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REPORT RESUMES ED 013 821 TE 000'063 A CURRICULUM FOR ENGLISH, TEACHER PACKET, GRADE 9. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. PUB DATE 65 CONTRACT CCC--210-419 EDRS PRICEMr-$1.25 HC NOT AVAILABLE FROM EDRS. 276P. DESCRIPTORS- *CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, *GRADE 9, *TEACHING GUIDES, COMEDY, COMPOSITION (LITERARY); DRAMA, EPICS, FABLES, INSTRUCTIONAL MATERIALS, LITERARY ANALYSIS, SATIRE, LANGUAGE, LITERATURE, LINGUISTICS, DIALECTS, NEBRASKA CURRICULUM DEVELOPMENT CENTER THE NEBRASKA ENGLISH CURRICULUM FOR GRADE NINE FOCUSES ON THE CONCEPT CF GENRE AND ACCOMPANYING LITERARY ATTITUDES AND DEVICES. SATIRE, COMEDY, AND THE EPIC ARE THE SUBJECTS cc THE LITERARY PROGRAM. LANGUAGE AND COMPOSITION STUDIES, BUILDING UPON EIGHTH-GRADE LANGUAGE HISTORY AND SYNTAX UNITS, CENTER ON GEOGRAPHIC AND SOCIAL DIALECTS, PHONOLOGY, SENTENCE SYNTAX, AND COMMON USES FOR LANGUAGE. THE TEACHER IS URGED TO APPLY TIE SUBSTANCE OF LANGUAGE UNITS TO. THE SUBSEQUENT STUDY OF LITERATURE. ASSIGNMENTS, LEADING STUDENTS TO ANALYZE, DRAW MON, AND PRACTICE CONCEPTS FRESETED IN THE LITERATURE AND LANGUAGE UNITS, INCLUDE CRITICAL DISCUSSIONS CF SPECIFIC GENRES AND PASSAGES, FORMULATION OF 'RELEVANT QUESTIONS IN READING LITERATURE, AND COMPOSITION OF LIMERICKS, FABLES, AND SATIRES. TEACHER PACKET SECTIONS CORRESPOND TO UNITS Cf THE COURSE----(1) "THE IDEA OF KINDS -- ATTITUDE, TONE, PERSPECTIVE," (2) "SATIRE -- FORMAL AND MENIPPEAN," (3) "THE IDEA OF A FLAY- -THE GREEK, THE RENAISSANCE, THE MODERN," (4) "COMEDY," (5) "THE EPIC," (6) "DIALECT," (7)"PHONOLOGY," (8) "SYNTAX AND THE RHETORIC Cf THE SENTENCE," AND (9) "THE USES OF LANGUAGE." EACH SECTION CONTAINS A TABLE C4CONTENTS, A BACKGROUND ESSAY ON MATERIAL TO BE STUDIED, RECOMMENDED TEACHING PROCEDURES, A TEACHER'S BIBLIOGRAPHY, AND ILLUSTRATIVE MATERIALS FOR CLASSROOM USE. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA .CURRICULUM CENTER,, 231 ANDREWS HALL, LINCOLN, NEBRASKA 68508. THE RELATED STUDENT PACKET FOR GRADE NINE IS TE 000 064.(RD) REPORT RESUMES ED 013 821 TE 000 063 A CURRICULUM FOR ENGLISH, TEACHER PACKET, GRADE 9. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. PUB DATE 65 CONTRACT OEC-2-10-119 EDRS PRICEMF-$1.25HC NOT AVAILABLE FROM EDRS. 276F. DESCRIPTORS- *CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, *GRADE 9, *TEACHING GUIDES, COMEDY, COMPOSITION (LITERARY), DRAMA, EPICS, FABLES, INSTRUCTIONAL MATERIALS, LITERARY.ANALYSIS, SATIRE, LANGUAGE, LITERATURE, LINGUISTICS, DIALECTS, NEBRASKA CURRICULUM DEVELOPMENT CENTER THE NEBRASKA ENGLISH CURRICULUM FOR GRADE NINE FOCUSES ON THE CONCEPT CF GENRE AND ACCOMPANYING LITERARY ATTITUDES AND DEVICES. SATIRE, COMEDY, AND THE EPIC ARE THE SUBJECTS OF THE LITERARY PROGRAM. LANGUAGE AND COMPOSITION STUDIES, BUILDING UPON EIGHTH-GRADE LANGUAGE HISTORY AND SYNTAX UNITS, CENTER ON GEOGRAPHIC AND SOCIAL DIALECTS, PHONOLOGY; SENTENCE SYNTAX! AND COMMON USES FOR LANGUAGE. THE TEACHER IS URGED TD APPLY TIE SUBSTANCE CC LANGUAGE UNITS TO. THE SUBSEQUENT STUDY OF LITERATURE. ASSIGNMENTS, LEAD!NG STUDENTS TO ANALYZE, DRAW MON, AND PRACTICE CONCEPTS PRESEOTED IN THE LITERATURE AND LANGUAGE UNITS, INCLUDE CRITICAL DISCUSSIONS CF SPECIFIC GENRES AND PASSAGES, FORMULATION CF 'RELEVANT QUESTIONS IN READING LITERATURE, AND COMPOSITION CF LIMERICKS, FABLES, AND SATIRES. TEACHER PACKET SECTIONS CORRESPOND TO UNITS CF TOE COURSE--(1) "THE IDEA OF KINDS--ATTITUDE, TONE, PERSPECTIVE!" (2) "SATIRE--FORMAL AND MENIPPEAN," (3) "THE IDEA OF A PLAY- -THE GREEK, THE RENAISSANCE, THE MODERN!" (4) "OOMEOY!" (5) "THE EPIC," (6) "DIALECT," (7) "PHONOLOGY!" (8) "SYNTAX AND THE RHETORIC OF THE SENTENCE," AND (9) "THE USES cc LANGUAGE." EACH SECTION CONTAINS A TABLE CF CONTENTS, A BACKGROUND ESSAY ON MATERIAL TO BE STUDIED, RECOMMENDED TEACHING PROCEDURES, A TEACHER'S BIBLIOGRAPHY, AND ILLUSTRATIVE MATERIALS FOR CLASSROOM USE. