Refort Resumes
Total Page：16
File Type：pdf, Size：1020Kb
REFORT RESUMES ED 013 808 TE 000 050 A CURRICULUM FOR ENGLISH, GRADE 3, UNITS 23 -33. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. FUB DATE 66 CONTRACT OEC -2 -W -119 EDRS PRICE MF-10.75 HC NOT AVAILABLE FROM EDRS. 152P. DESCRIPTORS- *CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, *GRADE 3, *LITERATURE, BIOGRAPHIES, CHILDRENS BOOKS, COMPOSITION SKILLS (LITERARY) ,FABLES, FICTION, FOLKLORE BX'KS, INSTRUCTIONAL MATERIALS, LANGUAGE, LITERARY ANALYSIS, MYTHOLOGY, ORAL READING, POETRY, NEBRASKA CURRICULUM DEVELOPMENT CENTER THE NEBRASKA ENGLISH CURRICULUM FOR GRADE THREE CONTINUES TO CENTER ON THE READING OF LITERATURE, WITH RELATED LANGUAGE AND COMPOSITION ACTIVITIES. TO STRENGTHEN CHILDREN'S AWARENESS CF THE COAL AND REPETITIVE PATTERNS IN FOLK LITERATURE AND Cf THE LITERARY PURPOSES Cf THESE DEVICES, SEVERAL GRIMM FAIRY TALES ARE READ AND THEN COMPARED WITH MODERN STORIES*-"MADELINE" AND "THE FIVE CHINESE BROTHERS," FOR EXAMFLE---WHICH CONTAIN A SERIES Cf PARALLEL ELEMENTS. SEVERAL ANIMAL STCRIES ARE ANALYZED FOR SUCH STYLISTIC FEATURES AS REPETITION, ALLITERATION, AND ONOMATOPOEIA. "THE BLIND COLT" IS READ FOR ITS REALISTIC TREATMENT OF ANIMALS AND ITS USE OF WORDS THAT APPEAL TO THE SENSES. "WINNIE THE P0.744" AND "MR. POPPER'S PENGUINS" ILLUSTRATE CONFLICT AND COMIC ADVENTURE IN STDRIES. THREE GREEK MYTHS AND THE TALKING BEAST FABLES OF CHAUCER AND THE BROTHERS GRIMM HELP CHILDREN TO UNDERSTAND THE MYTH AND THE FABLE AS CONSCIOUS LITERARY CLASSIFICATIONS AND AS FART OF OUR CULTURAL HERITAGE. "THE RED BALLOON" EXEMPLIFIES THE UNIVERSALITY CF HUMAN EMOTION, WHEREAS "THE COURAGE Cf SARAH NOBLE" AND THE BIOGRAPHY, "COLUMBUS AND HIS BROTHERS," ACQUAINT CHILDREN WITH HISTORICAL THEMES. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA PRESS, 215 NEBRASKA HALL, LINCOLN, NEBRASKA 68508. (SEE ALSO TE 000 048, TE 000 054, AND TE 000 055.) (JB) `42 A CURRICULUM FOR ENGLISH Grade 3 Units 23-33 C") LC% 0 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINIS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY. A CURRICULUM FOR ENGLISH Grade 3 Units 23-33 UNIVERSITY OF NEBRASKA PRESS LINCOLN E Uoo o.6-0 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY TO ERIC AND' ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH DIE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REOURES PERMISSION OF THE COPYRIGHT OWNER." Copyright © 1966 by the University of NebraskaPress All Rights Reserved The materials in this curriculumwere created by funds supplied by The University of Nebraska The Woods Charitable Fund The Hill Family Foundation The United States Office of Education (Contract No. 0E-2-10-119) Manufactured in the United States ofAmerica PREFACE The version of A Curriculum for English published here is an extension of the suggestionsmade in the Woods Curriculum Workshop of 1961; it is the result ofa peculi- arly close collaboration between Nebraskaclassroom teachers and scholars from Nebraska, and thecountry at large--a collaboration particularly intensebetween 1961 and 1964.The curriculum covers theyears of kindergar- ten through high school in detail and makessuggestions far the first year of college.It is not a panacea for present problems in the teaching of English; it ismore like a half formed slave struggling to free itself fromthe stone.In some cases, the materials represent the state of theart in 1961; in some cases, that of 1967;many of the materials are as incomplete, as imperfect or simplisticas the group which created them. Theyare offered to remind their audience that a;cholars canconcern themselves with schools and that teachers can fulfill the demands ofscholarship; they are also offered for whateveruse they may have in the classroom.Since hundreds of people collaborated in the creation of these materials,no names are attached to them. They should remain anonymous and peregrine. The Nebraska Curriculum Development Center CONTENTS Introduction vii Unit 23: Folk Tale. 1 Mother Ho lle Cinderella, or the Little Glass Slipper The Sleeping Beauty in the Wood Unit 24: Fanciful Tale .19 The Five Chinese Brothers Made line Made line's Res cue 0 v Unit 25: Animal Story. .29 The Blind Colt Unit 26: Animal Story. 39 How the Camel Got His Hump Flow the Leopard Got His Spots The Sing-Song of Old Man Kangaroo Unit 27: Adventure Story . .51 Winnie -the -Pooh Unit 28: Adventure Story . .61 Mr. Popper's Penguins Unit 29: Myth. 71 Daedalus and Icarus Clytie Narcissus Unit 30: Fable .87 The Musicians of Bremen Chanticleer and the Fox Unit 31: Other Lands and People . .103 The Red Balloon Unit 32: Historical Fiction .III The Courage of Sarah Noble Unit 33: Biography . 