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.

Satan’s 13 Peers of Hell

“Beelzebub * Moloch * Chemos * Peor * Baalem * Ashtoreth/Astarte * Thammuz/Adonis * Dagon * Rimmon * Osiris * Isis * Horus * Belial

In Book One of Milton’s Paradise Lost, Satan, having been expelled from Heaven, falls ‘nine times the space that measures day and night’ into Hell’s cavern. In this ‘dismal situation waste and wild, a dungeon horrible on all sides round as one great furnace flamed’ he rears up from a pool of liquid fire to offer words of comfort to the fallen cherubs. One by one, Milton identifies and to a certain extent creates the thirteen chief captains of Hell, from his own selective reading of the mythology of the ancient Near East, who follow ‘their great Emperor’s call’ in order to stand beside him. These Peers of Hell are a bad lot–‘besmeared with blood,’ fomentors of ‘lustful orgies’ and ‘wanton passions of the sacred porch’–and summon myriad other fallen angels to arms with a shout that ‘frighted the reign of Chaos and old Night.'”

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.

Independent Practice: Ivan the Terrible

Moving right along, here is an independent practice worksheet on Ivan the Terrible. He certainly typifies the problem of absolute power and absolute corruption, and all that.

The question is, in 2020, which world leader most closely resembles Ivan in temperament and action/

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.

Daniel Willingham on Vocabulary and Reading Comprehension

“Research shows that depth of vocabulary matters to reading comprehension. Children identified as having difficulty in reading comprehension (but who can decode well) do not have the depth of word knowledge that typical readers do. When asked to provide a word definition, they provide fewer attributes. When asked to produce examples of categories (“name as many flowers as you can) they produce fewer. They have a harder time describing the meaning of figurative language, like the expression ‘a pat on the back.’ They are slower and more error-prone in judging if two words are synonyms, although they have no problem making a rhyming judgement.”

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Word Root Exercise: Dys

Given the current state of human civilization, this worksheet on the Greek root dys ought to be useful. It means baddifficultabnormal, and impaired. This is another of those roots that shows up all over the English language. For instance, if you work in a public school, there is, I will hazard a guess, a very good chance that the adjective dysfunctional has crossed your lips on more than one occasion.

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.

Term of Art: Neologism

“Neologism (noun): A newly coined word or phrase, or novel expression in increasing usage (as contrasted with a nonce word); a new meaning for an old word. Adjective: neological, neologistic; noun: neology, neologist; verb: neologize.

‘He landed in lexicography footnotes first, with an appendix to his M.A. thesis—listing neologisms committed by English romantic poets.’” Israel Shenker, Harmless Drudges.

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

Accolade (n)

Here is a context clues worksheet on the noun accolade. At the very least, graduating high school seniors probably ought to know this word–particularly if they present or receive accolades in the graduation ceremony itself.

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.

Rotten Rejections: A Man of Property (from The Forsyte Saga)

“Take your long novel down the street to my friend William Heinemann who specializes in fiction, and sit down and write a play for me–I think you’d do that well.”

*

The author writes to please himself rather than to please the novel reading public and accordingly his novel lacks popular qualities…the average reader may be pardoned if he fails to become interested in the intricate family relations involved in the opening chapters of the book…from beginning to end there is not one really admirable character, and it is hard to feel sympathy even for those who undergo sorrow and suffering.”

*

“…the slight plot, the fact that all the characters are distinctly British, both seem to make it clear that the volume would not have any real sale in this country….”

Excerpted from: Bernard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.

Baseball Cards

If there is a better time than a warm afternoon in late June to post this reading on baseball cards, I can’t imagine when that would be. Here is the vocabulary-building and comprehension worksheet that accompanies 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.

Walter Wallace Decodes the Rockingham Meeting House Cemetery

While I realize that it’s not most people’s idea of fun, I like to spend time in cemeteries. I appreciate funerary art. I enjoy the solemnity and quiet of cemeteries. I benefit from the perspective cemeteries provide. And, since the advent of the smartphone, I enjoy using cemeteries as a primary source in historical research. One can learn a lot about the demographics of a town by its deceased citizens.

So, I am pleased to see that my pal Walter Wallace, in Springfield, Vermont, has worked with a local cable access production company to offer this video on Puritan symbolism on gravestones at the Rockingham Meeting House, in Rockingham Vermont, where he is a docent. Incidentally, this meeting house was listed on the National Register of Historic Places in 2008.

Great work, Walter!

Victor Hugo on Schools

“He who opens a school door, closes a prison.”

Victor Hugo (1802-1885)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.