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This online rhetoric, provided by Dr. Gideon Burton of Brigham Young University, is a guide to the terms of classical and renaissance rhetoric. This site is intended to help beginners, as well as experts, make sense of rhetoric, both on the small scale (definitions and examples of specific terms) and on the large scale (the purposes of rhetoric, the patterns into which it has fallen historically as it has been taught and practiced for 2000+ years).

History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. Indo-European language and people English is classified genetically as a Low West Germanic language of the Indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. In 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-Indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the Indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-Indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals in the modern I-E languages.) They also had domesticated animals, and used horse-drawn wheeled carts. They drank alcohol made from grain, and not wine, indicating they did not live in a warm climate. They belonged to a patriarchal society where the lineage was determined through males only (because of a lack of words referring to the female's side of the family.) They also made use of a decimal counting system by 10's, and formed words by compounding. This PIE language was also highly infl

This is a perfect collection of English lessons and resources for most High School Level classes.  It has all the traditional assignments, stories, skills, terms, and samples to pull from.

One of the projects I enjoyed the most this term was the book talk videos created by one of our fifth grade classes.

Color-coded glossary of literary devices, terms, elements, and techniques. Extremely useful or teachers of rhetoric

Reflective Protocols for Literary Artifacts "# What do you see here? Describe the document/artifact in terms of content, without being interpretive. # What do you think you know about this document based on reading it and any previous knowledge? # What do you think the document reveals about its era/ What kinds of information can be learned from the document? (There might be more than one kind of information). # What don't you know about the document? What questions would you ask about it? # If you were going to do further research on this document on the World Wide Web or in the library, how would you go about it? # What knowledge or skills are you bringing to this course from other learning experiences you've had that help you make sense of these documents?"

Chronology of Events in the History of English pre-600 A.D. THE PRE-ENGLISH PERIOD ca. 3000 B.C. (or 6000 B.C?) Proto-Indo-European spoken in Baltic area. (or Anatolia?) ca. 1000 B.C. After many migrations, the various branches of Indo-European have become distinct. Celtic becomes most widespread branch of I.E. in Europe; Celtic peoples inhabit what is now Spain, France, Germany, Austria, eastern Europe, and the British Isles. 55 B.C. Beginning of Roman raids on British Isles. 43 A.D. Roman occupation of Britain. Roman colony of "Britannia" established. Eventually, many Celtic Britons become Romanized. (Others continually rebel). 200 B.C.-200 A.D. Germanic peoples move down from Scandinavia and spread over Central Europe in successive waves. Supplant Celts. Come into contact (at times antagonistic, at times commercial) with northward-expanding empire of Romans. Early 5th century. Roman Empire collapses. Romans pull out of Britain and other colonies, attempting to shore up defense on the home front; but it's useless. Rome sacked by Goths. Germanic tribes on the continent continue migrations west and south; consolidate into ever larger units. Those taking over in Rome call themselves "Roman emperors" even though the imperial administration had relocated to Byzantium in the 300s. The new Germanic rulers adopted the Christianity of the late Roman state, and began what later evolved into the not-very-Roman "Holy Roman Empire". ca. 410 A.D. First Germanic tribes arrive in England. 410-600 Settlement of most of Britain by Germanic peoples (Angles, Saxons, Jutes, some Frisians) speaking West Germanic dialects descended from Proto-Germanic. These dialects are distantly related to Latin, but also have a sprinkling of Latin borrowings due to earlier cultural contact with the Romans on the continent. Celtic peoples, most of whom are Christianized, are pushed increasingly (despite occasional violent uprisings) into the marginal areas of Britain: Ireland, Scotland, Wales.

The problem with 40 students is that there is no way to read (much less comment upon) every post if every student is posting every week. I am toying then with a rotation model (inspired by Randy Bass), in which students are divided into five groups of eight students, cycling through these five roles: * Role 1 - Students are "first readers," posting initial questions and insights about the reading to the class blog by Monday morning * Role 2 - Students are "respondents," building upon, disagreeing with, or clarifying the first readers' posts by class time on Tuesday * Role 3 - Students are "synthesizers," mediating and synthesizing the dialogue between first readers and respondents by Thursday * Role 4 - Students are responsible for the week's class notes (see next section on Wikis) * Role 5 - Students have this week "off" in terms of blogging and the wiki I like the rotation model because each group of students is reading for and reacting to something different. The shifting positionality affords them greater traction, offers greater variety, and guarantees a dialogue without comments from myself.

Revise GCSE English Literature topics including poetry, drama, shakespeare and short stories, using videos, games, poetry slideshows and more.">2006-09-15T12:35:00Z

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

English Skills Worksheets for Grades 5-8

Grammar Bytes! Grammar Instruction with Attitude. Includes detailed terms, interactive exercises, handouts, PowerPoints, and more!

Chomp Chomp exercises, handouts, presentations, tips and rules,