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.

Brewer’s Curious Titles: Rebel Without a Cause

“A film (1955) adapted by Stewart Stern and Irving Shulman from the story ‘Blind Run’ by Robert M. Lindner. The rebel of the title is a rebellious teenager whose unruly behavior culminates in a death-defying challenge in which he and a rival drive their cars full speed towards the edge of a cliff. Starring James Dean, Natalie Wood and Sal Mineo, the film acquired iconic status among the restless youth of the 1950s, Dean in particular often being referred to as the ‘rebel without a cause.'”

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

A Lesson Plan on the Greek Word Root Anthrop/o

It’s a very productive root in English, and at the root of a lot of words used in scholarly and academic discourse, so I expect this lesson on the Greek word root anthrop/o, which means man and human, should be useful to teachers in several disciplines. I start this lesson with this context clues worksheet for the noun humanity to provide a basis for the heuristic work this scaffolded worksheet with an independent practice assignment requires of students. The context clues worksheets can serve as the prior knowledge students will need to help them understand the meaning of this Greek word root.

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: Virtue

“A virtue is a trait of character that is to be admired: one rendering its possessor better, either morally, or intellectually, or in the conduct of specific affairs. Both Plato and Aristotle devote much time to the unity of the virtues, or the way in which possession of one in the right way requires possession of the others; another central concern is the way in which possession of virtue, which might seem to stand in the way of self-interest, in fact makes possible the achievement of self-interest properly understood, or eudaimonia. But different conceptions of moral virtue and its relation to other virtue characterize Platonic, Aristotelian, Stoic, Christian, Enlightenment, Romantic, and 20th-century ethical writing. These divisions reflect central preoccupations of their time and needs of the cultures in which they gain predominance: the humility, charity, patience, and chastity of Christianity would have been unintelligible as ethical virtues to classical Greeks, whereas the ‘magnanimity‘ of the great-souled man of Aristotle is hard for us to read as an unqualified good, Syntheses of Christian and Greek conceptions are attempted by many, including Aquinas, but a resolute return to an Aristotelian conception has been impossible since the emergence of generalized benevolence as a leading virtue. For Hume a virtue is a trait of character with the power of producing love or esteem of others, or pride in oneself, by being ‘useful or agreeable’ to its possessors and those affected by them. In Kant, virtue is purely a trait that can act as a handmaiden to the doing of duty, having no independent, ethical value, and in utilitarianism, virtues are traits of character that further pursuit of the general happiness.”

Excerpted from: Blackburn, Simon. The Oxford Dictionary of Philosophy. New York: Oxford University Press, 2008.

Elie Wiesel’s Night

If you can use it, here is a reading on Elie Wiesel and his classic memoir Night and the reading comprehension worksheet that attends it. At the school in which I currentlhy serve, we have always used this book in, if I’m not mistaken, sophomore English.

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.

Lessen (v) and Lesson (n)

Here on a rainy Monday are five homophone worksheets on the verb lessen and the noun lesson to build vocabulary, reinforce good English usage, and resolve confusion about these soundalikes.

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.

Calvin, to Hobbes, on Extraterrestrial Contact

“Sometimes I think the surest sign that intelligent life exists elsewhere in the universe is that none of it has tried to contact us.”

Bill Watterson, Calvin and Hobbes (comic strip), 8 Nov. 1989

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Fallacy (n)

Over the years, I’ve developed a variety of materials related to the composition of synthetic research papers, particularly around marshaling evidence, citing sources, and postulating theses. I developed this context clues worksheet on the noun fallacy for use in the service of the latter task.

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: Rudyard Kipling

“I’m sorry, Mr. Kipling, but you just don’t know how to use the English language.”

San Francisco Examiner, rejection letter to Kipling, 1889″

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

Cultural Literacy: The Big Bang

Last thing on a suddenly hectic Sunday morning: here, if you can use it, is a Cultural Literacy worksheet on the Big Bang.

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: President

“President n. The leading figure in a small group of men of whom—and of whom only—it is positively known that immense numbers of their countrymen did not want any of them for President.”

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