SP 007 373 Alexander, Bill English Language Arts Curriculum Guide. Late INSTITUTION EDRS ...

305 Pages·2007·8.73 MB·English

DOCUMENT RESUME
SP 007 373
ED 062 316
Alexander, Bill
AUTHOR
English Language Arts Curriculum Guide. Late
TITLE
Adolescence, High School.
Pasco County Schools, Dade City, Fla.
INSTITUTION
Aug 70
PUB DATE
NOTE
304p.
MF-$0.65 HC-$13.16
EDRS PRICE
*Adolescents; *Curriculum Guides; *Language Arts;
DESCRIPTORS
Listening; Reading; *Senior High Schools; Speech
Curriculum; Writing
ABSTRACT
GRADE OR AGES: 15-19. SUBJECT MATTER: Language Arts.
sections: 1)
ORGANIZATICN AND PHYSICAL APPEARANCE: There are 12
introduction, including background material, key concepts, and
overall objectives; 2) detailed program objectives; 3) speech; 4)
reading; 7) viewing; 8) language; 9) sample
5) writing; 6)
listening;
10) organizational patterns; 11) materials; and 12)
units;
bibliography. The guide is mimeographed and spiral bound with a soft
sections on speech, listening,
cover. OBJECTIVES AND ACTIVITIES: The
writing, reading, viewing, and language each contain sample
performance objectives with learning activities for each objective.
listed
INSTRUCTIONAL MATERIALS: Audiovisual aids and books are
and
separately,for speech, listening, writing, reading, viewing,
language. Addresses of publishers are also given, together with some
general titles and material on testing. STUDENT ASSESSMENT:
Evaluation suggestions are included for each of the instructional
objectives.
oalrq
1'4
U.S. DEPARTMENT OF HEALTH.
EDUCATION & WELFARE
OFFICE OF EDUCATION
CNI
THIS DOCUMENT HAS BEEN REPRO-
DUCED EXACTLY AS RECEIVED FROM
%10
THE PERSON OR ORGANIZATION ORIG-
C,
INATING IT, POINTS OF VIEW OR OPIN-
IONS STATED DO NOT NECESSARILY
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CATION POSITION OR POLICY.
LAS
ENGLISH LANGUAGE ARTS CURRICULUM GUIDE
LATE ADOLESCENCE SENIOR HIM
PASCO COUNTY
Chester W. Taylo, Jr., Superintendent
Maay Giella, Language Arets Coordinator
DADE CITY, FLORIDA
August 1970
P
11
44sa
1968-69 English Language Arts
Curriculum Study Committees
Elementary
David Mobley
Barbara Bass
Evelyn Pittman
Annette Bucholz
Hettie Jane Price
Grace Dew
Sadie Reece
Sister Virginia Fish
Sara Rentschler
Sister Mildred Gelis
Jeanette Roberson
Gertrude Godwin
Sarah Smith
Margaret Hawk
Shirley Spencer
Pauline Higginson
Thelma Thomas
Martha Keyser
Martha Williams
Marguerite Marchman
Secondary
Mary Marshall
Janice Bane
Jane Morris
Margaret Croley
Dolores SimpSon
Marion Ditter
Katherine Swing
Fannie Dixon
Connie Taylor
Tom
Gant
Louise Tombrink
Betty Hall
Troy Townsend
Judson Hetrick
Dean Tsonas
Joy Jordan
Betty Turner
Cailey Lane
1969-1970 English Language Arts
Curriculum Guide Writing Committee
Caney Lane
Bill Alexander
David Mobley
Marion Ditter
Jane Morris
Sister Virginie Fish
Dean Tsonas
Joy Jordan
Martha Williams
Martha Keyser
Typist - Karen Bratcher
Illustrations by David Mobley
2
1969-1970 English Language Arts WorkshopE
- Dr. Roy O'Donnell
Linguistics
Florida State University
Elementary- Dr. Lois Ydchael
Reading:
University of South Florida
Seco/Waxy, - Dr. Lois Michael
Reading:
University of South Florida
McCrimmon
- Dr. James
Writing
Florida State University
- Mr. Herbert
Multi-Media
Karl
Florida State University
William Ojala
Literature
- Dr.
