Archive for the ‘Education’ Category

A Lesson Plan on Strong Verbs

September 15, 2012

Which statement is more likely to infuriate Dad?

Sorry Dad, but I wrecked your car.

or

Sorry Dad, but I demolished your car.

Which declaration evinces greater passion?

I enjoy fish tacos.

or

I crave fish tacos.

Which complaint expresses stronger indignation?

That slimy salesman confused me.

or

That slimy salesman bamboozled me.

In each of the above the examples, of course, the second sentence contains the stronger verb. But why?

Like Supreme Court Justice Potter Stewart’s famous observation about pornography, I don’t have a concise definition for what constitutes a strong verb, but I know one when I see it. Strong verbs can contain one or more syllable. Strong verbs can be Latin, Greek, Germanic, French, etc. in origin. There is no particular phonology for strong verbs—they can sound rugged or mellifluous.

An imprecise working definition of strong verbs is words that arouse a vivid image and/or a visceral emotional response.

A note on word choice

Effective writing is largely a matter of choosing cogent nouns and verbs. It is important to remember that adjectives and adverbs are weak instruments, not suitable for heavy lifting. Or, to switch metaphors, think of adjectives and adverbs respectively as spice and garnish added to improve flavor and presentation rather than to provide essential nourishment.

When you select ideal nouns, you can sprinkle on adjectives as necessary. (This rule does not apply to William Faulkner.)

Adverbs should be allocated even less frequently than adjectives. Strong verbs obviate the extensive utilization of adverbs. Stephen King admonishes: “The adverb is not your friend” because adverbs “seem to have been created with the timid writer in mind” (On Writing 124).

An exercise for recognizing strong verbs

1. Present the three examples of sentences with strong and weak verbs from this blog post to students.
2. Discuss the importance of strong verbs and the distinction between strong and weak verbs with the entire class.
3. Group students in threes.
4. Provide each group with a different nonfiction article between 500 and 750 words long.
5. Instruct each group to:
a) List all the verbs from the essay. (There should be at least one in     every sentence.)
b) Select by consensus the ten strongest verbs from the essay.
6. Each group shares their list of ten strong verbs with the whole class.

by Richard W. Bray

Silent Murmurs: A Funny Teacher Story

September 7, 2012

Not my Uncle

Teaching junior high school is a lot like World War Iyou’re not allowed to leave your bunker and the students just keep coming at you in waves.

My uncle who taught Spanish and Social Studies at LAUSD schools in the San Fernando Valley for thirty years experienced many awkward moments in the classroom, but one episode stands out above all the others.

There are times when a teacher senses a silent buzz of commotion in the classroom: Maybe there was a fight in the hallway; maybe the teacher’s shirt is inside out; maybe someone is holding up dirty pictures every time you turn your back.

Once when my uncle was conducting a lesson, it was obvious that the entire class was on the verge of a giant giggle.  My uncle was sure that something was going on, but he couldn’t figure out what it was.  He tried all the tricks: swiveling his head back towards the class immediately after turning to the chalkboard, walking up and down the aisles, eyeballing potential troublemakers.  But the class remained eerily silent until the bell had rung and many smiling students had been dismissed.

My uncle thought, “Phew, glad that’s over, whatever it was.”  Then my uncle looked down and discovered the source of the commotion: Sticking out perpendicular from the middle of his zipper was a long, black pubic hair.

by Richard W. Bray

Some Things to Avoid in an Essay

August 28, 2012

New data in conclusion

A clever or pithy quotation can provide your conclusion with a nice kick, but data belongs in the body of your essay.

In conclusion

This expression is always redundant in a written essay because the reader can see that the paper is coming to an end.  Ditto, in closing and finally.  In a spoken address, however, such expressions are admissible.  They can even single blesséd relief when an ill-received palaverous speech is presented to a bored and restroom-ready audience.

As previously stated

You are padding your paper and then bragging about it—a double Bozo no-no.

Most/many

Only use the expression most when you can support your assertion with data that confirms that the phenomenon to which you are referring occurs with a frequency of at least 50.1%.   If you write in your paper that most Americans hate broccoli, then you must provide polling data from the American Association of Vegetable Eaters that backs up your claim.  It is otherwise preferable to say that many people dislike the highly nutritious flower head.  Even if only three percent of Americans actually detest the vegetable, nine million broccoli-haters are still a lot of people.

