English Language Arts Curriculum Guide. Late Adolescence, High School

DOCUMENT RESUME ED 062 316 SP 007 373 AUTHOR Alexander, Bill TITLE English Language Arts Curriculum Guide. Late Adolescence, High School. INSTITUTION Pasco County Schools, Dade City, Fla. PUB DATE Aug 70 NOTE 304p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Adolescents; *Curriculum Guides; *Language Arts; Listening; Reading; *Senior High Schools; Speech Curriculum; Writing ABSTRACT GRADE OR AGES: 15-19. SUBJECT MATTER: Language Arts. ORGANIZATICN AND PHYSICAL APPEARANCE: There are 12sections: 1) introduction, including background material, key concepts, and overall objectives; 2) detailed program objectives; 3) speech; 4) listening;5) writing; 6)reading; 7) viewing; 8) language; 9) sample units;10) organizational patterns; 11) materials; and 12) bibliography. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Thesections on speech, listening, writing, reading, viewing, and language each contain sample performance objectives with learning activities for each objective. INSTRUCTIONAL MATERIALS: Audiovisual aids and books arelisted separately,for speech, listening, writing, reading, viewing,and language. Addresses of publishers are also given, together with some general titles and material on testing. STUDENT ASSESSMENT: Evaluation suggestions are included for each of the instructional objectives. oalrq 1'4 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION CNI THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM %10 THE PERSON OR ORGANIZATION ORIG- INATING IT, POINTS OF VIEW OR OPIN- C, IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR POLICY. LAS ENGLISH LANGUAGE ARTS CURRICULUM GUIDE LATE ADOLESCENCE SENIOR HIM PASCO COUNTY Chester W. Taylo, Jr., Superintendent Maay Giella, Language Arets Coordinator DADE CITY, FLORIDA August 1970 P 11 44sa 1968-69 English Language Arts Curriculum Study Committees Elementary Barbara Bass David Mobley Annette Bucholz Evelyn Pittman Grace Dew Hettie Jane Price Sister Virginia Fish Sadie Reece Sister Mildred Gelis Sara Rentschler Gertrude Godwin Jeanette Roberson Margaret Hawk Sarah Smith Pauline Higginson Shirley Spencer Martha Keyser Thelma Thomas Marguerite Marchman Martha Williams Secondary Janice Bane Mary Marshall Margaret Croley Jane Morris Marion Ditter Dolores SimpSon Fannie Dixon Katherine Swing Tom Gant Connie Taylor Betty Hall Louise Tombrink Judson Hetrick Troy Townsend Joy Jordan Dean Tsonas Cailey Lane Betty Turner 1969-1970 English Language Arts Curriculum Guide Writing Committee Bill Alexander Caney Lane Marion Ditter David Mobley Sister Virginie Fish Jane Morris Joy Jordan Dean Tsonas Martha Keyser Martha Williams Typist - Karen Bratcher Illustrations by David Mobley 2 1969-1970 English Language Arts WorkshopE Linguistics - Dr. Roy O'Donnell Florida State University Reading: Elementary- Dr. Lois Ydchael University of South Florida Reading: Seco/Waxy, - Dr. Lois Michael University of South Florida Writing - Dr. JamesMcCrimmon Florida State University Multi-Media - Mr. HerbertKarl Florida State University Literature - Dr.William Ojala Florida State University Humanities - Dr.Allan Thomson Florida State University Speech - Dr. JamesPopovich University of South Florida Creative Dramatics - Dr.Richard Fallon Florida State University Library - Dr.Alice Smith University of South Florida Contents I. Introduction What is the definition of English language arts? What are the Key Concepts of English language arts? What are the goals of English language arts? II. Program Objectives What main objectives should an English language arts program strive towards? III. Sample Instructional Objectives How do you base instructional objectives on program objectives? IV. Units How do you integrate the English language arts skills? V. Organization How do you organize an English langpage arts program? VI. Materials and Equipmwit What materials and equipment are needed for an English language arts program? VII. Bibliography What sources are available for further study in English language arts? 4 INTRODUCTION BACKGROUND OF GUIDE During the 1968-69 school year, elementary teachers and secondary teachers met periodically to study and analyze the Pasco County English Language ArtsProgram, to study recent English language arts research and programs, and to recommend changes and directions for the Pasco County English Language Arts Program. These recommendations were to be written into the form of a guide. This is the guide based on the recommendations made.It was compiled by a writing committee made UD of.teachers who served on the original committee. DEFINITION OF ENGLISH LANGUAGE ARTS The writing committee's first task was to define mEnglish Language Arts." The following diagram is a pictorial view of this definition. LANGUAGE