Florida State University
Allan Thomson
Humanities
- Dr.
Florida State University
- Dr. James
Popovich
Speech
University of South Florida
Richard Fallon
Creative Dramatics
- Dr.
Florida State University
Alice Smith
Library
- Dr.
University of South Florida
Contents
Introduction
I.
What is the definition of English language arts?
What are the Key Concepts of English language arts?
What are the goals of English language arts?
Program Objectives
II.
What main objectives should an English language arts program
strive towards?
Sample Instructional Objectives
III.
base instructional objectives on program objec-
How do you
tives?
Units
IV.
integrate the English language arts skills?
How do you
Organization
V.
How do you
organize an English langpage arts program?
Materials and Equipmwit
VI.
What materials and equipment are needed for an English language
arts program?
Bibliography
VII.
What sources are available for further study in English lan-
guage arts?
4
INTRODUCTION
BACKGROUND OF GUIDE
During the 1968-69 school year, elementary teachers and secondary
teachers met periodically to study and analyze the Pasco County
Program, to study recent English language
English Language Arts
arts research and programs, and to recommend changes and directions
These recom-
for the Pasco County English Language Arts Program.
mendations were to be written into the form of a guide.
It was compiled
This is the guide based on the recommendations made.
by a writing committee made UD of.teachers who served on the original
committee.
DEFINITION OF ENGLISH LANGUAGE ARTS
The writing committee's first task was to define mEnglish Language
The following diagram is a pictorial view of this definition.
Arts."
LANGUAGE ARTS....
COMMACATION
\
-,,LANGUAGE
COMPREHENSION (RECEPTION)
EXPRESSION (TRANSNISSIONJ
LISTENING
VIE
ING
READING
SPEAKING
WRI1ING
;11J
The essence of what is meant by English .language arts is communica-
By this is meant the teaching of English expression or
tion.
By mexoression"
transmission and English comprehension or reception.
is meant the writing and speaking of English and by "comprehension"
is meant the reading, listening, and viewing of English.
The definition of "languagem is the study of grammars, usage, vocabu-
The broken line 'to mlanguage" is symbolic of
lary, spelling, etc.
the writing committee's view based on research, of the relationship
of language to the other phases of the English Language Arts Program,
(usually
Too often English language arts meant the study of grammar
standard grammar) and nothing else.. Year after year students were
dragged through page after page of a grammar handbook, memorizing,
The objective of'such a program was to have
diagramming, etc.
However, mEven assuming an
students write and speak English well.
and the
ideal situation where the instruction is clear and consistent
there
students are both eager and able to learn graMmatical theory,
does not
is evidence to suggest'that the understanding of the theory
(Paul O'Dea, mThe Teaching of
result in significant application."
As3ociates, Inc.
Language,m Unit IV, January 1, 1969, Science Research
p. 15)
5
:.
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Therefore, although language is considered as a part of the English
language, it is not the only aspect of English language arts.
PURPOSES OF THE GUIDE
In the making of a comprehensive curriculum guide, two conflicting
One important value is continuity:
values must be reconciled.
the development of a curriculum to provide continuous growth in
the English language arts for children and youth from kindergarten
This English language arts curriculum guide
through grade twelve.
presents sequential growth in reading, speaking, writing, viewing,
The second major value is integration:
listening, and language.
the development of a curriculum in which the areas of the English
language arts are used together to reinforce each other so as to
The value of the integration
increase the effectiveness of each.
of the different aspects of the English language arts has been
This integration will be
constantly in the minds of the writers.
most apparent in the illustrative units developed by the writing
committee.
