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We asked Bob Greenman, the author and educator we interview in this week's "Teachers at Work" feature, to recommend books about vocabulary. Here are his picks:
America in So Many Words, by Allan A. Metcalf and David K. Barnhart. "Year by year, the stories behind significant American words like cookie (1703), squatter (1788), hobo (1847), bathtub (1870), muckraker (1906), jukebox (1939), duh ( 1963) and newbie (1993)."
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When Bob Greenman taught high school journalism and English in Brooklyn, NY, public schools he found himself turning to the New York Times for more than just the news. "I had the kids work on vocabulary from the paper," the 30-year veteran educator explains. "It's peerless for vocabulary acquisition, even better than reading classic fiction." That experience inspired Bob to put together a book called Words That Make a Difference, a compendium of vocabulary words with contextual examples from the New York Times, and another one he co-authored with his wife Carol, this time with examples from the Atlantic Monthly magazine. We spoke to Bob about his practical approach to teaching vocabulary.
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I confess, I'm a word nerd. When I was a kid, I didn't keep a diary (grasping even at eight that the exploits of an introverted bookworm with a peaceful home life were perhaps not the stuff that formed a fascinating read), but I did keep a list of words that I liked: Burble. Murmur. Placate. Superfluous. Chaos. It's the specificity that got -- and gets -- me. My mom isn't just "kind" -- she's compassionate, altruistic and decent.
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Although Hamlet's "to be or not to be" question is probably the most recognizable in the English language, few students understand its full meaning in the context of Hamlet's situation. In this lesson, students are asked to recite, analyze and then adapt this famous monologue with the aid of the Visual Thesaurus.
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Shannon Reed is an award-winning playwright who teaches high school English to a large pack of bright young women at a private school on the beach in Queens, New York. She graciously contributed this column:
Despite a general predilection towards awesomeness, like any teacher, I have my blind spots. I'm terrible at looking interested during school assemblies. I show little patience when a student can't remember a basic procedure after about a month. I do not like to teach the intransitive verb; I get confused and confuse the girls. My top blind spot? I'm terrible at motivating my girls to read more.
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"Blancmange?" one of my students said. "What's blancmange?" And suddenly, we weren't talking about themes and relationships in Little Women anymore, but instead about a foodstuff that no one's enjoyed for 200 years.
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