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ED 102 598 CS 201 897

TITLE Language Arts Curriculum Guide (Secondary). INSTITUTION Louisiana State Dept. of Education, Baton Rouge. PUB DATE 73 NOTE 447p.

EDRS PRICE MF-$0.76 HC-$22.21 PLUS POSTAGE DESCRIPTORS Communication (Thought Transfer); *Curriculum Guides; *English Curriculum; Grammar; *Language Arts; Language Skills; *Learning Activities; Mass Media; Oral Communication; Secondary Education; Spelling; Study Skills

ABSTRACT This curriculum guide for the secondary school language arts program is divided into seven sections: General Introduction, Oral Communication, Literature, Spelling, Written Language, Special Courses, and Appendix.These general sections describe approaches to such topics as listening, conversing, parliamentary procedure, oral interpretation, the short story,the novel, poetry, drama, nonfiction, vocabulary,dictionaries, suffixes, semantics, paragraphs, narration, exposition,journalism, research, ..:zammar, mythology, the Bible, massmedia, American writers, learning activities, resources, career development, and careeractivities. Objectives, suggested activities, and resources arelisted for each topic. (TS) U S DEPARTMENT Of NEALT14. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPke DUCE° EXACTLY A$ RECEIVED F ROA+ THE PERSON OR ORGAN trATtON ORIGIN AT ING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REFINE SENT OFFICIAL. NATIONAL MIS I cTuTE Or EDUCATION POSITION OR POLICY

LANGUAGE ARTS CURRICULUM GUIDE (Secondary)

WORKING DRAFT

LOUISIANA STATE DEPARTMENT OF EDUCATION

Louis J. Michot STATE SUPERINTENDENT

1973

2. PREFACE areofpreparesEducation maximummany components thedevelopmentare individualdedicated of theof tofor theeducational the aindividual--and meaningfulstudents process; of and Louisiana. thereby--theproductive andThe career curriculum life. education,maximum guides development a facetdeveloped of of total society.for implementationeducation, of the Louisiana State Plan for Career The guides are based upon the philosophy There personalcurricula, fulfillment, instruction, and and an counselingappreciation should for theinvolve dignityMaintainingThe preparationfundamental of work. the forcurriculumconcept economic of disciplinescareer independence, education as the is structural that all typesframework, of educational the guides experiences, seek to enhance experiencesanythe organizationaltotal educationof our youth. pattern. of the individual, incorporatingThe implementationcareer concepts of into the theobjectives planned andeducational activities presented in the guides is independent of The underlying philosophy is that of providing for continuous pupil effectiveness.curriculumgartenprogress.the positive through enables self-concepthigh eachschool. student of the to individualprogress at and his contributes own rate. to his personal, social, and occupational The curriculum provides a continuum of systematic, sequential development from kinder- Recognizing that each student is a unique individual, a continous progress This fosters success which reinforces ainstruction. individualizedcurriculum structure instruction. which allows for instructionEducation prescribed which to meetis dedicated the needs to of thethe maximumindividual- development - of the individual offers IndividualizedThese guides promote that concept, for individualized learning is the result of This concept does not imply a one-to-one teaching ratio, but does offer whetheracademicrecommendations. in year.a large group, a small group, or in an individualThese preliminary learning guidessituation. are presented, in dk-eft form, for field testing during the 1973-74 The subsequent revision of the guides will be based upon teacher evaluation and SectionINTRODUCTION TABLE OF CONTENTS Page Section Page ORAL COMMUNICATION GroupConversingListening Discussion 9A9A-09C-891-5 -1 WRITTEN LANGUAGE (cant.) ArgumentationExpositionNarration 12N-59121112L-42 -49 OralParliamentaryTypesSpeaking Interpretationof Speeches.before Procedure a Group .9G-219&.1691-1491. -20 JournalismCriticismCreativeResearch Writin 12R-12412Q-11312P-9912-0-78 LITERATURE ShortPlay Production Story 91110A-1 -23 SPECIAL COURSES MythologyGrammar 12T-14613A -1 PoetryNovelDrama . IOC10p-461013 -31 -12 ShakespeareMassBible Media 13D-1313C-1013B-8 SPELLING Non Fiction 10E-5711A-1 WorldAmericanBusinessBritish Literature Writers WritersEnglish 1311-5713G-5013F-3813E-20 ComprehensionRoots,DictionaryRulesVocabulary prefixes, suffixes 11E-2311D-1211C-1011B-2 APPENDIX SeminarSupplementary Activities 13-1-6113J-65 SemanticsLanguage.enrichment Development 11G-20111'1111 -17 -22 ResourcesCareerLagniappeJob Clusters Concepts ... 13L-9413K-7513M-11213M-110 WRITTEN LANGUAGE MultiparagraphsParagraphsDescription 12J-3212A12M-28 -1 CareerLanguage DevelopmentActivities Careers 13M-11713M-11513M-114 SECONDARY LANGUAGE ARTS CURRICULUM GUIDE learning. The study of language must be. Since language is closely intertwined viewed both as a subject and as a process with the thought-generating processes and central to human life and tig top' is the majorOlga opportunitylifevehicleteachers as afor participantto transmitting contributeacquire skillsin toanand the open, inreceiving intellectualreading, democratic ideas, a writing, speaking,development and listeningof every society.studentthat give by providing him withperson's linguistic skill can determine the course It becomes the responsibility of language arts him a deeper the economic of his life.understanding of his own humanity and thatStudies equip in language and literature, then, must philosophy, methods, and materials--must him to live a satisfyingbecome personal, studies social, for the and sake of life. combine to demand of The shaping forces whataffectingbestudentstudents, ablethey towiththeexpect personalmake teacher'spractical tostrong happeninvolvement performance--hisconnectionsskills, to them aand senseafter betweenpurposeful ofthey self-awareness,what is happeningand rewarding to them human in experiences.theparticipation. leavelanguage to findarts employment. The teachers must, in turn, provide the classroom and Students must leisurehevalid values. decisions and work, only and ifthe he dependency is aware ofof whoCareer education involves incorporating It also involves a knowledge of concepts people in one job upon people inhe anotheris, what job.self-awareness his interests activitiesare, what hisat all levels. of the world of work, such as the aptitudes are, and what A student canThisrelationship make guide is between tointended become tothe aid kind language of person arts he teachers wants to toThis guide cannot teach--only good teachers can create bethe and vigorous tomake do theanddecisions thing heand enjoys choices doing--to that will stimulating classroom ultimately help each student know success. complement deviceobjectives,atmosphereto the for regular studentrequired as a languagemethod placement. for learning.for arts incorporating program, as careera source Though the curriculum plan is Thecontinuous SecondaryThis Language guide, asArts stated Curriculum in the GuideFOREWORD, is intended as a concepts ofinto ideas the andcurriculum, activities and to as achieve a diagnoatic K-12, the guide, because of its is composed of five curriculum Studybulk,sections,listsincludes isSkills dividedof Oralresources,additional were Language,into extended two amaterial "Lagniappe" books. Literature,through for the "mini"of teaching courses on Spelling, Written Language,iddle and 3chool Special only. Courses. aids, and career concepts and activities. different F-I'fo3i4.1mce levels, enrichment The section labeled "Special Courses" Handwriting and suggestions, 1EST (API' AVAILABLE There is no leveling nor grads placement within the placement is suggested for any activity framework of the continuous progress except for certain eachreferencecurriculum;forthemselves objectiveits uselists therefore,with with fromin the the"Lagniappe." a general lower studentsno grade levelorganisation of competence of the upward. Secondarythey teach. Guide There was, however, an effort to It is suggested that teachers to note the most obviousspiral the activities under familiarize possibilities Middleincluded School even Guide in thefor beginningthe However, since not all students in skillsecondary strand schools where haveindividuals stagescan of the Secondary Guide,the point on the skill strand acquiredthe teacher theperform languagemust successfully.reachwhere arta back eachskills into student can perform, an For the the outlinetheteacher'sadjustmentschoices Secondary of providedtheconvenience necessaryPrimaryGuide. each andin tocan locating Middleenhance select No one English teacher can use histhose course mostSchool ofappropriate study. general toconcepts his own and program all of the suggestions,Above but all, no part of this guide objectives precedes each section and students, making any from the many is to of bearecareer-oriented considered labeled, prescriptive.and activities each are Throughout the guide, career concepts are career-oriented activity is included for the various stages coordinated with curriculum concepts, indicated with an asterisk. of career development, Career and appropriate concepts experiencesthefor studentand with for for their the studentsclasses.arduous butto Competent teachers are aware find the methodsexcitingIt is andhoped journey thatmaterials that there into this areadulthood. guide hundreds of ways to will encourage all teacherswhich will to most adequately prepare create successful, challenging plan ORAL COMMUNICATION this area accounts for ninety-five percentThe oftraditional all academic program has often Primary and Middle Schools ORAL COMMUNICATION been remiss in its attention toverbal oral communication.communication. The necessity for developing skills Yet, interrelationin this area isof evidencedlanguage andin thecognitive premiseListening development that and isSpeaking a skills are basic to the comprehension listening, reading, and writing, these four are intertwined oral language is the foundation of all reading skills. theoretical cornerstone of paycholinguistica. skills in reading. Although the major simply as The theareasCapability expression of language in andoral artsreception communication are speaking, of verbal increases communication.These personal, skills are social, important and in self-development and in the strengthening of a positive self-concept. occupational effectiveness. I. 92enelLarmultaanS1122slins:A.Listening The2.1. student receives different forms of sounds.He identifies lyricsenvironmental in music. sounds. S. The3.1. student selects and responds to listeningHeHe listens expresses experiences. to variousorally orforms in writingof spoken moods language and feelings for when enjoyment. listening. C. The1.2. student follows directions for adheringHe toperformsrelates rules. hissimple impressions tasks from of givenlistening directions. experiences to others. L.2.5.3. He followsconstructsplaysreceives games routine and an according relatesobject procedures to messages.to demonstrate directions established hisgiven. by creative teacher responseand group to listening. in the classroom. D. The2.1. student comprehends oral language. He suggestsidentifies titles the mainand relatesidea in maina brief ideas oral from presentation. stories read to him. 6.4.3.5. Hethis identifieslistensrelates as fact forimportant the simpleoromissions opinion.bias ideasdetails and/or or ofadditions fromprejudicenews storybroadcasts. in in heard.an news oral broadcasts, presentation speeches, and commercialsand identifies and evaluates both. ORAL CUMMUNICATIOG Secondary classrooms. Oral1. communication is vital to The purpose of speech is to all fields ofcommunicate life and workeffectively. and should be emphasized in all 2. Thereand personality.is a clear constructive relationshipsignificance between the anddevelopment is a learned of accomplishment, one oral language power that can 4.3. essentialSpeechbe conditioned is instrumenttotalof the or personal utmostmodified. used social to stimulate communication and is our chief means others to thought and action. of communication; it is the 5. enunciation,phasesInclear addition ofand speaking understandableto pronunciation, thinking such as speech. notingvocal logically, students should be able to Theycontrol,and needcorrecting toand make posture. their constant errors improvement in present their ideas in speech and improving in the mechanical 7.6. andAStudents program instructional must in speakingcultivate personnel can pride render share in beingits properable to itservice useas aoral commononly language where concern. the correctly and effectively.school administration General ;oncepts and objectives (cent.) BEST COPY D. 1.The student learns the steps for giv1iuHe information. gives explanations and directtons in lnrruage which t.i11 be under: .00d ty the li:=tener MIME h.3. Helie!!cior audience.accuratelyprepares accuratelyselects aniwords reintesrelays Tresents which aand messagecorrectly oralinterprets reports. or identifystatement. messages :mid providil4;1;0,e1 the infomationtap:: 4:111 includingdetails of who, an anwicer.ent.Ocit, E. He 1.demonstrates growth in the area of creativeHewhere, uses expression. goodwhy, enunciation,and how. vrice inflection, and tone quality, S.4.3.2. He recitesusesassumesselects bodily withaand role actionpreparespoise ir storytellingand to self-confidence.facial tell aexpressions andstory dramatic in sequential to pl4y.express order. himself creatively. 7. GeneralHe relates Ooncepts a story and previouslyObalnliz!!: heard (cont.) in sequential order. 11.10. 9.8. HeHe identifiesarranges interpretsformulates a theseries figurativeconclusions speaker's of steps language asintention: ina of to result of listening sequentialto a presentation. order. oral presentations. inform, to persuade, or to entertain. II. Speaking A. The2.1. Hestudent uses wordswords expands tot describecomparehis speaking pictures.pictures skills. or objects. 4.6.5.3. HeHe usesdemonstrates uses words actionwords to to facilitystatementsclassify interpret inpictures. in expressingpictures. his speaking. himself orally. B. The3.2.1. HestudentHe expresses observesuses participates acceptable himselfcommon courtesiesspeechinnaturally oral in exchange andin conversation. of ideas. conversational situations.. spontaneously. 6.5.4.7. He keepsgreetsparticipatesuses ato peoplerange the subject. inofacceptably. conversationsvocabulary items and in identifyingdiscussions and labeling wittylut topics nonopolizinc them. of discussion. 11.10. 9.8. He identifiesusesinterprets thedescriptive telephone thedescriptive mood words effectivelyin awordsappropriately conversation. and and phrases in conversation.politely as a means of incommunication. conversation. 15.14.13.12. He demonstratesdrawsuses aintonationconcluding prepared that plan(stress statementshe canwith andpractice based ruleson well-defined central pitch)thoughts to andconvey correct emphasis grammar. and importance to results of the group discussion.of courtesy in formal and informal ideas expressec. discussion. C. 17.16. The He studentlearnsdifferentiates ruleslearns governing thebetween procedures relevant used and for seeking parliamentary procedure suited to age and irrelevant material. information. ability level. 4.3.2.1. HeHe answersformulates plans,asks questions questions.initiates, questions to andseek executes using tea, what, when,information. where, na, and 212,. interviews. A. The student demonstrates growth in listening, BEST COPY AVAILABLE CareerObaective Concept: ------J withAn individualt other individuals. career and careers Simacetea Activities of others are affected by the individuals ability to relate Reso,.rerp %. yes : 1. He uses the basic I ) a. Thetwo students copies ofwork a me3sacein two and hands thenteams to relayingthe team messages. Theleaders. teacher writes Each I skills of listening. itleader to the whispers next, the message and so on to the last once to his next member. determines which Lean teammate, who repeatsThe last member listened !writes i morecareerit outaccurately. usuallyand gives it involves a compromise betweenandBegin read with a anseries easy ofmessage toitems the teacher, who greaterlikein which"The aed choicetherelesser is an of a needs." b. obviouspapersstudentslistenthe students missingandwith take then arake turnsiten, write on a partner and correct any errors. until everyone has readsuch aas, "r,s,t,u,w,x,y,z." piece of paper the missing series. The classmates item. They exchange The c. Therhymestoaccurately studentstest to a readcontestant's therepeat tofirst their tine. single rhymes in practicing ability to classmateslisten. as a test of This idea has been used on The students make to theirget a ability to a radio program statement similar repeat Example:each(1) statement accurately. "Yes,"The prairie Mary, theis scary,"prairie said Flo to Hoe. saidis scary," to her said Mary to Harry. Harry. *d. employerWith(2) a classmate, gives instructions the "Yes,"Joe hasFlo, the Joe dough," has the students dramatize a scene dough,"to an toemployee, her said who Moe. will then repeatin which an I hethe is employer's to do. instructions to show that he understands exactly what 2. outHe listensimportant to ideas.pick t a. The(2)(1) student(3) selects He noteslistens the for title. a repetitionimportant ideas which from signals changean an in paragraphing. oral report or lecture. important idea. LISTEHIUG Asistopic the read, teachersentence the student or main states reads short paragraphs, idea in each paragraph. the key idea in each paragraph. the student listens After each selection for the 9A-1. Objectives Summated Activities Resonrces %nt.'s 3. Hesummarize. listens to a.b. Thea well-organizedstudentsstudent takeswatch notessummarya television cn froma lecture hisshow notes. whichheard theyon television enjoy, and and then writes c. ThewriteISUMMarY. students a plot summary.listen to a short story read aloud and write a plot 4. directions.He listens to follow a. The(2)(1)instructions student uses as pencil they areand readpaper by to the carry teacher. out the followingWriteIf the 7 noearth matter does what not therotate, sum ofwrite h and your 8 is.name without capitals. EnSheilayWarriner,an fish Laws.Grammar John E. )o--XtTE. (4)(3) seahorses;Ifsubtractage you by think7;were 7 ififfrom born seahorsesyouyou your werethethink age. last born arefish sixfish,the are monthsfirst mammals,write sixof the the monthshow weight year many of multiply ofounceathe a tonyear, in yourof a Jovanovich,Harcourt Brace Inc. Writepound.butchersIflistening three no, ifmake.men to the andthese following three instructions women statement make in three English.is in couples, error; what do six You are WithoutWritesomething.ofIf subtract.eight thetouching fromname sixteen ofpencil the fiftiethleavesto paper, an state evenwrite innumber, the the opposite Union. write theof opposite b. Alternate(1) activity, follow instructions of a. If love is a four-letter word, write note. (ii)(3)(2) WriteOf the the"no" "yes"words numbers even noschool matterif 2,7,9,5,8 you and whatthink box, letterand cowswrite circle are beginsthe largertheshorter. your largest. than name. dogs. LISTENING (6)(5) If youbirds circled can fly, seven, complete make athis square; sentence if not correctly: make a cross. Hens lay 9A-2 BEST COPY AVAILABLE Resonrc Listens to follow ObJectivem (7) If 3 2 - 8 make a circle; if not make Suggcitedtwo dote. Activities Are you in the United directions(cont.) (9)(a) GivewriteStates?yourIf theWashington thename. wrong shorter answer was of not tothe thethis words, first question: red President and green; if of the United States, he was, sign Career Point to Stressasset in the world ofThe work. ability to listen acutely and follow directions as given is an talks given by members 5. criticalHe listens evaluations. to make a. Thenoteofthem.arguments studentsthe words class. thatinlisten the are ordercarefully emotionally given, to andpersuasivecharged the evidenceor The students differentiate between fact and opinion. They head a paper with the topic, and list the loaded. produced to support They main b. Thewhether students or notlisten they to are informative biased, fair, programa objective, and speeches andproblemssubjective, judge and notesand so on. *e. theTheThehave speaker'sstudent studentsdepending listens tonelisten on of theto tovoice severalway theand speechesspeakerthe different.meanings useson labor them. national and local news programs. words can They discuss e. Thewhetherinterpret students the orbroadcasts watch present a television aare strict, fair ordoemmentaryfactual biased, report. and and discuss such questions whether these programs as:(2)(1)(3) WhatWouldWhich did characteryou you encourage like didimpressedand/or yousomeone notlike, you likeelse dislike,most? aboutto see therespect, this program? program? fear? LISTENING (4) 9A-3 Objectives Suggested Activities Titicalpietens toevaluations make1111111 f. programs,byThe such students criticsthey readdiscuss as andJudith whetherdiscuss Cristo theycritical Cleveland agree reviews of television programaor disagreeAmory. with the critic. After watching the RellOnrrCP 51.IAP4 reportingThe(2)(1) students topics report are: their reactions to WouldWill thisyou wantliterature this selection be read to be a hundred years from now? a work of fiction.translated into Russian Possible h. After(3) listening to a record of Poe's Wouldand smuggled you recommend behind thethis Iron piece Curtain? of short stories, the studentswork to your parents? Heappreciation. listens for a. After(Thesummarize listeningsame canthe beplotto donerecorded and for explain poetry.) why they poems similar tc the following, students liked or disliked the story. b. Students(2)discuss(1) jot environmental down the ideas implications and thoughts of RodRobert McKuen'a Frost's "Hy "StoppingFriend, the by Woods Sea." content andon sounds.a Snowy Evening"they have while listening c. Afterlaterto various listeningclass discussions.)musical to several selections. recordings of (These responses may be shared in the "Lord's Prayer," students Career Point to Stress:rewarding career. Leisurediscuss thetime mood activities or tone canof theassist various selections. one toward a meaningful and B. The student participates in conversational situations. LEST COPY AMIE gly - 1411111.Wajectives 111. .411...... ,IIIMIP 00 IN w SAT3epted Actirtie* 1710501r(Ps 1 ! such as the following: Griswold, A. dhitney. 1. naturallyHespontaneously. expresses and himself a. The(1)(2) students role TwoTwoseparation graduates mothers ofofof highten years. play situations high school honemeet fromat an school school students meet at a discussing school. alumni reunion after a social function. Tr%ditA9n."OnFromchiefly conversation In theAcalemic." UniversityYale (3)(5)(4) TwoUnTwogame. girls yourfootball waywalking to players riding home school, you pass the Since you do not know after winning an house of a classmate this person, you are important just UniversityOliver,Conversation: hobert Press. T. the (6) asoperationandtempted Callhe startcomes on to aora slowfriend conversation.an accident.down who out. tois avoid in the a meeting.hospital What topics should you recovering from an Instead, join him avoid? ExpressionPersonality.DevelopmentC. Thomas, and Charles 21--Publisher. b. VerbalIn small interactions groups, may the students discuss be analyzed by teacher R. C.:;. (Reciprocal topics of common ,;:ategoryand/or System) students . using interest. MemoriesTalkers."Louis.Stevenson, and FronRobert Portraits, "Talks and c. TheyscalesTheyThe decide students worksuch inaswhich groupsdiscussFlanders or commercials they wouldplanning and evaluatetaping television original effortslike to to try to improve. and radio commercials. play TE3FTWE3criG7777---Sons. 1 movieback camerafor the for other groups simulating commercial to hear. (Opportunity to use video tapeproductions.) or I a. The students collect anecdotes from the Reader's Digest, and tell these 2. Hetechnique.as uses a the anecdote conversational ' in class. of the titles below or others, and find 1 b. Theinteresting students selectanecdotes any which they use in preparing a forceful speech. 1 (2)(1) What FaithLove CanCan DoDo I (3) What Loyalty Can Do f c. The(4) student recounts a What Understanding mishap or unusualCan Do occurence Sometimes a single to entertain, CONVER3IMq 1 toanecdote emphasize accomplishes or to make a statement clear. all three purposes. 99-5 3. apologies.He makes and acceptsObjectives I .011 a. andThe studentsextends anenact apology; the following the other situations: acts as the person offended and Suggested Activities one acts as the offender Resorres Notelt *(3)*(2)*(1) accepts the apology. ArrivingLoangForgetting one's late totemperfor keep an appointmentatan workappointment (6)(7)(5)(4) MarringRudenessFailing3roken an to curfew toarticle acknowledge a teacher (to of parents) furniture an acquaintance on the street L. He extends and accept a. Acting in pairs, the students extend and accept congratulations in the 1 congratulations. 1 *(2) following(3)(1) situations: AwardAppearancesPromotion of a scholarshipto on an a importantradio metal or TVposition program (6)(5)(4)(7) UinningPerformanceActingStarring anas in essayeditor inan ainterscholasticcontest schoolof a successful play. football school camepaper 5. Hebusinessfor uses social the conversation telephoneand *a. makeIn(1)such pairs,constructive as thethe following.students criticisms. demonstrate telephone techniquesPlace inan situation?advertisement with the local newspaper, offering a In each case students should be prepared to I *(3) (2) HedirectionsYouGallsecond-hand has work aan guest appointment part-timefor lawnmower speakerreaching in with from fortheyour asale.officethe client,school. telephone of Ar.Mr. 3ullivan,Farmer,company aand atreal give2:00 estate exactP.M. agent. *(Li) hakeappointmenttoday.3efore an appointment leaving, to 3:00 he to P.M.asks apply tomorrow.you for to acall job Mr.in aJullivan distant andcity. change the This morning he is unexpectedly called out of town. CONVERSING (5)(6) your doctor at his home. Makeclass. an appointment with the mayor to speak to your government You or a family member is ill. BEST COPY AVAILABLE Telephoning(cont.) Objectives b. Thetelephone students conversation. enact a skit demonstrating proper Stiglx.sted Activities procedures in social PP6nsrriNi . Notes 6. Heacknowledges introductionsperforms and aLl a. The(1) students practice the following in small groups:Theya young take personturns introducingand an adult. two boys, two girls, a girl After introductions and responses After visitng briefly,' and a boy,' 1 responses. ofparting.havethey the beenmake company. introducedanmade, excuse they tocanbegin take demonstrate aone conversation. person how away to makeso that a courteous the ones The rest of the students act as observers, not as part who I (3)(2) Have(b)(a)Introduce mixed couplesone person meet to under the otherthe following members ofcircumstances: theThe group. twogirl boys in oneknow.each couple other.knows the other boy. ti (c)(d) Theto twoeach couplesgirls other know andhave eachcomplete not other.met. the introductions. The boys introduce themselves CC 7. Heviewing practices and inter-being a. *(1) The students role play the following: Seeking assistance from the Louisiana Employment Security office 4 interviewed, 1 *(2) Participating(Usefor Jobcommunity Placement. in firms.)an interview(vocational for counselor employment and in a local client) firm. a. Heconversations. evaluates a. Studentsfollowing: evaluate taped conversations using a checklist(See Sec. 12Q p. 119 Interviewing) such as the (2)(3)(1) companions?dominateDoAreDo you youyou help courteousleadit? to the keep conversationas a youconversation speak intoto others? goingfields ofwithout interest trying to yourto CO W VERSING (4) people?DO you avoid making remarks that nay hurt or embarrass other 9B-7 C. Objective. The students practice techniques of group Stmeoted Activities discussion. Resserrep - %flop"! 1. He prepares to a. The student lists the characteristics of the various forms of group I Aver, J.J., H.L. participategroupvarious discussions. forma in of memberThediscussions. student in the researches various forms the dutiesof discussion. of the chairman, and of each group !Edition)ILeadgq:7174gTsedIEwbank. Harperandfor Brothers: Discr 1954. Handbook 2. He participates *a. c. orderTheThe student studentsto participate discusses conduct in thea groupround-table procedure discussions. fordiscussion individual on apreparation topic which in concern ofHainan.Barnlund, Discussion. The DyribnicsD.C. and F.3 discussion.in a round-table *(1) Examplewillall the end ofparticipants. the T,..:ics: discussion, summarize, and invite classHow, discussion.) English is related .to occupations. (The student chairman, appointed beforehand, 1 IGarland, J.V.Cbmpany:Houghton 1960.Mifflin *(4)*(3)*(2) OccupationsOccupations affectaffect affect where whoawhich familya schoolsfamily meets. lives.are attended. ;Edition, Revised)H.W.Discussion Wilson Co.:Nethods: 1951. rated. (Third an- b. Thegroupsinto students groups will holddiscussand appointan impromptuthe sanea chairman problemround-table and simultaneously. secretary discussion. forOccupatIs each of Tgroup.ons influence values, manner of speech and dress. ics; They divide All liaaTEEEProcess.HoltGulley,Discussion H.E. Conference *(!a)4(3)*(2) WorkOccupations has its influenceaffectrewards. leisure social time. status. !Kellner,11E04ft-endlInc. New York: Winston, Discussion Ja. 1960. c. withoutlineofThereading their studentssupporting listing choice.and holdresearch. twoevidence. a or three main causes, and one or two solutions They choose a topic whichprepared requires round some-table outside discussionThey on preparea current and topic bring Iciro to class a one-pageEach group assigns a chairman and secretary. greer7.7anProcesses.1957. Op.,Longrans, Inc. Suggested Activities OESI COPY AVAILABLE RCSOurCeP Notes, Objectives 1 Classroom 3. He forumparticipates discussions. in *a. ObjectiveIn(1) (2)a forum Approach." the HowIs can there a student any advantage tell to student lectures on the topics The audience may ask such questions if his choice of career is a be derived from taking a "Career Choice, An vocationalwise one?as: 111!,Bulletin,Education ForTeachin6. Departmentno. 1195. of of LouisianaState Public (3) aptitudewhichhisSinceIs life,aspiration hea test? personis how best can evaluatesa fitted? cluehe be to sure a talent, himself differently at various stages oftthat he has selected the career or is it possible to exaggerate'DebaterWara a for `Eubank,lAuer. Discussion H.L. and J.J. and (5) Whatoutthe degreetheis happiness?meanttruth of bytalent perfecting one actually possesses? about himself? What should one strive to get of self through further How can one find out of life? education? 10entury,IgaiiiifirAppletonLIDe2g2217tnecona Crofts, Inc. *b. The students(6) discuss the following remarks-by Whatof perfectiondid Matthew as Arnold "an inward have (From: Enjoying English 11.)conditionin of mind the whenmind heand spoke spirit"? of Thaiau: the idea 'Braden,;Decision!Brandenburg. W.W. Making. and Oral E. rper & Brothers. commonlifeconfidently"I learned which hours...If this,he in has the at youimagined, directionleast, have bybuilt he ofmy will hisexperiment: meetdreams, with a success unexpected castles in the air, your work need and endeavorsthat to if live one theadvances in Chase,to Stuart.Agreement. Brothers. HarperRoads undernot be them." lost,that is where they should be. Now put the foundations acmillan. Company.scusstm7117--rtright, Hinds.R.L. and Creative L. symposium.He participates in a a. electgroups.The students a chairman. hold a symposium-forum. Each group will choose a problem of value Each symposium member will be assigned a particular The class membersHenry David divide Thoreau into for discussion and TheSmith. Macmillan Discussion. Co. W.S. and D.K. Example:intopic advance which a isthree-minute part of the speech problem. on his topic. Each symposium member will prepare entrance. I inMcBurney,X.G. Human Hance. Affa J.H. pjscission and it s. DISCUSSING *Students represent(3)(2Y-(1) Admission college requirements recruiters discussing college FinancialCost assistance Harper & Brothers. 9C-9 Symposium Objectives (4) Academic requirements Suggested Activities' N.E.Settler, Miller. W. M. any! ReseHrivp - Mars (cont.) b. sentThe(6)(5) studentsthe viewpoints conduct of a asymposium young person, on discipline. a parent, anResidence Campuseducator, activities. requirements a The speakers repre- iRinhartSW Discussionsand anston, and IrieGrrLeader-Holt, 5. He participates in I a. Thecommunity students leader, list fivea law topics for group discussion. enforcement official. They relate the I IChase,line. Stuart. panel discussions. *(2)*(l) Example:topics to school, community, state, JobsJobs requiring requiring long little preparation preparation national or international affairs.' Guides to Straipht ;HarperiCbmmon ZW.1956. ing wit Falgaes. T irteen b. *(3)*(1) The students prepare a panel discussion on new JobsJobs that that are are glamorous. unusual They make sure that all members of books suitable for the c. highThepanela listschoolstudents have of studentsreaditems evaluate the learned tobooks oneread. orbeing more of the following films, from them which they can use in panel discussed. and make discussion.(3)(2)(1) !McGrawEncyclopediaCoronet -Hill Films: TextBritannica: Films: "How to Conduct a "Discussion in a Democracy." "Group Discussion." Discussion." *d. students(1)Career." participate in a panel discussion on "LookingHow does an employer determine whether you "can Some of the following questions may be used: do" and "will Ahead to a (2)(3) Explaindo"?Whatorin courtesy. aare resume?what some is ofmeant the byprincipal the saying topics which that punctuality is a form should be included DISMZZIEG (4) whatWhen might you areyou sellingmention potentialduring an ratherinterview? than demonstrated ability, (:),1-aj ESI or AVAIL/VILE I Resources - Note!) Objectives SuggePted Activities 1 (cont.)Panel discussion (6)(5) Whatjob?"How iswould andmeant "dhatyou by answer individualizingsalary the do question,you want?" the of dismissal and nonpromotion?"Why did you leave yourinterview? last I (8)(7)(9) GiveWhathowspeechIf youthreeareeach andwerethe tendsexamples in mostan his toemployer, common attitudealienateof undesirable causes what towardfellow would you? you workers. personality traits and explain look for in an employee's' Then give three feelingdesirable among traits workers. and explain how each tends to foster good 1 (10) Givedoing at one'sleast jobthree well. examples of ways that speech is related to 1 6. ofHein groupparticipates other discussion. forms Note: ItleaderCircular also or helps response:chairman. to regain control when group A quick one-wordThis method pole ofgives the everyone a chance It may be used to determine discussion becomes heated entire group by the to participa . whetherCircle-within-a-circleanotherand everyone a idea.group wants wants to to talk method:continue at once. a line The discussion group sits in a of discussion or move on to circle usuallycirclein the attractaroundmiddle theofattention theinner-circle-discussion room and and causes the audience, new group. or interest. by givinglisteners, all of the sit in a Something different acceptedanswersbeatslowBrainstorming: down,answers, theywithout thecan (b) leaderMembershesitationconceive, eliminating helps respond asor to criticism. the evaluateto leasta question answers quickly as possible. possible ones, (c) listing When the group responses by: (a) selecting the All ideas are themdivisions.Buzz in groups:order of importance, (d) classifying Several small work groups are made up them under topics or from the accomplishlarger which DISCUSSING neededclass.is congruent for each with group the to overall-class record and report assignment. Each group is given a specific assignment to the findings of the group. A reporter is 9C-11 abjectivme Stsugested Activities Resoomes - Note: Group(cont.) discussions Unfinished-storyThedetailstory students ismust presented bediscuss providedmethod: to the the toproblem group,help theandbut groupattemptnot finishedunderstand to offer or thesolved.a solution. situation. A debatable or controversial problem or Enough a. *(l) The(3)(2) students respond by a Others.AreDoes there work people have anywho wailreally other like thanworking? financial rewards? n_gi or no vote to a question such as: b. method.TheExample:observes.) students conduct a discussion using the circle-within-a-circleTour class is scheduled to go on a field trip.(A small group discusses a problem while the larger group The bus can only c. Example:Theshouldtake students sixty-five be used participate in of selecting the seventy-fivein a thebrainstorming students class to members.discussion, attend? What procedures *(2)*(1)*(3) (h) WhatOthers.How!that iscan canthe we be mostraise done desirable moneyto alleviate for occupation a convention? poverty? in this area? d. *(2) Example:The(1) students conduct a buss session. Planning aan survey of community businesses and industries assembly program e. Givenouggested(3)(English, an unfinished topics-7;i on the Job,story possible Book to read,B, story Globe, the beginnings: studentscontains discusssomeOthers. unfinished its ending. stories) DISCUSSING (3)(2)(1) Prejudices--nameReligion-Civil disobedience -new religionit trends, the Jesus people, etc. 9C-12 a Objectives Suggested Activities BEST COPY AVAIIABIE RPSOnrCIPS Notes Group(cont.) discussions WhyAnEighteen-year-oldCapitol eleven-monthIgo prefer to punishmentcollege? to liveschool vote in yeara small town (large town) 1 OurWaysSpecializedModernOmmic foreign of mannersbookspreventing policies medicine war

