Greene county etymology and morphology january 15

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  • Greene county etymology and morphology january 15

    1. 1. What’s the Word?An Exploration of Etymology, Morphology and Word Play
    2. 2. What’s the Word?An Exploration of Etymology, Morphology and Word Play
    3. 3. Ancient Words...
    4. 4. Ancient Words... Egypt................”Kemet” Pyramid............”Merkut” Hyeroglyphics...”Mtw Ntr” (“medu netcher”)
    5. 5. Possibilities-ologies=-ologists
    6. 6. Possibilities-ologies=-ologistsAnika Osaze
    7. 7. Possibilities-ologies=-ologistsAnika Osaze
    8. 8. Possibilities-ologies=-ologistsAnika Osaze
    9. 9. Community Builder What’s Your “-Ology”?
    10. 10. Name “______ologist” Logo
    11. 11. Consider one of your areas of expertise,strength or wisdom. Name “______ologist” Logo
    12. 12. Consider one of your areas of expertise,strength or wisdom.Create an “-ology” or “ologist” foryourself based on your area of expertise,strength or wisdom. Name “______ologist” Logo
    13. 13. Consider one of your areas of expertise,strength or wisdom.Create an “-ology” or “ologist” foryourself based on your area of expertise,strength or wisdom.Create a business card (name tag) foryourself. Name “______ologist” Logo
    14. 14. Introduce yourself to the group using this Nameframe: -ology/-ologistI am _______. I am an expert at/in _______, Logotherefore I am a(n) “________ologist”.For example: I am an expert in familydynamics so I consider myself a“stopthedramaologist”
    15. 15. Moving QuotesStudy in silence.As the quotes circulate aroundthe room, see how many youcan commit to memory!
    16. 16. Etymology
    17. 17. Etymology is the art of revealing theformation of a word and the developmentof its meaning. The source of the worditself is Greek, etumos, “real, true”, andthus the art is “finding the underlying ortrue meaning of words”. There is alsothe sense of “root”, as in the history of aword, rather than its meaning. But ofcourse, the history of the word is in manycases, the history of its meaning.
    18. 18. On Etymology...
    19. 19. On Etymology... Dr. Evelyn Rothstein
    20. 20. On Etymology... Dr. Evelyn Rothstein“Every word has a story!”
    21. 21. Etymology-Latin and Greek Team Interpretation• Work in table groups.• Analyze the text: Etymology-Latin and Greek (20 minutes). • Teachers: Readers (alternate paragraphs) • Student: Interpreter • Student: Artistic Director• Develop a graphic representation to illustrate the Latin influence on the English language.
    22. 22. Etymology? For what?
    23. 23. Words are born?
    24. 24. • "Words are born in thought, leaving lips, they acquire soul in the ears, yet sometimes this auditory magic does not make it as far as the mouth because it is swallowed dry."
    25. 25. • "Words are born in thought, leaving lips, they acquire soul in the ears, yet sometimes this auditory magic does not make it as far as the mouth because it is swallowed dry."fromThe Life of Language;The Fascinating Way Words are Born Live & Die -steinmetz and kipper
    26. 26. What do you think it means?
    27. 27. What’s in a Word? Let’s Play!• Work with a partner.• Choose a W.I.W. envelope.• Read the history of your word.• Use your “Etymology Mat” to capture the story of your word! (7 minutes)• Share
    28. 28. Abbreviation Key• E=English• N=Norwegian• L=Latin• GK=Greek• Fr=French• Mex.Sp=Mexican/Spanish• Sp=Spanish• It=Italian• H=Hebrew
    29. 29. MorphologyMorphology is the study of the patterns ofword formation, the ways words changeand the way those changes affect themeanings of a words.
    30. 30. Make That Change! Morphology ChartNoun Verb Adjective Adverb
    31. 31. Make That Change! Morphology ChartCreate a two page spread. Noun Verb Adjective Adverb
    32. 32. Make That Change! Morphology ChartCreate a two page spread. Fold each page in half. Noun Verb Adjective Adverb
    33. 33. • Write your group’s verb in the “verb” column. “I ___
    34. 34. • Write your group’s verb in the “verb” column. “I ___• Add all other forms of your verb. “She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.
    35. 35. • Write your group’s verb in the “verb” column. “I ___• Add all other forms of your verb. “She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.• Can you make your verb serve as a Noun?
    36. 36. • Write your group’s verb in the “verb” column. “I ___• Add all other forms of your verb. “She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.• Can you make your verb serve as a Noun?• Can you turn your word into an Adjective? -ful
    37. 37. • Write your group’s verb in the “verb” column. “I ___• Add all other forms of your verb. “She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.• Can you make your verb serve as a Noun?• Can you turn your word into an Adjective? -ful• Can you turn your word into an Adverb? -ly
    38. 38. MorphologyFocus on roots, prefixes and suffixesRoots Prefixes Suffixes
    39. 39. Morphology Focus on roots, prefixes and suffixes• Fold a single page in your notebook into three sections• Give your trifold these headings Roots Prefixes Suffixes• “Catch” ideas from the text and add them to the appropriate column
    40. 40. What’d you catch?
    41. 41. Part to Whole Let’s Play!
    42. 42. Part to Whole Let’s Play!• Place your word part in the center of a Circle Map
    43. 43. Part to Whole Let’s Play!• Place your word part in the center of a Circle Map• Word Blitz-Generate as many words as you can that contain your word part in 1 minute
    44. 44. Part to Whole Let’s Play!• Place your word part in the center of a Circle Map• Word Blitz-Generate as many words as you can that contain your word part in 1 minute• Add a frame: What do you think your word part means?
    45. 45. According to the source...
    46. 46. According to the source...dia: through, between, acrossgraph: to writehyper: over, abovehypo: below, less thanmeta: beyond, changeomni: alltele: distance, from afartrans: acrossspect: to looksuper/supra: above
    47. 47. What Does it All Mean? Let’s Play!
    48. 48. What Does it All Mean? Let’s Play!• Open your envelope.
    49. 49. What Does it All Mean? Let’s Play!• Open your envelope.• Use the roots, prefixes and suffixes to build words.
    50. 50. What Does it All Mean? Let’s Play!• Open your envelope.• Use the roots, prefixes and suffixes to build words.• Based upon what you know about your word part, try to come up with a definition for each word.
    51. 51. What Does it All Mean? Let’s Play!• Open your envelope.• Use the roots, prefixes and suffixes to build words.• Based upon what you know about your word part, try to come up with a definition for each word.• Check your definition with a source.
    52. 52. ReflectionTalk about it...Write about it...
    53. 53. ReflectionTalk about it...Write about it...
    54. 54. ReflectionTalk about it... • Respond the following prompt: “How does a focus on etymology and morphology empower learners?Write about it...
    55. 55. ReflectionTalk about it... • Respond the following prompt: “How does a focus on etymology and morphology empower learners?Write about it...
    56. 56. ReflectionTalk about it... • Respond the following prompt: “How does a focus on etymology and morphology empower learners?Write about it... • Take 2 minutes to write in your notebook about how you plan to incorporate etymology and morphology into your practice.
    57. 57. LUNCH
    58. 58. Word Workshop• Consider the elements covered in this session and the opening session with Augusta this morning.• Use any of the materials available and create the support documents, teaching tools you need to engage your students in word study!
    59. 59. Final Reflection• How has today’s work

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