The point of view underlying each of the curriculum areas (speech,
reading, writing, listening, viewing, and language) is Presented
It is of the greatest im-
in the opening section of each program.
portance to individual readers and to groups studying this guide
to read and to discuss the meanings and implications of these in-
troductory statements.'
It is the
is not a recipe book or a catalog.
A curriculum
creation and et-iolicatiori oTTFEFFIpLes deemed important to the
The creaTiViEescher, understanding
conduct orElassroom lessons.
the essential point orT/TiFof each portion of the curriculum, is
The most im-
free to use, adapt, modify, or omit specific details.
portant use of this curriculum is to become the guide to local
faculties to construct their own curriculums to carry out in their
classrooms the spirit and objectives of this guide.
Because pupils grow continuously in the skills of the English
language arts, and in the understanding and appreciation of litera-
ture, it is very important that the various levels of a school
system work in close harmony to foster this continuous growth.
to produce
Surely the end goal is worthy of the highest effort:
students who speak, write, listen, read, and view better than they
have ever done before.
Also, because language changes and because research uncovers more
truths concerning the learner, it is recommended that this guide be
studied and revised every three years.
6
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PASCO COUNTY ENGLISH LANGUAGE ARTS
OBJECTIVES, K-12
KEY CONCEPTS
There is so much knowledge in the world today that it is
We must identify the Key Concepts
impossible to teach details.
of a subject area and base our program on these Key Concepts.
"By a carefUl analysis of the structure of knowledge it is
possible to discover certain lieu:Concepts distinguished by their
large number
power to epitomize important common features of a
Such concepts are basic central ideas,
of more particular ideas.
effective grasp
an understanding of which opens the door to an
These key ideas provide as it
of an entire field of knowledge.
be grasped
were a map whereby the whole scheme of a subject may
and characteristic features of individual items of knowledge may
It is the present
for the first time be rightly interpreted.
. .
thesis that the only satisfactory answer to the crisis is the
Teachers ought
formulation and persistent use of key concepts.
above all to know the basic rationale of their disciplines and
essential
should conduct their instruction in the light of these
This does not mean that the key concepts should be
principles.
It does mean that particular
taught explicitly and directly. .
.
items of knowledge should be selected and used with an eye to
their exemplification of the basic concepts of the field."
(Philip H. Phenix, "Key Concepts and the Crisis in Learning,"
1956)
Teachers College Record, Volume 58, Number 3, (December
TT-MT
Arts:
The following are Key Concepts of English Language
"increase
The aim of the English language arts curriculum is to
(A Florida Guide:
the power and control' of the use of language."
Bun-FEET-35E7--
Inc. Elementary Schools,
English Language Arts
1965, p. 1.)
and personal
John Dixon discusses skills, cultural heritage,
"Among the
growth as Key Concepts of English.language arts.
accepted in
models or images of English that have been widely
singled out.
schools on both sides of the Atlantic, three were
it fitted an era when initial
The first centered on skills:
The second stressed the cultural
literacy was the prime demand.
unifying content.
heritage, the need for a civilizing and socially
on the
rowth:
The third (and current) model focuses on personal
to the
need to re-examine the learning processes and tne mean ng
(John Dixon,
individual of what he is doing in English lessons."
National Association
Growth Throu h English, Reading, England.
TO-F-Efie Teaching of English, 1967, p. 1-2.)
(3)
'as the
N4.. Dixon elaborates on the concept of personal growth
language is learnt in
"To sum up:
current model of English.
In English, pupils meet to share
operation, not by dummy runs.
they
their encounters with life, and to do this effectively
andmonologue--between talk, drama
move freely between dialogue
into the
and writing, and literature, by bringing new voices
Each pupil
classroom, adds to the store of shared experience.