DISCUSSING 9C-13 D. The student develops ability to plan and express ideas orally before a group. «We objectives a. Students demonstrate how Suggested Activities the following unnecessary body movements Resoftric Note 1. Heease acquiresideas. in expressing bodily (1)distract(3)(2) attention: CrossingSeesawingFolding and one and unfolding leg swaying in arms of the other (4)(7)(6)(5) LookingTouchingFasteningFidgeting out the and withthe face unfastening windowsome or object a front hair when talking. button b. The student tells all bothirlanguage. they "body" cannot and dovoice. so, the Other members of the class interpret he can about the following by using bodystudent tells them again, talking what he is saying with (3)(2)(1) ftDidToo ere -hool are you? me? (13)(12)(11) ThisHow Beautiful;is !I:affair. sorry, but I can't go. (4)(7)(6)(5) ThatHey!Isn'tForget do My ityou foot hot? want? is caught. you miss (16)(15)(11,)(17) SeeHowDon'tLet that cruel! meget car?explain. excited. (10) (8)(9) WaitHelpCome for us! in. me. of the following characters using body (19)(18)(20) GetHowI'm Happy!out! sorry. c. Thelanguage.(1) student pantomimes one A mangirl threading with bundles a needle entering He makes his entrance and exit(7) distinct. wireA man repairing an electric (2)(h)(3) AAna buswomanboy old watching manhanging fishing acurtains ball game *(10) *(8)*(9) A Acallingdoor-to-door steeplepoliceman upon jack directing asalesman housewifepainter train SPEAK= (6)(5) A dogmailman meeting a snarling 9D -1h WI COPY MAME Objectives SugGcsted Activities 1er. ...112Ow.=.0.111151.01. he! errffiL - Nyte!' (cont.)Bodily ease *d. e. Themovies, thestudents action songs, play attendof television onecharade aor movie two 5.prograns, ofor thewatch leading workers, a television actors. etc. drama and observe udents may act out word They pay attention books, Career Point to Stress observation.andto changesposture, in changes facial ofexpression posture, andmovements make notations of the head on theirand shoulders, The students discuss observations in class. 2. presentsHe prepares a simple and *a. be detrimental to Theonesto studentinability speak. lists to makefive criticalpossible evaluationsubjects about of fact which and he opinion feels ablecould career. speech, *b. ThedevelopedHe choosesstudent into oneprepares aof brief the a subjects,2-3speech minute (could and speech limitsuse oncareer ita career.so related that it topics). can be He submits them to his teacher for comrients and suggestions He makes sure audiencesummarizinginteresttothat memorize he ofahas dominanthiswhat openinga goodaudience. he impressionhas introductionand said closing in of order statements.)inhis which talk.to leave he tries in the to mindarouse of thehis He prepares a strong conclusion by (It is a good idea c. withAvoidingifstudent heexpressions wishes. thepresents unnecessary like his "why,"speech and annoyingto"well," the class "say,"habit using of"see," beginning prepared or "WW1 statementsvisual the aids WAXING 9D-l5 E. (objectivesThe student presents effectively various types of speeches. Suggested Activities RCSOfirteis NWLVIS 1. Hetotype adjusts his of purpose. speech the a. Theof studentseach. discuss the three purposes of persuasion, and the goal (See Guide ,sec 12N-59) ! et.Brewton, al. Isla John L. b. whetherThe student the purposereads statements ls to (a) similarstimulate, to the(b) onesconvince below, or and(c) decidesmotivate i 1966.Ifriithers, Unit Dallas:3, pp. (2)(1)to action. TheseTen dollars men gave a month their will lives provide for democracy. suppori. for a needy child. 1 44-70.Irwin, John V. c. The(3) students discuss the various situations in whichMere informational stringent laws are needed for traffic control. I Winston,Holt,et. al. Rinehart ModernInc. New Speech.and *Example:speeches are given. *Speeches ofSpeeches sales promotion,of introductioncommemoration etc. Ibid,York. pp. 214-215. e.d. andTheentertain maintainstudents the thediscuss audience. entertaining thesituations methods mood. inthat which toastmasters speakers areuse requiredto create to f. mighttooccasionsThe convince. student be suitable.require considers a speech the listto inform, of topics which below to entertain,and decides and which which He decides in which situations more than one purpose (3)(2)(1) A classfootballchurch reunion dedication banquet (10) (9)(8) A dramaticparent-teacherpolitical club rally banquet meeting (6)(5)(4)(7) A AchurchliteraryBoy music Scouts' youthclub club conventionmeetingrally tea (14)(13)(12)(11) A ALaborfundfarewell Veteran's raisingUnion party Daymeeting rally forrally a teache AZNANCED SPEAKING 9E-16 Swegeeted Activities BEST COPY AVAILABLE Besot:erre - Note:, 2. ObjectivesHe presents a a. The student prepares a onew4111111MI.nominating speech for a candidate for one if persuasive speech. i the(2)(1) following offices: ChairmanPresident of ofa committeehis class to organize a fund drive for a local *b. heThe(3) convinces student choosessomeone athat career charityChairman of the publicity he is especially suited for thatfield, and presents committeea speech infor which a school play. field. anyoneexperience,(Whatto be evidence attrained work? etc. is for- -Jhatthere the doesof aLility the Have you had training for the work? work? Could you enjoy doing this workwork forentail? a in the field?--Test results, work Have you observed Can you arrange entet Cr howthelong youperiodtime? can ofarrange preparation for the money Do you have enough financial hypotheticalrequired case, for and the pretends field? that required?) backing to permit you to If not, can you see, he is 1 *d.*c. ThewouldThea lawyerstudent student benefit who constructs prepares the school aa speech presents the argument for the (city, community, etc.). urging the acceptance of an idea defense. that Career Point. to Stress Theand student advocates pretends passage that of hea is a bill. is a minor problem if one has member of the state legislature, ability, I years.andfactor has demonstratedis the discovery his abilityand Money or funding for training development of aptitude during the in a field of work. The most important formative i I The 3. InformativeHe presents speech.an I *a. Thefollowing(1) student arepresents sone suggestivespeeches activities; Direct a tourist to a place in your which require clear explanations. community ADVANCED SPEAKING t14)(2)(3) TellPrepare a group a report how to about takeknit aa famoussweater person pictures 9E-3.7 Objectives Suggested Activities Oeseortes - Notes (cont.)Informative speech The(5)(7)(6) student gives a speech on some dread disease.GivePrepare a report a report on a oncurrent makingan interesting event some type place of art you work. have (Cancer, sickle visited b.c. TheBrotherhoodcell student anemia, presents Week. etc.) a speech suitable for school assembly during d. The(2)(1) student prepares a speech for an occasion Veteran'sIndependence Day Day (4)(3) NationalMemorial EducationDay Week such as: Career Point to Stress than your command ofFew the things spoken more word. directly affect your progress in the world of work Mouat,to Effective-0176ra L.H. A Guide 4M 11 4. entertainingHe presents an speech, a. Thespeeches(2)(1) student which chooses are severalenjoyable of andthe entertaining.following topicsHippiesDs-it-youreelfers (7)(8) HairMini stylesdresses (After-dinner speech and presents andSpearrET:C.Soper, Company. P.L. Heath (4)(6)(5)(3) SoulSuburbanSlanguageSports food cars commuters (9) Others 7:713715itordBasic PublicUniversity Speaking. Press. 5. Heprojection adjusts the of his a. Theprojection student listensconsidering to recordings such questions of his as speeches, the following: and evaluates voice lThonssen,Ylilkinson.Trainin Basic2nd :Ed.) D.C. Heath in 222Ett.L. and K. voice. (3)(2)(1) ',ghatgivenHowCould voicedoesin the the size adjustmentsspeech auditorium? of roombe heard wouldand audiencebybe everyoneneeded affect if in the thevoice same classroom? projection? speech mere and4hite, Co. E.E.enderlider. and C.R. Practical ADVANMD SPEAKING Acoustics? blic SpeAWIT-YEe lan Company. 9E-18 Objective's Suggested Activities BEST COPY AVAILABLE Resources - N,,te 6.Projection(cont.) b.a. TheThe student student practices pronounces projecting the following his voice words using one with the hinge of the statement. i"How'Public:Movement Speaking: and Gestures; toFilm: Remember correctly.pronouncedHe words enundtes and sleighjaw loose and the face lengthened: muscular orchid iCoronet.1 butterflyfactory nectarprotector kidnapseize 1 "GettingAcross." Yourself - McGraw- matchtrucksquaw excelknifebox quizzingcompelexpel alacrity of the !lcGraww"Say -Hill.What You Mean." b. pleasureThefavoritismtongue student in soundingpronounces the the consonant: following words with backstroketheater sidewalksomethingteacher "HowforSpeech." toVisual Deliver - Aids.Society a c. Thehistoryusevacation student of correct pronounces enunciation. the words in activity anecdoteCalifornia (a)familiar and (b), making 'SocietyAids.Purpose"How to of Discover a Speaker." the for Visual 7. Hespeech. delivers his Note to thea. teacher: anyThe speechstudent from delivers previous a speech using an outline activities.) only. (He may select needed.oneach his other's final speeches.speech so You may want to develop a rating sheet, that he canEach note student areas may where be handedimprovement the rating is sheets and allow students to rate P. The student demonstrates correct parliamentary procedure. *MD 1. ObjectivesparliamentaryHe uses correct a. The students practice the steps in making a notion. (See Guide SectionSuggested 13L-94-96) Activities With one Resources - Notes procedure. Suggestedmotions.class(1) amber subjects acting for as motions:chairman, the others offer variousAbolition main of homework I b. The(4)(2)(3) students practice making and emending Notions usingPublicationsPetitionCareer the education.topicsto the of schoolstudent council paper e. The students practice the fallswim procedures(1)listed or (Aimsin class: of their choice. Proposing, discussing, a main motion (4)(3)(5)(2) liaminatingProposingAdjourningRising to a proceduralpoint motion. of order and voting on d. thatThefound. students have not read been one covered of the st folic:wing this point. references to select topics (Suggestions: andamain( electing officers duties and rights of members, reading and They discuss the topics I approving(1) minutes, motion to postpone, motion to reconsider.)lusbing's Manual of Par Practice e. The students (3)(2) Robert'sElutes Ades viewHas and diem= c ofOrtlec s o a filmstrip on parliamentary procedure. AMMO NW= ef. Thetotagshospitalizationthesourosersate,to listclass purposeinforms with departments simulates the ofand 'swizzes meetingmid to entertmia be and jobprev a nesumbers, Indicated. execative to setts and letterslistening of toimitation sr ilIWOMACS combination business-social staff grottogam. for ambers of a impcommittee be node. prepare Comities nowsmpreprists ray 'Unction tetredosste Short speeches to pereeede, nom 9,40 BEST COPT AVAILABLE . UbjectiveThe student develops skill in oral interpretation. SuggeFted Activities of literature through which he fiesol!rres - Notes 1. evaluatesHeoral selectionschooses interpretation literary and for a.b. TheThelightcan student student express of theirselects evaluates anger, effectiveness short sorrow, in pieceswriting and suitability fear, joy, happiness, etc. assigned literary selections in for being orally interpreted(3)(2)(1) and produced as plays on stage. "Ben"The Hur"MadCreation" Man"- Lew - -WallaceEdgar James Allan Weldon Poe Johnson c. The(5)(4) student chooses a selection for oral interpretation"The DevilPit and and the Daniel Pendulum" Webster" - Edgar - Stephen Allan Poe Vincent Benet which he analysisandthinks(1) purpose. canwith be emphasis presented on toeffectiveness an audience ofand selection, writes a"I Have A Dream" - Martin Luther King critical its theme (5)(4)(3)(2) "Ode"The"Excerpt"Prisoner ToDeath The from ofofWest The'Rebecca"Chillon" Wind" Hired - - Man"- Percy LordDaphne - BryonByssheRobert Du Maurier ShellyFrost 2. Heliterary interprets selections a. theGivenand(6) selection similaritiesone literary to an between selection,audience, oral andthe interpretation aidingstudent the identifies audience and"Jazz Fantasma" - Carl Sandburg acting by reading the differencesin making a Example:written(2)(1) analysis. "A"Death"Selections Raisin of in A TheSalesman"from Sun" 'God's - -Lorraine ArthurTrombones'" MillerHansbery - James Weldon Johnson b. Through(5)(4)(3) the use of improvisational techniques, the student"The"Umr ManTown" With - ThorntonThe Hoe" Wilder- Edwin Markham demonstrate INTERPRLTATION a inselection dialogue or and situation. pantomime his understanding and interpretation of 90-21 Objectives Suggested Activities Resources - !cute% selectionsInterprets(cont.) literary Example:(2)(1)(3) A Awoman footballrung withboy playermanywaiting readybundles for on kick-off. a crowded bus.in line atat aa movie.sports' event. c. aUnder(4) (5)speech the choirdirection of An "Theexcited Congo" spectator Vachel Lindsay to present a number the teacher, the students of choral readings. participate in d. Theblendingreading,choral student reading. ofcreatingchooses voices, athe workaccents He directs classmates in mood and conveying the meaning of poetry orand prose rhythm. and arranges the presentation of the through it for

