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TITLE a Resource Bulletin for Teachers of English--Grade 10: the Worlds of Discourse. INSTITUTION Baltimore County Board of Education, Towson, Md. PUB DATE 72

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TITLE a Resource Bulletin for Teachers of English--Grade 10: the Worlds of Discourse. INSTITUTION Baltimore County Board of Education, Towson, Md. PUB DATE 72 DOCUMENT RESUME ED 088 102 CS 201 113 TITLE A Resource Bulletin for Teachers of English- -Grade 10: The Worlds of Discourse. INSTITUTION Baltimore County Board of Education, Towson, Md. PUB DATE 72 NOTE 352p. EDRS PRICE MF-$0.75 HC-$17.40 DESCRIPTORS Composition (Literary); *Curriculum Guides; Dramatic Play; *English Curriculum; Grade 10; *Inductive Methods; *Language Arts; Literature; Reading; *Rhetoric; Small Group Instruction; Speech Skills IDENTIFIERS Baltimore County ABSTRACT This sequential curriculum guide fcr grade ten uses a sequence which encourages the teacher to begin with student experience and language and to progress to a variety of learning experiences which integrate all elements of the language arts and which permit students to discover their own generalizations and periodically evaluate their own progress. The steps in the procedure are:(1) propose a minimal situation which the students then develop and explore in a dramatic improvisation;(2) follow this with further' exploration and development in class discussion; (3) use the ideas generated as the basis for student writing;(4) stimulate cross-commentary on and evaluation of the writing; and (5) provide for reading in the same mode of discourse. Three teaching apprcaches used include small group discussion, dramatic improvisation, and induction. Units cover free reading, drama (interacting), language and feelings, points of view, the language of advertising, fantasy, reportage, argumentation, visual literacy film communication, themes and variations, grammar, and the meaning in the poem.(HOD) US DEPARTMENT OF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION TIllS DOCUMENT HAS BEEN REPRO DUCED AAC1LY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN A TING IT POINTS OT VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFc iCtAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY BOARD OF EDUCATION OF BALTIMORE COUNTY A RESOURCE BULLETIN FOR TEACHERS OF ENGLISH GRADE TEN: THE WORLDS OF DISCOURSE Committee Members .Richard Barnett Eileen Mikolayunas 1970 Joanne Coffin Margaret Park Richard Drydan Jean Saunders Norman Himararb Marian Sibley William Kildow Allan Starkey Arnold Martin Sarah, Sullivan Committee Members Mary Cary Susan Schaub 1971 Michael DeVita Marian Sibley Donald Killgallon Allan St4rktf Eileen Mikolayunas Sarah Sullivan Bert Tromble Irene Wilcox Stella H. Johnston, Chairman Supervisor of English Jean Sisk, Coordinator Office of English Prepared under the direction of Benjamin P. Ebersole Mary Ellen Saterlie Director of Curriculum Coordinator, Office of and Instructional Services Curriculum Development Katherine Klier Curriculum Consultant Joshua R. Nheeler Jerome Davis Superintendent Associate Superintendent Division of Instruction Towoon; Maryland 1972 BOARD OF EDUCATION. OF BALTIMORE COUNTY Towson, Maryland .21204 H. Ehslie Parks President Eugene C. Hess Joseph N. McGowan Vice President Mrs. Robert L. Berney Richard W. Tracey V.M.D. Mrs. John M. Crocker T. Bayard Williams, Jr. Alvin Loreck Mrs. Richard K. Wuerft1 Joshua R. Wheeler Secretary-Treasurer and Superintendent of Schools FOREWORD Baltimore County's long-projected sequential program in English for grades seven through twelve has become a reality with the publication of The Worlds of Discourse, a curriculum guide for teachers of English 10. Reinforcing and advancing those skills and concepts focused on in the three preceding grades, the English 10 program develops through literature-, language-, or experience-centered units the students' ability to use and understand language in specific modes of discourse.Where the 1961 program in English 10 stressed literary genre, this new one emphasizes and capitalizes on the language experiences of the learner himself, broadening his skills in expressing his ideas through various modes and leading him inductively to a greater depth of appreciation and enjoyment of related literature. Notable throughout the program are numerous options and suggestions of ways both the slow learner and the verbally able student can be motivated to appropriate activities and achievement.Objectives stated in terms of desired student behaviors are provided to aid the teacher in determining the success of his students' learning experiences. This English 10 program was initially developed in the summer of 1970, when a curriculum workshop committee prepared a tentative guide for classroom use during 1970-71. The framework of the course and the instructional units they designed reflected the committee's in-depth study of current and innovative trends in the