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.

Jorge Amado

“Jorge Amado: (1912-2001) Brazilian novelist. Born and reared on a cacao plantation, he published his first novel at 20. His early works, including The Violent Land (1942), explore the exploitation of suffering of plantation workers. Despite imprisonment and exile for leftist activities, he continued to produce novels, many of which have been banned in Brazil and Portugal. Later works such as Gabriela, Clove and Cinnamon (1958), Dona Flor and her Two Husbands (1966), and The War of the Saints (1993) preserve Amado’s political attitude in their more subtle satire.”

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

Gustavo Alvarez Gardeazabal

“Gustavo Alvarez Gardeazabal: (1945-) Colombian writer and political figure. Growing up during La Violencia, the civil strife that took over 300,000 lives between 1946 and 1959, he developed a black sense of humor. His early novel, Condores no entierran todos los dias (1971) is the riveting story of a conservative who becomes a death squad leader. El bazar de los idiotas (1974; tr. Bazaar of the Idiots, 1991), a vicious satire on intolerance and religious gullibility, is one of Colombia’s most read novels. Pepe Botellas (1984) is a hilarious political fable about a Cuban exile who tries to become President of Colombia. Alvarez Gardeazabal’s recent fiction has dealt with the corrosive effects of the drug trade on Colombian society.”

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

Octavio Paz

“Octavio Paz: (1914-1998) Mexican poet, writer, and diplomat. Educated at the University of Mexico, Paz published his first book of poetry, Luna Silvestre (“Savage Moon”) in 1933. He later founded and edited several important literary reviews. Influenced in turn by Marxism, surrealism, existentialism, Buddhism, and Hinduism, his poetry uses rich imagery in dealing with metaphysical questions, and his most prominent theme is the human ability to overcome existential solitude through erotic love and artistic creativity. His prose works include The Labyrinth of Solitude (1950), an influential essay on Mexican history and culture. He was Mexico’s ambassador to India 1962-68. He was awarded the Nobel Prize in 1990.”

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

Cultural Literacy: Spanish-American War

Here is a Cultural Literacy worksheet on the Spanish-American War. This is a full-page worksheet with a reading of seven sentences (the sixth of which is a long compound, and probably ought to be edited into smaller pieces for emergent and struggling readers) and seven comprehension questions. As usual, the editors of The New Dictionary of Cultural Literacy do an admirable job of condensing complicated events into a cogent snippet of text.

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.

Cesar Davila Andrade

“Cesar Davila Andrade: (1918-1967) Ecuadorian poet, short-story writer, and essayist. Davila Andrade published eight books of verse and two collections of short stories before committing suicide in a hotel in Caracas, Venezuela, a victim of prolonged depressions and alcoholism. While his work is known mainly in Ecuador and Venezuela, he was most often compared to Neruda and Vallejo. Of most influence as a poet, he carried certain key obsessions—evil in the form of sickness, passion, or death; sex as annihilation, and love as the absolute ideal—through several poetic incarnations. He began in the tradition of love poetry, as seen in Cancion a Teresita (1946). The second phase, which includes Arco de instantes (1959) and Boletin y elegia de las Mitas (1967), is dedicated to poetic experimentation and the geography and people of his American continent. The final period is complex, personal, and hermetic, best characterized by Conexiones de tierra (1964), which often voices his views of life, literature, and aesthetics. A lover of both the mystical and prosaic, he perhaps never managed a successful reconciliation of these twin currents in either his poetry or his life.”

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

Cultural Literacy: Venezuela

Here is a Cultural Literacy worksheet on Venezuela. This is a full-page worksheet with a reading of six sentences and nine comprehension questions. Venezuela is a nation that has been very much in the news the past few years. so this document might have some currency. It is, in the final analysis, a literacy exercise aimed at helping emergent and struggling readers sort out a relatively complicated–if also relatively brief–passage of text.

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.

Jose (Benjamin) Quintero

“Jose (Benjamin) Quintero: (1924-1999 U.S. (Panamanian-born) theatrical director. After studying theater at USC, he directed his first play in 1949. He was a founder of the Broadway theater Circle in the Square, where he directed regularly from 1950, establishing the house as a major center for serious theater. His direction of Tennessee Williams’s Summer and Smoke (1952) confirmed his reputation and made a star of Geraldine Page. He was best known for his productions of 20th-century plays, especially those of Williams and Eugene O’Neill, including The Iceman Cometh (1956), Long Day’s Journey Into Night (1956), and A Moon for the Misbegotten (1973, Tony Award).”

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

The Weekly Text, 3 October 2025: A Reading and Comprehension Worksheet on Nineteenth-Century Nationalism

For the penultimate Friday of Hispanic Heritage Month 2025 (for which, as I wrote in the first post of this month, I have, embarrassingly, nothing substantial to publish as a Weekly Text), this week’s Text is this reading on nineteenth-century nationalism along with its attendant vocabulary-building and comprehension worksheet.

The reading, along with many others on this blog, comes from the Intellectual Devotional series; I prepared the worksheet. Along with virtually every other document posted here, both of these are formatted in Microsoft Word, so they can be manipulated and adjusted to your classroom’s needs.

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.

Cultural Literacy: Ecuador

While I rather doubt that most schools at any level in the United States concern themselves with the nation of Ecuador (where I traveled extensively 45 years ago). Nonetheless, here is a Cultural Literacy worksheet on Ecuador. This is a full-page worksheet with a reading of three sentences and seven comprehension questions. A good literacy exercise for emergent and struggling readers.

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: Conquistadores

While I think their role in Hispanic history is one of pillage, murder, and disgrace, here, nonetheless, here is a Cultural Literacy worksheet on the conquistadores. They are–as below–in Diego Rivera’s mural on the history of Mexico. I hope that’s enough said in justification of this document’s presence here. Whatever the case, this is a half-page worksheet with a reading of of one sentence and one comprehension question.

In other words, perhaps all one needs to know about 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.