INTERPRETATION 9G-22 E. UbjectivesThe AuderA leant.:; the hill of play production, :1.110.eFted Activitiett tisi pouga 1. techniluesliedirection learns the ofand stagoibasic' b.a. The studentsstudent learnsdiscuss the the technical following language factor:: orinvolvc:i ply producti,)n. in play production. production;(3)(2)(1) SelectingCastingSelecting forand a thestageanalyzing play crew a script c. The(5)(4)in student play production; identifies orally FinancingChoosing playersthe production. the specific duties of the following (2)(1)(4)(3) ScenicstageAssistantDirector managerDesigner Director (6)(7)(9) afects;tanager:lakeupPublicity ::anager of ;:anagerLights and Sound U. byThe(6)(5) drawingstudents a demonstratediagram of aa stageknowledge and labelingof the variousProperty Oostumestage positions AanagerManager (11)(10) ActorsBusiness Nanager the areas correctly. e. Thescenes:(1) student draws a set and prepares stage directionsBetween in the an following older and younger brother f. The(3)(2) student reports to the class on the following topics:BetweenBetween a acoach teacher and anda batter. a pupil (1)(4)(3)(2) SetLightingOostuzne designakeup design PLAY PRODUCTION 9H-23 Objectives Suggested Activities Prenlirce, Nvtes Play(cont.) production 1 g. scriptAfter readingand produce several a one-act short plays,play. members of the class choose a (2)(1) They electchoose a adirector. stage crew, and a cast. 4 (4)(3) TueyThey presentrehearse the the play play. using suitable scenery, lighting, makeup, i *Career Pointtheir to Stressenthusiasm for work increasesWhen students immeasurably, become involved in producing and presentingand costumes. a play, Drama and/or role- outcomes.playingchallengethoseinterests, ofaffords others. to aptitudes, apply an opportunity their values, knowledge forand the attitudesof studentthe relationship are to uniqueknow thatbetweenand differenteach leisure, from Additionally, play production presents students with the Self-confidence and respect for peers are natural person's! 2. playcharacterHe develops by use in ofaa a. technology, and occupations.Example:ofThe clothing student forselects that aperiod. period in history Egyptian Costume, Renaissance andCostume, reports Greek on the Costume, styles ISchocirArtsThe Prepared Englishin Ilm,Leconaary tyLal.ul6e costume design. b. ThePuritanfive student characters. Costume, selects Homan a play Costume, and makes Charles a costume chart for at least I Costume ofEnglishTErnmissionCouncil the National aurriculum of Teacher: on The English. Appleton- d.c. TheUsing student doll models, makes dollthe studentmodels ofcostumes costumes the showing entire thecast various of a play. levels ;ofianith,!Century-Crofts,New York: 1956. Inc. of drama development. Pia ppleton-,Xntury Production. Anton. - 3. Hecharacter develops ina a play e.a. willTheThe students bestudent presented designorders to andmakeupan audience,make catalogues, costumes for checks the classthe materials production they which offer York: 1548.rofts, Inc. Lew PLAY PRODUCTION by use of makeup. andclass. the prices of these materials. He reports his findings to the 9H-24 Objectives Suggested Activities BEST COPY NM RPSOlirCrP Nuteh Play(cont.) production c.b. The student assemblesdemonstrates a makeup basic kit.techniques of stage makeup 1lameiPrisk, Iiiii&oa=arper Costume Berneice. d. Thehair,application. student hair demonstrateswhitener, liners, the use etc. of such items as nose putty, crepe iHistoric11966.andBarton, Costume Row. NewLucy. for York: L. Heathe participatesplay. production inof b.a. TheThe students producer organize chooses aa playscript, production assigns staff.roles, and the class produces irai7KimitILBakeiTY935. Boston: (1)the(3)(2) play. TheThe student student directorcrews actors take playdirects care the of thecharacters stage pley. scenery, of the props, play. lighting !Watt:ofKohler, Von 1937.Costume. Siebert. Carl London, and EMma Histo c. The students present the play to an audience. and sound effects, costumes and makeup. i 'Theater'Lounsbury, Backstage Warren C. 5. advancedHecraft. participates stage- in *b.*a. Thestandard-size student designssketches flat. a andfloor names plan the of partsa selected and dimensions play. of a Washington1707,i7aTrofSeattle;nom A to 1967.Press.Z. *Cl.*c. The student constructs a flat. /Press,ForMcGee, Fun. 'Cecil. Broadman Drama Nashville, *e. TheTheauditorium student student sizes learnsand demonstratesand the paints basic a operationhowflat, it works. of the lighting board in the ; PerformingBeloof,Tenn. 1969. Robert. Voice inThe *f. TheMbthe student studentauditorium. identifiesmakes a lighting the curtains, cue sheet battens, for a andselected border play. lights in ilterature.UtarBoston;Brown and 1966. Company, PLAY PRODUCTION *h.*g. The student identifies a list of stage and lighting terminology. 9H-25 .101.0.1 Suggested Activities I ROPOWIMP0 4. "wile!, Play production Objectives *i. The student prepares a complete production book for a one-act play. completes it in 1 ;American11 al. TheHedde, titt Wilhelmina. (cont.) *j. Thea givenstudent(1) chooses asHe fog,constructs fire, snow, time. models of devicesone of thefor rain and thunder. following projects and kinds of lightingproducing stage effects devices. such IJ.B.;nswlIrwin, LippincottYork: John OD.V. & Speech. 1963. *k. The(3)(2) student visits a He collects pictures of televisiondifferentequipment, sets. incorporating local drama theater and its lighting system.then draws a plan of 'ModernMarjorie pma,Inc.Rinehart, Holt,New Rosenberger. York: and Winston, 1966. the stage and its student preparesJoshua Logan reports on some of (6) the followingGuthrieCarmen directors: ;:cClintic Capallo RiAPirlocTAI:4.Bailey, Howard. TyroneJoseElia QuinteroKazan Guthrie (5)(8)(7) Harold:orris Churlman Houghton des ignerstdrtriinThealtirae 'Bowman,David McKay Co., Inc. Wayne. *m. The(1) student(3)(2) prepares LeeNormanPeter Simonson LarkinBel Geddes reports on some of (4)(6)(5) the followingHowardRobertDonald scenic E.Day Oenslager Jones I.Br:ther,Dietrich, John L. ripe *n. The(1)(2) student prepares How to paintmake ascenery flat and presents reports on the following topics: flaxGillette,Prentice-Hall, Direction. Inc. (4)(3)(5)(6) TheHowTheThe useto value duties makeof color ofa anda cloud scenescenicresponsibilities artist of theline stage and massmanager in stage decign Rigging.Construction Harper Pros. .tal It's (1G) (9)(3)(7) TheTheTypesThe influences history useof modernof ofspecial stage scenic that brought about lighting lighting design changes in stage design Lamers,LyonsTheand SpeechJoseph and Carnahan. Arts.Staudacher. PLAY PRODUCTION (11) Producing special sound effects. Objectivaa Suggested Activities VLSI COPY AVAILABLE Resources - Nut's Advanced(cont.) stagecraft . Theof studentthe following researches, topics: reports, and demonstrates to the class one makes a model of it, and theAnne.Onmanney, The KatherineStage and .7-7qGras-77 (1)(2) SetexplainslightsLighting. design.Oostume whichhow (Hedesigns it willsketches will forbe contribute needed athe modern set, and play. to orthe the purpose (He makes a light plot, and explains the kinds (He sketches and designs production.) of each.) of iwirgowcoTheRice, Living Myer. Theatre. sici ., Inc. (4)(3) anMakeup.principala number a classmate of characters. costumes, or (He demonstrates the application of character volunteer. includingHe thoseexplains for hisone choiceor more of of the He explains the effects he wants color.) makeup Rowe,HarperA Theater K.T. Brothers. In Your p. The student makes a scrapbook of pictures and how to achieve them.) of production scenes of WallaStadion,ifeia71KITInGr--Hunton co. D.Samuel SelIman. and 4. The student constructs one of (1) A simple box set with two doors and two the following sets: windows. Sta tury Crofts,t Inc. Scenery and . Appleton- OA (3)(2) windowsA Asimple garden box scene set withwith aa wall,fireplace, a gate, a two stairway, and French trees, andcourtroom a bench scene. Albright,iiori N.D. UP a Part. r. Thealla (4) performancestudent the A two-levelpersons makes of listed a a floor chartthree-act on plan,that his showschart.to be allused the for a play. He tabulates the duties of people connected with MazyHoWtonBarnes, Jean Sutcliffe.Grace M=Co. and Heaudience.experiences interprets to an a. The(This students ie called list physical"making aactions score" forof thea role,) character in a given scene. in the following ActOnlkoleslaysirs, Richard. Macmillan : The First b.c. manner:aThe scene student with writes demonstratescircumstance, his intention his intention understanding of the above score "I want to..." or " I muat ..." and score--then acting out in of intention by developing SixArti133117: Lesson`s. Watre ADVANCED ACTING the classroom. 9H -27 Objoctives Suggeosted Activities RISCOrfelp Nwtips experienceInterprets(cont.) e.d. TheTheto student clearlystudent demonstrates understandperforms certain a throughcharacter's exercises group iraprovinations to intention. relieve stage tension and his ability Jewell. Hedde,TheBrigance, rBilliamNew ilhelmina Victor Norwood G.M. f. Thedevelop student muscle develops control. a scene with specific words become actions to carry actions to carry out. J.R.MarjorieAmericanIrvin, Lippincott John:ipeech.Rosenberger. V. Co. g.h. Theout.walking, student talking, observesimprovises and people aother scene carefully ways to make noting of revealing character traits. mannerisms, gestures, He Lamers,ModernRinehart Speech.William Winston. HoltM., place.Fromdiscusses an observed his observations fact the studentin class. imagines a He writes the scene and then dramatizes it. scene that could take TheJosephLyons §z2.2. M.and Staudacher. Arts.Carnahan. 7. Hecharacters. interprets a. Thedramatist'slength student play. develops conception. a detailed analysis He states the motivating desire of a character in full- in terms true to the ArtsStanislayski,Character.tin. Books. Building, Constan- a Theatre 4M1.413 b.c. Theincidents) student listsdividesand states the the external thecharacter's intention characteristics roles for each beat. into beats (emotional of his character. jcstive;Macmillan Reading.E.R.Aggertt, Co. Bowen. ( ?nriO.J. Communi-ed) and e.d. motivatingTheThe student student desire rehearses writes and out relationshipthe the role underlying and develops meaning, a of the lines for the character. meaningful character.verbal action, 11963. E Breen.Bacon,erience. W.A.Literature McGraw- & B.S. as f.g. The student writespresents out his a shortcharacterization episode to with a beginning, an the class. ScenesOssgrove, for Frances. Student Co., Inc. ADVANCED ACTING howpreparesinteresting many classmatesa stage course set canof events,follow theand storya surprise-type easily. and presents his pantomime to the ending. class to see He SamuelActors French, TWVIT-- Inc. 9H-28 thri ANKra Objectives Suggested Activities waRINIONNIIIRM..INIMM.MIPIONONIIIMOMMINI11111=11. Reswirfe, ilAPS Interprets characters (cont.) h. TheandThe student studenttries todevelops selects imitate andone one presentsof of the his leading pantomimes.an original pantomimists ten minute or, televisionpantomime lpoling T§n.ofandDeutsch, Vie: Irviiiba Selected New Babette. /;fliv. oems. 8. He expands his a. Thefully student costuemd writes witha paper sound on effectsthe historical and mole. changes in the theater. ' 1Dolman, JohnThe Jr. Art of Reading acting.theaterknowledge and of the b.c. TheThefactors student student that reports attends characterize on plays the religious,in each the periodarea social and in writestheater and psychological up history. reviews. 1Frankenstein,Mud.French,Play Harper -L.''. Readings. Inc. is Bros. Samuel e.d. The student reactsputs up objectively a bulletin toboard the pertainingquality of tomodern drama. acting. IHerman,Marguerite. Dialects.Lewis and TheatreAmerican ;Marguerite.liftman,1 LewisArtsAriks.Dialects. Foreign andBooks. Theatre 1959. IionouerFamilyHoke, Helen.Book House. of The Humor. 'LeeI 1965.HoughtonOral Interpretation(3rd Mifflin ed.). Co. ' Charlotte L. . ADVANCED ACTING 9H-29 Objectives Note to the teacher: suogepted Activities 8,601WCVOP Notes, ModelMr. M.C.for CareerPerry, EducationKHOM-FM, Houma,Training Louisiana. in OommercialTheBecause curriculum Broadcasting"of the revision interdisciplinary fromcommittee receivedapproach awhich "Preliminary the proposal Proposed presents, Educationit is recommendedprogram. as one of the ways toThe involve actual students activities in aof Career the model are included here as a project for oralI. language. Theinitiate students the (twenty)were radio trained program.participated for several in aweeks live asone-half they prepared hour radio to II. A.matterprogram on of Saturdays. news, interviews, panel discussionsTheythe soldentire commercial program.. material produced, directed, and broadcasted and commercial B.C. TheyTheystudios,sound operated created, effects) and thetranscribing produced, theircontrol own andconsole, machinea.commercial recorded microphones (completematerial. with music and from peripheralschool /or III. duringTheD. students each broadcast. were assisted by an adult,They withinactivitieslicensed brought the radio contextinwhich recorded operator were of newsactualitiesedited copy. and producedfrom '"31.7" "ore own being placed ADVANCED ACTING 9H -3O LIT.ERATURE BEST COPY AVAILABLE LITERATURE the preceding Language Arts Guide. The following section on literature is a continuation and application of those The student's success in the secondary literature program will It is not expected that all students will Proceed skills developed in dependthethrough secondary upon the his entire sequence.proper secondary placement.in sequence, the skillnor is strand. it expected that all atudents will be ready to begin with literature are referred to the followingTeachers summary ofof studentselementary whose reading ent..7 skills. behavior is at a level lower than that required More specific learning for secondary activities can be found in the Primary andThe Middle study school of literature Guide. still finds its best justification and motivation in the unique contribution toitinteraction makesselect to the the withreading all- human around materials characters education and whoseplan of youth. activitiessuccesses, throughfailures, which hopes, the dreamsstudent and can It is the classroom teacher's privilege and prerogative aspirations parallel his experience a healthy own.the realities of life. From this new relationship with humanity he can reaffirm values which There is no greater opportunity in education for the blending of the will equip him to cope with Career education concepts world of combinedselfso necessaryand withthe world thefor total success.of work literature than that program offered can through develop the that study positive of literature. self-image for the student that is oPI. Primary and Middle School READING SKILLS -4% Literary Skint,OmpreheneionWordStudy Attack Sicilia READING skills--acquisitionLiteraryreading skillsSkills. are presented involving in the four mechanics sections: of readingReading and instruction application is concernedinvolving withreading two formajor meaning. areas - -the acquisition of skills and the application of Word Attack Skills, Comprehension Skills, Study Skills, and The as a complement to any developmental reading program.ContinuityEach section is foundis organized not only by within specific these reading areas, skills but alSo rather with than the byother levels. language arts. These sections can be used skillandinstruction enables is introduced, the in studentorder it to isto insure toexpand be thatdeveloped, his eachreading student maintained, in the Themay areas developmentalread and ofwithutilized recreational increasing reading in all andproficiencyprogramsucceeding functional provides areasand reading. independence. sequentialof reading and systematic instruction in basic reading skills Once a A.GeneralWord Attack Concepts Skills and Objectives: The otudent acquires a vocabulary of specified words peculiar to his own environment. 4.2.3.I. He uses serviceservice wordswords toto compare, classifydescribeinterpret pictures picturepictures selected r:011stories. and pictures picture and stories.stories. picture stories. B. The2.I. student .He sees sees and and identifies hears likenesses likenesses and andHe differences listensdifferences for in likenesses inletters, objects words,and differences and groups in of nonverbal words. sounds. 6.5.4.3. He pointslistensrecognizesidentifies out for ascending theand basiclettersidentifies andsight of descending thecommonwords alphabet, asnonverbal elementssuggested but sounds.notof by words. necessarilyan accepted inbasic order. sight word list. C.D. TheThe student1. student sees identifies likenesses consonant and differences sounds.He matches words which begin with the same in selected words. letter. 4.3.2.1. He identifies silentmedialfinalthe consonant consonantconsonantsconsonant sounds sounds soundsin words.of ininthe givengiven words.words. alphapet. E. The2.1. student recognizes phonograms. He orallyassociates and visuallythe sound identifies of a specific rhyming phonogrwn words. given in one word f. The3. student decodes vowels and variant withvowelHe usesthe sounds. samephonograms found into otherextend words. word families. 4.2.3.1. He expandsrecognizesidentifies his longtheknowledge longvowels vowel of inin long wordssound.words vowels havingending in vowelwithone syllable ateams. words. single vowel. 8.7.6.5. HeHoHe identifiesrecognizes expandsrecognizes his shortthat shortknowledge "y"vowel vowels ie sounds.sometimesof inshort words vowelsused beginning as in a onevowel. with syllable a single words. vowel. G. VO. The9. student decodes consonant blends and digraphs.He recognizesidentifies andthe usesmurmur specific diphthongs diphthongs "ir," "ur,"within "sr," selected and words. "er," in words. H. The2.1. student pronounces unknown words by blendingHe pronouncesrecognizes phonemes. wordsand uses which consonant have triple blends. consonant blends. 1. The1.1. student uses the dictionary to determineHeHe blends uses pronunciation thephonemee dictionary toof pronounceunknown to pronounce words. unknown unknown words. words. J. The2.7.I. student recognizes and uses uffixos.He recognizesaffixesadds specified er andor eatusesinflectional to suffixes. root words. endings to selected words. BEST COPY AWE K. The4.5. student recognizes compound words. HeHe becomes recognizes familiar and useswith prefixes.inflectional endings of words of foreign origin. L. The1. student recognizes syllables. He identifiesuses auditory the discriminationtwo small words to which distinguish are combined words inof one and two syllables. compound word. 4.3.2.5. He dividesidentifies selectedvowel-consonant-vowelwords the having number words two ofinto consonantssyllables syllables. pattern inbetween wordsgiven intovowels.words. syllables. H. The2.1. student accents syllables. He identifies primaryaccented and syllables. secondary accents. O.N. The1. student usesrecognizes context contractions. clues to decode Heunknown recognizes words. contractions. GeneralComprehension Concepts Skills and Objectives 1. He uses context clues to decode unknown words. A. 2.The3.1. student perceives relationships and classifiesHe classifiesperceives by similarities.differencescharacteristics.by categories. D. The1. student follows written directions.He follows written directions. C. The2.3. student1. identifies the main idea. He predictsidentifies content the main from ofidea given given of titles. givenparagraphs. pictures. D. The2.1. student identifies specific details.He recallsidentifies details. details in pictures. E. The1.3. student recognizes sequence. He listsidentifies events details of a story in sentences in sequential and paragraphs. order. F. The3.2.1. student uses context as an aid in comprehension,He demonstratesuses context understandingtocomprehension determine meaning ofof sentencea selection of unknown meaning. supplying words. missing words. 1p30 G. The2.1. student draws inferences and applies Heinterpretative listensdescribes to charactersstories reading and skillsand discusses feelings the from characters, selected pictures.the simple plot, 4.3. expression,Hetheirand identifiesevaluatesthe actions. setting'. written themood actions anddescription emotional of specified or reaction illustration. characters by dramatization, in a story oralby discussing 7.6.5. Hespecified identifies character andthe discussesauthor in a asselected the stylespeakerstages used ofin thebya specifiedthedevelopment author. story. of a story. H. The8. student relates cause and effeat andshortHe draws identifies stories. conclusions. and discusses the points of view in selected 1. severalHe draws possibilities. conclusions by makinrappropriate choices when given 2 -D I. The student1. interprets figurative language.He underlines the words or phrases used as figurative language and 2.3. readings.Hediscusses discussewidentifies the th% thefigurative meaning simile ofasmeaning. idiomatica figure oflanguage speech. used in selected J. The4. student employs critical sentences.He points out colorful language used in phrases of selected reading techniques. 4.3.2.1. He distinguishes between exaggerationstruesensefact and andand false nonsense.fantasy. and statements. understatements. GeneralStudy Skills Concepts and Objectives 5. He detects and discusses bias and prejudice of authors. A. The2.1. student demonstrates ability to u' He usesidentifies the three main divisions of the alphabet in the dictionary. picture dictionary as a .eference source. basic study skills. 6.4.5.3. Heletter. locatesrecognizesalphabetizesalphabetizes-from entry and wordswords. uses a fromguideselected a words.selected list tolist the to first the second,letter. third, and fourth 10. 9.8.7. He interpretsuses the dictionary dictionary to symbols. determine partswordthe pronunciation meaning.of speech and of derivations words. of words. 14.12.11.13. He useslearns antheunabridged correctindex table to of division andfind contents specialized sources of towords oflocate dictionaries.information.by using the dictionary 15. He makes a simple outline. i8.17.16.19. He useslocatessupplies the informationandlibrary.information records andinformation found reads in thefootnotes. using information an encyclopedia. orally. 21.20.23.22. HeHe adjustsdemonstrates uses the his SON reading histhe method ability rate when toin reading accommodatedevelopinglocate andfactual-type researchdifferent skills.content kinds of content material. for different purposes. 24.27.26.25. HeNo recordsusesidentifies mops information to directions locate fromfamiliar on mapsthea map. appropriatelandmarksusing direction in maps his wordsusingcommunity asdirection and locational guides. state. words as locational guides. BEST COPY AVAILABLE A.GeneralLiterary ConceptsSkills and Objectives The student expands his interests in reading to acquire a life time habit in reading 4.3.2.1. He reactsselectslistenslooks atto books,to simplea storiesbook stories, pictureof andhis poemsownpoems,books choice. for ofand/or enjoyment.his ownplays choice. to read for pleasure. B. The2.1. student reads for his own pleasure.He readsvoluntarily tells about a book or story he has read. variety of materials. C. The4.3. student extends his appreciation of Heshort roadslocates stories, a storyand readsnovels, orally interesting andto entertainplays. and others.enjoyable books in the library 4.2.3.1. He identifiesrecognizeslearns to appreciatetheand themewriter'sanalyzes ofchareterizetion. astyle.the selection. plot. D. Thedevelopment1. student demonstrates of character his in abilitybiography to andidentifyHe autobiography.reads andbiographies. record facts pertaining to the E. The2.3. student recognizes sound devices usedHe in writesanalyzes poetry. an theevaluation biography of fora biography. a group or individual report. F. The2.1. student demonstrates his ability to interpretHe marks thepoetry. meterrhyme inscheme a line in ofa poem.poetry. 2-C A. The student analyzes the short story as a literary art form. BEST COPY AVAILABLE Ubjettives 41,. Nuti!;r:,Ave :.cti%sties fifTon T. I NOTE TO TEACHER: 1 Asdiscoveringanalysis(Although students adds thereadhow a abort asecondshort writer story storieskind gains mayof theyhisenjoyment,be enjoyed effects.should simplybecome aware the enjoyment of for itself, of f theenableareisshort techniques vitalwritten themstory that toby isthat highconveypeople the helpschool art thesewho makeof havestudents the ideasup ideaswriterthe to realizeeffective others.and as the that creatorshort short story. the techniques that The art of the of the stories It experiencestorytellerfocusrecreator upon withof thoseand that which his techniquesexperience. audience.)the story ag, deals, break and down the The unit on the short story should the art of the reader as the barrier between the 1. Heplot.elements identifiesrecognizes of thetheand .a. Givensupplies(1) selected answers short to storiessuch plot which related focus questions on plot, What is the basic conflict upon which the story is based? as the following: the student Um!andBennett,Books: others. of Robert A. Literature. (5)(4)(3)(2) WhatIs iscomplicationsthe the plot resolutionclimax concerned orarise majoror with asfinal turningthe a problemoutcomestory point progresses? insideof inthe the thestory? story? main others.Berkley,Ginn and-GiliaVIV64. Approaches James and 1 (6) characterDoes it containor with bothan outward internal conflict? and external conflicts; if so, L.to W. Literature. Singer Oa.,Inc. The b. Thecrisis,specific student climax, paragraphsidentifies and denouement whichthe basic illustrate orelements resolution. conflict, of plot complication,byare designating they related? AEllis, Selected1969.Teacher's Webb. LitZF--- Guide to SHIM STORY Wbrks.Del 10A-1 Objectives vow PUSOcrfrO N"tlf,* Plot(cont.) c. Thestory,its student complications and reviewswith specITic inand writing crises details theare, fromplot where theof theanstory, assignedclimax explains occurs, short what and busicit.ted Acti%ities 101.1411.1 IanEvans,Hooks: of Verda.Literature: d. whatmajorWhen the givenaspects solution selected of is.plot short in class stories discussion. the student He uses quotes frompoints out the AGinnTeacher's Laubacker,Book and of 677,11M:Handbook.Short Sarah E. e. writesThehethe studentreads. story a summary ifkeeps necessary of in the his major tonotebook illustrate aspects a plot ofhis the choice. outline in which he plot of each story Stories.1969.Brace, and Harcourt, World, f. orallyThethe student author or in choosesdevelopswriting. a anabort external story conflict.from the Heassigned explains list his in choice which Appreciation.AdventuresLoben,aLlHarcourt, World, Walter. inBrace, Inc., IPg. Thenaturethecircumstances. student author as in choosesshows the casehis a short characterof "To story Build infrom conflicta ailFire" bywith (external circumstances may be the workings of assigned list in which Jack London, or withexternal MacEwen,Stories1963. Mary of E.amine. Lop h. massTheinternal productionstudent conflict. chooses at in athe story case in of which the He identifies and explains in writing. "Quality" by John Galsworthy.) author develops an Filmstrips:Recordings,strips, and Film- Sound i. Thewhichcitingdeveloped student of specific the anselects twoexternal examplespredominates. a short and from anstory internalthe in selection. which conflict. the author has He points out He explains, author.America"Howard"Stories Fast:CMS Read of Records, Earlyby the SHORT STORY N.Y.C.Inc. 1410007. Warren St. 10A-2 SECONDARY LITERATURE Objectives amympted Activities BEST COPY AVAILABLE BUbrwrovi N01.C! NOTE(Characterization TO TEACHER: accounts for the way people.0,1...... 1.0=a behave in the ReadofIrving: Sleepy by Ed "The Hollow"Begley. Legend circumstancesstorysituation the characters in inwhich which theseen they author real find andhas themselves. actplaced naturally them. under the In Guy de MaupasaanesIn a good short ' N.Y.C.Inc.CaedMon 1001b.505 Records, 8th Ave., of"The perfection. Piece of String," characterization is developed to the point Up to the last fatal moment we follow Hawchecorne's ! beThenpeculiar no weother realize mental solution.) thatprocesses, since hewondering is the typehow heof canman clearhe is, his there reputation. can . Inc.Donegan.ReadofIrving: Sleepy 14by Warren Martin CMS "TheHollow" Records, LegendSt. 2. methodscharacterization.Heidentifies recognizes of the and a. characterWhen(1)the givenstudent analysis. selected answers short the followingstories which questions focus whichon characterization,What relate did tothe characters do? N.Y.C.Winkle"Irving: 10007. "RipRead Vanby Ed (5)(4)(3)(2) how?WhatWhyDD did didany each eachof thecharacter character's characters act thoughtsactions ascontrast he did?' revealreveal with abouteachabout other? him?him? What is the point of the contrast? If so, 10018.8thRecords,Begley. Ave., CaedMon Inc.N.Y.C. 505 b. The(6) student writes a character sketch in which he sympathetic,Dodiscusses the words what unsympathetic,used is to describe or aneutral character attitude create toward a him? !i' woodAnthonyCaedmonHawthorne: Tales" Quayle.Records, "Tangle- Inc. Read by (1)followinglearned about methods: a short story character from the authorby telling through what the kind of person he is 1 10018.505 8th Ave., N.Y.C. (3)(2)(4) byetc. lettingdescribingshowing himhis thetalkactions person: his clothing, environment, taste, EdgarCaedMonII""Poems ReadAlan Records, and byPoe. Rathbore.Tales Vol. Inc. of (8)(7)(6)(5) byby showingrevealing relating how whathis heother thoughtsreactsother people peopleto others,talk say to about him him 1 505 8th Ave.,10018. N.Y.C. SHORT STORY 10A-3 IMMErm.1140. MVO miSIMMIMIMMMOfte. IM.M.mm.M. vmommoMmomm.m7m.. MO. .0.0. Ubjvictives MONEMVOIMVOW sw a.m.. mow .4. .1. AU? n r 4 (cont.)3haracterization NOTEaspectsviewthe TO authorthe TEACHER:of readerthe or storywriter sees including theof aevents story who inis tells thein complete story.it, or fromcontrol whose of all the point of LetterPoe:Reaa "Theand by Por:ms" AnthonyPurloined An author can adopt any one of a number of pGints of view, each ; Quayle. Caedmon ofcanthere fromwhich adopt arethe will atwoviewpoint firstpresent major person pointsa quite point of different view which kind an ofauthor story. can use: of someone who is himself completely outside of view in which the story is told Basically, (1) he ' Records,1101b.505 13th Inc. Ave., N.Y.C. ofWithinInit,(2) then handling these quitehe can broadthedifferent present first divisions personthein thestory there approachkind as are ofif storyseveralthetold teller, bythey possibilities,one will of itsproduce. characters. (1) either goes all roleabovesimplyintointerpretation is thoughts,approaches describesan assumed actions, ortothe one. anglysispoint characters and of speechesofview theirbehavior an authorofthoughts. thewithout chooses,characters giving the any No matter which of the (2) or teller's personal Theconsciousnessnarratorcalled second omniscient seesmajor ofall approach one andor character. all-knowing.knows to pointall. of view an author may In this methodHe is nottheWhen limitedstory this teller tomethod the is used the take, is movesaddstovariationthey describeinhis andsay, own ofout asobservationswhat the ofif theomniscienthe werecharactersminds ofa ofdetachedandpoint all commentslook ofthe observer,like,view on allows whathuman who they the nature.knows dostory nothing teller characters and freely and what A onmoreinfer fromwhat about thiswhichthe them characterfrom a storythan carefully this. isis toldthinking observed affects but behavior. thehe iswriter never and the reader. The reader is led to make judgments The point of view told; he has to It 3T(.Y determinesreaderbelievablelanguage. to theinterpret and writer's consistent. the selection language ofand details assess andthe hisbehavior. choice of It also serves as a guide to keep his story development Recognition of point of view helps the 10A44 BEST COPY AVAILABLE ALA 114f- Hi '1 I a 4' A. He recognizesOb.It( 1VOI and a. ------The student identifies and gives examples of the various points :vit; ;CS t Poe: "The Fall of a. t 4" viewstory.identifies in the shortpoint of b. differentTheofdifferent viewstudent from point pointrewrites which of of view.selected viewselected upon stories storiesthe original are and/or told. story. passages from a The students discuss the effect of a N.Y.C.ReadInc.Donegan.the by House 1410007. Martin Warren ams of Records,Usher" St., c. personTheyTheand students thenone point groupwrite listenof thirdview,it into person onestorya ballad from form;omnisicient third one person group point limitedtelling of view. pointit from of firstview, on a tape or record player. Each Audio-Visual,Kurlan.ReadthePoe: Pendulum" by"The David Pit 906 and NOTE TO TEACHER: groupit to selects the class. the best story from among its members, and reads N.J.EnglewoodSylvan Ave., Cliffs, 07632. mayanddescription(The simply credibilityauthor be includedmayof time,useto a setting becauseplotplace, through toweather,furnishings--elementsthey accomplish helptheir to concreteness. givevarious a sense goals. of realityof setting At other times, Sometimes Anthony505Conrad:OaeelonDarkness" 8th 4uayle. Ave.,"Heart Records, Head of by Inc., oractionsAtdaythe it still maysettingmay of bringbeother characters.) appropriatemay outtimes, emphasize or strengthenthe to settingthethe moodevents a mayfeeling of thathavea character, ofareimportant sadness occurring (just effectsin people), inas a a upon story.rainy N.Y.C.ReadJekyllStevenson: by and Anthony "Dr.Mr. Hyde" 10018. recognizesThe student and a. Givendevelopment selected of stories the plotsthe in which student setting answers is important orally orto inthe I 10018. Records,Quayle.8th Ave.,N.Y.C. CaedmonInc., 505 inidentifies the short setting story. writing(2)(1) the following questions: DoesWhatcharacters, therole author has theirsetting use actirms,the played setting orin thetoeach commenttheme of the of on selections?the the story? ReadScandalSherlockDoyle: by "StoriesinBasil Holmes: Bohemia" Rath- ofA RT STORY b. aThe painter student or selectsmovie director. scenes from the selection which might interest N.Y.C.Lie.bone. 505 Caedmon 8th Ave., Records 10A-5 10018. Ubjectives annormwoIMIwwW110 .... Ornnelsommar. eit:es.tee Activities imenp,wo T.O. le lf s 14"11.C5. (cont.)Setting d.c. Theskill student in description. selects threewords storiesor phrases from to the illustrate assigned thelist writers' in which AdventureSpeckledSherlockDoyle: "Stories ofBari:Holmes: the The ofThe e. Hetheselections. cites setting examples plays ofthe significant major role detailsin developing of setting the plot.found in the 505byFinalCaedmon Basil8th Problem." Ave Rathbone.Records,Inc. Read f. placesWhen given that aserved mimeographed as settings map offor the selections world, the read. student labels N.Y.C.ShortIrving,"Classic 10018.Stories Hawthorne, American By g.h. TheTheuseduses student studentvivid descriptive selectslanguage writes phrasesdescriptive aeffectively. paragraph chosen passagesdescribing in order in atowhich person create the in someauthor which hashe definite NorthArts,O.Poe, Henry" Twain, Ave.,Inc., Spoken Harte,New310 youattitudestraightdifference in a snakeliketoward at inyou" attitudethat insteadgaze.") person. shown of, "Hisby, "Hisglittering sparkling blue blue eyes eyes fixed looked on (For example, consider the RoaringHarte:Rochelle,the Outcasts "TheCamp N.Y. Luckand of of i. paragraphsdetailseerieness,Select aand scene soloneliness, choice as which to ofmake conveys words,or clear wildness. describesome the definiteeffect this of sceneeffect, the scene.in suchone oras two By careful selection of EdPoker8thRecords, Begley. Ave.,Flat" Inc.,Caedmon N.Y.C.Read 505by NOTE TO TEACHER: developed. ofaLondon:10018. Fire:Midas" The Read Minion by "To Build Lagoon,"beideaIn appliedfact, in thatTheitJoseph to is theme itmany the Conradcan ofpeoplepoint be a illustrates(thestory whichthe idea) world isthe the developed plothisover. idea beliefillustrates. from in that whichother the thestories, greatest plot isand test can For example, in "The It is a universal WarrenRecords,Inc.,Ugo10007. Toppo. St., VSN.Y.C. 14 SHORT STORY ofthe character best influence is loyalty in onetsto the life. persons or principles that have been 10A-6 BEST COPY AVAILABLE eilID VW. Jbjectives 4111. a. Given selected stories which focus on theme the student answers :-.uqvicaited Activitiet. Bierce: ntrin ,.it "Tales of .1.^.1.1111...MINNIMM 1utc Heidentifies recognizes theand in ' the following questions: 1I Vol.Horrow I andand II"Suspense Read the short story. (1)(3)(2) aboutWhatDoCan you central humanyou agree write nature? truth with a summarydoesthe author'sthe statement author statement seem of theto about betheme? stating humanity? WarrenRecords,10007.by Ugo St., Toppo.Inc., N.Y.C. 14CKS c.b. TheorIn studenttheme one orfrom writestwo a sentencesselected a paragraph shortthe studentrevealing story. formulates his reactions statements to an ofidea theme 0.Henry:II"Stories "Short Read by Ugo Vol. I and He uses the study a. Thefrom student three writesstories well-organized in the assigned essays list. based on selected topics N.Y.C.Toppo.Inc., 14 Warren St., 1'1S Records,10007. of Intothe improvecomposition. short storyhis skills; : which(1)selections relate toto citestories ideas read. and quotations to supportHe hiswrites views. to discuss the relationship between title and He makes references to the `Magi."The andGift Other Stories"of the Read by (2) Hestory"A(Example writes Visit in given tostories:of explainCharity") selections. how setting is used to create the "Sophistication," "In Another Country," 'Julie HarrisOthRecords,Begley. and Ave., Ed Caedmon Inc.,N.Y.C. 505 (3) TherelationthingIntensions studentmany which stories,toof writes givenwillthe conflict givethetoselections. explain charactersform in and giventhis meaning attempt searchselections. to tofor their seek meaning existence.out some- In his paper he answers the in 1Salem'Twain" Ludwig."Stories10018. CMS of Mark Read by (b)(a)following(c) questions: WhatIs theirformis it does searchthat their the successful? characterssearch take? seem to need? WarrenRecords,10007. St., Inc., N.Y.C. lh b. The students work with context, structure,(4) and dictionary Heread. writes to discuss the use of humor in one of the selectionsin ListeningMarvinOollection""A Mark Miller. TwainLibrary, Read by ,Ht RT STORY approaching vocabulary. wich,1 Park Conn. Ave., 06870. Green- 10A-7 Objectives ;1;lutle?-ted IIIMMIN0 Hu !.01 r. t F - I t 1/7". (cont.)Skills in Oomposition . (1) recordsIn the vocabularyunfamiliar sectionterms encountered of his notebook in each the story. student He "StoriesStephen Crane: of War" writes the phrase from the story which contains the word, 1 Read by Salem andsentence under theusing phrase the wordfrom inthe the story, same hecontext. writes an original ' N.Y.C.Ludwig.Inc. 10007.14 CMS Warren Records, Gt., 7. 1 a. 