DOCUMENT RESUME CS 200 358 the English Language Arts
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DOCUMENT RESUME ED 074 488 CS 200 358 TITLE The English Language Arts and Basic Skills Program the Bellevue Public Schools. Junior High Level. INSTITUTION Bellevue Public Schools, Wash. PUB BATE Oct /2 NOTE 457p. Draft 2 AVAILABLE PRO Bellevue Public Schools, District 405, 310 102nd Avenue, NF; Bellevue, Washington 98004 ($5.00) EDRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS Affective Objectives; Cognitive objectives; *Composition Skills (Literary): Creative Writing: *Curriculum Guides; English; *Junior High Schools; *Language Arts, Language Skills; *Literature;, Literature Appreciation; Secondary Education; Speee Values; Vocabulary ABSTRACT This curriculum guide discusses an English language arts and basic skills program for the junior high school level. The program is designed to reflect the learner's point of view. The authors argue that education is not so much a matter of objectivesor- subject content as it is a matter of what happens to the student. Accordingly, this guide discusses teaching methods and activities that reflect what happens to students when theyuse language. The guide begins by discussing assumptions and.expectations of the program It then describes activities that reflect stages ofa language cycle beginning when we become aware thata speaker or wriLer has said something to us. These stages, themajor divisionsof the guide, are identified as (1)"the way others say things are," (2) "the way I say things are," (3)"the way I say things might be," (4) "the way I say th3cje should be," and (5)"the way I say I am." The guide also includes a discussion of basic skills for the writing program and supplementary material (list of response techniques, communication skills for career education, teacher. reference guide, John Hersey "Hiroshima," creative writingnewspaper, noteson improvisa n), 1-hat may be used with the guide. [See CS 200 357 and CS 200 359 for related documents.] (Author/DI) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELNARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORM, INATING IT POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDu CATION POSITION OR POLICY THE ENGLISH LANGUAGE ARTS AND BASIC SKILLS PROGRAM of the Bellevue Public Schools Draft Two October, 1972 JUNIOR HIGH LEVEL In Production by Teachers of Bellevue Public Schools Bpllevue, Washington James W. Sabol --PERMISSION TO REPRODUCE THIS COPY- Coordinator for English Language RIGHTED MATERIAL HAS SEEN GRANTED BYBellevue Public Copyright AS1017E1/871:390 Schools, Wash. Bellevue Public Schools TO ERIC AND ORGANItATIONS OPERATING UNDER AGREEMENTS WITH THE S. OFFICE 1972 OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER PREFACE TO THE SECOND EDITION Draft Two of the Bellevue English Language Arts and Skills Program is a remarkable document. Draft One was a considerable achievement in that district-wide committees of teachers and parents could agree, even in a tentative way, upon a single set of Expectations for all students in the Bellevue schools. Having arrived at a first draft of these experiences in English, the amount of work that followed in writing sample activities, producing EEE kits, and correlating pages of New Directions in English, was truly prodigious. In the light of this great amount of work, I find it remarkable that the Curriculum Department and contributing teachers would, at the end of the first year, take the trouble to interview every teacher of English Language Arts in every building of the district, invite criticism, then go back to the drawing board to produce the .kind of program that even more nearly represents the wishes of the majority. This is a responsive and responsible process. In a democracy there can be no other way, and I consider it a tribute to Bellevue teachers that they should embrace such a process in searching for better ways to teach children. Clearly, each of us has an obligation to help carry out this program. Teachers will need to work with it and contribute to it, department leaders and principals will need to help introduce and implement it, curriculum representatives will need to provide in-service training for it.And none of us should be surprised if it is neces5ary to revise the program again, and yet again, until we are satisfied that it represents the finest educa- tional experience possible for the students entrusted to our care. William H. Morton Superintendent of Schools THINGS WE HOPE YOU WILL LIKE ABOUT DRAFT TWO Last year we 9ave it a try and said tell us whatyou think: Some teachers said that the Expectations are not clear enough,so we tried to rewrite them in the clearest possible language. Other teachers said that they sound too much like objectives,so we tried to rewrite them to be experiences as clearlyas possible. New teachers and practice teachers said thanks for givingus at least something to go on. Parents said thank you for telling us what