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ED339036.Pdf DOCUMENT RESUME ED 339 036 CS 213 079 TITLE The Literature Link. INSTITUTION California State Univ., Stanislaus.; DOs PalOs Joint Union Elementary District, CA.; Dos Palos JOint Union High School District, Calif.; Merced Community Coll., CA.; Oro Loma Elementary School District, CA. PUB DATE 90 NOTE 210p.; A product of the Partnership Project "Teaching for Transition from High School to College." Project funded by the California Academic Partnership Program (CAPP). Photographs will copy poorly. AVAILABLE FROM Dos Palos Union High School District, 1658 Center St., Dos Palos, CA 93620. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Class Activities; College School Cooperation; Curriculum Guides; *English Instruction; Higher Education; *Language Arts Lesson Plans; *Literature Appreciation; Secondary Education; Units of Study; *Writing Instruction IDENTIFIERS California ABSTRACT Motivated by the discouraging fact that only 7 percent of the local high school graduates were proceeding on to college or university education, a group of teachers, junior high through university, involved in the California Academic Partnership (CAP) Project, decided to analyze what was being taught and the methods being used. Collaborating with other teachers at these levels, they researched educational findings and methods and devised a chart of competency skills that would enable students to progress from seventh grade on to college or university. This guide is the result of their efforts at brainstorming about literature selections, thematic approaches, activities, issues, and writing directions that would teach these skills. The completed guide is a working notebook of methods, which, it is hoped, will effect a radical change in students' attitudes and competencies. Aligned with current California curriculum standards, the guide is developmental and adaptable for diverse class levels. The Chart of English Competencies lists, at appropriate levels of difficulty, the following skills to be taught for grades 7-12: CAP Writing Styles; Research; Critical Thinking; Grammar; Mechanics and Rhetoric; Writing Skills; and Oral Skills/Communication. Included is a description of the writing instruction and outside reading for each year, an outline of each grade level, and a detailed description of each of the 47 literature units presented. Each unit contains: a rationale; a list of focus and goals; and activities to introduce the book, use while reading and to build on after reading.(AA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 4 , VV ttev' "t' ' vvcc 'Cc v` v v1.` , 1 V , .4 _ - 44?, 1, ;vkt e , A VV c - $4",44 ; , sccus- f,uss 6 .14r 01111.111Pri 4 , 4 -,4=s044 "PERMISSION TO REPRODUCE THIS OF EDUCATION Improvmint MATERIAL HAS BEEN GRANTED BY USDEPARTMENTAmposmo and Orrice ntEducstional INFORMATION RESOURCES EDUCATIONALCENTER IERIC) reproduced aa nes been organization TO.s documenttram thePerson or rictus/al originating It to morovo beers mod* cnengas nays C Minor quality reproduction eteted in thisdOCLP TO THE EDUCATIONAL RESOURCES opinions Points or view or rePreeent("Clef INFORMATION CENTER (ERIC)" not necestivity mint do or policy OF RI position Copyright CC) 1990 by the California Academic Partnership Program Allrights reserved. This book is a product of the partnership project"Teaching for Transition from High School to College."The partners are California State University, Stanislaus, Dos Palos Joint Union HighSchool District, Dos Palos Joint Union Elementary District, MercedCommunity College, and Oro Loma Elementary School District.Funded by the California Academic Partnership Program (CAPP), this project was a cooperativeeffort of the schools and colleges to enhance college preparation ofstudents in grades 7-12. Contributors Barbara Easley, Chairwoman Dos Palos High School AlexanderBrittain Bryant Middle School Carla Crippen CSU, Stanislaus Dallas Dillon Merced Community College Jeannie Drew Oro Loma Elementary School Ron Harton Dos Palos High School Carol Hudiburg Dos Palos High School Katy Miller Bryant Middle School Jolynne O'Banion Dos Palos High School Sandra Scheidt Dos Palos High School Jack Williams CSU, Stanislaus Susie Wooten Bryant Middle School Additional copies of meLitaraturft_link are available at cost from: Dos Palos Joint Union High School District 1658 Center Street Dos Palos, California93620 Preface Picture a little girl who loves chocolate, with a hundred dollar billin her pocket, looking into the window of the locked door of the only candy store in townl The frustration she would fl does not com dose to what I have felt these put three years watching from the sidelines as the instructors worked together to prepare the document you are about to read. How many times the teacher in me wanted to jump into the lively conversation and share the collegial atmosphere! Sometimes I just couldn't resist the temptation and jumped right in anyway, but most times I understood that they are the ones who must do the teaching and so