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.

Cultural Literacy: Pancho Villa

Here is a Cultural Literacy worksheet on Pancho Villa. This is a full-page worksheet with a four-sentence reading and six comprehension questions. Ergo, this document exceeds the usual uses of most Cultural Literacy materials found on Mark’s Text Terminal: it could work independent practice (i.e. homework) or even a classroom document depending on the learners one is serving.

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.

Juan Jose Arreola

“Juan Jose Arreola: (1918-2001) Mexican short-story writer and dramatist. Arreola had a vivid imagination, a pointed, wildly comic humor, and an extraordinary command of the Spanish language and of short forms of literature. Arreola’s workshops have trained a flock of Mexico’s new writers, and he hosted a popular TV show that analyzed literary subjects. Though he began in theater, his fame rests on his stories, fables, and vignettes which are often only a page long. Confabulario (1952; tr Confabulario and Other Inventions, 1964) is perhaps his most important prose work; it features rueful and hilarious meditations on the battle between the sexes, politics, religious hypocrisy, and the frustrations of daily life. His only novel, La feria (1963; tr The Fair, 1977) depicts, through and impressive array of colloquial nuance, the daily life of a small town as a collective portrait instead of focusing on a few protagonists. Among his other collections of short fictions is Palindroma (1971), which includes a remarkable play, “Tercera llamada,” a meta-theatrical reworking of the Adam and Eve myth that moves between the human and archetypal levels with great skill and humor. Arreola’s influences (Camus, Kafka, Borges) do not diminish his brilliant contribution to the modern Latin American short story, which places him alongside Rulfo, Quiroga, Borges, and Pinera. Arreola won the Juan Rulfo Prize in Literature in 1992.”

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

The Weekly Text, 17 September 2021, Hispanic Heritage Month 2021 Week IV: A Reading and Comprehension Worksheet on the Gadsden Purchase

For the first Friday of Hispanic Heritage Month 2021, this week’s Text is a reading on the Gadsden Purchase with its accompanying vocabulary-building and comprehension worksheet. The Gadsden Purchase brought territory in the far southern reaches of the present-day Arizona and New Mexico into the United States, and was concluded in 1854, six years after the Mexican-American War, which was arguably an imperialist move by the United States to seize territory that rightfully belonged to Mexico.

To clear up any confusion (mostly my own, I guess), the Gadsden Purchase was concluded by Ambassador James Gadsden. He is not the namesake of the Gadsden Flag, which has become a symbol of far-right political movements in the United States, including the perpetrators of the January 6, 2021 attack on the United States Capital. Rather, the Gadsden Flag is named for its designer, Christopher Gadsden, who was, among other things, a delegate to the Continental Congress in colonial North America. Unsurprisingly, though, James Gadsden was the grandson of Christopher Gadsden.

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.

Andean Civilization

“Andean civilization: Complex of aboriginal cultures that evolved in the Andean region of western South America before the arrival of the Spanish conquistadores in the 16th century. Unlike the peoples of the Mesoamerican civilization to the north, none of the Andean peoples developed a system of writing, though the Incas devised a sophisticated system of recording numbers. In its level of cultural development and technical expertise in the arts and crafts, however, this civilization constitutes a New World counterpart to those of ancient Egypt, China, and Mesopotamia.”

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

Cultural Literacy: Lima, Peru

Here is a Cultural Literacy worksheet on Lima, Peru. This is a half-page worksheet with a two-sentence reading and three comprehension questions. In other words, the sparest of introductions to the capital of Peru and a world capital as well.

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.

Isabel Allende

“Isabel Allende: (1942-) Chilean novelist, short-story writer, and journalist. Touted as the first major female figure in Latin America’s book of narrative fiction, she has become one of the continent’s best known and bestselling authors, but has been dismissed by some as an epigone of Gabriel Garcia Marquez and his school of Magic Realism. Born in Lima, Peru, she worked as a journalist in Chile. After President Salvador Allende, her father’s cousin, was deposed in 1973, she emigrated to Venezuela and then to the U.S. Her best-known novel is her first book, La casa de los espiritus (1982; tr The House of the Spirits, 1985); set in a nameless Latin American country, it is the story of several generations of the upper-class Trueba family. It was followed by the novels De amor y de sombra (1984; tr Of Love and Shadows, 1985) and Eva Luna (1987; tr 1988), and the short-story collection Cuentos de Eva Luna (1990; tr The Stories of Eva Luna, 1991). Later books include El plan infinito (1991; tr The Infinite Plan, 1993), the story of a Chicano lawyer in San Francisco, and Paula (1994; tr 1995), a moving account of her daughter’s illness and death.”

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

Cultural Literacy: Salvador Allende

Today begins Hispanic Heritage Month 2021. So let’s begin with this Cultural Literacy worksheet on Salvador Allende. This is a half-page worksheet with a four-sentence reading and four comprehension questions.

Allende was overthrown in a United States-sponsored coup in 1973. This was a particularly disgraceful moment in the history of United States foreign policy–though a similar event, the coup that overthrew President Jacobo Arbenz of Guatemala, certainly competes. But so do so many other covert U.S. interventions in sovereign states around the world.

In fact, if you’re interested in learning more about how anti-communism informed a variety of political and social disasters across seven continents, I highly recommend Vincent Bevins’ recent book, The Jakarta Method. Mr. Bevins is a skilled journalist, and his book is a masterful synthesis of how United States foreign policy has distorted global development–and caused the deaths of over a million people guilty only of having a communitarian vision of a more just world.

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.

Nominal

“Nominal: 1. Relating to nouns: a nominal group. 2. A noun or pronoun: He and bridge are the nominals in the sentence He crossed the bridge. 3. An adjective functioning as a noun: the poor (poor people); the accused (the accused person). The terms nominal group and nominal clause mean the same as noun phrase and noun clause. A nominal clause is a finite or non-finite clause that resembles a noun phrase in the range of its functions; for example, as the subjects of sentences, That he can’t lift his arm in That he can’t lift his arm worries me, and Smoking cigarettes in Smoking cigarettes can cause cancer.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

The Weekly Text, 10 September 2021: A Lesson Plan on the Number of Characters Used in Writing Systems from The Order of Things

This week’s Text is a lesson plan on the number of characters used in writing systems. Like all of the lessons and other materials under the heading of The Order of Things, this lesson and its list as reading and comprehension questions are adapted from Barbara Ann Kipfer’s magisterial reference book of the same name.

Nota bene, please, that I adapted these materials to assist students who struggle to work with two symbolic systems–i.e., in this case, numbers and letters–at the same time. Needless to say, these documents can be adapted for your use; they are, like almost everything else here, in Microsoft Word. In other words, they are open source.

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.

Lantern

“Lantern: A superstructure atop a dome, with windows on all sides.”

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