Monthly Archives: October 2019

Bestiaries

bestiaries: Allegorical poems or books giving descriptions of various animals or stories concerning them, with Christian application or moral appended to each. Although the characteristics and habits assigned to each animal were largely legendary, bestiaries were often treated during the Middle Ages as treatises on natural history, as well as moral instruction, and were highly popular.

The beast-fable, popular from Aesop to the medieval Roman de Renart, was usually satirical and pragmatic in its moral; a 4th-century work in Greek was probably the first to turn animal descriptions into specifically Christian allegory, and its translations into Latin Physiologi were the basis of most English and Continental bestiaries. The best known are the Latin Physiologus (11th century) by the abbot Theobaldus, the Bestiary by the Anglo-Norman poet Phillippe de Thaun, and an anonymous Middle English Bestiary (c1250).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Pentagon (n)

When I look at this context clues worksheet on the noun pentagon I see that I tried to write a worksheet that dealt with this noun both as a geometric shape and the headquarters of the United States military. I’m not sure it succeeds on either score, but it’s easily revised if you need to use it.

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.

Write It Right: Which for That

“Which for That. “The boat which I engaged had a hole in it.” But a parenthetical clause may rightly be introduced by which; as, The boat, which had a hole in it, I nevertheless engaged. Which and that are seldom interchangeable; when they are, use that. It sounds better.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Word Root Exercise: Melan/o

That last post took a while to assemble, so let me quickly offer this worksheet on the Greek root melan/o; it means black. You find this root at the basis of a lot of words, many of them with negative denotative or connotative meanings melancholy comes to mind), which gives one pause, I should think, to consider the origins of racism.

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.

Lover-Monarchs

“Antony and Cleopatra * Justinian and Theodora * Ferdinand and Isabella *            William and Mary

Antony and Cleopatra are the archetypal lover-monarchs, They met at a magnificent conjunction of fleets off the coast of modern Turkey in the autumn of 41 BC. Antony was in command of the eastern half of the Roman Empire; Cleopatra ruled over the Hellenistic monarchy of Egypt; they met in order to forge a diplomatic alliance, but became lovers. Their attempt to conquer the East was destroyed by Octavian, but the pair gained immortality with their double suicides, their colorful descendants (Caligula, Nero, and Queen Zenobia), and their leading Shakespearian roles.

The Emperor Justinian’s long reign, which saw the definitive establishment of the Byzantine Empire, was aided by his truste wife, Theodora, who brought a street-fighter determination to the partnership. Her mother had been a dancer and her father a bear-trainer, and she had grown up working in the circuses, brothels, and dance halls of Constantinople.

Ferdinand of Aragon was a womanizing, ruthless warrior-king of Aragon; Isabella, the intellectual heir of the richer but troubled Kingdom of Castile; they were cousins and their marriage began as an elopement. But their long reign was a political triumph, marked by their joint conquest of Moorish Granada (and notorious expulsion of Muslims and Jews) and the lucky patronage of Columbus and the discovery of America, which helped to forge the nation of Spain.

Britain’s most famous joint monarchs were William (of Orange) and Mary (Stuart): A personal union of cousins that ended the Anglo-Dutch naval wars and created a Protestant bulwark against Louis XIV’s expansionist Catholic kingdom of France. Their union allowed them to be ‘jointly offered the throne’ by Parliament when their uncle/father, James II, had been deposed. Mary miscarried their child in the first year of their marriage and was never able to conceive again, but kept an affectionate relationship with her husband, who had just one mistress and one boyfriend–his ex-pageboy Arnold van Keppel (who he elevated to Earl of Abelmarle). The appeal of the Keppels as royal companions has remained constant, with Edward VII and, most recently, Prince Charles, falling in love with Arnold’s descendants.

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Sociology

OK, it’s Monday again, and cool and damp in southwestern Vermont. Here is a Cultural Literacy worksheet on sociology if you need your students to understand (and who doesn’t I guess, particularly those of us charged with teaching the social sciences) the concept and academic discipline.

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.

Rotten Rejections: And To Think That I Saw It on Mulberry Street

[This, of course, refers to Dr. Seuss’s 1937 book, which refers to Mulberry Street in Springfield, Massachusetts, which was the good doctor’s home, rather than the famous street in Little Italy in Manhattan.]

“…too different from other juveniles on the market to warrant its selling.”

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

The Weekly Text, October 25, 2019: A Trove of Documents for Teaching Vocabulary in the Culinary Arts

Circumstances have emerged in my new job that have impelled me into one of my favorite tasks as a teacher, namely, creating differentiated instruction. This week, I began work on a course of study for a student who is interested in pursuing a career in the culinary arts. This enterprise begins with the construction of a lexicon of words, adjectives, nouns, and verbs, to be specific.

So, this week’s Text is a trove of initial documents for this endeavor. Here is the lexicon that informs this early phase of this work. You’ll find most of the words in that lexicon on these four worksheets on adjectives, this set of four worksheets on nouns, and these four worksheets on verbs. If you want to make your own worksheets, then you might need these four different worksheet templates that form the basis of all this work.

As with virtually everything on Mark’s Text Terminal, all of these documents are in Microsoft Word; ergo, you may adjust them to your students’ needs. If you’ve ever considered commenting on this blog, may I ask you to do so viz this material? I am really curious if it has utility elsewhere, or (gulp!) merit.

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.

Public Art

public art: Most artwork created from the dawn of history has been public art in the sense that it was located in places of public gathering or worship, such as Greek temple sculpture and medieval church frescoes. Since the 1960s, artists’ appetites for creating works too large to be exhibited in galleries or museums, coupled with government-sponsored initiatives, have resulted in the placement of large, publicly funded sculptures in many parks and plazas, with various degrees of critical and popular success, Public uproar over Richard Serra’s site-specific Tilted Arc in Manhattan eventually forced its removal. Other artists created earthworks, such as Christo’s Running Fence, which required vast amounts of open space. See MEDIA ART.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Asthma

Health teachers–as well as my erstwhile colleagues in the South Bronx, the asthma capital of New York City, and maybe the world–might find useful this reading on asthma and the vocabulary-building and comprehension worksheet that accompanies it.

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.