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Report Resumes REPORT RESUMES ED 012 635 RC 000 888 EIGHTH GRADE ENGLISH CURRICULUM. UNIVERSITY CITY SCHOOL DISTRICT,MO. PUB DATE 65 EDRS PRICE MF-$0.50 HC-34.69 117P. DESCRIPTORS- *GRADE 8, *ENGLISH:*CIIRRIrUi"M GUIDES, WRITING SKILLS,.GRAMMAR, MATURITY TESTS,READING, ATTITUDES; VOCABULARY, BIBLIOGRAPHIES,POETRY, LITERATURE, *ENGLISH CURRICULUM, UNIVERSITY CITY A CURRICULUM GUIDE FOR TEACHINGEIGHTH-GRADE ENGLISH WAS DEVELOPED IN 1965 AT UNIVERSITYCITY, MISSOURI. FOUR UNITS ARE PRESENTED IN DETAILEDOUTLINE FORM.--"PAST THROUGH PROLOGUE," "GROWING UP,""WHAT IS HUMOR," AND "HEROES, REAL AND UNREAL." THREE OTHER UNITSARE SUGGESTED BUT NOT OUTLINED--"VALUE AND VALUES,""FORMING OPINIONS," AND "THE RIGHT TO BE AN INDIVIDUAL." AGENERAL BIBLIOGRAPHY IS PRESENTED.FOR THE OVERALL GUIDE,AND SPECIFIC BIBLIOGRAPHIES ARE INCLUDED FOR EACH MAJORSECTION OF THE INDIVIDUAL UNITS. (RB) . Ln re U.S. DEPARTMENT OF HEALTH, EDUCATION & WE1FARE OFFICE OF EDUCATION rI Ca) THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS LL.1 STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY. EIGHTH E INGLISii CURRICULUM 1965 UNIVERSITY cm PUBLIC SCHOOLS fc006Ur TABLE OF CONTENTS General Introduction General Bibliography Part 1..111141f Past Through Prologue Part IL. Growing Up' Part III. What is Humor? Part IV....... Heroes, Real and Unreal INTRODUCTION 1. The resource units and teaching plans presented in this booklet are based on the unit concepts and topics drawn up at the English curricu- lum meetings held in the spring of 1965.As teachers use these units during the year, they should keep notes on suggested improvements which might be made in the next revision of the units. 2. These additional unit topics are suggested for the course: a. "Value and Values" b. "Forming Opinions" -- sub-title "You Can't Tell. a Book by Its Cover;" include study of mass media. c. "The Right To Be an Individual" could include. stories like "The Outcasts of Poker Flat." 3. Teachers should keep listings of materials used in additional units and of ideas for presenting these units.These lists will serve as guidelines for writing of the resource units. 4. Writing and grammar skills which should be integrated with the litera- ture should be taught in a sequential pattern. 3. The suggested order for teaching the units is: a. "Past Through Prologue" b. "Growing Up" a. "Value and Values" d, liFormina Obinionall e. "What is Humor?" f. "The Right to be an Individual" -g. "Heroes, Real and Unreal" 1...10MIMmiftNIOSISIMOMMINSINOM GENERAL BIBLIOGRAPHY The following articles are writings dealing withnew ideas and theories in the teaching of English.All the material is available in the Instructional Services Room, Ward Building. "Picture of a Modern Curriculum for English," James R. Tuck, MICHIGAN EDUCATION JOURNAL, October, 1963, p.17. "To Instill in the Pupil a Desire to Read," Thomas D. Edwards, SCHOOL AND COICUNITY, January, 1965,p. 13. "Values and Student Writing," Phyllis Lieberman and Sidney Simon, EDUCATIONAL LEADERSHIP, March, 1965, p. 13. The Role of Japanses Haiku in the Teaching of Creative Writing," Salvatore Messina, JOURNAL OF SECONDARY EDUCATION, March, 1964, p. 122. "A Critique and Proposal for English," Claudia Reeve, JOURNAL OF SECONDARY EDUCATION, March, 1964, p. 125. "Sequential Procedures in the Teaching of Written Composition," Joanne Dale, JOURNAT_ 0? SECONDARY EntrATION, January, 1964,p. 14. "A Review of Selected Literature and Researchon Teaching Composition," Patrick T. Hayden, JOURNAL OF SECONDARY EDUCATION, April,1965, P. 147. "Moral and Spiritual Values: To Teachor Not to Teach?" Ramon R. Reid, JOURNAL OF SECONDARY EDUCATION, February, 1965,p. 77. "How Do We Teach?" ENGLISH JOURNAL, May, 1965. "English Composition: The Hardest Subject," AlbertR. Kitzhaber, BULLETIN OF EDUCATION, University of Kansas, May, 1965. SCHOOL DISTRICT OF UNIVERSITY CITY a ary of Meeting on Eighth Grade g Time: 1:00-4:00 p.m. Place: Board Room, Ward Building Personnel Present: Virginia Plank, Billie Persons,and Barbara Ross (HarsleY)i Mary Ann Rmf, Judge George, and lois Hachtmeyer (Brittany); Dr. Haugh, consultant. The group discussed the approaches to beused and reached consensus upon the following: 1.That the two programs, departmental at Hanle; And team teaching of Inglish and Social Studies at Brittany, be lookedupon as two different organiza- tional plane of reaching thesame objective. 2.That both programs should follow the unit approach. 3.That the units chosen be applicable to bothprograms but that they na be chosen with a Social Studies emphasis suchae that followed in Grade 7. 4.That the units include the following topics in the apprortnatc order given below. pnit T. "Past in Prologue" a study of our heritage; respect for the past; could build upon the work done in reporting in Grade 7. b.Unit II. "Growing Up" include a study of Johnny Tremain; could build upon narrative writing in Grade 7. c.ni In."Value and Vainee-- could include poetry selections here. d.Unit IV. "Forming Opinions" sub-title: "You Can't Tell a Book by Its Cover;" include study ofmass media. e.Unit V. "What Is Humor?" could include limericks and parody. f.Unit VI. "The Right to Bean Individual" could include stories like "The Outcasts of Poker Flat." g.Unit VI/. "Heroes, Real and Unreal"-- could include descriptive writing, the study of biography, myths and the tall tale. 5.That the English grade teachers look for additional titles and also consider the possibility of including some optional units. 