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.

Andres Bello

“Bello, Andres (1781-1865) Venezuelan, scholar, poet, humanist, and educator. He was one of the great figures of nineteenth-century Latin America, often referred to as the intellectual father of the continent. His complete works total twenty-six volumes. Bello studied classical literature, law, and philosophy. His interest in science was stimulated by having known Alexander von Humboldt. He was active in the wars of independence through his political work in Europe, primarily England, where he lived for almost twenty years. There he met Bentham and James Mill and translated Byron. A poet greatly influenced by Spain’s Golden Age writers (Garcilaso, Lope de Vega, and Calderon), in Britain Bello wrote his best-known verses: Alocucion a la poesia (1823; tr in The Odes of Bello, Olmedo, and Heredia, 1920), asserting Latin America’s right to literary independence; and La agricultura de la zona torrida (1826; tr A Georgic of the Tropics, 1954), notable for its description of the plants of America, in which realistic detail is combined with Horatian overtones. Yet, along with Bello’s exaltation of America through nature or culture, there is a sadness and solitude evoked, as well as a bitterness that true liberty had yet to be realized in the newly established republics.

From 1829 to his death he resided in Chile. In 1830 he started the newspaper El Araucano and was its principal editor until 1853. He was founder and first president of the University of Chile (1842), and was the chief architect of the Chilean civil code (1855), also adopted in Ecuador and Colombia. Though a creature of the Enlightenment, Bello was also close to the Romantic movement. Bello’s Gramatica de la lengua castellana (1847). still considered an important grammar, advocated the enrichment of the Spanish language. His vast culture–humanistic, scientific, and legal–was dedicated to writing manuals and other works with a pedagogic purpose, within a liberal humanist tradition. Other works available in English include the Anthology of Andres Bello (1981) and his Filosofia del entendimiendo (1881; tr Philosophy of the Understanding, 1984).”

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

Book of Answers: Carlos Fuentes

In what language does Carlos Fuentes write? Mexico’s best known author (The Death of Artemio Cruz, 1962; The Old Gringo, 1985) first began writing in English, but has since switched to his native language, Spanish.

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

A Swahili Saying on Wealth, Knowledge, and Money in the Bank

“Wealth, if you use it, comes to an end. Learning, if you use it, increases.”

Swahili saying

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

Bonnie and Clyde

As I get ready to leave school for the day, I’ll post this reading on Bonnie and Clyde and its attendant vocabulary-building and comprehension worksheet. Nota bene, please, that this is not biographical material on Bonnie Parker and Clyde Barrow, but rather a reading on Arthur Penn’s film starring Faye Dunaway and Warren Beatty, respectively, in the title roles.

Have you seen it? It’s a masterpiece by any standard I recognize.

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.

Write it Right: Badly for Bad

“Badly for Bad. ‘I feel badly.’ ‘He looks badly.’ The former sentence implies defective nerves of sensation, the latter, defective nerves of sensation. Use the adjective.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Titanic

This reading on the Titanic and its accompanying vocabulary-building and comprehension worksheet have tended to be relatively high interest material in my classrooms over the years.

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.

Term of Art: Code Switching

“code switching: Switching in speech between different languages, dialects, etc. E.g. two business associates meet and chat in one language; the meeting becomes formal and they switch to another. Often analyzed into subtypes, e.g. as occurring within sentences or at sentence boundaries. Sometimes distinguished from code mixing, or from borrowing; sometimes not.

The term ‘code’ is loosely used of any language or distinct variety of a language, whether or not it is actually thought of as a code (like the Morse code or a legal code) in any illuminating sense.”

Excerpted from: Marshall, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Cultural Literacy; Cryptography

OK, moving right along on this chilly Monday morning, here is a Cultural Literacy worksheet on cryptography. This has turned out, at times, to be of very high interest to students I’ve taught over the years.

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.

Arduous (adj)

Here is a context clues worksheet on the adjective arduous if you need 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.

Mikhail Mikhailovich Bakhtin

[Bakthin was all the rage, and his work justly influential, when I was an undergraduate in the early 1990s. When I was in the used book business, his books were scarce and therefore easily saleable. I include him here because I myself found Problems of Dostoevsky’s Poetics a fascinating book, but also because Bakthin was part of a circle of intellectuals in the Soviet Union that included the educational theorist Lev Vygotsky.]

“Bakhtin, Mikhail Mikhailovich: (1895-1975) Russian philosopher and literary critic. In 1929, Bakhtin was sentenced to six years’ exile in Kazakhstan and subsequently sought obscurity to hide from Stalin’s purges. Bakhtin introduced the notion of novelistic discourse as distinct from poetry; he characterized it as inherently ‘dialogical’ and open-ended, with potentially parodic and surprising features. His work began to be will-received in the 1950s, and he published Problems of Dostoevsky’s Poetics (1929; 2nd ed 1963; tr 1984) and Rabelais and His World (1965; tr 1968). Bakhtin might have also been the author of the more ostensibly Marxist works of Voloshinov (Marxism and the Philosophy of Language, 1929; tr 1973) and Medvedev (The Formal Method in Literary Scholarship, 1928; tr 1978). Bakhtin’s ideas about dialogue were also developed in ethical discussions of aesthetics in Art and Answerability (tr 1990). His concept of the “carnivalesque,” a disruptive and parodic genre of social behavior, is notorious.”

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