A Nongraded Phase Elective Senior High English Curriculum. INSTITUTION South Bend Community School Corp., Ind
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DOCUMENT RESUME ED 074 512 CS 200 419 TITLE A Nongraded Phase Elective Senior High English Curriculum. INSTITUTION South Bend Community School Corp., Ind. PUB DATE [72] NOTE 497p. AVAILABLE FROM Mr. Russell Rothermel, South Bend Community School Corp., 635 South Main St., South Bend, Ind. 46623 ($8.00, make check payable to the South Bend Community School Corp.) 1:DRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS Business English; Composition (Literary); *Course Descriptions; Creative Writing; Drama; *Elective Subjects; *Enc-ish Curriculum; English Instruction; *High School Curriculum; Instructional Materials; Language Development; Literature; Multimedia Instruction; Reading Instruction; Speech Instruction ABSTRACT The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for, those who have an average command of basic language skills and want to advance at a moderate pace, Phase 4 for those who learn fairly rapidly and have a good command of the language, and Phase 5 for those who are looking for a challenge and for stimulating experiences. Each elective, including the freshman introductory course, is offered fox a 12-week period. Along with course descriptions, a list of objectives and instructional materials and a short course outline are provided. On occasion suggested approaches, techniques, and additional references are also listed. Some of the subjects offered include basic reading, theater, mythology, vocational English, creative writing, modern media, journalism, developmental reading, American literature, American fiction, English novel, humanities, politics in literature, comedy, Shakespeare, short story, speech, drama, and a few year-long courses such as college prep, mechanics, speaking, and grade level courses. (HS) L 11ED FROM BEST AV;iILfiBLE COPY U S DEPARTMENT OF HEALTH EDUCATION & WELFARE: OFFICE OF EDUCATION THIS DOCOME N; HAS RE I N FE TRIED DUCT ET)I XACT i AS RI I ClI RON't THE PERSON OFT ETRiANtz'A.TtilN INA I iNt, ITPOINTS. 01 \ II wet OR OFTN IONS SI AT I D DO NOT NE. CISSARIL RI PRE SI NT OfF Al OfILIDI £DO CATION POT,I TiON OH PER A NONGRADED PHASE ELECTIVE SENIOR HIGH ENGLISH CURRICULUM Donald A. Cake, Superintendent of Schools William Fitzgerald, Administrative Assistant to the Superintendent Russell Rothermel, Assistant Superintendent of Instruction Lawrence McKinneY, Director of Secondary t for Sc _TE .3r lire: cf angLar;': 'rts The Curriculum development reported in this document was supported in part by the Model Cities Project for the City of South Bend. THE PLANNING STAFF AND TEACHER CURRICULUM COMMITTEES Washington High School LaSalle High School. Principal - Kermit Thompson Principal - J. Gordon Nelson Departmert Head - Genrgina Voll Department Head- Ann Korb Teachers: Norma Hoffman Teachers: Leona Bobin Louise Drapek Carol Burrows Carol Dulcet Catherine Carroll Marilyn Fodor Christine Jankowski Thomas Foley Mary Mathews Joseph Good Margaret Myers William Kanlewski Edward Nugent Ann Lehman Mona Paulson Casimer Pikuza Jerry Stover Kathy Reeves Annette White Ruth Tulchinsky James Wright Don Watson Head Counselor - Steve Koeana Virginia Black Nancy Conrad Patricia Sell Central Middle School Head Counselor - Frank Ernest Principal - Rov Hefner Department Head - Michael Erwin Heec. Counselor - Lyndal Fox Rilti_Hig School Principal - Howard Crouse Department Head - June Waterman Jo :n Adams Hi h School Teachers: Thomas Black Prl=idral - Virgil Sandra Hojnacki Der=tment head - GE.: 'line Phyllis Keays Tee:mers: Eabbette Melvin Martin Mary Virg: n4., Rosenfeld Frances McMillan Parbara Ringer Emileann Uargo Head Counselor - Agnes Burns Dennis Wielgos Head Counselor - Jo Ann Hammond Clay High School Principal - Philip Ell Jackson High School Department Head - David Matson Principal - James Early Teachers: Sheila Dempsey Department Head - Lois Claus Daniel Kasper Teachers: John H. B. Kauss Robert Krouse Frances Smith Ralph Radecki Stella Thomas Head.Counselor- Tom VanDeLalle Head Counselor- Everett Holmgren North Liberty High School Principal - Keith Davis Department Head- Al DeRue Head Counselor - Ronald Hosinski FOREWORD "The purpose of a liberal arts education is to expand to the limit the individual's capacity, and desire, for self-education, for seeking and finding meaning, truth, and enjoyment in everything he does." Whitney Griswold, President Yale University, 1950 -1963 TABLEOF CONTENT5 Pecta Philosophy and Overall Plan 1 Ninth Grade English Electives: Introductory English Course For All Freshmen 5 Basic Communication 9 Basic Reading I 13 Communication Arts 18 English On The Job 22 Intensive Reading e 00 i30< 0 25 Introduction Ti 'theater 29 Matur MOO ..... 33 Myths.. -agenda, and Folklore..., ,.. 37 Peop1L, OOOOO 1. 4, 0 0 0 46 Readir,:: Tech-Aquas 52 akt, -znk-t Yourself ", k 57 War and its Consequences 62 Composition and Language Development: Business English... 