“Term describing designs or forms carved or sunk into a surface, instead of standing out from it. A process used in germ carving as well as in the graphic arts, including engraving and etching.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in Essays/Readings, Quotes, Reference, Social Sciences
Tagged art/architecture/design
OK, on a rainy morning, here is a lesson plan on “Merrill’s Alibi,” the fourth “case” in the first volume of the Crime and Puzzlement series of books.
I begin this lesson with this Cultural Literacy worksheet on “Parting is such sweet sorrow,” the famous line, of course, from Romeo and Juliet. You’ll need this PDF of the illustration and questions from the book itself so students may can investigate whether or not Merrill’s alibi is credible. Finally, here is a typescript of the answer key to close the case of Merrill’s Alibi.
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.
“A comedy (c. 1600) by William Shakespeare (1564-1616). The story is based on Rosalynde: Euphue’s Golden Legacy (1590), a romance by Thomas Lodge (1557-1625), although the clown touchstone and the gloomy philosopher Jaques are purely Shakespeare’s inventions. Orlando is forced to flee the court of the usurping Duke Frederick. He takes refuge in the forest of Arden, where the usurping Duke and his followers are now living. Rosalind, the daughter of the usurped Duke is also obliged to flee, having previously fallen in love with Orlando (and he with her). Disguised as the youth Ganymede, she befriends Orlando and encourages him to practice his wooing of Rosalind on him (i.e. Ganymede). There are certain complications, involving various other sets of lovers. In the end, all is revealed, four pairs of lovers marry and Frederick the usurper surrenders the dukedom to its rightful owner.
The title indicates the playwright’s desire to please with his offering. At the end, Rosalind addresses the audience directly:
‘I charge you, O woman, for the love you bear to men, to like as much of this play as please you; and I charge you, O men, for the love you bear to women—as I perceive by your simpering none of you hates them—that between you and the women the play may please.’ V. iv, Epilogue
‘What You Will,’ the subtitle of Twelfth Night, has an equivalent implication. Similar epilogues, asking the audience for their approbation and indulgence, were something of a theatrical convention at the time; for example, at the end of The Tempest Prospero speaks the epilogue, ending:
‘As you from crimes would pardon’d be,
Let your indulgence set me free.’ V. i, Epilogue
There is another example in All’s Well that Ends Well.
There have been two film versions of As You Like It. The 1936 version includes Laurence Olivier in the cast, and J.M. Barrie co-wrote the screenplay. The 1992 version turns the Forest of Arden into a London ‘cardboard city’ for the homeless.”
Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.
Posted in English Language Arts, Essays/Readings, Quotes, Reference
Tagged drama/theater, poetry
As it is in sufficiently active use in the lexicons of most educated people, I worked up this context clues worksheet on the noun wherewithal for use in the high school classroom. For an abstract noun, it has always struck me as surprisingly sturdy word.
If you find typos in this document, 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.
“An approach to learning based on the principle of ‘learning by doing’ in which new ideas develop. Discovery learning activities are designed so that students discover facts and principles themselves, through personal experience, rather than having them authoritatively explained by a textbook or a teacher. Discovery learning in prized by progressive and constructivist educators. Some of the principles of discovery learning have long been part of the repertoire of traditional teachers as well, especially in science classes, where, for example, students can directly observe the results of experiments. Critics claim that discovery learning is extremely time-consuming, difficult to manage, and inefficient because so much time is wasted waiting for students to ‘discover’ what is already known by their teachers.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
In response to a request from a student, I worked up this reading on Shakespeare’s 18th Sonnet and this vocabulary building and comprehension worksheet to accompany it. If you’re not familiar with this, one of the famous poems of all time, it begins with the line “Shall I compare thee to a summer’s day?”
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.
“…the author’s writing deteriorates in a peculiarly striking fashion as he lays about him with him with his satirical club… a very mystifying and unsatisfactory product for the American market.”
Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
Posted in English Language Arts, Quotes, Reference
Tagged fiction/literature, literary oddities
Here is a short independent practice worksheet on Athens that I’ve had good luck using with struggling and emergent readers. It’s short, punchy, very easy to edit or adapt, and covers the key concepts about the center of the ancient Greek world.
If you find typos in this document, 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.
“Knowing is the measure of the man. By how much we know, so much we are.”
Ralph Waldo Emerson (1803-1882) As quoted in The Complete Works of Ralph Waldo Emerson (1893)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
On a very chilly morning, here is a Cultural Literacy worksheet on the idiom “You can’t have your cake and eat it too.” This expression remains in sufficiently common usage that students probably ought to learn it somewhere along the way–if they don’t hear it in social contexts, didactic teaching may be called for. This document might help.
If you find typos in this document, 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.
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