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.

6 Evolutionary Stages of History

“Clan communism * Autocratic Monarchy * Feudalism * Capitalism * Socialism * Communism

This is the Communist view of history, as set out by Marx and Engels, looking out over the wreck of the various social revolutions what were destroyed in the 1840s and dreaming of inevitable victory in the future. First we have the primitive clan communism of hunter-gatherer families; then once irrigated riverine agriculture is developed, the ancient autocratic monarchies, which endure as empires until they collapse from the weight of their own military-bureaucracy into the more enduring feudalism. With the growth of cities and maritime trading nations, feudalism matures into capitalism, which through the dictates of growth, decency, and efficiency evolves into industrialized socialism, which perfects as communism.

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: Sweatshops

I’m hard pressed to think of a better document to post on this Labor Day to remind us why the holiday exists than this Cultural Literacy worksheet on sweatshops.

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.

Children of a Lesser God

“A play (1979) by the US dramatist Mark Medoff (b. 1940) about the efforts of a hearing therapist to develop a relationship with a profoundly deaf young woman who refuses all offers of help. Written especially for the deaf actress Phyllis Frelich, it was filmed with Marlee Matlin, also deaf, in 1986. The title refers to the tendency of people with good hearing to dismiss the hearing impaired as inferior beings.”

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

Joseph Stalin

Here is a reading on Joseph Stalin for your sophomore global studies class if you’re in New York City, and maybe in the entire state; this comprehension worksheet 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.

Rotten Reviews: James Joyce

[This review refers to A Portrait of the Artist as a Young Man.]

“…as a treatment of Irish politics, society or religion, it is negligible.”

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

Parsing Sentences Worksheets: Pronouns

Here is my last set of parsing sentences worksheets, these four on pronouns. As I’ve mentioned in previous posts about this type of document, I’m not sure if anyone parses sentences anymore in classrooms; I think it’s a defensible exercise, particularly with struggling readers and writers. and it does teach the concept of basic English usage–something, alas, that doesn’t appear to matter in New York City schools.

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: Infinitive

“The non-finite verb that has the uninflected form of the verb: be, say, dig, make. The form may be used alone (the BARE INFINITIVES I made him tell the truth). The bare infinitive is commonly used after a modal auxiliary verb (be after the modal may in We may be late) and after the auxiliary verb do (I did answer your letter, They do know the difference). It is also found in the complementation of a small number of main verbs such as have, let, make, see, and hear (I had Tom paint the fence; The soldiers let us pass; They need us to leave). In some instances, either type of infinitive may be used: Steven helped Susan (to) teach the children good manners; What Sidney did was (to) help Justin with his homework. The to- infinitive has a wider distribution as the verb in an infinitive construction: (1) It may be a subject (To meet you was a great pleasure), though a variant with postponed subject is more usual: It was a great pleasure to meet you. (2) It may be the object in various types of verb complementation: I hope to see Judith and Percy soon; I asked John and Joyce to come to my party; Jeffrey and Rosalind want me to be there. (3) It may be introduced by a wh word: Anton and Stella asked me what to advise their elder son. (4) It may function in various semantic classes of adverbial: To set the alarm, press four digits; He grew up to be a fine man; To be frank, the meeting was boring.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Its (Possessive Pronoun) and It’s (Contraction)

Here are five homophone worksheets on its and it’s. I guess, strictly speaking, these aren’t really homophones, since they both employ it, a neuter pronoun with a fixed meaning. These worksheets really address the punctuation of these words. Students, particularly English language learners in my experience, accustomed to forming the possessive case of nouns with an apostrophe find the punctuation of these two words counterintuitive. Thus,  these worksheets to provide some practical experience using this pronoun in these two forms in sentences.

The worksheets themselves have a somewhat lengthy excursus, in their definition of its, on pronoun-antecedent agreement when using this possessive pronoun. That material derives from my study, a few years back, of the Trivium and its possibilities for use in my classroom. The book I read went on at some length, as I recall, about the importance to logic and grammar of not using locutions like “the committee did their work” and favoring “the committee did its work”.  I suspect that in some cases that material would be better deployed on an entirely separate series of worksheets that contrast its and their in pronoun-antecedent grammar exercises.

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.

Empathy (n)

Although it appears to be a virtue that is fading from our public and personal lives, here, nonetheless, is a context clues worksheet on the noun empathy. I’d like to think someone, somewhere, needs this material.

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.

Term of Art: Appositive

Indicating close, adjacent, or equivalent relation, such as a following noun that further describes of specifies, e.g., ‘it’s near Chat’s Last Stand, the fast food place.’”

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