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: Diego Rivera

Here is a Cultural Literacy worksheet on Diego Rivera. This is a half-page worksheet with a reading of two short sentences and two comprehension questions. The basic facts of Diego Rivera’s life in a short, symmetrical exercise probably best used as a do-now exercise at the beginning of a period.

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.

Jorge Luis Borges

“Jorge Luis Borges: (1899-1986) Argentinean short-story writer, essayist, poet, and man of letters. Borges was one of the first Latin American writers to achieve international as well as national fame. His reputation rests equally on his poetry, fiction, and critical/philosophical works. Borges’s writing is unmistakably local in the realities it perceives but is universal in its conceptions, manifesting the ultimate metaphysical preoccupations of man—time, destiny, and the absurdity of human existence. One of Borges’s most famous images is that of life as a labyrinth though which one passes, vainly seeking to understand the many facets of human existence. Only art can triumph over the chaos of existence, crystallizing and unifying experience and providing a sense of structure, validity, and form. His writing, which is a blend of myth, fantasy, symbolism, and erudition, has had a considerable influence on the attitudes and styles of a number of writers. Borges’s eyesight, affected by a congenital disease, deteriorated radically in the 1950s; by 1970 he was almost totally blind and had to rely entirely on dictation for his writing.

Among his many prose works are Ficciones (1944; tr Ficciones, 1962), El Aleph (1949; tr The Aleph and Other Stories, 1970), El informe de Brodie (1970; tr Dr. Brodie’s Report, 1972), El libro de arena (1975; tr The Book of Sand, 1977), Antologia personal (1961; tr A Personal Anthology, 1967), Nuevo essayos dantescos (Nine Dantesque Essays, (1982), Siete noches (1980; tr Seven Nights, 1984), and Los conjurados (The Conspirators, 1985), the last written shortly before his death. His verse has been collected in a translation, Selected Poems: 1923-1967 (1972).

The recipient of many literary awards and prizes, in 1983 Borges was awarded the Legion of Honor and was decorated by France’s President Mitterand for the body of his work.”

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

Cultural Literacy: Caracas

Continuing with material to observe Hispanic Heritage Month 2023, here is a Cultural Literacy worksheet on Caracas. This is a half-page worksheet with a one-sentence reading and two comprehension questions. Take note, please, of the fact that the reading’s one sentence is 26 words separated into two independent clauses with a semicolon. Depending on the students using this, you may want to do something with that sentence, e.g. breaking it into two sentences, each with its own period. That move will probably need a corollary move of composing another question or two–easily done in this Microsoft Word document.

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, 6 October 2023: Styling Sentences Lesson 11, Paired Constructions

This week’s Text, you won’t be surprised to see or hear if you follow this blog, is the tenth lesson plan of the Styling Sentences Unit, this one on paired constructions.

I begin this lesson with this worksheet on parsing sentences for nouns. The centerpiece of this lesson is this worksheet with explanatory and mentor texts. Once again, I want to note that this document does not include any supported work in the way of sentence stems or cloze exercises. This particular sentence structure lends itself to that kind of support, and when next I use this material (if ever), I may well end up developing this work further in that direction.

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.

Jorge Carrera Andrade

“Jorge Carrera Andrade: (1903-1978) Ecuadorian poet and essayist. A well-traveled diplomat and anthropologist. Carrera Andrade reveals in his poetry an intense identification with his native Indian forebears. His first selected edition of verse was Registro del mundo (1940), which was followed by Lugar de origen (1945) and Edades poeticas (1958). In all his work, he employs somewhat impressionistic techniques to evoke very clear images of his native land. Along with other writers of his generation, he pioneered the adaptation of haiku to the Spanish language. An English translation of his Selected Poems (tr H.R. Hays) appeared in 1972; his complete poems in Spanish are published in Obra poetica completa.”

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

The Weekly Text, 29 September 2023: Styling Sentences Lesson 10, Prepositional Phrase before Subject/Verb

Here, as your Weekly Text, is the tenth lesson plan in the Styling Sentences Unit, this one on composing a sentence with a prepositional phrase before the subject and verb.

This lesson opens with this Cultural Literacy worksheet on the subject of a sentence. Subject is one of those tricky, polysemous words in English. As you know, the subject of a sentence is the noun or noun phrase that is doing something–which the verb describes–in a sentence. Students, in my experience, struggle with getting beyond the the meaning of the noun subject as a specific category of learning at school, e.g. maths, science, social studies, English language arts. All of this, I suppose, is an indirect plea for educating students in the many, and vital for understanding all sorts of things, uses of the word subject–it works as a noun, adjective, and verb in English. Finally, here is the worksheet with explanatory and mentor texts that constitutes the principal work of this lesson. Please note, once more, that this document contains no supported material such as sentence stems and cloze exercises, although I have some ideas about developing some. For this worksheet, students will work from mentor texts to develop sentences of their own in the form under review.

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.

Francesco Arrivi

“Francesco Arrivi: (1915-2007) Puerto Rico’s most important dramatist. Arrivi’s early plays, such as El diablo se humaniza (1940), Club de solteros (1940) and Alumbramiento (1945), were realistic social documentaries. His later work grew increasingly poetic, with more carefully drawn characters, as in his trilogy about Puerto Rico’s history and people, Mascara puertorrignena ((1971).”

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

Cultural Literacy: Pablo Neruda

OK, time to wrap up this morning’s work and head off to school. Here is a Cultural Literacy worksheet on Pablo Neruda. This worksheet is a half-page in length with a reading of three relatively simple declarative sentences and three comprehension questions.

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.

Cultural Literacy: Bolivia

Continuing with this blog’s underwhelming–for which I apologize profusely–observance of Hispanic Heritage Month 2023, here is a Cultural Literacy worksheet on Bolivia. This is a full-page document with a reading of four sentences and nine comprehension questions. The asymmetry of this worksheet may require some explanation.

The first sentence in this reading situates Bolivia in continental South America with a series; that series could easily be broken up and turned into four separate, easier-to-use independent clauses. The next sentence is a compound separated by a semicolon. In other words, another sentence you might consider breaking up and turning into two separate independent clauses. The second two sentences are clear in their declarations, and should be easy for emergent readers and English language learners to process. I wrote nine comprehension questions because I decided to take the facts in the reading one at a time, which I suppose is how I imagine readers will take them.

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.

Gabriela Mistral

“Gabriela Mistral originally Luclila Godoy Alcayaga: (1889-1957) Chilean poet. Mistral combined writing with a career as a cultural minister and diplomat, and as a professor in the U.S. Her reputation as a poet was established in 1914 when she won a prize for “Sonetos de la Muerte” (“Sonnets of Death”). Her passionate lyrics, with love of children and of the downtrodden as principal themes, are collected in such volumes as Desolacion (1922), Tala (1938), and Lagar (1954. In 1945 she became the first Latin American woman to win the Nobel Prize.”

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