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: The Great Gatsby

Here is a Cultural Literacy worksheet on The Great Gatsby. This is a half-page worksheet with a two-sentence reading and three comprehension questions. In other words, the sparest of introduction what many people regard as the Great American Novel.

If you’re looking for something a bit longer on Gatsby, you’ll find it here. Likewise, if you need a reading on F. Scott Fitzgerald himself, you’ll find one here.

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.

Tour de Force

“Tour de Force: (French, ‘Turn of Force’) As a literary term it may be applied to a work which provides an outstanding illustration of a writer’s skill and mastery; a sort of ‘one-off’ brilliant display. Among modern examples one might suggest: Hemingway’s short story The Short and Happy Life of Francis Macomber (1938); Arthur Koestler’s novel Darkness at Noon (1940); Orwell’s fable Animal Farm (1945); Anthony Burgess’s novel A Clockwork Orange (1962); Daniel Keyes’s short story Flowers for Algernon (1965); and Vikram Seth’s extraordinary ‘novel’ The Golden Gate (1986)—a narrative which consists of 590 sonnets in rhyming tetrameters.”

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

Desultory (adj)

It’s the Word of the Day at Merriam-Webster today, so here is context clues worksheet on the adjective desultory. It means, for the purposes of making meaning on this document, and in the vernacular as well, “marked by lack of definite plan, regularity, or purpose.”

However, it can also mean “not connected with the main subject” and “disappointing in progress, performance, or quality.” This is not a high-frequency word in English, and in any case, I don’t know that I’ve ever seen or heard it used to mean “not connected to the main subject.” On the other hand, “disappointing in progress, performance, or quality” is a close enough corollary to “marked by lack of definite plan, regularity, or purpose that one might say the first definition is the outcome of the second in this sentence.

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.

Alan Simpson on the Educated Person

“An educated man…is thoroughly inoculated against humbug, thinks for himself, and tries to give his thoughts, in speech or on paper, some style.”

Alan Simpson on becoming president of Vassar College (1963)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Erasmus

Here is a reading on Erasmus along with its accompanying vocabulary-building and comprehension worksheet.

I don’t know if anyone teaches Erasmus of Rotterdam, as he was and is known, at the secondary level. He is by any measure an exemplary Northern Renaissance humanist. Now that I have this set of documents, I might add it to my list of biographical research assignments for global studies–provided that I ever use those materials again. Whatever the case in your classroom, this document is–as is virtually everything on Mark’s Text Terminal–formatted in Microsoft Word. In other words, these are open-source documents for you to do with what you will.

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: Relevant

“relevant: An adjective usually attached to an activity or reading assignment to show that it has some relationship to students own lives. Relevance has become very important in modern education, on the assumption that students want to learn mostly about ideas, events, and processes that they can connect to their personal experiences. The belief that whatever is studied must relate directly to students’ own lives ignores the fact that students need extensive background knowledge on which to build new understandings. If students learn only what is directly connected to their own lives, their universe of learning will be severely limited and dependent on their family and community resources.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Common Errors in English Usage: Genius (n), Brilliant (adj)

Here is a worksheet on differentiating the use of genius and brilliant. This document, like all documents under the title above, are informed by Paul Brian’s book Common Errors in English Usage, to which he allows full access at no charge at the Washington State University website.

The simple usage point of this worksheet consists in this: genius is a noun, and brilliant is an adjective. In other words, you can say “He is a genius” (using genius as a predicate noun), but you cannot say “He does genius work,” because genius is not an adjective and cannot modify the noun work. You can also say something like “I think Sergei Eisenstein’s Battleship Potemkin is a work of genius.”

You can, however, say both “He is brilliant” (using brilliant as a predicate adjective), and you can say “He does brilliant work,” (using brilliant as an attributive adjective). You cannot say “He is a brilliant.” It doesn’t sound right in any case, though, does it? Brilliant, as above, is an adjective and should be used as one.

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.

Latin Cross

“Latin Cross: Cross with transverse arms and upper shaft of equal length, and shorter than the lower shaft. Used as the basis for Western European church plans.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Cultural Literacy: The Grapes of Wrath

Here is a Cultural Literacy worksheet on The Grapes of Wrath. This is a half-page worksheet with a three-sentence reading and three comprehension questions. In other words, a concise introduction to the novel’s basic plot, with an excursus on the origins of its title.

If you’re looking for something longer on this book, you’ll find it here. If you want something on John Steinbeck himself, here that is as well.

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.

15 Ranks of the Knights Templar

 “Grand Master * Seneschal * Commander of the Kingdom of Jerusalem * Commander of the City of Jerusalem * Commander of Tripoli and Antioch * Drapier * Commander of Houses * Commander of Knights * Knight Brothers * Turcopolier * Under Marshal * Standard Bearer * Sergeant Brothers * Turcopoles * Elderly Brothers

The Knights Templar were a crack force of armed monks, established in 1129 to protect pilgrims journeying to Jerusalem, and then employed to defend the Crusader kingdoms of Outremer. After the fall of Outremer to Turkic and Egyptian forces, the Templars no longer had a function for a medieval Europe without any appetite for crusading, and in 1312 they were suppressed by the Pope, under pressure from the French King Philip IV. His reason was straightforward: the throne was bankrupt and he wanted the Order’s considerable wealth—lands bequeathed to them, priories in all the nations of Christendom and a banking business. Because of the violence and suddenness of their suppression (and the accusations of heresy levied against them) a conspiratorial glamor continued to attach to the name of the Order, in contrast to its rival Hospitaller Knights of Saint John (who had the good sense to take over the island bases of Malta and Rhodes and still to an extent survive as a charitable institution). Indeed, the traditions of the Templars—or, to give them their full name, ‘The Poor Fellow-Soldiers of Christ and the Temple of Solomon’—would be enthusiastically mined some 400 years later by the quasi-Templar Freemasonry Lodges established in Europe and North America.

During their heyday, the Templars Grand Master was the absolute ruler over the Order and answered only to the Papacy. The Seneschal acted as both deputy and advisor to the Grand Master. The Commander of the Kingdom of Jerusalem, the Commander of the City of Jerusalem, and the Commander of Tripoli and Antioch had the same powers as Grand Master within their own jurisdictions. The Drapier was in charge of the Templar garments. The Commander of Houses and the Commander of Knights acted as lieutenants to higher authorities within the Order. The Knight Brothers were the warrior-monks who wore the white tunic and red cross. Each was equipped with three horses and apprentice-like squires. The Turcopolier commanded the brother sergeants in battle. The Under Marshal was in charge of the footmen and the equipment. The Standard Bearer was one of the sergeants and charged with carrying the order’s banner. The Sergeant Brothers were warriors who did not have proof of eight quarterlings of noble blood and thus had but one horse and no squires to assist them. The Turcopoles were local troops who would fight alongside the Templars. Sick and Elderly Brothers were no longer fit for active service but still members of the order.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.