Some Commonly abused expressions

Try to instead of try and

This solecism is so commonly uttered in English that it has practically become the standard usage in all but the most refined settings.  When writing an essay, however, it is still necessary to use the expression try to do something instead of try and do something.  But I expect the linguistic police to throw in the towel on this one some time during the next half century or so.

By and large instead of buy in large

By and large means generally.  However, the expression buy in large is correct when followed by the word quantities.

Cut and dried instead of cut and dry

I once heard Executive Assistant District Attorney Mike Cutter use this common faux pas on the long-running NBC drama Law and OrderCut and dried means done according to a set and planned procedure. When I lived in Mount Baldy and firewood was my only source of heat, my neighbors warned me that if I burned green wood—wood that had not been allowed at least one year to dry out after being cleaved from its roots—I risked clogging my chimney with creosote and burning down the entire neighborhood.

For all intents and purposes instead of for all intensive purposes

For all intents and purposes means effectively, practically, or essentially.  I used to have a boss who would routinely use the common blunder for all intensive purposes during staff meetings.  I wisely rejected the near-overwhelming temptation to correct him on several occasions.

Whether they are correctly utilized or not or not, the following phrases do not strengthen your argument:

It is widely known that…
The population agrees that…
The fact is that…
It is common knowledge that…

So save your instructor some time, energy, and red ink by excising them before you turn in your final draft.

It is widely known that drunk driving is dangerous.
The population agrees that America is the greatest country ever.
The fact is that there are seven days in a week.
It is common knowledge that Donatello is the coolest Teenage Mutant Ninja Turtle.

by Richard W. Bray

Some Friendly Advice for Young Teachers in a World Poisoned by Power-Mad Bureaucrats and Clueless Billionaires

July 29, 2012

After I transferred from a junior high school to an elementary school, my former colleague Dave* asked how I liked working with my new colleague Walter*. (Both Dave and Walter were veteran teachers with decades of experience.) I reported how impressed I was by Walter’s remarkable patience and equanimity in response to a roomful of unruly kids. Dave smiled and said, “He wasn’t always that way.”

Years ago I heard former United States Secretary of Education (and raging hypocrite) Bill Bennett on CSPAN saying that the the best way to ensure quality schools in this country is to “hire good principals and allow them to do their job.” Oddly, Bennett and several other self–identified conservatives support intrusive (and blatantly unconstitutional) laws like Race to the Top and No Child Left Behind (NCLB) which inject the blunt, debilitating power of the federal government into the quotidian workings of local public schools across the county.

Before NCLB, for example, wise principals would often place a few of the more emotionally needy students at a particular grade level in the classroom of a more capable veteran teacher like Walter. (This practice is particularly advisable when one or more of Walter’s grade–level colleagues are newbies.) Such sagacious principals would constantly praise teachers like Walter for taking on this extra burden, and they would also grant Walter a little extra leeway as far as end–of–the–year test scores were concerned.

Today, however, thanks to an ill-conceived reform movement forced down our throats by ignorant billionaires and power-mad federal bureaucrats, principals no longer have such discretionary latitude. And experienced teachers like Walter who hope to hang onto their jobs would say this to a principal who wants to overload their classrooms with “challenging” students: “I’d like to help you, but the Secretary of Education wants to publish my students’ test scores in the paper and then punish me if those numbers don’t go up every year from now until the end of my career.” This is just one of many unintended consequences which result when education policy is devised by people like Bill Gates and Arne Duncan who don’t know shit from shinola about teaching.

Legendary college basketball coach John Wooden toiled at his craft for several years before suddenly winning ten championships during his final twelve seasons. When somebody asked him what happened he said, “I finally learned how to relax.”

It took me a while to figure out how to relax in the classroom. Watching teachers like Walter helped me learn that getting upset and raising my voice in response to unruly students only increases the rancor. It is actually more effective for a teacher to stop talking in mid-sentence and wait for the students to lower their voices than it is for him to try to overpower an entire classroom with displays of stentorian prowess.

The best advice I can give to young teachers is to relax, take your time, and learn from your mistakes. And don’t get into power struggles with your students. Never go to work in the morning full of vengeance over something that occurred the previous day thinking, “I’m gonna get that kid.” (Let it go, and never forget who the grownup is.) Endeavor always to treat all your students with kindness and respect under all circumstances knowing full well that this is a superhuman ideal, impossible to live up to.

A little respect goes a long way. I learned a lot on the occasions when I substitute taught at a “camp” school—camp is a euphemism for prison. Once when a student remained standing as I was preparing to start a lesson, I said in a firm but friendly voice, “Sir, would you please sit down.” He melted into his seat and turned to the kid next to him and said in a tone of bemused disbelief, “He called me sir.”

