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 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.

The Doubter’s Companion: Ad Hominem

Ad Hominem: The obverse of hero worship. Both indicate an unwillingness to deal with content.

Public figures have complained for decades about the growing tendency to judge them by violent personal attacks, often aimed at their private lives. But as public actors have chosen to assume Heroic guises—whether majestic, saintlike, martyred, romantic or touching—so those they attempt to seduce have reacted with personalized integral vilification.

There is nothing new about such ad hominem attacks. They were widely used for political purposes in the late eighteenth and nineteenth centuries. If public figures paid a little more attention to history, they would know that their predecessors led a much rougher life. Today they are protected by concentrated media ownership, the obsession of the large professional elites with respectable public behavior and, in most countries, overly strict libel laws. Given that ours is a management-oriented society, we give far too much importance to the smoothness of public discourse and fear serious open verbal conflict.

Contemporary ad hominem resembles that of an earlier period—the seventeenth and eighteenth centuries. This was a society of courtiers constantly in pursuit of meaningless power. Court life was measured by personal details—orgasms, medals, gloves, cleavages, and titles. Ad hominem fed the endless appetite for gossip which filled the salons and occupied the days of those caught up in the complex structures of the state. These were powerless people living by irrelevant criticisms in the shadow of false human gods—the absolute monarchs. That such detached ad hominem attacks have returned with a vengeance in the late twentieth century suggests that we have also returned to the courtier-based society of the great palaces, which have been transformed into the great professions and the great organizations of the public and private sector.

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

The Weekly Text, Friday 20 January 2023: History of Hip-Hop Lesson 7, Muddy Waters Invents Electricity: The Electric Blues after World War II

Here is the seventh lesson plan of the History of Hip-Hop. I begin this lesson with this Cultural Literacy worksheet on de facto segregation.

The mainstay of this lesson is this reading on Muddy Waters and its accompanying comprehension questions worksheet and organizer. As this lesson involves listening to some of Muddy Waters’ music, here is a document with the lyrics for two songs: the first is “I’m a Man,” a blues chestnut and proto-civil rights anthem, which Muddy apparently co-wrote with Elias McDaniel, aka Bo Diddley; the second is “Who Do You Love?”, one of Bo Diddley’s hits and one of the baddest, in my not even remotely humble opinion, rock-and-roll songs ever written or recorded (and it has been covered extensively). Finally, here is a worksheet with analytical questions for these lyrics.

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.

Norman Mailer on Newspapers

“Once a newspaper touches a story, the facts are lost forever, even to the protagonists.”

Norman Mailer

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

Common English Verbs Followed by an Infinitive: Arrange

Here is a worksheet on the verb arrange as it is used with an infinitive. I arranged to eschew henceforth dicey instructional 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: Summarization

“summarization: The process of determining important information in a text and explaining it briefly in one’s own words.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Cultural Literacy: Personal Pronoun

This Cultural Literacy worksheet on the personal pronoun joins a plethora of material on its subject on this blog. Editorially, I would just like to note that antecedent-pronoun agreement is still one of those points of grammar that directly aids clear communication in both speech and prose.

In any event, this is a full-page worksheet with a two-sentence reading and four comprehension questions. The reading itself includes a list of the personal pronouns and their respective cases; the comprehension questions call upon students to write sentences employing personal pronouns extemporaneously. This is, like just about everything else on this blog, a Word document that you may revise to suit your classroom’s 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.