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: Anaphora

“Anaphora: The relation between a pronoun and another unit, in the same or in an earlier sentence, that supplies its referent. E.g. in Mary disguised herself, the reflexive herself is an anaphoric pronoun, related to an antecedent Mary: the person, that is, who is said to be disguised is the person that Mary has already referred to. Likewise, e.g. in conversation, across sentences boundaries. Thus if A asks ‘Where’s Mary’ and be says ‘She’s in the garden,’ she in the sentence B utters is to be understood as anaphoric to earlier Mary.

Thence of similar relations involving units other than pronouns: e.g. the idiot is anaphoric to John in I asked John but the idiot wouldn’t tell me; do so is anaphoric to help in I wanted to help but I couldn’t do so. Also, in a looser sense, of any relation in which something is understood in the light of what precedes it. E.g. in Her house is larger than mine, a meaning of mine, as ‘my house,’ would be supplied in part by her house.

…An anaphoric chain is formed by two or more successive unit, each linked anaphorically to the one preceding.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

 

A Document-Based Questioning (DBQ) Lesson on the Qur’an

As above and below, this DBQ lesson plan on the Qur’an which is number seven of ten in global studies unit on document-based questioning.

This lesson opens, especially if you need to get students settled after a class change, with this context clues worksheet on the noun compassion. If you take the lesson into a second day, or have a use for it in general, her is another context clues worksheet on the related noun mercy.

And here, at last, is the worksheet with reading and comprehension questions on a passage from the holy book of Islam, The Qur’an.

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: Plato’s Republic

“In what book of Plato’s Republic (c. fourth century B.C.) does the Cave Allegory appear? Book VII.”

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

Socrates on His Dietary Needs

“The rest of the world lives to eat, while I eat to live.”

Quoted in Diogenes Laertius, Lives of the Philosophers

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

A Document-Based Questioning (DBQ) Lesson on the Apology of Socrates

As above and below, this DBQ lesson on Apology of Socrates is the fifth of a ten-lesson global studies unit on document-based questions.

This lesson opens with this Cultural Literacy worksheet on allusion, and here is a second one on status quo in the event the lesson goes into a second day–or you just want the worksheet around to elucidate this Latinism so common in the English language.

You’ll need this reading and comprehension questions on Socrates’ Apology to conduct the essential 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.

3 Graces

“Aglaea * Euphrosyne * Thalia

In ascending order of age we have Aglaea (Splendour), Euphrosyne (Mirth) and Thalia (Good health or happiness). The three sisters have been obsessively painted and sculpted for thousands of years as the embodiments of beauty, charm, and creativity. As the benign face of the ancient triple goddess, even Hesiod and Homer can seem vague about their origins, and so there are conflicting stories of them being the daughters of either Aphrodite, Apollo, Zeus, or Dionysus. Like the furies, their chapel stood in the caves around the Acropolis, where ancient mysteries were performed.”

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.

A Document-Based Questioning (DBQ) Lesson on Pericles’ Funeral Oration

Moving right along, and as above and below, this lesson plan on Pericles’ funeral oration as drawn from Thucydides History of the Peloponnesian War, is number four of a ten-lesson unit of document-based questioning materials.

This lesson opens with this Cultural Literacy worksheet on the epic as a poetic form and as a means of recording history; it the lesson goes into a second day–and that I included another on the Peloponnesian War suggests that I planned that it would–you can use that second Cultural Literacy worksheet. Like the first one on epics, the document on the Peloponnesian War is a half-page worksheet.

Finally, here is the reading and comprehension questions 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.

Historical Term: Appeasement

[As I have mentioned previously on this blog, several years ago some colleagues of mine found students struggled with the concept of appeasement as well as its manifestation as a historical process in the years before World War II. The passage below does a nice job of summarizing this complex series of events, and here is a Cultural Literacy worksheet on the Munich Pact to complement it.]

“Appeasement Foreign policy based on the conciliation of the grievances of rival states, usually involving some sort of concession as an attempt to avoid conflict or war. The term is most often applied to the pre-World War II policy of Britain and France of attempting to satisfy the demands of Hitler with regard to Germany’s grievances over the Versailles settlement. The policy, based on agreements with Germany and Italy, is particularly associated with Neville Chamberlain’s premiership (1937-40). As a result of appeasement Germany was able to occupy the Rhineland, the Sudetenland areas of Czechoslovakia, and to achieve the Anschluss with Austria. The policy is held to have ended when Hitler broke the 1938 Munich agreement and occupied the rest of Czechoslovakia in March 1939.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

A Document-Based Questioning (DBQ) Lesson on the Analects of Confucius

As above and below, here is a DBQ lesson on the Analects of Confucius. The lesson opens with this Cultural Literacy worksheet on the Aesop’s Fable “The Boy Who Cried Wolf.” And here is the reading and comprehension questions that are the work of this lesson.

Also, if you are interested in going further with “The Boy Who Cried Wolf,” here is a lesson plan on it.

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.

Gothic Art

“Gothic Art: Last phase of medieval art, beginning ca. 1140 in Paris and spreading in the 13th century throughout Western Europe; succeeded by the Renaissance in the 14th century in Italy and in the 16th century in the rest of Europe. Early gothic, to 1200; high gothic, to ca. 1250; late gothic, after 1250. The greatest contribution of gothic art was the cathedral, with its elaborate architecture, complicated architectural decoration, and large-scale stained-glass panels.”

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