they are the only ones who could participate.How Ienvied them.Here were instructors from elementary, high school, community college, and university working together as peers to develop curriculum that would be meaningful for our Dos Palos High School students.Their challenge was to develop a Language Arts curriculumarticulated across segments with the Ca IlfamklanfausatALIL.Fiamawark.Model Curriculumilandards. Campitiandes_Expeciatal Entering Freshmen, guidelines from *Project Equality", and many other sources. These documents and sources, all collaboratively developed, provide the framework, not the curriculum.The most critical factor, and the one whichI hope school policy makers will particularly note, is that the instructors used these guides to develop the curriculum based on their own professional judgment and xperience of what is best for their own students at their own schools. That they developed such a cohesive and cooperative group so quickly is proof for me that collaboration among segments is the only way to bring about true reform in curriculum content and strategies. The instructors intend for this to be a living document and have already begun doing what they hope you will do as you use it--change it, adapt it to your local needs, add to it in your classrooms. We hope it will be a useful planning document for you. And I hope that all teachers, across disciplines and across segments, soon have the opportunity to work together as partners in our teaching endeavors. A project such as this can succeed only with the active support of all partners. My gratitude goes to the administration and Boards of the Dos Palos Joint Union High School District and Elementary School District, Oro Loma Elementary School District, Merced Community College, and California State University, Stanislaus, forproviding needed time, financial resources, and moral support in this three year project. I particularly want to thank high school principal Ernie Wall and superintendent Alton Sprague without whose guidance, vision, and confidence the project could never even have begun. My co-directors, Bob Hobbs at Merced Community College and lrel Urreiztieta at Stanislaus State, have always been there to give the extra time and expertise in just the right way.Certainly we are grateful for the financial and moral support of the state California Acad9mic Partnership Program for providing this opportunity.Finally, my thanks the state CAPP Director, De buie Hancock, who provided a strong hand to keep us on task and a strong shoulder io lean on when calamity struck at the worst possible time. L Faye Johnson Director, CAPP Project # 24 "Teaching for Transition from High School to College" Table of Contents Preface i v Introduction V II Competency Goals Chart i x Year Outlines xiii Teaching Writing, Expanding Reading xviii Seventh Grade: Self and Family 1 Working Together 3 A Place in the Family, A Place in the World 7 Friendship and the Family 11 Relationships and Responsibility 16 Friends Who Help, Friends Who Hurt 20 Eighth Grade: Self and Society 2 3 Daring to be Different 25 Conformity and the Power of Love 29 We're All In This Together 33 Freedom and the Worth of a Person 37 Different But Equal 40 Choices Under Pressure 43 Freshmen: Justice vs.Injustice 4 7 Survival: Struggle Against Personal Injustice 49 Social Injustice: Freedom vs. Success 52 Social Injustice 55 Social Injustice: Abuse of Political Power 58 A Family's Struggle for Justice 61 Injustice in the Family 63 Man's Inhumanity to Man 65 A Violation of Human Nature 75 Strength Within: A Key to Life's Meaning 78 Sophomores: Awakening to the World 8 1 Awakening to the World 83 Decisions About Self 91 Quest for the Real Me 95 Courage to Stand Alone 99 Life Is What You Make It 103 Right Goals, Wrong Choices 107 Individual and Society 111 Which Way to Happiness? 114 Looking Backward, Looking Forward 1 16 t; Juniors: The Great American Dream 1 1 9 Identity: What is an American? 121 Conflicts and Values 123 Individual and Society 128 individual and Society: Part Two 135 Individual and Society (alternate) 139 IndMdual and Society: Part Three 144 American Society in California 146 Seniors: Moral Responsibility 15 1 Accepting Our Dark Side 153 Actbn and Consequences 156 Acceptance of Others 170 The Power of Good 172 Father and Child 174 A Fathers Love 176 Mother and Child 178 A Mother's Love 180 When Family Fails 182 If There Were No Families 184 The Triumph of Love 186 4) 7 Introduction This book and the California Academic Partnership Program project which producci it developed from some very discouraging facts. We discovered that only seven percent of the graduates from our local high school were proceeding on to college or university education. Many of these did not succeed. Funded by CAPP, a group of teachers, junior high through university, analyzed the situation. We found the problem was a mind-set. Many of our students lacked the confidence, competency, and even the self-motivation to succeed in college.
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