ERIC ED408600: Secondary Journalistic English and Literature I and II Course of Study.

30 Pages·1991·0.56 MB·English

by  ERIC

DOCUMENT RESUME
CS 215 880
ED 408 600
Meeks, Lynn Langer
AUTHOR
Secondary Journalistic English and Literature I and II
TITLE
Course of Study.
Idaho State Dept. of Education, Boise.
INSTITUTION
PUB DATE
91
29p.; For related documents, see CS 215 878-881, CS 012 836,
NOTE
and CS 509 533-534.
Classroom - Teacher (052)
Guides
PUB TYPE
Legal /Legislative /Regulatory Materials (090)
MF01/PCO2 Plus Postage.
EDRS PRICE
*Communication Skills; *Course Descriptions; Course
DESCRIPTORS
Objectives; Critical Thinking; *English Instruction;
Integrated Curriculum; *Journalism Education; *Literature
Appreciation; Secondary Education; State Curriculum Guides;
Student Publications; Writing Instruction
*Idaho
IDENTIFIERS
ABSTRACT
Delineating the content that must be covered in the
of
secondary schools of the State of Idaho, this guide presents a course
study in journalistic English and literature, an integrated course which
incorporates literature, composition, and language applied to modern
communication skills. Although educators sometimes use the terms
interchangeably, the course of study in the guide is not an instructional or
curriculum guide--it prescribes what is to be taught; defines the subject in
be
terms of purpose, definition, student goals and objectives; and can
begins by
changed only by action of the State Board of Education. The guide
describing the philosophy and rationale for the course of study, as well as
local applied options, the purpose, and the critical components of the
examine the historical
course. It then lists the nine goals (including
background of communication; learn and apply the writing process; learn
skills by
methods of journalistic research; and apply English and journalism
organizing, designing, and producing a publication) and the associated
10, or 11) and the eight
objectives of the introductory course (grades 9,
goals (including apply methods of journalistic research, apply logical and
critical thinking skills, and learn to plan and organize a school publication
for the
and supervise staff development) and associated course objectives
production-level course (grades 10, 11, or 12). Contains a 117-item
guide.
(RS)
bibliography of journalistic literature and a textbook evaluation
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Reproductions supplied by EDRS are the best that can be made
*
*
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Secondary
Journalistic English and Literature
landII
Course of Study
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Imorovement
HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
VThis document has been reproduced
as
VIEWING
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
READING
WRITING
LISTENING
JERRY L. EVANS
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
BOISE, IDAHO
2
RFRT 1f PV NM ABLE
Secondary
Literature
Journalistic English and
I and II
Course of Study
1991
Second Printing
April 1992
Lynn Langer Meeks, Ph.D.
Consultant, English Language Arts
State Department of Education
Jerry L. Evans
Jerry Pelton
Darrell Loos le
State Superintendent
Bureau Chief
Associate State Superintendent
of Public Instruction
Instructional Services
Division of State-Federal
Instructional Services
State Department of Education
Len B. Jordan Office Building
Boise, Idaho 83720
SECONDARY
LITERATURE I AND II
OURNALISTIC ENGLISH AND
COURSE OF STUDY
develop the Secondary Journalistic
Many educators from throughout the state have helped to
members of the team
English and Literature I and II Course of Study. The following were
who developed the course of study.
Marian Adams - Lewiston High School
Steve Beck - Rigby High School
Barbara Croshaw - Highland High School, Pocatello
Cheryl Gratton, West Junior High School, Boise
Lynn Meeks, State Department of Education
Dan Prinzing, West Junior High School, Boise
Arlen Walker, Pocatello High School
Elaine Wolfe, Borah High School, Boise
Education thank each of the
The State Board of Education and the State Department of
develop this course of
members of the committee for sharing their time and expertise to
study.
4
The purpose of a course of study is to delineate the content that must be covered in the
secondary schools of the State of Idaho. By law, the State Board of Education has the
authority and responsibility to prescribe the content of these courses. The State Department
of Education, in concert with curriculum committees, has defined and set forth these courses
of study for each of the subjects to be taught in grades 9-12 for graduation credit.
It now
becomes the responsibility of the local school district to extend these standards by producing
at the teaching level an instructional guide based upon the defined courses of study.
Although educators sometimes use the terms interchangeably, a course of study is not an
To compare the two as used in this document, the
instructional or curriculum guide.
following may be helpful:
INSTRUCTIONAL GUIDE
COURSE OF STUDY
Describes how the given subject
Prescribes what is to be taught in a
1.
1.
may be taught.
given subject or program.
suggestions
Makes
to
as
Defines the subject or program in
2.
2.
materials,
instructional
aids,
terms
of
purpose,
definition,
learning experiences, and methods
student goals and objectives.
of teaching.
Can be changed only by action of
3.
Is revised and adapted as needed
the State Board of Education.
3.
discretion of
at the
school
educators.
Courses of study will generally be brief outlines in skeletal form. Instructional
guides should be developed to augment and supplement courses of study.
School personnel are encouraged to place a complete set of the Course of
Study with each school administrator. Individual Courses of Study should be
given to the appropriate instructor for use in planning and teaching.
School personnel should use both student needs and the Course of Study as
the basis for course development, adopting instructional materials, developing
curriculum guides, and setting direction for staff development.
5
is an integrated course of study which
A secondary Journalistic English and Literature Course
communication skills
incorporates literature, composition, and language applied to modern
extend this learning in increasingly