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY OF NEBRASKA .CURRICULUM CENTER!, 231 ANDREWS HALL, LINCOLN, NEBRASKA 649508. THE RELATED STUDENT PACKET FOR GRADE NINE IS TE 000 064. (RD) r Hc- I0, U.S. DEPARZMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANILTION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT ,OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A CURRICULUM FOR ENGLISH Teacher Packet General Introduction tothe Units Ninth Grade Copyright, The Universityof Nebraska, 1965 Experimental Materials Nebraska Curriculum DevelopmentCenter "PERMISSION TO REPRODUCE THIS COPYRI HTED nil I. HAS BEEN GRANTED TO ERIC A OR NIZATIONS OPERATING UNDER KR EMENTS WITH THE U.S. OFFICE OF EDUCATION, FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." UNITS: 1. The Idea of Kinds: Attitude, Tone, Perspective 2. Satire: Formal and Menippean 3. The Idea of A Play 4. Comedy 5. The Epic 6. Dialect: Geographic and Social 7. Phonology 8. Syntax and the Rhetoric of the Sentence 9. The Uses of Language 1 Introduction: Ninth Grade Program The first unit in the ninth grade literature program sets the theme for the whole literature program at the level. It concerns the concept of genre. The idea of genre is, of course, not simply an idea having to do with marrative structure; it has to do with kinds of diction, decorum, and literary postures which .0 with the narrative structure. As a consequence, the first unit studies not only the conception of genre but some of the shorter genres: the literary attitudes and devices which go with them (attitude, tone, perspective). The literature program then turns to the study of three signi- ficant classical genres: satire (formal and menippean satire) comedy, and epic. The satire unit draws on a variety of periods but concentrates most heavily upon two relatively modern satires: George Orwell's Animal Farm and Leonard Wibberlyis The Mouse That Roared. (1) The comedy unit takes up comedy as it appears in three separate historical periods- -the "Modern" period, the "Classical" period and the "Renaissance" period. In order to prepare students for the study of comedy and, indeed, for the study of dramatic literature generally, "The Idea ofa Play", a unit concerning the stage machine, the stagecompany, the acting traditions of three great theatres, is included before the comedy unit. Its purpose is not to force students to become producers or directors or actors. Rather, it is to give them some sense of the kind of reading and the kind of interpitation which is appropriate to the understanding of dramatic literature. (2) The unit on the epic takesup the most ancient of classical epics, the Odyssey; it is a unit which should be related to the eighth grade unit on the epic hero (Beowulf and The Song of Roland). Whereas the emphasis of the eighth grade unit is upon the character of the epic hero, the emphasis of the ninth grade unit is upon the epic formas it was'adumbrated by Homer. The form of the epic as it is known to classical and neoclassical writers is essentially that created by Homer: the journey and the great battle.This was the form which was adopted by Virgil and the form which exercised a heavy influence upon such writers as Spenser and Milton. One set of language and composition units for this level is concerned with dialects, geographic and social dialects, and phonology and theuses of language. These three subjects are interrelated.Dialects are partially defined by phonological differences. The history of the language and the study of dialects are very closely related. One cannot understand the varieties of American dialects apart from some understanding of the linguistic history which lies behind them. (See eighth grade unit "History of the Language). One further gain which may be implicit in these two units is that theymay give students some understanding of the nature ofusage, of how they came to have the usage concepts they do have and how it is that opinions differ rather radically in the area of usage. To understand the evolution of English and its varieties