“Hellenistic Grammar: The study of grammar in the West in the period called ‘Hellenistic,’ conventionally 323-31 BC: the period of the early Stoics and Alexandrians, including Dionysius Thrax.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
Posted in English Language Arts, Quotes, Reference
Tagged foreign languages/linguistics, readings/research, term of art
After typing that header, I have to ask myself what I’m thinking. Well, health teachers and health sciences teachers, I’m thinking maybe you can use this reading on sperm and its accompanying vocabulary-building and comprehension worksheet. That is all.
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.
“Renaissance Art: Strictly, art of the period from ca. 1400 to ca. 1520, but sometimes traced back to the time of Giotto, ca. 1300. During the 14th century, Italian art, especially painting, increasingly took account of scientific perspective and moved toward realism. During the 15th century, early Renaissance development was spurred by the rediscovery of ancient classical art. Reached its climax in the first decades of the 16th century with High Renaissance Art.”
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
While working on posting the eleven lessons below, I came upon this lesson plan on The School of Athens, the painting by Raphael. I have no idea how it ended up there, or even when I wrote it, but I think it may have been for a professional development obligation of some sort. Here also is the bare-bones worksheet template I started to go with it.
So, if you’re interested in developing this further, there it is. Keep in mind that there are all manner of excellent websites–like this one–to point you in the right direction for completing this lesson.
If you do in fact develop this further, and you are so inclined, I’m interested in hearing about where you took 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.
“Auto da fe (auto da fe Span., act of faith). The ceremony accompanying the execution of condemned heretics during the Inquisition in Spain and Portugal. Pope Sixtus IV first authorized the Spanish monarchy to name inquisitors in a bull of 1478. The Inquisition lasted until 1813, when it was suppressed by the Cortes de Cadiz. Restored by Ferdinand VII in 1814, it was suppressed again in 1820, only to be reinstated three years later. The last auto da fe took place in 1826; the Inquisition was finally abolished in 1834.”
Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.
This lesson plan on theocracy and the divine right of kings is the penultimate (i.e. number ten) of eleven in a unit (see above and below) on the origins of religion and philosophy.
This lesson opens with this context clues worksheet on the noun theocrat. If the lesson continues into a second dayand you want a second context clues worksheet, here is another on the adjective infallible. The mainstay of this lesson is this two short readings with comprehension questions to help students understand the way that religion undergirded royal power for centuries in Europe.
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.
Moving right along, this lesson plan on Aristotle is (as above and below) the ninth lesson of eleven in a global studies unit on the origins of religion and philosophy.
This lesson opens, if you are so inclined, with this context clues worksheet on the noun democracy, and another on the noun rigor should the lesson continue into a second day. Finally, here is the short reading on Aristotle with comprehension questions that is the central 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.
“Aegis: (fr Gr, aix, ‘goat’) Variously interpreted as a shield made of goatskin or as the awesome thundercloud of Zeus. Homer depicts the aegis as an impregnable shield made by the god Hephaestus. On occasion Zeus lent the aegis to other gods; particularly Athene and Apollo. The aegis symbolized the gods’ special powers. Hence the term has come denote authority and protection.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
Here is a lesson plan on Plato, the eighth (as above and below) of an eleven-lesson global studies unit on the origins of religion and philosophy.
I open this lesson with this context clues worksheet on debate as a verb (it’s used both intransitively and transitively), and another on the adjective cogent in the event the lesson spills over into a second day. The principal work of this lesson is this short reading with comprehension questions on Plato.
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.
This lesson plan on Socrates (as above and below) is the seventh of an eleven-lesson global studies unit on the origins of religion and philosophy. This is a lesson, owing to Socrates’ importance to methods of inquiry (as well as informing my own teaching practice, which is something I wanted students to understand and take away from this lesson), was definitely designed to unfold over at least two days if possible.
I open this lesson with this Cultural Literacy worksheet on the concept of a faction; for the second day of the lesson, here is a context clues worksheet on the noun justice. Here are the reading on Socrates and its accompanying vocabulary-building and comprehension worksheet that are the primary work for this lesson. Here, also, is a shorter worksheet that I intended either for a class that struggled with the longer reading, or to use as independent practice (i.e. homework).
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.
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