It’s Merriam-Webster’s Word of the Day today, and it well may be a word, as the 2020 school year takes shape, that parents and students need to know. So, here is a context clues worksheet on the noun tutelage. You can no doubt hear its relationship to tutor.
So enough said.
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.
“Crocodile: A symbol of deity among the ancient Egyptians. According to Plutarch, it is the only aquatic animal that has its eyes covered with a thin transparent membrane, by reason of which it sees and is not seen, as God sees all, Himself not being seen. To this, he adds: ‘The Egyptians worship God symbolically in the crocodile, that being the only animal without a tongue, like the Divine Logos, which standeth not in the need of speech’ (De Iside et Osiride). Achilles Tatius says, ‘The number of its teeth equals the number of days in a year.’ Another tradition is that, during the seven days held sacred to Apis, the crocodile will harm no one.
‘Crocodile tears’ are hypothetical tears. The tale is that crocodiles moan and sigh like a person in deep distress to lure travelers to the spot and even shed tears over their prey while in the act of devouring it. Shakespeare refers to this in the second part of Henry VI.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Here’s the first of two lesson plans on ancient Egypt. I open this lesson with this context clues worksheet on the noun empire. In the event that this lesson goes into a second day (and, as below, I’m fairly certain I wrote all of the preceding five lessons with this in mind, so if you teach this lesson over two days, you’ll need this second do-now exercise), here is a Cultural Literacy worksheet on the ancient Greek city-state of Sparta. Finally, here is the worksheet at the center of this lesson with its reading and comprehension questions.
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.
Continuing on with the distribution of the second unit of my freshman global studies cycle for struggling kids, here is a lesson plan on Egyptian and Mesopotamian technology. I open this lesson with this context clues worksheet on the noun commerce. As the lesson seques into a second day (as below, I am certain I wrote all these lessons to extend over two days), here, to complement the first do-now, is a context clues worksheet on the noun labor. Finally, here is the worksheet with its reading and comprehension questions.
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.
“Tintype: A photographic process in which a direct positive image is produced by a small, lightweight iron plate by a variation of the Collodion Wet Plate process. Popular until the late 19th century, especially with itinerant portrait photographers, who made and sold them cheaply. Also called ferrotype.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Tagged art/architecture/design
Moving right along (see the documents posts below) with a specialized set of lesson plans on prehistory and ancient history, here is a lesson plan on the ages of metals. I opened this lesson with this context clues worksheet on the noun caravan. As the lesson goes into its second day (I’m fairly certain I intended to do that, again, as below, when I wrote it), here is a Cultural Literacy worksheet on the Seven Wonders of the World. Finally, here is the worksheet with its reading and comprehension questions.
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.
“Book of Changes * Book of Documents * Book of Poetry * Record of the Rites * Spring and Autumn Annals * Records of Music (missing)
As the son of an officer in the service of his ducal state, Confucius’s life was informed by the middle-class respect for textual learning. Even in his youth (he was born in 551 BC), he yearned for a golden past of decency, harmony and respect, and dressed in eccentric outmoded fashion.
He worked tirelessly to collect the records of the past—indeed, all of these six classics existed in some form before his edition. Four works would later be added to the five Confucian classics that survived (the Records of Music was lost) to create a larger canon of Nine Confucian Classics.
Confucius’s conservative philosophy championed the family unit as the basis for society, reinforced by respect for elders by their children, just as the elders venerated their ancestors and gave the same loving obedience to the Emperor that they expected from their own wives, and which his followers gave to the man they called ‘The Great Sage’ and ‘The First Teacher.’ His golden rule was ‘Do not do to others what you do not want done to yourself.’
It is pleasing to note that, though the families of all the imperial dynasties of China have faded away, the Kongs (the descendants of Confucius) maintain the oldest, largest, and most continuous genealogy in the world, currently mapping out eight-three male generations since the death of the ‘model teacher for ten thousand ages’ in 479 BC.”
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.
As below, here is a lesson plan on the earliest civilizations in Asia. Like the rest of the global studies lessons I will post here roughly seriatim (with the usual intervening quotes), this is one version of several lessons I wrote over the years with an eye toward best preparing the students I served to take the New York State Regents Examination in Global Studies and Geography. I forget now which year these lessons represent, but it was certainly a year in which the test was reportedly up for change.
I opened this lesson with this context clues worksheet on the verb banish. If the lesson goes into a second day–and as I unpack and take a second look at these lessons, I seem to recall deliberately writing them to extend over two days so that I could assess how ably students retained knowledge from the previous day–then here is a Cultural Literacy worksheet on Mesopotamia which you might consider using as an independent practice (i.e. homework) assignment. Finally, here is the in-class worksheet with a reading and comprehension questions.
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.
“Allow for Permit. ‘I allow you to go.’ Precision is better attained by saying permit, for allow has other meanings.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Posted in English Language Arts, Quotes, Reference
It’s Merriam-Webster’s Word of the Day today, so here is a context clues worksheet on the adjective parsimonious. It’s a strong word as far as adjectives go, Latin in origin, and a good word for students to know, I submit.
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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