is to understand something of the futility of prescriptive attitudes toward usage. To understand the history of the language is also to understand that the efforts of the pedagogue to eradicate so-called usage errors are pretty largely futile efforts. The third unit concerning language which has been devised for the ninth grade is a unit which builds both upon the eighth grade unit concerning "Morphology and Syntax" and the eighth grade unit concerned with "Words and Their Meanings". "Syntax and the Rhetoric of 3 the Sentence" is very closely related to the linguistic description of syntax. The fourth unit, "The Uses of Language," also builds upon the eighth grade units "Syntax" and "Words and Their Meanings." This unit makes students conscious of eight common purposes for which language is used. Once any language unit has been taught, the teacher sho'ild apply its sub- stance to the literature of the literature units which he teaches thereafter. Phonological insights may be developed further in the study of literature, especially in the study of poetry. Dialectal variation, both geographic and soial, is displayed in both the satire and the comedy units. An understanding of "Syntax and the Rhetoric of the Sentence" and "The Uses of Language"may intensify the students' understanding and appreciation of the professional writers' work. The teacher should have the student exawline the principles of both 11:,its as he studies the succeeding literature units. A CURRICULUM FORENGLISH Teacher Packet THE KINDS: ATTITUDE, TONE, PERSPECTIVE Grade 9 Copyright, TheUniversity of Nebraska1965 EXperimental Materials Nebraska Curriculum:Development...Center I. Attitude, Tone,Perspective audience A. Attitude: an authorand his of thespeaker's"character" B. Tone:the dramatizing (ethos) stance twtardhis subject C. Perspective: the author's (genre and stylisticlevel) II. Genres A.The Epigram B. The Limerick C. The Parable D. The Fable E. The Pastoral F. The Ode The Kinds: Attitude, Tone, Perspective Grade 9 Position in Grade: A. Literature: Form and Idea 1. TheKinds: __Attitude, Tone.Perspect.ve 2. Satire 3. The Idea of the Play 4. Comedy 5.
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  • Ed 038 415 Te 001 801

    Ed 038 415 Te 001 801

    DOCUMENT RESUME ED 038 415 TE 001 801 AUTHOR Schumann, Paul F. TITLE Suggested Independent Study Projects for High School Students in American Literature Classes. PUB DATE [69] NOTE 7p. EDRS PRICE EDRS Price MF-$0.25 HC-$0.45 DESCRIPTORS American History, *American Literature, Analytical Criticism, *English Instruction, Group Activities, Independent Reading, *Independent Study, Individual Study, Literary Analysis, Literary Criticism, Literature, Research Projects, *Secondary Education, *Student Projects ABSTRACT Ninety-six study projects, for individuals or groups, dealing with works by American authors or America's history in the past 100 years are listed. (JM) 1111111010 Of NM, DOCATION &MAK MIKE Of INCA11011 01,4 nu woorM511011pummmum is mans4MMAIE MN 011611016 IT. POINTS Of VIEW01 OPINIONS SUM N NOT WSW EP112111OffICIAL ON* Of SIMON CC) LOYOLA UNIVERSITY OF .LOS ANGELES pew N POLICY. O 0 SUGGESTED INDEPENDENT STUDY PROJECTS FOR HIGH SCHOOL LLB' STUDENTS IN AMERICAN LITERATURE CLASSES Dr. Paul F. Schumann Students are encouraged to substitute titles and topics of literary merit, with teacher prior approval, for any of those on the following list.Works by American authors or dealing with our nation in the past 100 years are to receive primary attention during this semester. However, reports incorporating comparisons with works by foreign authors are clearly acceptable. You may elect to work in small groups on certain of the projects if you secure teacher consent in advance. Certain of the reports may be arranged to give orally in your small group sessions. You will also be notified as to the due dates for written ones. It is vital that all reports be carefully substantiated with specific citation from the materials used.