Monthly Archives: March 2020

Term of Art: Exegesis

“Exegesis: In Roman times the exegetes were professional and official interpreters of charms, omens, dreams, sacred law and oracular pronouncements. Thus the term has come to mean an explanation or interpretation and is often applied to biblical studies. As far as literature is concerned, it covers critical analysis and the elucidation of difficulties in the text. A variorum edition (q.v.), for example, contains a great deal of exegesis.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Write It Right: All Of

“All of. ‘He gave me all of his property.’ The words are contradictory: an entire thing cannot be of itself. Omit the preposition.”

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

German Measles

Here is a short reading on the German measles, also known as rubella, along with its accompanying vocabulary-building and comprehension worksheet. In some respects, this is a short reading on epidemiology as well, which, of course, makes it timely.

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.

Term of Art: Weltanschauung

“Weltanschauung: A German term which refers to the ‘world-view’ or ‘philosophy of life’ of different groups within society. For example, it is sometimes argued that the long-term unemployed have a fatalistic outlook, the middle classes an individualistic approach to life, while members of the working class hold a set of beliefs and attitudes which emphasize collectivism. Sociologists have posed a number of interesting questions around this topic. Do particular social groups actually adhere to identifiable world-views? If so, how do individuals come to hold specific images of society, and what is the relationship between membership of a group and an individual’s subjective representations of it? The major problem confronting sociologists who address these issues is that of defining and describing a world-view itself. What beliefs and values may be said to constitute a world-view? Should we even expect people to hold to consistent world-views, given that (for example) research on class imagery suggests that, more often than not, people’s attitudes and values are inconsistent or ambiguous, and rarely form a coherent whole? In short, use of this term usually points to a certain imprecision in an argument, and almost invariably indicates that data appropriate to the particular case are wanting.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

A Lesson Plan on the Timelines of World History

I was all but certain that I had previously posted this lesson plan on the timeline of global history, but I can’t find it anywhere on Mark’s Text Terminal. So, here is a context clues worksheet on the noun chronology with which I open this lesson. Here is the reading, which is really a list of significant dates in world history; here also are the questions to answer in worksheet form. Finally, here are is the teacher’s copy of the worksheet, i.e. the answers.

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.

Term of Art: Autarky

“Autarky (deriv. Gk autarkeia, self sufficient). In economic terms, a policy aimed at total home-production to the exclusion of imported goods. Pre-World War II Germany’s search for a blockade-proof economy provides a good example of economic autarky.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Symbol (n) and Cymbal (n)

Here are five homophone worksheets on the nouns symbol and cymbal.

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.

Aesop’s Fables: “The Mischievous Dog”

Here is a lesson plan on Aesop’s Fable “The Mischievous Dog.” Here also is a worksheet with the fable itself and some comprehension questions. These lessons, which I had just begun to develop when I left my final job in public education, have a lot of room for amplification, and therefore improvement.

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.

Fabliaux

“Fabliaux: 12th-14th centuries) Short humorous tales, often ribald or scurrilous. Highly popular in the Middle Ages, they are situation comedies burlesquing the weaknesses of human nature; women, priests, and gullible fools are often the butts of the buffoonery, which sometimes becomes savagely bitter. The material derives from the oral folk tradition of bawdy anecdotes, practical jokes, and clever tricks of revenge, but the term fabliau was first specifically applied to a medieval French literary form, a narrative of three hundred to four hundred lines in octo-syllabic couplets. About 150 of these are still extant. Similar prose tales became popular all over Europe, as in Boccaccio’s Decameron. Apparently only a few narratives in the style of the fabliau were written in England; the most notable are the ones Chaucer included in his Canterbury Tales, such as the Miller’s, the Reeve’s, the Friar’s, the Summoner’s, and the Shipman’s tales.”

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

A Lesson Plan on the Crime and Puzzlement Case “Casey at the Plate”

Here is a lesson plan on the Crime and Puzzlement case “Casey at the Plate.”

I open this investigation with this Cultural Literacy worksheet on the concept of a “significant other” as a do-now exercise. Here is a scan of the illustrations and questions that drive the case; finally, here is the typescript of the answer key.

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.