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 Peace of Westphalia

While I’m not sure why I prepared it in the first place–this isn’t something even touched upon, let alone covered in depth, in the global studies classes I co-taught in New York City–here in any case are a reading on the Peace of Westphalia and the comprehension worksheet that accompanies 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: Readability

“A measure of how easy it is to comprehend a text depending on a number of variables. These include vocabulary, sentence complexity, format, writing style, and topic, plus the reading comprehension level, interest, background information, and decoding skills of the reader.

Some methods of predicting the readability of a text are used to gauge whether an individual can successfully read and comprehend a passage. One such method is to read a section of a passage and count the number of words that are unfamiliar to the reader. If, for example, the reader encounters more than three unfamiliar words, the readability may be too difficult.

In educational settings, a text’s readability is often measured in grade level. For example, a history textbook with a readability of 9.3 means an average ninth grade, third month student should be able to read and comprehend it.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Garment (n)

It’s not a word one hears used much anymore–although New Yorkers still call part of Manhattan the Garment District–but here, nonetheless, is a context clues worksheet on the noun garment.

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.

Book of Answers: Gargantua and Pantagruel by Francois Rabelais

“How are Gargantua and Pantagruel related? In Rabelais’s French satire Gargantua and Pantagruel (1533), Gargantua is Pantagruel’s father. Both are giants who go on humorous adventures.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

George Orwell on Language

“The great enemy of clear language is insincerity. When there is a gap between one’s real and one’s declared aims, one turns as it were instinctively to long words and exhausted idioms, like a cuttlefish spurting out ink.”

George Orwell

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

A Learning Support on the Parts of Speech

OK, here is a short glossary of the parts of speech adapted from The Elements of Style.

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: One Day in the Life of Ivan Denisovich

“(Russian title: Odin den Ivana Denisovicha). A novel (1962; English translation 1963) by Alexander Solzhenitsyn (1918-2008), first published outside the USSR. Live on one of Stalin’s labour camps in 1950 is seen through eyes of an inmate; the author was himself in such a camp from 1950 to 1953. A film version (1971), directed by Caspar Wrede and starring Tom Courtenay, was a fairly faithful adaptation of the original, with all its harrowing detail.”

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

Heart of Darkness

Here is a reading on Joseph Conrad’s masterpiece, Heart of Darkness, with the comprehension worksheet that accompanies it. This novel was part of the curriculum in the school in which I served the longest, though it may in retrospect have been for Advanced Placement English.

In any case, this is both an introduction and an overview of the novel–and its critique of colonialism belongs in every classroom, I submit.

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.

19 at a Table–and the 13th Month

“Thirteen is a famously unlucky number in the Western world. I certainly grew up with the belief that to invite thirteen guests to sit around the table doomed the last to some nameless dread–so, to avoid that fate, out table was always laid to include fourteen. It was a belief shared by Napoleon, F.D. Roosevelt and John Paul Getty, and concern over the number 13 is the most common form of Western superstition. Hotels often have no room 13, tower blocks tend to avoid a 13th floor, and travel agents know that the thirteenth of a month (especially if it falls on a Friday) will be short of bookings.

The most common explanation of unlucky thirteen is the Last Supper, where thirteen sat down to eat, one of whom was a traitor plotting the arrest and judicial murder of his host and master. But similar stories can be found in many other cultures, such as the Viking Norse, who remembered how Loki stumbled into a gathering of twelve gods (from which he had been excluded) and in his envy started plotting the events that would lead to the end of the world.

Robert Graves enthusiastically listed in The White Goddess the various mythological companies of thirteen that tend to lead to the betrayal, if not sacrificial death, of one of their members: be they Arthur and his twelve nights, Odysseus and his twelve companions, Romulus and the twelve shepherds, Roland and the twelve peers of France, Jacob and his twelve sons, of Danish Hrolf and his twelve Berserks. Not to mention the thirteen dismembered portions of Osiris’s body recovered by Isis from the Nile.

The ultimate cause of our attitude to thirteen may be that the thirteenth month of the year was always weak and withered. For, although twelve lunar months almost fill up our solar year (to produce 360 days from twelve sets of 29 and a half days), there was always the issue a left-over period of five days. This was considered in ancient cultures to be the thirteenth month, a five-day oddity, often believed to be a period of immensely bad luck where the world was not policed by the normal powers, and evil spirits held brief reign. Some cultures made this into a Saturnalia-like carnival, where the norman roles of society were reversed; others deemed it a needful time for sacrifice.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Cultural Literacy: Beowulf

Happy New Year! Here, for the first blog post of the New Year, is a Cultural Literacy worksheet on Beowulf.

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.