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 Lesson Plan on the Crime and Puzzlement Case “Casey at the Plate”

Here is a lesson plan on the Crime and Puzzlement case “Casey at the Plate.”

I open this investigation with this Cultural Literacy worksheet on the concept of a “significant other” as a do-now exercise. Here is a scan of the illustrations and questions that drive the case; finally, here is the typescript of the answer key.

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.

The Algonquin Wits: Franklin Pierce Adams on the Perils of Artificial Cheer

“Every time we tell anybody to cheer up, things might be worse, we run away for fear we might be asked to specify how.”

Franklin Pierce Adams

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Cultural Literacy: Strike While the Iron Is Hot

OK, here is a Cultural Literacy worksheet on the idiom “strike while iron is hot.” Since blacksmiths aren’t really front-and-center participants in our modern industrial economy, this idiom may well be on its way to extinction. Nonetheless, I still hear it invoked from time to time.

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.

Antibodies

If there is a better time to post this reading on antibodies and its accompanying vocabulary-building and comprehension worksheet, I can’t imagine when it would be.

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.

Derring-do (n)

It’s an old-fashioned word, and may in fact one of those nouns that the late, great Joseph Mitchell called “tinsel words.” Nonetheless, here is a context clues worksheet on the noun derring-do. It means, for those who have never seen an Errol Flynn film, “daring action” and is often used in the locution “deeds of derring-do.”

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.

Use a Dash to Set Off an Abrupt Break or Interruption and to Announce a Long Appositive or Summary

[If you would prefer this document as a learning support in Microsoft Word, it’s under that hyperlink.]

8. Use a dash to set off an abrupt break or interruption and to announce a long appositive or summary.

A dash is a mark of separation stronger than a comma, less formal than a colon, and more relaxed than parentheses.

His first thought on getting out of bed—if he had any thought at all—was to get back in again.

The rear axle began to make a noise—a grinding, chattering, teeth-gritting rasp.

The increasing reluctance of the sun to rise, the extra nip in the breeze, the patter of shed leaves dropping—all evidences of fall drifting into winter were clearer each day.

Use a dash only when a more common mark of punctuation seems inadequate.

Her father’s suspicions proved well-founded—it was not Edward she cared for—it was San Francisco.

Her father suspicions proved well-founded. It was not Edward she cared for, it was San  Francisco.

 Violence—the kind you see on television—is not honestly violent—there lies its harm.

 Violence, the kind you see on television, is not honestly violent. There lies its harm.

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

A Lesson Plan on the Greek Word Root Biblio-

Here is a complete lesson plan on the Greek word root biblio-, which means, simply, book. This is a very productive root in English (think Bible, among other words). If you are an English or Social Studies teacher, chances are you’ve asked your students to produce a (maybe even an annotated one) bibliography–i.e. some writing, in list form, about books

I open this lesson with this context clues worksheet on the noun novel as a way of hinting to students where this lesson is going. Finally, here is the worksheet that is the basis of the learning for 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.

Devise (vt)

Here is a context clues worksheet on the verb devise, which is used only transitively. In other words, don’t forget the direct object naming what you intend to devise.

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.

Salon Des Refuses

Salon Des Refuses: The exhibition promoted by Napoleon III in 1863 to show works rejected by the Paris Salon. Because it undermined the prestige of the academic art sanctioned at the official salon, it is often cited as signaling the birth of the avant-garde and modern art. It showed works by Edouard Manet, Eugene Boudin, Ignace Henri Fantin-Latour, Camille Pissarro, James McNeill Whistler, and others.”

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

A Lesson Plan on the Crime and Puzzlement Case “Of Ghouls and Goblins”

Moving right along this morning, here is a lesson plan on the Crime and Puzzlement case “Of Ghouls and Goblins.”

I open this lesson with this Cultural Literacy worksheet on the concept of the role model. Finally, to execute this lesson, you’ll need the PDF of the illustration and questions and the typescript of the answer key.

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.