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Report Resumes REPORT RESUMES ED 013 823 TE 00L 065 A CURRICULUM FOR ENGLISH, TEACHER PACKET, GRADE 10. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. PUB DATE 65 CONTRACT OEC2-117 --119 EDRS PRICE MF-$1.00 HC NOT AVAILABLE FROM EDRS. 257P. DESCRIPTORS- *CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, ;,GRADE 10, TEACHING GUIDES, COMFOSITI (LITERARY), LITERATURE, LANGUAGE, LITERARY ANALYSIS, INSTRUCTIONAL MATERIALS, TRAGEDY, SYNTAX, NOVELS, RHETORIC, NEBRASKA CURRICULUM DEVELOPMENT CENTER THE LITERATURE PROGRAM Cf THE GRADE 10 NEBRASKA ENGLISH CURRICULUM EMPHASIZES. MAN'S CONCEPTION Cf THE WORLD--HIS PICTURE CF NATURE, Of SOCIETY, AND CF WCAL LAW--AND Had THESE THREE CONCEPTS ARE PRESENTED IN LITERATURE. UNITS COVER THE FLLCMING TOPICS---(1) "MAN'S PICTURE CF NATURE," (2)"THE LEADER AND THE GROUP," (3)"SIN AND LONELINESS," AND (4) "TRAGEDY." THE FOCUS Cf THE LANGUAGE AND COMPOSITION PROGRAM IS ON "MARCO.-RHETORIC," THAT IS, THE ARISTOTELIAN CONCEPTS Cf ORGANIZATION WHICH CONSIDER THE "SPEAKER," THE AUDIENCE, THE SUBJECT MATTER, AND THE RELATIONSHIPS AMONG THEM. THE 10TH -GRACE LANGUAGE UNITS RELATE TO THE UNITS IN PREVIOUS PACKETS ON THE RHETORIC Cf THE ViCRD, Cf FIGURATIVE LANGUAGE, Cf THE SENTENCE, AND Cf THE PARAGRAPH, AND LCOK FORWARD TO FORMAL RHETORICAL CONSIDERATIONS IN LATER GRACES. SPECIFIC RHETORICAL EXERCISES TO REINFORCE CONCEPTS LEARNED IN THE LANGUAGE UNITS ARE PRESENTED WITH EACH Cf THE LITERATURE UNITS. INTRODUCTIONS TO UNIT MATERIALS, BIBLIOGRAPHIES FOR TEACHERS, SUPPLEMENTARY STUDENT READING LISTS, AND SUGGESTIONS FOR TEACHING PROCEDURES AND AUDIOVISUAL AIDS ARE ALSO INCLUDED IN THE PACKET. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA CURRICULUM CENTER, 231 ANDREWS HALL, LINCOLN, NEBRASKA 68508. THE RELATED STUDENT PACKET FOR GRADE 10 IS TE 000 066. (DL) _AN c7PcTOC3.*. W.44 .4% f _ U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFD SCE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. ACURRICULUM FOR ENGLISH Teacher Packet INTRODIrCTTONTOTUE UNITS Grade10 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY0.0, TO ERIC ANt ORG NIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REOUIRES PERMISSION OF THE COPYRIGHT OWNER." Copyright, University of Nebraska, 1965 (::::) Experimental Materials Nebraska Curriculum DevelopmentCenter 1.1.1 THE TENTH-GRADEUNITS RECOMEENDED SCHEDULE Unit Title I. "Nacro-rhetoric" 1 -2 weeks "Manis Picture of Nature" 9 - 11 weeks III. "The Leader andthe Group" 8-9 weeks IV. "Frustration and Loneliness" 8 - 9 weeks V. "Tragedy" 8 - 9 weeks .11111*. 34- 39 weeks CURE TEXTS NOTE: All supplementary texts, whichare listed in the individual should be made packets, available in schoollibraries. I. "Macro-rhetoric" Ne.ne. Materialsare included in the,:unit. II. "Man's Picture ofNature" The Pocket Bible or The Holy Iii .le (family-approvedVersion) Lao -The, The lily of Life (NewYerk: Nem American Library, 1955). Mentor Paperback, Cline (ed.) The RineharL Book ofShort Stories (New and Winston, York: Holt, Rinehart, c15-07-- . III. "The Leader andthe'Dreue , . The'.Piiine6 (New York: Mentor;':I9' ,). (600) William Shakespeare, Julius Caesar (NewYork: Washington 19__). (450) Square Press, Willard Swire (ed.), Three DistinctivePlays About Abraham York: Lincoln (New Washington SquarePress, 19__). (600 John F. Kennedy.,1-rofiles in Courage (New York: Pocket Books, 19 ). (350) Giovanni Guareschi, The Little Worldof Don Camillo (New 19 ). (500) York: Pocket Books, IV. "Frustrationand' Loneliness" Thomas Hardy, TheReturn of the Native (Signet,19 ). (500 John Steinbeck,The Pearl (NewYork: Bantam Books, Inc.,19 ). (400) Cline, (ed.) The Rinehart Dook if Short Stories(New York: Holt, Rinehart, and Winston,19-77750 Colerid7e (Laurel Fc.et eerie s) (TZew York: Dell Publishing Co., 19 ): (35) V. "Tragedy" Christopher Marlowe and Sophocles, Doctor Faustus andOedipus Rex (New York: Washington Square Fress, 29 ). (35c0 Eugene C'Neill, The .Emperor Jones(New York: Holt, Rinehart and TAInston, 19 ). (950 OR J. M. Synge, "Riders to the Sea" (Samuel French, 19 ). DESCRIPTIN OF UNITS I. Literature The tenth grade literature program concerns itself with the way inwhich man tends to conceive the world about him: man's picture of nature, of society, and of moral law; it deals with literary presentation of thesethree pictures. The first unit deals with man's picture of nature as it appears in generally animistic works, as it appears in classical works, Christian works, and in the works of writers who write under the influence of the scientific revolution or of such romantic writers as write in rebellion against it. The unit concerning man's picture ef society, "Tice aaderand The Group," deals with the ways in wiaich mm organize themselves into groups and their concomitant demands upon the leader. It deals with several historical periods--the medieval period, where John of Salisbury is taken as the repre- sentative political