DOCUMENT RESUME
----- ED 123 640 :CS 202 729
TITLE A Handbodk for Instruction in Communication
Skills. ' INSTITUTION Lincolnshire-Prairie View El4mentary School District, Deerfield; Ill. PUB DATE Jun 75 NOTE 158p.; Not available in hard copy due to margin al
to legibility of original document
EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Behavioral Objectives; Compositibn 'Skills (Literary); CuxricUlum Guides! Elementary Education;* *English Instruction; *Language Arts; Listening; Spelling
4 A ABSTRACT This handbook, which complements another' handbook designed for reading instruction, focuses on the'behavioral objectives in the four language arts skills of spelling, writing, listening, and speaking. The first section of'the handbook contains an introductory statement, a diagram of the programdesign, and.a list of the affective objectives. The other two sections of the handbook outline detailed learning objectives and specific activities in each of the four skill areas for grades one through three and for grades four through eight. (JM)
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U S DEPARTMENT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE DF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED ExACTL r AS RECEIVED FROM THE PERSON OR ORGAN! ToON ORIG.N 440, AT,NG IT POINTS OF vW R OPINION STFTTED 00 NOT NE SSARILY REPR SENT OFFICIAL NATIONAL INSTITUTE F EDUCATION POSITIONORPOLICY
flo A HANDBOOK FOR INSTWCTIOE IN
STAILLC
1
411
lacmultry School Dittidct 103
Lincoln.Thirc - Frciric Vic. J1IL 1.(775 2
rvri 1.)) /Li ,') y ., 4 '=11J 4, a
4
1),ln OF COI'KETS
Cfic ...... Introduction ,cknowlcdLenents DesiLn Feclin3s cnd Attitudes
Section o . ,t. . Lecrninf Objectives and Actiyitics 1-3 (;pellinL - ritinL ListeninL - Speakik,
Section ThrL ...... Learninr Objectives end Activiticf, 4-C Spelling - Uriting Listening - Speaking
White Section Behavioral Objective Yellow Section Spelling Blue Section 'riting
Pink Section Iietening V Green Section Speaking
r ''Over a period of two yc:rs, District 103 has had committees working to (- -develop hohvioral_objectives in the English language arts. . The following handbooL, including the creu, Of ,listening, speakinand writing, complements the previouslycloppleted district handbook for reading instruction.
The foundation fdr this handbook is the manual produced in 1973-74. The current committee also reviewed the ?Talker report and collectopd opinions cmd reactions of teachers, parents, students and,graduates. "ith these suggestions in mind, they also critically' examined the 1973-74 handbook and developed the preseht revised and expanded version.
"r the opinion of this consultant, the job done hen'. thorough and commendable one. Consideration has beegiven to the affective domain as well as to, the cognitive and psychomotor domains.' Cnre has been taken to include detailed objectives for each of$the areas, from sentence structure to parts of speech, free spelling to ploofreading, and from structured oral presentations to critical listening. Furthermore, by incorporating suggested activities for the separate areas, the committee has provided a more practical handbook for teachere.
, i s Nowhere is the affective domain more important than in the area of language arts. !re sincerely hope all teachers stare the view,ofNthe committee in recognizing this point: equallyimportant friththe objedtives -- what is taught-- are the methods -- how these skills are developed.% True facility ith the communication skills will result only from"the enjpyable manipulation of the language.
As this handbook is implemented, teachers and pa4-ents can be assured that students in District 103 will experience the comMunication skills necessary for success during, as well as after, their school years.
Robert L. Hillerich, IA. D. Chairman, Department of Reading and Language Arts June 1975 National College of Education
4; r
4.% L V ACIPIO''L.EGDiPITS
Board of alucrtion: i.. J. "rlher, Leonard P. Brunette, Darbara Dr. John G. Kunesh, Frank 0. "att, Robert P. Ives, Thomas L. Cooper r. 4
Administrative otaff:. Dr. Oscar Dedrosian, Superintendent, Al Palucci, Principal, Dr. Rex Giuntoli, Principal
Dr. Robert L. Hillerich,LnauaLeArts Consultant National College of Education *
197)-7/. Committeeuembers 1974-75-Committee Members
Sheila- -FlAts Lila Trotsky Loretto iffuhnke Barbara l'ollman Myrna Levy Rosalyn Lampert Alice O'Donnell Mary flontellano Marilyn Zimmerman Met; Sheridan Lorrie Richmond, Chairman ' Karen Koziol' Candice Tinley Deborah Richard Judith Bornoski Co-Chairman Doris Hiller 7.- Co-Chairman
v.
SO
4 DESIGN D
CCITT U1JICATICII
SENDING
LISTENING SPEAKING
THINKING
5 PACING
GENLRAL STATEIIENTS
educational experiences in Language Arts should involvethe reciprocal relationship and interaction of the fivecomponents of the communication process = listehing; speaking,reading, .0,4. writing and thinking.
411. 2. Thb'se five behaviors of the communication process should deirelop secluentially from the simple to the complex, beginning with theoral' language that the learner brings to school andworking toward fuller and richer.communitation ofhis/her thoughts in writing.
Arts , 3. Achievement of the instructional objectives in Language should be demonstrated by applicationmat a level pfdifficulty uhich is appropriate for each individual. 7
4. Instructionra objectives pi Language Arts should beundergoing continual revisionto meet the needs of students ihthe district.
The communication process is not an isolateddiscipline but is basic to all other learning experiences, and theseobjectives, deserve to be reinforccd'in'other areas of studyin schools.
6 02JECTIVES PEIATINC TO FEELIHOS AND ATTITUDES
. t .(AFFLOTIV4 when . It is innerenL in educational philosophy that learningltakes place one ho L posiUve self-image. This pOsitive self-image may--bc developed when each teacher assumes therospopsibility to guide each child toward. respect for himself. The following process of groi/th leads toward an integrated self: ti 1. CCITFIDZIT-SE
a... Has feelings of adequacy and self-worth. b. Lppraises and accepts his strengths and weaknesses. c. Feel:, secure in his attempts to express himself both in speaking and writinE, d. -Is willing teventure and risk making errors or experiencing setbacks. el 2. SPOITGIBLE-Sal /
a. 'ants to learn- , b. Is actively cur'ous c. Dem nstrates interapendence and co-operation d. U-s spirit of inisitiveness e. rganizes times wicAly f. Feels a sense of res onsibility for his own education
E. Has pride in his work z ft. Shows initiative in daily activities i. Is discerning/perceptiveNscriminating
3. SOCIAL-SELF
, a. Communicates. self to others :expects other's ideas L. c. Is willing to work with othe ) d. Shares and co- operates with oth - unlike himself in various ways e. Has appteciatioh for and positivettitude toward persons and cultures unlike his on
4. ADAPTIVD-5ELF
a. Is open toner experiences b. Is willing to adapt to new people and new situations. c. Shows willingness to set and wotk toward goals, d. Acts in a way that is beneficial, to himself e. Realized that change is a way of. life
7 X -- Introduce
-- Reintroduce, Review and Reinforce
This applies to the child workinat or above trade re, is important to remebber that thechild working below grade level may not have beenintroduced or may not remember the concept.
T 4
0-*
:r I "RITINC OBJECTIVES - PRIHARY
A. SilaLL:G
FNIICSCIHY 3fie importance os spelling rests in its ability to help the write'communicate. Tili3 goal overrides the study of spelling as an isolated discipline. Success or failure of a spelling program rests as'much on the existence and development of attitudes as it does on skills: children need to feel that spelling and writing are fun and important, and that 'knowledge of the Irorkings of our language Tan be valuable for its own sake.
READLIESS Readiness for spelling is a part of'the total Language Arts readiness and language .development.
1. Ability to recognize, name and write letters of the alphabet correctly. 2. nastery of left to right direction of our word structure. The words to be spelled will be part of the child's aural /oral vocabulary. 4. huditorperception and discrimination necessary to hear likenesses and differences in sounds. Ability to read the vordsthey are attempting to spell. 6. Ability to write a few simple words from memory (recall). 7. Visual perception and discrimination necessary to copy wordScorrectly
BErIniIKC
1. Sight -words -0 2. Establihment of sounds-letter association.
a. establishment of-initial consonant sounds. b: Establishment of possible sound associations for vowels. c. .Establishment of final consonant sounds. d. Establishment of common spelling of frequently used phonograms. (Example, ," an" is a phonogram found in such words as "ban", "fan", "can", "ran", "man", "pan", "tan", "van") e. Consonant diagraphs: wh_,'sh_, ch_, th . f. Consonant blends: p1_, br_v tr_, pr_, fl_, b1_, sp_, sw_. t. Vowel combinations , Demonstrate use of- high- frequency words from research-based word lists (e.g. Hillerich). 4. Demonstrate use of study method.
.rxruisic CF" SKILLS
. 1. Establishment of structural elements.
a. . Inflectional' endings b., Compound words c. Contractions d. Prefixes and suffixes: c. Possessives f. Plurals
2. Use of the dictionary 3. Proofreading;
LI. Further high-frequency words from research-based word lists Hillerich) 9 approximately 2,'500 wordt to The word prorcil is made up of be initiated at the beinning of secondgrade and mastered by the end of starter words for first sixth grade. : (` erds uith.* indicate high-frequency grade. 7th grade and 8th grade teachers use anadvanced word list compiled by Dr. Hillerich following the some method. .The' children who have not mastered the 2,500 word list will reviewthis)..
STEP The teacher selects an appropriate numberof words from the word list for the pre-ter:L.
STEP :2 See diagram below for the pre-test form. STEP The student takes pre-test. teacher spells words aloud. STEP '1: The student corrects own work as STEP :5 Review and practice the study method belop. method. STEP '6 .cudy the words missed usinE the'study STEP 7 Final Lest on words missed.
..dample of Pre-test form:
I' II III ('rite words List words -rite words with . (fold under before List word6 folded missed correctly giving to student) over
Study Hethod (Primary students may find STEP A. Look at the word'and pronounce it. iit benefiAal to trace the word with finger) it, and Sibi! close your eyes. Try to see the word as you pronounce spell it to yOurselfs spelling. (If you are wrong, -STET' '3 '.012221 your spelling' against correct see why, and start overat Step 1. tIf you are wrong, see STEP 4 Cover the word', vite %t, and checkagain. whv-mdostart over at 5tep 1). see why and start over atStep f)' STEP 7,5 Reppat Step 4. (If you.arewrong, Step 1) STEP :6 Reteat Step 4. (If you are wrong, see.why and start over at
SPELLThG - PRIIIARY
, READISIES ACTIVITIES: making 1. ( The teacher may interestthe children in rhyming words by simple twd-line jingles aboutfathiliar things or people.; i.e. Tom always likes to stop andlook at the ,pet shop. ' and have children group.these which begin 2,' ShoW pictures 8f objects alike - later, those which endalike. when two words read by the 3.. Play,egame in which children clap teacher, begih alike.
aro
10 end-- alike. 4. Build lists of words that begin -- later, that
5. Go around the room having children say their namesand listing words that begin alike.
6. Play school bag. Say."I will name some objects to put into. your school bag.' All things that begin with (forexample) br s, n, d, do belong. Tell : me when I name the object it it should go in the school bag." f sf 1G ACTIVITIES
Pictionary:
Draw pictures to illustrate six of your spellingwords. rite the word for each picture.
Example
4
Tree Grass TZabbit
2. Detective: Use sharp eyes to find your spelling words in thesemixed up letters.
Example
a. lalms - small b. ragdne - garden
3. Encoding:
a-1, b-2, c-3, e-5,f -6,g-71h-8, i-9, j-10, k-11,1-12 m-13, n-14, 0-15,p-16,q-17,r-18,5-19, t-20, u-21, w-23, x-24,.y-25,z-26 Example
ball c a t d o ti 2- 1 -12 -12 3-1-20 4-15-7
4. flake new words torhyme with your spelling words.
5. Rebus stories andsentences. The is on a house hill.
'6. A-BIC order. , Arrange spelling words in A-B-C order.
11
1 7. . flake n word picture using your spelling, words. as C. ,cmething different: Use your imagination and think of something different.to do with your spelling words.
9. DicChief:
a. The teachey asks 'for a volunteer to be the Dip, Chief: b.: Bic Chief wears an Indian headress while he-Y3-7,-1715ikChief c. Bic Chief chooses fl student to Guess which spelling word he he written under a" paper teepeeaped to the chalkboard. If the student guesses the mild and sp it, he becomes bi't chief.
10. Crossword Puzzles
Give pupils some squared paper and haveeach createa crossword puzzle. The current spelling list may be usedor, for enrich- ment opportunities, the names of cities or countries and words used in other areas, such ap arithmetic, health, and language. Of course, meanings for words must be given by the childrenso that the puzzle can be solved by others. After making the puzzles, the children copy them without the letters filled in, and exchange purtles with classmates. Beside requiring good, clear thinking, it's fun. ,,
11. Clock Teams Borrow two cardboard clocks with movable hands and use for oral drills. Divide the class into two teams, with a clock foieach. In turn,members of each team try to spell orally the words given the teacher. For, every correctly spelled word, the team can move its clock fifteen. minutes. for misspelled words, thd clock stops. The team covering twelve hours first, is the winner.
12. Snell -Tall: Game
Once in a while children enjoy v "spell-talk" came. Two- children engage in a conversation, but instead of saying the uordS, they are spelled out.- For instahce, "H-o7.17 a-r-e y-o-u ?" "I a-m f-i-n-e." Pair off children of equal ability.' Good for gaining speed in spelling and, practice in listening.
Challenge
Use many techniques to add variety to oral' spelling. Sometimes, give a spelling word to a child and after he hasspdIled it call on another to agree qr to challenge the spelling.
Or ha'Ve a "challenge" quiz some day. One child announces, "I can , spell satisfaction. Anyone.Vant to challenge' me?" Thereupon the first one spells it. 'If he is right,- he gets one point. If he is wrong, his challenger gets a point. Then the challenger spells n word, end so on. 12 14. Soellint, Daskets To motivate the study of synonym6, antonyms, aId homonyms make three baskets? etc. These may be mounted on colored Si construction paper and pinned to the bulletin board. Over one basket put letter spelling the word synonym, over another the word antonym, and over the third the'word homonym. CVE two-inch sqiiares of writing paper and put them'in a bo;:. "hen a child finds two words belonging to any of these groups, he may get blank papers from the box, write the.vords on them, sign his name, and plade them in the proper baskets. Each child tries to find as many pairs of words as possible over a Given number of days. When the time limit is-up, remove the slips from the baskets and the groups of words may be written on the chalkboard. Take a day or two for each basket before going
on to the next one. The cics determines first whether each ' Group of words is correct before writing them on the board. All incorrect groups are discarded.
15. flake A Hord 'lath row in a cicssroom maybe a team.Player one goes to the chalkboard and4writes one letter. He returns to his seat and player two -oes to the board and adds a second letter to the firsiicne, trying to make a uord. If the first two players have made a word, the third player starts a new word under the first one. For example: player one 1-trites "d", player two writes "of' making the word do. ,P14yer,three'then writes a letter to start a new word. Some words will have three, four or five letters. The object is to see how many words your teanrcanjnake. The last player, touches oft the first player, and the action is repeated. ,
Scoring: The first team to finish gets 5 points plus one point for each correctly spelled word. The other teams receive only
one point Lor each correctly spellAl word. Pk,
0 16. Classmate Lists Give the children a duplicated list of children's first names (all their classmates) when you introduce this spelling leson4 Let them decide the testing procedure. Put a reminder ?n the blackboard so that whbn they have a few minutest they will study the list. Even if you get perfect papers at the end of a week, review the names again at the end of the year.
17. Tell All You Know One child chooses a word from the spelling list and tells all heanows about the particular word. For exalple, "I am thinking of a noun. It is a common noun. It is a one-syllable word. It has two vowels; the first vowel is'lonG, the second vowel is silent. !'e ride On it (road!. The child chosen to Guess the word writes it on the chalkboard.Ifhe writes the word correctly, he then tells all he knoWs about another word from the spelling list, and the game continues.
13 17. Clues for guessing ray include: DescrZtion as a common, (con-0 proper, singular, plural or possessive noun; the number of syllables; a prefix or suffix; silent letters; sounds of the initial consonant or blends; compound words; con- tractions; finding little words or the be word; rhyming words; homonyms, antonyms,, the meaning of the word; and the words with"more than one meaning,
1C. Find The Root For unusual spelling drill, start with such words as happened, passed, baking, looks. Then have children take off the ending to find the root, on which each word was build. Especially good practice for such words as havinr, which has to have an e added to make the base word.
xcmplc happened passed taking hap)en pass take
19. Two To A Sentence It is standard practice to have children use a word in a sentence. Try having them use at least two of the words in asentence, or seeing who can use the most spelling words in a sentence. Also put sentences on the board, each, of them having two blanks for spelling words.
20. 'lore Than One !Tay Hake a list of., spelling words which may be spelled correctly
in more than one way; center-centre,, theater, theatre are - . examples.
21. Balloon Han Use a balloon -.Ian for interest. Hake two copies of him on large poster sheets. Add enough paper circles representing balloons so that there is one for each pupil for each day of the week. Divide the class into two teams. If a pupil misspells a word, 11- "bursts" a balloon, and the word is urittel correctly on it and given to him. The team having the ba loon man with the most balloons left at the end of the week'i the winner.
22. To rev;J spelling; cords,, divide . *our class in2o five groups. 'teach person picks the hardest ten words he has experienced. The ch4rman compiles a croup list,- striking out duplicates. Use one of those tests each day for a week. Don't worry if a word occurs on several lists. It proves that many children have a problem with.it. `s. 0-1 Ask children to spell selected words encountered on TV cpmmercials.
4
ti
14 24. Have children'give different ways of writing the various sounds, as long e.
ea as in beak ee as in speed ci as in receive ie as in frieze c - consonant - silent as inseeds
25. Have a written spelling bee using the chalkboa d.
26. Use a tachistoscope for presentation of new wor s.
27. The teacher may indicate the number of misspellswords on a pupil's manuscript but not the abtual wordsisEpelled. The pupil finds his misspelled words.
2C. Provide for letter writing, with the editing done by tho class as a whole or in groups.
49. Hove pupils keep dividual notebooks of new words en countered in subje matter texts which the children ould like to learn how to spell.
30. Put a list of words on the board which includes several laiown words in addition to spelling words. Have the children put the words in alphabetical order.
15 The 190 Stairred Starter ords in Order of Robert L. Hillerich Frequency of Use (4 orbital lists) April, 1975
llidyec'r Perms, U c on individual rccoLnit ion testing in three school districts: r ,trade 1(11=106)---[;9 words were lmolm by 50 more of pupils. 4 Grade 2 Yords were kpolm by 50,', except Ihrourdl (4V)) Grade 3(1J =208) all Imoun by 75,,, except through (71,7E-Try (61cS), were(50,:).
,- the from 4- dozen only lost and r up back much awa a. +1621 0Dust , -t- us eaci + to t coo year -t- take never e of .1-said little name
fin +-then +make +- here , f j ook t-it what who say ,ben k_is i-like after dot / next ÷ as her people - around may v.' t- go - come any lir.
1--he A- t hem k-no use givt .1- you time because place show
+-that . r-if first put . once +-for b.-some more 4.- boy something ron about many water 4-room
they ''' 1:by lcnolt also must i-frith % him made beTore didn't i-have 1.- or t hiric -I- off always t- are '.- can went, through I-car r had i'me i- -man right told
1--lie . t=your want ask why rbe in "-- way most small +-one. t-day 4-.1york. should childre
+-but their which, don't still / + at other ...good than head f
4..when very well three left , all could came found white!
+-this rhos . ( new these let , 1. she rlook i- school saw world %.t here i-Let 1 -too atilt under
not + 11011 . been tell .t. his rsee think help lw as our 1- home every eep Were f two 1-house again tw m, would onto ; -play another , best
\-so t- did i-old i- big, /better
-+ ;ay over long night / soon tout I- how +-where thoUght four
. - "Starer Uords c 1973, Robert L. Hillerich
16 Select 5 li.ts of 12 word's for review. 21121111pevised 11-70) (*=difficult hiLh frequency words: good for review selections) h ueeks ( 5 words = 20 words 23 weeks 12 words = 276 Words Difficulty: 0=0-c,, error; 1=10-1C(/: 2-20-2,;J; etc. TOTAL 296'ords (Lists 1 -h are all :;0" words(0-.;;) error) Lesson: 2 3 4 ...1 book on cat big look. in bed I, but me see n t hat by 3 a at I let 2
6 7 go 0 Ia.°0 Tlaytf 1 f;'it 0 can 0 thinL, O. stay 0 youOboys 1 old 0 man0 books 1 bags` 1 fast 0 bus 0 call 1 an she 1 as- 1 game I. has 1 eat 1 his 0 dinriek 1 next 1 ran 1 if 1 Fish 1 ball 1 mil men. 1 put 1 sing 2 bedS, 1 like 2 well 2 give 2 off -2 now 2' 4 then '2 candy3 daddy 3
father 3 told 3 baby 3 ,.. long 3 went 3
9 (Review) 10 11 12 next fat 0 going0 car0 then he 0 / nice 0 best 0 father sat 1 fly 1 all 1 fish > elf 1- will 1 have 1 candy .run 1 fOund 1 made 2 thing name 1 to 2 e' bird 2 dinner five $1 jump 2 saw 3 off wet 2 bring3 wish 3 baby money 2 from3 jaw 4 she hill 2 *other *there 5 *they' 5 *said 5 . daddy *soan3 long dresses 7*their 7
12 14 15(review) 16 good 0 my0 didn't cap0 bank0 part0 their week 0 this 1 for 1 other dad 1 that 1 am 1 they mouse 1 here 1 try 1 over do 1 cold 2 .ice 2 money eating 2 balls '2 are 2 when happy 2 help 3 four 3 there dear 3 Santa 4 with 3 what jumped 3 *what 4 *when 4 said *after 4 =where 5 houses 5 where story 4 Christmas?idn't 7 from *people 7 1 17 GRAW 2
17 18 19 20 no may 0 and 0 be0 sun 0 ring0 more0 card was 1 ,toy 1 food 1 or 1 last: 1 box 1, start 1 room 1 away 2 one 2 her 1 owl 1 today 2 green 2 sit 2 find2 had 1
ride 2 of 3 say 3 new 2 helping *your 3 store 3 three 3 take 3 took4 water .4 *our* 4 6 .v,school 4 beefs 4 fishing 5. getting 5 read4 Indian before 6 running 6 *because7 dressed 7 much 3 21 (11,ritw) 22 23 24 people \, feet 0 red0 up0 after, way0 lake0 day 0 becaug'e time 1 home 1 boot 1 school got 2 did 1 live 1 your sleep2 playing 2 fireman 1 our doll 2 glad2 hen 1 room fire 3 work3 back 2 getting coat 4 *house4 mother 2 before brings 4 balloon 4 just 3 'dian dress 4 girl ,4 brother4 been white 6 train 5 *know .4 *little 5 *around6 coming 5
25 26 27(Review) 28 dog0 the 0 . yes ,0 know" duck0 hand 0 little kitten 1 pan 0 around paw 1 , 'g us' 1 tree 1 coat bad 1 love 1 boy 1 ' come 1, hite saying calling -2 called 2 b. loon stop 2 tell 2 Who *about 3 too3 use *want feel4 *very4 lettek 4 *night 4 *who 4 gave 3 very use 5 *think 5 think firt 5 6 letter6 *could 6 could hurt ,2_ Review) 29 22 2.1 cow 0 dark 0 cake 0 want barn 1 walk0 year0 were make 1 doing 1 came 1 don't .every bag 1 so 1 pet '1 would him 1 get 1 out 1 two 2 snow. 2 play 2 morning
games 3^ some 3 apple 3 yellow *don't 3 *them 3 how3 blue a$k *were 4 sister4 ask4 keep4 black4 blue4 first any 5 morning 5 bang 5 night 5 hurt *every 6 *would 5 yellow
18 GnAl, 3 . - 27 weeks C 17 'words t 49 words (#5 review C 17 each) 2 1 3 4
jar0 ten0 ink0. ham 0 hall0 lamp0 need0 art 0 1 fell0 'lives 0 Mr. 0, singer0 clay 0 rope0 sea 0' funny0 pool 0 robinr cowboy0 nine0
swim 1 'soap 1 head 1 kiss' 1 1 Salt 1 team 1 pick 1 floor 1 keeper 1 rug 1 sound 1 wind clean 1 yet 1 near 1 turn 1 lasted '1 wash 1 table 1 child 1 mail 1 afterftoon 1 word 1 pond 1 tire .1 second 2 dream 1 *that's '1 summer 2 strong 2 why2 supper 1 bet 2 weed 2 only 2 boxes 2 2 *upon 3 teach 3 Tuesday 3 met 3 stories 4. tired3 *doesn't4 *teacher curl 4 uncle4 *caught 4 pencil4
6 2 8 (Review) tan 0 win 0 became0 uncle' town0 Line0 door0 'stories kite 0 land 0 moon 0 doesn't mud 0 cart 0 Vgate.6 always stand0 string0 along 0 brought, piece boat 1 rcity 1 dish 1 'move 1. lived 1 part 1 pencil 1 world 1 nose 1., show 1 clock
, .that's talk 1 low 1 mile 1 1 broke nose 1 air 1 cannot sorry 1 pin 1_ hid 1 clothes 2 dirt 2 teach PuPPY asking mailman 2 making 2 good-by 2' better aunt 3 downstairs 3 better 2 only *clothes4 brought 4 broke3 sorry catch 4 *always 4 chief 3 catch puttieg4. *piece 5 bigger4 ink '
19 GRADE
10 11 12
ID I Lun 0 ship .0 fine 0o+ asks 0 thank0 inside 0 rock0 pull0 nut 0 pole 0 leg. 0 end0 slide .0 net 0 bath0 paper 1 right 1 high 1 won 1.
babies 1 class 1 truck 1 body sky 1 I'll 1 hide. 1 bread 1 birds 1 others 1 party 1 longer 1
oh 1 fight . 1 own 1 gray 1 bear 1 each 1 player' 1 behind. 1 someone 1 I'm 1 colder 1 drop 1
let's 2 desk 1 begin2 change 2. also 2 asked. 2 *Mrs. 2 merry everybody 3 place 2 eight 2 across 2
lovely 1 tribe 3 kept 3 *friend 3 animal4 littlest .4 chicken 3 goes 3
*until L, again 4 south2 heard4
,13 ll±jReviewl 15 16
cage 0 . everybody six0 kind0 hair0 'heard outside0 camp' 0 far 0 animal send 0 stove 0 helper0 someone shop 0 bone .0 burn 1 inside test0 melt 0
add 1 behind born 1 snowball 1 blow 1 desk pony 1 small 1 paint 1 tribe road 1 reading 1 dance 1 littlest gond 1 set' 1 plant 1 again lay 1 meat 1 sometime 1 until lunch 1 than 1
fair 2 asked rider 1 deep{ 1 both 2 learn fed 2 drive 2 Santa Claps 4 change late 2 anything 3 lover c_s.741c rch 3 lion 3 learn 3 helpers picture. 3 carry 3 third 4 ,Santa Claus watch 4 race 1
20 .
