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.

Evelyne Accad

“Evelyne Accad: (1943-) Lebanese poet, novelist, and literary critic. Born in Lebanon, she emigrated to France in her twenties. Among her critical works is Sexuality and War: Literary Masks of the Middle East (1990), which draws upon her experience of the civil war in Lebanon, feminist and antiwar theory, and an extensive reading of such authors as Tahar Ben Jelloun and Etel Adnan. Accad’s only novel available in English, L’Excisee (1982; tr The Excised Woman, 1989), analyzes ritual clitoridectomy and its effects on young Muslim women, usually ‘female excision’ as a metaphor that includes the suppression of women on a broader, cultural level. Accad has authored five other works of criticism, fiction, and poetry.”

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

Independent Practice: Muhammad

Here, in the ongoing observation of Asian Pacific American Heritage Month 2020 at Mark’s Text Terminal, is an independent practice worksheet on Muhammad, the prophet of Islam.

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.

Representational Art

“Representational Art: In contrast with non-objective and abstract art, representational art strives to depict figures and objects as they appear to the eye.”

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

A Lesson Plan on the Civil War Secession of States from The Order of Things

Here’s another lesson plan from The Order of Things, this one on the secession of states preceding the American Civil War. This worksheet with a list and comprehension questions related to it constitute the work for this lesson.

As I’ve previously mentioned, I was just beginning to develop these materials (in fact, as I write this, a pile of worksheets awaiting development sits before me on my desk) when the school I was working in closed for the year. In fact, I’ve already posted several lessons derived from Barbara Ann Kipfer’s book, including those on the readmission of seceded states after the Civil War. Needless to say, those logically ought to follow this one, not precede 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.

Term of Art: Paradigm

“Paradigm (noun): An exemplary pattern or model; a list for reference of the various inflectional forms of a word; declension or conjugation. Plural: paradigms, paradigmata; adjective: paradigmatic, paradigmatical; adverb: paradigmatically.

‘The last satirical flourish, aimed at the whole mystique of corporation capitalism, is embodied in the fantastic adventures of Milo Minderbinder, the company mess officer and paradigm of good natured Jonsonian cupidity.’ Robert Brustein, The Critic as Artist”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

A Concluding Lesson Plan for the Nouns Unit Posted on this Site

OK, readers, I debated with myself about whether or not to publish this post. The documents below are the unit final assessment for my unit on nouns, which means I have posted all the previous lessons–12 of them, to be precise, since this one is lesson 13. You can actually find all the rest of this unit’s lessons underneath this hyperlink. In other words, for the first time, in almost 3,300 published posts, I have managed to get a complete unit published from my parts of speech units. Stay tuned, because there are more to come–and depending on how long social distancing lasts, and schools remain closed, these lessons will continue to appear here every couple of days.

So, here is the lesson plan for this final assessment; nota bene please that I built into this lesson some organizational activities for students who deal with executive skills and attentional challenges. The first do-now exercise for this lesson is this Everyday Edit worksheet on Aquarius, the Water Carrier (and please don’t forget that you can help yourself to a yearlong supply of these worksheets at Education World). The second do-now is this worksheet on the homophones there, their, and they’re. Finally, I’ll assume that this four page assessment speaks to the need for two do-now exercises for this lesson; in fact, in my experience (this is the first of seven units on the parts of speech), this assessment takes at least two days to complete, and may take a third. If that is the case, and you need another do-now, there are reams of them available on this site.

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.

Tonsillitis

When I was a kid, a couple of hundred years ago, it was a common childhood malady. I don’t know if remains so, but in any case, here is a reading on tonsillitis along with its attendant vocabulary-building and comprehension worksheet if you can use them.

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: Cat’s Cradle by Kurt Vonnegut

“What Kurt Vonnegut character invented ice-nine? Dr. Felix Hoenikker in Cat’s Cradle (1963). Ice-nine is a form of water that freezes at 114.1 degrees Fahrenheit. When it is accidentally released into the ocean, it freezes the entire world.”

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

A Lesson Plan on the Crime and Puzzlement Case “A Case of Kippers”

Alright, last but not least this morning, here is a lesson plan on the Crime and Puzzlement case “A Case of Kippers.”

I open this lesson with this Cultural Literacy worksheet on the idiom “burning the candle at both ends.” Here is the PDF of the illustration and questions you and your students will need to conduct this investigation. Finally, here is the typescript of the answer key so that you and your class may bring the culprit to the bar of justice.

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.

12 Days of the Nowruz Festival

“The New Year festival has Zoroastrian roots and is associated principally with Iran, but it is celebrated from Syria to India and across all of Central Asia, the Caucasus, Kurdistan, and Turkey. Its rituals vary widely but most are based on around a twelve-day succession of events. This can begin with great bonfires, fed all night to symbolize the victory of light over winter darkness, then the spring cleaning of the house, the bringing into the house of something green (like a palm tree or a fir tree—depending on latitude) around which a vigil or candles may be lit, then the making of a splendid feast full of special seasonal foods, including displays of dried fruits and nuts, an exchange of gifts between close family members, followed by an exchange of visits between neighbors and cousins. In some regions, there followed a traditional ‘period of misrule,’ where men would dress as women, and woman as men, children would lord it over adults and the poor would be served by the rich and the powerful would be publicly mocked by licensed fools. On the thirteenth day, the festival concludes with a family picnic, with music and dance and the quiet contemplation of the beauties of nature and some thought for future marriages and the exchange of such symbols of fertility as colored eggs.

Many of these Zoroastrian practices were mirrored in the festival of the winter solstice of the Roman-era cult of the unconquered sun. They would get absorbed wholesale into the Christian Easter and Christmas festivals, for Christ’s birthday was fused with the winter solstice, just as his death was tied to the spring festival.”

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.