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.

Word Root Exercise: Geo

Day four of a new job today. Here is a worksheet on the Greek root geo. It means, as your students probably won’t take long to figure out, earth. This is another of those very productive roots in English, and it shows up in words used across the common domain in the high school curriculum, particularly in the physical sciences.

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.

Buffoon (n)

I’m hard pressed to find a better day than today–election day–to post this context clues worksheet on the noun buffoon. This is a relatively commonly used noun in English, and certainly should be part of the inventory of anyone interested in talking about politicians and their ilk.

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: The Day of the Locust

“A dark novel (1939) by the US writer Nathanael West (1903-1940). The work explores the seamy underside of Hollywood (where West himself had worked as a scriptwriter), and shows how it eats away at people’s better selves. At the end Homer, a harmless but unexciting accountant, knocks down a boy who attacks him, and is in turn overwhelmed by a group of people (like a swarm of locusts) who are waiting for the arrival of stars at a a premiere.

‘I will restore to you the years that the locust hath eaten, the cankerworm, and the caterpillar, and the palmerworm, my great army which I sent among you.’

Joel 2:25

John Schlesinger’s 1975 film of West’s book, with Donald Sutherland and Karen Black, was highly regarded.”

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

The 13th, 14th, and 15th Amendments

On Election Day, 2018 it is a rainy day in Springfield, Massachusetts. Don’t let that prevent you from getting to your polling place! This is one of the most consequential elections cycles in my life time. I’m an old guy now, so you know that’s really saying something.

Today seems like as good a time as any (I’d actually been saving these for a Black History Month post) to post this reading on the 13th, 14th and 15th. Amendments and its accompanying comprehension worksheet. Also, this Everyday Edit on the Voting Rights Act is an timely document to post this morning, especially in light of the attempts around the country to suppress universal suffrage. Incidentally, if you like that Everyday Edit exercise, I’ll remind you once again that the good people at Education World give away a year’s supply of them at no cost to you.

Please vote!

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: Anti-Hero

“A ‘non-hero’ or the antithesis of a hero of the old-fashioned kind who was capable of heroic deeds, who was dashing, strong, brave and resourceful. It is a little doubtful whether such heroes have ever existed in any quantity in fiction except in some romances (q.v.) and in the cheaper kind of romantic novelette (q.v.). However, there have been many instances of fictional heroes who have displayed noble qualities and virtuous attributes. The anti-hero is the man who is given the vocation of failure.

The anti-hero—a type who is incompetent, unlucky, tactless, clumsy, cack-handed, stupid, buffoonish—is of ancient lineage and is to be found, for instance, in the Greek new comedy (q.v.). An early and outstanding example in European literature is the endearing figure of the eponymous knight of Don Quixote(1605-1615). But perhaps the first anti-heor who fits the modern image is Hylas, in d’Urfe’s very successful Astree (1627). Another notable instance is Tristram Shandy in Sterne’s Tristram Shandy (1760-1767). On can find isolated representatives in European from the 18thcentury onwards, for example Hasek’s Schweik in The Good Soldier Schweik (1920-23). A case could be argued that Leopold Bloom in Joyce’s Ulysses (1922) is a kind of anti-hero. Charles Lumley in John Wain’s Hurry on Down (1953) is another. When Kingsley Amis created Jim Dixon in Lucky Jim (1954) the post-war anti-hero type was established, and the anti-hero Jimmy Porter of John Osborne’s play Look Back in Anger (1957) produced a succession of personalities of the same kind. Other examples are Sebastien in J.P. Donleavy’s The Ginger Man (1955). Herzog in Bellow’s Herzog (1964), and Yossarian in Joseph Heller’s Catch 22 (1961). The principal male characters in several of Graham Greene’s novels are also anti-heroes.”

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

Word Root Exercise: Gnos, Gnom, Gnomon

One last thing this afternoon, to wit a worksheet on the Greek roots gnos, gnom, and gnomon. They mean knowledge, and they show up in words like diagnosis and prognosis, which makes this another one of those roots to produce a lot of words in the health professions.

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.

Role (n), Roll (n), and Roll (vt/vi)

Here’s a series of five homophone worksheets on the noun role, the noun roll, and the verb, used both transitively and intransitively, roll. In general, and only this conclusion requires only scant thought, roll as these two parts of speech is a very busy polysemous word.

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.

Timely Words from James Madision

“Learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public liberty.”

James Madison (1751-1836)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Independent Practice: Roman Republic

On a bright autumn afternoon the day before Halloween, here is an independent practice worksheet on the Roman Republic.

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: George Bernard Shaw Pans Othello

“Pure melodrama. There is not a touch of characterization that goes below the skin.”

George Bernard Shaw, Saturday Review 1897 

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