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, September 28, 2018, Hispanic Heritage Month 2018 Week II: A Lesson Plan on the Latin Word Roots Mal and Male

This week’s Text is a complete lesson plan on the Latin word roots mal and male. They mean, of course, bad, evil, ill, and wrong. This post, like all the material published here between September 15 and October 15, is in celebration of Hispanic Heritage Month. This material may stretch the boundaries of the letter of the month’s intent; on the other hand, the Latin language is, like it or not, a key part of Hispanic Heritage.

Over the years I’ve worked with many native Spanish speakers. My original impulse in writing word root worksheets, particularly those dealing with Latin roots, arose from the idea that helping students develop their own understanding of the Latin language as a bridge to English would hasten their journey to bilingualism. Ideally, students will retain their Spanish language skills while building their English vocabularies and understand the way these roots show up across the spectrum of Romance languages–often in the exact same words.

Here is a context clues worksheet on the adjective sinister to hint at the meaning of the roots mal and male, thereby pointing them in the right direction. This scaffolded worksheet is the mainstay of the lesson.

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.

Enrique Rodriguez Larreta

(1875-1961) Argentine novelist. Larreta was a romantic who wrote with great technical precision. He recreated the Spain of Philip II in La Gloria de don Ramiro (1908; tr The Glory of Don Ramiro, 1924). His dark and lyrical stories are remarkable for images which assault the reader’s senses with colors, sounds, and smells. Other well-known works are two gaucho novels, Zogoibi (1926) and En la pampas (1955), and El Gerardo (1956), a two-part novel set in the Alhambra and Argentina, respectively, shortly after the Spanish civil war.”

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

The Mexican War

Here is a reading on the Mexican War with a comprehension worksheet to attend it. This post continues the observation of Hispanic Heritage Month at Mark’s Text Terminal. However, this is a key piece of United States history, so social studies teachers take note.

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.

Miguel de Unamuno on Life and Faith

“Life is doubt,

And faith without doubt is nothing but death.”

Miguel de Umanuno

“Salmo II” (1907)

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

Cultural Literacy: Spanish Civil War

Continuing with this blog’s observation of Hispanic Heritage Month, here is a  Cultural Literacy worksheet on the Spanish-American War.

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.

La Victoria de Junin: Canto a Bolivar

“(1825) An ode by Jose Joaquin Olmedo (1780-1847), Ecuadorian poet and statesman. Dedicated to Simon Bolivar, the poem was inspired by the patriots’ victories at Junin and Ayacucho, which virtually terminated the South American struggle for independence. In form and structure, the work reveals Olmedo’s familiarity with the classics, and the opening lines closely imitate one of the odes of Horace. However, Olmedo’s exuberance, imagination, and extravagant metaphors, which Bolivar himself satirized, make the poem one of the forerunners of the romantic movement in Latin America.”

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

Cultural Literacy: The Spanish Armada

While I do understand that this Cultural Literacy worksheet on the Spanish Armada stretches, both in letter and spirit, the bounds of Hispanic Heritage Month, I confess its inclusion here reflects a well that I will very soon run dry. In any case, it is certainly a document that could find a place in a global studies class–here in New York it would be a freshman class.

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.

“In a village of La Mancha…

the name of which I won’t try to recall, there lived, not long ago, one of those gentlemen, who usually keep a lance upon a rack, an old shield, a lean horse, and a greyhound for coursing.”

Miguel de Cervantes Saavedra

Don Quixote pt I ch. I (1605)

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

Eduardo Barrios

“(1884-1963) Chilean novelist and short-story writer. After wandering throughout Latin America and working at a variety of jobs, Barrios settled in Santiago, where he served in the 1920s as minister of education and director of the national library. His mastery of the psychological tale is especially evident in his portrayal of hypersensitive personalities. Such is the ten-year-old protagonist of the novelette El nino que enloquecio de amor (1915), who falls in love with one of his mother’s friends. The hero of Un perdido (1917) is an overwrought weakling who, unable to cope with reality, finds refuge in alcohol. Barrios’s best work is probably El hermano asno (1922; tr Brother Ass, 1942), which deals with the inner conflicts of Brother Lazaro and Brother Rufino, two Franciscan monks. Gran senor y rajadiablos (1948) follows Jose Pedro Valverde, one of literature’s most strongly drawn characters, through a life centered mostly on a large fundo (ranch). Barrios’s last novel, Los hombres del hombre (1950), is a lyrical story of sexual jealousy and insecurity in family life.”

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

Cultural Literacy: Developing Nations

I think if you combine this Cultural Literacy worksheet on developing nations or use it to preface an opening lesson on colonialism, students would make a connection and move toward an understanding of history as a process. I’ve had a few classes make the connection, but it requires some careful Socratic questioning.

In any case, I’ve tagged this as Hispanic History and posted in observation of Hispanic Heritage Month. It wouldn’t take much in the say of questioning to lead students to an understanding of how and why–i.e. imperialism and colonialism–developing nations remain under development.

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.