GRADE 3
17 18 19 ELILnkla - suing0 tinder 0 working 0 Visit light 0 band0 feed0 sister's cry (0 tor 0 grow 0 birthday pink 0 rand 0 hay0 fratch log brown0 pie 0 lion uintem, 1 flat 0 Monday. fed close 1 cent 1 dishes 1 even bright 1 street 1 arm 1 leave left 1 even 1 full 1 church flying 1 please 1 cream 1 wasn't spell 1 shall 2 something 1lunch
neck 1 birthday 2 throw 2 buy *buy 2 I'd -`fern 2, few , *leave 3 great 3 knowing 2 pictures Sister's 3 *wasn't 3 began. 3 something boy's 3 hadn't 3 I'd country't: visit 4 using 5 I says 4 4
21 22 23 0214. key 0 wool0 mine garden 0 kill 0 hop 0 tall0 lost p open, 0 egg0 fill0 fall 0 sang 0 most 0 bell o- sheep0 same Song 0 hard o foot 0 ago0
lock0 hunt 1 mix 1 rain 1 bard 1 round 1 liked 1 boots t window sick 1 eye 1 hold 1 bunny 1 spring 1 warm 1 can't 1 sell 1 poor 1 corn 1 cook 1 does 2 done 2 brothers 2 front 2 basket 2 meet 2 horse 2 children 2 giant 1 pair 2 these ,2 *almost 2 rabbit 2 *many 2 *should 3 *we're 3 taking 3 *another 3 cookies 3 raw 3 tiger large 3 ice cream 3 which 5 Easter 4 stopper 5 *Saturday 5
21 SO GRAM, 3
25, 26(Revieu) 27 28
rose0 giant drink 0 must 0 side 0 :aturday cup 0 Sunday0 face 0 mean hope 0 river0 news0 face O ear 0 pig0 frog0 tiger nest 0 bud 0 flag.0 used gift 0 push0 flower 1 rau shot 1 storm bit 1 children grade 1 trip 1 miss 1 likes evei' 1 stick 1 likes cookies hear 1 hello 1 Friday 1 ice cream wait 2 hale 1 closer 2 should apples 2 loud 2 2 ground 2 ____ many knew 2 chair used 2 another *wight 3 having 2 uear 5 thought .,,.biggest 5 Thursday 3 7 mean 3 Easter happiest 6happily 6 '-thought 3 bunny greatest 4happier
29 30 31' 32 (Review) darts 0 mark 0 wing 0 biggest looking 0 named 0 wood0 pig seed0 tonight 0 hot0 we'll skin 0 cut, 0 bat 0 ever fox 0 never0 bug 0 pretty bee 0 tent0 sand0 color thick0 rest 1 number 0 guess grass 1 ate 1 its 1 it's lip 1 farm 1 it's 1 ,.happiest once 1 those 1 dime 1 apples sent. 1 sled I. Still 1 afraid yours 2 write 2 bringing 2giving uhile 2 laid closed 2 bringing above 2 feeling 3 guess 3 Vednesday 1 well 3 giving 3 *pretty 3 write theirs 6 afraid 3 *color 3 knew they're 6 i'ednesday7 stopped 7 might
4-3
2 2 t. r it) B. P;2,11ii.tZSHIP ODJ2CTIV1:,S, - 2RII_ARY GRAD:
Objective: The student should be able Lo demonstrate 2 3 correct ua.ge of handwriting sIdlls by:
1. Demonstrating correct and comfortable posture, placenent4o: piper, holding of pencil when writing. R R Correctly writing capitol letters where they touch the top and bottom line of alternately lined paper. Small manuscript letter; ire he if the size of the capital letters. X Demonstrating correct movement of pencil from left to right, and from top to bottom, in the :nice provided. X R Demonstrating'correct manuscript uritinj through uniform spaces between letters and words. R 11
Objective: The student should be able to write in manuscript form by:
3. Correctly writing letter groupings such as sticl: lettev3, round letters, hump letters, tall letters, slant letterst_tail letters, double or compound curve letters. Writing program for first grade) X R R 41. 2. Correctly writing numerals 0 to 9. X , R
3. Correctly writing first and last name in manuscript form. X R R
Objective: The student shoUld be able to make thetransition from manuscript to cursive writing by:
Demonstrating, correct and comfortable posture, placement of paper, holding of pencip when writing. X R R (2nd semester) DemonstratingcorreMovement of pencila, priate for lettergb-eing formed. X R Correctly writing lower case, upper case and numerals using straight line, slant line, circle letter, oval, bell, point orphan letters. (See writing program for second grade) R R Demonstrating legibility in cursive writing through, letter formation and proper use of connectives between letters: R R bemonAratint; le&aalitv cursive uritint, through uniform 5ize, slant and spacing.
23t A
HAIITY ::LC T
The me-the,' i. strrted ih 1:indergar a and continued in fi st' grade} 'e do now maniccr.)t yo;khook. InsteEd,we U5C di .s that ha .re- prodi.,cd :lineL, on payer uh,, the stildens aril hese sheets fo their worksheet.
The follouin ,, re acme su,Lc-tiens concerning tile :mechanics of teaching printinL< t the first, credo level:
9 l eriod for Grade 1 - 20 minutes daily at the beginning ,of- school year.
Posture
1. :At fcing the desk scirlirely. .assume a comfortable, erect, foruar leaning position. 3. hest both forearMs on the desk. 1. Keep the uritin( arm close to the body. Position the other arm so that the hand can rest-'on the side.on the writing paper. 5. Keep both feet flat on the floor.
Paver \. WAR // 1. ) he paper should be held straight ch the desk with the edge / of the paper parallel to theedge of the desk. If the child has 0ifficulty maintaining proper,peper. position, try puttint a piece-of tape on the chills desk. ;, 'Tor the left- handed child tilt the top of the paper touard the right sufficiently for the child to see what he is 10.ting.
Introducin,,the Letters Letters of the alphabet are presented in order of incrcaing difficulty. The letters ,F and T, arc separated' by II and -, so that the child.uill not
confuse them. .
, All capital letters must touch the top line and sit on the base line. Small manuscript letters are one half the hejght of capital letters and are written between the guideline anti the baseline. It is sugtestcd to teach the.letters are partners. Letter groupings may bc'towht in the following order
stick letter: I ....-.....a1 'Pound Letters: 1
\ k, -- Hump Letter:3: - . ..
3' t -
2 4 41)
11 Let Lors:
_ ......
o ow... - .. Iv.* -a. no. . 31ant Letter:
A-A A jj
**V..*as.- a** yaw*
Noy.**a* *aft** S. Double or Ccr.2nound Lett.n.s _ . _ In- le - I.Is y. .. a** Iry yoyft
.00.0 b. .0.v. 0
-A.
nalocrit writinL should be tauLht on the basis of circles nd straiEht
S.
2 5 PROGRJ:h FOR SLCCPD CUM SO The cursive writing pc'ok.,ram is started the second semester Of second Erode. It is not necessaryteu3c a cursive writing workbook. Instead, dittos, alternate lined, paper and chalkboard maS, be used. The follouin,f, are sonic sugttiom concerning the mechaniip of teaching cursive -"writing at the second rack level:
rostvrc:
1. it facing, the desk squarely. 2. A3surne a comfortable, erect, forword'learning position. ''Lest both forearms on the desk. /,. :;eep the writing arm close -6,c) the body. Position, the other arm so ti:ot the hand can res.V on the side of the writing paper. 5. rbep ')oth foot flat on the floor.
Paper i-osition for RiOlt-handed "riters':,
1. Tilt the paper towards the right so that the lines of the paper and theuriting arm form a right angle.a l'osition the paper on the desk so that the uriting will be, done directly in front of the body. -) Place the left hand at the top of the paper so that both arms will always be on the desk.
L. Pull the down strokes teward the center of the body in order . to secure uniform slant.
paper Position for Left-handed Writers:
1. Tilt the top of the papel' toward the right sufficiently for the child to see clearly what he is writing. 2. Use reverse body positions to thole used for right-handedailters. 3. P,esearch is not ciccr concerning left-handed writers. Ther ore procedures must be flexible.
rritin Instrument:
1. Pencil should be held lightly with the thumb and middle finger. 2. The first finger should rest on the top of the pencil about one inch from the point. (note: for the left-handed student, this measurement 'Should be about an inch and a half.) D. The tip of the thumb should be higher on the pencil that the tip of the first finger. 1. The pencil should have a, sharp point. 5. The uriting instrument is not lifted after each letter. Devices for Introducinp the Letters:
1. Tracing over letters on paper or the chalkboard. 24 Tracing with fingers on wood. 3. Copying from demonstrations (to see the formation of letters in action). Copying, from correct forms in books, manuals, on paper or the cha lkboard. e 5. Forming, letters in the air. 6. exercises us54-kg push, pulls, ovals, circles and lines. r
. Guidance of e:ilds' hand by the teacher. (-1;o1kboard 1-rccticeanC training.,
It is suggested to teach letters in partners. Letter groupings may be taught in the followingroupinL.s:
rush-rull line letters:
-7- start` here
Push:pull (..nd retrace .144.4.44444.4.
. r start here Push-pull. tail letters:
start here , r" Humn letters: Humletters with tails ...41.444 start" 'here_ 7.--7
Oval letters: letters with tails start here
-- EY Connecting strokes are the ending stroke ofon%letter ar he beginning stroke of the next.
Cval Letters: Start here
Cane Letters: Start here
Cane and boat endinLstroke:
'Curved line and bootending stroke: 'Start here Double Loop Letters: Orphan Letter
Capital letter:, that connect to a following letter: ADCLGIIIjK:IIIRSUYZ Grade three - Review transition and continuecursive writing. Grades four through eight -- 71efine the cursivewriting style it review and keep manuscript for Jpecial needs. .1
27 C. PUI' CT Ul.TICP GRADES A
?. Objective: Thestudent should be able to demonstrite 1. correct usage ofpunctuation elements in writing at the appro- priate level of,difficulty by:
1. Demonstratingin writing correct usage of:
a. Period at en0 of a sentence IL b. Period in abreviation rA. J. c. cAlestion mark 1, n t d. -3xclamation'mark X R R e. Colon when writing time R f., Apostrophe in a contraction X R R E. Apostrophe for plural possession h. Apostrophe for singular possession X / R (:uotrtion marks for spoken message X R R j. Hyphen to divide a word X R
2. Demonstrating correct usage of commas in writing: Commas iri dates 'end places R b. Commas to show noun of addess; e.g., please4close the door) R c. Commas to set off words in a series X '`' R R d. Commas to set off quotations X e. Commas to set off simple phrases in series X R
SO D. CAPTTATJ".ATTOU
Objective: The student should be able to demonstrate correct usage of capitalization elementsin writing at the appro- priate level of difficulty by:
1. Demonstrating correct usage of.capitalization in writing.
a. Capitalize the word, "I" )-c R b. Capitalize first letters of a name X c. Capitalize first word of a sentence R X R R. d. Capitalize proper noun R. e. Capitalize first letters in titles, X
E. 2(11VOC/GRAIlljAll
Objective: The student should be able todemonstrate understanding of correct syntax/grammar usage in writing at the appropriate level of difficulty by
4A1. Applying sentence structure concepts: X R a. A telling sentence X R R b. An asking sentence X c.. Exclamatory sentence
28 *GRAIL 1 2 R d.' Combine short basic sentence w i1 e. The subject part of the sentence f. The action part of"the sentence X g. ilaking the sentence negative h. Using action verbs without helpers X i. Using linking verbs .. X
2. Applying nouyL concepts:
a. Nouns are naming words b. Distinguishing common and proper nouns c. Distinguishing singular and plural noun forms x R
3. Applying verb concepts:
a. Verbs are action words b. Verbs should agree with the subject c
c. . Simple past tense verb forms
4. Applying pronoun concepts:
a. Uses personal,ponouns x rt
5. Applying adjective concepts:
a. Adjectives are describing words for nouns X
6. Applying adverb concepts:
A. Adverbs are describing words for. action verbs X
F. INFORATIONAL MUTING Objective: The student should be able to communicate information in written form at the appropriate level of difficulty by:
1. Pritin(; a complete simple sentence in answer to a question. X R n
2. Uriting the following letter forms 4 ,
a. Thank you note X ,, R n
b. Invitations 4 i: R n c. Greetings ,X R R d. Friendly letters X R e.- Address an envelope X R f. Letter-of request J1
3. "riting a topic report in the students' own words X R c.
4. "r.ting a bodk report ,X R R
5. Reporting an event in writing:
a. 0Information from a news item X R b. Describe a field trip X R 'c. Give a written weather report X R d. Give a personal interview X
29 GRADES
1 2" 3
G. CRELTIVE 'RITING
Objective: The student should be able to communicateideas in written form at the appropriate level of difficulty by:
1. 'riting a make-believe storrof at least three . sentences.
2. 1Yriting a fictional paragraph about people, animals, places or things. 'R
3. Vriting a story that tells who, what, when, There and why.
4. .Ilrii,ing,a'story,u4ng;',tory.starter words, phrases, lIPL or picture.. , *
, '5. writing a paper in paragraph forts from a selected main idea and -title it.
X '6. 1:riting a .story using descriptive words And phrases,
X R fre 7. 'Iriting d tale of fantasy C. "riting a poem (Rhyming ornon-rhyming) e 9., 1Iriting asimple biography, including theperson's name and at'least two other factsabout him/her. X
o X 3 10. 'citing a tall-tale. 2 H. PROOFREADING Objective: The student should be able toapply his ability to tse proofreading skills in the following procedures:
1. Proofreading for mechanics g a. Capitalizatidn' n b. Punctuation X 2. ProaQeading for spelling
X R R 3. Proofreadin for neatness
30 Robert L. Hillerich National College Foster G. NcGaw Graduate School Evanston, Il. 1973
Raising "riters--Some Ideas
A. Some Basic Principles: I:riting is communication; it is not an exercise in mechanics. Correlates of good writing: Powers of observation Creative thinking Feeling for words and language Pre - writing time - -to discuss, observe, think ... Desire to say something
Criteria for evaluating written expression by the writer: Did I say what I wanted to say? --Clarity Did I say it in an interesting;manner?--Interest Appeal Did I say it correctly? --Courtesy (Mechanics)
B. Some Ideas to stimulate writing:
1. "If I were . . ." (e.g., a pencil, an old tennis shoe,etc.)
2. 'That if . . (all the world were green; snow were ice cream)
011 3. Favorite sounds (onomatopoetic words); smells(sensory words); etc,
4. !'hat is (soft, hard, etc.)? Uhat, is- (softer, etc.) than
(metal mcoster 5. A visitor from outer space sees our world. kidnaps humans--car), etc.
6. A (worm's) eye View of (a boy digging forbait), etc.
7., On the spot reporter: take a book event and Write about it as if you were there and it happened in yourtown.
8. Newspaper headlines: write t headline relating to a book or to an event at school. (Relates to form class vs. structure words)
9. Daffy dictionary: make a nonsense dictionary, including pronun- ciations and meanings. [!rite a story using some of thenonsense words.
10. Mixed up animals (Elehare.elephant/hare; Tigeroo- tiger /kangeroo, etc.) Tell how they got that way, what they do, etc.
(see: 11. How is a (watermelon) like a (mouse)? Strange comparisons. NakirwIt -1 a
31
ti 12. An exchange of letters between favorite: book characters. (e.g.,' Paul Bunyan to Captain Stormalong) L 13. A new ending for'a favorite story.
14. A new adventure for a favorite character.
15. Imaginary origins for:
a. idiomatic expressions, e.g., don't stick your neck out, head in the clouds.
b. multiple 'meanings of words,e.g., picked (up), pick. (tool), pick (to dig).
c. .letter of the alphabet, e.g., why b and d are different.
16. Frite literal stories using idioms (ala Amelia Bedelia), e.g., dust the chairs, hit the ceilingllost his voice, etc...
17. Parody Of familiar story, p.L., "Goldie Bear and the Three Locks."
18. Origins ala Kipling's Just So Stories, "How the . ."
19. Uhat can you do with a . . . (rock, piece of string, etc.)
20. Tall Tales.
21. Draw and write description or directions for a new toy; a Rube Goldbercontraption.
22. Fun with Acronyms, e.g., why the North Union Travelers Society changed their name (NUTS).
23. Urite directions for performing some common activity. Then teacher should act out the directions literally. There will probably be need for revision.
24. Connotations of words--write an article using negative words, positive words, neutral words. (same article)
25. Use Comics to gain control over quotation marks.
26. Older children enjoy writing books (stories) for first graders. Use starter words.
27. Urite definitions for known words'or names of objects -.L-begin by analyzing what a good definition consists of (a) class, (b) discriminating elements)
28. Urite a paragraph at two bxtreme 10els of abstraction, specific and general--compare effectiveness.
. . . ) , 29. Rewrite a familiar tale using divergent thinking. what if . : . e.g., Ubat if all 3 Billy Goats.(Gruff) had been small?
32 30. Propaganda -- Begin by analyzing ads; write a persuasive ad, for an imaginary article.
31: Descriptions -- 4-6 pictures (or children class) should be numbered and placed for all to see. Have 6Yiildren write a description of the one of their choice without naming it.Share descriptions to see if item can be identified. Discussion should lead to ideas for rewriting more specifically.
32. Sentence patterns -- 11P-VPc (ala Shufflebook) Use cards (5x8 if you want illustrations) and have pupils write NP's beginning with and on one side and verb phrases on the other. llen the cards are shuffled, humorous' sentences usually result.
C. Use models as a means of getting kids started.
33. Particularly appealing paragraphs from children's literature, e.g., Henry Huggins' description, Junket's description. Discuss in terms of word\choices, style, viewpoint, etc., i.e., wtx do we like this paragraph?
34. Similes, e:g., 'Mite Snow, Bright Snow (Duvoisin): "Automobiles looked like big fat raisins burried in the snow." Lead to children writing similes, e.g., As difficult as (finding a contact lens in a dark theater.)
35. Alliteration/rhythm, e.g., Burt Dow Deep Water Man (McClosky): "The giggling gall teetered on the tip of the tiller and ,laughed fit to split."
36. Creative combinations, e.g., Wishes, Lies, and Dreams (Ko
"I wish I had . . . a coat of wishes ./ . a crowd of friendliness.
37. Sensory words and rhyming couplets, e.g., With a hustling, bustling, rustling sound, Tht wind chases leaves around the ground.
D. Keep a language log- -every child should have a notebook or folder in which to jot down scraps of ideas, words, examples from newspapersletc.
38. Just fun with words--rhyming names: a hard of hearing cook -- a deaf chef barber who cuts little boys' hair --nipper clipper ,a gruesome tale --gory story
39. Homophone fun: What do thefollowing have in common? key maker and a Jewishdelicatessen manager -- locks /lox rabbit and a writer --tails/tales tiger and a minister --preying/praying I
33 40. Ccmpound fun: Illustratt parts of cempotinds, e.g., did you ever see a board/walk,head/light, etc.
41. Invent new uords for (a broken chair, a letter opened bymistake).
42. , :entente(parabraph of the month: Examples where no one can find a better word or abetter way to say what was said.
43. Connotation from sound (Syd Harris, 9-3-71): Are sn- words un- pleasant? (sneer, snare, snob, etc.): sl-? so-.? Other?
44. Connotation of color words (SydU(rris): white (flag, livered,); black (list, baill,); red; yellow.
larer. 45. Haiku: a word picture of threelined (5, 7,5 syllables) usually related to. nature. (:}:ample from grade 3): Cne little raindrop Fell down on a little leaf Others came to join
46. Cincuain: Puppy, -1 wd. Title Fluffy ball -2 wds. Description Frisky, wagging, jumping-3 wds. Action Partner and gentle pal -4 wds. Feeling Pet -1 wd. ' Re-title
47. Silly Dilly: If I were a frog I'd live on a log.
48. Lirgrick: There once was neighbor names Diz uith'a rocket that still had a fizz That rocket exploded Before the man knowed it now nobody knows where he is.
49. Concrete (Tore) Poetry: o n a t d word. d e j A well_pauanq phrase
50. Diamente: Kitten 1 noun fluffy, brown 2 adjectives pawing, jumping, flopping, 3 verbals animal, friend, pet, pest 4 nouns playing, stalking, sleeping 3 verbals cuddly miniature 2 adjectives cat 1 noun
*
34 1
*srIrmii 51. Palindromes: Same forward and backward)
-ords: mom madam, etct.' iientences: Uas it a bar of a bat I saw?
52. Acrostics (ord squares): Borgmann, Tribune, 3/4/73 apple relax orate miner alert
53. In audition to individual language logs, you might keep a class booh of favorites--original and models. Children should always have the option to make changes or substitutions in their sample.
54. Fellopcpers, magczines, library books, provide a wealth of new ideas and materials. Have pupils aware of and looking for ex- amples of: T Good descriptions Unusual ways of saying things Appropriate word choices Proofreading errors (especially if humorous) Slant or bias in writing Propaganda techniques
41. 55. a amine with children! Then suddenly--better than song for its examples of clear, instant -a hummingbird the color .of specific writing. Let gre crushed velvet hovers in the them rewrite just the - roat of my favorite lily, a lovely- essence to see the high bloomer I got the bulbs for but . difference good word- not the name. The lily is a crest of choice has made. white horns with red dots and red vel- vet tongues along the insides,of the This example is from insides of the petals and with an odor John Ciardi, Saturday that drowns the patio. The hummingbird Review, 11/6/7175:7. darts in and out of each horn in turn, then hovers an instant, and disappears;
56. And we expect-Rids to Around .1760, a number of the pro Vroofreadl XessorsAn Edinburgh University attemp- ted to publish a wort: that would be a Fr, off: Syd Harris, perfect specimen of typographical accu- daily flews, 7/14/71 racy. Six experienced proofreaders were employed, who devoted hours to the heading of each page. After it was thought to be perfect it was pasted up in tlile hall of the uni-
1 yepsity, and a reward of 50-pounds ullerad to anyone1/110could detect an error it it. Each 'page remained hanging for two weeks. ?'hen the work was issued it vas discovered that several errors had been committed-o of which was in the first line on the sty page! ----7,-Wnics7rtorda wealth of startersfor 1guage logs. 35 ACTIVITIES TM ITcl-PITCS, OF COMPOSITION
PRII iARY/INTErd IEDIATE
1. Bats:
, Children build sentences from words in a bag.
2. Surtoz: Box contains pictures.. Child Opens boxr puts pictures in podkets for sequence, then makes up captions for each picture.
sprain Your Brain: Pupils make a list of colors, book characters, TV personalities, places, etc. then use words from list with words "I wish" to make sentences.
4. Code Sentences: Compose sentences using secret code, scrambled letter or rebus words.
4v 5. Punctuation Game: To demonstrate that punctuation marks represent pauseS or changes in pitch, assign a code cord /noise to co vzith each mark.
(ex plink .1; tweet..? bang= ! thud= .) Pupils read a story aloud making corresponding word /noise each time they come to a 111° *- punctuation mark. .
PROOFREADING CHECK LIST? Zero in on ong, skill at a time for a Given,period of time.
1. Have you capitalized thefirst word, the last word and all important words in the title?
2. Do all your sentences have complete thoughts?
3. Have you capitalized the arst word in each sentence?
4. Have you capitalized the word "I" ilherever you have used it?
5. Have you used the correct punctuation mark at the end of each sentence?
6. Have you checked the spelling of each word? (DO this "backwards" from laSt part of composition to the beginning.)
7. Have you used "is", "are", "was", and "were"-correctly?
S. Have you indented the first word in a paragraph?
9. Is your paper neat?
10. Is your handwriting easy to read?
3. SENTLECLS DEFINED bY INTOPATIa OF VOICE:
1. period for a full stop (indicated by finalfall of intonation
2.__A (yestion mark for interrogative intonation. ial exclamation park for an exclamatory intonation. i Commas for.serics, indicated by a special suspended intonation.
5. Commas for setting off words andtfle separation of clauses when the sustained intonation is interrupted by a partial drop.
PLITT-17T,', TOcciirob:
Set up :)atterns to create sentences ranging from noun-verb to complex
Ex: Fame of thinr, "hat did it do rne-un
who did what where or when to whomor what (noun) --7eTgT- 7317
did what where (because) why
6,771,) , (adverb) 'tecause° Dependent clause
-CREATIVE "RITINGACTIVITIM'
1. ',Trite a self book. Illustrate I am ... I like ... I wish... I live at.. I donit like ... I am happy when... I cm unhappy when ... I cri when... The most important thing - that ever happened to me...
2. If I were stories. Illustrate: If I were a doctor nurse,,,--scientist, etc.
3.. "hat if . . . there-were no grocery stores, etc.?
4. Listen to sounds - {nature, city, etc.)"rite a story.
5. Put a short story on the board without an ending - studentwrites his own ending.
6. -rite a storyc,bouttaazine pictures given to each child.
7. one minute stories - a story ,for one minute - each child continues the story.
k
37 U. Hake a book about colors. Illustrate.+Lace together with yarn aampie: A tree may be green A wagon may be red A kite may be yellow
9. Just.L.uppose stories. Illustrate. You may cpmpileseveral into a book.
Example: , Just suppose you broke your mothers' favorite
vase- -what would you do? etc. `
10. lialce a pretend film strip' from paper. Fold a sheet of 12x18 drawing paper in half. Cut along the crease. Fold each strip in half, then fourths. Glue the two strips together. You should have eight boxes:
Example: You may use any subject:
Transportation 1. Plant uses
A car is a form of transportation 2. rater uses
A boat is transportation 3. The five senses
An airplane is transportation 4. Orders of animals
. 5. Kids of weather
4 LEARNING CONTRACT
1. That do you want to find out?
..111.11441...... 2. Where will you Let your- information? 0.,
'Tat hind of materials will you use? Onw......
4. fill you work alone or with someone else? -11 ne*../NolgIowls..... ,, 11 5i How do you plan to share your information? v ... 0 Alen will you be finished?
38' lin. 1. 1 6. then will you be finished? ._
Student
e AI Teacher
Date
O ,
.,
*4
4
. I N
3.9
-if , II LISTENING OBJECTIVES PRIIIARY GRAM 12 3 A. CRAL DIRECTICNS Objective: The student should be able to demonstrate the ability to follow oral directions at the appropriate level of difficulty by:
1. Following oral directions for drawing pictures. X R R
2. Demonstrating completion of an oral two-step__ direction. X, R R
3. Demonstrating completion of an oral three-step direction.
L. Demonstrating completion of an oral four-step direction. X 5: Following directioris for written assignments in the classroom. X 11, R
B. ItECAIILIMINFCILATICN
ObjeCtive: The student should be able to demonstrate recall of specific information given orally at an appropriatelevel of difficulty by:
1. Rospondltg correctly to questions asking for specific details or an oral story:- X .R R
2. Listening to a message and reporting it back correctly: X n R
C. MERE INFCTINATION
Objective: The student should be able to interpret infor- mation given orally by:
1. Stating appropriate title, after listening to a story. X R.
2. Stating the mainsideal after listening to a story. X R R 3. Retelling an oral story, putting events in proper sequence. X' R R
4. Predicting an outcome of an oral presentation. X R R
5.' Identifying the cause of a given effect in an oral presentation,-and /or state the effect bf a given action. X R R
6. Drawingponclusion based on an oralpresentaktionXRRI
7.. Identifying the purpose of an oral presentati ] as: a. To entertain b. To infotm X fl R c. To persuade X X
, -2 40 GRADE
D. ANAXIZEIG INFCTCATICN a 2
Objective: The student should be able to analyze an oral .1 message by:
1. Choosing the most meaningful intonation of a sentence presented in three different tones of
voice. , X R R 2. Identifying two expressions "verbal andron verbal"
which represent the mood of the speaker. , X R )1 Identifying an oral presentation as either fact
or fantasy. X R '11
4. Evaluating facts from an oral presentation by
using his/her own personal experience and/or ' . . knowledge. X 'II /n* L. ;.rraciaILTE LENLVIC1
, Objective: The student trill demonstrate courteous behavior by:
1. Not j1nterrupting another speaker. X R
2. Not asking a question that has already been answered. X R
3. Confining questions and remal-ks to the subject. X R- R
4. 1Taiting- until the .current question is answered before raising his/her hand to force a new question., X ,R R
SUGGESTED LISTENING ACTIVITIES PRIMARY
1. Uhat Happens Next? Read aloud part of a story which istinknouri to the pupils and have them suggest what will happen next.
9 2. Poem of the !leek: Have a corner or a carrel in a corner of the room. The child sits at the booth and listens to a poetry tapel He may illustrate the poem pn a piece of paper.
3. Following. Directions: The group is divided into 2 or 3teams. The teacher gives a series of directions, perhaps khree or foUr specific things to .0.04r.Each child's ä can follow the directions accurately and in order scores,oneoint for his'team.
4: Supply the "ord: The teacher reads a adrection, omitting oti or more word in each sentence. Have them tell the missing word.
5. Listening for Sounds: Children close eyes ,and try to identify sound made by the leader such ad sound of chalk on board, rapping on window, or snapping of fingers.
.41 GRADE
1 2 2 D. ANALYZING IVFCTLATICI4
Objective: The student should be able to analyze an oral message by:
1. Choosing the most meaningful intonation of a sentence presented in three different tones of voice. X R R Identifying tip expressions 'verbal andron verbal" which represent the mood of he speaker. X R R
3. Identifying an oral presentation as either fact or fantasy. X R R
4. Evaluating facts from an oral presentation by using his/her own personal experience and/or knowledge. R
L. hIELCD.ILTE LENLVICP. is Objective: The student trill demonstrate courteous behavior. by:
1. ?Not interrupting, another'speaker. X R R
2. Notiasking a question that has already been answered. X R R
3. Confining questions and remarks to the subject. X R R
4. baiting until the current question is'answered befbre raising his /her hand to force a nevi! question. R R *'
SUGGESTED LISTENING ACTIVITIES -- PRINARY
1. !'hat Happens Next? Read'aloud'part of a story which is unknown to the pupils and have them suggest what will happen next.
