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.

Albigensian Crusade

“(1209-1229) A crusade launched by Pope Innocent III against Waldensian and Cathar heresies in southern France and carried out primarily by northern French forces, Primary targets of the crusading army were the counts to Toulouse, Raymond VI (d 1222) and Raymond VII (d 1249). In 1229 Raymond VII submitted to the crown of France. When Alphonse of Poitiers, Raymond VII’s son-in-law and brother to the King of France, died in 1271, the possessions of the counts of Toulouse devolved upon the crown of France and southern independence was irrevocably lost.

The crusade revitalized Occitan literature and gave it a new impetus towards the exploration of the narrative, resulting in a flowering of the sirventes, verse and prose narrative works, and vidas and razos (short prose biographies and commentaries on troubadours and their poetry). The crusade is most vividly narrated in the 13th-century Occitan epic Canso del la crozada.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Sandbag

This context clues worksheet on the verb sandbag almost certainly results in a certain lack of judiciousness on my part when choosing which of Merriam-Webster’s Words of the Day merit or require worksheet treatment. In any case, this verb is used both transitively and intransitively.

In that worksheet’s context, sandbag means, as a transitive verb, sandbag to conceal or misrepresent one’s true potential, position, or intent, esp. in order to take advantage of; used intransitively, it means to hide the truth about oneself so as to gain an advantage over another. In other words, it means basically the same thing whether one uses it with a direct object of not.

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: Verb Phrase

“1. Also verbal phrase. In traditional grammar, a term for the main verb and any auxiliary or combination of auxiliaries that precedes it: can spell; may have cried; should be paid; might have been transferred. 2. In generative grammar, a term roughly equivalent to the traditional predicate. It includes the traditional verb phrase with (at least) any complements of the verb, such as the non-bracketed parts of the following sentences: (They) have understood his intention); (Susan) was very patient.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Word Root Exercise: Dox

Here is a worksheet on the Greek word root dox. It means belief and praise, so the word orthodox suddenly makes a lot more sense, as do the other words on this relatively short exercise.

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.

Sinclair Lewis on Advertising

“Advertising is a valuable economic factor because it is the cheapest way of selling goods, particularly if the goods are worthless.”

Sinclair Lewis

Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.

War of the Worlds

The story of Orson Welles’ broadcast of H.G. Wells’ War of the Worlds fascinated me as a grade-schooler. I think I was first exposed to it in around fifth grade. But even at that tender age, I was surprised that people were taken in by it–but also sympathetic that they were. I remember trying to imagine myself in the place of the folks who thought Welles was delivering news, rather than a science-fiction story. I could, but only barely.

Any way, here is a reading on Orson Welles’ broadcast of War of the Worlds along with its attendant vocabulary-building and comprehension worksheet.

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.

Rigor (n)

It’s a word we teachers bandy about enough that students have certainly heard it, perhaps even ad nauseum. This context clues worksheet on the noun rigor should help clear up its meaning for our students, and supply the corollary benefit of helping them understand just what it is we seek to do in the classroom.

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.

Les Fauves

“(Fr., the wild beasts) Originally a contemptuous appellation for a group of French post-impressionist painters who exhibited their work at the Salon d’Automne in 1905. They were so called because of their use of strident color, violent distortions, and broad, bold brushwork. Their leader was Henri Matisse; others were Georges Rouault, Maurice Vlaminck, Andre Derain, and Raoul Dufy.”

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

The Weekly Text, June 7, 2019: A Lesson Plan on Using Personal Pronouns in the Objective Case

On Tuesday of this week I posted a complete lesson on using personal pronouns in the nominative case. For this week’s, Text, let’s go to the other side of the sentence.

Here is a complete lesson plan on using the personal pronoun in the objective case. I begin this lesson, after a class transition in order to get students settled, with this Everyday Edit on Iqbal Masih, Child Activist (if you and your students like Everyday Edit worksheets, you can help yourself to a yearlong supply of them at no cost by clicking on that hyperlink); in the event that the lesson spills over into a second day, here is a worksheet on the homophones there, their, and they’re.

The center of this lesson is this scaffolded worksheet on using the personal pronoun in the objective case. Finally, here is the learning support on pronouns and case that I also included on the original post, last Tuesday, on using the personal pronoun in the nominative case.

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: Accusative

“Accusative: Indicating a direct object (or noun or pronoun predicated on a direct object) or certain adverbial complements, e.g. ‘She wrote a book,’ ‘He imagined my sister to be her,’ ‘I waited one week.'”

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