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.

Tibetan Language

“Tibetan language: Sino-Tibetan language spoken by more than 5 million people in Tibet (Xizang), Qinghai, Sichuan, and Gansu provinces in China; Bhutan; northern Nepal; and Jammu and Kashmir Province in India and Pakistan. Since the occupation of Tibet by China in 1959, enclaves of Tibetan-speakers have dispersed to India and other parts of the world. Spoken Tibetan comprises a very diverse range of dialects, conventionally divided into several groups: Western, including Balti and Ladakhi in Jammu and Kashmir; Central, including the speech of Lhasa and most of the Nepalese dialects (including Sherpa); Southern, including the dialects of Sikkim and Bhutan; Khams, or Southeastern, including the dialects of the interior plateau, southern Qinghai, eastern Tibet, and parts of western Sichuan; Amdo or Northeastern, including the dialects of northern Qinghai, southern Gansu, and northern Sichuan. Most Tibetans share a common literary language, written in a distinctive scripts of disputed origin first attested in the 8th century AD.”

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

Cultural Literacy: Mao Zedong

This Cultural Literacy worksheet on Mao Zedong is a full-page document: it contains a seven-sentence reading with seven comprehension questions. In other words, it is suitable for a variety of functions in a social studies (yeesh to that term, as always) classroom. This worksheet, like virtually every posted document on this website, is formatted in Microsoft Word. That means it is open to your editorial hand, should it not quite address your curricular requirements or the needs of your students.

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.

Matsuo Basho III

“Clouds now and again

Give a soul some respite from

Moon-gazing—behold.”

Matsuo Basho, Poem (translation by Bernard Lionel Einbond)

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

Cultural Literacy: Haiku

Here is a Cultural Literacy worksheet on the haiku as a poetic form. This is a half-page worksheet with a two-sentence reading and two comprehension questions. It is, in other words, a perfectly spare but complete introduction to the form itself. This joins a number of other documents and quotes posts on Mark’s Text Terminal. The search bar to your right will help you locate these materials.

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.

Takamura Kotaro

“Takamura Kotaro: (1883-1956): Japanese poet and sculptor. Son of the noted traditionalist sculptor Takamura Koun (1852-1934), Takamura was a pioneering modernist in both art and literature, having spent years studying in Europe and the U.S. His sculpture reflected a passion for the work of Rodin, but his is best known as a poet. His 1914 collection Dotei (Journey) ranks as Japan’s first anthology of free verse in the colloquial language, anticipating the work of Hagiwara Sakutaro. Takamura’s most celebrated work is Chieko-sho (1941; tr Chieko’s Sky, 1978), a stunning verse record of the slow descent into madness of his wife, the painter Naganuma Chieko (1886-1838). Takamura’s reputation was tarnished by his unabashedly patriotic wartime poetry.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 6 May 2021, Asian Pacific American Heritage Month Week I: A Reading and Comprehension Worksheet on Confucianism

May is Asian American and Pacific Islander Heritage Month (which I have shortened, for typographical purposes, as above, to Asian Pacific American Heritage Month; I hope I offend no one with this stylistic liberty). As usual Mark’s Text Terminal will observe the month with a series of document posts and quotes relating to the history of Asian and Pacific Islander Americans as well as Asia and the Pacific Islands themselves.

So, let’s kick off the month with this reading on Confucianism along with its attendant vocabulary-building and comprehension worksheet.

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.

Term of Art: Study Skills

“study skills: Learning strategies that help and individual organize time, materials, and information. Special educators long ago recognized the importance of teaching study skills to students with learning disabilities; such skills have recently become a part of many school curricula starting in the elementary grades.

While some students seem to succeed in school with only basic study skills, many learning-disabled students benefit greatly from being taught ideas such as how to maintain a notebook and how to organize materials in each class. Time management is another essential study skill needed to complete long and short assignments on time as well as to schedule time for appointments, friends, and work. Note-taking and active reading strategies are also important study skills for all students, including those with learning disabilities.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Albert Einstein

Finally this morning, here is a reading on Albert Einstein with its accompanying vocabulary-building and comprehension worksheet. Enough said.

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.

Protagonist

“Protagonist: (Greek ‘first combatant’) The first actor in a play; thence the principal actor or character. In Greek tragedy the playwright was limited to the protagonist (first actor), deuteragonist (second actor) and tritagonist (third actor). It is probable that in the first place Greek drama consisted of a Chorus and the leader of the Chorus. Thespis (6th century BC) is believed to have added the first actor to give greater variety to the dialogue and action. The second and third were added by Aeschylus and Sophocles respectively. The protagonist has come to be the equivalent of the hero.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Word Root Exercise: Sol

Here is a worksheet on the Latin word root sol. It means, of course, sun. This productive root in English (and all the Romance languages as well) bearing solar, but also solarium, circumsolar, and lunisolar.

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.