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Mark Twain:10016. Works,""The Man "The and His 1D studentsreadingssame passages separately,discuss with the stageimportance directions of "stage to the directions." taped readings. then compares mimeographed copies of the The I1 and Evaluation"SocietySawyer,""AnalysisAdventures for of Visual Torn fi d. methodstoneThe studentof usedselected describesby authors stories in to andwriting create identifies thethese mood effects.orally or atmosphere or in writing and thethe Chicago,Education.Diversey Ill. Parkway,1316 60614. e. Givenstoriesidentifies selected the figurativestudent passages identifies languagefrom various paragraphsand symbolism.stories, containing the student imagery. In given short 1I Johnsonof President and Kennedy""Inaugural Addresses Spoken SHORT STORY I Rochelle, N.Y.North10801.A Ave.,rts, New Inc., 310 UtA*LtIves '01.11;ested Activities Nst.tf, Literary techniquespont.) f. betweensituationAfter reading the and two ironya typesshort of of storyspeech, irony. which the containsstudent differentiatesboth irony of =w Good examples of both may be lics0,rfut. g. particularlyThefoundlisting student in "Thethe analyzes appealed words,Cop and phrases, histothe his emotionalAnthem" senses.expressions, by response 0. Henry. and to passagesa short storythat Then, in oral discussion, h. Thesuchhetakes describes studentas notesfear, views thewhichanger, emotionalfilmstrips he disgust uses forresponses orpertaining compositionpleaeare. which to theandthey shortdiscussion. aroused, story and Theofare,discusses studentBabylon" "The theGiftidentifies by allusionStephenof the two Magi"Vincentmade titles inby Benet.)each0. which Henry title. contain and "By allusions the Waters and (Two such stories ,j.k. TheThediscusses student student theidentifies identifies moral point two two illustratedstories stories that that by are areeach. parables fables andand "he student a. Theidentifies student the demonstrates moral lesson the illustrated ability to inread each. the short story ' wvelops certain .titles basicskillful b. Theslowly student and carefully demonstrates with thean alertability eye to for evaluate importance the shortof details. story neading,nort of story....he c. populartheasBy an author.comparing artistic magazine andunity, story, contrasting recognizing the student the theartistic will element hopefully short emphasized story become with bya the w" STORY d. authorsThemore student discriminating and discussestheir works reader. orally, in terms and ofin formwriting4specific and content. major 10A-9 4ctivvlic.s Skillfull Reading Objectives eke. VIDOWMPOilmwmompao After reading "The Secret Life of Walter Mitty," the student =r1nr. 011..... 1...... 11017m1.001MOD refr 'I tr". (cont.) f. Thewritesinto student aa situationpaper, selects using that an Thurber's authorfulfills whose style,his writingfondest in which particularlydaydreams. he puts himselfappeals andO.Raytosimilarities Henry himBradburytechnique and for reads surprisefor byand sciencefivepointing differences endings.of fiction,his out short inof writing,styleJames stories. andThurber specific technique for exampleshumor, found inof the He compares the author's style Suggestions are g RN-WrierTheAtlantic,collection. students and Saturda readcompares short themstories with from stories quality reada7tikh magazines magazinessuch as Review, Harper's, Harper's Bazaar or the h. andwhomTheas Truethe studentsthey exactStory, have keepplace studied,True a wherefile.Romances, they the recordstoryor Cavalier. canthe betitle, found. the author's name, When they find a story b' an author Members of tothe(This share.)those class list which read of theyasstories many think ofcould the beclassstories kept would upas to possibleenjoy date forfor oralfuture reports. classes and select i. 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1 SHORT STORY 10A-11 B. ObjectivesThe student traces the history and development of the novel and studies Suggested Activities its characteristics. Resources - Notes aoVi 1. ofdistinctivetheHe literature.recognizes novel as type a Note to teacher. fitIn thea class genre discussion, into the context students of formulatethe completed definition. a definition of literature and J !What It's About,The Novel: What "What It Is, Films a 1 It Does" (1) Reviewcharacteristics]term, thethe partssign (=of orany is), well-stated the general definition classification, [statement the ofspecific the rEarly1 Victorian (2) DictateLiterature1/3 of tothe the Istask (=.)class has thebeen beginning completed: of the definition, explaining that Dickens."England and Charles (3) Ask,(The what term) is needed?(Sign) What is meant by classification? What are "Great"Great Expectations Expectations II?I. wr (4) inWritethencharacteristics? answer giveanswers tothem the on orally questions:a transparency as "brainstorming" or the board continues.) (Students first jot answers as they as students give them come to mind, Man"Charles and His Dickens: Works:' The t is it?Possible Answers: General Classification: Literature.TheB. F. Structure Beauchamp, of ed., writtencollectionwriting selectionsexpression of writings ofE. theM. Forster,Novel. Aspects NOVEL 108 -12 Objectives Suggested Activities Resources - Note,, literatureNovel(cont.) as What does it do and why? Possible answers: Specific Characteristics --1 'Story1Pervine, and Lawrencestructure, (it) lastssatisfiestellssays whatonman's and people experienceson feel Note to teacher: governinga textbook adefinition correct definition. and have students test it against(it) the sharpens standards our thinking (After enough answers have been given to work with, supply EXamples: ofLiteratureimaginary their artistic world. is a collectionmerit and universality.)of notable writings that have survived becauseLiterature is the artistic written expression of man's real and . Through class discussion, students review facts-- Filmstrip"What to -Look Record for Setin (5) Usingfor(a) literaturetransparency in overlaythe textbook or chalkboard, definition. substitute theIs theword novel novel, covered by the definition of literature? Ask for discussion: Drama and Fiction;' (c)(b) WhatWhichthat changes of classificationsand novel? in wording are characteristics needed to convert apply the to definition both literatur to (d) Whatandfiction,characterize theterms novel? etc.can theyou novel?think of(1) that story, may (2)be usednarrative, specifically (3) prose to LOVEL (e) What other literay typeprose fiction? can be referred to as a story? a narrative 108-13 Resources - Notes 10-16 Novel(cont.) as literature Objectives Throughwork of class prose discussion, fiction in thewhich student characters concludes become that involved a novel in is situations an Suggested Activities extended 2. He traces the a. andPanel settings discussions, that imitate essays, those individual of life. reports, on dramatizations may resul Watt, Ian, The Rise novel.history of the thefrom(1) history the students' of the novel:research ventures into the followingBackground topics (English) related to of Fiction. (b)(a) ImprovementCaxton's publication in education of HaloNy'sof the masses Nolte d' Arthur (2) Forerunners(c) Popularity of the romance Literature.TheBeauchamp, Structure R. of F. (b)(a) TheThe allegory picaresque (Don quixote) American Education (3) The(c) development of the novel (fiction applied to contemporaryRobinson Crusoe life) Publication:Ohio, 1969. Columbus (a) Reo-classical Richardson'sFielding's TomPamela Jones (social (journey barriers) to maturity) (b) Romantic Jane Austin's Pride and Pre udice (social satire) NOVEL MaryScott's Shelley's Ivanhoe Frankenstein (historical) gothic novel) 10B-1.11 WI COPY AVAILABLE Objectives Suggested Activities Resources - Rotes 10-17 History(cont.) of novel (c) American (Nature of theHavthorne'a universe Scarletand the Lettersoul of (effects man) of sin) .- (d) Victorian (romanticismDickensMelville's and realism) (novels 11212:Dickaigi of social criticism) destiny) StevensonGeorgeHardyBrent,Mockery (themesEliotSisters (satirical (adventure (psychological of (extrasensory fate) fiction) and horror) realism) perception) (4) The(e) contemporary novel (types and views of life)American Westerne(epic components of the tale and history). GuideLitersEllis, to Webb.Selected A Teacher Works. Dell, C. (b)(a) PsychologicalStream of consciousness (Joyce and Woolf) (H. James) AmericanStudent'sLass,1 Abraham Novels. Guide H.to 5. A 5.2 (d)(c) AllegoricalHistorical RomanceFantasy CreativeBeauchamp,1966.Washington Approaches R.Square F. Pres to (f)(e) NaturalismThe Mystery AmericanReadingJ.Publications, Weston Fiction. Education Welch, 1968. (h)(g) ExpressionismImpressionism TeachingSuccessful Literature. Devices in NOVEL (1)(j) JournalisticExistentialism Novel ("NonfictionIn Cold Blood) Novel": Truman Capote's 10B-15 jileseurcer - Notes 10-18 3. Hethe recognizes novel differs that a. Objectives novels.Through class discussion, students compare their They answer questions such as the following:.mmmarowm Suggested Activities J.O...+ favorite short stories and) MaynardBoynton, Mack. Robert W. and andlength,from structure. the complexity story in (2)(1) WhichWhat differences they felt mostthey movedremember by best 1.111--.... Story.Introduction to the (4)(3) WithWhich whichcharacters they mostthey closelyfelt were identified more like real people typeswillAfter(5) beofthe ablefiction reasons to concludewill given have to that tosupport doall with oftheir thelength, answers Why?above are differences between the two basic complexity or structure. listed, student . variousStudents(1) professionals may wish to usedo furtherfor labeling research a piece to A short short story learn what "yardsticks" the of fiction, (3)(2) A shortnovella story continueIn(4) class todiscussion, live. students give opinions as A novel to why both types of fictio NOVEL los-14 =0 alb Objectives Suggested Activities Resources - Notes 10-19 Novel(cont.)short differs story from (1)elleIn class following; discussion, before or after research, studentsWhy the novel continues to live give opinions on (3)(2) WhichTheshort number type story isof thenovels easiest, published hardest each to year write as compared to that of the (5)(4) WhetherWhat effect a short television story is has only hed a oncondensed both types novel C.ct Note to teacher: opinion(6) sampling. asWhether can an "a "in-depth slice of study."life" can give as much insight into human nature Unanswered questions should motivate further research and 4. Heincharacterization studies novels. a. question:Students(1) identify each of the following characters briefly"Have you in everanswer met to vicarious) th UnderstandingNewWarren,Brooks, York. RobertCleanth, Fiction, Penn. and (e)(d)(c)(b)(a) ScarletMartinIcabodWashingtonGeorge LutherCraneWashingtonO'Hara Irving King, Jr. (h)(k)(j)(i) Huck PipAaronSimon g)Finn BurrLegreeWalter Mitty (3)(2) Students(f) John indicate Henry which are real people and which are fictitious. (1) Romeo and Juliet 1;OVEL IrnwnStudents as realexplain people. why someof the fictitious characters are as well 10B-17 10-20 Characterization Objectives ofStudents character choose charades. a favorite character from fiction to impersonate in a game In preparation for the presentation, studentsSuggested will Activities ResourceF - Notes (cont.) ask(1) themselves and answer the following questions:WhatHowis dotryingdo II look?dislike? to stop me? How do I feel? What am I afraid of? How old am I? What do I think? What is my background? What am I trying to do? What do I like? Wh . builtbetweenrevealedStudents on experiencemodelstodiscuss us; in Mark realfiction,and Twain's artifice."life'M character comment: is created. (Ask the question7-wire all characters In real life, character is There is the difference . insightStudents into discuss human the nature, value consideringof studying thefictitious following characters questions: to gain TruthFisher, Versus John Beauty:H. (2)(1) CanHowfeels, youwell really dreams,does oneever fears, person know believes? what ma* yourknow closestanother? friend thinks, hopes, Languagein an Articulate and Literatur Socie (4)(3) MustAre heroesT see somethingnecessarily of "biggerme in fictional than life"? characters? TWElunal-COuneilEnglishVolumeUrbana,Teachers Journal62 Illinois, of#2, English of in 1973. criteriaStudents(1) similardiscuss tohow the characters following: in a novel are judgedWhat and he finallysays list (6) Characters are judgedWhat by he does (3)(2) How he lookssays it (8)(7) HowWhat he other reacts characters to others say NCVEL (4)(5) WhatHowabout' and the himwhat author he thinkshints 110) (9) HisHow environment.others react to him 10B-18 Objectives Suggested Activities BEST COPY MBE Resources Notes 10-21 4'. Characterization . Given familiar examples, students classify characters as major , I (cont.) anotherbeminor; (Note:revealed protagonist,or terminology may explicitly be another's antagonist; used counterpart.) flat, or implicitly,in criticism a character may maybe expandedbe round; static, dynamic (4eveloping). here; characters may a foil to I Students(1) continue character MayorReasons of for Casterbridge). a character's failure analysis by discussing the following or success (Henchard and Farfrae in points: (3)(2) HowDo theirdo the faults characters or virtues attempt to complicate plot? cope with their problems? (5)(4) WhatFor doeswhat thepersonality character traits reveal about are the main characters remembered? human nature? (7)(6) conscience?Does athe character author useserve a character as the "Greek Chorus" in that he speaks man's as a puppet or mouthpiece? underStudents(8) the guisepersonify of resum4s their favorite Do the characters serve as symbols? or letters of application. characters and write character sketches Students(1) express their opinions of the The tragic hero following character types: NOVEL (3)(2) TheThe hero cowboy victim -hero 10349 Objectives Suggested Activities Resources - Notes 10-22 (5)(4) The anti-herorebel-hero 5. variedpatternsHe studies plot of thenovels . willHeThe then studenthave stars consequences. lists those at "happenings" random the eventsthat meant of yesterday most to him,as he and recalls those them.that Through class discussion, the "highlights" of ..11..... CraftLubbock, of Fiction, Percy. 195' The yesterday's experiences can be shaped into a loose "plot," a chain of . events. (Distinguish incident from episode.) Rosenheim,What Happens Edward in W., pointStudentsincident(decisive of interest),draw (incentive or diagrams non-decisive falling moment), of the actionending) fiverising (resolutionbasic action elements (complications), or denouementof a plot: incitingclimax (highes ) and finale WritingCassill,Literature, Fiction,R. V. OgO. 1963. /tict1116 Climax on Finale ote to teacher: end immediately after the climax InetaeD Some novels and novellas, like the short a sudden denouement story, (unraveling). reportsAmbitious(1) on studentsthe various may plottingwish to investigate,techniques and devise patterns:Picaresque (episodic) diagrams and/or prepare (3)(2) ChronologicalContrapuntal (variations on central theme) NOVEL (4) Flashback, 10B-20 Mem .1 Alb Objectives Suggested Activities Resources Notes 10-23 Plot(cont.) Patterns d. points:The(1) student analyzes the plot of a given novel consideringConflicting the forces following 71101=all. AdventuresandKincheloe, Cook, in LesterIsabel Values, H.M. (a)(b) Man againstaganst himselfman (inner conflict) Texas,Company,Harcourt, 1969. Inc., Brace Dallas. and (d)(c) Man against naturesociety (2) Creation(e) of suspense Man against evil, etc. Chase, Mary Ellen, (b)(a) FlashbacksForeshadowing Dallas,ValuesHoughtonet. al. inTexas, LiteratureMifflin 1965. Comm (d)(c) ToneAllusions (3) Memorable(e) incidents Symbols (4) The(a) effect of the climax Was it satisfying? Probable? Inevitable? NOVEL (b) Was the crucial happening decisive? Why? Why not? 10B-21 41Iwwl.I*11*I1m.IMIOIMI.M11nmw...... gpwInn.enNw-nolwv.ft. 10-24 Plot(cont.) Patterns Objectives (5) Dominantization element: dominate plot? Did the plot dominate character or did character-Suggested Activities jResourceF - Notes . mentsStudents grew choose logically specific from illustrationssituations and from were the in bookkeeping to showwith thatthe develop- 6. He recognizes . personalitiesStudents write involved. five minutes placing themselves in their classroom "setting' Pannvilt, Barbara. theofthat novelsother the settingselementsaffect followingobservantnotingsettingin a room,details atthestudents thateven brief of particularwall place arewriting, decorations,of and their time.time.students surroundings.) and notice spacing how of the windowsoaffect arrangement ofone's object (The written notes should reveal how Through class discussion Fiction.The Art of Short Boston, 19614 . pastIn a readingsconsideration and finally of setting conclude in the that: novel, students recall examples from (2)(1) Setting canpins be characters revealed inand a actionnovel directlydown to timeby intervention and place. of the (3) Settingcouldnovelist only may or happenshiftindirectly severalin a particularby timesclues withinfrom place characters the at coursea certain and of byatime. novel.events that The(4) student reexamines the first chapter of a book andSettingto observetheme. can detailsbe used notas a device to reveal character, plot, atmosphere Studentsitemsinseen the in to character'sfindthe further firstexamples plotreading. surroundings ofor importantdevelop andcharacter. physical explain objects deliberately placed how the author used these NOVEL 10B-22 BEST COPY HARARE Objectives Studentsfrom novels. comment on what they learned of life of other Suggested Activities times and places Resources - Notes 10-25 7. elementsHein studies the novel.of thestyle moodpointthatStudents or ofcantone. view, contributelist irony,the various tosatirelfigures his techniquesunique of and speech, methods foreshadowing, at manner of writing: imagery, diction, an author's disposal pathos, and Greenwich,TheCunningham, Problem Conn., J.of V.Style. 1966 . anxietyStudents or list curiosity examples was of evoked. suspense in familiar novels and observe how ModernDobree, Prose Bonamy. Style. . onStudents the reader. give examples of irony (oblique deception) and analyze its effect London,WW. . Givenpurpose examples in ridiculing of satire, an studentsidea or person.recognize the author's method and Londa7-5gb.TheMurry, Problem J. Middleton. of Style. . Giventhrough examples symbolism of symbols, in literature: students recognize the value of communicating (2)(1) The pearlriver in TheHuckleberry Pearl = materialism.Finn the free unfettered life. (3) Accepted symbols in literature:BloodBlood, = waterdeath. = life. (4) justice,Sword (King Arthur) Winter,Summer,and conch springfall shell = = age, (I,youth. experience. s1 a the flies) = authority, NOVEL 10/3-23 +Mb 411 Objectives Suggested Activities Reelources Motes ...... 1....111.0.0111111111 10 -26 8. author'stoneHethrough infers of novels usethethe of TheThecreatesan student student atmosphereobserves finds and that orlists moodthe words language and phrases revealing the author's attitude. in selections from given novels which the author used to NewElementsStrunk, York, William. of1972. Style. The language. create(1)0) Aa humorousparticular tone emotional climate: A sentimental mood LiteraryATaaffe, NevStudent's York, JamesTerms. 2967.Guide G. A. to (3)(4) A Asolomn satirical atmosphere attitude . The(5) students A sinister draw atmosphere. generalizations from the above samplings: (2)(1) The author disapprovesapproves of ofthe the hero's villain's behavior. values. (4)(3) TheThe author author is believes ridiculing the plight of a is philosophy. given character to be ead. pervadingStudents(5) discuss atmosphere the attitudeof the novel of an and The author is pessimistic about the state author as it is revealedevaluate by the his philosophy of life. of mankind. NOVEL 1013-24 INO.- Objectives Suggested Activities Resources - Notes 10-27 9. frompointHe studies which of view the . Students(1) illustrate "point of view" as follows: He goes to the door, looks into the hall, returns and reports what NarrativeUzzell,New York, Thomas. Technique. 1923. novel is written. (2) anotherStudenthe saw, what usinggoes he from "I."saw. the classroom into the hall, returns and whispers (First person narration)The second student relates what he was told as t theotherseen(Note: multiplethrough points The omniscientanother'sview,of view the that eyes.camera-objective,point may ofbe viewexplored and by theambitious stream-of-consci students (Third person omniscient) may be limited or unlimited are . aStudents given technique compare novelswas used told to fromachieve various a particular points of purpose. view, pointing out why . novel:Students illustrate through original diagrams the point of view of a given Objective(camera -view) OmniscientLimited J Omniscient(Unlimited) NOVEL 10H-25 Ubjctiea 1 0.11.40.*..1, ilt":011 I t , theHe understands novelproblem and with a, story'sThe student appearance oefines of verisimilitude truthfulness oras probability.a term that refers to the literaiurc.The6,:aucham;., :tructurt nvn ul Lu. verisimilitude. b. StudentsexperiencesThrough classcompare that discussion, theirillustrate experiences students that "Truth withpoint eventsis out stranger incidents in realistic than in fiction," their (What is reality? Realism?) 1 Truth of Art"Truth/77413.71771- 4.arkbylituuf anu A. 6ivler.The Art. c. StudentsBloodliterature. and prepare Wm. Styron's reports Theon theConfessions uniqueness of ofHat Capote's Turner. In Cola d. Studentsand art expressis truth." their opinions about the meaning of "Truth is artof Plato and QC1tim e. AristotleAdvanced students toward verisimilitudemay wish to report in regard on the to attitudes a work depicting of art, Javidrion, Dun Adrian. 11. withHepurpose.fantasy recognizes a special as a thenovel 1 a. Studentslievefantasy. to bring be the to author'sclass comic purpose. strips and pictures In oral reports, they explain or justify what they be- ":*.word andList,"Annotatedin Sorcery Fiction: ,EnGlish Book An b. Afterandtime scientificreading the book 20 principwas000 written.Lea es in es Under the TWZOOrir.iewere . ;ea, students list physical unknown at the 177713p.Journal, January, c. Afterfollowingincredible reading questions: chaTirigh-grbothAnimal Farm and The Hobbit, students Mks:IT:tempting to answer the discuss the 1 NOVEL 1 (3)ke)(1) qw (10Q4 the aut.hor make whatt e doesrealistic the author ones wouldatseem tonot? be suggesting errect, do the fantasy characters nave on the characters believable? about human nature? the reader that 10B-26 Ubjectivee glni.11.11111 NuTIA-A.ted Activities BEST COPY MADE b(10-wr.Ps N:ftes (cont.)Fantasy d. Studentsillustrating make ascenes bulletin from board novels. display on fantasy using pictures 1 e. After the mature student has read A Brave New World and 1984, he assumestothe passauthors. the and role which of areprophet waning. and He indicates which of the dangers seem to be coming tells what warnings are voiced by "sword f. consideredtheandStudents(See sorceryunknown, English on orally,fiction."all the Journal, levels heroic in writing readJan. ideal, appropriate1972.) or worlds in dramatizations of books wonder, referred etc. as studentscanto as The themes of good versus evil, man against be choose. 12. Hethe recognizes life-stylenovel reflects that and a. therefore,phaseStudents of man'srecognize the author'slife thatat apurpose thecertain novel is time intendsa point and undertofor serve thorough certain as a mirrordiscussion:conditions; of some time.philosophy of the (4)(3)(2)(1) AreWhat there basicmoralhuman serious truthsvalues omissions?aboutare evident?stressed? life are examined? b. Students(2)(1)and answering discuss the the question; novels that have become popularWhatWhat themes about dominatelife seems thinking to be ignored?today? movies asking c. (3)Students(4) list and discuss novels that treat the problemsAreWhat these life-styles creations are valid? being created? of the way men(2)(1)(3) and women earn a livelihood. WhatWhat changes attempts cause have economic been made problems? to solve such problems? NOVEL (4) WhyHow have much efforts influence failed? can fiction have on current social problems? 10H -2? Ubjectivo9 :,.J9qe!.te1! Acti%itiev. OINPII... r. I ! d. Listby (lasenovels values that treatand unreal the problem ambitions. of young people being confused 13. He expresses his ' a. The student chooses one significant incident and gives a brief opinionsobservations of novels and , "book talk" intended to create interest. writtenreports,in oral reviews, andand tests.' : b. follows:Students(1) participate in an "Outside Reading" programHe"Reading outlinedlists the File." as book he is reading on an individual card in the (3)(2) ofObservingHeteachercard theindicates underclass announcesthct thereadthat several label whilehe an is "Outside"To studentstheready Be teacher Tested,"to Reading"are be "tests"ready"tested" period. for through bytesting, placing individual the his Other members .1tnts partii pat theinterviews book. or by having students answer essay questions about group reports on a n(J,E1 with one rerIn q as d.c, Studentsmoderatorto be considered: justify aid the a others novelplot, asdividingcharacterization, a "classic" responsibility or givesetting, reasons to coverstyle, why elementstheme). the e. Studentsartisticnovelsymbolism does merit,recognize notin the qualitysignificance, allegoricalthe asauthor's a classic andnovel. purpose universality. by evaluating in the satirical its craftsmanship, novel and interpret I f. The student uses a checklist similar to the followmg to evaluate his own(2)(1) experience with the novel. Theshort student story. identifieslists the basicthe type differences of conflict between or conflicts the novel used and inthe NOVEL f a particular novel. 10B-28 Objectives .,/qc,tted Activitic.5 fif 0. 1 (1 s NIP( t1 Written Reports (3) Theshort student story contrasts with that the used character in the novel.development used in the I (cont.) : (4) The student identifies and interprets any symbolism used in a 1 particular novel. 1 (5) heThe used student for adiscusses particular the novel. author's style of writing and devices (6) Thea particularstudent writes novel. a coriposition in response to the there of 1 1 (7)(8) TheThesubplots student student in identifies aillustrates novel. the the relationships development betweenof the plotthe plotsline inand I (a)selected novels through diagrans and comments. He identifies the relationships between the plots and subplots in a novel. , I (c)(b) withHe identifiescompares the development the the development climax of plot and ofinother thethe fourplotnovel. elementsin a short of storyplot. ; OC 1I (9) ofThe view student from identifieswhich selected and givesnovels examples are told. of the various points PE& ! (10) The student demonstrates the ability to interpret various themes . (11) Theof novels student studied describes and tothe relate setting them of toselected his own novels life. and i I (12) Thedesignates student whatanalyzes part particulareach plays authors'in the development styles of writing,of the novel. i oncomparing diction, and syntax, contrasting and imagery. the techniques used by each with emphasis ; I (14)(13) Thecreated student by explainsidentifiesauthors. the and importance describes of characterization in the various' literary tones (15) Inovels Usingdevelopmentby major prepared American, of readingthe novel.English lists, and the world student authors. reads and analyzes 1 1I (16) The student discusses orally and in writing specific major I authors and their works in terms of form and content. HOVEL 1 I 10B-29 Objectivos :1.191mAtre Activitips (cant.)Britten Reports 1 g. MajorCatherBuckBradbury American Authors AustenBarrieMajor English Authors DreiserFaulknerDouglasCrane CroninConradButlerBronte, F.C. 1 FitzgeraldFerber DickensDefoe MelvilleLewisHemingwayHawthorneHalley HardyGoldsmithGalsworthyFielding*3iot .StoneWallaceTwainSteinbeckStep]. LawrenceHuxleyKiplingHilton WoukWharton ScottRichardsonOrwellMeredithMaugham WoolfWellsThackeraySwiftStevenson NOVEL C. WiectivesThe stue4nt recognizes the unique characteristf.cs of poetry. !,:iwer-ted Activitiett tivisn.!riup Nwte. 1. poetryHe recognizes as a .....1.16.1 0110 a. theThe appeals--sound,students recite rhythm,favorite imagery. nursery rhymes or lullabyes and discuss (The student realizes he has RobertBrooks, Penn Cleanth Warren. and Hooks meanscommunication. of enjoyable b. children.Theenjoyed students poetry recall since andinfancy.) discuss chanting games that they played as I Winston,Holt,;c Renehart, 1960). ande=: 1: tng York: rk: d.c. Theearlythe students society,school years.studyrecall the morea andsimple clearlydiscuss society poetrythe (Eskimos)taunting emerges chants toas noteone they ofthat theused the primary insimpler UniversityHugU.S.A.,New(Bloomington: esNegro (Ed.) Langston Press,Peetss Indiana e. marching.Theneeds students of that notesociety. that poetry is linked to singing, dancing, and HermanPoems1964)(New forYork:Ward Pleasure. (Ed.)Hill and . GC11 f. andusedThe recognize studentsin advertising, makepoetic a listqualities.and popularof TV jingles, slogans variousand mottos. types of word play They discuss andrelatedWang, mathematics. 1963).Poetry to science h.g. Theanalyze studentstudents as to writes discussrhyme hisscheme, why, favorite since repetition, song.they have and known alliteration. and loved poetry all The class chooses one song to 571.)Old,StoryWorld, William(Cleveland:Poems 1951). NewCole and i. quotations,definitionsThetheir student lives, andbegins ofthe poetry,favorite word a poetry "poetry" his songs ownanthology. andconnotesdefinition poems. gloom of poetry,and boredom. favorite He includes writer's He might illustrate his Oscar(NewtheImmortal WilliamsYork:EngliaMe PoemsSimon of ande. Ed. j. Thetableselections students of contents. or write write together a brief aexplanation class prophecy of their in rhyme. appeal. Musicians in the He makes a grr-HokinStoriesSchuster). in-TEE) Verse. POETRY classes.)song.)washboard,mayclass get might instruments a setwashtub it to tofiddle. music. use for rhythm, as spoons, bells, saws, jugs (Students seem to enjoy presenting their production to other Another(If class group is singsstill andinterested acts out one the group 1961).(New York: Odyssey, 10C-31 Objectives SoubcP.ted ALtivities licsnaircf. Nptt Poetry for pleasure I k. The students write a stringer poem. The class chooses an abstract Books (cont.) otherword:(1)(Suggest line several5 but do similes not limit). or metaphors Example: for the wordGoodbye chosen. is like closinglove, a book. happiness, goodbye, etc. Each student writes on every LouisPocketStory(Ed.) Untermeyer Poems. Books,(New York: 1961). (14)(3)(2) Goodbye beginsis acrossing desert, the next thedry hello. peakand forlorn.of a mountain. Wudson.Johnson, "God'sJames Records wordsonetogetherandThe will organizeclassand take writethe chooses theonesthem a poem.phrases, thatintoa committee seemthought delete related. topatterns. sometake words,all the add similes transitional and The same committee or another They can clip and place metaphors Trombones." m.1. haiku.andTheThe content.students student writereads limericksexamples ofusing haiku, classmates' noticing names.the requirements of meter He tries capturing a vivid impression in an original o.n. The student writeschooses cinquains. a short poem and rewrites it in prose. q.p. languageThe(to student act ofout). hislistschooses friends figures a favorite and of gives speech ballad the in literal orhis sonnet own meanings. language and writes or the a parody r. HepunctuationThe learns student to andpracticesuse meaningthe rhythm the as art ofand greatestof rhyme reading of importance poetry aloud. in oral reading. poetry effectively. He notices He POETRY aloudpractices to the on classseveral or poemsto small that he likes especially well and reads groups. 10C-32 REST COPY AMBLE Ubjectives Nuggepted Activities Pesolirces NTttelk (cont.)Poetry for pleasure s. writing,Tocircle display anywherechoose students' the you best workwish. try papers and have them-mounted.You might designate different partsa "poet's Circle." After each 11.MINR.MI!.. (Begin the revisionaof roomBut,""poet's" the hopingroometc. for work forbut thethat isathecopy differenteveryon aim ondisplay, will"poet"display.) be he hasto revises completework it and purpose, as "Just for Fun," "Anything on 4isplay. the circle around the substitutes the Often after 2. poetry.He analyzes lyric a. The(Thisimaginative student "poem" writes worldwill be"freein usedwhich verse" after he lives, using the studyabout of poetry the hidden, for the mysterious, student figures of speech. 12,000ExaminationCollege Students Entrance Board, Book forAoften livedtosimilar comparison.)see corresponds with, how assignment inarticulateslid knewto shouldsomething nothing he be aboutwritten was about his imaginative world. A poemin that world he has lived in and until the poet made him aware. at the end of the study Teachers.,and Their "Poetry."English c.b. The student definespoints outlyric the poetry. d. The(5)types student of lyricreads poems.selected (1) sonnet, (2) dramatic, and (6) general. distinguishing features of the following ode, (3) elegy, (4) pastoral, I e. poetry.The student recognizes rhyme poems and classifies schemethem as by two scanning types. several lines of f. Thepoem.The student student recognizes uses letter the patterns metric to describepattern the rhymecalled scheme iambic of pentameter. a PQE1'stT blankThe student verse. identifies the characteristics of a poem written in 10C-33 Otoectives :,Atit3eFted Activities r t14 f" Lyric(cont.) poetry i. Thefree student verse. identifies the characteristics of a porn written in 1 14 J.k. TheThe student student recognizes explains thealliterationthe differenceliteral andin between poetry.figurative :simile meaning and metaphor. of a symbol. n.m.1. GivenThe student examples recognizes of figures the ofuse speech of personification that interpret in a poetry.particular human o. Theexperience,the student experience recognizesthe studentinterpreted. imagery names thein afigure selected of speechpoem. and recognizes Oolor, sound, P . meter,Thetouch, student alliteration, smell, recognizes action, and wordsimiles, assonance. music and in metaphors.a selected poem. Rhythm, rhyme Q . Thefirst student, to man's after senses, class thendiscussion, to his heart,realizes and that finally the topoem his mind. appeals r. haveThethen studentto fail accept tosees standthe that word up many toof criticalthepoems critic appeal examination. as onto thethe firstgreatness and secondor The student does not weakness "Trees" levels,, mixedofreasoning.appeal;by a Joycepoem metaphor, butifKilmer hiswhich confused ownis has ataste popular been symbolisms, and pointed poemexperience with outmonotonous greatby dictate many sensory rhythmcritics otherwise. and and as containing emotional illogical POETRY .111... 4111 0.1101 7 Objyttive3 .1111111. 7-1!:c;OFteld Act;vitief, livfm-rer4. 00.11101111.1111P.M.O1.1 Lyric(cont.) poetry s. Thefollowing student questions:examines lyric poetry by answering some of the (1) What(c)(a)(b) is my first impression? WhoWhatWhat isis is speakingthe the experience setting? and what being described? is he saying? (3)(2) WhatUnder(a)(b) is what the classificationtheme? WhatHow newis theor significanttheme developed? does the poem fall? thought did I gain? (5)(4) What(ironic,(c) is the casual, generalauthor's hostile, metrical etc.)? pattern? How did the theme give attitude toward what he describes - order to the whole work? the theme or total (6) What(a)(a) is the rhyme scheme? effectHoweffectsHow does does of. the contributethe pattern poem?rhyme toscheme,contribute the poem? the to rhythm and other sound (9)(8)(7) AreWhatunanalyzedHowvariety? all figuresdoes the my techniques impression? offinal speech impression usedare with compare used? balanced regularity and with my first I t. Givensubjectivity, two lyric poems, the student compares their objectivity and POETRY 10C-35 Objectives butiocrted Activitier Retolirrce Lyric(cont.) poetry v.u. withTheThe students imaginatively.students list write some lyric material poems. from ordinary life that poets deal 3. threeHe recognizes kinds of the a. Thestory student and poetryrecognizes are joinedthat the in majorthe narrative poem. characteristics of the short HouseSingerStudies Literature itandom in Poetry. Book narrative poems. 1 b. The3ible,literature student Beowulf, realizes known. that the etc.7-- (The Iliad, The Odyssey, the first books of the narrative poem is the oldest Series. c.d. TheThe student student traces identifies the history the epic, of the narrative. the ballad, and the metrical tale. e. (2)The(3)(1) student recognizes certain fastana heroicminimum moving character ofplot and violent action description and restrained dialogue characteristics about narrative poetry-- (4).(7)(6)(5) use of the colloquial idiom dramaticacceptancestrict rhythmstructure of fate and andrhyme authority f. The(8) student examines narrative poetry thatthe refrainprecedes frequently it takes on new by answering some of the meaning from the verse questions.)following(2)(1) questions: AmShould I prejudiced the narrative in any beway read against silently, (Refer to sectior S in lyric poetry. Other the work? aloud, or be dramatized? POETRY (4)(3) WhatRan happens I extend to mythe evaluation central character? of general?the central character to mankind ioc-36 Objectives Suggested Activities Reeovrres - Notes Narrative(cont.) poetry (5)(6) Whatview viewchange do Iof gain occursman ofand inthe the the world world central through is revealed?character? his eyes? What significant (7) graph.Divide the material in the narrative complication climax resolution poem according to the (8) exposition theme?How does the use of figurative language and symbols affect the conclusion (12)(11)(10) (9) IsHowWhatIa Vdere varied thedo figuresstylea symboland consistent?sharp of that speech is gives the contribute? imagery? unity to the work as a whole? (13) The student compares the What is the relationship between the theme and view-point of two narrative poems. my own values? The student identifieswrites a critical two characteristicsstudent compares the theme, (etc.) of two narrative poems. analysis of a narrative poem. of each of the following (3)(2)(1)types of poetry: ElegySonnetLyric (5)(14 BalladOde (6)(7) EpicPastoral L. narrativeHe writes poems. .a. The student determines the narrative of each (6) Dramatic (9) poem read. Narrative POETRY lb.1 Given(1) a Does the author do more thanpoem, the students discuss the word-scenes. paint a word picture? 10C-37 Objectives Suggeoted Activities Resoorres - Notes Narrative(cont.) poetry (2) theOould author a competent did? painter do more with the scene than the natural beauty c. The(3)deserves student to writes be painted. a diacription of something he Whyhasin doseen our moat environment? of us develop immunities to that d.e. TheThe students students write write plot narrative lines forpoems. a narrative poem.