(speaking, viewing, listening, reading, writing). Students
analyze themselves, others, and
sophisticated ways. They learn to observe, understand, and
the world through a journalistic approach.
literature, and composition, a
In addition to the three critical components, language,
graduation requirements for English
Journalistic English and Literature Course which meets
(observation and analysis) and applying
credit should provide a balance between receiving
Student experience with Journalistic English and
(writing and publication) information.
modes of discourse, and
Literature should include a wide range of subject matter, genres,
be made for teaching every
literary techniques for the information age. Provision should
student at his or her instructional level.
focus and depth of treatment in the
Emphasis should be on quality rather than quantity, on
logical and analytical skills which
study of literature, on language and composition, and on
students can apply in any context.
of publications produced
Because of the time devoted to the study of literature, the number
the traditional elective journalism
in this course will be fewer than those produced by
course.
journalistic approach equates
As a highly effective method of teaching composition, the
writing is informative,
directly with traditional English modes of writing. For example, news
have elements of expository,
and editorials are persuasive. Columns, features, and reviews
descriptive, narrative, and expressive modes.
achieve the goals taught in
By learning, interpreting, and applying language skills, students
readings, effective models of the
other English classes. Contemporary and classic literary
well-rounded
written word, become integrated with the journalistic composition to prepare
individuals for their future.
6
OPTIONS
NGLISH
E
Journalistic English and Literature I and II
must be taught by a certified English teacher.
1.
must include all English components (literature, language, composition).
2.
must have English in its official title.
3.
Jot S
IPLIE
Ideally Journalistic English and Literature I is designed as a ninth and/or tenth grade
1.
class which can substitute for a traditional English course if it fulfills the above
For example, such a course might follow a genre approach.
requirements.
Composition and language strands would follow this suggested course of study.
In a small school, however, it may be necessary to combine grade levels.
2.
An additional second-year course, Journalistic English and Literature II could fulfill
3.
English credit if the emphasis is directed toward the state approved literature strand.
Again, the
For example, the sophomore course focuses on contemporary issues.
composition and language components would be adapted for higher level activities.
An introduction and/or production-level course could be taught without the English
4.
components as an elective credit towards graduation. It is recommended that such
for Beginning and
a course closely follow Elective Journalism: A Curriculum Guide
Production Journalism (formerly Journalism in the High School).
If it is a
The recommended length of the course is one year or two semesters.
5.
semester course, however, it may still receive 1 (one) English credit if it includes the
three critical components, language, literature, and composition.
7
The purpose of Journalistic English and Literature I is to
Element 2.)
teach the writing process using a journalistic process model. (See
1.
variety of classic and
correlate and integrate journalistic and rhetorical modes from a
2.
contemporary models. (See Elements 3, 4, 5, 7, and
8.)
forms and
provide an opportunity for language study and writing practice in various
3.
styles. (See Elements 3, 4, 5, and 8.)
(See Elements 5, 7,
develop essential reading, critical thinking, and analytical skills.
4.
and 9.)
variety of purposes
teach observation, interviewing, research, and organization for a
5.
and audiences. (See Elements 4, 6, and 7.)
journalistic
teach the importance and power of the written word with emphasis on
6.
ethics and responsibility. (See Elements 1, 5, and 7.)
views,
focuses on appreciating and understanding literature and exploring
Literature
opinions, and purposes in writing.
development brings a writing style that is accurate, clear, orderly, and
Language
appropriate for the writer's purpose.
include
focuses on interviewing, researching, reporting, and analyzing and will
Composition
narrative, descriptive, persuasive, and expository writing for specific audiences.
8
The students will
examine and understand the historical background of communication.
1.
learn and apply the writing process.
2.
learn appropriate style and usage for journalistic writing.
3.
write leads and develop stories according to journalistic style.
4.
develop skills in writing descriptive, narrative, expository, and persuasive stories.
5.
learn methods of journalistic research.
6.
examine the role of literary journalism as a non-fiction tool of cultural reaction and
7.
interpretation.
apply English and journalism skills by organizing, designing, and producing a
8.
publication.
develop logical and critical thinking skills.
9.
9
LITERATURE I
JOURNALISTIC ENGLISH AND
Grade 9, 10, or 11
INTRODUCTORY COURSE
COURSE ELEMENTS
apply to the three critical components when
This course of study outlines elements as they
and instruction can be adapted by the
the course is offered for English credit. Methodology
styles, student background and interest,
classroom teacher allowing for personal teaching
and the existing curriculum.
/ JOURNALISM
HISTORY OF COMMUNICATION
ELEMENT 1:
rrimunication..
c
.understand
en
The students will
Objectives:
Literature
A.
authors.
read and discuss early and contemporary
1.
evaluate the changes in communication.
2.
Language
B.
of language to control
discuss the changes in vocabulary and structure
1.
meaning.
(audience) in models and student
identify and consider the levels of language
2.
writing.
time period into current standard
modify word choice and style of another
3.
English.
Composition
C.
have been
the ways in which information
compare and/or contrast
1.
disseminated.
and language.
write about events which have shaped journalism
2.
ELEMENT 2: WRITING PROCESS
stun
team
CeS&:-
The students will
Objectives:
Literature
A.
read and evaluate models for main ideas.
1.
1.0
_