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, March 9, 2018, Women’s History Month 2018 Week II: A Reading and Comprehension Worksheet on Abolitionist and Author Lydia Maria Child

Friday morning at last, which means it’s time for the Weekly Text, this one in observance of Women’s History Month. This week I offer this reading on Lydia Maria Child. To accompany it, here is a reading comprehension worksheet. Finally, here is an Everyday Edit worksheet on “Women Get the Vote.” (And, incidentally, you can get more Everyday Edit Worksheets–indeed, an entire year’s worth–from the generous people at the Education World website.

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.

Anna Akhmatova on Political and Psychological Repression

“In the fearful years of the Yezhov terror, I spend seventeen months in prison queues in Leningrad. One day somebody ‘identified’ me…and whispered in my ear…’Can you describe this?’ And I said: ‘Yes, I can.’”

Requiem Preface (written 1957)

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

Cultural Literacy: Double Standard of Sexual Behavior

Here, to complement yesterday’s post of a Cultural Literacy worksheet on sexism, is another Cultural Literacy worksheet, this one on the double standard of sexual behavior that is one of the most common manifestations of sexist hypocrisy.

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.

Mahalia Jackson (1911-1972)

“U.S. gospel singer. As a child, Jackson sang in the choir of the New Orleans church where her father preached. She learned sacred songs but was also exposed to blues recordings by Bessie Smith and Ida Cox. In Chicago she worked at odd jobs while singing with a gospel touring quintet, and opened several small businesses. Her warm, powerful voice first came to wide public attention in the 1930s, when she participated in a cross-county tour singing such songs as “He’s Got the Whole World in His Hands.” Closely associated with Thomas A. Dorsey, she sang many of his songs. “Move on up a Little Higher” (1948) sold over a million copies, and she became one of the best-selling singers of the 1950s and ‘60s. She first appeared at Carnegie Hall in 1950. Active in the civil-rights movement from 1955, she sang at the epochal 1963 civil-rights march in Washington.”

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

Cultural Literacy: Sexism

My first exposure to Feminism in the 1970s was in a class I took at my high school called “Sexism in America.” The teacher was excellent. At age 15, needless to say, I found it edifying. Also, I began then to see sexism as primarily a feminist issue, since the majority of sexists acts, in my view and in fact, are committed by men.

So I think it entirely appropriate to post this Cultural Literacy worksheet on sexism as part of the array on Mark’s Text Terminal for Women’s History Month.

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.

Dorothy Parker, Famously, on Contemporary Fiction

[In book review] “This is not a book that should be set aside lightly. It should be thrown with great force.”

Quoted in The Algonquin Wits, ed. Robert E. Drennan (1968)

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

Cultural Literacy: The Muses

On a Tuesday morning, here is a Cultural Literacy exercise on the muses, those goddesses of cultural inspiration from ancient Greece.

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.

Anna Akhmatova (1888-1966)

“Pen name of Anna Andreyevna Gorenko, Russian poet. In her youth Akhmatova was strongly influenced by both the French and Russian symbolists. In 1903, she met the poet Gumilev, who included one of her poems in the journal Sirius, which he published in Paris. Akhmatova and Gumilev were married in 1910, and were divorced in 1913. In 1911, Akhmatova became secretary of the Guild of Poets, organized by Gumilev and Gorodetsky.

Akhmatova’s first book, Vecher (Evening, 1912), is notable for its detail and clarity; her unmistakable feminine voice and her beautiful love lyrics won her attention from Russian readers. Also in 1912, the Acmeist literary group formed, and Akhmatova became one of its most prominent members. Her second book of poem, Chetki (Rosary, 1914), made her one of the most popular poetesses of her time. Beginning with her third book of verse, Belaya staya (The White Flock, 1917), Akhmatova’s poetic image changed from that of a contemporary poet who tells of an unhappy love to that of a poet who issues from the tradition of Russian classical verse. In the early 1920s, two more collections of Akhmatova’s poetry appeared—Porodozhnik (Plantain, 1921) and Anno Domini (1922). After that, it became difficult for Akhmatova to publish her poetry. The Soviet government disapproved of her apolitical themes, highly personal love lyrics, and religious motifs, consider her a poet alien to the new order. During this period, she wrote a number of scholarly articles and pieces about Pushkin. In connection with the mass repressions and those of her son and second husband, Akhmatova wrote the long poem ‘Requiem,‘ which was never published in full in Soviet Russia. From 1940 to 1965, Akhmatova worked on her long poem ‘Poema bez geroya’ (translated Poem Without a Hero, 1973), which is dedicated to the second decade of 20th-century Russian culture, the Petersburg Silver Age. In 1946, there began a new round of round of repressions and Akhmatova, along with [Mikhail] Zoshchenko, was the subject of harsh attacks by the Soviet cultural authorities.

With the onset of the thaw under Khrushchev, Akhmatova was again able to publish. During this period she was at the center of a group of young poets, including [Joseph] Brodsky, and was recognized for her contributions to Russian literary culture. Of particular interest are [Lidia] Chukovskaya’s multivolume reminiscences about Akhmatova, Zapiski ob Anna Akhmatova (1967; translated The Akhmatova Journals, 1994). Many translations of Akhmatova’s poetry exist, including The Complete Poems of Anna Akhmatova (1992), translated by Stanley Kunitz and Max Hayward.”

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

Cultural Literacy: Toni Morrison

Monday has rolled around once again. I can’t think of a better way to start the week than to offer you this Cultural Literacy exercise on Toni Morrison.

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.

The Weekly Text, March 2, 2018, Women’s History Month 2018 Week I: A Reading and Comprehension Worksheet on Maya Angelou

Let’s get right to this week’s text, which is a reading on Maya Angelou. You might want to use, or adapt, this comprehension worksheet which accompanies the reading. Finally, here is an Everyday Edit exercise on Women’s History Month to attend any lesson you might want to contrive frome the first two documents. By the way, you can get lots more Everyday Edit worksheets from the generous folks who operate Education World.

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.