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Displaying 14881-14890 of 28843 results.
Contentid:
15129
Content Type: 1
Title: De Imperatoribus Romanis: An Online Encyclopedia of Roman Rulers and Their Families
Body: From http://www.roman-emperors.org DIR is an on-line encyclopedia on the rulers of the Roman empire from Augustus (27 BC-AD 14) to Constantine XI Palaeologus (1449-1453). The encyclopedia consists of (1) an index of all the emperors who ruled during the empire's 1500 years, (2) a growing number of biographical essays on the individual emperors, (3) family trees ("stemmata") of important imperial dynasties, (4) an index of significant battles in the empire's history, (5) a growing number of capsule descriptions and maps of these battles, and (6) maps of the empire at different times. Wherever possible, these materials are cross-referenced by live links. These contents are supplemented by an ancient and medieval atlas, a link to a virtual catalog of Roman coins, and other recommended links to related sites. The contents of DIR have been prepared by scholars but are meant to be accessible to non-specialists as well. They have been peer- reviewed for quality and accuracy before publication on this site. Visit this website at http://www.roman-emperors.org
Source: De Imperatoribus Romanis
Inputdate: 2012-10-21 08:34:43
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Title: De Imperatoribus Romanis: An Online Encyclopedia of Roman Rulers and Their Families
Body: From http://www.roman-emperors.org DIR is an on-line encyclopedia on the rulers of the Roman empire from Augustus (27 BC-AD 14) to Constantine XI Palaeologus (1449-1453). The encyclopedia consists of (1) an index of all the emperors who ruled during the empire's 1500 years, (2) a growing number of biographical essays on the individual emperors, (3) family trees ("stemmata") of important imperial dynasties, (4) an index of significant battles in the empire's history, (5) a growing number of capsule descriptions and maps of these battles, and (6) maps of the empire at different times. Wherever possible, these materials are cross-referenced by live links. These contents are supplemented by an ancient and medieval atlas, a link to a virtual catalog of Roman coins, and other recommended links to related sites. The contents of DIR have been prepared by scholars but are meant to be accessible to non-specialists as well. They have been peer- reviewed for quality and accuracy before publication on this site. Visit this website at http://www.roman-emperors.org
Source: De Imperatoribus Romanis
Inputdate: 2012-10-21 08:34:43
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15130
Content Type: 1
Title: Halloween Resources for French Classes
Body: Here are two Halloween resources for French classes. First, a short French-language Vikidia article about Halloween: http://fr.vikidia.org/wiki/Halloween Second, a collection of Halloween-themed resources at http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1226120712/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
Source: Various
Inputdate: 2012-10-21 08:35:31
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Title: Halloween Resources for French Classes
Body: Here are two Halloween resources for French classes. First, a short French-language Vikidia article about Halloween: http://fr.vikidia.org/wiki/Halloween Second, a collection of Halloween-themed resources at http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1226120712/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
Source: Various
Inputdate: 2012-10-21 08:35:31
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15131
Content Type: 1
Title: Spanish Visual Word Play
Body: From http://zachary-jones.com A recent post on the Zambombazo website is a collection of cartoons that depict word play in Spanish. How many can you figure out? http://zachary-jones.com/zambombazo/los-juegos-de-palabras-visuales-de-wawawiwa
Source: Zambombazo
Inputdate: 2012-10-21 08:37:39
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Title: Spanish Visual Word Play
Body: From http://zachary-jones.com A recent post on the Zambombazo website is a collection of cartoons that depict word play in Spanish. How many can you figure out? http://zachary-jones.com/zambombazo/los-juegos-de-palabras-visuales-de-wawawiwa
Source: Zambombazo
Inputdate: 2012-10-21 08:37:39
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15132
Content Type: 1
Title: Spanish Resources for a Unit on the Home
Body: From http://spanishplans.org A collection of resources for teaching about parts of a house and other home-related areas was recently posted at http://spanishplans.org/2012/10/14/resources-for-la-casa-unit
Source: Spanish Plans Blog
Inputdate: 2012-10-21 08:38:34
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Content Type: 1
Title: Spanish Resources for a Unit on the Home
Body: From http://spanishplans.org A collection of resources for teaching about parts of a house and other home-related areas was recently posted at http://spanishplans.org/2012/10/14/resources-for-la-casa-unit
Source: Spanish Plans Blog
Inputdate: 2012-10-21 08:38:34
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15133
