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.
It didn’t take long to get to Friday this week. Here is a worksheet on the Greek roots phon/o, -phone and -phony. They mean, as you have no doubt inferred, sound and voice. I’ll further assume that you realize this is a very productive root in English, with, if nothing else, the word telephone growing from it.
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.
Over the holiday break, I read Ulrich Boser’s fascinating account of the robbery of the Isabella Stewart Gardner Museum in Boston. One of the paintings that disappeared on that March night was Rembrandt’s The Storm on the Sea of Galilee, his only seascape and apparently, in the eyes of many art historians, a representative example of chiaroscuro.
Here’s a reading on Rembrandt with a vocabulary-building and comprehension worksheet to accompany it.
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.
“We have a pretty low tolerance for reading unknown words. And writers use a lot of words, many more than speakers do. If I’m talking about my cheap friend, I might use the word cheap three times within a few sentences. But writers like to mix things up, so my friend will be ‘frugal,’ ‘stingy,’ ‘thrifty,’ and ‘tight.’ Texts that students typically encounter in school have about 85,000 different words. Somehow we need to ensure that children have a broad enough vocabulary so that they are not constantly colliding with unknown words.”
Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.
“Unimportant * Irrelevant * Nonsensical * Embarrassing * Distressing
Patients undergoing Freudian psychoanalysis must be free to say whatever comes into their head, however unimportant, irrelevant, nonsensical, embarrassing, or distressing it might seem to be, and yet be sure of receiving the same level of intent listening from their analyst.”
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.
Science teachers, can you use this reading on Gregor Mendel and its accompanying vocabulary-building and comprehension worksheet?
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.
“This discussion rejects the doctrine that students should first learn passively, and then, having learned, should apply knowledge. It is psychological error. In the process of learning, there should be present, in some sense or other, a subordinate activity or application. In fact, the applications are part of the knowledge. For the very meaning of things known is wrapped up in their relationships beyond themselves. Thus, unapplied knowledge is knowledge is knowledge shorn of its meaning.”
Essays in Science and Philosophy
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
As I prepare to post this worksheet on the Latin word roots scrib and script–they mean, which you’ve already determined, to write–it occurs to me that I have a full lesson plan somewhere to go with this document. Stay tuned, I guess…
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.
Moving right along on this frigid morning (two degrees when I left my building at 6:03 a.m.), here is a Cultural Literacy worksheet on short-term memory.
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 Kandy-Kolored, Tangerine-Flake, Streamlined Baby (1965)
One want to say to Mr. Wolfe; you’re so clever, you can write so well, tell us something interesting.
Saturday Review
The Painted Word (1975)
There is plenty of hot air in this particular balloon, but I don’t see it going anywhere.
John Russell, New York Times Book Review
Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged fiction/literature, humor, literary oddities
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