“Tis education forms the common mind/Just as the twig is bent, the tree’s inclined.”
Alexander Pope, Moral Essays: Epistle to Richard Boyle, Earl of Burlington
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Alright: here is a worksheet on the Greek root ics, which is enormously productive in English. It means study of, science, skill, practice, and knowledge. You’ll find it in words like physics, phonics, and analytics among many, many other English words used across the domains of the common branch curriculum.
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.
Okay, folks, it’s Friday again. This week’s Text is this lesson plan on areas or surfaces, contrived from Barbara Ann Kipfer’s excellent reference book The Order of Things. You’ll need this list as reading and its comprehension questions to deliver this lesson.
Incidentally, this is one of fifty of these I’ve written since this pandemic began last March. For years I’d perused Ms. Kipfer’s book, recognizing in it the potential for a wide variety of lessons to build literacy and procedural knowledge in working with a variety of symbolic systems. I’ve also worked up a unit plan and users’ manual (both of which I’ll post on the “About Posts & Texts” page) to explain and rationalize the use of these lessons.
So be on the lookout for those materials. About half of the unit is already posted on this site–just search “The Order of Things.”
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.
Here is a context clues worksheet on the adjective erudite. This is the state in which I would prefer to leave my students.
And on the day after election day, 2020? I’ll belabor the obvious and argue that overall in the United States, we could use some more erudition.
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.
“homonymy: The relation between words whose forms are the same but whose meanings are different and cannot be connected: e.g. between pen ‘writing instrument’ and pen ‘enclosure.’ Homonyms are words related in this way.
Distinguished from polysemy in that the meaning of one homonym is not seen as deriving from that of the other: in that light, the words are different lexical units. Homonymy can also be distinguished from cases of conversion: e.g. that of either of the nouns ‘pen’ into a corresponding verb. Also from syncretism, which is between inflections of the same lexical unit. The term may be restricted further to homonymy, as in this example, both in the sounds of words and in their spelling: hence the more specific homograph, homophone.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
“bond: Binding agreement, used as a means of compulsion as well as security; for example, to enforce a commercial contract or to ensure good behavior. Bonds generally have two sections: the bond proper and the condition which, if ignored, cause a sum of money, specified in the bond proper, to be paid as forfeit.”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
It’s Friday again. I don’t know about you, but I am experiencing time in some very strange ways during this pandemic. Anyway, Hispanic Heritage Month 2020 has come and gone.
So, this week’s text is a lesson plan on the Crime and Puzzlement case “Blot It Out.” I open this lesson with this Cultural Literacy worksheet on the phrase “Art for Art’s Sake” (incidentally, when you watch movies, new or old, produced at the Metro Goldwyn Mayer (MGM) studio, you’ll see the Latin phrase “Ars Gratia Artis” above the roaring lion’s head as the film begins to roll, well, you can now explain that phrase to students and children). You’ll need this scan of the illustration and questions in order to conduct your investigation. Finally, here is the typescript of the answer key so that you can make allegations and bring your suspect to the bar of justice.
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.
“Ability: Developed skill, competence, or power to do something, especially (in psychology) existing capacity to perform some function, whether physical, mental, or a combination of the two, without further education or training, contrasted with capacity, which is latent ability.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
“Ability test: A test that measures a person’s current level of performance or that estimates future performance. The term sometimes denotes an achievement test, sometimes and aptitude test, and sometimes and intelligence test.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
“Academic problem: A learning difficulty, usually in a schoolchild, that does not amount to a learning disability.”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
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