6.That a preliminary unit such as the one to start the seventh grade is not necceseary for the eighth grade. 7.That a framework of skills in writing be prepared that will be developed through writing activities thatcan be taught in each of the units. Eighth Grade English Page 2 S.That a framework of skins inreading and activities to develop them be prepared. (See list from Wichita Public Schools) 9.That a framework of speakingAnti liottgming eerier's.ftimil -^tivitiem to deval-p them be prepared. 10.That basic spelling andvocabulary lists be developed for each unit. 11.That grammar andusage to be taught be related to the writing and speaking activities and thata framework of grammar, capitalisation and punctuation items be preparedso the teacher can keep track of items taught andre- taught in relation to bothremedial and developmental needs of the students in writing and spealdnge cdr April 21, 1965 Office of Instructional Services 8th Grade Unit: Past Through Prologue I. Area to be covered: A. Literature selections that portray our cultural heritage. B. Basic writing skills. C. Basic grammar skills. II. Purposes: A. To develop a realistic picture of early days in America. B. To understand and appreciate historical persons. C. To increase vocabulary and improve reading skills. D. To write paragraphs for diagnostic purposes. E. To diagnose level of grammar usage and understanding. F. To distinguish between fiction and non fiction writing. G. To start students thinking about men's courage, beliefs, ideas, morals, ambitions, etc., all of whichwillbe studied in later units. III. Introduction: A. This unit is intended to be the introductory unit for eighth grade literature and English. Diagnostic grammar tests and writing assignments should be used during the unit. B. By having the students read individually from books checked out of the library, the teacher es- through class discussions begin determining the level and Twnfinianey of reeding. C. Through oral reports on historical sites v.t'sited by students the speaking ability of the students can be observed. D. Stress that the present has been built on the contributions of the past. For example: The Indians contributed to our civilization because our forefathers borrowed liberally from the Indian culture which they found here. E. Tha past,just as the present is, was built on the hopes and despairs, the ardors and endurances, the joys and sorrows of plain people everywhere. F. Be truthful and realistic: point out the ruthless and selfish motives of many while emphasizing the courage, endurance, hardihood, good humor, and love of freedom and opportunity of the majority. IV. Teacher Bibliography: AMERICAN INDIAN J970.1 University City Library T1 fiRRITAM OF AMERICA Henry Steele Commager and AllanNevins/eds. ART AND LIFE IN AIIWtICA Oliver WitteiTairsLarkin AMERICA'S COLONIAL HERITAGE Patricia Acheson AMERICAN HERITAGE (There are numberous of these books whichdeal withall phases of our heritage.) 8th Grade Unit: Past Through Prologue V. Outline of Unit A. Introduction This unit explores the nature of the people who seek new frontiers. These frontiers are veryoldprocesses which man repeats over and over again in many different areas, both geographical and intellec- 4.10.1 4110. 41.0 414. lummarlue lAW000 WSW MMIFIP WUVU Wia WIC=40SWARM V& USW frontiers have created the culture in which we live today.The Indians, explorers, adventurers, settlers, politicians, inventors, scientists, and artists all contributed to the development of: America. The outlaws and other undesireable persons also added to America; it was to control these people that some of our heroes came forth. To modern men the past may seem filled with foolish mistakes, colorful escapades, or too perfect men and women. Bringing the past to the junior high student as a.th!....idiof courageous but human ravii and women who faced problems unique to their age is the purpose of the reading, discussions, and writing of this unit. The teacher through his or her wide reading of the biographies of these histor- ical personages can transfer to the students the fobilee and idio- syncrasies of these people. Through comparison with leaders in today's frontiers show the students howmen in all ages are different because the particular problemsof the times are different. itnother aapeet of the subject which is ofpr412__Lary-IL-portal-1os is the nature of the impulse which sends men into thenew, the unknown and the unconquered; the response of America to the frontier is representative of the responses of men of many differentcountries to many different kinds of challenges.
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