9 2. Poem of the !leek: Have a400rner At.a carrel in a corner of the rooM. The child sits, at the booth and liStens to a poetry tape. Ike may illustrate 'the poem on a piece of paper. SI 3. Following Directions: The group is divided into 2 or 3 teams. The teacher gives, a series of directions, perhaps three or four specific things to do. Each child who can follow the directions accurately and in order scores one point for his team.
4. LuElly:411Luord: The teacher reads a selection, omitting one or more word in each sentence. Have them tell the missing word.
5. Listenim for Sounds: Children close eyes and try to identify sound made by the leader such as sound of chalk on board, rapping ti on window, or snapping of fingers.
42 4
III SPEAKING OBJ:CTIVES - PRIIJARY GRADE 1 2 3 A. 23-144 SKILLS the. 'Objectives: The student should be able to demonstrate use of speaking skills by:
1. Varying the pitch of his/her voice in agiven R situation. X R
2. VarlYing the volume of his/her voice in a given situation,. X R fl in a given 3. Demonstrating appropriate intonation situation. X R R, and 4. Demonstrating eye contact, correct posture, poise when speaking to the class. R R
5. Using oral delivery skills in agiven choral/ R speaking activity. X R
B. INDIVIDUAL PRESMITATICN Objective: The student shodd be able to presentspecific, A i=natIon and ideas orally by: . Responding orally to specificinformation,ques `1. R tions with appropriate ansuers. A R X' R 2. Orally giving directions for a game X R R 3. Retelling a story in correct sequence. skills X R 4. Demonstrating correct telephone in"his /her ' 5. Restating a message, summarizing it aim 'words. X n
6. telling how to report a fire, call the police, or other emergencyreports. X n n X IR 7. telling about the action in a given picture. X R R C. Telling a personal experience. topic. X 9. Giving a short oral report on a given X 10. Supplying the uordvtocomplete a thought (frag.) X R 11. Completing an incomplete story Orally. X R 12. Assembling any necessaryA.V. aids. X R R 13. Introducing a person informally.
SO
43 4 *GRADE 1 2 2
C. ORCUP PRESENTATION Objective: The student should be able to participate in croup discussions by:
1. Demonstrating courteous behavior by taking turns speaking in small croups. 0, R R
2. iiaking responses during a' group discussion ti appropriate to the topic. X
3. Interviewing; another person X
4. Role playing X R R
D. DRAMATIC PRESENTATI0N Objective: The student should be able to use bodydlanGuage and oral delivery,skills in dramatic presentations at an appropriate level difficulty by:.
1. Pantomiming a simple given situation X R R
2. Dramatizing a simple story or poem using It appropriate words and gestures. , X R
3. Dramatizing, an original story or impromptu situation using appropriate words and Gestures. X R
SUGG:STED SPEAKING ACTIVITIES - PRIMARY
Intervieuina:
1. Tnteriew a classmate and then introduce him to the class State- a broadcast -- students interview each other on a mock radio broadcast, on tape recorder or over p.a. system.
3. take a survey of class members on any topic and orally present results to class.
4. Interview a paent.
5. Determine questions to be asked the interviewee in a group
Group Discussion:
1. Debates
2. Brainstorming on a project or topic while a.student takes notes.
3. Invite a person to class and have,a panel interview him Wore the class.
4. Solving a given problem through group discussion.
5. Conversation'groups with designated group leader (also good to analyze role-playing).
6. Panel discussion with preparation. 44 r.
Dramatics:
1. Pu7pet shots. .
2, Individual or group Presentation of an original scene.
3. 'Tr' the spot" dramatization of a i#Uation determined by the teacher. (72:: you are walking to school and see smoke on a roof. Soon you. set a paric of 'fire. Run to the door and let the person wtlo aboi.t it.")
4. Dramatize a social situation (Ex: How to ask for a job:)
5. Dramatize historical event.Read about an event, child-writes a skit and creates a scene. (Ex: men around a campfire at ValleY&Forge.)
6. Storytelling as a character from the story.
:7. hct Out (read passage from book) Oral Interpretation (book reports)
6. Spontaneous role-playing.
9'. Choral reading of poetry.
10. Advertise a product "on-the-spot".
11. Baking an experience chart.
12. Interpretation of.pictures.
Oral Games: 8 1. Tongue-twister reading contest.
.2.. Telephone Game.
3. Sentence completion games.
4. 'Addon to a story ("on my way home, I boughtapples, bananas,
cakes, . . . .)
Speech Uakints Points to Remember:
1. Veit until the audience is ready. 2. Stand naturally, not stiffly or slouching. 3. Speak slowly and distinctly. -(Review by 4. Speak loudly. (recording Know your material 5. (speeches 6. Look at your. audience. 7. Be enthusiastic. S. Finish your.speech before starting to your seat.
4 5 % Pupil 7- Grade 6
SCUDY SKILLS stating the Speaker:
Prepare a slip of paper about 3 x 5 inchepfor.each speaker. Use them as follows:
1. '.hen a person gives a talk, write his name atthe top of the slip.'
2. Number each slip froM 1-C and write the word commentsbelow "hen a speaker begins, put your pencil downand listen. , 3. dna. 4. ?hen he has finished, refer to the evaluation chart rate him orithe slip of paper.
a. Use the following key: G= -Good .
- * S -- Satisfactory N--Feeds *improvement Be as Lair and accurate es.you can. Trite any'special comments at the bottom. . b. c. Sian your name at the bottom.
Speaker Speaker
4 1. 5. 1. (3- 5.
2. 6 iv/ 3. 7. 3. S 7. 6:- 4. S. 4. <-.7. . C.
Comments: Comments: 3:71- .,C tN. (k.k,
5. Pass the slips to the speaker after everyoneis finished. He should not loOk at them, but should putthem in his desk until the self- evaluation time at the endof all the speeches.
ti
46 Name: Date: Speech Numbbr 1 ..10,~Iswft Stood1!aited correctly until the audience was wady Spoke loudslowly enough & distinctly 1- KnewLooked the atmaterial the audience TiasFinished enthusiastic speech before starting-to seat a 1, hJ I. I WRITING OBJECTIVES --- INTERMEDIATE/UPPER
A. Spelling Program
,Philosophy:
The importance of spelling relts in its ability to help the writercommunicate. This goal overrides the study of spelling as an isolated discipline. Success or failure of a spelling program rests as much on the existenceand development of attitudes as it does on skills: Children need to feel that spelling and writing are fun and important, and that knowledge of the workings of our language can be valuable for its own sake.
Spellin& Objectives:
1. `Objective: The student will be able to demonstrate the correct use of the following structural elements in spelling words in his writtenwork.
1. Inflectional endings 2. Compound words 3. Contractions 4. 'Prefixes and suffixes 5. Possessives 6. Plurals
Objective: The student will be able to demonstrate his ability to' correctly use the dictionary to spell words'he does not know.
Objective; The student will be able to demonstrate the use of high frequency words from research-based word lists (e.g.Hillerich)
1. Further high-frequency words from research-based word lists (e.gi Hillerich)
48 r
The word list spelling program is made up o;.approximately2,500 words to be initiated at the beginning of second grade and masteredby the end of S sixth grade. (Words with * indicate high-frequency starter words fon first grade. 7th and 8th grade teachers use an advance word list com- piled by Dr. Hillerich following the same method. The children who have not mastered the 2,500 word list will reviewthis).
STEP I. The teacher selects an appropriate numb f words from the Word list for the pre-test. STEP 2. See diagram below for form used. s- Kik 3 e student4akes'pre-test. STEP The student corrects own work as teacher spells words aloud. STEP 5. Review and practice the study method. STEP 6. Study the words missed using the study method. STEP 7. Final test on words missed. STEP S. Keep a record of progress.
Example of Pre-test form:
...*V10.....11+.1 lionlLerea. 1 2 3 List Words Pretest Corrections (This portion is (Write words with list (Write corrected folded under when words folded under) words) pre-test is given to children)
STUDY METHOD:
STEP 1. Look at the word and pronounce it. (Primary students may find it beneficial to trace the word withfinger) STEP 2. Close your eyes. Try to see the word as you alminau6 and spell it to yourself. STEP 3. Check your spelling against correct spelling. (If you are wrong, see Idly and start overat Step 1.) STEP 4. Cover the word, write it and check again.(If you are wrong, AallIE and start over at Step' 1. STEP 5. Repeat Step 4. (If you are wrong, see why and start over at Step.1. STEW 6. Repeat Step 4.o(If you are wrong, Reslity and start over at Step;;
49 GRAM 4 . 27 weeks 20 words - 5.%.0 (+5 review C 20 each) \4 1 3 grand 0 less2 spot 0 poq _9 0-4, 0 son 0 alike bedroom ead 0 sothin0 wide 0 step 0 brave 0 life0 alive 0 date 0 0 smart 0 pay 0 point 1 horn he's0 bean 1 block 1 join 1 meal 1 seat 1 d 1 airport 1 October 1 rather 1 baseball 1 woke 1 drove 1 rubber 1 spider 1 tooth 1 1 space 1 fry 1 cabin 1 thankful spend 1 September 2 bike 1 rode 1 o'clock 1 bottle 2 brighter 2 ticket 1 grew 2 arc-'t 2 listen 3 enjoy 2 *there's 2 *whole 3 skate 2 build3 awhile 3 bought 3 mother's finish 2 :*brary3 3 *I've 3 wrote 3 often 3 fifty orange 3 hasn't 3 *decide 3 Q careful 3 kitchen 3 shouldn't 4 Dad's 3 paid4 twelve4 mountain 5 sign4 wreck 5 *surprise 5 certain 7 quite4
5 6 7 111.(.11°A.90 mother's wheelC put0 gold0 coffee sport 0 wolf0 kid0 surprise past 0 midnight 0 bill0 north 0 dig 0 awake0 twelve o'clock brick 0 ocean 0 ant 0 goat 0 whole cost 1 alon: short 1 family purple 1 hotel 1 1 wreck seal 1 trick 1 shore pass 1 witch tiny 1 treat 1 1 certain fur 1 size 1 half wcather 1
playground 1 careful ahead 1 ghost 2 2 spider circle 2 drew 2 felt 2 mountain movie 2 -;[-,air:. 2 bowl I've present 2 Ha7low:on 3 moss 3 *family 3 answer worm 2 *answer3 though death 2 pitc:1 3 America month 3 tollow3 cheese 3 America 4 Halloween saddle 3 agent 2 there's barrel 3 plain4 telephone 3 5 decide coffee 5 *though 5 women
50 GRADE 4
11 12 2 AP. fit 0 case 0 grandfather0 asleep 0 wall0 page 0 grandmother0 without0 rainy0 oil0 age 0 become 0. gum0 slip0 inch0 dive 0 0 nail 0 grandpa 1 bake 1 row December 1 fix 1 grandma 1 hook 1 hung 1 November 1 math 1 reach 1 pack 1 noon 1 (penny 1 fence 1 stock 1 daylight 1 God 1 brush 1 amount 1 break 2 coin 1 dead 1 nobody 1 desert 2 turkey 2 real 1 phone 1 wagon 2 beg 2 holiday2 slept 2 pound 2 noise' 2 program 2 (-- candle 2 ready 2 company 3 nearly 2 bloom 2 isn't 3 Thanksgiving3 roll 2 somewhere 3 bare 3 either3 tight 3 wore3 led 3 stood3 laugh 3 *together 3 eighteen3 angel 4 trouble 3 reindeer 6 *through 5 evening 4 enough4 6 .1* 6 sleigh *threw 5 whose _6 microscope
16 1aevitur 1-5- 1.) drank 0 cc 0 reindeer belong 0 luck0 s ow0 sleigh driver0 tip 0 list 0 through butter 0 beside 0 cast0 microscope sack0 ruler 0 trouble nurse 1 mice 1 seem 1 free0 minute shirt. 1 twenty 1 true 1 company mind 1 silk 1 suit 1 won't Lamer 1 mess 1 held 1 shoot base 1 teeth 1 track 1 wore dirty 1 1 sleepy 1 eve 1 evening hurry sunny 2 loose2 December *maybe 2 bottom2 mostly 2 voice 2 ' whose 2 silver 2 brother's 2 threw earth valley 2 easy 2 Thanksgiving famous 3 woman 3 *won't 3 together' early 34 sight3 busy 3 brother planet 3 coca3 between 3 enough cotton4 . engine 4 shoot 4 isn't you'll4 6 toward 6 e *minute 6 laugh bullet
51 IMP GRADE 4
191 . 20....Sky_iez) 1 2: %.8 ... coverp spent 0. mouth 0 sudden spoke0 west 0 glass 0 rocket cast 0 rang0 sharp 0 toward .state 0 report 0 care 0 wrong slid 1 forgive 0 study 1 planet
arrow 1 crash 1 tear 1 bullet sweet r beach 1 bow 1 silver spoon 1 fort 1 yard 1 remember shoe 1 hang 1 yesterday 1 button rocket .1 dug 1 soft 1 doctor
nothing 1 bite 1 star 1 thirty everywhere 2 spread 2 stairs 2 February scare 2 clothing 2 *wrong 2 everyone *everyone 2 pocket 2 monkey 2 worry haven't: 2 chase 2 raise 3 maybe
poem 3 police 2 pear 3 you'll during 3 pants 3 fairy 3 January worry3 January4 button 4 engine ilsudden 5 February 7 marry 6 cotton
22 24 21 2.2 ...... --- jet0 crown 0 'lawn0 queen 0' March0 trap 0 plan 0 dust 0 1 cab 0 forgot 0 map0 Shape0 sad 0 sold' 0 smoke 0 rule 0 ranch0 zoo -0 finger 1 note t ... --,- bush 1 fireplace 1 seven 1 wife 1 1 coal 1 taken 1 sore . 1 peas 2 thousand 1 cross 1 stle 1 - climb highway 1 tie 1 cloth 1 everything 1 2 wooden 1 snake 1 ,tair 1 wheat 2 able 2 war 1, sir 1 self health 2 draw 1 somebody 2 leaves 2 2 blew 2 *happen 2 I gym 2 beat ,' sugar 2 load 2 corner 2 picnic ..) young 2 breakfast 2 Mister 3 attack 3 3 middle 3 fi-bsh 2 cause 3 quick magic 2 freeze 2 different 3 quiet 3 *couldn't 4 hungry 3 board 4 field *reason 4 catcher 4 fourth4 mightyy34 business 6 league 9 *believe 7 tomorrow 6 ti
52 . GRADE 4
26 (Review) 27 28 0 cave 0 happen Hay0 chop shell0 tomorrow tea 0 heat 0 smell 0 believe rich0 unlessC save 0 catcher newspaper0 honey 1 wire0 league jail0 pipe :1 strange 1 deer 1 diamond plane 1 shout 1 sock 1 middle trade 1 army 1 airplane 1 board branch 1 plenty 1 wonder 1 couldn't lamb 1 spelling 1 club 1 reason seventh '1 2 share 2 sacra flew 2 heavy 2 April 2 mighty forest 2 knee 2 anybody 2 hungry single 2 invite knife 2 captain 3 wouldn't circus 3 potato 3 sure 3 fourth heart 3 *wouldn't ,3 instead - princess 3 Bible 4 whistle4 fifteen 3 somebody quit 4 cousin 5 secret 4 sure else 4 cabinet 5 instead4 cause special '5 *beautiful7 diamond 7 problem *you're 7
29 30 31/ 32 (292.519w) whistle pop 0 feast 0 nap9 anklo job0 bunch 0 junk0 beautiful Auguk,4 herself0 sail 0 'Bible match0 smile 0 till 0 cousin being 1 stage 1 belt0 0 chocolate lie 1 enter 1 person porch .1 probably ,crew 1 cattle 1 cabinet broken 1 ch,w 1 July spy 1 yoU're lady 1 June myself 1 special kip 1 feather 1 history 1 person himbelf 1 chick 1 mirror such 2 silly 1 hour 1 2 squirrel policeman 2 stuck 2 anyway 2 potato brain 2 cottage 2 station 2 heart oak 2 interesting 2 patch vacation 2. else bubble 3 problem 2 hundred sew already3 act 2 3) sew princess mirror 3 'escape 3 4 ankle quit recess 3 really 3 5. chocolate 7, hundred Squirrel 8 *probably8
53 GRAD_ 5 27 weeks C 20 words-540 (1.5 review 0 20 each)
2 . 2 It 1. 0 golden0 unhappy0 main 0 score 0 shako 0 cement 0 sheet 0 oven 0 Tort 0 rise 0 apart 0 science 0 jolly0 spoil0 welcome0 Icick trail0 bas,ketball 0 soup0 slave0 0 contest 0 bench 0 toast0 boss brook 0 :lash0 northern 1 prove 1 important. explore 1 hat ne .1 sink 1 group 1 1 - lazy 1 guide 1 . loaf crack 1 changed ,1 prize 1 9 fool 1
sweater .1 sour 1 hockey 1 seventy 1 iron 1 polite 2 .lonesonie 2 nation 1 lace 2 fifth 2 forward 2 theater ladies 2 stare 2 court 2 carried 2 address 2 verse. 2 American 2 machine '.2 2 juice 2 view 3 capital 3 worth choice 3 creek 3 jactol 3 fields 3' 's ^ since 3 Lm 3 whether 3 minutes: 3 3 allow weigh 3 continue 3 careless earliest 5 44 wrap4 -YL;ainst 2:
8 Reviev) 2 6 - tarl.., 0 certainly gay0 below0 tore 0 worst trust 0 poin'Led .0 leather 0 scene , clear0 she 0 shine speed0 possible s,:,fe 0 floa't
. earliest peace0 ditch0 ill .0 0 pitcher jolly0 sort 0 path lean 1 whether discover 1 bucket 1 begun 1 ' continue center 1 elephant lesson 1 minutes speak 1 island 1 trunk 1 explain breath 1 r,i,urn 1 ugly 1 Yield adventu-- 1' pngfy struck 2 'stomach dangerous 2 str'%e Pere 2 against signed2 ;.;,af4-, 2 geese 2 allow daughters 2 ele-trc 2 chain 2 awful causes 2 Akin 3
3' heel possible 3 ock ;,ca sons explain 3 weigh piano 3 you've 3 thief 4 . speech pitcher 1 heel "4 scene . 4 Course awful4 worst 4 speech 5 wrap ce:4,ainly 5 stomacl" 5
5.4 GRADE
-0 10 11 12 , wild0 stone 0 bar 0 grape 0 sunshine 0 vpower '0 torn0 sixth0 weak 0 blast 0 blood0 tax 0. hate 0 broon0 yell0 vine 0 'remind 0 fold0 navy0 dare 0
United States0 thunder0 peach0 plate o grown 1 whenever 1 corn '1' turtle 1 fried 1 nor 1 scared 1 pail 1 fact*1 cloud 1 Mistake 1 chose 1 bravery 1 chalk 1 fellow 1 1 raft 1
birth 1 period 2 officer anyone' 2 except 2 restless. 2, scream,2 hammer 2, 2 folks '2 puddle 2 taught 2 purse known 2 who's 2 cousins 2 truth 2 closet 2 finally 3 thrpat 2 fought 2
practice 3 force 3 cheeck blond 3, 2 a toss j anyhow pale 3, flies 3 several 4, themselves remembered 3 unknown 3 clebrate 4 model4 borrow4 slippery4 neighbor' 5 pleasant 5 rotten 5 carefully
16 t3 14 laeview) ohto0 yourself0 model chance 0 0 bull 0 lad 0 submarine count clown 6 form 0 rid 0 blood railroad .0 spare 1 sidewalk pleasant A signal1 mill0 usually shelf 1 ' modern' 1 leap 1 lift 0 neighbor trace 1 scout 1 check 1 themselves pillow 1 understand least .1 slippery hobby 1 matter 1 united 1, sidewalk he'll 1 pal 1 neat 1 several, wonderful 1 basement 1 -ax 2 remembered expect 2 perhaps 1 perfect appear 2 knit 2 artist 2 flies 2 sentence 2 factory 2 rotten among brighten 2 dozen 2 forty 2 yelled blouse 3 knocked 3 promise 3 'beauty sandwich 3 government 3 submarine h promise wrist 4 destroy4 language 2, pale ouvounded 4 canoe 4. beauty4 borrow sincere 5 cellar 5 ID usually 6 carefully
0,0 GRADE 5
,.20(1teview) 18 19 //11/..
leader 0 bathing0 anywhere 0 holiday nature 0 bend 0 duty 0 question joke -0 airplanes 0 toe 0 governement march0 cash0 -subject 0 suppose breeze, 1 tank0 protect 1 forgotten* excuse we'd 1 blown 1 foolish ( March holidays 1 she'll 1 pile 1 sandwich what's 1 straw 1 seventeen 1 climbed couple 1 .freedom 1 season 1 1 cellar bother 1 harm 1 dreamed preSs 1 1 saucer Pitch 1 comb 1 husband destroy capture 2 message 2 fruit 2 sincere motor 2 needle 2 lose useful 2 steal 2 apron 2 2 wrist you'd 2 . brake. 2 baking 3 choose 3 earlier question3 . favorite search excuse 3 honor 3 climbed 3 lying lose .3 search 4 supply4 5 .pillow earlier 5 lying 5 suppose 6 .. knocked sense, 6 forgotten 6 saucer 24 22 ...._ __.21 .... 22 . price 0 noose 0 county0 market 0 0 gown0 wake 0 butterfly 0 sank 0 booklet0 wave 0 bent 0 , shut 0 roof 0 drum' 0 rainbow 0 sixteen0 pump 1 order 0 farther 1 law 0 coast 1 favor 1 deliver 1 softbdll 1 sixty 1 wipe 1 touch 1 fear 1 drill 1 waste 1 blanket 1 gentle 1 notice' 1 none 1 noises, 1 sweep 1 proud 1 , reached 1 pasture 1 double 1 idea 1 tune 1 I. bold 1 moment 1 industry' 2 sneeze 2 quarter 2 weight 2 2 worse .2 shook 2 . joy 2 . quickly copy 2 suffer 2 future 2 although2 2 unfair 2 lonely 2 queer 2 upper 2 background3 quietly 3 laundry 3 thirteen 3 =11034 pilot3. built. . surprised 4 empty4 pieces. 4 ought 4 believing 6 happiness 5 haul 5 . believed 6 7 5 regular 5 beginning Negro 5 citizen
A
56 PRADE
26 Review) 27 26 ' ?.5. . --- 0 charge 0 glove 0 . beginning pain hike0 rough blame0 rake0 powder0 tough square 1 aid 1 . braver 0 citizens .stream 1 bridge 1 deck0 surprised grant 1 edge 1 mask0 reccille ladder congress 1 1 office 1 background blind' 1 agree 1 skirt 1 western 1 ' Negro , taste 1 froze 1 built pltased r flood 2 gasdline 1 believed twice 1 oianges 2 frost 1 happiness buffalo 2 burned .enemy 2 empty 'fail 2 dew 2 choke 2 thirteen meeting garage 2 . figure 2 haul repair 2 crowd 2 3 stuff 2 pieces screen 2 television
terrible 3 stuff million 3 ache 4 tough 4 regular helicopter 4 weren't 4 rough4 -terrible' furniture 4 general4 'suggest 5 guard 6 bicycles5 quietly . . receive 7 believing journey 6 niece 7 32 (Revi90 29 ,30 , 11.