Content Type: 1
Title: All Saints Day and All Souls Day Resources
Body: Here are some online resources that you can use to teach your students about All Saints Day and All Souls Day traditions in the Spanish-speaking world: Specific to Day of the Dead as it is celebrated in Mexico (and the United States): -Here is a printable calaca (skull) for students to color from Spanish Baby: http://www.spanglishbaby.com/?s=el+dia+de+los+muertos&x=0&y=0 -Here is a PowerPoint about the Day of the Dead in Mexico: http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6004440 -Here are clear audio narratives explaining Day of the Dead in Mexico and in the United States: http://www.fluencyprof.com/el-dia-de-los-muertos-comic.html -Here is a multimedia site about Day of the Dead in Michoacan and Oaxaca: http://www.eluniversal.com.mx/graficos/graficosanimados11/EU_muertos -Here is a website dedicated to the Mexican celebration: http://www.dayofthedead.com -If you live near the Bay Area in California, this celebration may be of interest to you: http://www.dayofthedeadsf.org -The San Diego County Office of Education has guidelines for teachers who teach about Day of the Dead as well as recommended resources at http://www.sdcoe.net/lret2/hss/?loc=fall2009_newsletter&m=1 (scroll about halfway down the page to Resources) -What Day of the Dead is not, in English http://www.inside-mexico.com/noes.htm and in Spanish http://www.inside-mexico.com/noessp.htm -Here is an About.com article about Day of the Dead: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1 -Here is a craft idea from Spanglish Baby for making a shoebox altar: http://spanglishbaby.com/finds/day-of-the-dead-kids-craft-shoebox-altar -Here are some activities and handouts with Halloween themes: http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/927765867/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc -Here is Calaveras song on YouTube: http://www.youtube.com/watch?NR=1&v=ZpqoO7LkgF0 -Here is an intriguing wordless animated clip, also on YouTube: http://www.youtube.com/watch?v=FBKn6CPKGnA -Here’s video explain the traditions: http://www.youtube.com/watch?v=kimX-rwPmyk -Here are several resources from the Mis Cositas website: a video focusing on careers (as played by skeleton toys) - http://www.youtube.com/watch?v=OAdBfZI5uq0 ; another video in slow Spanish about the traditions - http://www.youtube.com/watch?v=kimX-rwPmyk ; an online storybook - http://www.miscositas.com/miabuela.html ; photos from Mexico - http://www.flickr.com/photos/miscositaspix/sets/72157625811153814 ; a webquest - http://www.miscositas.com/muertos.html ; and thematic units in English - http://www.miscositas.com/units.html#english ; and Spanish - http://www.miscositas.com/units.html#spanish Here is an article about All Saints Day in Peru: http://www.dosmanosperu.com/dosmanos/spanish/latin-culture/fiestas/todos-los-santos.php Most of these resources deal with Mexican traditions, but not all of them: http://www.ac-grenoble.fr/disciplines/espagnol/articles.php?lng=fr&pg=274
Source: Various
Inputdate: 2012-10-21 08:49:47
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Title: All Saints Day and All Souls Day Resources
Body: Here are some online resources that you can use to teach your students about All Saints Day and All Souls Day traditions in the Spanish-speaking world: Specific to Day of the Dead as it is celebrated in Mexico (and the United States): -Here is a printable calaca (skull) for students to color from Spanish Baby: http://www.spanglishbaby.com/?s=el+dia+de+los+muertos&x=0&y=0 -Here is a PowerPoint about the Day of the Dead in Mexico: http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6004440 -Here are clear audio narratives explaining Day of the Dead in Mexico and in the United States: http://www.fluencyprof.com/el-dia-de-los-muertos-comic.html -Here is a multimedia site about Day of the Dead in Michoacan and Oaxaca: http://www.eluniversal.com.mx/graficos/graficosanimados11/EU_muertos -Here is a website dedicated to the Mexican celebration: http://www.dayofthedead.com -If you live near the Bay Area in California, this celebration may be of interest to you: http://www.dayofthedeadsf.org -The San Diego County Office of Education has guidelines for teachers who teach about Day of the Dead as well as recommended resources at http://www.sdcoe.net/lret2/hss/?loc=fall2009_newsletter&m=1 (scroll about halfway down the page to Resources) -What Day of the Dead is not, in English http://www.inside-mexico.com/noes.htm and in Spanish http://www.inside-mexico.com/noessp.htm -Here is an About.com article about Day of the Dead: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1 -Here is a craft idea from Spanglish Baby for making a shoebox altar: http://spanglishbaby.com/finds/day-of-the-dead-kids-craft-shoebox-altar -Here are some activities and handouts with Halloween themes: http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/927765867/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc -Here is Calaveras song on YouTube: http://www.youtube.com/watch?NR=1&v=ZpqoO7LkgF0 -Here is an intriguing wordless animated clip, also on YouTube: http://www.youtube.com/watch?v=FBKn6CPKGnA -Here’s video explain the traditions: http://www.youtube.com/watch?v=kimX-rwPmyk -Here are several resources from the Mis Cositas website: a video focusing on careers (as played by skeleton toys) - http://www.youtube.com/watch?v=OAdBfZI5uq0 ; another video in slow Spanish about the traditions - http://www.youtube.com/watch?v=kimX-rwPmyk ; an online storybook - http://www.miscositas.com/miabuela.html ; photos from Mexico - http://www.flickr.com/photos/miscositaspix/sets/72157625811153814 ; a webquest - http://www.miscositas.com/muertos.html ; and thematic units in English - http://www.miscositas.com/units.html#english ; and Spanish - http://www.miscositas.com/units.html#spanish Here is an article about All Saints Day in Peru: http://www.dosmanosperu.com/dosmanos/spanish/latin-culture/fiestas/todos-los-santos.php Most of these resources deal with Mexican traditions, but not all of them: http://www.ac-grenoble.fr/disciplines/espagnol/articles.php?lng=fr&pg=274
Source: Various
Inputdate: 2012-10-21 08:49:47
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15134
Content Type: 1
Title: Research Brief: The CREATE Program: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas
Body: From http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html Teachers of English language learners are finding scaffolded learning, which is recommended by second language acquisition researchers, to be in contradiction with district and state expectations for providing academic rigor and preparing students for independent performance on high-stakes tests. The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) has responded to this challenge by integrating academic language development into the rigorous content area instruction of learners in the middle grades. This research brief is intended to explain instructional implications from the 7-year CREATE program of study as well as to guide practitioners in implementing the findings. School leaders who are interested in reforms that target academic language development within content area instruction to boost the achievement of both English learners and English-proficient students will benefit from the approach described in this brief. It will also be valuable for preservice and inservice teachers who are interested in practical techniques for creating scaffolded tasks in lesson plans that are aligned with grade-level content standards. Read the brief at http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html
Source: CREATE
Inputdate: 2012-10-21 08:51:07
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Title: Research Brief: The CREATE Program: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas
Body: From http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html Teachers of English language learners are finding scaffolded learning, which is recommended by second language acquisition researchers, to be in contradiction with district and state expectations for providing academic rigor and preparing students for independent performance on high-stakes tests. The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) has responded to this challenge by integrating academic language development into the rigorous content area instruction of learners in the middle grades. This research brief is intended to explain instructional implications from the 7-year CREATE program of study as well as to guide practitioners in implementing the findings. School leaders who are interested in reforms that target academic language development within content area instruction to boost the achievement of both English learners and English-proficient students will benefit from the approach described in this brief. It will also be valuable for preservice and inservice teachers who are interested in practical techniques for creating scaffolded tasks in lesson plans that are aligned with grade-level content standards. Read the brief at http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html
Source: CREATE
Inputdate: 2012-10-21 08:51:07
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Contentid:
15135
Content Type: 1
Title: Jigsaw Activity for English Learners: Megabridges
Body: From http://www.teachingenglish.org.uk/activities Here is a jigsaw activity (in which students are in two groups, with each group learning different information and then sharing it with the other group) that centers around two National Geographic video clips about bridges: http://www.teachingenglish.org.uk/activities/megabridges The activity includes links to the videos and downloads of the accompanying handouts for students.
Source: British Council
Inputdate: 2012-10-21 08:52:12
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Title: Jigsaw Activity for English Learners: Megabridges
Body: From http://www.teachingenglish.org.uk/activities Here is a jigsaw activity (in which students are in two groups, with each group learning different information and then sharing it with the other group) that centers around two National Geographic video clips about bridges: http://www.teachingenglish.org.uk/activities/megabridges The activity includes links to the videos and downloads of the accompanying handouts for students.
