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.

Word Root Exercise: Man, Mani, Manu

Last but not least today, here is a worksheet on the Latin roots man, mani, and manu. This is an extremely productive set of roots in the English language. Have you sat for a manicure lately? Then you already know these roots mean hand.

You’ll also find these three roots at the root of commonly used words in English like manuscript, manipulate, manual (think manual labor–work done with one’s hands), and manufacture. All of these are words students will need to know before they graduate high school.

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.

St. Lawrence Seaway

Hot off the press, here is a reading on St. Lawrence Seaway along with its accompanying vocabulary-building and comprehension worksheet. This is a good short, general history of the seaway.

That said, comparisons with the Erie Canal come up in the text. This might be a good set of documents to serve as a comparative study of these two trade routes. In my experience, many high-stakes tests in high school are about technological advances and their effect on society, culture, and, in this case, trade.

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: Stative Verb

“Stative Verb: A category of verb that contrasts with dynamic verb in the aspect system of a language, and relates to state and not action: in English such verbs as belong, love. Syntactically, these verbs are used in simple rather than progressive tenses and generally not in the imperative (not Belong!, but occasionally Love me!). Semantically, stative verbs refer to states of affairs (belong, know, own) in contrast to dynamic verbs that refer to actions (buy, learn, jump). In practice, the boundary between stative and dynamic verbs is sometimes fuzzy and it is generally more useful to talk of stative and dynamic meaning and usage. In most varieties of English, some verbs are normally stative (therefore not I am owning this car, Know how to give first aid!), but others are partly stative and partly dynamic (not She is liking to help people, but How are you liking your new job?; not I am forgetting their address, but Forget it!). Some verbs belong to both categories but with distinct meanings, as with have in She has red hair and She is having dinner. In Indian English, the stative/dynamic distinction described above is considered standard, but it is widely ignored, so that expressions like I am owning this car and She is liking to help people are commonplace.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Confederate (n), Confederation (n)

Here are a pair of context clues worksheets, one on the noun confederate, and the other on the noun confederation. These are obviously key words for any instruction on the Civil War in the United States between 1861 and 1865.

It’s well worth mentioning that confederate also has use in English as an adjective and a verb. These words carry a strong Latin pedigree, the verb confoederatus, “to unite by league.” This word isn’t commonly used in English, or at least American English, perhaps because it carries the taint of the rebellion in the United States to protect the Southern planters’ prerogative to commodify human beings and hold them in servitude.

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.

Regency Style

“Regency Style: The English counterpart to the Directoire and Empire styles of French architecture and decorative art. Seen in the late years of the 18th century to about 1830, Greek, Roman, Rococo, oriental, Gothic, and Egyptian elements and motifs were used in a style that profoundly affected British and American tastes.”

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

Cultural Literacy: Alexander the Great

Last but not least this morning, here is a Cultural Literacy worksheet on Alexander the Great. This is a half-page worksheet that I developed to jog prior knowledge when teaching the ancient world in global studies classes. It could also serve as a decent introduction to this legendary warrior. The reading itself is a bit longer than I generally use for half-page worksheets, so it could be shortened; or, if you prefer, you could add some questions.

Either way, this is an open document in Microsoft Word, so you can do with it what you want or need.

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.

Book of Answers: Walt Whitman and Ralph Waldo Emerson

“Upon the publication of Leaves of Grass, who wrote to Walt Whitman, ‘I greet you at the beginning of a great career.’ Ralph Waldo Emerson in 1850. The complete salutation is: ‘I greet you at the beginning of a great career, which yet must have had a long foreground somewhere for such a start.’ Whitman was thirty-six at the time of the book’s publication.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Contraband (n)

Here is a context clues worksheet on the noun contraband. You probably know that this solid word of Latin origin means, both as a noun and an adjective (it doesn’t morph as an adjective, but stays in its noun form, contraband), “illegal or prohibited traffic in goods : SMUGGLING” and “goods or merchandise whose importation, exportation, or possession is forbidden; also : smuggled goods.”

What you may not know, and what may surprise you, is that even in the latest edition of Merriam-Webster’s Collegiate Dictionary (the lexicon of choice at Mark’s Text Terminal), contraband continues to carry the meaning “a slave who during the American Civil War escaped to or was brought within the Union lines.” In other words, this definition provides a lucid (and, arguably, lurid) glance into the mentality that reduced human beings with darker skin, but with human consciousness and agency nonetheless, to commodities. As such, this otherwise modest definition opens the door for a critical look at slavery and white supremacy in the United States.

What is an essential question here? Well, I might start with “How and why did people become ‘goods’ in the American mind?” But there are all kinds of those questions in this definition.

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.

Write It Right: Continually and Continuously

“Continually and Continuously. It seems that these words should have the same meaning, but in their use by good writers there is a difference. What is done continually is not done all the time. But continuous action is without interruption. A loquacious fellow, who nevertheless finds time to eat and sleep, is continually talking; but a great river flows continuously.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

A Learning Support on Parallelism in a Series

From Paul Brians’ book Common Errors in English Usage (which, if you click on that hyperlink, you will find conveniently posted in its entirety on the Washington State University website), here is a learning support on parallelism in a series. This is a short paragraph on constructing parallelisms; most of the page is a blank field for your use. This is, like the bulk of the material you’ll find on this website, a Microsoft Word document. You may adapt it to the needs of your students. This document could easily be developed into a worksheet for practice in construction parallelism. In fact, it may well show up later on this blog as such a document.

Incidentally, when I began teaching in 2003 at a school in the South Bronx, a number of my colleagues were struggling to pass one of the gatekeeping exams for educator certification in New York State. When I began talking with several of them about this challenge, it turned out that one thing–and one thing only, interestingly–prevented them from passing the test: using parallelisms and parallel construction in English prose. All of these teachers were non-native speakers of English, and I understand now, as I didn’t then, that parallelism and parallel construction in English are tricky compositional maneuvers. I tagged this post and containing professional development material in the event teachers themselves need this document.

Anyway, I hope this document helps students and teachers everywhere in developing their own understanding of  parallelism in English prose.

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.