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.

The Great Migration in American Culture, Politics, and Society

Toni Morrison’s parents migrated from Alabama to Lorraine, Ohio. Diana Ross’s mother migrated from Bessemer, Alabama to Detroit, her father from Bluefield, West Virginia. Aretha Franklin’s father migrated from Mississippi to Detroit. Jesse Owens’s parents migrated from Oakville, Alabama, to Cleveland when he was nine. Joe Louis’s mother migrated with him from Lafayette, Alabama to Detroit. Jackie Robinson’s family migrated from Cairo, Georgia, to Pasadena, California. Bill Cosby’s father migrated from Schuyler, Virginia to Philadelphia, where Cosby was born. Nat King Cole, as a young boy, migrated with his family from Montgomery, Alabama to Chicago. Condoleeza Rice’s family migrated from Birmingham, Alabama to Denver, Colorado, when she was twelve. Thelonious Monk’s parents brought him from Rocky Mount, North Carolina, to Harlem when he was five. Berry Gordy’s parents migrated from rural Georgia to Detroit, where Gordy was born. Oprah Winfrey’s mother migrated from Koscisusko, Mississippi, to Milwaukee, where Winfrey went to live as a young girl. Mae Jemison’s parents migrated from Decatur, Alabama, to Chicago when she was three years old. Romare Bearden’s parents carried him from Charlotte, North Carolina, to New York City. Jimi Hendrix’s maternal grandparents migrated from Virginia to Seattle. Michael Jackson’s mother was taken as a toddler from Barbour County by her parents to East Chicago, Indiana; his father migrated as a young man from Fountain Hill, Arkansas, to Chicago, just west of Gary, Indiana, where all the Jackson children were born. Prince’s father migrated from Louisiana to Minneapolis. Sean “P. Diddy” Combs’s grandmother migrated from Hollyhill, South Carolina, to Harlem. Whitney Houston’s grandparents migrated from Georgia to Newark, New Jersey. The family of Mary J. Blige migrated from Savannah, Georgia, to Yonkers, New York. Queen Latifah’s grandfather migrated from Birmingham, Alabama, to Brooklyn. August Wilson’s mother migrated from North Carolina to Pittsburgh, following her own mother, who, as the playwright told it, walked most of the way.”

Excerpted/Adapted from: Wilkerson, Isabel. The Warmth of Other Suns: The Epic Story of America’s Great Migration. New York: Vintage, 2011.

The Weekly Text, 3 February 2023, Black History Month 2023 Week I: A Reading and Comprehension Worksheet on the Boston Massacre

It’s the first Friday of Black History Month 2023. For this and the following three Fridays, Mark’s Text Terminal will offer (as it does every year), materials for the observance of the month. That said, let me offer my usual disclaimer here: at this blog, and in my own teaching practice, every month is Black History Month. However, I work on this blog to observe this month, first proclaimed by Carter G. Woodson, because I am not in the business of second-guessing a scholar of his stature.

This week’s Text is this reading on the Boston Massacre with its attendant vocabulary-building and comprehension worksheet. Interestingly, this reading fails to mention Crispus Attucks, one of the dead of the Boston Massacre–history records him as the first to die. He was a Black man who was one of the first martyrs to the cause of independence for the 13 colonies that would become the United States. So there are a couple of critical issues here for students to mull: the first is the erasure of Crispus Attucks, whose martyrdom is a salient fact in the history of this event, and therefore to the history of this nation; the second is the bitter irony of a Black man dying for the freedom of a country whose inhabitants, just about anywhere outside Boston, at the time of his death, would have enslaved him.

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.

Common English Verbs Followed by an Infinitive: Attempt

Reducing the pile one document after another, here is a worksheet on the verb attempt as used with an infinitive. I attempted to design some materials on gerunds and infinitives, but failed in the end.

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.

Ottava Rima

“Ottava Rima: In prosody a stanza of eight lines rhyming a-b-a-b-a-b-c-c. The form, which arose in Italy in the 14th century, was used by Boccaccio, Tasso, Ariosto, and many other Italian poets. In English is is usually written in iambic pentameters. It was used, for example, by Keats in ‘Isabella‘ (1820); in ‘Don Juan,’ Byron strikes the mock-heroic, almost burlesque note that has come to be associated with the form.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cultural Literacy: Quotation Marks

Moving right along this morning, here is a Cultural Literacy worksheet on quotation marks. This is a half-page worksheet with two comprehension questions and space to write practice sentences. Even in this short reading, the authors and editors manage to explain, simply, with an example, the single/double quotation mark rule in punctuation.

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: Omensetter’s Luck

“…Gass has not a particle of the savoir-faire of Faulkner. The pages ramble on, almost devoid of dialogue. This first novel is not for the reader longing for a good story narrative.”

Library Journal

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

The Weekly Text, Friday 27 January 2023: History of Hip-Hop Lesson 8, James Brown Brings the Funk

This week’s Text is the eighth lesson plan of the History of Hip-Hop Unit. I’ve begun this lesson with this Cultural Literacy worksheet on the Civil Rights Movement. This is a full-page document with a paragraph-length reading (seven sentences, to be exact) and six comprehension questions, so depending on your idea of a do-now exercise, this one might exceed proper length. Fortunately, like nearly everything else on Mark’s Text Terminal, this document is formatted in Microsoft Word, so you can edit, adapt, and revise freely.

The main part of this lesson is this reading on James Brown and its accompanying worksheet with seven comprehension questions. Finally, here are the the lyrics to “Say It Loud, I”m Black and I’m Proud,” one of the many great songs James Brown recorded. My version of this lesson includes playing the song.

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.

Elizabeth Bibesco on Irony

“Irony is the hygiene of the mind.”

Elizabeth Bibesco

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

Comprise (vt)

Its use is complicated, so it is often misused, but here, nonetheless, is a context clues worksheet on the transitive verb comprise. It means “to include especially within a particular scope,” “to be made up of,” “compose,” and “constitute.” All of this said, before teaching this word, you might be well served to review usage rules for it.

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.

Cultural Literacy: Roman Numerals

Here is a Cultural Literacy worksheet on Roman numerals. This is a half-page worksheet with a reading–which is relatively complicated due to its carrying examples of Roman numerals themselves–of five sentences and three comprehension questions. As I look at it, I begin to suspect that this is too much complex material to cram into half of a page.

But what do you think? This is a Microsoft Word document, so you can alter it to your students’ needs.

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.