our childrenare supposed to learn. We hope we've done that again. The board of education said show us the basic skills,so we put all the basic skills in one handy section behind itsown divider tab. Principals said more in-service is needed,so we have created a format that lends itself more readily to swapping ideas. People who care about people said that theprogram uses "his" and "he" when people of both sexes are meant. So the Expectations have been purged of chauvinist expressions, but not all of the activitieshave yet been edited. Everybody said you have too many acivities for the first sections but not enough in later sections. So we tried to get more activities in all sections. Most people said it's an entertaining if not proven idea thatthere can be just a single set of expectations K-12, sowe kept just one list hoping that English really is the same subject K -l2. Nearly everybody said it's a good idea to have publisheda program based on the exchange of,ideas around common Expectations and not try to tell us how to teach, so we kept that feature. Some things we still haven't -solved: We still don't know the best order for the ectations so you'll have to make your own sequence. We still needmanymore activitie so we encourage you tcon- tribute them. We still are very far behind on the production of triple E kits. Aftzr publication of this notebook, in-service and kit production are our next priors PeopleWho Planned It All EnglishCoordinating Council Members from 1969 to 1972 and unior High School Department Representatives John Abrams Ringdall Junior High School Ralph Allen Ashwood Elementary School Sharon Bailey Parent, North Zone Sandra Clark Sammamish High School Richard Curdy Bellevue High School Mary Ann Eschbach Parent, West Zone Peg Foltz Lake Hills Elementary School James Hall Interlake High School Walter Hopkins Sammamish'High School. Taubie Keller Tyee Junior High School Mickey Main Parent, East Zone Steven Meredith Odle Junior High School Rick Moulden Bellevue Junior High School Beverly Pelto Chinook Junior High School Elwood Rice Highland Junior High School Maxine Singletary TillicuM Junior High School William Spieth Tillicum Junior High School Janet Sutherland Interlake High School Richard Ward Off Campus High School David Weld Hyak Junior High School Derek Whitmarsh Tillicum Junior High School Space does not afford mention by name of all the individual parents, consultants, teachers, and students who have con- tributed their thinking to this program through-coffee hours, faculty meetings, department meetings, and committee meetings. The district's debt, however, would be incompletely recorded without grateful acknowledgement to the following groups: Central Washington State College Consortium of Washington Education Centers Curriculum Through Community Planning Group District English Language Advisory Committee Direction for the Seventies English Language Study Group English instructional Materials Committee National Council of Teachers of English Presidents Group and Individual Chapters of PTA and PFD Regional Composition Project Washington State Council of Teachers of English Washington State Supervisor of English Language Arts and Reading CONTRIBUTORS AND PARTICIPANTS People Who Offered Contributions Lynda Anthony Newport High School Tom Bentler Enatai Elementary School Ray Bergman Ringdall Junior High:School James Creevy Tillicum Junior High School Fran Drake Newport High School Mike Duffy Newport High School Peg Foltz Lake Hills Elementary Nancy Jones Interlake High School Tia McClure Newport High School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger Newport High School Ron Munson Lake Heights Elementary School Linda Oman Lake Hills Elementary School Evelyn Smith Enatai Elementary School Rita Smith Newport High School Janet Sutherland Interlake High School David Weld Hyak Junior High School John Wilson Ringdall Junior High School Bob Wood Enatai Elementary School Co 1 rved as General Editors and Donna Dent EducationalServicesCenter Jeanne Olson EducationalServicesCenter Elizabeth Parks EducationalServicesCenter C. May Shesely EducationalServicesCenter f2.2.ple Who Drafted and Red a ed the ectations James Creevy Tillicum Junior High School Sandra Clark Sammamish High School JaMes Hail Interlake High School. Elissa Hendrey Newport High School Nancy Jones Interlake High School Margery Kohn Ardmore Elementary School Janice McColaugh Lake Heights Elementary School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger NeWport High School Cyndy Rekdal Lake Hills Elementary School Elwood Rice Highland Junior High School Christina Volkmann Eastgate Elementary School David Weld -Hyak Junior High School Derek Whitmarsh Tillicum Junior High School A FEW WORDS ABOUT THOSE RED INDEX TABS The organization of this year's edition of the program is an attempt to reflect the learner's point of view. For the learner, school is not so much a matter of objectives or subject cantent, as it is a matter of what happens to us.