ARTS.... COMMACATION\ -,,LANGUAGE EXPRESSION (TRANSNISSIONJ COMPREHENSION (RECEPTION) WRI1ING SPEAKING READING VIE;11JING LISTENING The essence of what is meant by English .language arts is communica- tion. By this is meant the teaching of English expression or transmission and English comprehension or reception. By mexoression" is meant the writing and speaking of English and by "comprehension" is meant the reading, listening, and viewing of English. The definition of "languagem is the study of grammars, usage, vocabu- lary, spelling, etc. The broken line 'to mlanguage" is symbolic of the writing committee's view based on research, of the relationship of language to the other phases of the English Language Arts Program, Too often English language arts meant the study of grammar(usually standard grammar) and nothing else.. Year after year students were dragged through page after page of a grammar handbook, memorizing, diagramming, etc. The objective of'such a program was to have students write and speak English well. However, mEven assuming an ideal situation where the instruction is clear and consistentand the students are both eager and able to learn graMmatical theory,there is evidence to suggest'that the understanding of the theorydoes not result in significant application."(Paul O'Dea, mThe Teaching of Language,m Unit IV, January 1, 1969, Science ResearchAs3ociates, Inc. p. 15) 5 :. (1) Therefore, although language is considered as a part of the English language, it is not the only aspect of English language arts. PURPOSES OF THE GUIDE In the making of a comprehensive curriculum guide, two conflicting values must be reconciled. One important value is continuity: the development of a curriculum to provide continuous growth in the English language arts for children and youth from kindergarten through grade twelve. This English language arts curriculum guide presents sequential growth in reading, speaking, writing, viewing, listening, and language. The second major value is integration: the development of a curriculum in which the areas of the English language arts are used together to reinforce each other so as to increase the effectiveness of each. The value of the integration of the different aspects of the English language arts has been constantly in the minds of the writers. This integration will be most apparent in the illustrative units developed by the writing committee. The point of view underlying each of the curriculum areas (speech, reading, writing, listening, viewing, and language) is Presented in the opening section of each program. It is of the greatest im- portance to individual readers and to groups studying this guide to read and to discuss the meanings and implications of these in- troductory statements.' A curriculum is not a recipe book or a catalog. It is the creation and et-iolicatiori oTTFEFFIpLes deemed important to the conduct orElassroom lessons. The creaTiViEescher, understanding the essential point orT/TiFof each portion of the curriculum, is free to use, adapt, modify, or omit specific details. The most important use of this curriculum is to become the guide to local faculties to construct their own curriculums to carry out in their classrooms the spirit and objectives of this guide. Because pupils grow continuously in the skills of the English language arts, and in the understanding and appreciation of literature, it is very important that the various levels of a school system work in close harmony to foster this continuous growth. Surely the end goal is worthy of the highest effort: to produce students who speak, write, listen, read, and view better than they have ever done before. Also, because language changes and because research uncovers more truths concerning the learner, it is recommended that this guide be studied and revised every three years. 6 (2 ) PASCO COUNTY ENGLISH LANGUAGE ARTS OBJECTIVES, K-12 KEY CONCEPTS There is so much knowledge in the world today that it is impossible to teach details. We must identify the Key Concepts of a subject area and base our program on these Key Concepts. "By a carefUl analysis of the structure of knowledge it is possible to discover certain lieu:Concepts distinguished by their power to epitomize important common features of alarge number of more particular ideas. Such concepts are basic central ideas, an understanding of which opens the door to aneffective grasp of an entire field of knowledge. These key ideas provide as it were a map whereby the whole scheme of a subject maybe grasped and characteristic features of individual items of knowledge may for the first time be rightly interpreted. It is the present thesis that the only satisfactory answer to the crisis is the formulation and persistent

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