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Ng of English, Grades 8-12

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Ng of English, Grades 8-12 --ED -072 459 _'-CS 200-348 TITLE Resources for the Teaching of English, Grades 8-12. Volumes I and II. INSTITUTION Durham County Board- of Education, N.C. PUB DATE 72 NOTE 371p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS Comniunication Skills; Composition (Literary); *Curriculum Guides; *English Programs; *Junior High Schools; *Language Arts; .Listening; Literaturel Multimedia Instruction; Oral Expression; Poetry; *Secondary Education; Social Development; Teaching ABSTRACT This -iWo volume curriculum guide describes _an_ English program -for grades eight through twelVe.- The -guide -beginS-_ with_ four essays on the teaching of English. The first essay- deals__ with _some-zof-- the--_ problems of a changing- English curriculum; the second _dismisses gOals for the language__-_arts- program;-_ the thirds_diSmiSseS the teaching of= writing tin the_ junior and:- Seniorliigh--:_-schobl fOurth --_ discusses ssrbo-M.-, The ,SecOrid---sectiOn'-of_n__ _ _ _ _the- -preseiitSf-________ reso_uideAinits, lOrt_ each -grade- evelt oristimMunicatron--fOrfs-grade--,eight-;---poetry=tor__-grade:-___ itne;_,_-=-3.1-steriingiwriting, eitpressioni__and- multimedia- for _grade en-;,:interpersbnal --relationships-ifor- gradeS- ten-and=eleven;_ -and Ite-ratiire for-,grade Thete Are=-three_ appendikesif_i_-(1):- a- list _-:-siipplemSntaryi-boOkt-Used: -12)--7--ptocedutes fOr_ ordering _ _ bibliography profess referenteS-fOr the= teachingjOf English. U.S. DEPARTMENT OF REALM_ _ EDUCATION II WELFARE- _ _ OFFICE OFEDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED- EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION °RIG; - INATING It POINTS OF VIEW OR OPIN, IONS STATED DC NOT NECESSARILY REPRESENT- OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY_ r\t_ RESOURCES FOR THE TEACHING OF ENGLISH: GRADES 8--12 CD Durham Count y S chools 1 972 Durhani, North Carolina TIINIEPJAO__NVBESTVAILABLE-:CO -I- FOREWORD The participants =in the three weeks workshop during June 1972 who produced the following materials were primarilyinterested in developing ideas and approaches which would appealtO the slovi student._ At_ a result, the -teacher :who -u-ses this c011ection in___ con.- -junction =with- the Durhatir-County- Curriculum= Guide Off1968 shOUId __find himself with a solid foundation from which aunch his instruction. is hoped:- that te-achert----Will_ each in its entirety; these are-rescurceu-:-nita_ and -as_ _sndh-- are' meant to be used selectively, allowing the individua.1 teacher draw upon =the ideas and activities which apply to specific situations. The authors of these units-= hope to hear from teachers who use the materials in their classes. from an indication of how successful or unsuccessful the materials were -will there- come any change and improvement; TABLE OF CONTENTS Page Foreword Easarition the Teaching of English: "Change in the EnglishCurricl:ilm: A Probf. lem for Prognosticators" .. ***. ***** 1 "Some Thoughtson Communication" ***** 20 "Is 15% of =Time= Good = Enougg, - A, Look at the Teaching of Writing in the= JUnior and Senior High School"....................OOOOO "Simulation: It's the Name ofthe Game" Resource Units r f Table- of Contents Continued Grade 12: The Individual and Society:A Literattue Unit for the Twelfth Grade 321 Appendices: A List of Supplementary Books in Use in Durham County. )70 Procedures for Ordering County Audio-Visual Materials and Equi.pmen.t. .. ..'OOOOOOO. OOOOOOOOO 380 Bibliography of Professional References for the teaching ofEng:118h(aVailable through the County Curriculum Library)OOOOOOOOOOOOOOOOOO :ea Change in the EnglishCurriculum: & Problem for-Prognosticators Working with curriculum in any subject fieldis a bit like trying to predict-the weather.We can make the , forecast easily enough, butthenwe may be disappOintedas to -what- really happens. -However,:;thaoldNew-England Weather=fc ar -res one- wo authdritarian stage,appearing about theturn o e cen placing = its =emphasis=upon rote learning;pre- 2 literature was treated asa sacred artifact to be admired only from a distance.The second stage was 'marked by the appearance of the progressive era in education,often attributed solely to-John Dewey;in stuality much of what happened in the progressiveera did Dewey's philosophy a great disservice by not ftilly-comprehending:what -his vision encompassed,The progressive era, fallingabout the 19201s and19301s, emphasized_ social and life:adjustment, --English educators --knew- that language wasan_ important part -of :a-- student Is- life: so they_ helped totake:the-__claasroom-riaplace_ y-upon- =such practices = =as= =properK elephone, etiq-ue_t e _=3Ociall_atenities Anvolved.