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.

A Short Exercise on the Greek Word Root Ornith/o

Last but not least, today, here is a short worksheet on the Greek word root ornith/o, which means, of course, bird. If you’ve downloaded other word-root worksheets from Mark’s Text Terminal, please be advised that this one is a much shorter exercise. Its purpose is as a do-now exercise, something short to start off a class period.

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.

Fluxus

“Fluxus: An international art movement, founded in Germany in 1962, which spread quickly throughout Europe and, later, to the United States. It was largely conceptual in nature, and the group maintained no stylistic identity, preferring instead many activities that revived the spirit of Dada. George Macunias, Fluxus’s founder and leader, championed anti-institutional street skits, guerilla theater, and performances.”

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

Isadora Duncan

For a student with certain interests, broadly, arts and culture, but narrowly, dance, bohemianism, and women’s history, this reading on Isadora Duncan and its accompanying vocabulary-building and comprehension worksheet have turned out to be high-interest materials.

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.

Book of Answers: Nicholas Nickelby

“What Charles Dickens novel exposed the ragged schools and helped get them abolished? Nicholas Nickelby (1838-39).”

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

Asunder (adj/adv)

If I must, I’ll stipulate that because it is not necessarily a word high schoolers must know before they graduate, this context clues on the adjective and adverb asunder, which was Merriam-Webster’s Word of the day a few days back.

Yet, if students want, at some point in their lives, to do something like write their own wedding vows (or understand vows another person wrote for them), then it might be good to have this word at hand.

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 Devil’s Dictionary: Cabinet

“Cabinet, n. The principal persons charged with the mismanagement of a government, the charge being commonly well founded.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Cultural Literacy: Consent of the Governed

If there was a better time to post this Cultural Literacy worksheet on the concept of the consent of the governed, I can’t imagine when that would be. Don’t forget that this conception of political power and governance comes to us from John Locke. It is at the center of the grievances aired in the Declaration of Independence and epitomizes the political philosophy behind both the Declaration and the United States ConstitutionLiberalism.

Liberalism arrives in English almost intact from the Latin liberalis, meaning “suitable for a freeman.” It is also the stem of a portmanteau I wouldn’t mind seeing disappear from the vernacular, “libtard.” Users of this noun appear quite pleased with themselves when they use it; they shouldn’t be.

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.

Term of Art: Subjunctive

“Subjunctive: A grammatical category that contrasts with indicative in the mood systems of verbs in various languages, and expresses uncertainty or non-factuality. Some languages have a range of subjunctive tenses: Latin (Caveat emptor: Let the buyer beware); French (Je veux que tu travailles, literally ‘I want that you should work,’ I would like you to work’). There was no such a system in Old English (Ne he ealu ne drince opp w in: Nor shall he drink ale or wine), but in Modern English there are few distinctive subjunctive forms and the use of the the term is controversial. Grammarians have traditionally described English as if it had a subjunctive system comparable to Latin and French, with present and past subjunctive tenses. This approach poses problems, because the ‘present’ subjunctive is used in subordinate clauses referring to both present and past time: They are demanding that we pay now and They demanded that we pay there and then. In form, this subjunctive is identical with the base of the verb (the bare infinitive), which means that, when the reference is to present time, it only differs from the indicative (except with the verb be) in the third-person singular: We suggest that he leave soon as against They say he leaves at dawn tomorrow. With past reference, the difference between the indicative is noticeable for all persons, as in We suggested he leave.

The subjunctive has three uses: (1) Mandative. Mainly in subordinate clauses, following a verb, adjective, or noun expressing a past or present command, suggestion, or other theoretical possibility: I insist that she disband the team; It is essential that it be disbanded; She ignored his request that she disband the team. When a negative is used with this subjunctive, it precedes the verb: He requested that she not embarrass him, except with be when not be and be not are both possible: He was anxious that his name be not/not be brought into disrepute. The mandative subjunctive is commoner in American English than British English, but appears to be on the increase in British English. In both, but especially in British English, it can be replace by a should– construction or an indicative: He requested that she should not embarrass him; He was anxious tat his name was not brought into disrepute. (2) Conditional and concessive. Sometimes formally in subordinate clauses of condition or concession: If music be the food of love, play on…; Whether that be the case or not…; Though he ask a thousand times, the answer is still NO. The alternatives are an indicative or a should-phrase: If music is…; Though he should ask…. This usage does not extend to past time. (3) Formulaic. In independent clauses mainly in set expressions. Some follow normal subject-verb word order (God save the Queen! Heaven forbid!), while others have inversion of the main verb and subject (Long live the Queen!); Far be it from me to interfere). Come plus a subject introduces a subordinate clause: Come the end of the month, (and) there’ll be more bills to pay.

The ‘past’ subjunctive is now often called the were-subjunctive, because this is the only form in which there is a distinction from the indicative, and then only in the first- and third-person singular: If I were you…as opposed to If I was you. It is used with present and future (not past) reference in various hypothetical clauses, including condition: If only I were young again; If he were asked, he might help; This feels as if it were wool; I wish she were here now; Suppose this were discovered; I’d rather it were concealed. In popular and non-formal speech and writing, the were-subjunctive is often replaced by the indicative was, which brings this verb into line with other verbs, where the past tense is similarly used for hypotheses about the present and future: If only I knew how; I’d rather you said nothing. Were is, however, widely preferred in If I were you…. In the fixed phrase as it were (He’s captain of the ship, as it were), were cannot be replaced by was. The use of were instead of was to refer to a real past possibility is generally considered an over-correction: If I were present on that occasion, I remember nothing of it. This contrasts with the purely hypothetical past, If I had been present…, which strongly implies but I was not.”

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

Empire State Building

It’s pouring rain and I want to drive over to the other side of this state to visit friends. So, I’ll write one more post before taking my chances with the mountain roads between here and there. So, here, especially for my erstwhile colleagues in New York, is a reading on the Empire State Building and its accompanying vocabulary-building and comprehension worksheet.

One thing to consider when teaching students about this building is that it went up in record time at the very beginning of the Great Depression. I think there is something interesting about that, but translating it into conceptual terms has so far evaded me.

What say you?

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: Nominative Pronoun

“Nominative Pronoun: A pronoun that functions as a subject or subject complement: I we, you, he, she, it, they, who.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.