Monthly Archives: September 2018

Manuel [Carneirode Sousa] Bandeira [Filho]

“(1886-1968) Brazilian poet and essayist, Tuberculosis cut short Bandeira’s studies in architecture. While living in a Swiss sanitarium, he came into contact with several French surrealists, notably Paul Eluard. By 1914, on his return to Brazil, he had already written a book-length manuscript of poems. Although he consistently disassociated himself from any poetic movements, his work in the 1920s—particularly O ritmo dissolotu (1924) and Libertinagem (1930)—was hailed as the spearhead of Modernismo. Distinguished for its irony and tragic wit, Bandeira’s poetics advocate ‘using all the words, especially barbarisms; and all the rhythms, especially those beyond metrics.’ Apart from his unceasing experimentation with form, Bandeira introduced the Brazilian vernacular and the African folklore of his native Recife into serious poetry. His collected works, Poesia e prosa (2 vols, 1958), includes essays, art criticism, and an autobiography, as well as verse.”

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

The Reconquista

Here at Mark’s Text Terminal chagrin has arrived with the first day of Hispanic Heritage Month 2018. As I marshall materials for material to post for the month, I find my archives nearly empty. What makes this especially embarrassing is the fact that I work in an inner-city high school with a substantial population of teenagers whose families hail from across the Hispanic world.

So some of the material that I post this month, I’m sorry to say, may in fact be a bit of a stretch in terms of relevance to the letter of Hispanic Heritage Month. This reading on the reconquista and its accompanying comprehension worksheet may indeed epitomize that stretch. In any case, however, I think these are useful documents for any high school global studies course. What do you think?

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.

Fidel Castro on Trial

La historia me absolvera.

History will absolve me.”

Speech at trial for raid on Moncada barracks, 16 October 1953

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

Cultural Literacy: Pancho Villa

Here is a Cultural Literacy worksheet on Pancho Villa in observation of the first day of Hispanic Heritage Month for 2018.

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.

Vicente Blasco Ibanez

“(1867-1928) Spanish novelist. Blasco Ibanez’s early, naturalistic novels, dealing with life in his native Valencia, are generally considered his best; these include La barraca (The Cabin, 1898) and Canas y barro (Reeds and Mud, 1902). Later, he wrote the novels that won him great popularity and financial rewards, perhaps at the expense of his literary reputation. Among these are Los cuatros jinetes del Apocalipsis (The Four Horseman of the Apocalypse, 1916), a World War I story, and Sangre y arena (Blood and Sand, 1909).”

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

Independent Practice: Aztec Civilization

It’s September 15. Today National Hispanic Heritage Month begins. I interpret the month’s mandate broadly, so I’ll post materials on people and events from across the Spanish- and Portuguese-speaking world in the Americas.

Here is an independent practice worksheet on Aztec civilization to get the month started.

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: Inclusion

“The practice of placing students with disabilities in regular classrooms in accordance with federal law. To the maximum extent possible, students with disabilities are supposed to be educated alongside their peers in regular education classrooms unless ‘the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily’ (P.L. 94-142020 U.S.C 1412 (5) (A)).”

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

The Weekly Text, September 14, 2018: An Introductory Lesson to Personal Pronouns

This week’s Text is a lesson plan introducing personal pronouns. I use this Everyday Edit worksheet on Pocahontas to begin the lesson; should the lesson go into a second day due to unforeseen circumstances I keep this Cultural Literacy worksheet on satire nearby to start the conclusion of the lesson on that second day. This is the scaffolded worksheet that is the center of the lesson, and here is teacher’s copy of same.

That’s it for this week. Tomorrow begins Hispanic Heritage Month 2018, which runs through October 15. Mark’s Text Terminal will regularly feature, as in years past, materials related to Hispanic Heritage and History for the next four or so weeks.

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.

Rotten Reviews: Charles Lamb

Charles Lamb I sincerely believe to be in some considerable degree insane. A more pitiful, rickety, gasping, staggering, Tomfool I do not know.”

Thomas Carlyle, 1831, in The Book of Insults 1978

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

Fallow (adj)

While I sit here waiting for files to backup to a flash drive, I’ll take a minute to post this context clues worksheet on the adjective fallow. If memory serves, and I’m confident it does, I wrote this to assist students in developing the concept of a fallow farm field for a co-teacher’s lesson on the medieval agricultural practice of three-field crop rotation.

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.