And as much as possible, try not to be too grumpy. It’s not always easy, but do your best. (And for all of you out there who would like to have a positive impact on America and her future, here’s something you can do to reduce teacher grumpiness—invite a teacher to bed some time. The world will be a better place for your kind work.)

* Not their real names

by Richard W. Bray

An Amusing Teacher Story: Tammy’s Puppy

June 22, 2012

Back in the days before substitute teaching assignments were given out by robocomputers, subs would call the early-rising sub-assigners during our lunch hour and beg for work.

One day the sub lady in Pomona granted me an after-lunch half-day assignment for the next afternoon. (Normally if a teacher can’t get a dentist appointment for the late afternoon, she schedules it for the morning and takes the day off. But some districts offer half-day substitutes.) This is usually a pretty good gig for the substitute, particularly in elementary school where most of the heavy lifting (Math and Language Arts) is done before lunch.

The teacher was sitting in the classroom reading her newspaper when I arrived during lunch. I said Hi and she gave me the lesson plans which consisted of a map and one sentence instructing me to walk the students several blocks to and from the theater located at the district office where there was going to a West African Talking Drums concert. This ought to be fun, I thought.

The teacher was out the door before I got a chance to ask her how many parent volunteers she had arranged for the trip. I soon discovered that the answer to that question was zero, and my day went downhill from there.

I picked up the kids from lunch recess, and thirty-two fifth graders and I embarked through the turbulent streets of Pomona, California towards the district office. Normally in such a situation I would put my best parent volunteer at the front of the line, and string the rest of the volunteers throughout the line as I took up the rear in order to encourage slowpokes.

But working alone I was forced to man the front of the line, stopping frequently whenever the students in the back straggled out of view. But we were making good time nonetheless, and I was looking forward to getting good seats for the show.

Suddenly there was a great commotion when a thirty-third soul joined our serpentine. As we walked past Tammy’s house, her puppy which had somehow gotten loose decided to tag along with us. Everyone but Tammy and I were thrilled by this addition to our group. So we all waited as Tammy knocked and knocked on her door, summoning a grandmother who did not answer. I asked Tammy if there were anything else she could do, such as leave the dog with a neighbor. But she just kept knocking on the door.

There was much merriment among the students as my aggravation rose. After what seemed like an eternity of waiting, I implored Tammy to think of something (anything!) that she could do to rid us of our little friend. “Well,” she said, “maybe I could tie him up in the backyard.” She hopped the locked gate and someone handed her the puppy. About ten minutes later she miraculously appeared sans puppy, and we were off.

We were the last group of students to arrive at the theater. I was greeted with dirty looks from several district officials. We had to squeeze into the remaining gaps at the back of the theater. Several of the students were objecting to being separated from their friends as the West African Drummers were filing down the aisle towards the stage.

I may have raised my voice a tad when I said, “Just sit down. Now!”

One of the West African ladies from the drum troupe looked up and asked, “Who is dis terrible man shouting at de cheeldren?

by Richard W. Bray

Rough Draft Peer Review WorkSheet and an Amusing Teacher Story

December 9, 2011

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I have students bring two copies of their rough drafts. While the students are doing their peer reviews, I scan the other copy, looking at the structure of the essays rather than proofreading them. The students are free to proofread one another’s essays.

Directions

1. Turn in one copy of paper to instructor.
2. Take two Peer Review Worksheets.
3. Get into groups of 3-4 Students.
4. Take turns reading papers ALOUD to group.
5. Pass paper clockwise (or counterclockwise if you’re feeling rebellious).
6. Silently read another student’s paper and fill out worksheet.
7. Repeat steps 5 & 6.

Rough Draft Peer Review Sheet

Author: __________________________________________________

Reader:__________________________________________________

Paper Title:_______________________________________________

This paper is ______pages long (excluding Works Cited page)

This paper includes a Works Cited page in MLA format: Yes No

Thesis statement is in paragraph # _____

Copy thesis statement verbatim.

Two enlightening quotations from sources that the author utilized are:

and

Two notable sentences that the author composed are:

and

What is the paper’s strongest feature?