In so doing
takes from the store what he can and what he needs.
he learns to use language to build his own representational
it.
world and works to make this fit reality as he experiences
Problems with the writtenmedium for language raise the need
But writing implies a message:
for a different kind of learning.
the means must be associated with the end, as part of the same
A pupil turns to the teacher he trusts for confirmation
lesson.
he
of his own doubts and.certainties in the validity of what
has said and written; he will also turn to the class, of course,
In ordering and
but an adult's experience counts for something.
know
composing situations that in some way symbolize life as we
When a
it, we bring order and composure'to our inner selves.
he matures,
pupil is steeped in language in operation we expect, as
of language, and with
a conceptualizing of his earlier awareness
world).
this perhaps new insight into himself (as creator of his own
England:
National
(John Dixon, Growth Through English. Reading,
Association for the NiChing of English, 1967, p. 13.)
GOALS
1969-70
The Ftoposed Accreditation Standards for Florida Schools,
Ilies.its goals for elementary, junior high, and senior high
The goals of the
English language arts on such key concepts.
English Language Arts Program shall be to provide opportunities
which enable each pupil to:
Develop his ability to communicate through competent use
(a)
expressing
of the English language in obtaining ideas, and in
himself clearly, concisely, accurately, and fluently;
member of the
Understand himself as an individual and as a
(b)
communication group;
speaking,
Develop his ability to employ viewing, listening,
(c)
problems;
reading, and writing in the solution of
derive
Develop his powers of language to enable him to
(d)
intellectual satisfaction
emotional, psychological, social, and
from communication and from life;
literary forms.
Interpret and appreciate various
(e)
PASCO COUNTY
ENGLISH LANGUAGE ARTS OBJECTIVES
,
aoncepts
the above key
to fdllow are based on
Mile program objectives
(4)
'
and goals of the English language arts.
In stating these Program objectives, please note the code used
and the age levels represented by Early Childhood, Late Child-
hood, Early Adolescence, and Late Adolescence.
These age levels are based on the workings of Jean Piaget. (See
Piaget's Theory of Intellectual Development, Printice-Hall; An
anT
Outline of Pia et's Developmental Psychology for Students
Teachers, Basic Books
Piaget considers the learning process of infancy as one ph;Jse
in the first of four distinct but sometimes oyerlaming stages.
ages two tO seven, seven to eleven, and eleven
The other stages:
to fifteen.
During the stage (2-7), the child thinks about everything in terms
of his own activities; he believes that the moon follows him
around, or that dreams fly in through his window when he goes to
Erroneous though these ideas are, they heln the child com-
bed.
In this period, the child is
prehend that actions have causes.
not egocentric by choice but because of intellectual immaturity.
The child reaches the threshold of grown-up logic as early as
Before that noint, he may think
seven and usually by eleven.
that water becomes "more to drink" when it is noured from a short,
The
squat glass into a tall, thin one with the same capacity.
that the child is paying
reason for this snibborn risconcention i
attention only to static features of his environment, not to trans-
Now, at the age Piaget calls that of "concrete"
formations.
intellectual activity, the child can deluce that nouring does not
He has begun to reason and to
change the quantity of the water.
grasp the essential principle of the equation.
Between the ayes of eleven end fifteen, the child begins to deal
with abstractions and, in a primitive but methodical way. set up
hypotheses and then test them, as a scientist does.
The time table that seems to control the develonment of intellectual
skills, Piaget is convinced, suggests that man'c capacity for logi-
cal thought is not learned but is embelded, along with hair color
These innate rational tendencies do not mature, however
in genes.
A child cannot be forced to develaa under-
unless they are used.
standing any faster than the rate at which hismwers:Mature to
ti'-')oter-ii-i---Eleirfullt11.At the same time, P child Who-does not get
the chance to apply his develoning abilities and test their limita-
tions may never reach his full intellectual capacity.
Piaget has observed repeatedly that children exnlore the comnlexities
of their world with immense zest, and his findings have given
The method draws
encouragement to the discovery method of teaching.
also on the ideas of John Dewey,1Maria Montessori, and Jerome Bruner.
9
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