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Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade *Secondary DOCUMENT RESUME ED 051 158 SP 007 212 TITLE Language Arts Guide. Kindergarten-Level Twelve. INSTITUTION Hazelwood School District, 80. PUB DATE 69 NOTE 145p. BOBS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Creative wtiting, *Curriculum Guides, Debate, Dramatics, *Elementary School. Curriculum, *English, French, German, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Journalism, Kindergarten, *Language Arts, Latin, Listening, Reading, *Secondary Education, Spanish, Speaking, Writing ABSTRACT GRADES OR AGES: Grade K-12. SUBJECT HATTER: Language arts. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has seven sections: 1)listening (K-12); 2) speaking (K-12); 3) reading (K-12); 4) writing (K-12); 5) spacial areas, including speech, dramatics, debate, creative writing, Latin, Spanish, French, German, journalism, and reading efficiency, for grades 7-12; 6) suggested lesson patterns; and 7) bibliography of suggested professional readings. The guide is mimeographed and spiral bound with a soft cover. ODJFCTIVES AND ACTIVITIES: Specific objectives stated in terms of studunt behaviors are listed at the beginning of each unit.A list of suggested activities for helping to achieve the desired stud41nt behaviors is given for each unit. The lesson patterns give more deta.Aed examples of activities. INSTRUCTIONAL MATERIALS: Materials and resources are listed for each unit in the sections on special areas and lesson patterns, but not for the other sections. STUDENT ASSESSMENT: Evaluation questions are given for the other units in the section on special areas. Evaluation has been omitted from the other sections as it is intended that the meeting of the listed objectives should serve as a means of evaluation. (IBM) LANGUAGE ARTSGUIDE U.S. DEPARTMCNT OF HEALTH, EDUCE TIOM & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO. DUCE° EXACTLY AS FECEIVEO FROM KINDERGARTEN - LEVEL TWELVE THE PERSON OR ORGANIZATION OFIJG- MATING IT POINTS OF VIEV/ OR OPIN- IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDL! CATION POSITION OR POLICI HAZELWOOD SCHOOL DIS1RICT 7071 HOWDSRIEELL ROAD HAZELWOOD, XISSOURI 4.969 rsvissa TABLE OF CONTENTS PREFACE vi COMMON MEADS OF LEARNING IN THE LANGUAGE ARTS ix ACKN0WLMGa2NTS xi INTRODUCTION-FOR THE TEACELM USING THIS GUIDE xii I. LISTENING Kindergarten 1 Level One 1 Level Two 2 Level Three 2 11 Level Your 3 Level Five 3 Level Six Level Seven Level Eight 5 Level Nine 5 Level Ten 6 Level Eleven 7 Level Twelve 7 II. SPEAKING Kindergarten 8 Level One 8 Level TUo 9 Level Three 9 Level Four 10 Level Five li Level Sic 11 Level Seven 12 Level Eight 13 Level Nine 13 Level Ten 14 Level Eleven 15 Level Twelve 16 READING Kindergarten 17 Level (,..e 18 Level TUD 19 Level Three 20 Level Four 21 Level Five 22 Level Six 23 Level Seven 24 Level tigttt 25 Level Niue 26 Level Tie 27 Level Slopeem 28 level Twelve 29 IV. 1111122Ne Itioderprtes )1 Level One.... 31 Level Two 32 Level three 33 Level reer 34 Level live 35 Levet Sin e 36 Level km. 38 Level might . 40 Level Kee 42 Level lie 43 Level glove 44 Level %Wes 46 ( V. SPECIAL AREAS SPEECH Level Seven 49 Level Eight 50 Level Teu 51 DRAMATICS Level Eleven 53 DEBATE Level Twelve 55 FOREIGN LANCJAGE Latin I 57 Latin II 58 Conversational Spanish -Level Seven 58 Conversational Spanish -Level Eight 59 Spanish I 60 Spanish II 61 Spanish III 63 Spanish IV 64 Conversational French-Level Seven 65 Conversational French-Level Eight 66 French I 67 French II 68 French III 68 French IV 69 German I 70 German II 71 German III 71 JOURNALISM Curriculuc for Beginning Journalise -Level Eleven 72 Curriculum for Advanced Journalism-Sigh School Newspaper 73 Yearbook 73 CREATIVE WRITING 74 READTIG EFFICIENCY 76 VI. SUGGESTED LESSON PATTERNS Kindergarten-Composing an Experience Chart 78 8indergarten4sing a Finger Play 78 LevelOno-Ctspootagan Experience Chart 79 Level Two-Story Writing 79 Level Three-Individual Story 80 Levels rout, Five, and Six-Composing Process 80 .Leval Four-Developing Listening Skills 82 level Five-S:ry Telling 82 level Six4eporta-Forma1 and Informal.. 83 Level Seven-Teaching the Fundamentals ox Individual Reports 84 Leval Seven-Spvaking4iroup II-Pronunciation and Diction 84 LevelSennamIteeding-Growp I 85 Level Seven- Writing -Group III 86 Level Seven, Eight, and Nima-ariting a Paragraph 87 Level Seven, light, and Mias.Civative Writing 88 LevolRight-TheOrel Report 88 Level Riett.Speaking 89 LevelEight-Writing-GroupII 90 Level. Nine - Listening ,.. 91 Level Nine - heading -Group ImOnit Plan for ROM AND JULIET 93 Level NimemCompoeition Rued on Literature 94 LevelKiso-Dovolopoontof Paragraph by Comparison 95 Writing - Suggested for Junior High Composition 97 Level Tea - Writing theParagraph 96 Level Ten-Reading sad Writing 99 Level Tea-Pitfalls of Listening-Propaganda 100 LevelToo.Roodioia Mystery Story 100 LevelToo- LibraryUnit 102 Level feerWritiavDevelopment of Descriptive Paragraph 103 LevelAmen-Morleoliwo'holmforEffective COmmmnicetion 105 Levelliaven-Vritiag-bagpetedLeeson Pattertmfteearch Projects 106 LevelSlovvot-Looros PIttorodUe Clan= Leveltoolvo-nase liasysend Writing Precis lgg Level leelveMReadiagmiPootrY 110 Level Twolvome Critical Paper 111 Levelhoolvo-Writiog-loprovesevatin Written Repression 112 3 iv SUO0-2.STLM LESSON PATTERNS-SPECIAL AREAS Level Seven -Speech -Mechanics of Speech . 