hours 0 obey0 price 0 accident besides 0 cape 0 shade 0 niece drawing 0 'tool 0 master0 faint imagine thorn 1 soil 0 fog0 helicopter action 1 danger0 hose 0 stamp0 journey whom 1 thread 1 favever0 guard dried 1 invent 1 roar 1' poison package 1 cheer4 monster 1 1 breathe radio 1 cute 1 Uanhington honest 2 distance I travel 1 unusual 4 hospital 2 crumbs 2 village 1 ' ache Stake 2 excited 2 eleven 2 suggest caused 2 oktrc 2 maid 2 crackers '2 dollar stole .2 hullo 2 coach bacon 2 laughed -3 easily answered cities 3 crackers 3 chimney 3 laughed- president '3 'faint 4 4 poison4 unusual 6 ansWered4 dollars 4 bananas easily 6 breathe 7 banana 5 weren't imagine 7 accident 8 especially 9 especially
57 . GRADE6 27 weeks C 20 words - 540
r (-1-5 review 2 20 each),
4 1 2 3 . ... .- demand0 prey' 0 drift 0 sailor0 apartment 0 remain 0 wound 0 crime0 shaking ,0 print 0 port 0 rush 6. collect' 0 value 0 effort0 mate 0 drag- 0 courage 0 orbit 0 silent 1 handle 1 native0 conduct 0 sigh0 `speeding 0 advance 0 formed 1 dull- I salad 1 seasons 1 feathers 1 original 1 protection actually 1 improve 1 mystery 1 ancient 1 araight 1 insect 1 museum 1 . k settlement 1 directions 2 borrowed 1 calm 2 anxious 2 final 2 magazine 2 reply 2 surface 2 traveling 2' creep 2 capsule 2 2 accomplish2 stiff 2 stir2 ' creatures lightning 2. ceiling 2 .height 2 beard 2
2 i Machines 3 brakes 3 arrange 2 recognize entered- 4 daily3 ski 3 length 3 losing 4 arrive 4 lettuce4 dessert4 doubt 5 neighborhood 5 strangely 5 professor4 5 naughty 6 .astronaut 5 -college 5 aisle'
6 7 8 . 5
. doubt method0 beyond0 bounce 0 planning wheels0 clouds 0 whale 0 position building's 0 shaped 0 create 0 0 decided direct9 vote 0 safety 0 , pirate duties0 design0 movemont naughty condition 0 alarm 0 passage 0 medicine direddon 0 castle 1 meanwhile0 grocery smooth 1 smilod 1 boom ,0 author central. 1 joined 1 comfortable 1 strangely university 1 giants 1 fault 1 2 neighborhood bury 2 blooming 2 - chances decided all right 2 narrow 2 waist 2 astronaut announced 2 bothering 2 . entire -2 - 2 losing , relief 2 contain 2 circles 2 appointment difference 2 society2 cracked daughters 3 enterbd series 2 soldiers 3 3 balanced attic 3 planning .3 fasten fasten - pirate 4 drumming 4 decided4 arrived position 4 ' balanced 5 author4 grocery 6 appointment 6 drumming ,. ..' medicino 6 GRADE 6
9 10. 11 12
0 greet 0 -within ,0 shown 0 century student 0 hollow0 record0 file0 flame0 thousands0 bay0 writer0 sli6ht0 depend0 deal .0 manage0 peanut 0 sample0 purpose0 liquid 0 0 divide 0 section 0 whisper '0 swift chest 0 bound 1 swept 0 fuel0 decorate 1 level 1 operation 1 eighth 1 removed 1 written 1 fooled 1 steel 1 exciting2 deed 1 chosen 1 channel 1 -Lather 0 prepare 2 haunted2 camera 2 advice. 1 serve 2 settle 2 composition 2 labor 2 union 2 experience 2 sword 2 knock 4 , yield 2 popufation 2 accidentally 2 guest 2 difficult''2 rescue 2 service -2 knowledge 3 similar 2 collar 3 expecte'd 3 3 fierce 3 .allowed 3 forth 3 exclaim 3 innocent3 account 5 embarrassed 3 perfume supplies4 practically 4 costume4 calendar4 angrily 6 fountain, 6 blizzard 5 how oily 5
14 (Review) 16 AP, lack0 ourselvdp0 ptincipta furnish 0 tried 0 property 0 fountain timber 0 0 split, 0 delight 0 forth support 0 claim0 silence0 practically council 0 style 0 pure 0 supplies portable claim0
fever 1 , admit 0 located 1 principle object 1 discovered 1 Europe 1 account automatic 1 voyagC 1 member 1 fierce command 1 realize 1 .powerful 1 blizzard various 1 conversation 1 calmly 1 ninety 1 manner 1 , afford electricity 1 calendar transportation 1 praise 2 compared 1 'handkerchief nineteen 2 buried2 allowance 2 embarrassed 2 association .2 collecting2 costume handsome bunchos 2 scenery 2 opinion 2 angrily empire. 2 struggle 2 healthy, 3 exclaimed 2' control 3 ninety3 heavily nuclear extremely* 3 , quarrel .3 handkerchief 6 opinion refrigerator 4 article 4 principal 6 section hurrying7 receiving 7 principle 7 expected
59 GRADE 6
17 16 19 20Review) frozen0 angle 0 avoid 0 consider
charged 0 we've0 jungle 0 I assignment tunnel0 equal0 cheap 0 pleasure popular0 crop0 slower 0 pupil prevent 0 sandwiches 0 ree 0 excellent shovel 0
cleric 0 measure 0 include B' article heaven 0 quality 0 ordinary0 nickel finished 1 owner 1 soldier 1 hurrying southern 1 amazed 1 judge 1 wander dumb 1 success 1 refrigerator disease 1
-awoke 1 consider 1 argument 1 receiving terribly 1 capitol 1 passenger 1 frightened junior 1 agreed 1 border 1 character strength 1 ribbon 2 examination 1 exercise
breathed 2 ashamed 2 . struggle,
organ 2 wander 2 pajamas 3 pattern . .correct 3 pleasure 3 exercise .3 quarrel character 3 pattern 3 excellent 3 avoid noticed 3 .. intelligent 3 pupil4 ordinary frightened4 assignment 7 nickel 7 ' include
21 22 23 24
habit 0 result 0 . canyon0 type 0 envelope0 flight 0 mount 0 department 0 defeat 0 whatever 0 boil0 interest0 tasted 0 tablet 0, P.M. ,0 natural0 partner0 dairy0 tongue0 stator:lent 0
thinking' 0 cheerful 1 A. N. 1 damage 0 gang 1. holy 1 energy 1 recently 1 freezing 1 fourteen 1 cell 1 settled 1 1 pour 1 itself 1 temple 1 event balance 1 speaker 1 complete 1 according 1
valuable 1 flow 1 scientist occurs 1 civilization. 1 manufacture 1 spirit '1 appeared 2 organization 1. altogether 2 declare 1 attempt- instance 2 education 2 shoulder 1 adumn, 2 ironing 2 wherever 2 cough 2 human2 excused 3 captured burst 2 blossom 3 attend 3 approached 3 favorites 3 national 3 opposite 3 division 5 foreign3 average 4 barely 5 evidence 4 treasure 4. curtain 6 material 5 restaurant 8 ctd. 6 attention
6O GRADE 6
261fteview) _27 28 pearl 0 evidence copper 0 secretary 0 particular0 average willing 0 creature0 unable0 national refuse 0 male 0 simple 0 restaurant comfort \0 wise 0 degree 0 neighbors parent 0 cherry 0
gain 1 favoritef friendship -0 gravity 0 manager 1 provide shed 1 thumb 1 knight 1 approached- checking 1 cruel 1 forget 1 foreign troop 1 succeed 1 zero 1 opposite prefer 1 usual 1 4 ---,vegetable 1 curtain muscles 1 examined2 batteries 2 escaped eastern 2 touched 2 knot 2 treasure hers 2 shadow 2 public 2 vegetables slice 2 social 3 enemies 2 etc. chorus2 weighed 3 nusic 2 barely thrown 3 palace 3 provide 3 attention beneath3 nobles 2 neither 4 neither immediately4 lazily 5 neighbors4 division exactly 5 captains 5 escaped 5 captured accept 8 received 10
20 30 21139view cliff0 blink 0 arca0 lazily liberty 0 developed0 offer0 captains breathiN, 0 admire 0 private 0 nobles system0 invention0 0.astic 0 principles however 0 computer 0 indeed 0 received
stranger 1 project 1 steak 1 principalls later I chapter 1 daring 1 exactly limb 1 curious 1 melted 1 destroyed Tcappear harbor 1 entrance 1 major 1 mention 1 stations2 explorer 2 a ept
dentist 1 route 2 offered 2 earned title 1 temperature 2 presents 2 weighed evil 2 promised 2 assembly 2 immediately .equipment 2 tale 2 stared 2 disappeared excitement 2 loSs 2 oxperimont 2 chopped
coasted 3 example 3 conquer 2 \burying gaining 3 cherries 3 0 earned 3 beneath principles 4 chopped4 disappear4 necessary principal's4 destroyed 5 ninth 5 gaining necessary 10 disappeared 5 burying 10 ninth GRADE 7, '27 weeks 0 20 words - 540 (1-5 review C 20 each)
4 1 2 likely contact tape hero bitter0 faction0 elected 0 brand 0 warn 0 photograph 0 packages 0 vast 0 0 remarked0 -rave 0 blank 0 steady 0 dawn0 fame 0 adopt 0 conclude 0 progress 1 feature0 wit 0 thrill 0 digest 1 glowing0 aside 0 castles hiking 0 hobbies 1 crisp .0 crows 0 averages 1 conditions 1 crowded 1 blockade 1 languages 1 onions 1 battery 1 custom 1 1 urge 1 1 district 1 civil . floating rank 1 senate 1 destination 1 increase 1 expression 1 editor 1 container 1 effect 1 continued 1 anchor 2 admitted 1 advantage 1 * numerous 2 describe 2 render 1 require 1 2 secure 2 appreciate 2 collars 2 scattered 2 aching 2 military 2 pressure 2 cozy 3 incident 3 journal 3 cedar 3 incidents familiar 3 canoes 3 superintendent 3 compel 3 advertisement 4 interrupt 4 opportunity 4' commission4
6 7 Review 5 target colony0 goal 0 hurried0 odd0 pine 0 scale 0 figured0 element lawyer 0 banquet 0 calf0 greatly 0 harvest 0 steam 0 0 marble 0 afterward0 classroom 0 glance 0 witness 0 soul 0 served0 desire0 childhood official 1 exchange 1 managed 1 decline 1 weighing. 1 avenue 1 ,revolution 1 prayer 1 paragraph 1 claimed 1 arranged 1 majority 1 relative 1 chiefly 1 sentences 1 cabbage 1 appeal 1 affairs 2 dullest 1 2 attract 2 faith 1 designs gradu*11y 2 independent 2 naturally 2 beautifully 2 benefit 3 accuse 2 2 boundaries 3 announcement 3 proportion announcement 3 haste 3 mere 3 authority4 S approximate 4 physical 4
62 GRADE7
11 12 10 --- limited corps becomes writing 0 understanding 0 weave 0 thus Q frame C boyhood 0 biography 0 including 0 permit +armless 0 discuss 0 glow0 mixture 0 0 respect 0 kindly 0 guides0 youth adjust 0 demanding 0 gplf0 lodge 0 telescope0 ripe0 jacket 0 harmful 0 . lower arriving0 founded 0 shelter 0 mounted 1 worship 1 fate 1 cohductor 1 declaration 1 development 1 wealth 1 pace serious 1 traveler 1 aboard 1 alley 1 silently 1 common 1 smoother 1 gaze 1 supposed 1 firm 1 pplieC 1 approved 1 approve 1 territory 1 information 1 swiftly 1 2 indicate 2 envelopes 2 exclaimed 2 burglar 2 creeping 2 nervous 2 steer 2 bump 2 rescued 2 brace 2 successful 2 vessel 3 annual 3 mobile 3 imagining 3 blossoming entertain 3 assemblies 3 .044eaence 3 coarse 3 4 excellently 5 arrested 4 restaurantsh procicup
13 15, decision atom trial 0 blade0 drug 0 bridges volume 0 parade 0 veto 0 0 towards 0 treaty0 worker 0 conducted0 election0 admired 0 sum 0 declared0 zone 0 convention 0 whip0 active tender0 gathered 0 rate0 talent boiler 1 meant 1 exact 1 debt 1 aware 1 enlargement 1 established 1 political 1 therefore 1 confidence 1 experiments 1 fattened 1 punishment 1 sake 1 community 2 eager 1 scratch 1 nevertheless 2 distinct 2 error 2. 2 approaching 2 possibly 2 concern changeable3 amusement 2 completely 2 individual 3 oppose 3 seize3 governor 3 experiences3 arithmetic 3 treasures 4 acquainted 5 characters 4 N
63 N gRAT 17 19 20 (Review)
spin unit apparently highly0 noun 0 poet 0 reduce0 false 0 factories 0 pride 0 bandage 0 bundle 0 damaged0 replied 0 current' 0 recover 0 contractQ lumber0 cure 0 rapid0 ash0 wicked 0 gathering 1 fashion 1 automobile musical 1 typed 1 justice 1 distant 1 amend 1
companion 1 sighed 1 flesh 1 affair 1 due 1 selfish 1 advise 1 strict 1 attempted 1 celebrated 1 inform 1 defense 2 mischief2 douited 2 source 2
cease 2 practical 2 await 1 machinery 2 profit 2 scarcely 3 disappointed 3 representative 3 religious 2 ancestor 3 enormous 3 victim 3 committee 5 attacked 5 privilege
21 22 23 24 --
lungs exist location 9 film . tube 0 wedding0 importance impossible bouncing0 berry 0- maple ,0 solid 0 dread 0 friendly0 nerve 0 plow0 local .0 growth 0 defend0 code 0 hawk 0 issue 0 root 0 spite 0 fully0 depart 0 chin 0 aloud0 chart 0 devote 0 given 0 materials0 correctly 1 consent 1 autobiography ,1 brief 1 realized" 1 guarding 1 determine 1 broad 1 regard 1 shoulders 1 dictionary 1 fortune 1 abundant 1 ridge 1 toil 1 propose 1 1 express 1 accounted ,1 connect 1 emply intend 1 arise 1 canal 1 decoration 1 engage 2 gymnasium 2 difficulty 2 English 2 2 cadet 2 assistXht 2 process 2 screamed 2 beef 2 bordering 2 surrender 2 tobacco reveal 2 bleed 2 sympathy 2 boast 2 described3 separate 3 merely 3 arrest 3 acquaint 4 anxiously 4 murmur 5 flour ,4
61 GRADE 7
- 25 26 (Review) 27 28 assistance anger addition jury identify warfare fainted0 fastened0 paste0 bodies 0 predict 0 plural0 mild0 behave0 total0 glory0 display 0 cane 0 crust 0 hail0 jewel 0 couples 0 actor0 advis d0 acid 0 .absent 0 %clew is 0 honored 1 recent 1 under tood 1 detail 1 abolish arran ement 1 citizens 1 bunk 1 acti ty 1 horseback 1 combine 1 arose 1 advanced 1 acres 1 quantity 1 democratic 2 pierce 2 planned 2 assignments 2 capsules 2 sorrow 2 constant 2 adjective 2 invitation2 ,justify 2 throne 2 entirely3 occupy 3 acquire 3 immediate4 economic 4 conscious4 saucers 6
29 30 431 "4' 32 (Review)
actual achieve accurate column typical compass partly0 victory0 .wage portion 0 welcomed0 treatment 0 wives 0 extend 0 adverb0 barber 0 grain0 utter 0 rifle 0 slightly0 former' 0 wisdom 0 tennis0 punish 0 wealthy 1 motion 1 minister 1 fancy 1 considerable _1 'acquiring
consist 1 truly 1 further 1 obtain 1 purchase 1 valued 1 defeated 1 calves- 1 injured 1 situation 1 virtue 1 proper 1 deny 2 abuse 2 expense 2 generally 2 delicate 2 accomplished2 reflects 2 considered 2 administration2 recognized 3 advertise 3 mysterious r 3 disappearing 4 laboratory 4 pbssession 5 appoint 6 occurred 7 academy 5
65 GRADE 8 11111 27 weeks 0 20 words 540 (+5 review @ 20 each)
1 2 3 4
stress crisis stretch strip seldgm suctions briefly comedy selected brilliant budget medium impact trend treasury index cross tissue via articles ) herd 0 income 0 infection 0 inn 0 1 camel 1 bind 1 attach 1 agreement funeral 1 following 1 forehead 1 fracture 1 senior 1 stylish 1 stumbled 1 sow 1 2 comforted 2 commerce 2 communication 2 confusion monarch2 pierced 2 neglect 2 motioned 2 conceal 3 capacity 3 circumstance 3 commercial 3 acquired4 tariff 3 concept abundantly comparable conclusion responsibility remarkable tremendous universe approximately arrangements aspect ultimate tradition tragedy facilities negative necessarily executive eventwlly domestic essential device achievement jazz administrative liberal resistance academic investigation residential
8111eview) 5 6 7
text vision moral status product contrast concrete risk judgment memory graph magnet insisted awakened 0 pledge 0 betray0 manhood0 postage 0 carpenter 1 affection 1 capable 1 horizon 1 1 govern 1 image 1 throughout scientific I substance 1 depooit'12 constantly 2 dignity 2 proceed 2 marriage 2 previous 2 earnest 3 destined 3 edition 3 candidate 4 ancestors4 assert 4 radiation request reaction reference atmosphere performance thoroughly provision publications missile emphasis dramatic criticism professional engineer legislation adequate obvious involved internal resolution
66 GRADEq
19 12
symbol staff steep credit produce conflict tropical mission prison review burden mental driven - rear welfare version 0 behaved 0 guilty0 carved0 charter 'reflection 0 occupation0 certificate 1 mineral 0 1 continual 1 celebration 1 hedge 1 collection harness 1. imperfect 1 historic 1 vanish 1 abandon2 ability 2 torch 1 convince 2 2 disaster 2 copyright 2 relieved2 contrary 2 2 - triumph protein 2 discussed '3 senator 3 enormously3 doubtful 3 career 4 discussion encourage4 canoeing 4 comparison characteristic4 reasonable international vehicles regarded percentage vocational triangle unique psychological published theory syllable fiscal extent occasion distribution contributed corporation creative environment literary maintenance operator agencies accustomed 5 acquaintance 5 resources response
15 16 13. 14 IReview)
standard ballet vital readily rare recall prime plus primary inner basic murder climate 0 converse0 cloudless0 skill0 solar 0 restore0 constitution 1 conference 1 construction 1 industrial 1 meadow 1 improvement 1 amendment 2 annually 2 accused 2 emptiness 2 _endure 2 distinction 2 supreme 2 summon 2 timid 2 fertile 3 financial 3 erect 3 desirable 4 delicious4 disguise 4 competition complex reception violence vertical virtually technical technique threat formula frequently musicians consideration connection prior marine platform maintain attendant 5 bureau 5 artificial 5
67 GRADE 8
10 11 12 9. symbol staff steep credit produce conflict tropical mission prison PP review burden mental driven rear welfare version charter 0 behaved0 ,guilty0 carved' 0' reflection Q occupation0 certificate 1 mineral0 continual 1 celebration 1 hedge 1 collection 1 imperfect 1 historic 1 vanish 1 harness 1 2 ability 2 torch 1 convince 2 abandon 2 disaster 2 copyright 2, relieved 2 contrary 3 senator 2 triumph2 'protein 2 . discussed enormously 3 doubtfula career4 discussion 3 encourage4' canoeing' 4 comparison characteristic4 vehicles regarddd reasonable . international percentage , vocational triangle unique psychological published theory syllable fiscal extent occasion distribution contributed creative environment corporation maintenance operator agencies literary 5 acquaintance 5 resources response accustomed
16. 13 14 iReview) 15:
standard ballet vital readily rare recall prime plus primary inner basic murder. climate 0 converse0 cloudless 0 skill0 solar 0 restore 0 constitution 1 conference 1 .construction 1 industrial 1 meadow 1 improvement 1 amendment 2 annually 2 accused 2 emptiness 2 endure 2 distinction 2 supreme 2 summon 2 timid 2 fertile 3 financial 3 erect 3 desirable4 delicious 4 disE;uiso 4 competition complex reception violence vertical virtually technical technique threat formula frequently musicians consideration connection prior marine platform maintain attendant 5 bureau 5 artificial 5
63 GRADE 8
19 0 (Review) 17 18
represent somehow somewhat task abroad term / transfer latter legal \ beconinb billion royal . endlessly 0 correction0 cube 0 wherefore0 spray0 starch crept 1 commit 1 comment plunse 1 minor 1 modify 1 arrival 2 application 2 appreciated 2 interior 2 evidently2 liquor typewriter 2 strait 2 signature 2 oblige 3 izentlemen 3 glimpse peculiar4 definite4 courageous 4, audience institute instrument recreation weapon satisfied substantial tendency properties 0 historical function hemisphere, apparent permanent concentration scheduled possibility perceive. 5 deceive 5 descend 5 24 21 22 replace atomic uniform slope dtpth culture , funds female tower tour role traffic satishictory repeated rural salary dispute 0 digestion' 0 educate 0 drifted 0- 0 0 unfold0 theme ireakness 0 venture 1 diagram 1 dense 1 detective delightful 1 I orchard 1 observation erf,anize ,1 orchestra 1 baLed '2 basis 2. attain 2 attractive .2 incline 2 glorious2 injury ,2 independence accomplishment3 z'.ctively 3 variety 2' vary' 2 interfere3 idle3 jealous 3 irrigation3 pane- 4 idol4 interrupted4 noticeable4 composed intensity behavior c-mpaigi illustrated reduction acceptance' absence identification testimony 'tension superior session site approval appropriate", procedure rhyme presumably particularly medical positive 2 rhythm colOnel7 condemn6 pressurize 5( sufficient'5 ef :0
69 GRADE8
25 49 27 28 vapor simply urban tone curve topic items poetry personal neutral normal nodded fond '0 detect 0 estimate0 statue' 0 relation 0 absolute dwell 1 dismal. 1 duplicate 1 region 1 nedhew 1 policy 1 policy L chemical 2 belief2 cereal 2 literature 2 freight 2 institution 2 'apprOciation 3 zemont 3 ambition 3 'preparation 3 grateful 3 orphan .3 possess 4 per'cent 4 phantom4 assume intellectual attitude personality emotional recommended species ideal structure significant security arc analysis parallel appearance ninimup precision oxygen grease 6 consdiqusly 6 existence 6 32 ,Review) 29 30
data adult additional apply research republic range otherwise_ origin per novel notion numerals generation 0 geography 0 fright0 ',rind 0 advising 1 abused. 1 evaporate 1 federal 1 1 reserve .1 regret 1 . reservation 2 citizenship 2 entertainment 2 combination 2 logic 2 logical .2 mathematics arguments 3 ballot 3 bargain3 3 primitive 3 ragn 3 stationary pursue4 scheme4 unconscious4 assumption assure influence recognition impression humor sdecific spiritual initial sought solutiop 0 production effective .electronic alphrb patient precisely potential mischievous ;prominent-prominent 6 .stationery 7
70 SUGGESTED SPELLIUG ACTIVITIES -INTERMEDLAELUPPER
1. CrossWord Puzzles
Give pupils some squared paper and have each create acrossword puzzle. The current spelling list may.be'used or, forenrichment opportunities, the names or cities or countries and wordsused in other areas, 'such as arithmetic,' health and language. Of course, meanings for-words must be given by the children sothat the puzzle ,can be solved by others.
After making the puzzles, the children copy thenwithout the letters filled in, and exchange puzzles with classmates.Besides requiring good, clear, thinking, it's fun.
2. Clock Teams'
Borrowuo cardboard clocks withmoveable hands arid use for oral spellindrill. Divide the class into two teams, with a clock for each. In, turn, nenbors of each team try ,to spell orallythe words given by .010 teacher. For every'correctly spelled word, the team can move-its clock fifteenminutes. For misspelled words, the clock stops. The team covering twelve hours first, isthe winner.
3. Snell-Talk Game'
Once in a while children enjoy a "spell-talk': game. Two children . instead of saying the words, they are k engage in conversation, but spelled out. For instance. "Ii-o-w y-o-u?" "I a -n f-i-n-c." Pair off childrMT of equal ability.Good for gaining speed in spelling and and practice in listening.
Cha. llent
Use many techniques to add variety to oralyelling. Sometimes, give a spelling word to a childand after he has spelled it call on another to agree or to challenge the -spelling.
_Or have a 'challenge quiz some day. One child announces, "I can spell satisfaction.. Anyone want to challenge me?" Thereupon the first one spells it. If he is right, he getif one point. If he is wrong, his challengergets a point. Then the challenger spells'a word, and so on.
5. SnelliBaskets
To motivate the study of synonyms,antonyms and homonyms make three baskets, etc. These may be mounted on coloredconstruction paper rnd pinned to the bulletin board. Over one basket put letters spelling the word synonym, over anotherthe word antonym and over the third, the word homonym.
71 r Cut twoinch squares of writing paper and put then in c box. ?'hen a child finds two words belonging to any of those groups, he nay gbt blank papers from the box, write the words on then, siEn his name and place them in the proper baskets. Eacft child tries tc find as many pairs of words as possible ever c.ivon nur'bcr of days. ;'hen the tine limit is up, ronove the 6. nakk.1 A ''.urd . . Each rc* in - classrcon may be a team. Player one goes to thC chalkboard and writes one letter. He returns to his scat and player two coos to the board and 'dds a second letter to the first one, tryin, tc naku word. If the first two players have math: a word, the third player starts a new word under the first one. For example: player one writes layer two writes 0, making the word NO. Player three then writes a letter to start P. new word. Some words will have three, four cr five letters. The object is to sec how many "words your tear. can make! The last player touches off the first player,, and the action is reheated. Scoring,: The first team to finish gets 5 points plus one point for each correctly spelled word. The other teams receive only one point for each correctly spollcdword. 7. Classmate Lists Give the children a duplicated list of children's first names(all their classmates) when you introduce this spoiling lesson. Let them decide the testing procedure. Put a reminder on the blackboard so that when thuy have r few minutos they will study the list.Even it you (..t perfect papers at the end cf a week, review the names once :gain -t the'end of the C. Tull All You Know One child c hoos,s a w. rd.frcm the spellinglist: and tolls all he knows but the particular wcrd. For example, "I am thinking of a noun. It is a. common naun. It is a cnosyllable word. It has twb. vowels; the first vowel is long, the second vowel is silontiNe ride on it (road)". The child chosen tc buess the word writes it on thechalkboard. If he writes the word correctly, he then tells all, he knows abaftanother word" from tho snellinL list and the Lame continues. Clues for Guessing may include: Description as common, proper, sinL:ular, plura.1 orpossessive. noun; the Iiiumbor ,f syllables; a prefix or suffix; silent letters; sounds of the initial consonant'or blends; compoundwords; contractions; findinf, little words or the base wore.; rhyminc, words;homonyms, anto nyms,the ne-nint of the word;and the words -with more than one meaning. 9. Find the Root . 'For'unusual spelling drills, start with such wordsos'happened, passed, baking, looks. Then have children take off the ending to find thu ,root on which each word was built. Especially good practice for such words as having! which has to have an c added to make the base word. Example: happened passed taking happen pass take 10. Two to Sentence Itis standard practice to hale the children use a word in a sentence. Try having, them use at least two of the'words in a sentence, orseeing who can use the most spelling words in a sentence.Also put sentences on' the board, each of them having two blanks for spellingwords. Nake r. list of spelling, words which may be spelled correctl*in more than one way; center, centre - theater, theatre are examples. 12. Balloon Man Use balloon man for interest.' Hake two copies of him in large ..poster :,heets. Add ene5 6hpaper circles representin balloons so that there is one for:"gach pupil for each day of the week. Divide the class into two teams. If a pupil misspells a word, he "bursts" aloalloon, and the word is written correctly on it c given to him. The team having the balloon man with the most balloons left atthe end of the week is the winner. 13. To review spelling words, divide your class into five groups. Each person picks the hardest ten words he has experienced. The chairman compiles n group list, striking out duplicates. Use one of these tests each day for a week. .Don't worry if a word occurs on several lists. It proves that many children have a problem with it. .14. Ask children tc spell selected words encountered on TV commercials. 15. Have children Live different ways of writing the various sounds, rs long e. ea 's in beak ee -s in speed ei as in'receive ie as in frive e - consonant -silent e as in recede 16. Have - written spelling bee using thechalkboard Ar 17. Use a tachistoscope for presentation cf new words. 73 16. The teacher may indicate the number of misspelled words on a pupils manuscript but, not the actual words misspelled. The pupil' finds his own misspelled words. 19. Provide for letter writinc with the editing, done by the class cs C' whole or in croups. 20. Have pupils keep individual notebooks of new words encountered in subject matter texts which the children would like tolearn how to spell. 21. -Put list of words on the board which include several knowd words in addition tcspelling; words. stave the children put the words in -lphabetical order. Hollywood Squares Unscramble Search & Find HnGman Objective:' writin, papers meant to be read by others, the student will usb r diction,ry to insure 'correctspelling. Objective: Given words from a high- frequency wordlist,(e.g. Hilleriphls. Hi(,h Frequency ?lord List) the; student should be able to spell correctly. S GRADE B. PENMANSHIP OBJECTIVES -INTERNEDIATE/UPPER 4 37 8 012129tfve: Given a situation calling for written ex- pression, the student should bb able towrite legibly, employing-, the following factors oflegibility. R R R R R 1.- Uniform size of ,writing. R R 2. Uzi form slant of writing. RR R R R R R R 3. Uniform spading between letters. R Uniform spacing between words. R R R R 4. , R R R R R 5. Uriting shall touch the base line. Ille4ble Letters I 45%. of errors involve a, e,r, t. 