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.

Term of Art: Parallelism

Posted on August 24, 2020 | Leave a comment

“Parallelism: In rhetoric, a device in which a formula or structural pattern is repeated, as in the Latin sequence veni, vidi, vici and its English translation I came, I saw, I conquered. It occurs in sayings and proverbs (such as Now you see them, now you don’t and Out of sight, out of mind) and in verse and poetic prose (‘My mother groaned, my father wept—/ Into the dangerous world I leapt’ (William Blake, Songs of Experience)).”

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

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Common Errors in English Usage: Their (pr), Their’s (pr)

Posted on August 24, 2020 | Leave a comment

Outwardly, which means by the text from the book I’m using to inform these documents, this English usage worksheet on understanding the use of their and their’s addresses the problem, which you may have noticed, of using an apostrophe with the plural possessive pronoun their.

And the short reading for this worksheet does deal with this, but is also emphasizes the fact that none of the possessive pronouns require an apostrophe when used with an s, as in a construction like “The jacket is hers.” I’ve also built in some instruction on antecedent/pronoun agreement, which is one of those stylistic lapses that I can tell you from considerable experience–both as a student and a tutor–that lands students in their college’s writing centers.

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.

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Glory

Posted on August 21, 2020 | Leave a comment

“Glory: A general term for the representation of an emanation of light around a sacred personage. Aureole, halo, nimbus, and mandorla are types of glories.”

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

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The Grapes of Wrath

Posted on August 21, 2020 | Leave a comment

Alright, here is a reading on John Steinbeck’s novel The Grapes of Wrath along with its vocabulary-building and comprehension worksheet. I just want to mention Sanora Babb’s novel Whose Names Are Unknown, which tells a similar story; in fact, John Steinbeck may well have helped himself to her notes when writing The Grapes of Wrath.

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.

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The Devil’s Dictionary: Demagogue

Posted on August 21, 2020 | Leave a comment

“Demagogue, n. A political opponent.” 

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

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Cultural Literacy: Lunatic Fringe

Posted on August 21, 2020 | Leave a comment

I don’t necessarily mean to editorialize with this post, but if there is a better time to post this Cultural Literacy worksheet on the concept of a lunatic fringe I’m not sure when that would 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.

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Term of Art: Main Clause

Posted on August 21, 2020 | Leave a comment

“Main Clause: An independent clause, which can stand alone as grammatically complete sentence. Grammarians quibble.”

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

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Exhort (vi/vt)

Posted on August 21, 2020 | Leave a comment

Because it’s Merriam-Webster’s Word of the Day today, here is a context clues worksheet on the verb exhort, which is used both intransitively and transitively. Like many of the words Merriam-Webster’s has posted lately, exhort comes from solid Latin stock.

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.

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Slaughterhouse-Five by Kurt Vonnegut

Posted on August 21, 2020 | Leave a comment

 “Slaughterhouse-Five: A novel (1969) by the US writer Kurt Vonnegut Jr (1922-2007), drawing on his experience of witnessing, as a prisoner of war, the Allied destruction of Dresden by fire bombs during the Second World War. The framework of the book concerns Billy Pilgrim, who is transported by aliens through a time warp, enabling him to witness events in the past of which he has foreknowledge. So it is that, with other US prisoners, he finds himself shut up in a slaughterhouse (Slaughterhouse-Five) in Dresden when the city is bombed. An interesting film version (1972) was directed by George Roy Hill.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

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The Weekly Text, August 21, 2020: A Lesson Plan on the Latin Word Roots Man, Mani, and Manu

Posted on August 21, 2020 | Leave a comment

This week’s Text is a lesson plan on the Latin word roots man, mani and manu, all three of which mean hand. Even a cursory glance at these three words divulge their productivity in the English language: manicure, manufacture, and manual all come immediately to mind.

I open this lesson with this context clues worksheet on the noun digit in its meaning as “any of the divisions in which the limbs of most vertebrates terminate, which are typically five in number but may be reduced (as in the horse), and which typically have a series of phalanges bearing a nail, claw, or hoof at the tip — compare FINGER 1, TOE.” I wanted this do-now exercise to hint for students what the word roots in this lesson might mean.

And, at last, here is the worksheet that is the primary 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.

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Posted in English Language Arts, Independent Practice, Lesson Plans, Social Sciences, The Weekly Text, Worksheets

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