“Defalcation for Default. A defalcation is a cutting off, a subtraction. A default is a failure in duty.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
“Defalcation for Default. A defalcation is a cutting off, a subtraction. A default is a failure in duty.”
Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.
Recently, I edited a the fourth iteration of a privately published book that I have worked with on and off for about twenty-five years. In this most recent edition, I thought the author relied too heavily on slashes where he should have been using coordinating conjunctions. So, I prepared these two learning supports on using slashes and backslashes. These texts are drawn from June Casagrande’s The Best Punctuation Book, Period, (Berkeley: Ten Speed Press, 2014) and, from Susan Thurman’s book The Only Grammar Book You’ll Ever Need (Avon, MA: Adams Media, 2003).
Incidentally, the slash is also known as a virgule and solidus. But for our vernacular? Slash (in spite of its complicated polysemy) and backslash are the right words to describe these punctuation marks.
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.
Don’t worry, after this, only two lessons remain to post in the History of Hip-Hop Unit. This week’s Text is lesson plan fourteen of the unit, on Grandmaster Flash and the Furious Five’s seminal Hip-Hop recording, “The Message.” This lesson begins, after your class change, with this Cultural Literacy worksheet on the concept of a manifesto. The central work of this lesson is a reading, and a listening, for which I use this Official Video of the song on YouTube, and the lyrics to the song, to guide students toward completing these comprehension and analytical questions on these verses.
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.
Posted in English Language Arts, Independent Practice, Lesson Plans, New York City, Social Sciences, The Weekly Text, Worksheets
Tagged black history, building vocabulary/conceptual knowledge, diction/grammar/style/usage, high-interest materials, music, poetry, questioning/inquiry, readings/research, united states history
Given the state of our news media, this Cultural Literacy worksheet on brainwashing strikes me as timely. This is a half-page worksheet with a reading of three sentences and four comprehension questions. Nota bene, please, that the second two sentences are long compounds with lists separated by serial commas. In other words, this reading may require editing and adaptation for emergent readers and learners of English as a new language.
Where might you use something like this? All over the place, I would think: it would be useful as a do-now exercise for just about any study of twentieth-century political, religious, and social movements. It would also accompany nicely, I am confident, a viewing of The Manchurian Candidate–a perfect film, in my estimation. However, I speak here about the 1962 production, not the execrable, regrettable, 2004 remake from Jonathan Demme, who ought to have known better.
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.
Here is a worksheet on the verb care followed by an infinitive. I don’t care to write weak curricular materials.
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.
This week’s Text offers the thirteenth lesson plan of the History of Hip-Hop Unit. This lesson opens, after a class change, with this Cultural Literacy worksheet on the Nation of Islam. The principal work of this lesson are the lyrics to “Rapper’s Delight” by the Sugarhill Gang and “The Breaks” by Kurtis Blow, and the comprehension and analytical questions about those lyrics. You can find both of these songs on YouTube–and in the case of “The Breaks” a live performance by Kurtis Blow on Soul Train. I’ve shown parts of both–and nota bene, please, that “Rapper’s Delight,” depending on which version you land on, can be a long song.
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.
Alright, for the final Friday of Asian American Pacific Islander Heritage Month 2023, here is a reading on Kemal Ataturk along with its attendant vocabulary-building and comprehension worksheet.
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.
“Bhavabhuti: (8th century AD) Indian playwright. Bhavabhuti is praised for his subtle handling of poignant scenes and his mastery of Sanskrit as a poetic language. Two of his plays, Mahaviracarita (tr Portrait of a Hero, 1871) and Uttararamacarita (tr Rama’s Later Story, 1915), retell the Ramayana story in highly dramatic and sometimes sentimentalized form; a third, Malati-madhava (Fr tr 1885) deals with a legendary tale.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“On the seashore of endless worlds children meet. Tempest roams in the pathless sky, ships are wrecked in the trackless water, death is abroad and children play. On the seashore of endless worlds is the great meeting of children.”
Rabindranath Tagore, “On the Seashore” 1.6 (1918)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Rabindranath Tagore: Bengali poet, writer, composer, and painter. The son of Debendranath Tagore, he published several books of poetry, including Manasi, in his twenties. His later religious poetry was introduced to the West in Gitanjali (1912). Through international travel and lecturing, he introduced aspects of Indian culture to the West and vice versa. He spoke ardently in favor of Indian independence; as a protest against the Massacre of Amritsar, he repudiated the knighthood he had received in 1915. He founded an experimental school in Bengal where he sought to blend Eastern and Western philosophies; it became Vishva-Bharati University (1921). He was awarded the 1913 Nobel Prize for Literature.”
Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
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