'Tritint; b like -i. Fcilure to close n, d, etc. FailUre to close loops in b, f, etc. Putting loops 'in non-look letters like tand w. Use straight downstrokos anduniform slant. f r j 7 5 GRADE . 4 C. PUNCTUATION OBJECTIVES - IN or DIATE/UPPER Objective: The student should be able to demonstrate in his writing the correct application of the following concepts: 1. Period at the end of a declarative sentence. R R R R R 2. Period in abbreviations R R R R R 3. Period in titles (Dr., Mr., 'Mrs.) R R P R 4. Question mark R 11 R R R 5. Exclamation mark R R R R R 6. Quotation marks to set off direct quotations R R R R R 7. Quotation marks to set off short works X 8. Hyphen R R R R 9. Apostrophe in a contraction R R R 10. Apostrophe for singular/plural possession - R R R R 11 11. Commas in compound sentences X 12. Commas in dates and places R R R R.R 1). Commas to show noun of address R RRRR 14. Commas to set of quotations R R R R R 15. Commasto set off words in a series R RRRR 16. Commas to set off phrases in a series It 17. Commas to set off introductory subordinate clauses. - X .18. Commas to set off positive phrases XRRRR 19. Colon R R 20. Semi colon X R 21. Parentheses X R R 22. Underline appropriate titles X R R R 4 D. CAPITALIZATION Oblectias: The student should be able to demonstrate in his writing application of the following capitalization concepts: 1. Capitalizethe,word RRRRR 2. Capitalizethe first letter in a name, 11RRRR 3. Capitalizethe first word of a sentende a R R R R 4. Capitalizeproper nouns and adjectives R R R R R 5. Capitalizefirst letters in appropriate words. of titles R R R R R 6. Capitalizeinitials (John C. Smith, N.A.T.O.) R R R R R . 7. Capitalize,the first word of the closing of 'R R. R c. letter'. . R R . 76' SUGGESTED ACTIVITIES - PUNCTUATION AND CAPITALIZATION INTERMEDIATE UPPER WORD WISE. . PURPOSE: To give practice in spelling, capitalization, and punctuation. PLAYERS: Two or more teams MATERIALS: Cha lk,. chalkboard DIRECTIONS: At z- given signal on player from each team goes to the bb-rd and writes a word that will start a sentence for his team. Eadh member of a team in turn adds words to the teams sentence until all teams have completeda sentence that makes sense and is correct in spelling, capitalization and punctuation. of ADAPTATIONS: Aparagraph relating; to a topic in acurreht unit study could bo written as the children developskill in writing. the teacher CAUTIONS: If a child adds a word that doesn't fit, or team lender should help himmake a correction., BEAT THE CLOCK (5 -6) and capitalizatiOn PURPOSE: To develop interest in correct punctuation PLAYERS: Class or small group. the "Master of MATERIALS: A list of questions, 'ap given bglow, for Ceremonies". A watch with o. second hand. 'LIST OF QUESTIONS How do you begin a sentence? (With a capital letter) Row do you begin each line of poetry? (capitaldetter) hat mark do we use forth64direct words of a speakdr (quotation marks) The M: C,.asks a DIRECTIONS: Seleta panel of four and and M.C. question Of one panelist and gives him 5second to If answer. If the player can, he "beats theclock." he can'tl'the N.C. "asks a questionof another panelist. After three'rounds of questions a newpanel is chosen except for the one who beat the clockthe most times. He is the "champion" and the newpanelists are., "challengers". The game continues until allBav© had achance to boot the clock or untilthe teacher feels it is wise to stop. 77 ADAPTATIONS: 1) This game can be used in any subject area where chi en have to learn facts. 2) Child en could be divided into teams. CAUTIONS: 1) . Start with easy questions and proceed to - more difficult questions until thereis -only one champion. . 2) The children should have the rules well in mind before playirig the 'game. ABBREy. (4-6) PURPOSE: To Live practice in learning abbreviations. PLAYERS: Two or more teams 'MATERIALS: Pencil, paper and flash cards with a word on one side and its abbreviation on the reverse side. Some words and their abbreviations that could be used are pound (lb.), street (St.), Mister(Mr.), Saturday (Set.) Mississippi (Miss.) and ounce (oz.). DIRECTIONS: The. children number their papers from 1 to20. The teacher then holds up n card with a word'onit; the children write the abbreviation. The team that .has the most correct answers is declared' thewinner. ADAPTATIONS: Two childrenw working together can also learn abbreviations. An individual child may practice at his seat and try to better his own record. Give the children only abbreviations thatthey have - CAUTIONS: studied or ones that they need to learn inconnection with current studies. EXPANDING CONTRACTIONS (4-6) PURPOSE: To Live practice in recognizing contractions. PLAYERS: Two or more teams. MATERIALS: Chalkboard and chalk, a list ofcontractions. teams. The DIRECTIONS: The players are divided into two or more teacher or loader writes a contraction onthe board. A player_comes-rto the board and writesthe words from which the contraction is made. If he does so correctly, he scores a point for his team. The leader then writes another contraction and a player onthe opposing team has r. turn. Some of the appropriate contractionsfor the 4th Lrade are: let's, can't, doesn't, don;t, I'll,I'm, .isn't, Ws, I've, thatt.s, there's, we're,won't,-didn't, hrycnit, couldn't, wouldn't, aren't. ADLPMTIONS: 1). Other contractions could bu used for more advanced pupils. 2) The pupils could witc the contractions instead CI' the; words from which the contractions aremade. CfLUTIONS: 1) J player must spell the words correctly in order tc e7.rn % point for his teem. 2) Good handwritinL should be emphasized. o 4) a g i , , , 7Y WO . / AD1DITIONUGAH--ENCES . . RE: GAMES TO IMPROVE YOUR CHILD'SENGLISH Paces: 280 - 299 O I .. . A .80°. I E. SYNTAX/GRAMMAR-INTERMEDIATE/UPPER 1. Sentence Types Ob'e'ctive: The student should be able to write the following types of sentences: a. Declarative(ILnce b. Interrogative sentence c. Exclamatory sentence Imperative sentence 2. Sentence Patterns Objective: The student should pc able to write sentences exhibiting the following basic sentence patterns: Subject - Action verb .b. Subject - Action verb - Direct object c. Subject - Action verb -.Indirect object direct object. d. Subject Linkihg verbs - (Predicate adjectival, Predicate noun) 3. Sentence Structure o Objective: The student should be able to write sentences exhibiting the telloWing structures: a. Compound sentence b. Complex sentence c. Compound - complek sentence SUGGESTED ACTIVITIES -- SENTENCES --INTERMEDIATE/UPPER SENTENCE PATTERNS After unscrambling a number of sentences like"crawls baby a" or "eats elephant daisies the",junior high students detyrmine what the usualEnglish sentence patterns arc. Later they enjoy a "pattern hunt" to find examples of these patternsin newspaper or magazine articles. (Add. Xerox copies indicate more sentence activities)- 81 , GRADE 6 7 8 a 4. Noun Concepts X R R R R / Objective: The'student should be able to use the following noun concepts correctly, in written work: a. Distinguish common and proper, uns XRRR R . b. Distinguish_singular/plural nomn/ , possessive forms X R R R R cc DistidgUish concrete/abstract nouns X R R R . d. .Dittinguish nouns in apposition' 4 R e. Distinguish nouns in direct address X .. X R R f. , Distinguish nouns as ditect objects d. Distinguish nouns as indirect objects X R h. Distinguish predicate nouns X. R R . R 5. Pronoun Concepts X R.RR Objective: The student should be able to use the following pronoun concepts correctly in written work: a. Personal pronouns R R R R R b. Interrogative pronouns X R R R c: Relative pronouns X R d. Indefinite pronouns X R e. Demonstrative pronouns X R R R , f. Possessive pronouns X R R g. Reflexive X R h. Intensive X R 6. Adjective Concepts X R R Objcst,im: The student should be able to correctly use adjective concepts in order to write more descriptive sentences. R R R ,a. Describing words for nouns X X R R R b. . Articles/determiners c. Comparison of adjectives X R R R 7. Verb Cbncepts X R _Objective: The student should be able to write sentences exhibiting the following: ri a. Action verbs without helpers RR RRR R R b. .Action verbs with helpers X c. Linking verbs RRIIRR R R d; Regular and irregular verbs 'Verb tenses X- R It e. X oR f. Verb phrase (should havepone) II GRADE t 4 '6 2,, 8 8. Adverb Concepts Clactiire: The student should be able' to correctly usej,he-folloWing adverb conepts ih order to cldrify . sand enrich sentences: a. D6scribing viords that teil-when,where, how to wilat extent, how Much ± R R R R 0 0 . X R R Y b. Adv rbs modifying verbs c. Advbs modifying adjectives d. Adve A modifying adverbs 9. ,Prepogitien,Concepts pplect.;ye:. The student should be able to deffiet7 st rate the correct use of the following proposition concepts: 4 '9 .. a. . Noun or pronolin object of the prepositional phrase X V. Adverbial modifier ,X c. Adjoctivial modifier X 10. Usage Objecti4e: The student should be able to demon- strate cerrect=.usago of the following: .a. 'Subject /verb agreement X R 4. 'Regular and'irrecaar verbsJ X R R c.. Cbrrect form of pronouns X' R R d. 'Agreement with pronoun refprent X 0 11. Muses , , Objective) AThe student shouldbAblpto ex., hibitla ability to use-clauses.to Write completes.- , sentences. a. Independent clause b. Dependent-clLuse -'12. Phrases .o . f. . ' A Objective:, 'The tudent.should be able to ex- labit,hil ability correctly use phraaes'in -; order to writeriche mor6 complete sentences. -' 4' r 4. --k a,, , 4 83, ±9 GRIWE A 5 6____"7 8 rrt r.. Prepositional Phrase X11. b. Noun phrase A A c. Participial phrase X ; SUGGESTED SYI:TLXIGRIAMILI LCTIVITIES INTERIEDIATE UPPER . 4-10,Ps.rts of Speech Playlet of Pt 4....Ledch Junior students xniCht like to write n playinwhich words in sentence discuss rf.td a:role about their...various roles in the sentence. The"I'llly2AsParts of Speech -Have students try to 'writeAtory usinG°naynouns nnd verbs. Then, they will see the reasons. for other parts of speech. (Xerox copies fallow iriCticatinc, more parts of speech activities) , 6 ar 0 a a 6 1. 66 , 84 I 6W 6 1 ADDITIONAL GAMES GRAMMAR O RE: GAMES TO IMPROVE YOUR CHILD'S ENGLISH pnccs: 257 - C a a r ,( 8'5 I .1 GRADE 'Fa .TP-LC:,TI011OF "RITI17G OBJECTIVES -INTEMEDIATE/UPPER 1. Complete sentence Objective: Given a qUdetion, the student' should be able to write the answer in a complete sentence. _ 2. Paragraph Oblie!tive: Given an appropriate situation, student shouldbe able to write sentences, to pro- . duce a unified paragraph. 40 , 4t Objective: Given an appropriate situation, the - 'StUCieit7:;hould be, able to write a short paragraph by: a. Using a topic sentence to express a. main idea b. Stating details to supportthe' topic sentence c. Using examples to develdp the topic 0 FARJ1qpisti - TOPIC OF PARAGRAPH The'parLEmh isr. separate section of writing pr -speech, dealing-with'one specific point and made up crone or more'sentendes. . The pla:Pa,ra h to e ideaorinformationabout which of't es are 01. The'tsicAentence is the sentence that most clearly ,states the -paragraph topic. It helps the reader or paragraph.'. , writer tosormulate the main idea of the Not all paragraphs state atopic sentence. iNCt , . ,,,, . , . r tJse:-.''transk.rency illustrating a paragr4b 'con- (0. taininc .:"'topic sentence. Students should identify the topic spntehce.. Discuss how all othe' sen- tences relate to it. C . .Us.e atranspa:rency illustratipL,cparagraph that has jio_sPecific topic.sentence.- 1 'llave thb class read the paragraph.n.nd'decide ona topic which contains the idea al putwhich.all the sentences arc- telling. , Activity II Select a thought-provoking picture from'a magazine. Have each student assign a topic sentence to their picture. Unite 7 cohesive paragraph developing ,the topic brought out the tobicsentence. After the paragr:Ths haVe been writterdiscuss them with the class to determine that each sentence relates to the topic sentence. !,ctiv..AYIII After rcadinL7 c chapter from the science text, write a summary paragraph the chapter, -using a topic sentence with details supporting the topic.' , pARAGAATL:-.ATI.TING Activity I' :Ster yicwing an appriipriatc" print of a famous painting, decide upon a genera1 statement that describes the over-all ide. conveyed. Thcri-indte 4 or 5 statements Of specific detail .that pin down the statement, support it, and make it convincing. -d Activitlr II .> ft Given a list of related, detailed sentence's,Aite a General -,tement broad enough to inapdc all the details. 'Read e toptopicsentence to someone blsc to'make sure you in- cluded all the details that were listed. Activity III , Giiken several Lroups of details, write a word or two that will.suinmarizo the'i'dena each croup is about. P 1. IketiVitlfIV 1. o , Studycnpicture in. order to forulato an idea for a topic you woljd bas able to developin writing. Supply a broad topic, sub opics and interpretative statements to give . 'meaning tohe details, examples and. reasons that will make,your w 'tiny;convinci ,. 'irite fuwaragraphs to develop your idea. Pitrut,GRAPI - USING lat.EPUOS Topics can be developed by Giving examples In usin;, oxr:mplos, the writer may build a caseinductively .by citinL, one or several examples and working to a_:enerali- zaticn, or state his generaliz'ation first and workdeductively :to prcvo his main point.',Other ways to develop themes include dufinin, n'subjects tracinc causes, effects or circumAmcos. , 87 . , 0 ti . GRADE 4 5 ;6 7 -13 . -Activityi0.1.0.a. No,. lb, ;'hat would yoU include in your plan for a better . tomorrow? 'Build inductively. hark your ideas into a paragraph, essay, letter, or editorial. People whb.comMunicato Closer familyiifc co`, comfortable home for all 4 ether ( Activity II "A men `is what he%waniok tc hear", according to Simon Garfunkel. A porsonls style can be open to new A developments and new possibilities, or it can be narrow, closed and limited only to what he will allow himself. Create two characters and show by examples what Simca & Garfunkel men. Activity III , ,i!Mt; 'schools,be like in the land of tomorrow? 0 ! Chbose oneor more. Subjects: t range.; depth 9 9 Methods DisCiplibe hathers &MS Buildings Spbrts equipment cr Field trips 3. Style Obic'stivn: The student should be able to demon- strc'tc his understandind of sty c'in writing by use of: 'N . Clarity X' R' R Conciseness' X 12.. R c. Mective use of'words and sentences X R -d. Comparison cont5ast X 12 p. Appropriateness X R R Statik:details' X 12 I?, Repetition X R h. Mood X ,12 4, 8 8 STYLE - CONCISENESS bsida-22,I Can you get this gobbledoegook down to 20 words or less? In the event that the agreement we made on the basis of considoration of the facts of the case, of the unpredicta- bility of_the time of the arrival of the mailman does not conincide with .a due justice to your other commitments, I am of the opinion that we should make the request of Mr. Black to arrange for. the pick-up of our mail every day. Activity TT , Re ucc this paragraph'to six words. 4 The Civil ?Jar, which was the war fought between the North & the states of the South in a series of battles brought on by the question of-lavery and its economic considerar tions, ended in 1865. Lctivity III\ Say the follofling in five words. There is one color that is my favorite. It the color orange.. ictivi.tiy. IV Uhich two words can bo dropped without hurting the sentence. 1 She retreated back four steps as he advanced forward one. Activityj A Given several long sentences, write ashort contrastive sentence. STYLE EFFECTIVE USE OF WORDS !ND SENTENCES ,4- AcILY.LLY.LT.. Trite a set of sentences that,contrast dramatically 1 indength. Place the short one either first or second as you prefer. 89 STYth COPARIQN CONTILliq Topics can be develeped by contrast or by examples.. If by contrast, they can swing back' and forth:to make comparisons, or they can describe one element completely and than tae, other. -Contrast can be hdndled in several ways.Here aro two of . . BACK AND FORTH BET! EEN SUBJECTS COMPARED First point of comparison a. Subject.A b. Subject B II Second point of comparison a. Subject A b. Subject B III Third point of comparison, a. 'Subject A b. Subject B FIRST ONE THEN THEOTHER' I Subject A, a.' First poiht of.ccmparAon .b. Second point' of comparison C. , Third point of comparison II Subject B -a. First point of abmparison ' t. Second point of comparison c. '1' Third point of comparison STYE - COMPARISON AND CONTRAST ictivity I. Revise these uilps,222,1q1sentenpes She ltkp to skate, to cycle and swimming. Meetfing people, winning supporters, and nuke friends and his greate# delight in life.' I used'toAli0 to icarden, to go shopping andcalling on the neijtors. Now I'd rather just sit. Put ygurself in the place of a person who has .lost a . Great deal of weight.',Urito a paragrapli.comparing the before grid after. Possible items to consider might be appearance, feelings, finding clothes,energy. 9© I r GRADE 4 5 6 7. 8 4. .Expository Writing pplective: Given a situation calling for exposi- tion, the student should be able to'demonstrate the following forms of expository writing: a. Records 1. Journals X II R It R . 2. Diaries R rtnn 3. Reports (See research reports F-10) xnnict b. Explanations 1. Giving directions RIZ RR R., 2. Steps in a process Bn R- c. Persuasion Oblective: Given a situation calling ,for persuasive expression, the student should be able to demonstrate the ability to apply ,persuasive skills in the follow- ing forms: \_4111 1. Propaganda c. Bandwagon X R R. b. aepetition xn R c. Emotional words X R R d. Transfer X R R e. Testimonial X R R f. Glittering generalities X R g. Oommon Folks _- X R h. Appeal to research X It Snob appeal X R j. Veiled throat X%; R k. Name cal] in;; x -1. Card stacking X R . 2: :Javertising X'..R R 5 et 3. Er9:ays X R 4. Reviews X R L R 5. Editorials 4 4 91. V I SUGGESTED' WRITING ACTIVITIES -- EXPOSITORY Expositqalli can -Cake many forms that hold one thing in common. They explain something. They expose a meaning through facts, ideas- --- feelings and opinions. . 220152215. Expository writing is sometimes merely an explanation of how something should be done or how something works. The facts are the only important communication. The facts must be organized in ways that make writing' clear. , .activity I Correctly rewrite a mixed-up recipe that is in paragraph form. .'activityMY. ... II Prepare for a student newspaper, short inserts presenting tips! (or anything from chess to dating), pieces of advice, recipes,, or personal notes and queries. For example, you-write a short, column onyhat to expect if you plan the summer hitch-hiking across the country (thetproblems, the pleasures, the placesto; stay, the things to see, etc.) Write one advice column on aliy topic of your choice. The process of argument or p asion makes use, of: V 1. Establishing the facts Lrranging them in logical order 3. Leadingthe reader .to infer from thefacts the conclusion-that you wish him to drawfrom your arguments 'There are three basic ways in which people may be persuaded: 1. Appeal to reason 2. Lppeal to character GIT 3,. Appeal to emotion LPPEt.kFOrzw;i \ I Write an essay in' which you explain some of the weak reasoning by which you are bombarded each day. APP4k10 CH/ RLCTER Activity I 4 'retch TV tonight pith pen and paper in hand.. Make anote of any:device 0, apology to "soften up" theaudience for the case someone is about to present. it 0.0 4 92 APPEAOTO EMOTION Activity I Study several ads.-and disc sinwritin8 the specific emotional, appeal of each of them. pROPAG/RDA. °Propaganda" is "the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a causeor a person". (webster's Collegiate) Propaganda may be "good" or "bad", true or false. Analyze many ads to discover the method used to sell a product, by determining the device used to the reader or listener. Summarize their ideas by listing the appropriate device on the board. Relate each group of ads to the following list of propaganda devices: BLIJDNAGOR (everybcdy's doing it) ex: "Join the Dodge rebellion" . TRAITS1.11,11 (you will be like) ex: The Pepsi generation" TESTIMONIAL (famous people to sell product) O ex: Sports personalities sellitlg cereals .- Meaties GLITTERING GENERALITIES (using emotionally appcalinc words in slogans) ex: "Good guys in white hats" ."Join the American Revolution"f- cominiFOLKS (we're-not fancy, we're humbler M1 0... Volkswagon, Avis Rent...A-Car I., APPETIT;RESEARCH (a tested a proven product) ex: Crest , Colgate SHOD APPEAL (you can be one of-or an exclusive group) ex: "Unnzer'on milk "is like sterling on silver" ypiLu Tigia (if you don't .1_. .) j--ex: Insurance 4 '21 TIME CALLING OR RIDICULINGkoppositeclftterin( generalities) ex: Avis Hertz CARD STAKING (presenting only favorable ,facts-used in all types of propaganda) r?' 93 A 1,c t n Unite and illustrate an ad using; three propacanda techniques. ActiYitSI Select a propaGanda device and write the script for the video tape illustratinG the use of this device. Film it and show it before the class. The class can Guess what devices arc used. Activity. IV. '!rite an analysis of the coverage of a controversial issue in various media sources: TV, several newspapers. [Trite a comparison of the editorials on the some issue in two newspapers. Activity VI rite a campaio speech usinC several propaGanda techniques. ESSAYS :ctivity I lirite an essay usin:; one of the followinG topics forpersuasion. You may have to do some research forstatistics to make your essay believable. 1. Pesticides arc t help/hinderance to the,modernworld. 2. Seatbelts prevent accidents,. 3. Teen-aGe drivers arc poor/Good drivers ennII Writewan essay with reasons and examples of-personalexperience - to try to persuade someone to: 1. Join in the current race for tennis orsoMc other sport 2. Try makinG ice cream at home A 3. . Join a club ' Spend 050 for a campout with you 5. acid a book_you liked but which is long 6. Travel by bus rather tha4by plane to adestination A ctiil,y. III Many people believe that violent TV proGramsand movies arc, in part, responsible for the increased crime ratein the,U.S.-Do you A,J.ce with this opinion? "Do .you thinkTV shows or movies that show too much violence should be keptoff'1he screen? .11hy o why not? [trite an essay expressinG your opinions. . 1 :. . -.' N 94:. , -:0- c (of books, plays and TV programs) OVID'SI.,. 0- 010 Activity I Ipagine you are a book, film or dramacritic for the nearest city. The following newspaper. Urite a review for a work of,,yourchoiCe. steps may help you. a. Create c wake up opener producer_near the beginning. b. Include the title and author or Incorporate only enough of the work tomake the points you are focusing on clear to the reader. Do not summarize the work. Express your opinion neither for oragainst the ideas, style, actors characterization or any featuresof the work. Either before or after an analysis ofthe individual features, make an overall judgement about theworth of the work. Activity II % Read a book, film or dramareview by professional "critics in TIIIE or some other magazine.,Notice how free their style is. Even though usually the reviewsyou do for class should be more obvious, be organized morethan the professionals, try writing a free-style review. Sit ictivity III Discuss the phoniness of a familyTV show where the house is always immaculate, the parentsand children always well dressed, food is never lackingand all canbe solved by a seriousdiscussion. Point out othpr phony aspects. ADDITIONAL PER.411,SION ACTIVITIES ti 71sito a paper agreeing ordisagreeing with one of the statements convincing, but concen- below. flake your defense organized and Choose to trate on the image you make bythe 'kinds of material you develop your ideas and the language youuse to convey your message. afraid of straining - 1. American teenagers are actually their brains; Their primary effort is to appear mediocre and uninterested. It is simply not fashionable to be snthusio.sticabout school work I ; or any intellectual pursuit. dip,to promote the 7. Generally speckingi.advertiser notion that the use of cc les, hair Preparations, 'tobacco, and cars speed up, the processto adulthood. And the vast majorityof-teenagersare taken in,by the deception. ,* ',, .4 V" 9 5 4 .4140 dot 3. Thu music of the modern teenager is a primitive attempt to escape reality. Not only does,it lack- originality, but it is mass produced to fit the taste of the mediocre. Subtle rhythm-is unknown, unending rupetition of words and lines is a major technique of the cemposer and idiotic phrasesrom "peanut. butter" to "obliadi" will do as a lyric: 4 Find a magazine article that interests you. Write a counter article agreeing with, qualifying and/or disagreeing with its major ideas. Be sure to cite the title4in quotationmarkp) the magazine (underlined), and the issue of the reference you are answering. Consider what image you want to create: a sophisticate, a concerneteenager, a scholarly critic, an angry reader? Activity iii What persuasive books, articles, speeches or TV documentaries do you know of that have moved- the nation to recognize and ,change Iidespread injustice,or abuse? You might go back to 1776, Or consider programs last year.- What issues would you suggest for documentation through any of.the media?Write a summery of your findings and of youreuggestionv. Activit* IV s Survey the controversial topics, below and choose a partnerwho shares your interest in one. One of you can present arguments for the question, the other against. State the central - question precisely to be sure that each of you will argue the sameangle ; of the problem. Write a brief speech backing your arguments with statistics, logic, examples, description'ornjration. Teenagers do/do not care for real eaUcation 2 Going, to college is/is not a necessity 3) Vacationing in the, mountains/on a beachis more relaxing. - l) Math is better than history. O 'Expre6sions of opinion cannot be proved absolutely true or Mini but must be decided by the weight ofevidence presented. This evidence can take the form of emotionally stirringdescriptive detail, examples from remote or recent past and frompersonal ex-: perience-or narrative. Actiilty I O State the case: against(gadget) things'you'va bought that. 'haven't worked, hobbies that looked simple atfirst bUt turned out to be hard 'or even impossiblewithout the # Addition of more and more expensive equipment. 1 96 , 4.- =WE 6: "7 8 State. the case for or against owninE;t a Mexican chihuaiaual a, "qu:drasonic sound system, a witn. a junker or an expensive car. LIIAZLLIII 411 (Show the clash a, reproduction of a painting; exhibiting a form Write your thou[hts and reactions to this of modern' art): . cithc:r ridf&ulinc,uiofendinc it. . A. . . ,. . . ,...... ______hotivity _iv' ,.. . :.!rite (. 1,tt6-r t.the-. editor of your local or school newpapore Identify yourself and/or a situation in the first paratraph 'that praises-scmthinL. Express your opinion bytacliinc it .up: Conclude'in an interestinc or clever fashion. Activitv V = 4 CiVin& examples is r natural way tc persuadt others to ..ccept cn opinion. t 5. NrrrativeJritinc Given asituation calling, for narrative -expression, the studentshould be able'tompipy the fellowinil elements: 4. a. Plot with a becinninc, middle and end, fl R Pk R b. 