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National Grammar Day is just around the corner — it falls on Monday, March 4th ( march forth, get it?). Among the festivities is the annual Grammar Haiku Contest, overseen by editor Mark Allen. In the contest, verbivores vie for glory by submitting grammar- or usage-based haikus on Twitter. This year, I've been asked to be a judge.
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November 23rd has been named Fibonacci Day since 11-23 doubles as the date's abbreviation and the first numbers in the Fibonacci Sequence (1, 1, 2, 3...). The Italian mathematician Leonardo Fibonacci used this sequence in lots of wacky ways--from predicting the population growth of rabbits to exploring the "golden ratio" formed between two consecutive numbers in the sequence.
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My relationship with poetry has been troubled. It didn't start well. When I was a child, my father -- a diehard Brit, whose favorite breakfast was smoked kippers -- encouraged me to read Rudyard Kipling. I was seven. Not only had I never encountered war, I don't think I'd ever met a soldier. The pulsing rhythm of the verse commandeered my attention but the meaning skidded right over my head.
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March 4th was National Grammar Day, and one of the events held to celebrate the occasion was a Grammar Haiku Contest, overseen by editor Mark Allen. Language lovers were asked to post grammar- or usage-based haikus on Twitter, and nearly 200 entries were submitted. Herewith, from Allen's blog, the winning haiku and the runners-up, as determined by a distinguished panel of judges.
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Before I began teaching, I had assumed that the many stories I had heard about how students don't like poetry were just myths. After all, I liked (some) poetry, so why wouldn't my students like (some) poetry? But unlike nearly every other myth I've dismissed in my time as a teacher, the one about poetry proved to be true: Nothing makes my students whine more than being handed a poem.
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