66 Composition 69 Composition 73 Creative Writing 78 Creative Writing 82 Creative Writing 86 Creative Writing 90 Creative Writing II 94 Essay Writing and the Research Paper 96 Independent Study 111 FOCUS on Language 115 Practical Writing 120 Preparation and Practice for the Sat and Other Standardized Test 126 Courses in Modern Media: Appreciation of Modern Media 130 By-Line 135 Deadline ...... .00 OOOOOO 000( e 139 Film Making.....00. OOOOOOOOO 0 O 0 0 . .0145 Journalism I,...( OOOOOO 000c c oc cooeue000.151 Pri :., Media and Propaganda..., 0.- OOOOO 00.0154 Reelings in the Mmss Media... OOO OO 008000,,, ,o0arotmeeo00157 lo: Re5Iffing 162 Developmental Reading 168 Developmental Reading 174 Individualized Reading 180 Reading for Pleasure and Analysis 185 Literature: America and the Americans 188 American Literature I 193 American Thought and Times 197 The Comic Spirit 201 Concept of the Hero 206 Concept of the Hero 209 Consequences of War 213 Contemporary American Fiction 216 Dreams of Men 220 Dreams of Men 224 Early American Fiction 228 English Literature--The Early Years 233 The English Novel Exploring the World of Adventure 246 Exploring the World of Adventure 252 The Far West 254 The Good Guys 259 The Hero in Literature 267 Ideals and Values 273 Humanities.tioeos,,onoos, n n *OG .0004. Illusion vs Reality 279 "Love Means 0 284 Men's Search for Identity. 290 The Many Aspects of Love 293 The Many Aspects of Lovr_ 297 The Modern American Novel 301 Mystery and Suspsnse 305 Mythology 311 Mythology TI 315 Myths, Legends, and Folklore 321 Poetry Seminar 324 The Political Merry-Go-Round 331 The Political Merry-Go-Round 334 Political Merry-Go-Round 339 Politics in Literature 342 Prejudice--The Invisible Wall 348 Real Lives I 353 Reflections on War 357 Revolution 361 Satiric Vision (Life as a Bitter Comedy) 365 Self Discovery 372 Shakespeare 375 Shakespeare Seminar 382 Shakespeare Seminar 389 Shakespeare Seminar 393 Shakespearean Survey 396 The Short Story 401 Sound and Sense 407 Sports Spacial 410 Struggle for Justice 414 Struggle for Justice 419 The Twentieth Century American Novel 421 Twentieth Century English Literature 432 War: A Universal Tragedy 435 What's Happening II 439 Speech and Drama: Act One 441 Dramatic Production 444 Dynemic Communication 445 Fundamentals of Speech 450 On Stage 000000 OOOOOOO 456 On Stage 460 Oral Interpretation 463 Plays a' Players 467 Reading Flays. 470 Theatre Arts and Crafts 471 Year Long Courses: Year-Long English IV - College Prep 474 Year-Long English Course for 10th Grade 478 Mechanics 481 Speaking 483 Year-Long English Course for 9th Grade 484 Junior Year Elective Program 488 Page 1 PHILOSOPHY AND OVERALL PLAN OF THE NONGRADED PHASE ELECTIVE ENGLISH CURRICULUM The formulation of this plan recognizes that two factors playan im- portant role in student learning- the varying abilities of students snd their varying interests and life goals.Students are most motivated Alen they are free to study what interests them, and when theyare satisfying their immediate needs. Learning becomes exciting and meaningful when stu- dents are perceiving their potentials as human beings and discovering rele- \lent relationships between them and their environment. The goal of English instruction in this program is thus not viewedas a repetitious drilling in grammatical terminology or a memorization of literary facts, butas a means to asist each student in his search for identity, in his relationships with other people, and in his becoming a proficient and sensitive human being. Although courses in this program are restructured, the traditionalconcerns of standard English usage, competency in speaking and writing, and the under- standing and the appreciation of our literary heritage have not been shunned. This plan should provide, however, a more dynamic and flexible approach to these concerns. It also provides the opportunity for future modification anu adaptation as students' interests and needs change. In addition to the assumption that students.learn.best whentheir interests and abilities are met, the following assumptionsare made in the development of this program. Students More respect needs to be given to thn student's intellect and his ability to make wise choices in his education. The plan in this program is to involve the student in makirc academic choices. To aid him in making these choices are his English teacher, who knows his abilities in thisacE demic area, his parents, and his high school counselor. Elections are male in his English classroom after all possible courses have been explained thor- oughly to him. Learning to make wise choices is a fundamental goal of educa- tion in a democratic society. Making wise choices is a learned process utilizing all valid and competent resources that are available. This student understanding is vital in this program. Curriculum Content Every student of Fnglish does not have to become a reader of classical literature, 'a competent writer, and an articulate speaker. These academic standards are not necessarily undesirable, but they are unrealistic for cany students. A student who has this desire, however, should have the opportunity to fulfill it.