Many words in the English language come from Greek, sometimes specifically from characters of Greek mythology. In the same vein, some English words with Latin roots come from the Roman names of those same mythological figures. For instance, the word arachnid (i.e. spider) comes the story of Arachne, a skilled weaver who was turned into a spider. Hypnos – named Somnus in Latin – is the personification of sleep, from whom we get hypnosis (and hypnotic and hypnotized) and insomnia. The god Hermes aka Mercury is the source of mercurial, commerce, merchant, and possibly merge. There are plenty of others. It’s up to your students to find more of these and write about one of them.
Students should first search the web for characters of Greek or Roman mythology – be they titan, god, or human – who have at least one word named after them that’s used in modern English. The students can take some time perusing through the results to familiarize themselves with the myths, and then they’ll need to select one of those figures to write about. The final product that students need to turn in is a paper. The first section in the paper (it can be just a paragraph) has to introduce the character with a brief description. If they are a deity, what concepts do they embody or represent? If they are human, why are they significant (do they possess a remarkable skill, or are they related to someone important)?
The second section should be a retelling (in the students’ own words) of the myth for which the figure is most well known. If they are more prominent figures in Greek mythology (like most of the Olympians), then students should select the story that most closely relates to the words for which they are named. For example, if you want to associate Mercury with the word mercurial, you should retell a story that highlights him as the cunning and shifty trickster god. But if you want to associate Mercury with the word merchant or commerce, you should talk about him as the messenger god who often facilitated transaction between other figures of Greek mythology.
The third and final section is about one of the words that comes from that mythological figure. If there are multiple options, students can choose whichever they like; it would be nice to mention in the paper all the words that the student found, but they only need to focus on one of those words for the following. This final section should have two parts. The first part should look just like a dictionary entry for the chosen word. The second part should be an explanation. What does this word have to do with that mythological figure? For the example of Arachne, spiders today weave webs in a similar way to how Arachne wove fabrics when she was human.
When students have finished with all three sections, they should turn their papers in to the teacher. If there is time, students can present their findings to the class.
In this project, we’ll look at synonyms for verbs that incorporate an emotion or attitude that the doer of the action (the subject) exhibits. Given a list of synonyms for an action, students must identify an emotion or attitude that is associated with each.
Many words have multiple definitions, and a handful of words have two or more definitions that contrast with one another. These words are called contranyms (or Janus words). For this project, students will define, describe, and give examples of contranyms.
This project is for practicing PROGRESSIVE/CONTINUOUS TENSES. Students will first conjure a backstory to a fairy tale character and lay out a scene, then investigate the scenes that other teams have put together to determine what was going on.
Vampires have been all the rage in fiction for the past couple decades. As different authors and film-makers have made their own stories, many have made changes to the classic lore. Let’s compare and contrast vampires from different stories.
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