'Conflict X c. Character X d. Foreshadcwinc c. Flashback f.. Pirst, person Third person h. Point;of View' i. Setting; R j. Theme k. Pialocue X . R R 1. Order `X. R R t' \ SUGGESTED T.FIZITING :.CT/VITIES NARP.:.TIVE ELEMENTS *Narrati n is simply story - telling; a narrative is a story. It isa,accOunt of some action thatoccult one more }places, involves one or more character, an'is ie d from a particukr point of view. 1 C. S * ' c The basic dements included in a narrative are: when and wh::rc the story takes' place Character -- who is inyolved in the story .Lctien what happens in the story - Narrator who tells the story 'ILT ..- % . ti Theplot is the pattern of events that lead to a climax . 'It isn't eneuch.for P writer to beLin writing. He Must think - through the steps of the plot and arrange.all the events to make a unified whole. Each thinL; that precedes th'clim6c shauld lead f,%.nd build tpwardit. he action in a"story can be 4agtammed this . . ' dray: .1, F 1/ activity I QAtiV)I)K , . , . after reading;astory'andtracing,each event fitting it into .. the outline thc,stcps of a plot for an original st,o Begin with climax and, work backw4d. What does the.'reader , need toknow in erder,to comprehend-the seriousness of the-climax. if you decide to use flashback, sia:C of the plot Once -, the climax is accomplished, holt/will you resolve th8 plot? Not all stories end on an up'note. Some stories leave,you with' dull feelin:: in yc,ur. stoma,ch, sucheuch as "The. Lotter,". Decide, the' final effect you, want to hhve on your.reader.and work ., .' '. ..--- toWard it frf:m the climax. . - .. ..,--/' 4 - 1 PLOT - tliDDL.r, END 1 4 . 14CtiVityj finisht least 5 different $tatembntsberinningiwith this sentenced Vhen I was littk, Tako, any one of -the statemcnts-yeuiwrote and expandit by, , addik: details, eirents1 ntople,, scents; Give` it begibning in which you dntr60111;theevent, 9:Hmiddle in,'which you expand the Ocperience and ~ Wiciusion whO,ch returns things to their nerFal a (' .1". V ; to, 4 CONFLICT Activity I After reading and discussing a sclection'exhibiting conflict, write,a,stery from your own experience. Begin ywar story by.duturmiiiing-theeconflict the center of the plbt. Think b.nek on your lift,: Is there some person, bbject, incident or place that you remember where you learned something or gained ^n insight into lie or people or yourself? Will yours 'be (.conflict between two people or groups of people? Os' is the conflict between a man andhimself? Usually, this kinof conflict revolvesjaround a problem or a decision -that, socone must resolve. Perhaps it is the problem, of growing up. t CHAIILCTER story grows //cut of the w,ay people are and way.they treat each other. Somytimus the way a person changes Is the focus of a story. Characters should be consistent in their actions., Decide whc tho.characters will be in your story=and 'now to develop e them, to make 'them come alive., Determine first the way thby look. 'Piefure them completely. A charact3rts language must fit his style. ;Use a- dialogue that fits a characters life style and the situation hu is in.. -Let his `speech reveal his nature. Activity I' 1h .tc n bribf character sketch of a person whosedtininant 'trait is a. negative one. You might do it humorously or ironically. a 'stingy person n bonstful.person n self - pitying porgion 4. I a super-jealous peron Activity II t ITrite n brief character sketch, treatin itlike a person. Give it a dominant trait suitable tc its"thingness", and let it talk and act for itself. . sheet cfblank paper iry typewriter anelectric wall socket n kite 99 7 ti ;1 From your oWn knowledge or from researchin arNncyclopedia or ether reference becks, make pp capsulizeddescriptions for three of thefollowinc personalities or for oneof the people in a cellectionof pictures. i. Napoleon Bonaparte Hank Aaron, Robin. Hood Oen of the 'Beatles ' Michelakelo Aolphflitler Chaaie Chaplin Little, Red Riding Hood ,' Bob Dylan Mahatma Ghandi Your own choice cti,vity IV Mrske t,collection cfdescriptive passaces from your reading. , . +.4 / ixtiicity V' , .\ ipticn of someone you know well either tl Create o brief &so through personal exp -rime° or from yourreading. Include all * the fellowinL materi4: 1. BadyroUnd'informationrlseither extensive or sketchy 2. Some ?description of the person's physical appearance. 3. One, two, or three important traitsof. he person. ' 4. -Cm 4. more quotationsbyqualified people, backed up specific facts' and details. 5. 1't]leastone allusion related' tothe guWeet,- 1 6. One Icr mere capsulized descriptionsrelated either to the subject or te otherinvolved with the subject. , 9 uRsoq / ikCtiltitY I Take a story witha stronL, first personnarration, such as to The Tell-Tale Heart". Students can write.a. shert eddition the story in thelsame' style(and mood) . .P0/171OF Yjr. I -ActlYgL4 r!rite'adiscussion about-fishing from, hepoint of. Lciftiv: fish. new ite "CaseTat the Bat"frbn the batter'spoint of view. ci 0 SETTING The setting of the. story depends on the conflict. A specific m'an- aGainst-nature conflict may require a, particular setting; the woods ' on a cold winter night, for instance. But an internal conflict can take place in many locations. Choose a setting that will reflect the characters' conflict; on a rock near the sea, from awindow over - locking murder. Picture to yourself the rooms or scenes where'thelpctionwill take place. Remember that setting is not just,place, it is cllsotime. Ivhat year did it occur? 0.1hat time uf day? What was the weather like? THEME Atheme is the central idea or meaning Of a story. Before writinG Stories usiric theme, read and discussseveral stories\ that'have a theme. Decide how the author makes it come across. Is ,the author's1Main purpose to entertain or to teach someworthwhile attitude? Is the theme,steted or implied? Activity I One of the most quoted.sentences from AnnFranks' Diary is this one: "I still believe that people are really goodat heart." Wilte a story to illustrate that theme. DIALOGUE Ask students to bring in eySpaper comicstrips. Paste the strips on cardboard and paste bl.nk paper overthe captions or ballots, or cut out, the ballons. avestudents.exchance scrips' and write their own scripts itthe mpty balIons. Assure students that their captions reed not be humorous. Next, have students write these bits ofdialogue on paper in- dentinG when necessary apd using; quotationmarks. Be sure to indicate which cgaractepfis speaking. extension Activitz Make a list of synonyms for the word,"said". Use these to substitute for the word, "said" in their dialogue. 1 0 1 410 t. 1. ?Trite an oricinal.dralotue for the following; situations: Ycil have 85 to spend on a present for someone very special. You find the courage to Go into c.very- . \pleGant store, where the cheapest Item is a:tpoth- rt pick at WO. Write a conversation between your- t self and the salesperson.. - L oleic teacheris trying to be kind and tactful, but he must tell an earnest pupil that he/she has no tdent whatsoever. What is said? - Two peoplemeet after "lonG time. no see" and rind ,that they have nothing, tc talk about. - Two friends make upafter an arGument. - I. tasteful lady inhat'andijoves encounters MCDonald's - _for thq first time. I.ctvit III AW Write a dialogue for a TVor radio commerical thatfeatiires stereotyped roles for women, men or children. - (1,ct4itvIV . / Write the conversation-between twd mosquitoes ifthey met 7 over the swamps. lIctivitza C Create r, dialogue wheel out of cardboard.- .0 SEE NEXT P,GE FOR DIAGRAM^OF DIALOGUEWHEEL a k -t, t- / 0 II /0) 4 C 14 47. / 7 k S' . SEE NEXT, PAGE FOR DIIIECTIONp * S 4 Ts 1Q3 ?) .DIRECTIZA: Cut ut ch:Tacters and 2ers(palityciroles and place them cn top cf situations square. filg/Te a paper f'stener thro1.01 center of three cirie. TO UM: ChLose number cn.the situations panel. Spin one cut-out circle at,a`time. The section on the circles "that alicn.with the nUm ered section chosen on the situations panel name three ccm)(nents needed fr:r dirlc'gue iiritinactivity. The student writes dialo ue in which the characters reveal .1) their Idersowaities the reader through their.conversatiod. 'activity.VI ,!hat mi_ht Paul Revere's hats! if it could speak l Uhat are its c,mdaints? 11h ^i would it say as eyewitness to some re:-'3. events? . ORDT2 Lctivity I. rt Ar AY A Cirtcomic strips irate' separate frames and short maazine articles or short stories into-separatipparagraphs. Mix the order and distribute all the portions of an article, story, or stripto eTdh student. Have themoarrange the parts in the correct se- quence t- -- "et a sense of orderint events innostory. Ldditiowd ii-rrativeactivity i,ctivitz 1. You remember the Midas story. If you had one wishin the worldr what would you wish for? In two columns, list: 1) the benefits 2) the problems that miLht follow from ,getting your wish Fresumin you L;ot your wish, write rstory that shells the consequences of your ;rood(?) fbrtune. .1 f' 104 t) GUT A .8 REuRITIITG 111=TIVES Isthcre ti vivid sens9 of settingwhere,0it is important..? . ;4.c .the chexaCter7wdeveloped as fullys you want them,to be? Does the anion of thestory build to.a specific- point? Is the'nrrr..tive-orcanized in' Way that makes it iptercaint, and forceful? %. Is the. narrative told-from r. specificvAntof View 'That 7udiehce do yu have in mind-for your story? Giiren a situation calling; for narrative Objective: i expressions the :student should bp able to employ 1 the followihc examples of: . . 4 a. fable XRRR R. b. 'folktAle/fall tale, X R R°., R R R R: c. mythilecQnd . i: X R , X. R' d. science fiction I e. 'biebraphy XIIR11 X a R 1 R f. mystery XR R:RR .;., . nutobioci'aphy. X' h.- narrative:poem IA SUGGESTED trilITVG;.CTIVITIES WaRLTIVE TYPES A FI.BLZ . , , . L, fableisa. storyusually involvintt: animals but sometinies, people, that intends to point up andsatirize human weaknesses' and foibles. Like a Irmbld, a filyth, itcontains'a ,6rnin of truth -- the human weakness it depicts -wrapped in cifictional account of talking animals. The most famous fables are'thbse teller .who lived in the Sixth , written by Z.csop,a'Areek story Century.D.C. . . . implyik, a moral. . Fables sometimes end by :5tatin5or . . , 11, Read several fables and discuss the humoweakness portrayed . and the suil,Lested morals.,WriteanoriGinalanimal fable. have the fable incidentscomment' on areal -life 4.tuation. . 105' ,. a, MYTH 11. A myth is a fictional. explanation ii story form ,of otherwise unexplainable nrtural event fhat'includes a pinch of truth. fctivity I "rite a short story to explain one of the following: .4 --how teachers came into beinc- --the need for,hair --fthe need for mosquitoes Remembet to follow the basic patternOf :story telling that you discovered'in hs 'and legends. .4 -....-SCIENCE ------. FICTION .. . .- Sciehce fiction is an example offan tasyr freeWheeling but disciplined imaginative fictibn that features strangesettihgs,"characters, at- mosphere c -nd phenomen.a. It is ficticn Nealinc pricipally with the impact of'actual oeimagined science uponsociety or individuals" (Webstelos). Unlike. other types-of fanen4.1 science'fiction stories could conceivably come true. ., . , . . i It cqntains'enouLh familiar pilusiona andplausible ocdurences to . be recognizable and ,belietrable. , - . f ' LCtillitZj . t . . 4 .. ., Pretend Ou're r;11 Earthling who,at theinvitation of thepeople from another planet,, has gone to live on their,planet for one Y-ear to study their society. Write what 'adjustments yout've bad," You've hild 0 to. make. 'That old conceptions and stereotypes shattered, what you miss most aboutEarth,etc,. , . ., : ' , \ .e 1). C t, 4 Atil..T f 1 . .' ...... You expect to be the firstEatthman4o mal.ce-contact Oith a -' ' . li- Martian. Urite the speech with which'Ybu will,.attempt, to ";. Oces,.its acquaintapde;.convince'it of your honorable,peacefUl : intentions; tell it a little bit Opout your oWnplahetp,culture i . and people. and elicit informationabout its society and,aims. , . Activity III .k, . Whether or not to destroy a possibly but notnecess arily ,threatening alieri Culture is a commontheme in science , - against # ",.fiction. Write an essay detailing the.reasons for an both vieleoints, incorporating theargumentsand feelings Of both sides. V 106. 1, Activity IV V Pretend you're a spaceship commander, .end make a list of the most important crew members you have chosen t'o'participate in a dangerous , mission. Briefly describe them - their appearance, personalities, spptial skills, weaknesses, Ctc. - and indicate why you think they would be most suitable for the mission. _ 9 Activity Choose two pf your favorite works'of science fiction,and in a composition try to analyze what about them appealed so much. to you. Then choose two others you didn't like, tell why you think the:sefailed to hold your attention and interest. MYSTERY Activity'I Crete,chills and spills of blood by waiting, a mystery with. several murders in the manner of Agatha ,Christie or- Hitchcock. Be sure.: to btreti plenty of ,clues and build to n climax. Remember to use dexcriptivc details to emphasite the mystery and horror. Activity II .3se a story on apicture. Acitivitv III , cryptoeram is a message in-code: If you wnnt-tedo something just a little different with your mystery Story, why not try.to Make up a code and'have the solution to the crime depend dii-.-the ereadin, of some message in that cole. *". IETTER,CODE: E,-= g,shi jsv° cpyi '(Yon clan decode the message by equating E with A and counting a 11 lettersfour back) . $ In your-story be sure to 4clUde6the followinL; place An which mysteriou6 events take place . 2. characters who cangetinvolved in mysterious events. 3. a mysterious eventto,which.all others point: ' . 4., 'r ce* wr5.-tten into the story so that,when'tte " code i§ cracked, the solution to the miekery Will be known. . lk , s .107 .1§ GRADE A 4 . 5 6 7 6.' Descriptive TritiAL Objective: Given situation callinc for descriptive expression, the student. should be able to demonstrate the ability to use the,followinc elements: Ficurativ'e iancuaLe 1. Simile. , . X R Al , , 2.-Metaphor - . .XRR 3.: Perbonification t X" R R 4. Agrli!teratigh* X' Onothatoppeir . X ..: 6. InIcipry . 7: Hyperbole . .. 8. -Srtire 9. Symbolism '. , .. ,. . b. Words toappealto :the senses R fl li . ., ,44 'c. DialpLue d. "!M'oo'd /Tone.. r. 1. Humor O 2. Suspehse . SUGGESTED IIRITI_INGALEtg117::goimETIE SIMILE How do you describe love, hatred, or arty other emotion?' These words mean different thinLs todifferent people. Writers often compare emotions with very cpncrete. wore or actions. S,imiles.eompare things and always use the words "as"4 "as if" or'7'liker toAtke a comparison., "Fast as ;the wind" is an exampie era simile. ,The comparison makesthe meaning of fast morelefinite. A simile also uses comparison' to d'Iarify meanit or to addcOIerfUl deription., ... Letivity, I Complete these similes. Her smile as Wo ware.aS scared as . The,grass was wet as : . . . The thunder sounded like,: -4 air 138 t1 . . if .. . -. 4. '' . . She is as 'beautiful as ...... - lie p.m as, free as ,. .. ..-'.. you're~ aboiit as funny' as ...... -z .. TolkinL, to, you is like , ,...... :, . J. Her hairr looklike . -. The night inns as . as ... A ,METAPHOR , To -color or to clarify. his writing, 'a writer often -uses-4a literary' technique' such as metaphor which. snakes or implies a corisptrisop betKe6n twct thinv, one .of which is abstract, the other concpete,::The. sentence "Happsiness is molding; hands", contains a, metaphor to clarify the abstract .emotl.on..'happiness" with a .physical action,rk"holding hands".. The writer tries-tqmake thdemotion more concrete.:'. N " . . ., %listiv.ity ; , - - : .. . ° Complete these metaphors : ' 'k,,,,..' ?. a 1. -. Feeling; lonely ..' . Fearing the dark . '., . , 4 FHendship,is ... 4,, Preedon is e. . ,.. :He, is -a ... ; . Our football team is -,a. : ,The s,nowfla4dS are . AP 'Theousic was,... . C 4 A A ` A A i. 1%. ; ' c A . 4 I. ' c 547 f pEts.01471C1,TION_ . g . r '. 'T 4., ') - The device, of pretending t.-- 't non-hunAn thin8s 'area iis called '. personification., For exlmple 1, r:Ther soft. chair;,spread its cars to , 4 ; receive JAM" 'or, "Thu trud,k groan ©d under such ',a heavy load". ° e ' _Activity I e. I ,0. : -Completethe following pfsonifications. c The wings of the airplane . s. The jingle.-.. ,Thellciou .. The sun. : ''. . O Acitityitr. II t ( j.fter reacting Carl' Sandburg4 s poem,"Oticago"., discuss }tow. I ,Sandi urE speaks directly tq the cibi,ai if it .wpre, a per-son. t Then .choose a big city you,)are: familiar withand- Virite your .,.ewn city Ose >S s,.pdburgtsAechnique of comparing the city topqrson. - I 4 .109, A 4 A . .14 4 .. LLLITEflhTION 1. Alllteration,isa figure of speech that ,uses repeated consonant sounds occuring at the beginning of words andwithin'words as well. It is 'used to create melody, establish moods,' eall attention to important liords'and point out sirliilaTities and contrasts. 1.1 LctiVitiLI , . ' g iSter.writing severaltongue twisters on the board, h&cre students / . generalize as to whatalliteratiofi is.% Point out that tonguetwisters are exaggerated forms of alliteration. Activity II # Read the poem, "The'ftaven" byEdgar Allan Poe to the classor to- the record. As thestudent's listen to the poem, students.should write down ,the.Pairs of,words which they hear where alliteration is used. 6 ActivityJI% I Collect examples oCalliteration in literary works. Vrit4 a poem or a descriptive paragraph' using alliteration. 9 c....OkMkTOPOBIL kctivity , -.... Intri5duce students tb the meaning of-onomatopCeis by haVing them \ . .-list on, the board words which imitate. the sounds ofthings, . . . .,. y, . Have ,studentsmake.a tape of the sounds listed'on thebbard. Uhil'e,listehing to the tape.df sounds, stu ents shou.l.d try to .3miie.the-sounds, spelling' them phonetical) 4 b,- '4' ,, , ALLFILLIk.... 'f.., ...., ,.., , . . . . Collect; examples of'onomatopoeia.from literarworks, Discuss the pUtplae oftheauthob is using this device. . . Activity III 14rite a poem .or desc- riptive paragraph using several-words from their original liSt'or makejip new wordsusing the following - suggested topics: Sounds of the forest-. Sounds of the city A,fall day' Sonnds at,night kn airplane takes off , Music A crowded 'restaurant 1 1 . MOOD .TD ILGERY Poetry' isa wayof. communicatingabout, 'Ildeeply felt experiences of cpproching inapproachables, of, discussing chpnce, or as,a method of wishinL and dreaminr... Lctivit:KI ' '.Use slides, filmstrips, 8mm-film or video tape to interpret the Meaning of a poem. L musical backgroudd'may-be added to interpi..et the. rhythm and the Mood of the' poetry. . HYPERBOLE,'' \ ', ''', . . , . .T4e'attempt to say whatthingsare like oft,enleaqs to exaggeration.' The -device of deliberate'ev..ggeration is calledhyperbole. Foi example,. -4'.I think I have chunk most of the waterin this ,pool ", or "This sleighs a ton". . ' . 4121.44.44J. C. -..,-*CeMPlete the following exaggerations or hyperbole I have vixen him mounta4s of . She is.so,smcll that . . . This day seems slower, then . . The treeS,were-tallr than . . . SYLIBOLISfi Letivity I -.' -r- -art " Some objects are commonly used assymbols - -, to represent some emotion or condition. -M4qh theabstract,items vO.t the' symbolic objects. (There will beone extra item in the abstyactioniddlump) LBSTUCTIONS - SYMBOLS er lt. Rose 4 f.1 Love B. ,Danger . 2. Fox )-3. Heart 4 C. Pergssion,_... .Skull lt.crossbbnes . D.: .Cleverness. Green light E. Stupidity F. Beauty 's a. 44 S aF _1...re,bILLOQUE Activi%xj Create ashortIlialb,sue or monolgue in w ch the person or rsons spoakin_rever.4 something about themdeles,by what they sai.. The examples.below should Live you some idas about Ossible tuitions, Twolmnrried women at heon date Two'football'playersaftea game they lost ', bully. talking to a,bi, er bully 1, selfish person talk' to someone 141110',5 ked for help le tr rone. is the emotional attitude ofAhe,writer asrefleCted inhis writing. ,* In slpeakinLi :tone is conveyed byPitcn-and volume Of voice.. You can ti 'toll when your maher,isfannoyed by the tone.ofher voice. Because writinglacks.vOiCe tonoS, it must rely on word1 choice ofdetails, langtio4e-rhythmsy 3-ensoy impressions' and punctuation to expresspleasure, sarcasm,f excitefilo:fitor 1 A T. Aakiyj-kj:; Test your,r)bilitytO recOgnizetone by matching the following: ;" ' "Life el Ddath" 1...expectancy'tc:peihilaration 2. 'Tiendigh TheTiman . Alle Cask of .amontillado" 3. humor , .;7IiTtOff"' 4. blunt honesty; emotional excitement A '/ 5. 1:ctiiritV II' ti allowing each group to make . ' Divide class into4 croups sap_uords;details, sensory impression'andpatterns of rApetition' -thtt contribute to the tone .of each. . HUMOR I. Collect examples ofpuns,' irony; language; gentle humor frOm your'feading for a display. r. .. and incongruous"situations` ,e. ". , 4 .activity II A Doa'take-off onlan Landers or ;DearLbbyt- Corieoct a juicy or stupid question and then answerit PI a slightly superior tone. . 4tivi-t'yIII , and/or 'Do.a humorou6 dialot* employinghea=vyuse ofalliteration 1 puns.' Topics: Psychiatrist & Rient;', Husband & 1 / PESL By clever usp of suspense, build up a minor incident to appear catastrdphic. "'The sprincing of 'a mousetrap cat pouncing, . I I, fly caull,ht in a spiderweb I, traffic jam DESoalPTIVITRITING Actiity I "" 'Ch6oksomething on your deskl.from your 'pocket or purse to dedcribe.. Observe..it closely, usilicother,senses than siCht and twch ,j .f apply;° . i.ct 1.t, II Ilrite a literal description of any object within a picture. Begin by listing Live sense ibaees that the Picture brings'to mind. K , O ,, Activity III , ay.., .... , 1 , p 0 Write an objective descfiption of ny of the six thingsnamed below' Check your descriptionwith the dictidhary definition. N ,.., hpple . Rain Sun. 'Snow Sunrise Love Actiyitz IV , , . - .Using the literal definitions above, write two descriptions in- volving different emotions. Choose details carefullyo convey your feelins and attitudes. ' - -. 4- .,.,. " 6 ..- ixtivitz v. ..,.. ." ...... - . ... . , . Collectpictures of faces. --Write n description.., of the person in the picture. Develop an identity. Who is it? How `does the person feel?''What is hethinkingt What makes you think so? uhere is the'person? What is the person doingor about to do? .1.110.t can you,tell about the person from looking at hisface? 1,ctivit;VI' 6' Winefive animals; birds or'insects that might be lurking inthe bushes. .List 10 verbs that describe the. sounds or 'jungle creatures. Combine these and/dr etfler sounds into a paragraph. .whose title might be "Sounds of the Forest". 4 113 . 4 1 . C Select a picturef n dog-from a collection. Write an ad for this "lost" dog.. Write a description of him to a friend be- Moanin,] your loss,. .aevive eome o the good times you had to- gether, his antics as a pup, the scare he gave you once, thetime he saved your life,' the meaning ofhishiCompanionship. ActivktyVxxx . . Finish any of these escriptionsl , . \,v- A The strangest ObamIeve'., had w'as : . . .% , :1 l I've known someinteres4Inapeople, but the most interesting . . .)7 :AN a Robert L. HWerich- National College. Foster G. licGaw Graduate . Sc ool Evanston, Tl. 1973 Raisinf: Triters7-Some Ideas A. Some Basic Principles: Writing is communication; it is not an exercise:-in mechanics. Correlates of good writing: Powers of observation Creative thinking Feeling for words and, language Pre-writing time--to discussIobserye, Desire to say something., Criteria for evaluating written expression by the writ r: Did I say what I wanted to say? ... Did I say it in an interesting manner? --Interes Appeal Did I say it correctly? --- Courtesy(Nechanics) B. Some Ideas to. stimulate writing: 1. "If I were . . ." (e.g., a pencil, an old tennis shoeetc.) ',cteam), 2. "What if . . ." (all the world'were green; snow were ice 3.. Favorite sounds (onomatopoetic words); smells(senso word*); etc. 4. Vila-Cis (soft, hard, etc.)? What is (softer., eto..);than '5. A visitor from outer space sees our world (metal monster ,kidnaps humans,-car),-etc. 6. A, (worm's) eye Arley. of (a boydigging.for bait), etc,, 7. Or the spot reporter: take a book event and writebout As you we're thereand it happened in yourtown. 8. Newspaper headline*: write a headline relating to a book or to an event at school. (Relates to form class vs. stricture words) 9. , Daffydictionary: make a nonsense dibtionary, includingpronun- ciatiOns and meanings. Write a story using some of the nonsense words. 10. Mixed up animals (Blehare=elephant/hare; Tigeroo. tiger/kangeroo, etc.) Tell how they got that way, what they do, etcl Strange comparisons. "(see:. . 11. How is a (watermelon) like a (mouse)? Making It Strange; Harsvr) a , s. 115 t J. An exchange dtletters between favorite book characters. (e.g Paul Bunyan 0 Captain Stormalong) 13. Anew endingT;for a favOrite story, 14. A new advent* for a favorite charaOter. 45. Imaginary origins for: ' a. idiomat# expressions, e.g., dohlt stick your neck out, head iriqhe clouds. b; multiple:meanings of words, e:g., picked (up), pick (tool), tick (dig). c. . letter the alphabet, e.g., why b and d are different. 16. Urite liteizal;stories using idioms (ala Amelia Bedelia), e.g.,, dust the cl 'drs hit the ceilingtlost his voice,' etc.. / 17. Parody of ','familiar` story, c.c., "Goldie ;Dear and the Three Locks." ft 1g. Origins A Kipling's Jut So: Stories, "pOw the . :- . . 1 , 1 , 19. Vhat can you do with a . . . (rock, Pie 41tof 'string, etc:) 20. Tall Tales. .t 21. Draw and wri e description or directions for a new toy; a Rube ''' Goldberg contraption: .) 22. Fun with Acronyms, e.g.l'why the North Unon,Travelers Society, changed their 'name (NUTS); it 23. Urite directions for performing some common activity.' Then teacher sho4d act out the directions lit rally. There will probably be need for vision: ...- 24. Connotations of word's -write an article uSing,J., negative words,' positve words, neutrawords. '(same art,i0le) -- 25. Use comics-to gain .control over quotatioriMmarks. LY ., ,,- 26. Older children enjoy writing books (stor,0s)'for first.gra ers. _ ,--; Use starter words.' ij . - . 27. Urite definitions for known wordsor names of object ginbsr analyzing what a gbod dainitiOn consi00 Of (a) class, (b) discripinating elements) .4 .'.. 4, ., s l'k 28. Write a paragraph at two extreme levels of abstraction,specific and general -- Compare effectiveness. ,'. 29. Rewrite a familiar tale using divergent ;thinking. What if . . e.g., Uhat if all 3' Billy Goats (Gruff.) had been small? 116 f 30. Propaganda -- Begin by analyzing ads; write a persuasive ad for an imaginary Article. 31. Descriptions -- 4-6 pictures (or children in class) should be numbered and placed fOrsall t2 see. Have children write a ,f description of the one Of their choice without naming it. Share descriptions to see if item can be idehtified.Discussion should lead to ideas for rewriting more specifically. 