POETRY 10C-38 Suggested Activities Resources - Notes Objectives SUPPLEMENTARY ACTIVITIES Filmstrip - Record 2.1. Theelements student in everydayidentifiespoints out language. theorally different the use types of imagery of poetry and whenother given poetic LookExperience(6"The filmstripsfor Poetic in WhatPoetry" to - 3 3. Givenseveralassonance,examples selected selections. of consonance,the lines devices of poetry, onomatopoeia,of mound: the forstudent rhyme,example, identifies rhythm alliteration, and and/or others. gives stripsStyle"Somerecords). Elements(2- 1film- record). of 4. meter.Given varied lines of poetry, the student identifies the types in selected of Thomas61614.Peoria,P.O.Box S. Illinois348Kline Go. 6.5. Thepoetrypoetry student and to writes read.pointsidentifies five out originalvariationsexamples examples.of in figurative poetic form language when given selected 7. Thesubject.interpretation student identifies of life poetry when heas writesa comment a 2-3 on pagehuman composition value and ason anthis 9.8. Thereading. students choose ora suitablewrite a poempoem, using prepare expression and perform and feeling.a choral These tapes 10. After reading a specific poem, the Hestudentshould incould a paragraph thenalsoparaphrases berecord played of prose.histhe for interpretationpoem the class and of discussed. the poem. POETRY 1 IOC-39 Objectives Suggested Activities flesoorr.e. - Notes activitiesSupplementary(cont.) 11. prosePoetry,(Note and to Apoetry,teacher) Modern useGuide material to Its onUnderstanding page and Enjoyment. To help students see the difference between 33 of Elizabeth Drewie ' Poetry: A ModernDrew, Elizabeth. Books Mimeographdiscussionandeditorial..' suggest or of improvements.writeHave differences, studentson discusscomparative the effectivenesseffectiveness, of and the appropriatewords theSaard the prose passage from an imaginedThen present Blake's poem and allow I Enjoiment. Guide toIts and ed. 12. Theusestheyand students of othersdiscuss each andpassage.listen the write meaning to downmusic of one bythe ofSimon lines. their and favorites. Garfunkle, The Beatles, In small groups, i IWilliams, IMETRgton Oscar, TheSquareModernPress, Pocket Verse. 1958. Book of 13. Usingmorethe athanstudent collection-of one findsway. several modern selectionslyrics (one that source; can beThe interpreted poetry In paragraph form, he gives his interpretation (Examples are "The Sound of Silence" 3.nof Rock), ! Sound and Sense;InEirod4FURFPoetry. to New York: 14. ofFromand andone "Elinor anpracticesof anthologythe Rigby.")selections. reading or assigned it aloud. list, the He reads it aloud to the class student chooses one poem ; Harcourt, 1963.Pteorrflyireein:A Benedict,Teacher's StewartGuide H. particularlypoemsor(Note to thewith to small thewide effective. teacher) group.appeal and Have a poetry reading.Others should work onchoose committees readers forwhose voices are In groups select 1 Teachi% Literature1969.Dunning, Stephen. Anotherselectingthey should committee background prepare should musicmusical prepare appropriate accompaniment a printed to the program.of drums specific poems, or and guitars. One member ; Foresmon,ToPoetry. Adolescents, Scott,1966. ofprograminvitingcontinuity. the class forother shoulda largeclasses act group asto masterattend. of ceremonies to After rehearsals the class should present a program, presentation. This would be an excellent give the program WorkingPrudenceShaw, John Dryer: and with Poetry. I and participates in EducatorsService, Inc.Publis g POETRY 16. Theisclass studentprepared discussion studies to ask based aquestions. specific on questions assigned distributed poem by the teacher. He 02138.Cambridge, Mass. 10C-40 Objectives Suggested Activities APOOrUVO 411. Suter, Supplementaryactivities 17. Thesentence student the practices theme of compact a specific poem. writing by expressing in one 1! The Literature ofBerkley, James. Books (cont.) 18. onThejustifies the student same histheme.compares choice two by poemscomparing written on He decides which is the specific details of the poems. the same subject orsuperior poem and Ii EnglishEnglandRandom House.12. ,. Singer 7 19. Theor studentsubject makessuch as:a personal war poems, anthology love poems, poems about of poems on a similar alienation, theme j !Addison-Wesley Publishing Co. onepoems interesting on courage, humc.vus poems, booklet, adding a personal introduction etc. He compiles the poems and into I Reading, Mass. 10. Enjoyinz seEnglish, 20. appropriateFrom a display pictures of great or original paintings, illustrations. the student chooses three that !1 Singer/Random Hou. 21. poeticcould(Follow be form. described. the activities for studying paintings He makes notes about each and and poetry given writes one in IThe1 Robert Thomas MolasticMurray,(Eds.) Alma Book and Search. 22. andThein Their theclass unit English publishes "W.H. Auden, an anthology Musee De Beaux Teacherrr of originalpoems. Arts," in 12,000 Students After all imices: New York, studentsandform illustrating committees who wish fortothe participate selectinganthology. and have memorizes at least onearranging poem the poems, typing, submitted original poems, he has 23.24. discoveredAstheAfter an studentextra reading during project compares Henley's this the thecourse. student"Invictus" two poems andas Milton'sto theme, 13n poet's His Blindness," attitude . Usingtoward Perrine's life, and Sound poet's and response Sense, theto adversity.student finds specific poems to POETRY illustrateforms. various metWargfterns, rhyme schemes, and stanza 10C-41 t Objectives Suggested Activities OPSOUMPO + NtlieS activitiesSupp(cont.) lenentary 26. Theof"Fire studentsuch andpoems givesIce," as thethe"Nothing surfacefollowing; Gold meaning Can Stay," and the "The Tennyson's "Ulysses"; Roadsymbolic Not Taken,"meaning Tide Falls"; Frost's 27. UsingTeasdale'sandto "Birches"; illustratePerrine's "The Longfellow's SoundLongvarious Hill";and metric Sense, and"The spiritualstheTide student Rises, like findsthe "Deep patterns, rhyme schemes, and specific poems River." 28. preparesFromstanza an forms. toassigned teach itlist to ofthe poems, class. the student chooses one He reads it aloud effectively. points out and meaningownexamplesHebeing explicateslist carefuland of themefiguresdiscussion meter, that of ofhistherhyme speechquestions questionspoem. scheme, and for symbolism. aidand fellowform, andstudents in distribution to the class, He prepares his analyzing 29. poems,Heandimagery, writes theme.covering ameter, full the explicationrhyme following scheme, aspectsof form,one poem offigures the from poem: ofan speech, assigned list of sound devices, meaning, 1 30. noticingEllizabeaPoetry,andIn Saturda of er Amethods Drew,Modern peiTagal:Zrsoilections theofGuide explication.student to Its reads Understandini discussions and of Enjoymentpoetry, Review, Atlantic Monthly, New York Times Ma azine, onriticaTaTrays byke 31. An(a) (b)approach to "Sonnet 73" dominantThe student element classifieswrites is (oremotion. thediscusses) poem. (Lyric his first because impression. the Sonnet of fourteen lines POETRY writtengg) in iambic pentameter rhyming abab, cdcd, efef, 10C-42 Objectives Suggested Activities Resources 4. Notes activitiesSupplementary(cont.) (d)(c) Thefurther student study examinesstates he willthe the theme,understand order. but (There isthe aware themeare threethat better. with quatrain,examinationtheimages third.thought and twilight three thein the student quatrains.in tree the findsquatrainssecond, a moreand together. adistinct dying fire pattern. in The couplet is self-contained and ties Autumn in the first On closer CC

