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.

The Problem of Evil

This seems like as good (or the best) a time as any to post this short reading on the problem of evil and vocabulary building and comprehension worksheet that accompanies it. This has tended to be high-interest material for the students I’ve served in my career, particularly high school juniors and seniors.

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.

Rotten Reviews: On John Milton

“His fame is gone out like a candle in a snuff and his memory will always stink.”

William Winstanley, diary 1687

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

Learning Support: Timeline of World History

Somewhere, and I’ll post it in the future, I have an entire lesson that attends this brief timeline of world history. For now, I think this document has merit per se.

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.

Brewer’s Curious Titles: V.

“The first novel (1963) by Thomas Pynchon (b. 1937), an author of such reclusive habits that the only known photograph of him was taken in 1955. The title initial is the name under which a mysterious woman manifests herself at key moments of disaster that have contributed to the formation of modern Europe and America. V appears in various guises, including Victoria Wren, Victoria Meroving, Venus, Virgin, and Void. (The shape of the letter V many also symbolize the collision course between two otherwise unrelated chains of events.) The two protagonists, amont 200 named characters, are Herbert Stencil, obsessed with finding V, which he never does, and Benny Profane, an accident-prone realist. As Stencil’s father notes in his journal: ‘There is more behind and inside V than any of us had suspected. Not who, but what: what is she.’

V is also the title of a long poem (1985) by Tony Harrison (b. 1937), representing a kind of updating of the miners’ strike in Gray’s Elegy. The V of the title is a symbol of conflict (‘versus’). Harrison’s television broadcast of the poem in 1987 was controversial for its unflinching use of ‘four-letter words.'”

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

Gratify

Here’s a context clues worksheet on the verb gratify, which is apparently only used transitively. This is a word students should know–it’s that simple.

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.

Cultural Literacy: Wounded Knee

Here is a Cultural Literacy exercise on Wounded Knee and the tragic events that occurred there. It is short, so it serves only as an introduction to the subject, which absolutely warrants greater scrutiny and analysis.

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 Devil’s Dictionary: Dullard

“Dullard, n. A member of the reigning dynasty in letters and life. The Dullards came in with Adam, and being both numerous and sturdy have overrun the habitable world. The secret of their power is the insensibility to blows; tickle them with a bludgeon and they laugh with a platitude. The Dullards came originally from Boetia, whence they were driven by stress of starvation, their dullness having blighted the crops. For some centuries, they infested Philistia, and many of them are called Philistines to this day. In the turbulent times of the Crusades they withdrew thence and gradually overspread all Europe, occupying most of the high places in politics, art, literature, science, and theology. Since a detachment of Dullards came over with the Pilgrims in the Mayflower and made a favorable report of the country, their increase by birth, immigration, and conversion has been rapid and steady. According to the most trustworthy statistics the number of adult Dullards in the United States is but little short of thirty millions, including the statisticians, The intellectual center of the race is somewhere about Peoria, Illinois, but the New England Dullard is the most shockingly moral.” 

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000.

Write It Right: Conclude for Decide

Conclude for Decide: “‘I concluded to go to town.’ Having concluded a course of reasoning (implied) I decided to go to town. A decision is supposed to be made at the conclusion of a course of reasoning, but it is not the conclusion itself. Conversely, the conclusion of a syllogism is not a decision, but an inference.”

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

A Learning Support on the Admission of U.S. States

While rummaging around in the digital attic at Mark’s Text Terminal, I came upon this learning support on when states were admitted to the United States. I can’t for the life of me remember why I wrote it, but if you can use it, there it is.

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.

Transcontinental Railroad

If you teach United States History, this reading on the transcontinental railroad and its attendant comprehension worksheet might be something you could assign to struggling readers and English Language Learners.

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.