teaching of English, particularly as described in the recent works of James Moffett. After nearly a year of classroom experience with the program, all English 10 teachers were given an opportunity to meet in area groups and contribute their reactions and recommendations to the curriculum planners. Revised in the summer of 1971 and painstakingly refined during the following months, the program described in this guide synthesizes innovative ideas adapted from national sources and the suggestions of experienced Baltimore County teachers who have successfully encouraged student involvement and creativity in the development of greater language proficiency. The Board of Education and the Superintendent of Schools express their appreciation to the members of the 1970 and 1971 curriculum workshops whose creative and intensive work produced this comprehensive guide.Special thanks are duo the English Office secretaries for their expert typing of the publication: Mrs. Alice Adams, Mrs. Florence Allard, Mrs. Helen Lotz, and Mrs. Marian SMith. Joshua R. Wheeler Superintendent of Schools May 1972 GRADE " '.1 C 0 N N T S Unit Page Coding Foreword Introduction 1 i The Junior High School English Program . 12 xii Summary Charts 16 xvi UNITS Free Wheeling 25 FW-1 Drama: Interacting 31 Dr-1 Language and Feelings 75 LF-1 Points of View 85 -PV-1 The Language of Advertising 119 LA-1 - Fantasy . F-1 Reportage Rpg-1 Argumentation 157 Arg-1 The Eye's Mind: Visual Literacy 169 . VL-1 Film Communication 189 FC-1 Themes andVariations . * 217 TV-1 Grammar 273 Gr-1 The Meaning in the Poem 325 P-1 THE WORLDS OF DISOOUSY, 1 Introduction With this new curriculum guide for grade ten, we are able to implement a sequential program in English for grades seven through twelve.The present programs "The t1orlds of Discourse", which focuses on the language experiences of the learner, replaces the 1961 program, '.!hich emphasized literary genre. "Worlds of Discourse" evolved logically and naturally from our concern for the expansion of each student's ability to use language more effectively, our recognition that achievement of increased proficiency in the manipulation of language depends more on encouraging student involvement and self-direction than it does on teacher- imposed tasks, our awareness that literacy in a technologically oriented world involves much more than the ability to read and write, our desire to find ways in which experiences in the English classroom can help individuals become more sensitive, more articulate, more curious, and more creative, and our efforts to identify key elements in the structure of the subject called English. The program, "Worlds of Discourse", owes its philosophical orientation to the experience of good English teachers in adjusting procedures and materials to students who are increasingly experienced, sophisticated, and competent - often in ways that schools do not recognize,, and to innovations in the teaching of English which James Moffett synthesized so ably in A Student-Centered Language. Arts Curriculum, K -13 - and justified so well in Teachin the Universe of Discourse. Precepts guiding the development of the program represent specific viewpoints and are listed here for ease in understanding the approaches used throughout the units. 1. Units are designed to advance the skills and concepts students had on entering grade ten and to develop the ability to manipulate and to under- stand language in specific modes of discourse. 2. Instructional goals are needed for teacher guidance. Those appear in every unit and were used to determine the materials and procedures to be used in the achievement of unit aims. Fixrthermores the desired student behaviors2 listed under each instructional objective, should provide concrete evidence that the student has learned the desired skills and concepts. 3. A literature, language, or experience core is used to integrate the learning activities in each unit. 4. Language learning is facilitated by progression from the concrete to the abstract, from the personal to the imersonal. 5. Interaction in dramatic improvisation and in discussion, especially small group discussions is used to increase student production of language - which tie consider basic to the development of greater skill in language. 6. Learning is visuals aural, and kinesthetic ac well as verbal; these aspects of learning are often correlated; literacy can be advanced in each'drea. 7o Composing in a specific mode of discourse before reading literature in 2 that mode sensitizes students to the qualities, problcros3 and apprecia- tions related to that mode. 8. Students must be given many opportunities to discuss and to develop their own generalizations for greater student motivation and achievement. 9. Options among units and within units are essential to providing for the range of student and teacher interests. 10. The "slow learner" is that because he is not motivated; he does not value the things the
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