An Amusing Teacher Story

During a discussion about ESP, a student informed the class that he possessed a “sixth scent.” Miraculously, I resisted the temptation to say, “You’re telling me, buddy.” (Life rarely provides such a perfect straight line.)

by Richard W. Bray

On Redundancy, Oxymora, and Grammatical Correctness

November 19, 2011

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It would be redundant to say that Dave was “completely devastated” when his hamster died because there cannot be degrees of devastation. I can be extremely scared by radio reports of zombies in my neighborhood, but it would be inexact to say that I am extremely terrified. Conversely, it would be oxymoronic* to declare that Dave was only “slightly devastated” by the news of his hamster’s untimely demise.

For the poet (by which I also of course mean the novelist) the phrases completely devastated and slightly devastated have all sorts of wonderful possibilities. However, writers seeking precision with their words (students enrolled in a Freshman Composition class, for example) should avoid such phrases.

* George Carlin has helpful lists of redundancies and oxymora in his book Braindroppings

Evaluation

State whether the highlighted portions of the following sentences are redundant, oxymoronic, or grammatically acceptable.

1. I was a tad heartbroken when my wife left me for my younger brother.

2. My aunt is a little bit pregnant.

3. Dresden was totally incinerated by the Allied bombing.

4. Pizza is extremely overrated.

5. My cat was completely dead after the accident.

6. Gertrude was a little bit exhausted after studying six straight hours for her English exam.

7. Osvaldo was completely miserable after he lost the tiddlywinks tournament.

8. The traffic around here is somewhat slow after jai alai matches.

9. Pham was extremely furious when I told her the results from Dancing with the Stars.

10. Ted overdosed slightly on pain medication.

by Richard W. Bray

The Three Types of Irony and an Amusing Teacher Story

December 4, 2010

Coincidence is NOT irony

As George Carlin and others have pointed out, sportscasters, particularly baseball announcers, have an irony problem. Many of them simply don’t understand what the word means. Usually they mistake coincidence for situational irony. For example, an announcer might say,

“It’s ironic that Stubby McGillicutty broke the single season RBI record in Anaheim where Angel great Jackie Fullcup, whose record McGillicutty broke, spent his entire career.”

No. IT’S COINCIDENTAL.

The Three Types of Irony

1) Verbal IronySaying what you DON’T mean

Definition: A speaker means something different than, often the opposite of, what she says.

Examples:

“I can’t wait to start writing these forty-seven reports.”

“My walk home was only twenty-three blocks.”

(Note: The terms sarcasm and irony are often used interchangeably, but there is a semantic difference. Sarcasm is meant to insult or cause harm. So strictly speaking, “Great, I forgot my umbrella” is ironic, whereas “You call this a cup of coffee?” is sarcastic.)

2) Situational IronyThe gods are laughing at me by giving me ten thousand spoons when I just need a knife.*

Definition: When the outcome of actions or events is different than the desired or expected result

Examples:

If Dave died because he was allergic to the antibiotics that were supposed to save him, he is not merely a victim of bad luck. There is an oddly perverse poetry in Dave’s plight. Such a phenomenon as situational irony would only occur to a species which has a concept of fairness and a tendency to automatically anthropomorphize Fate.

The Psychic Friends Network went bankrupt due to “unforeseen circumstances.”

(George Carlin’s marvelous book Brain Droppings has some wonderful examples of situational irony, particularly the one about the Kurd who survives a brutal attack by Saddam Hussein at the end of the First Gulf War and escapes over the mountains only to be crushed by an airdropped box of humanitarian aid. If you want to teach Carlin on situational irony, however, be prepared to explain about the Kurds and the first Gulf War and to tell them who Darryl Stingley was.)

3) Dramatic IronyThe reader or audience knows something fictional characters don’t

Definition: When we say something is ironic we almost never mean dramatic irony. Dramatic irony occurs when the reader or audience has important knowledge which is withheld from a character or characters in a story, a movie, or a play.

The most obvious example of this is when the young lady in the slasher flick doesn’t realize that the guy in the hockey mask with the meat cleaver is hiding behind the hot tub—but we do.

Perhaps a more erudite example would be that the audience knows who Oedipus Rex’s parents really are.

* From the song Ironic by Alanis Morissette which can be a good teaching tool because it contains some hits and several misses. (Rain on your wedding day is simply a case of bad luck unless you are having an outdoor wedding in Southern California in June and all your bridesmaids are wearing paper dresses.) The song has been much-derided by English teachers because it contains one example of verbal irony, four examples of situational irony, six examples of bad luck, two examples of stupidity and one example of coincidence.

Evaluation

State whether the following are examples of verbal irony, situational irony, dramatic irony or not ironic in any way.