121 Christopher Columbus and His Brothers INTRODUCTION TO THE ELEMENTARY SCHOOL PROGRAM The Nebraska elementary program is divided into units; the units center in the study of literature, often literature read aloud, and include work in language and composition integral to such study.It may be in order to describe the premises of the program. I. Premises of the Program For at least twenty centuries, the best literature produced in the western world was presented orally to audiences of many ages and social levels. And if it is true that great audiences produce great artists, then the audiences of such literature must have penetrated its meaning and been sensitive to its literary merit; there must have been some route of interchange of inspiration continually openbetween writers and audiences.From this it does not follow that children who as yet do not read should be insensible to the attractionsof fine litera- ture when it is appropriate to their level of intellect, imagination and rhythmic sense.Before a child is able to read, before he is able to cope with the only partially systematic English graphemic system,he has the need to come in contact with literature:if he cannot read, he can surely be read to--and this is a basic notion of the earlyunits in this curriculuni. We should surprise few teachers in saying that children can tell stories, oral tales, cycles of tales; they can create their own literary culture so to speak, and they perhaps can do this best at the prompting and inspiration of excellent literary works.Storytelling, modeled and unmodeled, is thus a foundation activity suggested in this curriculum.The child's basically oral approach to literature will change as he masters reading skills, but he must know and feel that these reading skills are worth learning. The elementary school program for language, literature and composition should not be confused with a reading program.It is neither such a program nor a substitute for such a program. The development of methods for the teaching of reading is the proper con- cern of the reading expert and not of this study.Further linguistic research may lead to improvements in methods for the teaching of reading; and, when sufficient research data indicates that these improvements have been made, they should be synthesized in this curriculum. Our concern is with showing such literature as will make reading worth the effort, composition an exercise in the imitation of excellence, and language study more than a bore. vii The language,literature and composition elementary school program for the is designed to teachstudents (1) to comprehendthe more frequent oral andwritten conventions ofliterature composed for young children-- formal or generic conventionsor simple rhetorical conventions; (2)to control these linguisticand literary conventions their own writing; in and (3) to comprehendconsciously themore frequent grammatical conventionswhich theycan handle in their speaking writing. and One who plansan elementary curriculummust first identify the basic generalizationsof the discipline, eralizations second, represent thesegen- so that they can be taughtto children, and third,build a spiral curriculumwhich covers thosebasic concepts inever greater depth, thus developinga progressivelymore sophisticated understand- ing of them.Once introduced ina relatively simple fashion, will be treated a concept somewhatmore intensivelyeach time itappears.All in all, the units ofthe curriculumintend to edly to facts and expose the student repeat- ideas that hemay use in order to proceedinductively to general conclusionsabout the conventionsof good literature. The child'ssense of logic develops froman intuitive, anthropo- morphic apprehensionto the more analyticalapprehension of the junior high school student.The curriculum's of .suggested sequence of literary works and analogous compositionsendeavors to display thesame progress from the "mythic"and anthropomorphic'co the realistic and the analytic, althoughthis does not implythat the levels ignores program at its upper "fabulous" literatureand comparablecompositional forms. (The basicattitudes toward thepsychology of children's literature, its relationto cognition, andthe place of itsemergence in psychologyupon which this curriculumis based following books: are set forth in the Philippe Aries,L"Enfant et la viefamilialesous l'ancien jime;Jan Van Den Berg,"Adults and Children," in The Changing Nature ofMan: NorthrupFrye, Design for modification of the Learning[a generic theory usedin this program].) II. The Units The materials forthe curriculumprogram in the elementary school consisit of seventy specific unitsfor the various'gradelevels plus two packets ©fancillary materials:Poetry