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.

Jacob Bronowski on Scholarly Work and Virtue

“By the worldly standards of public life, all scholars in their work are of course oddly virtuous.”

Jacob Bronowski in a lecture at the Massachusetts Institute of Technology (1953)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Cultural Literacy: Bacchus

OK, here is a Cultural Literacy worksheet on Bacchus. He is, as my late, great friend Fritz Hewitt once said, “the god of rave-up.” If you prefer, the reading in this worksheet puts it, a bit more academically: Bacchus is the “Greek and Roman god of wine and revelry.” This is a half-page worksheet with a reading of five sentences–all short–and three comprehension questions. Even a reading this short, from The New Dictionary of Cultural Literacy, hits all the bases, including associating Bacchus with Dionysus, which is useful.

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.

Quintilian

“Quintilian Latin Marcus Fabius Quintilianus: (AD35?-after 96) Latin teacher and writer. Born in Spain, Quintilian was probably educated and trained in oratory in Rome. From about 68 to 88 he taught rhetoric, becoming Rome’s leading teacher and was an eminent advocate in the law courts. His Institutio oratoria is a practical survey of rhetoric in 12 books and a major contribution to educational theory and literary criticism, His dual emphasis on intellectual and moral training appealed to humanists of the 15th-16th centuries and through them influenced the modern view of education as all around character training to equip a student for life.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Fabricate (vt)

Here is a context clues worksheet on the verb fabricate. This verb is used only transitively. It means–and this is where the context clues on this document point–“invent,” “create,” “to make up for the purpose of deception,” “construct,” “manufacture,” “specifically to construct from diverse and usually standardized part.”

I’ll stipulate that this is not a high-frequency word in English. But if you have students interested in entering any kind of trade, particularly welding (the first class I too after high school), this is word they should know.

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.

Bell, Book, and Candle

bell, book, and candle: A reference to features of the solemn ritual of major excommunication, as performed in the medieval Church of Rome. The decree of anathema, the official curse of excommunication, was read from the book of church ritual; the attendant priests held candles, which were dashed to the ground, symbolizing the extinction of grace and joy in the soul of the accused; and a bell was tolled, perhaps to simulate the tolling for the dead.

The phrase bell, book, and candle appears in Shakespeare’s King John (III, 3): ‘Bell, book, and candle shall not drive me back/ When gold and silver becks me to come on.’ Here, as in general usage, it represents the power and authority of Christianity.

Bell, Book, and Candle (1950) is also the title of a play by John Van Druten (1901-57), about a beautiful present-day witch who falls in love with a man and loses her powers as a sorceress.”

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

Elizabeth Hardwick on Reading

I recently found myself in receipt of The Uncollected Essays of Elizabeth Hardwick, published by The New York Review of Books for its fine series of “Classics.” I couldn’t help but notice, and feel a need to transcribe for future use, this essay on reading, titled, simply, “Reading.” There is a great deal in these 2,158 words to provoke thought–especially for teachers.

But what do you think?

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.

Broadside

“Broadside (noun): A verbal attack or denunciation, especially in a publication; adverse critique; tirade.

‘Constantine Curran, who was now editing St. Stephen’s, the University College magazine, asked Joyce to send him something he could not market elsewhere, but was staggered when Joyce disingenuously submitted a new and scabrous broadside, “The Holy Office.”’ Richard Ellman, James Joyce”

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

Common English Verbs Followed by Gerunds: Mind

Here is a worksheet on the use of the verb mind with a gerund. I don’t mind telling you again that I doubt the value of these documents.

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.

Krater

“Krater: A type of ancient Greek vessel with a broad body, wide mouth, and hemispherical base that was used to hold a mixture of wine and water. Often, a field for decoration.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Pop Art

Here is a reading on pop art along with its attendant vocabulary-building and comprehension worksheet. I suspect, with the right student or students, this reading and worksheet could be the beginning of a high-interest unit on pop art that would include the artists specified in the reading–Andy Warhol (of course), Jasper Johns, Robert Rauschenberg, Larry Rivers, Roy Licthenstein, Duane Hanson, Claes Oldenburg–and grow to include Jean-Michel Basquiat and perhaps some graffiti artists. Futura comes to mind.

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.