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Report Resumes REPORT RESUMES ED 013 810 24 TE 000 052 A CURRICULUM FOR ENGLISH, GRADE 5, UNITS 45 -57. NEBRASKA UNIV., LINCOLN, CURRICULUM DEV. CTR. FUD DATE 66 CONTRACT OEC-2-10-119 EDRS PRICE MF-$0.75 HC NOT AVAILABLE FROM EDRS. 197P. DESCRIPTORS* CURRICULUM GUIDES, *ENGLISH CURRICULUM, *ENGLISH INSTRUCTION, GRADE 5, *LITERATURE, DICGRAPHIES, CHILDRENS BOOKS, COMPOSITION SKILLS (LITERARY) ,FADLES, FICTION, FOLKLORE COOKS, INSTRUCTIONAL MATERIALS, LANGUAGE, LITERARY ANALYSIS, MYTHOLOGY, POETRY, SYMDOLS (LITERARY); NEDRASKA CURRICULUM DEVELOPMENT CENTER THE NEBRASKA ENGLISH CURRICIIICIT GRADE FIVE CONTINUES THE PRESENTATION OF LITEG-("TECHNIQUES USED TO PRODUCE WRKS OF IMAGINATIONTALL TALE AMERICAN," RAPUNZEL," AND OTHER FAIRY TAI,eVr-THE AMERICAN AND EUROPEAN F:x TRADITIONS ARE re:riCRED FOR COMMON STYLISTIC AND STRUCTURAL DEVICES. A MORE COMPLEX USE CF TECHNIQUES USED IN FANCIFUL STORIES IS SEEN IN THE FAIRY TALES CC C.S. LEWIS AND HANS CHRISTIAN ANDERSEN AND IN "THE DIDPAI FADLES" AND "JATAKA TALES" FROM INDIA. "THE DOOR IN THE WALL" PROVIDES AN INTRODUCTION TO THE STUDY CF SYMDOLISM. WILDING UPON PREVIOUS GRADE-LEVEL UNITS, THE READING CF FIVE GREEK MYTHS FURTHERS STUDENTS' UNDERSTANDINO Cf MYTHIC THOUGHT AND PATTERNS, AND "THE MERkY ADVENTURES OF RODIN HOOD" PREPARES CHILDREN FOR A LATER STUDY CC EPIC FORM. THE RELATIONSHIP DETWEEN SUDJECT MATTER AND THEME IS SEEN IN "KING OF THE WIND" AND "THE ISLAND Cf THE DLUE DLPHINS." "CHILDREN OF THE COVERED WAGON" AND "THIS DEAR BOUGHT LAND" ENHANCE CHILDREN'S AWARENESS CF THEIR HISTORICAL HERITAGE. IN ADDITION, "DR. GEORGE WASHINGTON CARVER, SCIENTIST" IS READ TOSTUDY A LITERARY TYPE AND TO ENADLE STUDENTS TO ASSESS THE PERSONAL QUALITIES CF A CHARACTER IN LITERATURE. THIS MANUAL IS AVAILABLE FROM THE UNIVERSITY Cf NEBRASKA PRESS, 215 NEBRASKA HALL, LINCOLN, NEBRASKA 68508. (SEE ALSO TE 000 048, TE 000 054, AND TE 000 055.) (JD) CURRICULUM FOR ENGLISH Grade 5 Units 45-57 C,.1 OLCN CZ) C) CD w U.S. DEPARTVENT OF HEALTH, EDUCATION 8 WELFARE OFFICE 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. A CURRICULUM FOR ENGLISH Grade 5 Units 45-57 UNIVERSITY OF NEBRASKA PRESS LINCOLN T E ooc). "(OMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEENGRANTED Bykt541.....7'?.....j1Z 6?a ) TO ERIC AND ORGANIZATIONSOPERATING UNDER AGREEMENTS WITH THE U.S.OFFICE OF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REDUIRESPERMISSION OF THE COPYRIGHT OWNER." Copyright © 1966 by the University of Nebraska Press All Rights Reserved The materials in this curriculum were created by funds supplied by The University of Nebraska The Woods Charitable Fund ?. Hill Family Foundation The United States Office of Education (Contract No. OE-2-10-119) Manufactured in the United States of America PREFACE The version of A Curriculum forEnelish published here is an extension of thesuggestions made in the Woods Curriculum Workshop of 1961; itis the result ofa peculi- arly close collaboration betweenNebraska classroom teachers and scholars from Nebraskaand the country at large--a collaboration particularlyintense between 1961 and 1964. The curriculumcovers the years of kindergar- ten through high school in detail andmakes suggestions for the first year of college.It is not a panacea for present problems in the teaching of English;it is more like a half formed slave struggling to free itselffrom the stone.In some cases, the materials represent the state ofthe art in 1961; in somecases, 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 scholarscan concern themselves with schools and that teacherscan fulfill the demands of scholarship; they are also offered for whateveruse they may have in the classroom. Since hundreds of peoplecollaborated in the creation of these materials,no names are attached to them, They should remainanonymous and peregrine. The Nebraska Curriculum Development Center CONTENTS Introduction. , vii Unit 45: Folk Tale . 1 Tall Tale America Unit 46: Folk Tale. .13 Rapunzei. The Woodcutter's Child The Three Languges Unit 47: Fanciful Tale. 31 The Snow Queen Unit 48: Fanciful Tale 43 The Lion, The Witch and theWardrobe Unit 49: Adventure Story. a 59 The Merry Adventures ofRobin Hood Unit 50: Adventure Story . 69 Island of the Blue Dolphins Unit 5 1: Myth .79 Baucis and Philemon Ceres and Proserpine Atalanta's Race Unit 52: Myth. ,, . .91 The Labors of Hercules Jason Unit 53: Fable. 107 Bidpai Fables Jataka Tales Unit 54: Other Lands and People. 119 The Door in the Wall Unit 55: Historical Fiction. 137 Children of the CoveredWagon Unit 56: Historical Fiction. 153 This Dear-Bought Land Unit 57: Biography. 