PUEMY 10C-43 Objectives buggestes Activities activitiesSupplementary (f)(e) TheDoes student the imageryfinds that unify the the theme work? and its development Peseurce Notes (cont.) (h)(g) Theandthegive effective.student words meaning used.examinesexamined to every the part. dictiondenotation to findand connotationit clear, of correct, (j)(i) understandingTheliterature,contributes studentsstudent finds discusstomusicof thethe the or theme.poem.how figuresother the actsknowledge of speechcontribute of and the notesto history the how total ofeach (m)(1)(k) TheaThe similarstudent student outlinecompares choosesmakes ofa two anyfinalcontent. sonnets.other evaluation sonnet toof see"Sonnet if he 73." can find 32. emotionalcandle,tomorrow..."Read the (2) passageimplications a Theshadow, fromstudent (3) Macbethof notesathese player, beginning thatmetaphors, (4)life a"Tomorrow istale. showing compared andwhich totomorrow (1)is and He writes the a 33. poems,Usingemotionalthe bitterest selectedexplaining progressions poems,and how why. tonethe or studentdevelopmentis achieved. contrasts of the the tones of the He comes to some conclusions about the The following lint of passage. poetry.adjectives(14)(5)(9) joyous (1) canadoring be used to describe some of the tonesgloomydespairing of (15)(10) lively (6) grave (2) carefreeexultant (16)(11) melancholy (17) pessimistic gay(7) (3) complacent exalted(12) humorous (8) flippant(4) contemptuous(13) ironic I 34. Examineto(22)(18) the pensivethepoem's diction meaning of aand poem. emotional force. satirical (19) quizzical (23) serene (20)(21i) troubled. Explain how key words contribute resigned Test statements by (21) sarcastic POETRY 116 meaning.substituting other words to see how the changes affect the Doc-134 BEST COPY AVAILABLEGbjectives Messovrers saMMIAMMWMWOW Motes activitiesSupplementary(cont.) 35. Givenhelpshowsit gives aestablish whatdramatic a words,sense thismonologue, ofdetails, personality.a distinctive theimages student andpersonality possibly speaking. determines whether symbols - He