32. Sentence patterns -- NP-VP (ala Shufflebook) Ube cards (5x8 if you want illustrations) and have pupils write NP's beginning with and on one side and verb phrases on the other. Uhen the cards , are; shuffled, humorous sentehcds usually.rgsult. C. .Use models as a means of getting kids started. 33. 'Particularly appealing paragraphs from children's literature, d.g., Henry Huggins' description, Junket's description.Discuss 'in,terTs of word choices, style, viewpoiht, etc., i.e., why do we like this paragraph? Similesle.g., 1.hite Snow, Bright Snow(Duvoisin): "Automobiles looked like big fAt raisins hurried in the snow." Lead to children writing,similes, e.g., As difficult as (finding a. contactens in a dark theater.) 35. Alliteratj:Oh/rhythm,e.g., Burt Dow Deep.2Ater Man (McClosky): "The giggling gull teetered on the tip of the tiller and laughed fit to split-." 36. Creative combinations, e.g., (fishes, Lies, and Dreams (Koch): "I wish : . a coat of wishes . . . a crowd of, friendl4less. '37.,, Sensory W#FIS and Yhy,ming,couple ts, e.g., Rith a hustling, bAtling, rustling sound, ' Thy wind chases leaves around the ground: .., . , . Keep a language log--every child should have a notebook or folder in which'to jot down:craps of ideas, words, examples from newspapers, etc. , ... ..;.! , . 38. aust.Tun with words--rhyming name's: ..... a hard'af'hearing cook -- a deaf chef ,balbrerAthno cuts little boys' hair --nipper clipper 0. .. - a gru s, e tale ' . - -gory story. ,u .- 39., Hom9PliOndlihatdo:tnekoll8wihg 'havein common? , key maker and a Jewish delicatessen manager--loCks/lox ---'rabbit and a writer -tails/tales stigeroand a minipte ' --preying/praying -." 117 40. Compound fun: Illustrate parts of compounds, e.g., did you ever see a board/walk,head/light, etc. 41. Invent new words for (a broken chair, a letter opened bymistake). 42. Sedtence (paragraph of the month: Examples inhere no one'can find a better word or a better way to say what was said. 43. Connotation from sound (Syd Harris, 9-3-71): Are sn- words un- pleasant? (s112221matjmatit etc.): sl-? 42e Other? . . 44. Connotation of color words (Syd Harris): white (flag, livered,); black (list, ball,); red; yellow. 45. Haiku: aird,picture of three lines (5, 7t 5 syllables) usually related to atura. (flxample from grade 3): One little raindrop Fell down on a little leaf Others came to join Title 46. Cinquain:: l'1114W, -1 wd. Fluffy ball -2 wds. Description Frisky, wagging, jumping-3 wds. Action- Partner and gentle pal -4 wds. Feeling Pet -1 wd. Re-title 47. Silly Dilly: If I were a frog I'd live on a,log. 48. LicArick:. There once was neighbor names Diz Pith a rocket that stillhad' a fizz, That rocket exploded Before the man knotted .it, Now nobody knows where he is. 49. Concrete (°Form") Poetry: u n 5. a r d' word.' d e S A well_pauanq phrase 50. Diamente; .Nitten 1 noun fluffy, brown 2 adjectives. pawing, jumping, flopping , 3 verbals animal, friend, pet, pest 4 nouns staXkingelpeping 3 verbals cuddly miniat 2 adjectives 'cat 1n6un 118 r- 1 r . 51. Palindr6mes: Same forward and backward) r. lords; mom, madam,,,etc, sentences: Uas it a bar or a bat I saw? 4 52. Acrostics '("ord squares): Borgmann, Tribune, V4/73 apple elax o rate m i n'e r 4' Alert 53. In'addition to individual language logs, you might keep a class . book Of. favorites- -.original and models. Children should always have the option to make changes or substitutions in their sample.' 514. Hewspcpers, magzines, library.bOoks, provide a wealth of new ideas and materials. Ha' pupils'aware of and looking for ex- amples of: 0 Goqd descriptions linusualcways of saying things Appropriate v7ord choices Proofreading.errors (especially if humorous) Slant or bias in writing, Propaganda techniques 4 ...... 11.eneeere- 55: J:xamine0 children , Then suddenly--better than song for its examples 'withof clear, instant- -a hummingbird the,cblor of, specific 'writing. Let green crushed velvet hovers in the them rewrite just the hrafit of.my'favoritejily, a loyely . essence to see the h4gh bloomer I'got the bulbs for but 'difference good word- not the name.. The lily is a crest of choice has made. white horns with red dots and red vel- vet tongues along the insided of the This example is from insides of the petals and with an odor John Ciardit Saturday that drowns the patio., The hummihgbird RoView, 146/71, p:26: darts ,in and'out of each horn in,turnr then hovers in instant, and disappears. " . 56. And we'expect kids ta Around 1760, a number of the.pro Prodfread. fe*rs in Edinburgh University attemp- ;Led to pUblith wwork that would be a prom: Syd Harris, perfect specimen of typographical accur Daily Hews, :7714/71 racy. 'Six experienced proofreaders were employed, vho devoted lours-to the reading of each page. lifter it Articatrght to be peefebt it, was pasted up in the hall of the uni- vgrsity, and a reward of 5Q pounds . b+lerdd to.anyone wno cpuia uetect an error it it. Ea oh page remained hanging for two weeks. lien the wOrkvas issued it was discovered that 'several errors 119 had been committed-one 6f whiCh was ai the first line on the first page! -7-13-77:7Tliina y, e coin,3:csrvreal.thc)4 starters for language lOgs. . przaq 4 5 A 7: Proofreadinc% .cplective:. The student shouldobe able to apply his ability to use proofreading skills in the following, procedures: ,a. Proofrendinc for clarity (Did I 'saywhat' k I wanted to say) .X n -4,1 b. Prooreading for stYle. (Did I say it, X, an interestint, manner? n R R -12 R R. c. Proofreadinc, for mechanits R 1. ,capitalization R R R R. 2. punctuation : ,RRRRR R R R R R, d. Proofreading for spelling (Did I say it sorrectly) R R1' R R, R e. Proofreading for- format X R R R i.l. margins . . , 2. indenting paragraphs_ X R,RR , ' RiIRRR , 3. nentness. .; 1 5, , "i" , . SUGGESTED ACTIVITID$ PROOFRELDING 1. Does your theme have acatchy title? opener? 2.. Does your theme haye a sit-up 1 3, Does your theme have ameaningful, stimulating ,development of topic?. ,Doesyour theme have clear trasitions? conclusion? 5:: Doe'S your therilethaveamemorable 6. Is'4t net and legible? 0 7. Is is Eroopready Did I say, why t I wanted etc, st.y? manner? b. , Did I say it in an interasting c. Did I say it, correctly? (mechanics) Capitalizatibn Pungtuation Spelling ' - S Usage., 112 0 8. Poetry, OpAective:'The studentrwill bp ;able to4domonsWe th ability to write an origlivil:poem using the following poetry types: 1 t , Cinquain. b. Rajiv c. acrostics t :d. DiamerWe e. Limdtick J. f.' g. rtee, verse SUGGESTID*TRIZING ACTIVITIES POETRY /43 . GINQUAVS I' cinquaxwabol4 a holiday using Pattern I. Line :bne word t'o give the title ,Lina2,-- TwoNords to describe.the:title .Line Three word's to express aqtion concerning the title . 43.-3 . Line Fourwords to express fee4ing about the title .. .1 Lino,5 --1 One word that is a synonym for the titleWord . 4 O Write a cinquain about aseason of the year usingPaItern *II . f 0 rC 1 -- ,2 syllables 'Line2 -- 4 syllables Line3 -- 6 syllables Line4 -- 8 syllables' Line5 -- syllables -- that is synonomouswith the fii.st line - Activity III , , Write c. cinquain aboutyodrwelfor a friendsing PatternIII' . 1 --- Your mine line 2 -1- 2 words describing you Line 3 -- 3 words telling what you cat) 40 *Line 4 --''4 words telling. how you feel Line 5 -- Your name ' r r R 4: 1.21 4 4 , HAIKUf A ctiyityT; Select a picture portraying a\scene from nature and write a halku'poem.using this pattern. One sentence containing 17syllables Line a -5 syllables. .Line 2 - 7, syllabled Line 3 - 5 syllables 7 .0 ' ;41 .ACROSTIC Acrostics are, a popular way of giving, structure and' meaning to 'a poem. The basic. rule of an acrostic is that 1etter6'taken in a:. regular pattern from each, line of the poem, generally the first letter of each line, combine to form a word or words wh5..ch are the subject of; the poem. ExaMple: BEAST Breaking though the bars they thought -tscapeproof A caged in tiger ,Strained 4 To be free It a Activity I IfriXO anacrostic having to do with the character era 7 favoritebook that you halm' read. .t DIAI4EUTE VIA 111 trite a poemusing the diamente form about:.. Old 'age Childhood .11enmers 4 F.endship 4 Sup mer SchoOl IR ,Your hobby k*. PATTERN: 1 Lino i-One,W011 for-subjoqt, .Kitten Line 2-iTwo adjootive Fluffy, brown" Line 3-Three particples ed) .Pawing, .jumping, flopping tine 4 -Four nouns relatod,to subject Animal, friend,pet, pest 5Three particples Playing stalking, sleeping . Line 46 --Two adjectives . Cuddly, miniature Line 7-One word' the opposite, of .subject `Cat p 1.2 h I .' r 4. fp * . 4 A ti limt le' is c nonsense story in verse. Thefirbt two lines introduce, chgraci.erand situa on, the third and fourth lines:tell an action :involving the chara e d the fifth line resolves the matter humorously. ' The rhyme sche me is A, A, B 'B, A. 4 Activity I Let each perspri in the class bring an original limerick to school.. It should-be typed or written with considerable space between'eacOino ai shown to the teacher.. Do not ,show your imerick to,anyene else. . The teacher will'selec the six beet, (in class of 30) cut thee, up into single lines and put the line's into a, bag. the bag shopld be shaken thoroughly and one line (one a of paper) offered:te:each student in the'class. Each persbn.now has one line of ,a limerick. Since there are 5 lines to a limerick, somdWhere in theclass there are four other people with the lines thitcomplete each pdrspnls limerick. 4 O' ,The -teacher -may act as &timer.' The first' five people tofind each other And complete a- limerick win the game, . . :le .. ' Extension 'Activity' ) --li ,---,-% . 4- , , 1 . Given ;the first 2 lines of a limerickl'the student writes the other 3 linos. ' Activity II Search through magazines to find specialuses of limericks in 4a0vertibing. Then, design an ad and writea*limerick to sell ,the product in your act. ... , . , I - .,----, RHYlliNG . -' . , , .. , . APtAXMYX ' . . rhyme form or b1;. Seti'ss style, !!rita a iparady usfnea nursury .. , choosing your on topic.. . 1. ' .123 VI 9 e. t .41. `.g . s- 7 , = ,t. tivity Oftcn.the best way to understand how poems areconstructed is to Observe the way famoUs po-As have put their thoughts to- gether. 'Choose a 5hore poetry' selection and replace all. the nouns, verbs .and pronouns with words .of your own .choosing.. . You will then' create a now poem' While maintaining the basic . - . form 'of'tho, original one:. . . . . Por example; ' ' . . A . i e. Tiger; Tigers burning *ight In .the quiet of the night / °That immortal hand or. eye ' ° 4 . Could frhme.thy fearful symmetry? ' , , . , . ,This might become:' - . 1 ,, Eagle !* Eagle ! Swirling. bright ' 4. In the swiftness, oyour flight , - . What -immortal dreamorfire', . ' 4. Could match thy 'fearful, brave desire? I :' i RTHErt SUGGESTED ACTIVITIESFOR,POETRY ! o Bring in the lyricS of a song 'which you.4'eel hassomething relevant to say and wf-dch creates a moodforthe listener or reader. Present thb song to the class and have the lyrics duplicated on a ditto. Be prepared to discuss the answers to: - Uhat are the major themes? Who is the speaker? - 'That is he/she like? that is the setting or theoccasion? What is the tone? How is .it achieved? What kinds of images or Verbal devices, such as repetition, word sounds and so on Aro used? 4 0. , A GRADE 5 7. ExtensionAetiv:itiA Seaych for a poem thit prosents a them6 similar to, 'that of your song: 'Vritc.a brj.ef comparison of the two works,. describing howach conveys the theme -and creates a mood or to 1 roledoes rhyt pl4L? Arc rhymes included? !That effect 'do they have? s Extension Activity II ,: *:, t, . .1° Search through 'magazines to find pidtures that .illustrate or convey a similar. theme or mood, or create your on artwork. . 0 s R ( 9.'s Letter forms G V ObJective: Given awappropriate situation, 'the student should be ableto write the following letter forms: a. , Friendlyletters : R R R b. Formal business letters X c. Social notes R R. R R d. Addressing envelopes R Ra R R, R. SUGGESTED WRITING ACTIVITIES '-- LETTER FORKS X BUSINESS LETTERS Activity I , Use a, transparency to illustrate the parts ofa.lettei-. Headinr corm and punctuation (comma between city and. state and comma between date and year. V Inside Address: Importance of inside address and punctuatioh. .,. re v. !A. colon always follows the greeting in a business letter. PF.P.Oj41R: Review. other kinds of business greetings: ' Gentlemen: Dear Sirs: Dear Madam: 'Dear Mr. Smith:. Dear Mrs: Albertson: a 125 Body: Clearly state%the'purpose of the letter as soon as possible. t 4. Cor,Iplete: Be specific so that there isno doubt about what is being ordered or said. . Brief: Although a business'letter must be:specific, do not drag tiny details into the letter unless they are needed for identification. ; If there has been personal, contact with someone in the companybe friendly in a business-like manner. Notice that the letter 'starts out thanking Mr. Carter for his help. Colon: (to introduce a list):-- Usea colon to introduce a A --.... number of items as indicated in the letter. Notice. that for clarity, the list has been set apart inside the body of the lettei, (indented). It is also , , correct to write; "In my arithmetic class, I use the followirig tools: pencil', ?ruler, compass and eraser.", Review appropriate closings (Yours very truly, Yours sincerely, Very truly you'rs) Sign first and last name. Notice that the, official position of the signer is placed after the name and the Organization.is placed on the second line. Activity II 6th Glade , 7rite a business letter.to order information, set up appointment's or complain about something. Activity III 8th Grade 'trite a business letter to order informat about careers in. they ,are interested. Activi IV 7th.-"Elharades . write a business letter to order information about,spOrts or hobbies from advertisements in magazines. Activity.y trite a business letCet-of application in answer to "Help Uanted" ad from the newspaper. 12 (3 FRIENDLY LETTER a Activity I ?Trite a fan letter: football starts, rock groups or TV 'personalities 10. Research Reports Objective: After selecting a topic, the student should be able to-write an informational report in organized form by: a. Locating information. X.R R R b. ITriting paragraph topics X R R R c. Notetaking X R R R d. Outlining main ideas, details;.and supporting inforriation X R R.R e. Listing a bibliography of at least 3 sources X R Ft R. X f. Uriting footnotes' . LOCATING INFORHATION ENCYCLOPEDIA Activity I . c 'Given a list of topics to be found in theencyclopedia, demonstrate thie ability to two guide words, index,'subheadings and cross - x fererices to locate'thetopics. The encyclopedia is used exten- sively for information in arepOrt in the beginning of ifitermediate grades. n seventh and eighthgrades the student should rely upon . other sources of information. However, the encyclopedia may be used in the upper grades to get anoverview of his topic. Activity II GiNien a list of topics to be foUnd in a aeci.alencyclopedia - for subjects,like science, music,art and sports, the student will.demonstrate his ability to use guide words to locate . . the topics. CARD CATALOGUE Activity I Given a specific topic for areport, the student will demonstrate4 the ability to use the cardcatalogue to find books and media acddraing to the subject and will notethe call numbers. 127 DEITY DECIIIAL SYSTaI Activity. I Given a list of books,and call numbers on a specific subject for a report, the student will be able to cate the books on the library shelVes. READERS' GUIDE Activity Given a specific topic for a report; the student will be able to locate the topic according to the subject entry anpl to interpret correctly the informatNn listeyt in the Readers' Guide to Periodical Literature.aceordin toll' Abbreviations, cross references and subheads. :activity II From: How to Use the Readers' Guide to Periodical Literature H.W. Wilson Company, Bronx, N.Y. Questions and Problems 1. Does'your library subscribe to Readers' Guide toPeriodical literatu ell1101bridged Readers' Guide? If so, whibh one? SO ,2.. "':'Thigh back volumes library have? Of what use are they to you? 3, What does the word "cumulative" mean? Why are the numbers, of Readers' Guide and Abridged Readers' Guide cumulated? articlethat youknow appeared in a 4. If you are looking for an periodical sometime during the past twelve months,how many issues of Readers' Guide must you consult tofind out? Which ones? . .C. Readers' Guide or 5. How many o' the periodicals indexed in Abridged Readers' Guide does your library receive? Make a . list of these periodicals and indicate theabbreviation by whicheach periodical is, referred to in theGuide. Suppose you have read an article but do notfemembbr in which i 6. magazine it appeared. How would you find the name ,of the magazine? , 128 7. What is' a volume of-a'magazine? 8. Explain each part of the followin subject entry. PATENV lawyers Chdosing a career, patent law. H. E. Weis- . berger. it Chem 42:12-13. Mr69 .- 9. Find the author entry in.the.sample pages forthe article cited in question 8 and copy it. 10. Uhat'does the term "see" reference mean? Find an example. 11. Find an example of a "see also" reference.'What is the difference between a "see" 'reference and a "see also" reference? a 12. Where can you find articles on,upedmissile bases? Venus? 13. Note the articles listed under the subject heading "pastry." Copy the entry underwhich you can find additional information on this subject. . '!Sports Illus" 14. That dot the abbreviations "ill" "per," and Where did you find out? .k = stand for'' 15. .Find a few entries oirthe sample pageswhich contain the abbebviatiorigThiveri',4h,question 14. Explain the 16. What is meant- by the abbreviation,"bibliog "? difference between "bibliog" and "bibliogf." .4and-an example of:each aft the sample pages.. : 17. In which"-magazines can youfind,reviews of the moving picture, "The Prime of Miss Jeah Brodie"? 18. Under' what heading ca complete bibliographic information be found for an artiCie:-on the Norfoldand Western railway- Chesapeake and Ohio merger? 19. Whereare reviews of plays listed? 20. Locatetht following and copy the headings under, which complete bibliographic information can be foundfor each: ' [a] A story, entitled "Come Along withMe.,vi In what magazine did the story appear?In which issue? lb] Articles-about Quebec. [c] An article about elephants [d] A criticism of a play re] An article onfthecartoon "Pdanut:e." 129 , [f] An article.about Spiro Agnew. [g] A review of the play in [h]An 'address by George Romney O [i] A poem and a story by John Updike. [j] An announcement by John Lindsay. [k]An article whichcontains recipes for tarts. [1] The title of a play by H. Kipphardt. Find.the corresponding title reference. Which entry tells you where to find criticismsof the play? [m] Two articles on x-rays. Give the names of the magazines in which they appeared.' -Are they illustrated? ,21. Under what subject heading would' you find thecomplete entry for 'Fielding travel guides"? 22. In what two places can you findlistings for an article by Hi E. '.1eisberger about patent lawyersthat appeared in the - March1969 issue of chtmlilog 23. Ilhe wrote a damatization ofone of Mark Twain's works? In which magazine didthis appear? ' columnsl.putting at, the head 24. Rule a page of your notebook in,5 of each column.the followingcaptions: subject heading;, le' of article; author; name of magazine,volume number, and pa ing; ample date that article appeared. Select one article from the pages on each of thefollowing subjects and list each one in these columns, putting'each item ofinformation under the proper heading. . Beans Beatles° Yale University Fiftdenth century Railroads 25. Assume that you a4gisteaching someone howto Use.the Readers Guide to Periodical Literature. Make up five questions, from the sample entries, thatwould'test4his knowledge and also show that you know how to usethe Readers' .Guide. . (p 130 ,5. THESAURUS o The gtudent should, be able to use a thesaurus to expand his Understanding of words and vocabulary. 66. OTHER SOURCES Who's Uho in America TV programs International Uho's Uho 'Interviews Current Biography Facts on File Uorld Almanac Biographical Dictionary Newspaper Index(N.Y, Imes) Geographical Dictionary Pamphlet Index Encyclopedia of Science Records Bartletts' Familiar Quotations Films Grangers' Index to Poetry Filmstrips 1 l TOPICS Y "7".'-' In order to start in an interesting manner, the student will use a definition, quotation, example anecdote, question, general explanation of subject or example of comparisonand contrast in 'the beginning paragraph, in order to arouse reader's interest. Activity II ) The student should be able-:to express the thesis statement clearly. The topic sentences should support the thesis state- ments. There should be enough concrete evidence to support ' each topic sentence. The development of the thesis statement may be accomplished by using the elements of comparison and contrastl.definition and classification, cause and effect, definition and explanation and examples and details. Activity III The summary paragraph should either restate your thesis and summarize the main points you supported it with by: ending with a reminder of the importance of your subject, ending with an application of your:idea, ending with a new question that arises from your solution of an earlibr question, or ending with a humorous exaggeration abOut your main idea. NOTETAKING Activity_I Fromireferences containii einformation about a given topic, take notes that tell who, why, what, where, when and how. 131 STUDY SKILLS NOTETAKING Being able to take notes in an organized manner will prove to be helpful in writing and speaking. Why do we need to learn how to take notes? To prepare oral and tmitten reports. To record information from listening or reading activities. (TV progiams, tapes, records, Student Council meetings, etc.) To prepare an outline,. To save time when reviewing. Suggestions for nqte,taking froM reading material. Determine"the topic of your report. Locate information about your topic froM books. Alt Carefully read the information.- Choose only the facts and ideps which are really , related to this subject. Take notes in your 'own words. ,a. [Numbtrihg notes often keeps things in the propei order.] Be sure your notes cre clearly stated and neatly written. Listen to a TV or adio news broadcast. Take short notes1 ord or phrase] so you do not miss things, being said. [Abbr viations w ll be helpTul.] Be sure to read over notes immediately after listening to the program, so infoiMation can be added if necessary while it is :still fresh in mind. Be sure the title of the TV program is state d the'time of viewing is listed, This is to be 11,de in at our next class period I 1 32 OUTLINE To',stait tQ outline n essay you must first read the work all the way through. 'Then decide what the main message is. [t`he thesis]. Then, list-the main topics of the work. Then, .list sub-tdpics under each maintivic. Then list the details under each sub-topic. REMEMBER. ' Point should summarize the points listed below it; point II shou±d summarize thD points listed bolowlit. ;10 4. S. Main topics should be parallel, in form, and subtopics under the same topic should be parallel in form. A topic cannot be divided into fewer than two parts. 1p A 133 . f $ BIBLIOGRAPHY !: 1 . A bibliography is q list of books, usually dbout a particular subject.' ", Uhen you begin looking for materiel for a report, you will find it' helpful to make a.working bibliography - a list of books andarticles about your topic. Makin: numerous tripsto the Gard catalogue or to the Readers' Guide to look up materials wastes time. It is easier, to begin your investigation by making a list of all the bboks and' articles that you thinkyou may want to use You may not uSe every work' you list, but you will save time and work anyway. Then after you have"written your report, you will need to make a final bibliography listing all the books and articles that you actually used in writing your paper. Thisibibliography is a way of giving:credit for material borrowed from others. f It is also away .egtelling the person reading-your 'eport -where he-can find.,infor- mation On your subject. In a bibliography, books and artics are listed alphabetically by the author's last namel'or by the title it no author is,given. . As you look at the bibliography that followsl'notice what information_ is giv6n, how it is arranged, and what punctuation is used 1; Bond, Fred. "Color l'orkshop: Unusual Light Angles," Moderaithsoaraphyl.Vol. 28 (November, 1964)1 30-21 DeschinlJacolg. lath Your Camera, New York: Ziff - Davis, 1960 "pOlaroids.' Hew Color Film", Consumer' Reports, Vol. 28 (August, 1963), 367-370* r Rotbstein, Arthur. "Creative Color: Art Through Photography°1 U.S. Camera & Travel. Vol: 28 (Feb., 1965) Sussman, Aaron A. The Amateur Photographer's -Handbook. 6th ed. . NeW York: Crowell, 1962 a 134 '1 FOOTNOTES .Important facts or ideas in your research, paper should be supported by detailedreferences,to the sources in which you. found them. To k indicate the addition, of a footnote to youl' text, write or type a number above and to the right of the 'last word in a quotation qr an idea taken froM one of your sources. Footnotes for each page should . be numbered in a series; that,iS, the first footnote on a page is numbered 1, thesecond is numbered 2, and SO forth. When you move on the next page, begin the series again. The footnotes themselves are added at the bottom'ofapage. Plan Cach page so there will be- ' enough Space ht the bottom,to, accommodate the footnotes for thatpage. Pe sure that ou aye numbered the footnotes correctly, so that each footnote rdfere tiffe body of the text has an.identically numbered 'footnote at thc.,',,bottom, of thC.Bage.:.,WiAia the themsaves, be sure that you include'all riccOssary items in this. cor t order. The correct items and order are given'in the lists below: !l1 items .are .6e.p.ara.t.ed. eemma. Each entELEAL&ILL.2priod. , BOOK on P.'1414T . f , . 1. Author's name (first ,name first) lc 2. Bdok or pamphlet title (urjderlined) ..3. 'Page number, q NEUSPI,PEZLPTICLE 10, 1. ,Authorts'name (first namesfirst) 2, Title of article (in quotationAarks) 3. flame. of magazine or newspaper (u?Iderlined) 4: Page number, if pagazine 5. Date 6. Page number, if a newspaper ENCYCLOPEDIA', 1. .",uthorts name (if available) , 2. Title of article (quotations) . 3. Name of encyclopedia, (underlined) . 4. Edition (pdrenthe'ses); . 5. Volume,and page number ,. . , I 1 0 13.5 - ; o, . r 9 I EXAMPLE'S OF FOOTNOTES , 1 Donald C. tobleY, The Science Book of Wonder zorur. p. lbi (Book) , -* 2 -Lawrenck., Gniton, 9)46 Medicines Cost Too Much."Househ4ld Ma,azin5 p.220-2211 February, 1957. (Magazine article) 3 . . 'Drug Test-s.Now oast Millions." Nevi York Times, Sep4mber 26, 1957, p. 12. .(Anonymous'newspaperarticle.) . 4 Spry, "Homestead nnd Exemption Laws," Ency loped i6. Britannic!