-in-aaking;for a te-- completely _,-growt sination,_:--andl__-acadetic:--montent:,-a_-=times:iseeted__ -to__-ditatpe-ar =completely.` But Sputniktlatrichet-TitselfTover_the:=hbrizonz: in 1957 and- the -shock waves-were f How was it possible that Aericans- =had =not achieved this scientific first? system that netriproduced-eno_ --- I_n the--_-tillei:tradition--of-ericanJeducatiOn9.1_= -- development, -_the-_eiter_,H-preaent - pendulumswung madly to_ithe opposite 'end of the spectrumand academic discipline became the key words. Newmathematics, new physics, new English everything mustbe new and the emphasismust be placed on content mastery. = We were_sociallyadjusted but notintellectually adjusted the weakness must be overcome. Intellettual---grouping,:titreaming-,-_-ortracking, -e -eame fashionable, Scholars= -from :institutions higher -- learning -were called =in asconsultants. Studiee such a5-__-- and =The American -Hi --Schoo3 epublic an ced on-collegepreparation. _2.- Repetition and- ac-cumUlation=of -facts do- constituteasatisfactory not-- -subject.- curriculum inany- 3. Theinduetive or discovery-methodmust be fostered inthe classroom, The childtsintuitive in his school powers mus-t_ bedeveloped experiences. -_. 5. 'Media and Vechnologicaladvances must- appropriately-in be used cher the classroomto allow the to_accomplishmore effectively tea- his taskas communicator modeland identifier. = In, the :1970's are still-attaMpting-_-:to use Bruner!a principles. In-- soMe -cases --Are quite -we 11 Lion=within the:curriculum-,18_gradually _disappearing;------more =plat_ onz-E-_-s-d=== e_r_fs Went ec-t=o = ortunit o- .develop -_-_learizint_approac - --also-Are_be- :-__understan ore_ =f_ul- echnologic-a- -----.-- _ ow--t technolo = -1 mos t impact-- are the , following;- 1. :Children :-shOuld :loperate_ inthe= dialect of _their-_ community _at the -lov-i_e_r---_-levels _of elementaryschool education._ ._ Direct _instruction; in_the_use of ' stan _- _dard- -informal __English should: be-rstarted---_ no --earlier: than the= Interinediate-- -elementary:grades, 2. Greater stress -is- to-be_-=placed on- oral-- language- - in- all =aspects= of -language =_ instruction=- for the __ disadvantaged at `talk_leVels _of= edimations :from_ proachool thrOugh:_adult_-- ------ 3. At all levels of:tinstruction-s-the--Engli-sh-eUrri- _cultim-_-f or- the-disadvantaged_student_ ahould-i include:: appropriate imaginative =literature's-:chosen_ and -_presented with-these _students- "in-mittd,3- ---' and the- uses --_Of-'-adVertiaing-o_ :develop_ :1-inguistie:--sophisti.4. --_catitin"-in_-our-:students-- inductive_ approach to-Aanguage udy__ts :promisin&r__-_ t==farft-o-o--_rfew=;:_of the =present_genera= approach in teaching,much less in theirown learning. Teacher education- institutionsmust beginto shift the focus of theirprograms rapidly toencompass the Changes in the schools; onlyin this Way will real . progress be- come noticeable._ But the public needs to beeducated as Sputnik to launchourcampaign for change ins English education and yet perhapsthe lack of suchan external-force willcause us to present_our proposals mote thoughtfully and to engagein =moremeaningful communi- gathered. to compare and-contrast:their_ icteaSaboUt English 7 education.Some of the questionssugge_stea that a shift in philosophy was beginningto-occur.Why- divorce the stuaent from- his learnings-? Whyare we not stressing-_ his response and his involvement inwhat he reads, writes, apeake, and acts?Is it so iMportant _thata = student learn allabout a piece of literature? Why isit not equally important that -he consider howthat piece -of literature affects him, fits_ into _his life andgives Dim insight -into his relationships-with_ other-human -beings? so -- important-- that,lie: -Write in such_a _way _that___-he =pleases_ only= his te-acher?- What is-- communita-ti-on -any_Way speaker-_,_ 1-iS tener languag&:__to-- grammari?_-_, it important `or_ =all atiad-enta=.- s_-=:of grammar? Arict why-- _i t---peopie--;speak :ctifferently-ifromi_each-- Other?'= -Snoula===ta -__sintlittenta-be--tau t'_:the__Same---way? the intellectual"-:experiente--enriched by_ DeVing all the -nietype -of students -2 8 should be seriously consideredas we go about the work or making our English curricuium appropriatefor the seventies. le-The centrality -of the- pupil z ring, tending, and -shaping_-expert the E_ nglish -classroom. -2, The urgency or -developing classroomacproaches stressing the- Vital-,;re-involve:dramatic ment of- children and young people -in language experiences. _ The importance_ of_icti-recting_ moreattention _to_ speaking and listening experiences--Mr_ all _pupils= -at_ all- levels, particularly_ -those-_ experiences = which involve vigorous _interactionamong children.-- ei=_-Wi-daom_-or=providing-J yoUng ,people at with significant= -opporttnities=-for=:thecreative-_i_ U-se-s-zofi-_language creative
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