1. “Oh, great! It’s raining and I forgot my umbrella.”

2. I failed the test because I did not study.

3. Dave’s blood pressure medication gave him a heart attack.

4. Batman doesn’t know that the Joker is waiting for him, but the audience does.

5. Cal Poly Pomona and Cal Poly SLO are both located in California.

6. The box of airdropped humanitarian aid landed on the refugee and killed him.

7. I missed the job interview because I overslept.

8. “Thank you for this ticket, Officer. You just made my day.”

9. Three celebrities died in three separate plane crashes yesterday.

10. “I heard that sun block causes cancer.”

An Amusing Teacher Story (which is in no way ironic)

I made a class of college freshman read Welcome to the Monkey House, a collection of short stories by Kurt Vonnegut. At the end of the quarter we watched some videos of stories from the book which were introduced by the author. Before class a student came up to me and asked how the man in the video could be Vonnegut when it says on the book jacket that he is “our finest black-humorist.” I explained that there are people who practice dark humor and there are also African-American humorists.

Richard W. Bray

A Strategy for Remembering the Difference between Primes and Composites and an Amusing Teacher Story (by Sig)

November 3, 2010

A Strategy for Remembering the Difference
between Primes and Composites

Subject: Prime and Composite numbers

Objective: To ensure that students who understand the concept of prime and composite numbers do not mix up the terms.

Whenever I taught prime and composite numbers I noticed that some students who understood the concept mixed up the terms. This misunderstanding caused them to miss all the problems when tested.

I came up with the mnemonic device that numbers are like people. Prime numbers are Picky People who only have one friend while composite numbers are folks who enjoy Company.

Reinforcement: I had the students do a skit in order to increase retention of the concept.

Evaluation: I made up a worksheet so each student could draw prime and composite numbers with their factor friends.

It was a fun lesson that made a nice bulletin board.

An Amusing Teacher Story

Here’s what happened one day when we were reading Mrs. Frisby and the Rats of NIMH, our core literature novel:

In case you didn’t know, the characters in the story are personified mice and rats. It is a riveting story with several dramatic plot twists.

One morning as we were reading the novel aloud, a mouse—a REAL one—ran across the classroom in full view of the students. This was a very unusual occurrence in our suburban setting. The students were surprised and curious.

“Is that Mrs. NIMH?” they asked.

I smiled and calmly took the class outside to continue reading this wonderful book.

I couldn’t have planned it any better.

A Critical Thinking Story Evaluation Activity for High School Students and an Amusing Teacher Story (by Brian)

October 20, 2010

A lesson plan for a critical reading of The Interlopers by Saki

Subject
: High School English

Objective: Students will demonstrate higher order critical reading and reflection skills

Materials: a class set of The Interlopers, coloring markers, two-by-two sheets of butcher paper.

Lesson:

Students will read the story the night before and come to class with written responses to the following questions:

1) How did you connect personally to the story?
2) What questions would you like to ask the author and/or the characters?
3) What strategies did you utilize to clarify any segments of the story that were unclear to you?

Classroom Activity

a. Teacher groups students
b. Students in each group use their homework to come to a consensus on two statements for each category
c. Group leaders submit written proposals to the teacher who okays them and distributes butcher paper and markers to students
d. Students make posters containing a picture of the scene that best represents the theme of the story, a prediction based on the ending of the story, and the six answers generated from homework assignment


Assessment:

Groups present their posters explaining whether their clarifications, questions, and connections are inferences or evaluations in a question and answer session with the class.

Why I no longer Have Show-and-Tell on the Second day of Class

It was my second year teaching at the university and I had my students bring an item to the second class meeting that represented them, and I had them do a short presentation. Well “Carl” showed up with an old two liter bottle of coke that had been converted into a terrarium. I didn’t think much of it until he volunteered to go first.

He went up to the front of the class and opened up the bottle and reached inside and pulled out a rather large pet black-widow spider named Helen. He let it crawl on his hands, and I swear he even pet it. About this time, the entire class and I moved to the back of the classroom while a large man who had been sitting in front bolted out the door. Carl asked if anyone wanted to hold his “pet” –there were no takers.

I then attempted to walk up to the front and said, This is very nice, can you please put Helen back in her cage? He did without further incident, and the class then got back to normal. A few more people then decided to complete their presentations, and just as we were about to get to work for the evening, I heard a knock at the door and Victor, our large runner, was asking if the spider was gone.

(You can reach Brian at brianslinville@gmail.com)