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.

Aporia

“Aporia: The literal meaning of the word is ‘an unpassable path,’ and it is used in Greek philosophy to describe the perplexity induced by a group of statements which, whilst they are individually plausible, are inconsistent or contradictory when taken together (see Plato, The Republic, Philebus, and Protagoras). In rhetoric, the term is applied to the deliberate expression of doubt or uncertainty. The idea of aporia has been taken up by deconstructionists such as [Jacques] Derrida, who use it to describe the undecidability of terms that cannot be reduced to a play of binary oppositions. Derrida’s exploration of the aporias present in Plato’s use of the word pharmakon, which can mean both ‘poison’ and ‘antidote,’ is the classic example of the deconstructionist use of the term.”

Excerpted from: Macey, David. The Penguin Dictionary of Critical Theory. New York: Penguin, 2001.

A Worksheet Template for Using the Jeopardy Format in the Classroom

I just whipped up this worksheet template for Jeopardy lessons for a colleague of mine. Before I go off to proctor another stupid standardized test, I thought I would post it here.

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.

Write It Right: Demean for Debase or Degrade

“Demean for Debase or Degrade. ‘He demeaned himself by accepting charity.’ The word relates, not to meanness, but to demeanor, conduct, behavior. One may demean oneself with dignity and credit.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Common English Verbs Followed by an Infinitive: Refuse

Last and arguably least this morning, here is a worksheet on the verb refuse as used with an infinitive. I refuse to waste any more time on useless work.

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 Reviews: The Odd Women

“A generous, sensitive, intelligent and literate book that despite its generosity, sensitivity, humanity, and literacy, manages to be a deadly bore.”

The New Yorker

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

Cultural Literacy: Tin Pan Alley

While I fear it falls far short of the standards to which I like to think this blog conforms, here, nonetheless, is a Cultural Literacy worksheet on Tin Pan Alley. This is a half-page worksheet with a reading of two sentences–the first a compound separated by a semicolon, the second a longish declarative sentence–and three questions. The reading presents the term “Tin Pan Alley” as metaphorical and notes that it is “not used as much today as it was a generation or two ago” to refer, generally, “to the popular music industry in the United States.”

My problem is this: Tin Pan Alley is a metaphor, yes, but it was also a real place in Manhattan. So, and I think this especially true for those of us who teach in the Five Boroughs, our students ought to know about the literal (to use an overworked adjective) Tin Pan Alley.

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: Standard English

“standard English: The language that is used by the vast majority of newspapers, magazines, and books published in the United States, as well as by most television networks, government agencies, universities, and employers. Critics object that requiring students to learn standard English discriminates against those who do not speak or write standard English and privileges those who do. Yet the ability to read, speak, and comprehend standard English is necessary for anyone who hopes to advance in school, higher education, the professions, or the business world.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

The Weekly Text, 19 January 2024: The First of Two Lesson Plans on Painting and Sculpture from The Order of Things

It’s been awhile since I posted any materials I adapted from Barbara Ann Kipfer’s The Order of Things, so here, before we begin Black History Month 2024 (which starts next week on this blog), is a lesson plan on painting and sculpture, the first of two. This one is really more about periodicity in art history. Here is the worksheet with reading and comprehension questions.

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.

Common English Verbs Followed by an Infinitive: Promise

Here is a worksheet on the verb promise as used with an infinitive. I promise to stop thinking I am clever by devising dubious curricular material such as this.

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.

The Doubter’s Companion: Answers

“Answers: A mechanism for avoiding questions.

This might be called obsessional avoidance or a manic syndrome. It is based on the belief that the possession of an education—particularly if it leads to professional or expert status, and, above all, if it involves some responsibility or power—carries with it an obligation to provide the answer to every question posed in your area of knowledge. This has become much more than the opiate of the rational elites. It may be the West’s most serious addiction.

Time is of the essence in this process. An inability to provide the answer immediately is a professional fault. The availability of unlimited facts can produce an equally unlimited number of absolute powers in most areas. Memory is not highly regarded. Right answers which turn out to be wrong are simply replaced by a new formula. The result of these sequential truths is an assertive or declarative society which admires neither reflection nor doubt and has difficulty with the idea that to most questions there are many answers, none of them absolute and few of them satisfactory except in a limited way.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.