POETRY 10C-1,5 D. ObjectivesThe student recognizes drama as a literary type and SuggePted Activities as a work for the stage. RetallITCU* NrAll% 1. one-actHe studies dramas. a. The(1) student damonatrates that he Describe the setting and characters can do the following: Burton, Dwight. Books (3)(5)(4)(2) UnderstandIdentifyRecognizeInterpret the foreshadowing,thestage theme characters directions plotfrom unfolditd,dialogue, actionand climax andHolt,Literaturein Winston.the Renehart, Hie Dallas,Schools. tudy, b. Given(6) a sheet of selected dialogue stageDistinguish productions. differences in techniques of TV, film, passages the student makes and SeasonsTexas.Bruatein, of Discon-Robert. c. mentalThereferences students attitude, about listen etc. character to tapes traits, of personal problems, (He can see what dialogue selected plays. can reveal.) social class, ManIpwner,1965).rar.Diew and Schuster,Alan 'fork: S. (Ed) d. creatingGiventotransform convey a shortmood itcharacterization otherstory,into athan theplay. description?)students and (Emphasize the importance of conflict. discuss the changes needed to What are the ways of dialogue ofPlEicago:American1967).its Chicago Critics. Drama UniversityFrees, and e. anbeginThe 'Iawareness students likedby asking, it' offormulate orthe "What 'I three couldn't iscriteria "I's"there with which stand it'?" tofor say evaluating about a TV TV program programs. besides Try to lead students toto view aid evaluate: (Hay igarrTriewEsslin,The Theater Martin. Ybrk;of the ,(2)(3)(1) ImpactInventionIntention - - -originality purpose, theme of plot poweruse of tosetting, move, convencespecial effectsinfluence on treatment, quality of dialogue, our own lives. onAmericanFrenz,51iday, Drama. Horst. Pla1961). ew ri hts ork: g.f. TheconsidersandThe student revealstudent it pickshis readsthe dominant outturning aloud and traits.point passages that introducereads a majorthe climax character scene and states why he H 1965).and Nang, DRAM in the play. 10D-1:6 1S1 COPY ARABLEObjectives Suggested Activities RebOtkrfPf Note-, One-act(cont.) dramas h. etc.class.andThe student justifiesthrough acts skillful his choice reading.) by the appropriate (He may also try to convey grief, terror, out*the "funniest" or "saddest" response from the hatepassage jealousy, of a May ModernGassner,Directions Theater John. in and Books i. Theread. student points out literary elements and theme for each play Granville-Barker,Winston,WE:Drama. Rinehart, 1965).114775W7- j. The(3)(2)(1) student writes a 1-3 paragraph exposition: TheHisWhy purposereactionhe didn't of to likethe a schoolscenery.a specific play orTV an assembly program. program. 7Harley. tovols., Shakespeare. Prefaces (5)(4) ThefindaWhy sheetpurpose aproof judgment of ofinquotations athe ofminor playa character character. appraisingto support is aorthe character. is stand not false.they (Distribute The students are Press).Princeton N.J.:University k. The(1) student writes a brief narration He defending.)dramatizes a short ballad. or description: ZranZatroiiLerner,York:America SimonMax. as aand(New (4)(3)(2) He describes a scene from the most memorableHeseen.He moviedescribes dramatizes an oneepisode scene from from his a longerlife that narrative lends itself to poem. he has McCarthy,"RealismSchuster, Mary. in195?). the 1. aThe play student he has makes read aor collage seen. that suggests the dramatization. different moods of Maclver,1961,Harper's,American pp. R.M. JulyTheater."0-62. (ed.) n.m. ThereportThe student student to thedramatizes reads class additional to an persuade episode one-act othersout ofplays tohis read and it.makes own life (or of an interesting York:andGreatin Present.Literature: HarperMoral Dilemmas(Nemand Past someone else's). Row, 1956). 10D-4? Objectives Suggested Activities Resm rces Nists 2. He studies a. The student demonstrates that he can do the following: TelevisionPostman, Neil. and the Books three-act dramas. (1)(review(2) sec. D-1-A in drama) NameeveryShowIdentify thehowpart emotionsthemood of themetheand work,that tone.and pervadeits development each scene and show how give meaning to 1961).Teaching(New York: of Appleton,En iia. Showplay.theseeffect how emotions andthe realizeauthor support handlesthe the theme. dominantstage conventions to createemotion in the complete McLuhan,Hill,Understanding(New 1964)York: Marshall. . McGraw Media. (a)(d)(c)(b) prologueraisonneurconfidantaside TheTragedy.Sewall, Vision Richard of B. (New (f)(e) chorusepilogue Haven,University Oonn.: Press, Yale , 41110 Read(a)(b) a Shakesperean play. absenceRecognize of blankElizabethan stage verse, directions, theater archaicconventions: expressions, allusions soliloquies, AncientSound1959)."Our FilmstripsHeritage Greece." from 110 Evaluateexperience.)isDiscuss read. thecriteria view offor life evaluating in movie, films. TV production,metaphor. or (He is aware that drama reflects life and play that Guidance10570.Pleasantville,2 rec. 2Associates, fa. N.Y., b. The students paraphrase to check on meaning of RelateSophoclesTrace thethe tohistoricalideas Age of ShakespeareElizabeth. development to of the drama present from day.age selected passages. of Olympus."dramatizations.2"Splendor fs. 8 cassette2 fromrec. EMC d.c. GivenForThe Instudents aDrama list andofsee vocabularyFiction."filmstrips words "What that is Drama,"suggest andcharacter "What to Look traits, e.g., 55105.St.,0orp. St. 180 Paul, E. 6thMn. DRAMA appliesdiabolical,(Verbs them could furtive,to bevarious used pert, forcharacters impudent,character justifying arrogant, their etc., the student action.) judgments. 10D-48 BEST COPY Objectives Su9pepted Activities IIIPM. AVAILABLE ilesourcvs !Ivtr Three-act(cont.) dramas e. Thecharacteristics, students discuss and popular realistic TV programs,life situations. identify common 0050111m ...M.411 J Sound Filmstrips f. Thepresentusage students and time. theatrical identify theconventions major differences in Shakespeare in English s time languageand the manGreekfs.and"Antigone and Theater"Theater: 0o., and 1900 Themethe Scott, FOres- rec. h.g. Thefits students into the discuss movement. the waysterm the"Renaissance" stage and audienceand how ShakespearewoulL effect Glenview,Ehake"Our60025. Ave.,Heritage Ill. from i. Thehavetheabsolute student kind pertinence of power,identifies play fortofeeling be ourideas presented. timeand from reason, (perinirina-Praic Julius idealistic Caesar that views,loyalties, continue etc.). to Pleasantville,Guidance2Ancient rec. 2 Rome."faAsso. guide. j. haveThe studentgreat audience writes anappeal, idea forbut aone TV thatprogram has thatnever he been thinks tried. would N.Y.6 "Juliusfs.,rec. 10570. Warrenor Caesar."tapes 1.k. Theinward,same student play outward. emphasizinganalyzeswrites an and essay a writestrait comparing theythe naturehave two in charactersof common. conflict within in a the play - N.T.Pleasantville,Schloat Prod. Inc., 10570. m.n. TheTheattitudes.) student student writes rewrites dialogues. the ending of a pier or mites the ending to (Should reveal character traits or 44o. Thean Alfredstudent Hitchcock writes stage drama. directions for a Shakespearean play. the student DRAMA p. methodUsingJuliusresearches=a0hasaaantompazWrootivea, theof Caesar. murder,Reader's and Guide the tooutcome Periodical to the Literature assassination of the 10D-49 Objectives Suggested Activities 11111111411 ResnurceP. Pv't. Three-act(cont.) drama q. The(2)(1) students prepare bulletin GoodWorthwhile TV drama movies boards: (6)(4)(5)(3) GreekTheShakespeareanDrama groundlings theatre. of different theatre periods s.r. ThedesignThe students students a set). prepare prepare tape set sketches recordingsfor a play ofread significant in episodes. class (or t.u. TheThebackground students students indiscuss presentsituation, or talks write philosophy, on howdramatic the plays history. etudied reflect and language. (Avoid their v. Theencyclopedia)(1) student reviews the following terms: (2)(5)(4)(3) plotdramaticthemedialogueconflict irony 3. He studies and a. The(6) student demonstrates that characterization. he can do the following: (Review one-actevaluatesdrama.and the drama three-actthe sec.(2)(1)(3) D-1-A and D-2-A MakeJustifyRecognizeRelate independent thedrama and final understandto interpretationslargerdecisions themes,irony, in Drama) (outcomes). individualism,symbolism, Galvanism,of andplays. implication. DRAMA (4)(5) ApplyTVPuritanism. production, criteria to the evaluation of a play, movie, or 10D-50 UbjettiVea Suggested Activities BEST COPY AMAMI 771:;;0111117:77; One,(cont.) three-act drama (7)(6) Man.RecognizeRecognize drama the placeas an ofexpositor drama in of American significant life ideasand literature. about (10) (8)(9) DevelopAnalyzedevelopmentsRecognize empathytragedy. the in major withAmerican Americancharacters. drama. playwrights and the gigi dicant b.c. madeTheThe students onclass foreigners. compiles discuss anthe annotated impression list that of American filmsplays. have d. ofconvincing,socialThe validlife). students movesviews real, (thediscussor deceptive precise?shaping the influence influenceviews. of- affectAmerican on playsteenagers or films views on To what extent is the view of American life Identify productions that have given f.e. Therichness,justification students meaning, discussassume of some theandhow action rolessignificancecreative ofor charactersconductthinking to a in TVcould and theprogram, speakplay.give amorein film, g. Theorideacontemporary a studentsplay. that war discuss situations.is a matterhow ideas (Ex.of hero inArms a particularand the Man drama undercutting apply to the - The Crucible, h. Thefirstactions.twentieth students of hiscentury debate family's witch-hunting.)the responsibilitywellbeing? of the protagonist fn: his (Is Joe Keller (All nz Sons) to be condemned for thinking Is Captain de Pere justified DRAMA i. Thein applyingstudents thedo oraldeath or penalty written to paraphrases Billy Budd?) of significant passages. 10D-51 Objectives Suggested Activities evaluation of a movie, play, or TV Amm Ammo ARP One,(cont.) three-act drama k.j. productionThecharacter,In studenta composition according writesor conflict thean to student givenin two criteria.comparea different plays. the handling of theme, 1.m. InTheof a thecomposition,student ending analyzes - thethe fatestudentin a ofcomposition, the analyzes the consistencyprotagonist. and logic the characters as types, n. Therepresentations. student analyzes the method of some aspectof theme of style: development. symbolism, o.p. Theirony,(Ref. studentstudents etc.Guide writes write Sec. aan12-P) critical analysis analysis of a play read independently. q. The(2)(1) student writes creatively. ParodiesbiographyDramatizes a selecteda short storyscene or(Study a scene the from a style of the novel or r. The(3) student presents a well-planned Writesoriginal an carefully)original scene. talk on a major American play. s.t. GivenTheseries. students selected organize plays, thea panel student discussion on a identifies five different types TV production or of (avantdrama: garde).tragedy, comedy, melodrama, farce, and experimental 10D-52 Objectives Suggested Activities BEST COPY ORAN Resources Note* One, three-act drama u. The students discuss the total effect of OMMINNOINIIIMIMON. (cont.) cv.i Thetechnicians.seen) students as a combined discuss venturehow closely by the author, director, actors, and stage stage performance achieves the a drama (that they have w. Theofingoals characters, studentsusing of thescenery, discuss author'sexits props, andthe original entrances.erfectiveness co3tmes, of script. lighting, make-up, stage grouping the author and director Ix. TheThein otudents studentplot, character, discuss:writes: and setting? How does the work as Area drama the sztorsdevelop well its -cast theme in appearance, voice, anc taken.Theactingin studentscorparison skill? discuss: with theflow nuvel will the playwright or short story fron ',Mai it eras cant his subject matter fullHe(Greek, analyzes length Shakespearean, play.the The(1) student demonstrateo 1133 the technique:: farD-2-A, evaluating D-3-i1 plays,is Guids) movies, and TV hn can do the following; (Review sec, and mudern) (3)(2) nelodrama,RecognizeresponsibleEvalaateproluctions reviews specific satire.and(see irroo?onsible 12-Pof drmatictwo in mediaguide) gonre reviewing.in periodicals: distinguishing . - comedy of manners, trageily, (6)(5)(h) DeronetratepresentKnowCompare the times. namesdrama awareness ofof 30700dif:crent of keythe thea:ricalhistoricalnajlr English personalitiesperiods. and world draTiatists.of part and DRAMA (8)(7) media.haveDemonstrateUnderstand in recent an awareness developments of the in place drama. that irama, TV, and film contemporary life and the recent developrentJ in ea-,1 10D-53 Objectives Suggepted Activities Resonrres Not en Full(cont.) length play (10) (9) modernKnowevaluation,Demonstrate the times. concepts discussionan awareness of of ofmass Key tragedy, its origins and media, theater.periodicals dealing with development to !b. The(These"Conflict students could ofhold be: Wills," structured "Choice around a roundtable discussions on plays and Consequence," "The theme, e.g. "Know thyself," they have read. Foibles of Man,"onconflict plays "Critics moat (b) oftheme Society," (expressed or enjoyed commenting on (d) etc. or the discussion suggested) (a) the play's central the protagonist most (c) key characters and could be based i revealstheir development himself, and (e) an estimate of whether thea scene in which play provides 1 1 a significant dramatic experience. "What's new in TV, 1 c. moviesThe students and on discussstage." briefly but frequentlyThe students use newspapers (Keep them aware and magazine 1 ofarticlesThis the coulddramatic on dramaticbe aproductions bulletin personalities and writers. board project of a committeebeing presented in near-by locations. possibly 1 named "Heare it, Heare imaginative and unimaginativeYe.") TV productions. 4d. 1 publicTheyThe students include responsibility. discusswhether TV They(movies, discuss or thetheater) is problems of the script living up to its writer !e.I Theand studentthe sponsor's writes potentiallya composition analyzing the use stifling power. of minor characters litlove,Theas foils, socialstudent protest,contrast, writes an "lenses," etc. analysisillusion/reality of moral dilemmasas treated or in themes, integrity,certain dramas. DRAMA L andThe normsstudent of analyzesan age. the drama's significance for revealing the values ioD-54 BEST COPY AVAILABLE 4. Objectives Sugget'ted Activities Resource' - (cont.)Full length play 1.h. Thethemelife. student in two comparesanalyzes different orthe contrasts plays.role of dramathe author's in his community,handling of - thein American,same k.j. TheThedifferent student student periods.compares compares or or contrasts contrasts the Hamlet dramatic with techniquesWinterset. of m.1. TheThecounterpart. student student compares evaluates or acontrasts play's unity, a play integrity, with its filmeffectiveness. or TV CZ o.n. Theactors'intentions student response evaluatesof its to type:challenge athe play satire,extent asof dramatic thetotragedy, whichrole. experience: acomedy, particular etc. staging, play fulfills impact, I p. Thethetalk student style to Laertes, ofwrites the original.Ophelia'san original soliloquy, scene suggested Hamlet's by soliloquy, a play, Poloniusesetc., in (See Mock Elizabethan) *r.*q. The student writes a dramatic sketch based on a newsThehas resolutionstory conflict.students that keep journals of plays (read or seen) noting theme and conflict. DRAMA s. The studentstheater, explore orsome the developments theater of thein theabsurd. avant-garde, European 10D45 Objectives Suggested Activities Resources . Note (cont.)Full length play t.u. Thethe datingstudents customs writewrite ofaa skitparodysome inprevious ofwhich Macbeth aperiod. modern or Hamlet boy and (abet girl refer follow to They present skits to clasp. 1 v. TwistedThe(1) students Tales fromwrite Shakespeare compositions, by Richard Lamour.) (ref.Oompare Engigh J.B. by Journals MacLeish May, to the 1974,711-76ir Book of Job in the Bible. (2)(3) AnownETandOnCompare theLion characteezu7 in ftpalion Winter. with II in&Fair three playas Henry II, Becket, (Murder in the Cathedral, Eliot, gat: (Ie there a change of (4)(5) pace?Traceand gestureAre the there birdblood reveal symbols charactermaffferences?symbol the insane Macbeth.Shakespeare's emotions and plays. thought? etc.) Does the dialogue (8)(7)(6) rhyme,goodAnalyzesAnalyzeTrace poetry theand thelines symbolsother andcharacter in genuinepoetic poetic of of decailinalet.techniquesdrama? dramalisalerrairying (Areand well-adapted determinesthe imagery, hie ifinaction. to meter,they the aretheme, both 1m, introducinglines,example,dramaticto the placeplacing Shakespearepurpose prose of rhymedthe arepassages action? variesthecouplets poetic and his shortat blanktechniques the lyrics.) endverse of varied? bya speech,using incomplete and In what ways and with what Fbr w. rates.)The(Eiscuss students the take plays occasional in advance. field trips to community plays. Take advantage of group student DRAMA 10D-56 Objectives T Suggested Activities BEST COPY AVAILABLE Resoorres - Notes 1 Braum, AliceDesigns C. in Non- 221.s.of t tha.literature tusk's) which deals with real people, real problems, real events,Non-fiction is often hard to define. Generally it is that body 'New1 York:Co., 1968.Macmillanfiction. biographies,eachand new other ideas. something autobiographies, in writing travelogues - letters, and editorials, history. articles, essays, Non-fiction includes all of the ways in which we tell Non-fiction deals Books andexpressedwith travelogue. the everydayin the forms world of as the the essay, writer biography sees and (autobiography),experiences it and history. is Benedict,to.A StewartTeacher's Senior H. that Guide the two according to author's purpose, method and form. One way to distinguish fiction from non-fiction is to contrast In fiction the Barrows, Literature.Marjorie writertheauthor's author of purposefiction usually isdeals states usually with his indirectlyimaginary purpose using people,revealed; the events, direct while andapproach.in non-fictionsituations; The Wescott.New York:TheExperience: Macmillan,fiction. American Non- whileturesque;tions. the non-fiction while the languagewriter deals of the with non-fiction real people, writer events, is usually and situa- prosaic The language of the writer of fiction is often poetic and pic- 1968. NON-nor/on las.57 1. He distinguishes Objectives a. Given two selections, one fiction, and one non-fiction, the student Suggested Activities Berkley, James. Resosirces - Notes andbetween non-fiction. fiction answeringreads and suchlists questions the basic as differences the following: between fiction and non-fiction 1I The L. W. SingerLiterature.Patterns Co., of 21 (1)(3)(2) What istype the of general author'sfittivn idea orpurpose? non-fictionaeveloped in is each it? work read? Inc. Dallas; 1969. (4)(5) HowBy whatdid youmethod feel did about the theauthor literary develop selection? the subject? 11964.'Ginn andEvans, Company, Verde.Types of Literature. (7)(6) WereArereal charactersspecific or imaginary? places involved? mentioned Who werein the the literary important selectiob ones? for a pur-1Were they *rml -: (9)(8) WouldHowpose? wouldthe material you rate be the helpful artistic to mostquality students? of the work? 1Company,'Meer,Scott, Leo Dallas: B. ForemanMan 1970. in Literature.and t1011-FICTIOli 10E-58 Objectives 6,,twestd Activities BEST COPY MAUABIF Rurn..r.v* 2. He identifies the formal and the f Note to the teacher: The essay form is as old as the Greek philosopher Plato and as new as informal essay. Frenchtheinformal editorial philosopher essay. in tomorrow's and writer, newspaper. is considered to be the originator of the Originally essays were serious in purpose and generally Montaigne, a sixteenth century iconcernedandhowever, with story making takeor character manysome forms.moral sketches. or intellectual judgment. They may be whimsical, satirical, or use dialogue' It is sometimes very difficult t- diatin- Modern essays, !guish between the essay and fiction. The student defines the terms formal and informal as they apply to b. Givendress, selectedletters, essays,language, formal dining and room, informal, etc. the student answers such questions(2)(1) as: Was therethe essay en introduction in an essay toanthology? the essay? (5)(4)(3) WhatDid areisthe the theessay subjectmain start ideas of cut thedeveloped as essay? if the by author the author? was writing to you? (7)(6) writer?FromHow arethe creditscontents, for would references you judge used the given? author to be a professional NON-FICTION (8) Did the author's style of writing interest you? Why? 10E-59 loreall informal4bjectives (9) What about the author's style distinguishes it as formal or b;iugested ..11.1. infor,! Book ,Report, Preol:reus Nut essay(cont.) (10) Whatmal? is the purpose of the formal essay? ...... el...... IA1 Kit forof 5117 TestClassificationTesting Forms Manua....=. . (13)(11)(12) WasWhatHow doesthe information author'sthe author styledid state the easy essayhis to theme? readgive andyou? understand? of Reading. al (14)(16)(15) WereWasDid there thereyou have anyany humor?tounusual consult words your used? dictionary? How was it used? Illustrate. Example:(18)(17) What weretype theof formalexamples essay of concreteness?did you read? Wasa. Sightit a review, an b. Sound c. Smell d. Taste e. Touch (19) a.Willeditorial, you discuss a column, the followinga news story, questions? or what?What is the the of the essay? Which one of the key words c.b. WereDidpointed youthere findtoward evidences unity the andcentral of coherence?force idea? or indignation? Cite examples. BEST COPY AVAILABLE 3. He identifies and Objectives a. Given a descriptive essay to read, the student points out specific Suggested Activities !Hoopes, Ned E., (U.)Who Am 17 Resources - Notes Essays article.analyzescriptive the essay des- or places,examples things, of how personsthe writer or experiencesrecreates and through shares the his use of impressions of vivid details ,NewI York: Dell, l'7O.on the Alienated. I b. The student discusses specific techniques used by the author to make 3 Hopkins, Ernest J. (Ed.) his(2)(1) essay effective. FigurativeLength and languagetype of sentence used New1968. York:The Doubleday,Satanic Ambrose Reader. Bierce (4)(3) ComparisonPhrases or details that create a humorous effect. i IGordon, Edward J. 1 1i 1964.Ginn and Company, Literature.Introduction to 4. He identifies and article.tiveanalyzes essay the or narra- Motecommunicate to the teacher: an idea or make a comment on life. In 4 narrative essay the writer reports events that A narrative relates some- enable him to GeorgeBerkley, L. JamesAriffe.TheEngland. Literatureand of dramatic.thing that happened. It is sometimes serious, unbelievable, delightful or i Co., Inc. TheHuxley, L. W. SingerAldous. 1969. orAfter (1)in readingwriting ansuch assigned questions narrative as the essay, the studentWhat answersbasic comment on life does the author following: make? orally New1959. York:Collected Harper, Essays. NON-FICTION (3)(a) WhatWere werethe eventsthe author's in the speciD1narrative techniques? real or imagined? 10E-62 Objectives SwjoelLted Activitiet. 5. He identifies the . Note to the teacher: 4111. : Green, Jay and expository and ; Bromberg, Murray (ed.) orargumentative article. essay ofsuch the expositoryrighteousness techniques of a proposal. as definition, and example.(Argumentation seeks to convince the reader of the truth of en idea or To argue his premise, the writer uses The desire to per- Hepburn,Globe. JamesWorld-wide and Essays , suede the reader is present in an expository essay.) . IModernGreenberg Essays: RhetoricalRobert A A. a. useoralAfter of discussion readingexpository an or assignedtechniques in writing expository such the as:author's essayothe purpose. student points out in He explains the Wells,Macmi3lan. CeliaProse Townsend. and Essay. t2u2eca,.., (3)(2)(1) comparisonexamplesdefinition and contrast Wilson,HoughtonDean, LeonardKenneth Miffin. F.G. and re.4 (4)(6)(5) humorfigurativelogical reasoning language Press.Oxford UniversityandEssays Usage. on Language b. After(7) reading-wit. an assigned argumentative essay the student states the andSilberstein, Seldin,Sense Marion, Suzane and atza: author'sselection, purpose. words, examples, and authorities chosen by the author to He identifies by citing specific passages from the : Essay...... The Craft of the convince the reader. McLaughlin.FreidMan,Random House. Molman and NON-FICTION Little Brown.leptc,anc ayle. Rhetoric 10E-63 BEST CRY AVAILABLE Am! Stity;ct.ted .011111.1.,wwWw Re5011.f.l. 414;tt.l. 6. He reads and objectivesanalyzes notable ! MRS Givenclassical selected writers. essays the student reads and analyzes the essays of andPorter, Terri., Andrew Henry J. L. writers.essays of great !1 Examples: TheRose's Great Natural Fire -Advantages Tacitue - Cicero Ginn815Dallas: andpages. Company,1964.American Literature. b. hThe DeathThe ofstudent Socrates"- reads Platoand analyzes the non-fiction works of such British Berkley, James. et. AL. notingwriters(1) such as E.qualities M. Forster, as: Daniel Defoe, Sir Author's style, tone, and purpose Thomas More, Samuel Johnson , Dallas:pany,The L. Inc. W.Ikt Singer Waxer.= Com- 1969. af 7. He analyzes the c. Students(2) Author's literary form. analyze essays on what it means to be an American, and write 818 pages. giventreatmentvarious subject. essayists' of a iExample; their personal views on the same subject. I Toffler, The Future Shock. "What"What's Is AnHappening American?" to America?"(From Letters of An American Farmer) St. John de Crevecoeur John Steinbeck ! d. Theple."by studentJohn Steinbeck. writes an essay agreeing or "We are a restless, dissatisfied, a searching peo- disagreeing with this quotation; NON-ncrIoN Career Point to Stress: society.Super industrialism in the United States ha* led to a This mobility influences all aspects of life's work. highly mobile ice-614 Ubjectives Suggee.ted Activities Pcsmireef Nvtet. Biography(cont.) 'c. Thesubject student(1) of participateshis biography on discussing a panel discussion such things on as:theWhen field did ofthe the subject decide to choose this career? ~11111111.4Prow 1111.011. GinnReeves, and Ruth. Company,Literature.The Stud; of (2)(4)(3) WhatHowWhat preparation didobstacles he overcome diddid the thethose subjectsubject obstacles? encounter?make for his career? Chase,1964. Mary pp. Ellen.161-163. *d. The(5) student participates in a "Guess Who" quiz in whichDid thea series subject of enjoy the kind of work he was doing? Company,pp.Houghton 373-431. Dallas: Literature.ValuesMinn 1965 in I biographyclues are read. given until someone can guess each of the subjects of the (The work of the person is a major clue.) I e. The student writes character sketches of people whom he admires in real *f, . Thelife. student compiles a list of various areas (sports, entertainment, i ilitary,porary peoplegeneral in adventure, each field. science, etc.) and lists famous contem- g. knownchronology,After Lincoln?.discussing "Who coulda number have of known biographies, whom?" students play a game of e.g.,1Could Washington have 110B-ncTice I Ih. After reading selected autobiographies, the student writes an autobio- 10E -68 BEST COPY AVAILABLE N. He traces the Objectives i a. The student reads selected examples of such writers as: Suggested Activities 41.../V.e...... 110501!Tvr* NLC, 4...... -.0 wenthistorical of the develop'essay. CiceroTacituaPlato b. The student reads essays frets the Bible: Montaigne "Who Can Find a Virtuous c. Woman"The student and "The reads Greatest examples of Theseof non-fiction Is Love." by early British writers such Mai SamuelDanielE. M. ForsterPepysDefoe 1 SirSamuel Thomas Johnson More d. WritersThe student such readsas: selected examples of non-fiction by early Ralph Waldo Emerson American e. The student reads humorous essays from Lsacock, Thurber, etc. Henry David Thoreau NON-FICTION TheBuchwald, student Buckley,reads articles Anderson, from Rafferty, the editorial etc. page of the newspaper; 10E-65 Ubjectivea Suge.ted Activities ne1501,rePP NOteb He studies biograph)j 'S. The student reads an assigned number of biographical sketches using i Christ, Henry I. 9. tion.asand forma autobiography of non-fic-i Moderngraphyhe evaluates Short and techniquesBiographies the biography of or fiction comparableaccording to used) and biographeA relationship to anthology.authenticity (noting biblio- Using a check list, Globe, 1970.BiroModern raphies. Short subject,his subject and (notingwhether whetheror not thethe writerbiographer was qualifiedhad natural to affinity write about for histhe 1 Clifford, James 1..(ed subject. i Biography As An usinThe student the followin selects, reads, and reports on uidelinest biography or autobiography 1 (Word - Galaxy,P. 377. Art. Title:Author: BIOGRAPHYOrganisation 3.2.1. WhoHow or many what chapterspages are theare are following?in there?the book? b.d.c.a. Date IllustrationsIllustratorPublisher of publication 4.5. OfWhy whom was did the the writer author interested write? in this person Contents in the biography? noN-nartoo 7.6. WereDid therethe author any fictional know the characterssubject of inthe the biography? book? 10E-66 Objectives Suggested Activities BEST COPY AVAILABLE 10. NO studies the *a. The student writes a character analysis, and plans for a dramatization - Willi."'Clinc, Jay Ken. and subjectbiography of hisor auto- biographyin which ordifferent autobiography class membersat different act out stages the role of the subject of his life. of the I VoicesLiterature, in biography. b. The student finds jobs for the people in the biography or autobiography! Ginn and Company. : CLanguage and sition °What do theyhejob?" isdo?"Nhen reading. they do it?" What qualities are needed for the Ho needs to know the characters. Hs sake: Pooley,1969. Robert C. 11. The student studies i a. theby techniquethe biographer used Choosingthe specific three devicesof the biographiesused by the read,biographers the student to reveal explains some their subjects. of C.ompany.Scott1966. Foreman,OutlookLiterature. and Though .1111. Dallas: subject.personalityto create the of his (2)(1) How is the presentation similar tonovels? that foundDid in theshort author stories use narration and vivid descriptive language which and (4)(3) mad. the readerWasDid thesee, setting author's heart and feel vocabularyatmosphere what was a lead takingcontributing to suspense?place? lector in presenting (5) a real, attire,understandDid the and author's interesting the subject choice person? better? of words, and sentence structure help you Cite examples. Ubjectives SagyeMed Activitie 12. He analyzes the attitude towardbiographer'ssubject. his a. The(1) student answershow well questions does the about biographer a know the person 4 biography as follows: he is writing about? In (a)what sense does he know him? Does he know the person as a family member or a close friend? 1 (c)(b) DoeshisDoes hecustoms, he know really his his knowsubject attitudes, what through things his research?habits?the person was interested in, (2) What(b)(a) DoesisDoes the he he author'smake seem his bent attitudesubject on showing tootoward good faults his to subject? beor ashortcomings human being? of his (c) aboutDidsubject? he his attempt subject? to include all of the important information (3) Whatso?(a) character traits does the author Does he depict his determination, courage, emphasize? kindness?: How does he do (4) What(b) incidents from the person's life does the areaDoes of he life. show his interest in the lives of others or in some author include? Areselectsfor? there whatany significantto include.) sections of the If so, why do you think the author omitted these? person's life unaccounted (Author NON-FICTION (5)(6) IsDoes the the person person a good"come subject to life" for as biography? you read? BEST COPY AVAILABLE Ubjectives 111..1.10111.41.1.1101111111100.M.onallow...... butivertvd Activitier ...-..s.....10111. brAnii.44. NA, e, 13. He compiles a booknon-fiction as a culmina-1 note- 14 Rote to the teachers The suggested culminating activity on the essay should be assigned at ting activity. 1 ion: for studyingthe beginningthe versatility of the ofunit. the essay.their notebooks daily. One teacherThis presented will give it students as an an opportunity effective activity to work 1 .a. The student will compile a non-fiction Culminating Activity for Non-fiction Unit booklet which he will submit for. 12122.. :New Orwell,York: Doubleday, George.A Collection of evaluation at the end of the unit. II. I. TitlesAn introduction of all non-fiction to the essay works read, His notebook will include the with a personal evaluation followings of 1 1 954 . III. each,A criteria and the for author's evaluating purpose magazines (good, average, for writing the selection trash) LecturesSelectedRalph, Waldo. Essays,and Poems.A Robert E., ed. Emerson. IV. V. SamplesA brief1. ofdescription the following of minimum types of twenty-fiveEssay of non-fiction: 9. Documents magazine articles SquareNew Yorks Press, Washington 1954. 2.4.3. KarimFableInterview 10.12.11. JournalsBiographyBook Review 7.6.5. CriticismParableSermon 13.15.14. SpeechAutobiographyEditorials NON -F1 CT ION 8. Letters 10E-71 Ubjectives Su:Metaled Activities nOrmanino..11ftwonno 41141.411M01.011rig*TOrre T r CIF %tot 41,- Culminating activity VI. assignedA vocabulary for each section selection. in which he defines (He writeG the key phrase; then the vocabulary words (cont.) Viii. VII. Arewrites Abrief list review ofthe Mark phrase of Twain's one using non-fiction witty a synonym sayings. book for the word.) 1

