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.

Explicate (vt)

Here is a context clues worksheet on the transitive verb explicate, which is used transitively only. This is one of those verbs that the authors of The Writing Revolution call an “expository term.” In other words, this is a good word for high school students to know so they can learn to, you know, explicate things in the writing work we assign.

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.

An Independent Practice Worksheet on Forming the Plurals of Nouns

As I rummage through folders, I find all kinds of things that I wrote and lost track of. Here is an independent practice worksheet on forming the plurals of nouns.

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 School of Athens

“One of four frescoes by Raphael (1483-1520) painted c. 1509 in the Stanza della Segnatura, a room in the papal apartments in the Vatican. The work was commissioned by Pope Julius II, who also commissioned Donato Bramante to design the new St. Peter’s and Michelangelo to design his tomb and (against his will) to paint the Sistine Chapel ceiling. The frescoes in the Stanza della Segnatura are intended to demonstrate how neoplatonist philosophy justifies the power of the Roman Catholic Church. The School of Athens depicts Plato and Aristotle and a host of other philosophers, both ancient and modern, in a calm and balanced composition. The classical architectural setting–reminiscent of the new St. Peter’s–was painted from designs by Bramante, who himself acted as the model for the mathematician Euclid in the painting. Raphael’s portrait of his patron, Pope Julius, is in the National Gallery, London.

‘It took a soul as beautiful as his, in a body as beautiful as his, to experience and rediscover the true character of ancients in modern times.'”

Johann J. Winckelmann: on Raphael, in Thoughts on the Imitiation of Greek Art in Painting and Sculpture (1755)

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

Ibn Rushd

Here is a reading on Ibn Rushd, also known as Averroes: he was a Muslim philosopher who commented extensively on Aristotle. He is prominently featured in Raphael’s famous painting The School of Athens. This reading comprehension worksheet accompanies the reading.

See above for related materials.

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.

George Steiner on Culture and Conscience

“We know that a man can read Goethe or Rilke in the evening, that he can play Bach and Schubert, and go to his day’s work at Auschwitz.”

George Steiner

Language and Silence Preface (1967)

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

Word Root Exercise: Necro

Here is a worksheet on the Greek word root necro. It means dead and death. Necropolis is an old-fashioned word for cemetery.

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 Algonquin Wits: George S. Kaufman to Herbert Bayard Swope at Dinnertime

Herbert Bayard Swope, who had a penchant for dining at odd hours, called G.S.K. one evening at 9:30 one evening and asked, ‘What are you doing for dinner this evening?’

‘I’m digesting it,’ Kaufman replied.”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Nadir (n)

While I realize it is not word in particularly common use (not to mention students in secondary schools one hopes, not experienced the concept in their own lives yet), I think there is nonetheless the place in the high school classroom for this context clues worksheet on the noun nadir.

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.

James Jones: From Here to Eternity

The first novel (1951) by James Jones (1921-77), who was serving in the US infantry in Hawaii when the Japanese bombed Pearl Harbor in 1941. Twice promoted and twice reduced to private, he fought at Guadalcanal and was wounded in the head by a mortar fragment. The novel, which won a National Book Award, draws on his own experiences in Hawaii and caused a sensation for its expose of army brutality and its outspokenness about sex and military mores. The film (1952) was a slick, sexually oblique version directed by Fred Zinnemann. The title comes from the poem ‘The Gentlemen Rankers’ (1889) by Rudyard Kipling (1865-1936) about oppressed junior ranks:

‘Gentlemen-rankers out on the spree,
Damned from here to Eternity,
God ha’ mercy on such as we.'”

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

Bare (adj), Bear (n), and Bear (vt/vi)

Here are five worksheets on the homophones bare and bear. They’re short, and therefore, in my classroom, useful for a number of purposes, most commonly to begin an instructional period after a class transition.

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.