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 Rotten Reviews Omnibus on Edgar Allan Poe

“After reading some of Poe’s stories one feels a kind of shock to one’s modesty. We require some kind of spiritual ablution to cleanse our minds of his disgusting images.”

Leslie Stephen, Hours in a Library 1874

“A verbal poet merely; empty of thought, empty of sympathy, empty of love for any real thing…he was not human and manly.”

John Burroughs, The Dial 1893

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

Cultural Literacy: Allen Ginsberg

From my sophomore year of high school on, I was quite taken with The Beat Generation. In the event that you have any students with a similar interest (I still stumble across one every so often), this cultural literacy worksheet on the late, great Allen Ginsberg might be a place for them to start in the pursuit an inquiry into the Beats.

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.

Double Entendre

“Double Entendre (noun): A provocative ambiguity in an expression, especially a humorous or risqué connotation in a word or phrase; double meaning. British: double-entente.

‘The editor was also often on the edge of panic about suspected double entendre, and after thirty-one years I recall his concern about an Arno drawing of one of his elderly gentlemen of the old school dancing with a warmly clinging young lady and saying, ‘Good God, woman, think of the social structure!’ Ross was really afraid that “social structure” could be interpreted to mean a certain distressing sexual phenomenon of human anatomy.’ James Thurber, The Years with Ross”

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

Southern States Secession and Readmission Dates Learning Support

Here’s another document I must have written on student request, because I cannot imagine why I would ever need this learning support for the dates states seceded from the Union during the American Civil War, as well as the dates they were readmitted after the War.

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 Weekly Text, January 11, 2019: A Reading and Comprehension Worksheet on Confectioner and Philanthropist Milton Hershey

This week’s Text is a reading on reading on chocolate tycoon and philanthropist Milton Hershey along with its comprehension worksheet. As this reading can explain to you and your students, Hershey was an interesting guy.

Several years ago “60 Minutes” ran a feature, which I cannot find on the Internet, on the possible sale of the Hershey Company. It was controversial because the philanthropies Milton Hershey contrived, particularly the Milton Hershey School, directly benefit from the company’s profits, and would lose that support in the event the company was sold. As far as I can tell (short of spending hours of research on this, which I really cannot afford to do at the moment), this issue remains unresolved.

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.

Why Read?

“…What is reading for? We read in order to understand thoughts: either someone else’s thought, or our own thoughts from the past. That characterization of the function of reading highlights that another mental act had to precede it: the mental act of writing. So perhaps we should begin by thinking about the function of writing. I think I need milk, I write that thought on a note to myself, and later I read what I’ve written and I recover the thought again: I need milk. Writing is an extension of memory.”

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

Paradigm (n)

Alright, here is another one of Merriam-Webster’s Words of the Day rendered as a context clues worksheet on the noun paradigm. This word, means “a philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind.”

Needless to say, this is a very important word and concept for learning and for categorizing knowledge. Students, especially college-bound students, really must know this word by the time they don their mortarboards and walk across the stage at graduation.

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.

Richard Feynman on Knowledge and Ignorance

“I believe that a scientist looking at nonscientific problems is just as dumb as the next guy.”

Richard Feynman

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Populace (n) and Populous (adj)

Here are five worksheets on the homophones populace and populous. These are vocabulary builders as well as usage guides. I guess there is not much more to say about them then that.

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.

Brewer’s Curious Titles: 2001: A Space Odyssey

“A science-fiction novel (1968, from his own screenplay) by Arthur C. Clarke (b. 1917). While the novel demonstrates Clarke’s ability to extrapolate from known data, it also represents a philosophical quest for the meaning of life and an investigation into the evolutionary process. 2010: Odyssey Two (1982) is a sequel; it was followed by 3001: the Final Odyssey (1997). The film version (1968), directed by Stanley Kubrick, was a masterly blend of technical wizardry and obscure symbolism, criticized by some for its tedium but praised by others for its moments of striking imagery. The music was by various composers, but most memorable of all was the ‘Sunrise’ opening of Richard Strauss’s Also Sprach Zarathustra (1896). The film acquired a cult status as a vision of the technological future, even if space exploration had not advanced nearly as far in reality by 2001. It inspired a sequel (1984) directed by Peter Hyams under the title 2010, but fans of the original movie were not impressed and gave it the alternative title Ten Past Eight.

David Bowie’s song ‘A Space Oddity‘ plays none too subtly on Clarke’s title.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.