Tag Archives: building vocabulary/conceptual knowledge

Alright, moving right along, as above and below, here is a lesson plan on Roman Law, the sixth of ten in a global studies unit on ancient Rome in this run of posts.

I set up two context clues worksheets on two commonly used Latinisms in English for this lesson, both used as adjectives and adverbs, the first on de facto and the second on de jure. Finally, here is the worksheet with a short reading and several comprehension questions that constitutes the work of this lesson.

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 with the current set of posts, here is a lesson plan on the Roman Republic. As above and below, this is the third lesson of ten in a unit on Rome.

This lesson opens with this context clues worksheet on patrician as a noun and an adjective; in the event the lesson goes into a second day (I think, again as above and below, I designed all these lessons to last across two days so that I could use the time to assess students’ working and long-term memory), here’s another on the adjective plebeian. Both of these worksheets, needless to say, introduce students to a couple of words that are both germane to the study of ancient Rome, as well remaining in general usage in educated discourses.

And here is the worksheet with its readings and comprehension questions that is the primary work of this lesson.

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.