169 Dr. George WashingtonCarver, Scientist INTRODUCTION TO THE ELEMENTARY SCHOOLPROGRAM The Nebraska elementaryprogram is divided into units; the units center in the study of literature, oftenliterature read aloud, and include work in language and compositionintegral to such study.It may be in order to describe the premises of theprogram. I.Premises of the Program For at least twenty centuries, the bestliterature produce I in the western world was presentedorally to audiences of many ages and social levels. And if it is true thatgreat audiences produce great artists, then the audiences of suchliterature must have penetrated its meaning and been sensitive to its literarymerit; there must have been some route of interchange of inspiration continuallyopen between writers and audiences. From thisit does not follow that children who as yet do not read should be insensible to the attractionsof fine 1:1,tera- ture when it is appropriate to their levelof. intellect, imagination and rhythmic sense.Before a child is able to read, beforehe is able to cope with the only partially systematic English graphemicsystem, he has the need to comp in contact withliterature:if he cannot read, he can surely be read to- -and this isa basic notion of the early units in this curriculum. We should surprise few teachers insaying that children can tell stories, oral tales, cycles oftales; they can create theirown literary culture so to speak, and theyperhaps can do this best at the prompting and inspiration of excellentliterary works.Storytelling, modeled and unmodeled, is thusa foundation activity suggested in this curriculum. The child's basically oralapproach to literature will change as he masters reading skills, buthe must know and feel that these reading skills are worth learning. The elementary schoolprogram for language, literature and composition should not be confused witha reading program.It is neither such a programnor a substitute for such a program. The development of methods for the teachingof reading is theproper con- cern of the reading expert and not of this study.Further linguistic research may lead to improvements inmethods for the teaching of reading; and, when sufficient researchdata indicates that these improvements have been made, they should besynthesized in this curriculum. Our concern is with showingsuch literature as will make reading worth the effort, compositionan exercise in the imitation of excellence, and language studymore than a bore. vii The language, literature and composition program for the elementary school is designed to teach students (1) to comprehend the more frequent oral and written conventions of literature composed for young children--formal or generic conventions or simple rhetorical conventions; (2) to control these linguistic and literary conventions in their own writing; and (3) to comprehend consciously the more frequent grammatical conventions which they can handle in their speaking and writing. One who plans an elementary curriculum must first identify the 'basic generalizations of the discipline, second, represent these gen- eralizations so that they can be taught to children, and third, build a spiral curriculum which covers those basic concepts in ever greater depth, thus developing a progressively more sophisticated understand- ing of them. Once introduced in a relatively simple fashion, a concept will be treated somewhat more intensively each time it appears.All in all, the units of the curriculum intend to expose the student repeat- edly to facts and ideas that he may use in order to proceed inductively to general conclusions about the conventions of good literature. The child's sense of logic develops from an intuitive, anthropo- morphic apprehension to the more analytical apprehension of the junior high school student.The curriculum's sequence of literary works and of suggested analogous compositions endeavors to display the same progress from the "mythic" and anthropomorphic to therealistic and the analytic, although this does not imply that the program at its upper levels ignores "fabulous" literature and comparable compositional forms. (The basic attitudes toward the psychology of children's literature, its relation to cognition, and the place of its emergence in psychology upon which this :urriculum is based are set forth in the following books: Philippe Aries, L'Enfant et la vie farniliale sous l'ancien regime; Jan Van Den Berg, "Adults and Children," in The Changing Nature of Man: Northrup Frye, Design for Learning, f.a modification of the generic theory used in this program]. II.The Units The materials for the curriculum program in the elementary school consist of seventy specific
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