(fourteenth edition), XL, p.',705. (Encyc opedia) Ibid. This abbreyiation represents the Latin wordei idem, , meaning "in the-same place." It is used inStead,of, ,repeating t.11 identical footnote immediately id succession to e.saMgOgae; (3t1 havel'howevpr; 1 referred to a d'fferent pace each time. -Your footnotes will , ear as fol1676: . Sidney Hyman, The American President, p.,190 2 Ibid. p. 192. 3 p. 193 . Cit. This abbreviation represents the Latin word opere citatel, meaning. "in the work'cited." It-is used to avoid repeat- ing a reference, but only when another reference has ; o intervened. .For instance, had the footnotes'listed above been separated by another footnote; theresult would appear as follows: \ . / . 1 Sidney Hyman,.The American President, p,.190 , . 410 ; 2 Neil Hurley, "Government-by Proxy,' p. 98-99, October 224 1955 Hyman, op. cit., p. 192 4i . BOth Add. and 211.._cit. mu;t blc Underlined andfollowed by n-peria:\ The -lasl name of tte-author.muft always precede an.citel and the pr:.Le numbermust follow. ti 136 A A r. . 4, 11. .1, 0 1' Nu \, I A ..r r 114 MUTING THE IIESEARCHPfiffs0 MANULL 0 . o f. D. S !SON HIGH SCHOOL 1972 - 1973 V 6 .) b , 4 40; 137 I 4 .. 4 s . , INTRODUCTION \ THE RESF..i4J2CH PAPER, PRESDITS ;ACTS: 1]SELECTED FRai THEREI:DING OF AUTHORITATIVE SOURCES', 2] RECORDED ACCORDING TO :A sTamnb METHOD .1 OFrftocEDurz, LIIIITED BY RELATIVELY NARROU PHASE OF STUDY, AND* 4] ORIGINAL,' IN SELECTION, EVALUATION, .EXPRESSION, AND CONCLUSION. 11/44 THE EVIDUICE GATHERED MAY BE USED TO SOLVE L GIVEN PROBLEI .OR TO SUPPORTL THESIS STATEMENT.. O THIS.MANUAL IS LGUIDE TO THE STUDENT LS' HECOLLECT AND PRESENT INFORLATION III AN OBJECTIVE WINER USING THE FOLL0',.!ING STAGES OF I ORGANIZATION: ?CHOOSING THESUBJECT 1 .. - II NOTE-TAKING 4 . . III 1,1RITING THE ROUGHDRIST IV PREPARING T1 TOM'LAT OF THEFINALriTEn' . _ . . t , 4t. A 0 ti 3 rr I CHOOSING THESUBJE6T THE GUBJECT OF RESELRCH PAPER, IN SOIiE CASES, IS SIMPLY ASSIGNED TO TUE STUDENT. AN ENGLISH TEACHER, FOR MAY ASSIGN A SUB3E CT SUCH ,AS' "THE PLACE OF PREDESTIIIi:,TION III PURI3AN LITERATURE." IN OTHER CASES, THE TEACIOZ LAY FildrE SOIE GMERAL SUGGESTIONS ABOUT SUITABLESUBJECTS, SUCH AS "TRANSCENDDITAILISM" OR "THE MODERN " FROM WHICH TEE, FINAL CHOICE OF A PARTICULARTOPIC TS JAFT TO THE STUDENT. A THIRD TYPE OF RESEARCH PROJECT REQUIRES TIC STUDENT TO FORMULATE AND DEVELOPtkTHESIS COMPLETELY ON HIS 01III. NO liATTE3. WHICH TYPE OFRESEARCH PROJECT THE .STUDENT EN-, COUNTERS, HOWEVER, THE SAME TYPE OF RESEARCH PROCEDURE ISEFFECTIVE IN THE GATHERING OF INFORMATION ODORGANIZATION OF IDEAS. SUBSTANTIAL Id IOUNT OF TIME AND EFFORT . SINCE RESEARCH' PAPER SEVERAL CONSIDERATIONSHE1SHOULD HAKE IN , FOR TIE MITER THERE ARE SETTLING ON A SUBJECT. FIRST, HIS ABILITY TO INVESTIGATE AVAII4BLE MATERIAL AND TO ANALYZE IT IN AN ORIGINAL WAY IfIPOSES tTS LIMITATIONS. SECUIDt. Gillum INTEREST IN THE SUBJECT WILLMOTIVATE THE STUDENT TO DO THOROUGH IND EFFECTIVE 'RESEARCH. THIRD, THE SUBJECT IIUST LEND ITSELF TO SOURCES AVAILABLE IN THE SCHOOL ,T.TBRARYUNLESS SPECIFIED OTHERWISE BY Tilt., TEACHER. ' AFTER THE STUDENT HAS DETERMINED ,THE SUBJECT OF HIS RESEARCHPAPER, IT MAY BENECESSARY TO NARROW HIS SUBJECT TO IIO1IKABLE TOPIC: FOR IN- . STANCE, "SYMBOLISM III AMERICAN LITERATURE'''.IrdULDNOTBE SUITABLE BECAUSE A STUDY OF AMERICAN LITERATURE COVERS A SPAN OF TIME MUCHTOO .LONG TO DEAL WITH ADEQUATELY IN A RESEARCH PAPER. A MORE SPECIFIC TOPIC SUITABLE FOR RESEARCH.' IS "SYMBOLISM IN THE WORKS OF NATHANIELHAWTHORNE." TOPIC MORE APPROPRIATE IN TERMS OF THE STUDENTISEXPERIENCEANDTHE TIME AND MATERIALS AVAILABLE TO HIMIS"THE'SYMBOLSOFGOOD AND EVIL IN THE SHORT- STORIES OF NATH1.1114LHAWTHORNE:" 139 111 0 J e NOTE-TAKING' C 141101 THESTUDENT IS CERTAIN OF HIS SUBJECT AND PURPOSE,HE BEGINS TO GATNER INFORMATION TO DEVELOP HIS TOPIC. TO, DETE1.MINE THE SCOPE OF INFORMATION 10,101111 ON HISSUBJECT,: THE STUDMIT SHOULD CONSYDER CON- SULTING diCYCLOPEDIA ARTICLES, THE CARDCATALOG, AND REcrarT ISSUES OF READERS' GUIDE. CONSULTING THEE TEACHER AND LIBRARIANS TOPOTHER SPECIFIC SOURCES OF INFORMATION ON APARTICULAR TOPIC IS FREgUENTLY ADVISABLE. fi MET THE STUDENT' IS' ANARE OF MATERIAL AVA;IABLEFOR USE, HE SHOULD LIST THESE SOURCES BEFORE HE BEGINS THE PROCESS NOTE-TAXING,. IN MAKING THIS LIST, AND TO AVOID UNNECESSARY RE-CHECKING[THEN IT COBS TIfiE TO TYPE THE FTNAL BIBLIOGRAPHY, IT IS TO MAKE A COITLETE LISTING OF ALL SOURCES 1THICH HAY BE USEDIN THE PAPER, WITH FULL AND ACCURATE PUB- LICATION INFORMATION. IT IS BEST TO COPYTHE .BIBLIOGRAPHICAL INFORMATION EXACTLY AS IT APPEARS ON TIE TITLE PAGE,INCLUDING AUTHOR, TITLE, PUB- LISI;fER AND CITY AND DtTE OF PUBLICATION. TIE STUDENT 11ILL,FROBABLY FIND OF USE TO IT HELPFUL TO n;..KENOTE ItIMEDIATELY OF THE PAGES L'HICH !TILL BE 'HT !TH14 HE CHECI(S THE SOURCE MORETHOROUGHLY FOR NOTE-TAKING. EFFECTIVE AND THTOUGH NOTE-TAXING REQUIRESTHE RESEARCHER TO FOLIDII TIIESE,TEPS: 1. CHECK EACH SOURC,1; IN THE=gamilyLISTING TO ELIMINATE ALL SOURCES THAT LONOT asnaiTO USEFULMATERIAL.. REMAIN. 21 PROCEED TO TAKE DETAILED NOTES FROMTHE SOURCES THAT SIZE. A. USED RULED INDEX CARDS, 3 X 5 OR L. x..6 INCHES IN 8. COVER ONLY ONE POINT ON EACH CARD: 1.TRITE. ONLY ONE NOTE ON IT. C. INDICATE THE POINT IN THE UPPERLEFT-HAND CORNER SO THAT THE CARDS CAN LATER BE FILEDACCORDING TO THE 410 POINTS COVERED ON THEM. 140. 0 t 4 D. NAME THE EXACT SOURCE ON THE CARD: [I], FOR A BOOK Opt A PAMPHLET, "DIVE AUTHOR, TITLE (OR ENOUGH OF IT TO IDENTIFY IT), AND PAGE. I [II] FOR A MAGAZINE ARTICLE GIVE ALSO THE VOLUME NulEm AND THJ! DATE. [III] IF IT IS AN ENCYCLOPEDIA ARTICLE, GIVE THE NAME OF THE ENCYCLOPEDIA, THE EDITION, THE VOLUiii;NUHBER AND THE E. USE DIRECT QUOTATIONS TO INCLUDE AN AUTHOR'S EXACT WORDING. AVOID TOO WINY QUOTATIONS. TO INDICATE THAT IIUIELEVAIIT WORDS' OR PHRASES WITHIN A SENTENCE HAVE BEEN OMITTED, USEELLIPSES: THAT IS, THREE DOTS (. .). IF THE OMISSION COMES AFTERA COM- PLETE SENTENCE, -USE-FOUR DOTS: THAT IS, INCLUDETHE SENTENCE PERIOD. ti F. MOST' OF TILE NOTES SHOULD BE BRIEF PARAPHRASEDSTATE-, MENTS: FOR THESE, DO NOT USE QUOTATION MARKS. COM- PLETE SEIITEICL NEED NOT BE USED, -BUT CARE SHOULD BE TAKEN TO MAKE THE NOTES EXACT AND CLEAR. si4 .4 f .141 NOTE CARD WITH DIRECT QUOTE ea. HhEINGUAYIS THEMES "ADVENTURE, OFTEN DARGEROUS, WAS HEMINGWAY'S CHOSEN WAY OF LIFT, AND HIS !IRITING DEALT LARGELY WITH A,CTION, VIOLENCE, AND DEATH. WHEN HE FOUND THEMES TO MATCH HIS-SKILL, HIS WORK MADE HIM ONE OF THE MOST, INFLUENTIAL I:UTHORS OF HIS CENTURY." ENCYGLOPEDIA- AMERICA* (1965ED.Y VOL. 14, P. 8 11..e. ******V , 11 \ NOTE CARD WITH PARAPHRASED INFORMATION' , .r...arV.+4W.Lftw...00,1mMOMP...... HEMINGWAY: USE OF IRONY A GOOD .EXAMPLE OF THE USE OF IRONY OF SITUATION IS IN HEMINGWAY SUPPOSEDLY PLOTLESS "OLD MAN AT THE BRIDGE" ',)RICH HAa AN OUTCOME OF EVENTS OPPOSITE 9F WHAT SPFMS FITTING OR ANTICIPATED. EVELYN E. MILLER, "A TRILOGY OF IRONY, : ENGLISH JOURNAL; 591"(JANUARY,.1970, P.59. 4 *Y o* 142 4 III WRITING THEROUGH DRAFT ONCE THE ASK OF NOTING SUITABLE INFORMATION ABOUT THE SUBJECTFROM ALL POSSIBLE SOURCES HAS BEEN COMPLETED, THE PAPER CANBEGIN TO TAKE SHAPE. THE NOTE CARDS CAN BE SORTED ACCORDING TO THE HEADINGS SOTHAT INFOR MATION ON ONE TOPIC FROM SEVERAL SOURCES CAN SEEASIth. LOCATED. THIS ALSO CAN HELP THE WRITER ORGANIZE THE INFORMATION INTO LIT OUTLINEFROM WHICH THE HEADINGS CAN BE TAKEN FROM THE HEADINGS ON THE CARDS. THE PAPER SHOULD BEGIN WITH AN INTRODUCTION WHICH STATES THEDIRECTION AND LIMITATIONS OF. THE TOPIC. THIS MEANS THAT MUST BE L STATE /T MENT OF PURPOSE INDICATING THE WRITMISINTERES'f'INTHE SUBJECT AND HiS ABILITY. TO DEAL UUH IT IN TERMS OF HISEXPERIENCE AND THE MATERIAL AVAILABLE. .THE PURPOSE CAN BEFURTHER :CLARIFIED BY INDICATING SOME . STRUCTURAL CLUES BY WHICH THE PEST OF THE PAPER WILL BE DEVELOPED. THE CONTENTS OF THE INTRODUCTION, OF COURSEI_WILL DEPEND UPON THEPARTICULAR TYPE OF .TERN PAPER ASSIGNED. , ,,THE BODYOR;MLJOUDORTICN OF THEPAPER FOLLOWS THE STATEIENTOF PUR POSE ACCORDING TO THE PLAN SUGGESTED IN THE INTRODUCTION. THE'PAPER IS BrIOUGHT TO APOINTEDtplICLUSION BY SUMMARIZIN63HERESULTS OF THEs RESEARCH TOGETHER WITH PERTINENT APPLICATIONS FORTHElIEADER. ANY RESEARCH' PAPER REQUIRES THE STUDENT TO STUDY ALL AVAIL MINMILL AND AVOID PERSONAL BIAS IN THE SELECTION OF FACTS4ND DRAWING CON CLUSIONS. THIS CONSCIENTIOUS ATTITUDE OF THE STUDENTIS ALSO RE FLECTED THE FORMAL AND OBJECTIVE STYLE OF-WRITING AS HEPRESENTS HIS FINDINGS THROUGHOUT THEWHOLE RESEARCH PAPER. SUCH A FORMAL STYLE AVOIDS THErUSE OF SLANG TERMS, CONTRACTIONS,AND THE USE OF FIRST ,',ND SECOND PERSON PRONOUNS (E.G.,."YOU" "I" "ETC.") . No 143 e, WHEN WRITING THE ROUGH DRAFT, IT ISNECESSARY TO GIVE-MEDIT FOR AND IDEAS USED FROM SOURCES. EVEAY IDEA THAT IS LEARNED FROMdOTHER SOURCE hUST BE DOCUMENTED. ETERYTHING THAT THE STUDENT DOES NOT 'THINK OF FOR HIMSELF, Oil. OBSERVE HIMSELF, OR THATIS NOT COMMON KNOWLEDG MUST BE DOCUMENTED FOR TWO RE ,',SONS. THE FIRST -REASON IS HONESTY, IN ACKNOULEMINGTHAT THE IDEA IS SOMEONE ELSE'S: THE SECOND IS VERIFIGA- TIONI:SO.THAT ANYREADEZ INTERESTED COULD GO. TO THE ORIGINAL SOURCEFOR MORE INFORMATION. FAILURE TO PROVIDE ACCURATE FOOTNOTES IS DISHONEST, BECAUSE IT FALSELY CLAIhS ORIGINALITY, AND CONCEITED,BECAUSE IT DE- ,- HANDS BELIEF WITHOUT AUTHORITY. DOCUTIEFTATOli OF SPECIFIO, ITITIS,IS TO BE HANDLEDAT THE END' OF THE WITHIN THE TEXT OF THE ri,rm IN THE \ QUOTED MATERIAL PATZENTHETICALLY FO LLOT. !II 1G, ;AMER : "CONTiiOL OF LANGUAGE ruys. AN IMPORTANT ROLEIN SOME ANTI- UTOPIAS. NOT ONLY ARE PRIVATE CONVERSATIONS MONITORED - AND AND RECORDED: .INCERTAIIUTOPIAS" EVEN THE STRUCTURE AND 7CC,IBULARY CF ME LANGUAGE ARE OFFICIALLY ALTERED ORPURIFIED." (4, P.45) IN THE EXAMPLE ABOVE, THEOOTNOTE FOLLOWS IMMEDIATELY AFTER THEIDEA LEARNED. THE FIRST NUMB R REFERS TOTHE CORRESPONDING ENTRY IN THE BIBLIOGRAPHY, GIVEN TOGETHER WITH THE PAGE NUMBERFROM WHICH THE MAT- ERIAL IS TAKEN. OBVIdUSLY, THE IMPORTANCE OF THE WORDING WILL DETEE7 . -- MINE WHETHER THE EXACTWORDS OF THE SOURCE WILL BE QUOTED 'DIRECTLY OR WORDS OF THE AUTHOR WILL BE PARAPpRASED. FORMAT OF THE FINAL PAI'M ;Y. PREPARING THE FINAL PAPER. NUST BEVERY NEAT AND READABLE, TO ACCOMPLISH. SHOULD BE FOLIDUED: .., THIS, THE FOLLOWING STL THE PAPER ILY.;:BE HANDWRITTEN(IF YOUR INSTRUCTOR SO ALLOWS). 144 0 4, 1. USE AIDE- LINE? 'WHITE THEME PARER 2. WRITE ON EVE1Y OTHER LINE. THIS ALLOWS COMMENTS TC1' BE WRITTEN IN .EASILY. . 3. USE THE BESTPENMANSHIP POSSIBLE LND BLUE OR BLACK INK. 'THE 4. USE THE GENE LL FORAT WHICH IS DESCRIBED IN TYPEWRITE', COPY AS CLOSELY LS POSSIBLE. : Yo D. TYPED PAPER IS BOUND AT THE LEFT -WAND' SIDE. i 1. USE THE FOLLOWING IS AS DESCRIBED: 4. A. THE LEFT MARGIN SHOULD BE 1 -?f INCHES WIDE (PICA, 15 SPACES: ELITE1.18SPLCES): THIS EXTRA '; INCH WILL BE TAKEN UP UHEN THE. PIPER IS STLPLED. B. THE RIGHT MLRGIN SHOULD BE 1 INCH(PICA, 10 SPACES; ELITE 12 SPICES) . 04 .0,1 'CD <4 0 CD4,,a, O C. THE TOP mhaoill OF PLGE ONE SHOULD BE TWO INCHES (12 BLANK-LINES) . D. THE TOP MARGIN OFSUBSEQUENT PAGES SHOULD UNIFORM WITH L ONE INCH MARGIN. (6 BLANKLINES) -- 1. LELVE LT LEAST TWO LINEIS OF LPARAG4HLT. 4 'THE BOTTOM OF A PLGE. 4 A 2. CARRY OVER TO THE NEXTpithE Ax 'LEAST tie LINES OF A PLRAGRAPH. In VEIL DIVIDE, L WORD' LTTHE BOTTbil OF L .r.:,oE TO CARRY THE RESTOVER, TO THE NEXT PLGE. 2. SET THE il;CHINE OH DOUBLE SPACING FORTHE CONTENTS, OF THE PLPER. A. SINGLE SPACE QUOTED HLTERILLOF FOUR OR LORE TYPEWRITTEN IVES 4 I 1 3. EACH PAGE SHOULD BE NUMBM/ED.,, t A. ON PAGE ONE, THE NUMBER'Ie CENTERED INCH (3 BLANk LINES) FROM THE BOTTOM OF THE PiasT PAGE. B. SUBSEQUENT PAGES SHOULD BE TYPED qt INCH. (3 BLANK LINES) FROM THE TOP OF THE PAPER AT THE CENTER OR THE RIGHT MARGIN. 4. THE BIBLIOGPIAPHY WILL BE LAST PAGE, OF THE FINAL PAPER AND NEED NOT BE NUMBERED. los CENTER THE WORD, BIBLIOGRAPHY, ON LINE 13 FOLLOWED BY A TairIE srAcE. .'e D. EACH REFERENCE IS LISTED 1N ALPHABETIC ORDER. C. EACH REFERENCE IS SINGLE SPACED WITH 'DOUBLE, SPACING BETWEEN REFERENCES. D; THE FIRST LINE OF EACH ENTRY SHOULD START AT THE LEFT MARGIN; ALL SUCCEEDING LINES SHOULD,BE IN- DENTED FIVE SPACES. EACH BIBLIOGRAPHICAL ENTRY SHOULD BE NUMBERED. NUMBERED. 5. THE TITLE PAGE IS THE FIRST PAGE'AND IS NOT THE FOLLOWING EXLMPLE 18 ONESTYA'WHICH MAY BE USED. ------77SYMBOLS OF GOOD AND EVA IN THE SHORT STORIES OF NATHANIEL HAWTHORNE DY JOHN A. STUDENT 3 ENGLISH III CLASS3-6 JUNE SI.1 1973 I. 4 6 EXAMPLE OF A BIBLIOGRAPHY 4 1. "AIDING THE ARTS" THE MILWAU KEE SENTINEL, JANUARY 15, 1963, P, S. (FOR AN UNSIGNED NEWS STORY- 2.+ BAUR, CARLOS.ERNEST HEMINGWAyLALIFESTORX,. NEW YORK: CHARLES SCRIBNER'S SONS, 1967, PAGES 1 -8. FOR A BOOK BY ,t. ONE AUTHOR): 3. BROCKl!AY, HALLACE, AND WEINSTOCK HERBERT. THE WORLD OF OPERA. KEIT YORK: PARTHEON BOOKS, 1962, PP. 60 -65. FORA T? 10 OR MORE AUTHORS) 4. ORANBER OF COMMERCE OF THEUNITED STATES, FOREIGN COMMERCE DEPARTMENT. GUIDE.TO FOREIGN INFORMATION SOURCES., WASHINGTON D.C.,' 1962. FOR PAMPHLET 5. FUSCO, GENE C. ORGANIZATION AND ADMINISTRATION OF PUPIL PEtSONNEL SERVICE PROGRAMSOF SELECTED SCHOOL SYSTEMS.WASHINGTON D.C. U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, 1961. (FOR A SIGNED PAMPHLET) a 6. GINIGER, HENRY. "'FRANCE PROTESTS ALGIERS SEIZURES." THE NEV. YORK pfs,APRIL 6, 1963, P. 3. (FOR T, SIGNED NEWS ffurTy-- 7. KANE, HILL. "MEXICO'S NE?' RAIL THRILL." TRAVEL, 119,FEBRUARY,, 1963, PP. 34-37. (FOR SIGNED MAGAZINE ARTICLE) 8. LONBLRDI, VINCE, INTERVIEWED BY JOHN A. STUDENT, GREEN BAY CITY, STADIUM, GREENBAY, WISCONSIN, 10 A.M., OCTOBER 26, 1962 .(FOR AN INTERVIF1,!) . t "NU! LIFE OF THE RIVER." , TIME, LXXXI, 'JANUARY 4, 1963, P. 62 (FOR .A11 UNSIGNED MAGAZINE ARTICLE) . 10. SHAKESPEARE, HILLI4M. MA CBE, IN COMPIETE WORKS, ED. BY .CHARLES JOSEPH SISSOL.ETHEWYORK: DODD, -MEAD & gOMPANY, 1969. ,(FOR L BOOK THAT IS EDITED OR L EDITION). 11. "THOREAU.': ENCYCLOPEDIA BRITAHNICA, 1967 ED., VOL. 21, PP. 1473-10714. (FOR AN ENCYCLOPEDIAARTICLE) A 147 I BIBLIOGRAPHY.c mit d. 1? UN TERNEYZZ I, LOUIS, ED. MODERN AMERICAN POETRY NEI! YORK: BRACE & 'IOU])INC., 1-T58, PP. FOR 1,1;1 ANTHOLOGY) 4 13. WEBSTER I S BIoorutplu CAL DICTIONARY. SPRINGFIELD, I iLSS . G. & C. I MERRILM CO. 1961,P. 535. (FOR .',. BOOK III TH NO AUTHOR' s, NAME GIVEN) ( 14. VILLIAIIS, JOHN F., U .S . SENATOR FROM DELL IARETO JOHN A. STUDENT; l\fARCH 16, 1963. (FOE A PERSONAL LETTER) 15. :RIGHTLOUIS B. THE CULTURI,L LIFE OF THE LIVRI CAN COLONIES., 1607 -1763. ( THE NEILi.-IERI-CArIETTOirgifIESED. BY HENRY STEELE COOMILER AND RICHARD 113 . MORRIS), NE.7- YORK IHia2PER BROTHERS 1957,PP.1 -22. ( FOR A BOOK INAl SKIMS ) rj (s. I 148 WRITING RESEARCH PAPERS '" t: What is the purpose for writing a research paper? S_tages of_Dpmeloppent - , 1. Determine your topic. Have it approved. (It might be advisable to limit your topic.if it is too broad). 2. Browse! Determineilhether there is enough avallablekinformation. If there isn't, change your topic! s J. Where will you look for inform ation on kour topic? .Card pate- logue, ,leaders' Guide, "Special"' Encyclopedias, Referencebooks, .Pamphlet File, Interviews, Tapes, Films, Filmstripf,;and Newspaper . Indexes. information, read and take 4. After you have located'many sources of notes,on notecards. ::rite brief, concise notes. Don't copy! Just write enough to help you remember'whatyou've read.' De sure to include the necessary informationconcerning where ybu re- ceived your information. Periodical: Name of article, author, ,tithe of magazine', and specific page number: ti 'Book: -Title of boo k, authOl, publisher,publid-ation date, location of pUblisher°and pagenumber.' 5. ,Organize..notecards into subject (topic) areas., Note Cards due 6. Formulate outline of paper. ,You may wish toorganize,it according to: . .4 I Introduction II Body G III''Conclusion . 7. 111.te rough draft. ,-(Due .) , Thank of-an interesting way to write anintroduction. Use an . anecdote, example, definitien,question. , Include all of your evidence in the body. Be sure not to,state any opinions in this part! Use the ast 'teme'when presenting your information. , ). The purpose of th6 conclusion is to 'spuneverythingqogether" and to draw your own conals'ions. Remember, this is the section to present your views andminions,but do not become opanioriatedl 141 n . 4 t. 4. 1 e . , i ee: . .... , . . 8. Selct an qpropriate title for yol/IrPaper.t ...... 4.24 ,.. 9. .Froofread, proofread,proofread,before yolk hand in yOur rou ie draft. LsR yoUselfz 'Did. I'say what I wqntea'to say? pia 1, say'itin an,±hteresting, manner? DidIslip 'any words? 'Did I; usp.formal language instead of slang? Di I have any run-on sentences? DidI check,the spellingtof.word6 about, which I was unsure? Did I flover'-use". any, words? ,If o, did I use'a Thesautus? 10. Did I use transitional phrases-to provide continuity to my paper? (De sure to plate 'h cothma after each transitional phrase) , However, For.example,' In spite of this, There's always 4 aso, Further more, Therefol'el In addition, Cn the other hand,1 . Heanwhile, In contrast, t 11. Footnotes: Place number after 6tatementspl# are notoriginal Place,same number at bottom of page. (see "footnote supplement" as to the proper form forfootnotes. ), 12; \rite bibliography which is inserted after the text. (Ste "bibliography supplement", as to the properform.) 13. Check forthat: Table of Contents; Pages should be numbered in '!rite in ink on one side.of the paper; Title 8. the center -tom; Tage shOUld include title of- paper, your name,and,date. 14. Turn in rough draft so. that your instructor Mayadd her , suggestions form improvement.. k t 15e Reviselt revise, revise into formal 'draft.41 PLEFEPOICE Copies of the booklet, ".lesearchingfand'Reporting" by Robert and Mary Lou Burch, Xerox Corporation,1973, is available fpr' chepk-put from the Reading Lab. 411111, dS . 4 V .' ,t N. ), :.V41,:i3LE I 4- JUNIOR HIGH /UPPED jitlIPUILE "VI sA.M.*" '. Sound FS K-194 , Images & Imagination' Transparency 112552 . Outlining Skills. K-319 '14.11;tage: the mirror of'mans growth Sound FS aTe 1 04 Linguistic backgrounds SoundFS. :" a-f .1011111G g,171h Composition topics Fs K-171a Developing concrete details Sound FS K -171c Journakkmping for writers SoundFS g.-172h hapods of doVeloping a paragraph. SoundFS --:, ie-...... ,c7 Ki-172c Huth oferganizing a%paragraph - Part I FS . ,-..,:,,,,- . - 'IC -172d Hethodsiof orcanizing a paragraph , Part II FS' . . K-17;a Planning a- -para graph & creating a topic sentence Sound FS K-17Th aevising.the composition' -Sound FS K -171d ,Sample journal entries SoundFS K-1716. Stop looking & startseeing FS . K=171g' Tips on writing the news' story K-1711 Tips on writing tha short, story, . POETRY K-314b !. closer looks 2523' -447 35mm/caisette Iiyric:poetry.. AT-3305 sound F K -317d Narrative poetry yX-3304"stund Short poems Part I 2179-C FS K.1.315e KI3A,id Short poems: ,Part II 179-D FS / p ,',281.010001PS .1* FS7O! + -7q9Understanding poetry K-314a !that is poetry :,323-447 :-. Sourid FS' s. 151 Sound FS K -316 Ilhat to look' ;Or in pootrz a-f r GUDE 4 5-677 8 OBJECTIVES INTtRMEDIAT4Uppaq LITINUIL RECLLL Given a one or two paragraph oral pre- 913.19..ctivq: sentafiont.the student should be able to demonstrate his recall of the material by.answering factual R n n questions. - the Objective: . Given a short gral presentation, student should be able to summarizethe content. X R.' Z R Clolective: Gi'ven a short 6ralpresentation; the student should be able to summarizethe material ' in correct sequence. aljectiv: Given.2-5 direction.% orally,the' the studenta be able to accurately'follow R iL R 11 directions Given an oral presentationl.the (4219.ctiv°.: student should be able totake notes in written X R R form., B. 111MTNTILL -IpTERPRETLTIVE Objective: Given a.short oralpresentation, the the studentshould be able to recognize R R 'R main idea.and details. Objectiie: Given a short oralpresentation, rhe stlident should be ableto identify descriptive".'' phrases as describingaction, painting visual 2ictures or denoting souridgby retelling, the specific ItOms. Given a short oralpresentation, the student should be?ble to state the speaker's It purpose. presentation, -9.12.1qcLivef# Given a short oral the student shouldbe"ableto predict an titcome.. presentationl,thQ 4. 2hiA79.: %yen an oral student should be able to analyzethe message by. correctly identifying themood,of the speaker by '. the tone of his voiceand his body language.' 152 3 11. 211.1.,:. Given ashort oral p entation, the student should beable to identy the cause of a given effect, oridentify the effedt of a given action. C. CRITICAL EVALUATIVE Objective:, given an appropriate oralLpresenta- tion, the student should be able to differentiate between fact and opinion. ajectivet. Given a tapede'radio newscast, the student should be able to recognize bias state ments containing loaded words, exaggeration 4, and opinions.presonted as facts. / (bloc:Live: Given an oral presentation, the ostudent ihould be. able to correci,ly draw con- clusions. R R R R SUGGESTED LISTENING SKILL ACTIVITIES--INTMEIATELEPRER . 1. What Happens Ne xt? Read aloud pert of a story which is unknown to the pupils and have them suggest what will happen next. 2. Poem of the Week Have a corner or carrel in a,corner of the room. The'child sits-pt the booth and listens to a poetry tape. Ho may illustrate the/Poem on a piece of paper. ,` FollovriaLIgmaans The gaup is divided into or 3 teamd. The teacher biV,c s a series of directions, perhapshree or four specific things) to do. Each child who can follow directions' accurately and in order scores one point for histeaM. 4. §apjalhe Word -The teacher reads a selection, omitting One or more'word in each sentence. Have them tell the missing word. 5. Distractions''Eiscu'dS-with the group the fact that listening 'efficiency,. is cut down by distractions.' Have group listtangs that interfere such as noilbel. talking, ; -alternativeactivities, and comppting.centers of interest. If possible, add one way to evercomeeach type of distractiqn. 153 6: Telephone ,First child whispers a statement to thechieenext to him who passes this to:the next childand so od uhtil the last child irepeats the statement aloud. Several groups of five or six pupils 7. !Mini: to Tall=Tales ' may be formed to tell tall tales.Lfter group consultation 'about a theme, the leading storyteller of the group should open the tale wi;than incidentto which each member of his group-will listen and in turn add a newincident. 8. Listenin4 to Catch Lbsurd Details 'DiVide the group into partners and ask each pair to prepare-a paragraphof two or three sentences in Which one word or idea isobviously. absurd. The paragraphs are to be read to the class or Broup and they try to find the absurdities. k 9. Ldvertisements From majazines and newspapers at home have students clip ads that depend on verbal messages to sell their'product. ,Have the pupil read his clippingto the group, if possible, in mannerof a radior television commerical. L discussion of the language used and theneed - of critical listanihi; may result. ADDITIONAL LCTIVITIES Listening Skill Tapes Tongue Twister Records Oral Plays, Radio, Critiquesor,presentations Lectures StorytiMe Note- taking Oral Tests t fr 4 .154 A , -GRILDE 4 -A-7T 7, 8 III SPELKING OBJECTIVES - INTM123EDIATI6IELE , L. PRESENTATION SKILLS Ob2stive: Given a list of topics, the student will select one and should be aple to prepare an oral presentation according tvt,he following criteria: 1. Demonstrate poise, eye Contact, appro- priate gestures IL i R R Vary the pitch, volume and intonation of his voice when participating in formal conversation. X R 3. Vary ciral vocabulary usage according to the situation and the expectation of the listener. n n R 4. Use correct Grammar in'oral presentation R 'RR RR 5. Locate source (s) for inforn;ation on the topic 41 P. It P. '6. Take notes on the topic X .R R R 7. Prepare an outline - XRRR 8. .'assemble ony necessary LV aids iL R R 'R R 9. Demonstrate courteou behavior R iIRRR FORMS-OF ORLL EXPRESSION* 1. dividual Presentations , 2.1Pc0x9: en an appropriate situation, the studerit'should bL -Ible to demonstrate the follow- . inG, forms of indivi.i oral expression: a.' Give oral directi s R it nIt A , b. Retell a story R , R R, R R c. Retell an event R R .re R,R., : d. Orally summarize information R.R ,71 PL R' e, Informally introduce a person* R R R R R f:' Formally introduce a person X ni: 4R g. Reporf orally R it R.' R ,R . h. Give a speech to entertain' X ,,: rz .. i. Give a speech of demonstration. X ..R IV' " a j. Give'a speech ,to persuade . . X 7' k. _Interview another person PL a 11 a ... n- I., Respond orally to, specific ,questions / ' 'with appropriate answers -: R J R R -R R. m.' Give a speech of personal experience . Rcn R 7,12' n. Pptomine accurately a Given situation n R,'.R .R. R. 155 GRADE 4 5..6 2. Group Presentations Objective: Given an appropriate -situation, the . student shoul4 be able to participate .n the following forms of croup oral expressions: a. Role Playing n n P. b. Group Discussion: debate,panell.roundjble. X c. Dramatic presentation nnnrzn SUGGESTED SPEAKING ACTIVITIES Interview in j a. Interview a classmate and then introduce him to the class. b. State a "Broadcast" -- studentS interview each other on a mock radio broadcast -- on tape recorder or pver p.a. system. .c. Take a survey of class members on any topic and orally: present results to tlass. A d. ,Interview a parent. e. Determine questions to be asked the interviewee in ay' group situation. i 4l tromDiscussion a. Debates b. Draingtorming on a project or topic while a student takes notes. 4 c. Invite a personto class and have a panel,interview him before the class. d. Solving a given problem through group discussion . e. Conversation croupswith designated group leader (also good to. analyze roll-playing) f. Panel discussion with preparation 156 I 3. Dramatics a. Puppet shows bl4Individual or group presentation of an original-scene. . c. On the spot" dramatization of a situation determined by the teacher. (En "You are walking to school and see smoke'on a roof. Soon you see a spurt of fire. Run to the door and let the person who lives inside know about it.") )41. Dramatize a social situation (EX: How to ask for a job.) e. Dramatize historical event. Read about an event, child writes a skit and creates a scene. (EX: men around a campfire at Valley Forge.) f. Storytelling as a character from the story. Lct out (Read passage from book) h. Spontaneous role-playing i. Choral reading of poetry j. hdvertise a product "on the spot". k. -Making an experience chart 1. Interpretation of pictures . Oral Games a. Tongue-twister reading contest b. Telephone game c. Sentence completion games d. Ldd oto a story ("On my way home, I bought apples, bc Lnas, cakes . . 5. Snoech Makin Presentation Skills: a. Wait until the jtudience is ready. b. Stand naturally, not stiffly or slouching. .6. Speak sloyly and distinctly. d. Speak-loudly. e. . Know yourmaterial. f. Look at your audience. G. Be entrat±erstic. h. Finish your speech before starting to your scat. 4". 157 Name: WSJCO Date: . ,-- Speech Numbr , . . Waited until the audiencewas ready . . Stood correctly . . , Spoke slowly & distinctly 1 $ .- . , _- Spoke. loud enough . . 1 .. r Knew the material . ,- , ----r- . Looked at the audience . : . . . FinishedWas enthusiastic speech befox.e starting to seat .., . , . . ott