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, February 23, 2018, Black History Month 2018, Week IV: A Reading and Comprehension Worksheet on Archbishop Desmond Tutu

This is the last Friday of Black History Month, 2018, so this is by definition the final Weekly Text for the month. I’m actually publishing this from my phone, since I am away from New York (but on an Amtrak train on my way back right this minute).

Here is a reading on Archbishop Desmond Tutu, one of the great men of my lifetime. You might be able to use this comprehension sheet which accompanies the reading. Finally, here is an Everyday Edit on Martin Luther King, Jr. (and you can get lots more Everyday Edits from the good people at 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.

Malcolm X on Subject and Object

“We didn’t land on Plymouth Rock, my brothers and sisters, Plymouth Rock landed on us.”

Malcolm X, The Autobiography of Malcolm X

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

Cultural Literacy: Nelson Mandela

Here is a Cultural Literacy Worksheet on Nelson Mandela. I miss him. He is someone everyone in the world should know about.

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.

Clifford Brown, 1930-1956

“U.S. jazz trumpeter and principal figure in the hard-bop idiom. Born in Wilmington, Delaware, he became the most influential trumpeter of his generation, inspired by Fats Navarro to combine technical brilliance with lyrical grace in his playing. After touring with Lionel Hampton’s big band in 1953, he worked with Art Blakey; in 1954 he and drummer Max Roach formed a quintet that became one of the outstanding groups in modern jazz. He died in a car crash at age 25.”

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

Cultural Literacy: Jazz

You might find that this Cultural Literacy worksheet on Jazz nicely complements the post on the late, great Clifford Brown above it. “Brownie,” as his friends and colleagues called him, was a major influence in the genre and still an unmitigated joy to hear.

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.

Langston Hughes on the Beauty of Blackness

“It is the duty of the younger Negro artist…to change through the force of his art that old whispering ‘I want to be white’ hidden in the aspirations of his people to ‘Why should I want to be white? I am a Negro—and beautiful.’”

Langston Hughes, The Nation, 23 June 1926

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

Cultural Literacy: Spirituals

Since we as a society have decided that music education is somehow superfluous to the edification of children, I don’t know whether you’ll be able to use this Cultural Literacy worksheet on spirituals. I hope so.

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.

W.E.B. Du Bois on Divided Consciousness

“One never feels his two-ness—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. The history of the American Negro is the history of this strife, –this longing to attain self-conscious manhood, to merge his double self into a better and truer self. In this merging he wishes neither of the older selves to be lost.”

W.E.B. Du Bois, “Strivings of the Negro People” (1897)

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

Cultural Literacy: W.E.B. Du Bois

This Cultural Literacy Worksheet on W.E.B. Du Bois should probably be a mainstay of any Black History Month instruction.

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.

Chester Himes, 1909-1984

“American novelist. Himes began writing while serving in Ohio State Penitentiary for armed robbery. His account of the terrible 1930 Penitentiary Fire that killed over three hundred men appeared in Esquire in 1932. From his first novel, If He Hollers Let Him Go (1945), Himes dealt consistently with the social and psychological burdens of being black in a white society. The Third Generation (1954) is an ambitious fictionalized history of oppression from the time of slavery to the mid-20th century. Beginning in 1953, Himes lived as an expatriate in Spain and France, where he met and was strongly influenced by Richard Wright. It was in France that he began his best-known series of novels—including Cotton Comes to Harlem (1965) and Run Man Run (1966)—featuring the two Harlem policemen Grave Digger Jones and Coffin Ed Johnson. As with Himes’s earlier work, the series is characterized by violence and grisly, sardonic humor. The Quality of Hurt (1972) and My Life of Absurdity (1976) are autobiographies.”

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