Tag Archives: building vocabulary/conceptual knowledge

Moving along to lesson number three in a eleven-lesson global studies on the origins of religion and philosophy, here is a lesson plan on the Israelites and the Jews. I open this lesson with this context clues worksheet on the adjective consecutive; for the second day of this lesson, if there is one, here is another another context clues worksheet on the adjective ethnic. Finally, here is the reading and comprehension questions that are at the center of this lesson on the origins of Judaism.

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.

As below (and above) here is a lesson plan on Moses and Monotheism, the second in a unit of eleven global studies lessons.

I open this lesson with this context clues worksheet on the noun covenant, the inclusion of which in this lesson I assume is obvious. In the event this lesson goes into a second (I’m fairly certain I intended that it would), then here is another context clues worksheet on the verb assimilate, which is used both intransitively and transitively. Finally, here is the reading and comprehension questions on Moses and the origins of the Judaism.

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.

Alright, this post begins a series of eleven documents posts (twenty-two posts in all, in other words, with the usual interstitial quotes between documents posts) above it, that comprise an entire global studies unit from my days teaching in New York City. This unit reflects my best understanding, the year I wrote it, of what would appear on the New York State Global History and Geography Regents Examination. Therefore, you may find elsewhere on this blog one or more versions (I rewrote several of these almost every year) of each of the lessons in this unit. Also, please bear in mind that this lesson was written with building literacy in mind as well.

So, here is a lesson plan on polytheism and monotheism. I opened this lesson with this context clues worksheet on the noun sect, which fits nicely, I submit, with the topic under study. If the lesson continues into a second day (given the length of the worksheet, I feel confident I meant it to), then here is another context clues worksheet on the verb unite, (used both intransitively and transitively), which is what both the polytheistic and monotheistic religions do. Finally, here is the reading and comprehension questions at the center 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.