Category Archives: English Language Arts

This category contains domain-specific material–reading and writing expository prose, interpreting literature etc.–designed to meet the Common Core standards in English language arts while at the same time being flexible enough to meet the needs of diverse and idiosyncratic learners.

Cultural Literacy: Branches of Government

It’s Election Day 2026 in the United States. So it seems like a good time to post this Cultural Literacy worksheet on the branches of government. This is a full-page worksheet with a five-sentence reading and five comprehension questions. A basic, symmetrical explanation of the distribution of governmental power under the United States Constitution.

And don’t forget that it is the role of the United States Congress to limit the power of the Executive Branch–i.e. the president.

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.

Common Errors in English Usage: Not My Forte

Once again, from Paul Brians’ book Common Errors in English Usage (Sherwood, Oregon: William James 2013), here is a worksheet on the use of the expression not my forte. This is a mostly unstructured worksheet that calls upon students to write sentences extemporaneously from subject to period using the expression not my forte. Since this is an expression educated people use quite commonly, I think high school students ought to learn it.

Incidentally, Professor Brians allows free access to this book on his web page at Washington State University.

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.

The Doubter’s Companion: Civilization

“Civilization: The single and shortest definition of civilization may be the word language.

This is not to suggest that images or music are of lesser importance. It is simply that they have more to do with the unconscious. They are somehow part of metaphysics and religion. Civilization, if it means something concrete, is the conscious but unprogrammed mechanism by which humans communicate. And through communication they live with each other; think, create and act.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Cultural Literacy: Thirteen Colonies

Here is a Cultural Literacy worksheet on the original thirteen colonies of what would become the United States. This is a half-page worksheet with a one–longish, with the first clause separated by a colon from the list of the thirteen colonies–sentence reading and two comprehension questions.

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.

The Weekly Text, 30 October 2026: A Lesson Plan on the Greek Word Root Chron/o.

This week’s Text is this lesson plan on the Greek word root chron/o. It means, of course, time. This is a very productive root in English, and its offshoots include such high-frequency English words as chronicle, chronology, synchronize, chronic, and, for those of us involved in online learning, asynchronous. I open this lesson with this context clues worksheet on the noun interval in the hope that it will point the way to the meaning of this Greek root; in any case, interval is a word I think students ought to know before graduating high school.

Finally, here is the scaffolded worksheet that is the principal 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.

Bespoke (adj)

Here is a half-page context clues worksheet on the adjective bespoke. For some reason, this adjective, which means custom-made, found its way into everyday discourse a few years ago, about the same time curate did, I think. I whipped up this context clues sheet and then, of course, never used it. Maybe someone can find something to do with it. It certainly doesn’t strike me as a word students in secondary school–provided they’re not planning to go to work on Savile Row or its equivalent–need to know.

Honestly, some of the uses of this word I encountered made me cringe.

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.

Editorialize

“Editorialize (verb): To express one’s opinion or point of view; introduce opinion or bias into reporting of facts or information; admix comment with reportage; characterize or label, Noun: editorializer, editorialization.

‘Girls, Shmul editorialized in his little book, live a stone age life in a blown-glass cave.’ Grace Paley, The Little Disturbances of Man”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Take-Home Pay

Given that most wage-earners have seen it shrink consistently over the past 18 or so months (not to mention over the past two or three generations), now strikes me as a propitious time to publish this Cultural Literacy worksheet on the term take-home pay and the concept it represents. This is a half-page worksheet with a one-sentence reading and two comprehension questions. This document, obviously, could be dilated to move an inquiry on the effect of inflation on take-home pay, something we’re all dealing with (unless your income is derived from invested capital, and even then you might be taking a haircut) right now.

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.

The Weekly Text, 23 October 2026: A Pair of Learning Supports on Annotating Text

In my final couple years of co-teaching high school English Language Arts class, I was disappointed that students rarely read entire books (although I had the good fortune to work with two English teachers who did assign entire books), and therefore seldom performed any substantial interpretive work on what they did read–which was and is, I expect, short passages from novels. Students annotate these texts, but don’t really write anything insightful about them. Still, given how little students read these days, they struggled with adding interpretive notes–i.e. annotating–even these short texts.

So I developed this learning support on annotating for analogy, allusion, metaphor and tone, and this one on rhetorical analysis for ethos, pathos, and logos.

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.

William Carlos Williams

“William Carlos Williams: (1883-1963) U.S. poet. Trained as a pediatrician, Williams spent a lifetime writing poetry and practicing medicine in his hometown of Rutherford, New Jersey. He is noted for making the ordinary appear extraordinary through clear and discrete imagery and powerful evocation of the world of common objects, as in the fresh impressions of the sensuous world expressed in ‘The Red Wheelbarrow,’ from Spring and All (1923). Paterson (1946-58), a five-part long poem, evokes a complex vision of modern American life. His other poetry includes Pictures from Brueghel (1962; Pulitzer Prize). His numerous prose works include essays, a trilogy of novels, short stories, drama, and autobiography.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.