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.

Term of Art: Memorandum

“Memorandum (noun): A brief note or reminder or a record kept for future reference; a particular interoffice notice or staff communication; directive; informal diplomatic summary or outline, as of a decision or policy; official statement or observation for the record. Plural: memorandums, memoranda.

‘The authors evidently failed to understand that a memorandum for the President was only a writer’s device to sell books, not a framework that had to be taken literally…. Instead of capturing the emotion and suspense of politics at the center, the authors have indeed produced an overlong memorandum.'”

Edward Cowan, The New York Times

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

Zeal (n), Zealous (adj)

In our current political and social environment, I think there is a strong case to be made that students possess the vocabulary to describe and understand people whose ideologies trump common sense and the direct evidence of their senses. Maybe these two context clues worksheets on the noun zeal and the adjective zealous will go some distance to meeting that end.

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.

Looney Tunes

Their characters are American icons at this point, and people (well, at least I do) still watch them, so here is a reading on Looney Tunes and its vocabulary-building and comprehension worksheet. For some reason, it still surprises me that this particular reading is of very high interest to students. In the ten years I’ve used this material in the classroom, kids regularly ask for 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.

Term of Art: Allusion

“Allusion: Usually an implicit reference, perhaps to another work of literature or art, to a person or an event. It is often a kind of appeal to a reader to share some experience with the writer. An allusion may enrich the work by association (q.v.) and give it depth. When using allusions a writer tends to assume an established literary tradition, a body of common knowledge with an audience sharing that tradition and an ability on the part of the audience to ‘pick up’ the reference. The following kinds may be roughly distinguished: (a) a reference to events or people (e.g. there are a number in Dryden’s and Pope’s satires); (b) reference to facts about the author himself (e.g. Shakespeare’s puns on Will; Donne’s puns on Donne, Anne, and Undone; (c) a metaphorical allusion (there are many in T.S. Eliot’s work); an imitative allusion (e.g. Johnson’s to Juvenal in London).”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Palate (n), Palette (n), and Pallet (n)

I’m not sure how fine any teacher wants to parse out vocabulary instructions, or what that same teacher considers an adequate high school lexicon. If your instructional plans call for sorting out the myriad homonyms in the English language, and you want to assist your students in building their own broad vocabularies, then these five worksheets on the nouns palate, palette, and pallet  may be of some utility to you.

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.

Charles Babbage on Stupid Questions

 “On two occasions I have been asked—‘Pray, Mr. Babbage, if you put into the machine the wrong figures, will the right answers come out?’ In one case a member of the Upper, and in another a member of the Lower, House put this question. I am not able rightly to apprehend the kind of confusion of ideas that would provoke such a question.”

Passages from the Life of a Philosopher ch. 5 (1864)

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Word Root Exercise: Circum-

Here is a worksheet on the Latin word root circum. It means, unsurprisingly, around. This root is at the base of at least two key words–circumference and circumstance–from the high school lexicon. Moreover, because it derives from the Latin, it forms the basis of a number of cognates in the Romance languages, particularly Spanish.

-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 Birthday Party by Harold Pinter

“What all this means only Mr. Pinter knows, for as his characters speak in non-sequiturs, half-gibberish and lunatic ravings, they are unable to explain their actions, thoughts, of feelings. If the author can forget Beckett, Ionesco, and Simpson he may do much better next time.”

Manchester Guardian 1958

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

Cultural Literacy: Burn the Midnight Oil

As students head off to college, teachers probably should explain to them the cognitive science research on “cramming” as a method of studying, i.e. that it is basically useless and mostly exhausting. Perhaps this Cultural Literacy worksheet on the idiom burn the midnight oil would serve as an elegant way to kill two birds with one stone: teach students a new idiomatic expression, and urge them to pace themselves when studying.

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 Sound and Meaning

“Writing is a code for what you say, not what you think. All known writing systems code the sound of spoken language.

So, on the first day of school, before any reading instruction has begun, every child in the class has bicameral mental representations of words: the know the sound of a word (which scientists called phonology), and its meaning (which scientists call semantics).”

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