113 Leval Eight -Speech-Broadosating (Optional Unit) 114 Level Eight-Conversational Spanish 116 Spanish I 118 Spanish II 119 Trench I-Lesson Pattern for One Week 122 VII.BIBLIOORAPHY ,vofessional Readings 124 Periodicals 126 Supplement to Professional Reading 127 OMMON LEARNINGS 11 11 HAZELWOOD 11 SCHOOL DISTRICT 11 Il 11 Il KINDERGARTEN 1 PREFACE These general guidelinea are designed to facilitate the learning process which is a continuous development on the pat of th:, learner. With the realization that all do not learn at the same rate, or with the same capability, the teacher must be cogaizant of individual differences. To commnicate man's heritage from generation to goner tion and to insure an orderly development of human civilization, there is common knowledge that must be learned by each generation. It is the intention to instill in the very young these common learninga and, in a sequential manner, guide their 4evslopmeat through the various levels of learning. In the broadest sense knowledge may be thought of as those concepts, attitudes, skills, and farts that provide ar individual with en understanding of ids heritage to the present, and to guide hie endeavors in the future. The teaching-learning process will be determined by the knowledge to be learned and the capability of an individual to ?earn that knowledge. The teacher ie one of the key figures in accomplishing the purpoae of the school.Teaching is an art utilized by one individual to influence another individual toward inquiry into, and &equita- tion of knowledge.Thus, the teacher is a mature, professional individual guiding the learning process to assure maximum growth and development of the individual student. The other key role in the teaching-learning process is that of the learner.This key person may be towelled as en active participant in processes toward inquiry into, and the acquisition of knowledge. Participation in these processes involves self - responsibility for learning on the part of the individual to the limit of his or her capabilities. As an individual progresses through the years of formal elementary and secondary education, the knowledge outlined in the guidelines le to be exemplified on various levels.That ie, the se- quence of instructional and learning activities are aimed at the continuous development of the common threads of learning in depth and breadth on the various levels.The concepts, attitudes, &kills, and facts as outlined in the guidelines are ca be taught to children within the scope of their understanding throughout the shool in grades kindergarten through twelve. 6 vi COMMON THREADS OF LEARNING LANGUAGE ARTS I. LISTENING A. Learn to adapt one's self to a listeningsituation: 1. Adapt physically 2.Adapt mentally 3. Adapt socially B. Learn to critically observe, analyze, synthesize, assimilate, and react heard: to what is 1. Recognize a /speaker's background 2. as reflected directly or indirectly in hisspeech Recognize the speaker's technique ofpersuasion 3. Interpret the spoken word 4. Draw inferences 5. Evaluate and react in the light of theindividual's needs and purpoeas C. Learn discriminative and appreciativelistening: 1. Develop auditory discrimination throughmass media. 2. Refine auditory perception 3.Realise aesthetic values through listening D. Learn to listen to fulfill apurpose: 1. Adapt to auditory stimuli 2. Become involved with auditory stimuli E. Learn to become aware of Ones humanitarianobligations II. SPEAKI:10 A. Learn the mechanics of speaking: 1, Use proper enunciation 2. Use correct prormuciation 3. Use inflection 4. Use modulation 5. Use tempo 6. Use voice projection 7. 030 gesticulation 3. Learn to organism .se's thoup*ts beforespeaking: 1. Define one's purpose 2. Determine knowledge about one'spurpose 3. Determine ;:,par sequence ci ideas C. Learn to smarmy one's thoughts precisely, purpuot and/or concisely in accordancewith one's 1. Select vocabulary 2. Use muted language 3.gee proper syntax 4.Use voice mechanics D. Learn aesthetic discrimination ofself - expression through spooking: 1. Refine diction ' " 2. Re'llise the vane of aesthetics forself and otters 3. C..,... sad/or treat subject R. Leas to develop adaptability to speaking in various situations: 1. bee language appropriately 2. Dowse sensitive to the audios.* 3.Cosaider the dignity mud worth of others 4. Dederatend opeielogical implications indeveloping adoptability to various speaking aituatices F. Leers to become aware (domes humanitarian obligations 7 III. READING A. Loam to interpret what is read: 1. Critically analyze the printed page 2. Recognize the author's background as reflected directly or indirectly in his work 3.
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