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.

Brewer’s Curious Titles: The Satanic Verses

“The Satanic Verses: A novel (1988) by Salman Rushdie (b.1947). Questions of faith and doubt underlie this panoramic vision of the clash of cultures between East and West, which encompasses Britain during the Thatcherite era, India, and the mystical landscape in which the Prophet Mahound does battle. The ‘satanic verses’ are whispered by Shaitan in the ear of Mahound, who then repudiates them:

‘The devil came to him in the guise of the archangel, so that the verses he memorized…were not the real thing but its diabolical opposite, not godly, but satanic.’

The novel gave offense to Muslims for certain remarks put into the mouths of its characters. As a result, a Muslim fatwa (legal ruling) was issued by Ayatollah Khomeini, the religious leader of Iran, declaring Rushdie and apostate who should be killed for insulting the Prophet Muhammad. On 24 September 1998, after Rushdie had spent the intervening period in hiding, the government of the Islamic Republic of Iran announced that it had no intention, nor would it take any action, to threaten Rushdie’s life or anybody associated with his work, or encourage or assist anybody to do so.”

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

The Devil’s Dictionary: Blank-Verse

“Blank-verse, n. Unrhymed iambic pentameters—the most difficult kind of English verse to write acceptably; a kind, therefore, much affected by those who cannot acceptably write any kind.”

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: James Joyce

It’s hard to imagine there will be much demand even at the high school level for this Cultural Literacy worksheet on James Joyce. But who knows? More startling things have happened in my classrooms, to be sure.

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.

Ovid’s 4 Ages of Civilization

“Gold * Silver * Bronze * Iron

According to Ovid’s telling of history, our Golden Age was the time when Cronos ruled heaven and when gods lived amongst mankind and no one labored—that time when earth was populated by our hunter-gatherer ancestors. The Silver Age was when Zeus ruled over heaven and mankind was taught agriculture and architecture—which we can tie to the inventions of the Neolithic, around 12,000 BC. The Bronze Age was the time of the first great wars, of temple- and empire-building but also of faith and order, which we can directly connect with the ancient civilizations in Iraq, Egypt, Anatolia, China, and India. The Iron Age is our own time, when nation states were forged and mankind learned to mine, navigate, write, and trade. But, as Ovid notes, mankind also became ‘warlike, greedy, and impious. Truth, modesty and loyalty are nowhere to be found.’”

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 Lesson Plan on the Latin Word Roots Deca, Dec, Deka, and Deci

Here is a lesson plan on the Latin word roots deca, dec, deka, and deci. The first three mean ten, but deci means tenth. As you have probably already inferred, especially you math teachers, this is a very productive root in English, and will lead students to understand a wide variety of words for transfer across the curriculum.

I open this lesson with this context clues worksheet on the noun cipher. This word root worksheet is the mainstay 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.

Term of Art: Substantive

“Substantive: Indicating a noun or a word or phrase functioning as a noun, e.g., ‘running away.’”

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

A Lesson Plan on the Compound Noun

Alright, moving right along, here is a lesson plan on the compound noun and its use in declarative sentences. I open this lesson with the Everyday Edit worksheet on National Public Radio (and as I will never stop saying every time I post an Everyday Edit worksheet, the generous proprietors of Education World will let you walk away from their site with a yearlong supply of these worksheets free of charge). This scaffolded worksheet at the center of the lesson will take most of your time in helping students master this point of grammar and usage. I made this teacher’s copy of the worksheet to make sure I taught the material consistently. Finally, here is the learning support, a word bank, to help move the work along.

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.

Graffiti Art

“Graffiti Art: (It., scratched) Beginning in the 1970s with the availability of aerosol spray paints, illegal graffiti statements and designs began to coat New York subway cars. Whereas political art took art from inside galleries and into the streets, the graffiti are movement appropriated this element of street culture and brought it into the elite world of New York art galleries. There, untrained artists like Jean-Michel Basquiat enjoyed brief recognition, while Keith Haring’s self-conscious use of the style made him its most famous proponent. Once in the galleries, however, graffiti art lost its element of illegal performance, its power as protest, and its context. Neutralized, it became fashion and quickly went out of style.”

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

A Lesson Plan on Historic Ages and Eras from The Order of Things

From the pages of Barbara Ann Kipfer’s The Order of Things, here is a lesson plan on historic ages and eras along with its reading and comprehension worksheet. As I note in the “About Posts & Texts” page, these worksheets are something I began developing this year as short exercises to take advantage of teachable moments and to help students develop an understanding of working with two symbolic systems (i.e. words and numbers) at the same time.

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: Women’s Movement

“Women’s Movement: This term refers to the mobilization of women around the project of changing and improving their position in society. It is often used interchangeably with ‘Women’s Liberation Movement’ to describe the second wave of feminism from the 1970s onwards (the first wave being nineteenth-and early-twentieth-century feminism culminating in the struggle for votes for women).”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.