Tag Archives: readings/research

The Weekly Text, July 31, 2020: A Lesson Plan on the Crime and Puzzlement Case “Watch Out”

This week’s Text is a lesson plan on the Crime and Puzzlement case “Watch Out!” I open this lesson with this Cultural Literacy worksheet on Shakespeare’s famous line, from The Merchant of Venice, that “The quality of mercy is not strain’d.”

To conduct your investigation, you’ll need the PDF of the illustration and questions that constitute the evidence of the crime. Finally, here is the typescript of the answer key so that you can solve the case.

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.

Hard-Edge Painting

“Hard-Edge Painting: A term used by critic Jules Langsner in 1959 in speaking of paintings executed in broad, flat areas of color delineated by precise, sharp edges. It developed as a reaction to the spontaneous and painterly handling typical of abstract expressionism. Explored by Ellsworth Kelly, Ad Reinhardt, and Alexander Liberman, among others.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

A Lesson Plan on the Highest Mountains on Earth from The Order of Things

Here’s another lesson from The Order of Things, this one on the highest mountains in the world. You’ll need the reading list with analytical and comprehension questions to complete this short 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.

Rocky Marciano

This reading on Rocky Marciano and its accompanying vocabulary-building and comprehension worksheet were of high interest to number of my students over the years.

Do you have students who are interested in the sweet science?

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.

Cato the Elder with a Pithy Statement for Our Time

“I would much rather have men ask why I have no statue, than why I have one.”

Cato the Elder, Quoted in Plutarch, Parallel Lives

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Term of Art: Hellenistic Grammar

“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.

Sperm

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

“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.

Coda: A Lesson Plan on Raphael’s “The School of Athens”

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.

Historical Term: Auto da fe

“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.