Tag Archives: foreign languages/linguistics

Sauk or Sac

“Sauk or Sac: Algonquian-speaking North American Indian people closely related to the Fox and Kickapoo who traditionally inhabited the region of what is now Green Bay, Wisconsin. In summer, the Sauk lived in bark-house villages near fields where women raised corn and other crops. In winter the village separated into patrilineal family groups that erected pole-and-thatch houses. In spring the tribe gathered on the Iowa prairie to hunt bison. By c.1800 the Sauk had settled along the Mississippi River in central Illinois, but were forced to cede these lands to the U.S. In 1832 a group of Sauk and Fox led by Black Hawk made a tragically unsuccessful attempt to return to their Illinois lands. Today about 1,000 Sauk live in Oklahoma.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Mohegan

“Mohegan: Algonquian-speaking North American Indian people who inhabited the area of southeastern Connecticut. They later seized land in Massachusetts and Rhode Island from other tribes. Their economy was based on corn cultivation, hunting, and fishing. In the 17th century, the Mohegan and the Pequot tribes were ruled jointly by a Pequot chief, but a rebellion led to Mohegan independence and the destruction of the Pequot. Having made an alliance with the English, the Mohegan were the only important tribe remaining in New England after King Philip’s War (1675-76). Today there is a remnant (approximately 1,000) near Norwich, Connecticut.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Tupian Languages

“Tupian Languages: Family of South American Indian languages with at least seven subgroups, spoken or formerly spoken in scattered areas from south French Guiana south to southernmost Brazil and Paraguay and east to eastern Bolivia. About a third of the estimated 37 known Tupian languages are extinct. The largest subgroup, Tupi-Guarani, includes the extinct language Tupinamba, the source for borrowings of many New World flora and fauna terms into Portuguese and hence other European languages. Another language of the subgroup, Guarani, is spoken as a first or second language by more than 90 percent of Paraguayans, who consider it a token of Paraguayan identity.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Ojibwa or Chippewa

“Ojibwa or Chippewa: Algonquian-speaking Indian people who formerly inhabited a region north of the Great Lakes but who during the 17th-18th centuries moved west to what is now northern Minnesota. Each Ojibwa tribe was divided into migratory bands. In the autumn, bands separated into family units for hunting; in summer, families gathered at fishing sites. They grew corn and collected wild rice. The Midewiwin, or Grand Medicine Society, was the major Ojibwa religious organization. The Ojibwa are one of the largest Native American groups in North America today, numbering about 50,000 in the U.S. and over 100,000 in Canada.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 4 August 2023: Styling Sentences Lesson 2, A Series with a Variation with an Excursus on the Conjunction And.

Another week has passed, so it’s time for this week’s Text, which is the second lesson of the Styling Sentences Unit, this one, as above, on a sentence structure that includes a series with a variation, with an excursus on using the conjunction and.

I begin this lesson with this Cultural Literacy worksheet on the Latinism non sequitur. It means, as the text of the document begins,  “A thought that does not logically follow what has just been said.” It’s probably a concept and practice students should know before they set off on writing long, complicated declarative sentences. Finally, here is the worksheet with mentor texts that is the work of this lesson. There are no modified cloze exercises in this document; students work from the mentor texts to produce their own sentences in the form displayed.

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.

Cognoscenti

“Cognoscenti (plural noun): Individuals having authoritative knowledge of a field or subject, especially in the arts; informed or expert specialists. Singular: cognoscente.

‘Some of the illustrations will be revelations even to the cognoscenti. The soaring drama of the Galleria Vittorio Emanuele II, Milan, for example, is an extraordinary fish-eye photo.’ J. Mourdant Crook, Times Literary Supplement.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

The Weekly Text, 14 July 2023: A Lesson Plan on the Latin Word Roots Patr, Patri, and Pater

Here is a lesson plan on the Latin word roots patr, patri, and pater. You may perceive–correctly–that these mean “father.” This is a productive root in English yielding such commonly used words as patriotism and paternity, as well as some less common, but quite useful, words like patrimony and patrilineal.

I open this lesson with this context clues worksheet on the noun founder. It means, in the context of the sentences in the document, “one that founds or establishes.” Finally, here is the scaffolded worksheet on these Latin roots that serves as the mainstay of this lesson’s work.

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.

Cognate

“Cognate (adjective): Related or common ancestry, as two words having the same derivation; descended from the same verbal root; intrinsically similar. Noun: cognate, cognateness.

‘The vulgarity of a lot of writing about food is cognate with the vulgarity of a lot of writing about sex.’ Anthony Burgess, The New York Times”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Term of Art: Subtractive Bilingualism

“subtractive bilingualism: A description of a bilingual program in which students become proficient in a second language, which replaces their first language in the curriculum. Contrast additive bilingualism.

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

The Weekly Text, 21 October 2022: A Lesson Plan on the Greek Word Root Pale/o

This week’s Text is a complete lesson on the Greek word root pale/o. It means, simply, ancient. You’ll find this root at the base of paleolithic, a key word in in any global history course, but also in paleontology as well as more technical academic words like paleozoology, paleobotany, and paleography.

I open this lesson with this context clues worksheet on the noun antique, which is also plugged in as an adjective. Where the context of the sentences in this document are concerned, antique means “a relic or object of ancient times” as a noun and “being in the style or fashion of former times” as an adjective. Finally, here is the the scaffolded worksheet that is the primary work of this lesson.

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.