thinker and The Song of Eoland.as the representative work; the Renaissance pericd where :lachiavelli is taken as the political thinker and Julius Caesar as the work; the period in American history from Thomas Jefferson's letters to Drinkwater's Abraham Lincoln; and the modern period where John Kennedy's Profiles in Courag taken as a representative work in the democratic tradition, and The Little World of Don Camillo, which represents the interaction between western aDd eastern political ideologies is the literary selection. It should be noticed that "The Leader and the Group" unit links with the units concerning the hero which are presented in the eighth prade, but its eaehasis is more upon the relationship between the leader and his following whereas the eihth grade units concern the hero in lameelf. The units dealing with man's picture of morn:.'. law deal with Iaan's serse of soparat fro ti od and fratft the good. They speak of what Kierl(ce:aard has called fear and trembling et:ming over man. The unit on frsteetion and loneliness includes literary works which treat the psychology of such sickness unto death and such fear and trembling. The unit on tragedy endeavors to show somethino1 how the tragic writer treats the suffering, isolation, and loneliness whIch beset the tragie hero. The tragic hero is not only an isolated and aufferinE man. Ho is also generally the leader of a group, and he is a man whe met discover his lalace in nature, society, and the laws of God and mar. Thus the. tragedy unit is a kind of summary unit. It brings together the thematic conk int of the other tenth grade units. Moreover, the tragedy unit is ccncerned with another of the genres and so relates to the genre study of the ninth grade. It prepares for the study of Shakespearean tragedy in the twelfth grade. The tragedy unit, like the unit on nature and the leader and the group, studies its topic during several historical periods: the classical period, the medieval-Renaissance period, and the modern period. The ,visions are oversimplified and somewhat arbitrary, but they are useful pedac :ically. The unit on Nature deals specifically with man and his relationship to nature. The outcome of the unit should be a conscious awareness on the part of tho student of his place in this natural environment and his important, yat finite, role in life. A9, Indian songs-- approximately one week. The poetry selections should be read in class and are suitable to students cf all levels of ability. B. The Classical Tradition-- approximately one week. The selections are suited to all ability levels and a careful reading by the student of all introductory materials is required. A careful preparation by the teacher in establishing the concept of the epic form is important. C. The Hebraic-Christian Tradition--three to four weeks. A variety of materials suited to all ability :Levels is included, from which the teacher will select and utilize materials suited to his class. It is imperative at the outset to establish the understanding that a study of this section does not cross religieus lines and is not inteded to do so. The beauty of the literature will reveal itself to the student as he involves himself in the various selections. D. The Age of Reason--approximately one week. For all but the capable learner, this section will require careful classroom analysis by teacher and student. E. The Romantic n)vemente-one to two weeks. It is suggested that the materials be read in class. There are ample supplementary materials in this unit for the able student. F. The Predern Dilenmaapproximately two weeks. The poetry selections should be read in class. The materials are suited to grouped and ungrouped classes. The Quen Boat lends itself to a variety of analyses through extensive use of guide questions for reading, discussion, and composition exercises. It is suggested that nine weeks be allowed for "The Leader and the Group" in the tenth grade English program unless the teacher prefers to omit the supplementary writing assignments, in which case eight weeks. The unit stresses the way in which literature expresses the ideals of its age, specifically the ideals of leadership. The final purpose is thus to examine character and theme, usually a subordinate theme, in works of literature; but to get at this purpose, one must first examine the ideals themselves. This need to study both the statement of the ideal and its literary expression, with the statement of the ideal at times necessitating more explanation than the literature itself. occasionally creates an awkward ambivalence of focus; thus the teacher may frequently find it necessary to recall the students' attention to the ultimate purpose of the unit. The unit, organized Ihronologica:ly, treats beth the statement of the ideal and the literary em6o0iment of t}.e ideal fel- each of four different ages: medieval, renaissance, nireteenth eertury and twentieth century.
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