Source: British Council
Inputdate: 2012-10-21 08:52:12
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Contentid:
15136
Content Type: 1
Title: The Best Websites for Learning about Halloween
Body: From http://larryferlazzo.edublogs.org ESL teacher Larry Ferlazzo has an annotated compilations of websites that can help students learn about Halloween, Halloween-associated vocabulary, and the Day of the Dead at http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2012-10-21 08:52:57
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Title: The Best Websites for Learning about Halloween
Body: From http://larryferlazzo.edublogs.org ESL teacher Larry Ferlazzo has an annotated compilations of websites that can help students learn about Halloween, Halloween-associated vocabulary, and the Day of the Dead at http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2012-10-21 08:52:57
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15137
Content Type: 1
Title: Teaching Vocabulary, Part 1
Body: Teachers on several listservs and blogs have been discussing how to present vocabulary and what works best for students to retain it. Approaches are diverse; here is a sampling of them: Some teachers promote autonomy in and individualization of approaches to learning vocabulary: Here is an article on the British Council’s website about autonomy and vocabulary: http://www.teachingenglish.org.uk/articles/vocabulary-autonomy Here are some suggestions for self-study from Busuu: http://blog.busuu.com/learn-vocabulary-even-faster-with-our-checkpoints --- Here is a description of "Vocab Man": Have you heard of the "Vocab Man?" I stumbled across it years ago and modified it to meet my needs. It is essentially a large "man" and inside each body part is a vocabulary review/learning option- IE write words 3X each= 10 points, create a mini book or Powerpoint with 1 drawing/image per word = 20 points, etc. I require 20 points and students that wish to review the vocab with their fellow classmates before a quiz/test (usually with PowerPoint or their books, and I even allow outside the box options that they come up with like creating games). Botts, L. Re: [FLTEACH] Differentiation with introducing vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Oct 2012). An example of the rubric for Vocab Man is available here: http://aquinasgrammar.com/2011/10/hombre-de-vocabulario , and here is a long list of possible activities: https://sites.google.com/a/dunkerton.k12.ia.us/sramcd/vocab-man-options Megan Johnston of the Creative Language Class blog describes how she recently guided students through the process of creating their own personalized vocabulary lists for a particular topic: http://creativelanguageclass.wordpress.com/2012/10/10/new-vocab-lists-learning-or-both Several teachers recommend different online vocabulary-study sites. Here are the most-often recommended: Quizlet (http://quizlet.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166 Conjuguemos (https://conjuguemos.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=1471 WordChamp (http://www.wordchamp.com/lingua2/Home.do ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=2610 English language teachers will appreciate Larry Ferlazzo’s webpage with annotated links to resources for developing academic vocabulary: http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary
Source: Various
Inputdate: 2012-10-21 08:57:22
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Title: Teaching Vocabulary, Part 1
Body: Teachers on several listservs and blogs have been discussing how to present vocabulary and what works best for students to retain it. Approaches are diverse; here is a sampling of them: Some teachers promote autonomy in and individualization of approaches to learning vocabulary: Here is an article on the British Council’s website about autonomy and vocabulary: http://www.teachingenglish.org.uk/articles/vocabulary-autonomy Here are some suggestions for self-study from Busuu: http://blog.busuu.com/learn-vocabulary-even-faster-with-our-checkpoints --- Here is a description of "Vocab Man": Have you heard of the "Vocab Man?" I stumbled across it years ago and modified it to meet my needs. It is essentially a large "man" and inside each body part is a vocabulary review/learning option- IE write words 3X each= 10 points, create a mini book or Powerpoint with 1 drawing/image per word = 20 points, etc. I require 20 points and students that wish to review the vocab with their fellow classmates before a quiz/test (usually with PowerPoint or their books, and I even allow outside the box options that they come up with like creating games). Botts, L. Re: [FLTEACH] Differentiation with introducing vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Oct 2012). An example of the rubric for Vocab Man is available here: http://aquinasgrammar.com/2011/10/hombre-de-vocabulario , and here is a long list of possible activities: https://sites.google.com/a/dunkerton.k12.ia.us/sramcd/vocab-man-options Megan Johnston of the Creative Language Class blog describes how she recently guided students through the process of creating their own personalized vocabulary lists for a particular topic: http://creativelanguageclass.wordpress.com/2012/10/10/new-vocab-lists-learning-or-both Several teachers recommend different online vocabulary-study sites. Here are the most-often recommended: Quizlet (http://quizlet.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166 Conjuguemos (https://conjuguemos.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=1471 WordChamp (http://www.wordchamp.com/lingua2/Home.do ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=2610 English language teachers will appreciate Larry Ferlazzo’s webpage with annotated links to resources for developing academic vocabulary: http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary
