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.

Czeslaw Milosz on the Intellectually Smug Comfort of Dialectics

“Paradoxical as it may seem, it is this subjective impotence that convinces the intellectual that the one method is right. Everything proves it is right. Dialectics: I predict that the house will burn; then I pour gas over the stove. The house burns; my prediction is fulfilled. Dialectics: I predict that a work of art incompatible with socialist realism will be worthless. Then I place the artist in conditions in which such work is worthless. My prediction is fulfilled.”

Excerpted from: Milosz, Czeslaw. Trans. Jane Zielonko. The Captive Mind. New York: Vintage, 1981.

Common English Verbs Followed by an Infinitive: Choose

Here is a worksheet on the verb choose as followed by an infinitive. I’ll not choose to write any more subpar curricular 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.

A Pair of Learning Supports on Ellipsis Points

As I mentioned in a post last week, a recent editing job caused me to develop some learning supports on punctuation; this week’s is a pair of learning supports on using ellipsis points. The text is drawn, as with the previous week’s post on using slashes, from June Casagrande’s The Best Punctuation Book, Period. (Berkeley: Ten Speed Press, 2014) and Susan Thurman’s The Only Grammar Book You’ll Ever Need (Avon, MA: Adams Media, 2003).

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.

Coda

“Coda (noun): A concluding part of a literary work, often as a set piece that rounds out or brings another; culminating passage; peroration.

‘The message was the same each time—learn to love thyself—and was usually tacked on as abruptly as those codas that once concluded episodes of Father Knows Best. Frank Rich, The New York Times.'”

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

The Weekly Text, Friday 16 June 2023: History of Hip-Hop Lesson 15, Public Enemy Picks up the Baton

This week’s Text offers the fifteenth lesson plan of the History of Hip-Hop Unit, this one on one of the seminal groups in the genre, Public Enemy. The lesson opens with this Cultural Literacy worksheet on Marcus Garvey. This is a full-page document with a reading of four sentences, two of them relatively simple compounds, and seven comprehension questions. A bit longer, in other words, than the typical do-now exercise.

Because of Public Enemy’s importance to the genre, there are an inordinate number of materials to use with this lesson. I’ve tended to use them all, but obviously you can pick and choose. So, for starters, here is a reading on Public Enemy along with its comprehension worksheet. Secondarily–or primarily, if you prefer–here are the lyrics to “Fight the Power”, one of the group’s best known songs and the opening theme to Spike Lee’s film Do the Right Thing, along with the analytical reflection 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.

Oscar Wilde on Hypocrisy

“I hope you have not been leading a double life, pretending to be wicked and being really good all the time. That would be hypocrisy.”

Oscar Wilde

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

Furtive (adj)

Here is a context clues worksheet on the adjective furtive.  It means, variously, “done by stealth,” “surreptitious,” “expressive of stealth,” “sly,” “obtained underhandedly,” and “stolen.” The adjective is furtively and the noun is furtiveness. This is a relatively high-frequency word in English and one, I would argue, students really ought to know before they graduate high school.

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.

Write It Right: Defalcation for Default

“Defalcation for Default. A defalcation is a cutting off, a subtraction. A default is a failure in duty.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

A Pair of Learning Supports on Using Slashes and Backslashes

Recently, I edited a the fourth iteration of a privately published book that I have worked with on and off for about twenty-five years. In this most recent edition, I thought the author relied too heavily on slashes where he should have been using coordinating conjunctions. So, I prepared these two learning supports on using slashes and backslashes. These texts are drawn from June Casagrande’s The Best Punctuation Book, Period, (Berkeley: Ten Speed Press, 2014) and, from Susan Thurman’s book The Only Grammar Book You’ll Ever Need (Avon, MA: Adams Media, 2003).

Incidentally, the slash is also known as a virgule and solidus. But for our vernacular? Slash (in spite of its complicated polysemy) and backslash are the right words to describe these punctuation marks.

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.

The Weekly Text, Friday 9 June 2023: History of Hip-Hop Lesson 14, The Message: Hip-Hop as Political and Social Manifesto

Don’t worry, after this, only two lessons remain to post in the History of Hip-Hop Unit. This week’s Text is lesson plan fourteen of the unit, on Grandmaster Flash and the Furious Five’s seminal Hip-Hop recording, “The Message.” This lesson begins, after your class change, with this Cultural Literacy worksheet on the concept of a manifesto. The central work of this lesson is a reading, and a listening, for which I use this Official Video of the song on YouTube, and the lyrics to the song, to guide students toward completing these comprehension and analytical questions on these verses.

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.