Source: Various
Inputdate: 2012-10-21 08:57:22
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15138
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Title: Teaching Vocabulary, Part 2
Body: Vocabulary Baseball is a recommended review game from a Latinteach listserv user. Here’s a description: Divide your class into 2 teams. You can do this by splitting the room down the middle or by having team captains choose the teams. Designate where the bases are around the room since the runners actually stand at the bases. You are the pitcher. Give the batter the English word. When my class played, the batter had to give the Nom, Gen. and gender of nouns, the principal parts of verbs, etc. If the batter gives the correct answer, he goes to 1st base. If there are runners on the other bases, they move to the next base. If the batter is wrong, it is an out After 3 outs, the side is retired and the other team is up. At the end of the game the team with the most runs wins as long as the losing team got up to bat that inning and made 3 outs. This is important in case the game is ended mid-inning because class is over. Base stealing: A person on base can may try to steal if the batter answered incorrectly and it was not the 3rd out. The baserunner trying to steal answers the question given to the batter. If he is incorrect, it is an out. If the base stealer answers, correctly, he advances to the next base. When the batter gets a hit, everyone on base moves one base. If a baserunner "steals", only those runners who must move for him to get to the next base move. So, if the base stealer is on 3rd, he goes home and makes a run but if there are others on base, they don't move. If there is no runner on 2nd and the runner on 1st steals, he is the only one to advance a base. However, if the runner on 1st steals and there is a runner on 2nd, the stealer moves to second and the runner on second moves to 3rd, etc. I also used the 10 run rule. If a team scores 10 runs in one inning, the side is retired and the other team is up. This insures that everyone in the class gets up to bat. Peterson, R. [Latinteach] Vocabulary baseball rules. Latinteach listserv (latinteach@nxport.com, 10 Oct 2012).
Source: Various
Inputdate: 2012-10-21 08:58:19
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Content Type: 1
Title: Teaching Vocabulary, Part 2
Body: Vocabulary Baseball is a recommended review game from a Latinteach listserv user. Here’s a description: Divide your class into 2 teams. You can do this by splitting the room down the middle or by having team captains choose the teams. Designate where the bases are around the room since the runners actually stand at the bases. You are the pitcher. Give the batter the English word. When my class played, the batter had to give the Nom, Gen. and gender of nouns, the principal parts of verbs, etc. If the batter gives the correct answer, he goes to 1st base. If there are runners on the other bases, they move to the next base. If the batter is wrong, it is an out After 3 outs, the side is retired and the other team is up. At the end of the game the team with the most runs wins as long as the losing team got up to bat that inning and made 3 outs. This is important in case the game is ended mid-inning because class is over. Base stealing: A person on base can may try to steal if the batter answered incorrectly and it was not the 3rd out. The baserunner trying to steal answers the question given to the batter. If he is incorrect, it is an out. If the base stealer answers, correctly, he advances to the next base. When the batter gets a hit, everyone on base moves one base. If a baserunner "steals", only those runners who must move for him to get to the next base move. So, if the base stealer is on 3rd, he goes home and makes a run but if there are others on base, they don't move. If there is no runner on 2nd and the runner on 1st steals, he is the only one to advance a base. However, if the runner on 1st steals and there is a runner on 2nd, the stealer moves to second and the runner on second moves to 3rd, etc. I also used the 10 run rule. If a team scores 10 runs in one inning, the side is retired and the other team is up. This insures that everyone in the class gets up to bat. Peterson, R. [Latinteach] Vocabulary baseball rules. Latinteach listserv (latinteach@nxport.com, 10 Oct 2012).
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Inputdate: 2012-10-21 08:58:19
Lastmodifieddate: 2012-10-21 08:58:19
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Publishdate: 2012-10-22 00:00:00
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