1

NON-:FICTION 10E-72 Ubjectivea Sulmicted Activities BEST OH AVAILABLE Desopraes Note:. The career activities described below are adaptable to most SUPPLEKENTARY CAREER ACTIVITIES *a. Thetypes(1) students of literature select several referred characters to in the from preceding Literature section.the and way discuss they do or do not live together vith understanding; hisThepersonalities(2) abilities,student writes andaptitudes, qualities;how each interests, experience (5) their and hasattempts personal helped at characteristics.him selftheir to improvement.identifypeculiarities; (3) their approach to problems; (4) their *b. Theonproblemsinterests;(2) studentstheir their live,of disclaim friendstheir(5) of their suchtime; andvarious country influences neighbors;(7) theircharactirs and aseducation.its(3) (1) politics;theirin their literature jobr; home (6) (4) and and their family the culturaleffect life; the social Thefriends;(6)(4) students culturalsocial (2) write andhome interests; economic aboutand family the (7)problems; effect life;school on(3) (5)and their their educationalcommunity lives country ofactivities. and and(1) career itsschool politics; plans; *c. purposeThevaluestowardtraits, students ofinself and developingplanning discussandbehavior; others; for characters(1) (2)the (3)an an future. awarenessan awareness andawareness events of of values, ofinself theliterature and importanceattitudes, of attitudes for of characterthe *d. TheTheypoisetion, students show usingindustry, how discussreal the curiosity, andcharacters the fictional personal neatness, are characters characteristics,fostered sense byexemplifying of the humor, studycreativity, originality, ofthese literature, traits.coopera- and A cfri VITUS writeTowork.andistics evaluate how so theandessay fortraitsget on self-analysisevaluations their recognized strengths from andcontribute theirself-improvement,and weaknesses. parents, to success teachers, (Perhaps thein thestudents and entitledworld friends. ofThe students rate themselves on each of the personal character- 10E-'13 . Objectives Suggepted Activities .71.111117.711.111..11.1111.11 ReSinorseP 1 activitiesSupplementary career 1 "My Personality.") (cont.) 1 *e. Theevents students of their discuss lives various give evidencecharacters of intheir literature life oals. and how the I *f. Themotivatingscientists, students forcesdiscuss social and thereformers, life biographies goals writers, of ofthese indqotrialists, and people. other to ascertain educators, the *g. overcome,heEachinfluences, were student the education, subject choosesassistance ofanda thebiography, incontribution biography.achieving reads goals,to it,society. andobstacles reports and as handicaps though He should include childhood *i.*h. Thediffer. students discuss thehow choicesthe values or decisionsand goals of various characters *j. Thephilosophyliteraturethat student affected writesofhave life.their contributed a compositionimmediate to or theshowing long-range development how hisplans. ofexperiences his personal in ACTIVITIES 10E-714 PEST COPY AVAILABLE BEST COPY AVAILABLE expressthe task rather of putting than beideas concerned in writingSpelling and is permitsa basic atool person for written expression with the mechanics of getting the ideas down. SPELLING and communication. to concentrate on the thoughts he wishes to Command of this tool facilitates learn to spell many words throughSpelling experience is of vitalin reading importance in all careers. After basic spelling is learned, studentsand will writing. isolated subject in which pupils memorize contributethespellingin spellingwhich studentsgeneralizationsto ofmore words accurateengage. in lists and spelling. veiling shouldto be usedbeshould used later. neitherin meaningful be thought of nor taught as an Therefore, separate drills and practice periods are of value only as The suggested word lists in this guide are presented to encourage Spelling is an integral part of every writing activity situations. they Generalizations: 2.1. PupilsSpelling should is an learnessential to spell skill the for words written needed expression. in their daily living. ilmeA 4.3. PupilsCorrect should spelling assume in responsibility all writing for for all accuracy areas in spelling. to locate and correct misspelled words is a habit should be stressed. which pupils should form Cr) Specific Suggestions: 6.5. Growthearly,Careful sincein spelling accuracy should is essential be judged in by most the careers.accuracy of proofreading spelling in all written work. 2.1. OnePupilsthe of student--a the should most be impOrtantreal taught desire atasks method to spellof ofthe learningcorrectly. teacher tois spellto new words. develop a spelling consciousness on the part of 6.4.5.3. MeaningsTrainingPupilsSpelling shouldofin errors wordsthe beuse shouldshouldconscious of the bebe dictionary diagnosedtaughtof how inwords carefully.connectionis anare essential built. with spelling.part of the spelling program. Career Concepts: 7. desireA program for whichspelling demands accurately. much writing of genuine interest to pupils will be conducive to a real EveryPeopleA person's person occupationhave manycareerhas differentcontributes direction abilities,kinds to of careers. interests, develops over a long period of time. society and spelling contributes to every occupation. needs and values. A. GeneralThe student Concepts hears and likenesses and differencesOblectives: in the sounds of words. B. 1.The student sees HeHe identifies matches words words which likenesses and differences that have the same begin with the same letter. beginning sounds.in selected words. C. The1. student associates He identifies given sounds with initialletters. consonant sounds in selected words. with letters which spell them. D. The1.3.2. student connects specific He identifiesrecognizes finalandmedial uses consonant consonant sounds in consonantgiven words. blends. consonant blends and digraphs sounds in given words. E. The4.1. student connects He identifies silent the s sound as spelled by c specific consonant sounds consonants in words. in given words.with the letters which spell them. 2.5.4.3. HeHe identifies associatesidentifies rhymingthethe fla soundsound soundwords ofin as through athe beingspecified final pictures.spelled phonogramposition as(word usually family) spelled given by by x. in one wordph. with the F. 1.The student learns vowels. Hesame identifies found in short vowel the other words. sounds throughin wordsthe use beginning of with a his senses.single vowel. 5.Li.2.3. HeHe recognizes spellsidentifiesexpands words his short the knowledgewith longvowels long vowel sounds. of short vowelsvowel in onesounds. syllable words. 6.9.8.7. He recognizesexpandsidentifies his longthat knowledge vowels"y" is in of long vowelssometimesin wordsin one-syllable having used asvowel a vowel teams, withwords ending with a single words.vowel. the long i or the long e sound. G. The3.2.1. student connects variant HeHe identifiesassociates identifies diphthongs.ir, or, and ar TEe murmur diphthongs "ir," "ur," "ar," vowel sounds with the letters letter combinations with their and "er"which in words. spell them. sounds in selected words. S General Oancepte PEST COPY AVAILABLE H. The2.1. student learns to alphabetize. HeHe alphabetizes alphabetizes given words words to the by secondthe first and letter.third letters. d Objectives: I. The2.1. student forms compound words. He spellsrecognizes selected compound compound words. words. J. 2.The3.1. student recognizes syllables in words.He dividesrecognizeshears the selected differenttwo-syllable words syllables into words. syllables. in words. K. The2.1. student adds selected endings to words.HeHe forms forms plurals words byby addingadding r,a orer, es or to est. selected words. 6.5.4.3. HeHe changes pronouncesformsidentifies theverbs pluraltheand in wordsgivesgiven or past havingmeaningswords tense bysuffixes ofaddingof newwords. andwordsa, d,explains afteror ed, prefixesthe and meaning have of been each added word. to the root words. L. The3.2.1. student spells and writes abbreviationsHeHe capitalizesuses spellsand apostrophescontractions. common titles abbreviations. to of make address. contractions. M. andThe2.1. homographs.student employs words to convey meaningHeHe recognizes recognizeswith particular and and spells spells reference antonyms homonyms. to homonyms,and synonyms. synonyms, antonyms, N. The1.3. student identifies movements in the Hedevelopment identifiesrecognizes of and the uses English wordhomographs. languageorigins. and etymology. 0. The2.1. student identifies trends in languagewhich Heas contrastslists changeshe offers neologisms, occur. cliches as a replacement oracronums trite expressionsand for slang cliches. words in a andselection states withthe meaningssimple, straight-forwardfor the established expressions, words. P. TheGeneral student Concepts proofreads and Objectives: his writing, identifying errors in spelling. Qp4The student maintains and enlarges 1.1. HeHe learns utilizes to proofread.the spelling and application his spelling vocabulary. of words previously learned.

7-D MT COPY AVAILABLE 1, Objectives a. The student takes spelling test for diagnostic purposes. Suggested Activities StateResources--Notes Adopted Texts proficiency.spellingHe assesses his guide.Afterspelling theNote studentsproficiency, to teacher: have themade teacher an assessment may begin of withtheir any vocabulary section of and the Sem preceding guides for lover level prerequialte spelling 1. Spoil 1 inx and Word GradesPower(Prentice 9Key. - Hall). 12 . skills. 2. Word Studies (5th Ed (South Western), c. TheThe student student keeps keeps a aprogress spelling chart notebook. for continuous evaluation. 3. Gateways to Correct (Steck Vaughn). 4. Spelling Goals for Hlith(Webster). School ,

SPELLING 11A-1 S. The student applies ba: ic rules for spelling, including exceptions, variant spellings, and affixes. ObjectivesHe reviews rules a. In the application of .5:1TlePted Activitie.s rules the student uses mnemonic devices to .-Tor. Usage File of Peso,r(P^ - ofspelling English and 1 remember problem words. (a rat in separate) (princiul is a Ell) I AmericanEditorialPrepared English. by :Asir the notes any 1 (Don-IT mar your grammar.) (Poe your onoriatom!ia) Jcott, Forer.an and whenexceptionsselectedfrom given basic wordshe uses Note to teacher: suggest that knowing these rules Emphasize the spelling rules that follow and will prevent many spelling errors. final unpronounced e, the TeachinHook,company, J.N. 1572. The of, flat spelling list. 1. e Finalis dropped silent e. When forgea word + ends era inforger a before a suffix beginning with a vowel: virtue ousity = =virtuous scarcity The1959.Company.School Ronal En New lish. York: Press excuserefuselargeoomestripe ++ + + ingable ishaled = = = coming refusallargishstripedexcusable educateadherestoreinsurescarce + + + age orence =- educatorstorage= adherence ante = insurance Thereanddyeingsound are andof a thefewsingeing cexceptions: and (tothe keep[jI sound of the words like noticeable and advantageous themdistinctthe e is kept fromin words dying like and singing) g). (to keep the /a/ usuallyBefore akept: suffix beginning with hopea consonant, + ful the hopeful retire + ment . retirement final silent e is argument,A few commonly wholly. used words areawarecare ++ lessness .= carelessawareness exrcit;Zi;n:5:7.7:ntrithtsytruly,nice + ly = nicely 121,/, SMILING 1113-2 BEST COPY AVAILABLE BEST COPY UAW 11-3 Basic(Can't.) Rules 2. _xisWords changed with y.to 1 before a suffix beginning with a consonant; When Suggested Activitiesword ends in z preceded by a consonant, the Resources - Notes happybountysteady + ness++ fully ft bountiful steadilyhappiness glorypennymerry ++ lessfysent = 411 glorify penniless merriment The same change is made before the suffixesworry -es, + es -ed,al worries -er, and -est pretty + er prettier But before the suffix :imp the z Is kept:hurryingstudy + ed is studied spying silly + sat modifying silliest 3. Addingsingles'sbase orprefixes. wordconsonant. two beginningn's3 with the same consonant, there will be two The prefixesWhen cat,- one AIL, of theseand un- prefixes end with is attacheda to a Nisundis + +natural satisfy w. unnatural spell I. misspell dissatisfy Risdisan + named statesolve m misstate unnamed dissolve oneIf athe or baseone n:word begins with some otherdisabled letter, there will be only mismatch untrue SPELLING 11B-3 a 11-4 Basic Rules act V. 4, Adding suffixes. No letter is dropped from a base word endingu in ed Activities Resources--No e (Con't.) a consonant when the meanopenstern + +ness ness+ ness . openness meanness sternness suffix -nets, or :Ai is added: normalcoolusual + ++ly lyly .. usuallynormally coolly 5. ElchangedIf andthe le. baseto I: word ends Use le when the sound is long,unruliness,, e (as in flimsily. in by a consonant, the" is bee): A few common exceptions are either, neither,chiefbelieve niecethief pieceshriek grievancesiege leisure, sielse., and weird,Use el after c or when the sound is not long e: vein Theview. most Hemcommon financier. ceilingconceitedperceive exceptions are ,friend,, pischief, neighbordeceitreceiver weigheighth handkerchief. I BEST COPYSuggested AVAILABLE Activitief Resource,: 11-5 Nntes Basic(Con't.) Rules Objectives b. Heresyllables is a list to makeof some their spelling easier to of the most common spelling visualise). demons (divided into The studentwords misspelled! intakes his a spellingspelling test on ab Bence notebook to study. the following words and recordsan a lyze de ceased brar y acaisleac quaintcow quire no ancedate anxanatharc athsver iota ticlate let is dodelieuli pendfense cense ten ent ant a bathongbarbal eancegain for exfirstFebfas 1st tenru once ary mardisdidly n'tasriageing trous boundbiscambustbut cult eau paignarness y genforfoghost reignuty ine meantdoesdismed eased nitI tine chi'charcanchoc diacdten o date terlate is tic govguessedguargram ern maran went tee isdoumoddrowned em celble ernbar la reseedne ous choicecolcolocho rusumnnel hishinbyin dranceforgiene telter y 11est gent ing sortmysenex trance gageterer cise 1 ous conConcoscourcon is netit sciencesionte teeI ouscut itis judgJewtel land eletug ventry nenutnineex ces haustmince teensity SELLING courdebtcrit te i syclam knowlknewlab oedge ra to ry ocrhymerhy co thmsion 11B -5 Basic.111.41111, rules Objectives of ten site Sugoepted Activities o scismis sionsore sensesand wich Besolorces Nfites (cont.) opperpam peraimpo phletna spirei lar nent persophsolsep hape aemno ratemore persolparsoluble dierlie suede sent pleasstrengthPhilspon ipsor ant pines picplaquestraighttech nick nique ing physpoestretchsub toi tiecalnor row si bly propreten nunscrip den cy ci a tion tion prairuntragto conwardie e eciousdy probquantress a tiblyur tyer tfs unpsyweathqui re tilchol etmem er obrance gy gumswhichrecvi o tion onlence mend naire welvacrecrep coneU og umtau nize rant *al^4% c. HavewoolGive studentsen students write written spelling activities in which they correctly demons correctly when they are dictated.spell the Sfe. d. wordsThe students incould sentences. be use grouped words (underlined) from under headings: politics, career,editorial readings. These home, I +,-avel, Emma Famblems. SPELLING 11B-6 BEST COPY AVAILABLE Objectives (Note: Homonyms - word Suggested Activities pairs like fair and fare, its and its, there and 14411004Wbe Note* 2. Heuses recognizes homonyms. and their--area. demons of homonymserrorsBy careful in to his watch proofreading, the student written work. another sort.fog) The teacher may (Here are some common finds and eliminates dictateany the following troublesome such correctly:listalter a coat of phrases and have the student spell the buildbearing an altara burden underlined words areserved herreleased?awl bridal an the uppergown brake berth his teethof a tree onbrearrywindowthehis thebowdaughter's bridleof a birth ship adnaraaea acanvas anpredicate apple coarse core sand complement pila-GWFa ahouse thirditensecoursesTRE -to a compliment counsel of in -house canvass eleciRREF3-ctorspath a hitdesertmembera faircara foul a with dayfriend ball or ra-thedual controls fair council usedcherryborrowedfought to pie a duel raise-M1Eat"rfare aragert theclosedidn't fire hearin the the iSrattA a pollutingaslowed milli-hiregreatriding his athe tohorse airlive actor filLt Mansewaralimeheirleftrobbedload to voicethrlix theits in shipsnest idlein talk fortune the door worshippedboatslerrieabecause lode along paradeit'san idol late of copper the qua SPELLING iliedalernd /petal coin against the mantelguided missile pipe teat`a mantleread from the of snow mettle missal Resources . Notes Homonyms Objectives peace, and quiet Suggested Activities a pieoe of paper (cont.) a. Thelanded student the planecorrectly syllabicates on paper, rode across the plain words dictated to 3. orHeEnglish variantidentifiesby writing sounds. spellings orallythe of b. Studenthim.by writing demonstrates correct phoneticthe use ofsymbols phonetic when principlesselected wordsin spelling are c. Studentthroughtoughdictated writes to them. the following words containing cu t. enoughthoughtroughthoroughdrought d. Thethoughtadviser,spelling. student advisor spells the words that have more Here are some examples of words with hair's- breadth, hairsbreadth, than one acceptable "variant" spellings: airplane,calorie,bronco,bandanna, broncho aeroplanecalory bandana medieval,license,judgment,hiccup, hio-oughmediaevalhairbreadthlicence 'gement curtsy,dryly,dietitian,dialogue,czar, tsar,curtseydrily dialog dieticiantzar omelet,mustache,millionaire,raccoon, omelette moustacheracoon millionaire SPELLING enroll,duffel,gabardine,fiord, duffleenrolfjord gaberdine sizable,rumba,tepee,smolder, rhumba teepeesizeable smoulder 11B-8 Objectives Suggested Activities BEST COPY AMBLE Pesotirrep - Notes (cont.)Variant spellings gypsy,gasoline, gasolene gipsy yodel,tornadoes, yodle tornados

SPELLING 11B-9 C. The student identifiesObjectives the various types of information that can be found Suggepted Activities in the dictionary. 1. Hedictionary uses the when a. Themainthat student body can ofonlylocates the be dictionary. foundinformation in sections in answer of the to dictionaryspecific questions outside the forassignmentsgiventhat information specialcan be calling found in ij 4- b. The(1) student uses the thesaurus to find synonyms forNaturalist dictionary.different parts of a (5)(4)(3)(2) EngineerSalesmanPromoterDraftsman c. The(7)(6) student finds the following information which Actor.writeris located under(3)(2)(1) word entries: PartPronunciationSelling of speech (7)(6)(5)(4) EtymologyAntonyms.SynonymsPefinitione 2. Hebodyoutsideinformation locates of the mainfound *a. b. TheofTheteacher-prepared studentthe student dictionary substitutes brings job to periodicals descriptions.find synonym pronunciations tofor class technical andof properuses terms special nouns.(Suchin as sections words,geographicalbiographicalabbreviations,dictionary: proper names,names,and new Dushambe, Honduras, Sioux, Schweitzer, Sholokov.) SPELLING key to symbols. BEST COPY AMIBLE Objectives Suggested Activities dictionaries located in the RIPSWIrrell Nitteh 3. Hedictionaries.uses identifies specialized and b.a. HeschoolThedictionaries locates student library. information prepares in answer a inlist to at specific ofleast special questions three different kinds of that call for the use f40 c. Providedofpertinent each dictionary. with career proper information. resources, the student (Scavenger hunt type activity) finds accurate and AIL d. A student's description of his chosenwordssubsequently that he usedlistens in theto theoral recording description. and vocation is taped. spells the specialized He e. neritazeUsingtwelve Webster's kinds of information given about Dictiona as the source, the student New Webster'sword entries. Third New lists al7517277---- or The American f. Theiiiiialint;eriuiol'-thitadeqcy,uaInternationalforextensiveness student given comparespurposes. Diction of the various definitions, entries andin decides recency, ,The American Heri whicha Dictio is appropriate , and and SPELLING ne-n D. The student demonstrates comprehension of specialized word meanings. Pesolire.cr Ntges 1. He explains wordsObjectives *a. The student gives meanings of vocational or career Sugpepted Activities words Books withingiven contextselection. of a *b. career-relatedThefound students in want writeterminology.ads. an essay on his chosen career and uses K-12andDevelopmentIntergratingDrier, Associates. Guide Harry for into CareerN.,Jr. etc. The(2)(1) student NamesFindsselection synonyms the meanings about and careers.antonyms of words of within selected context words. of a given Ohio:LocalPublishingCharles 1972.Currie:MM. A. Co. Jones (14)(3) meaningsUnderlinesLists homonyms of affixesthem found separately and in rootselected andwords combined.passages. in selection writing the Harland,EducationJr. "Career Sidney - A P., 414NOte: (1) AccountingA suggested and list Bookkeeping of words on accountant, accuracy, credit, debit, several career areas: discount, earnings, NationalReport"March,ofSchool Secondary Association1973. Principals, (2) AdvertisingArmy, Navy andand PrintingAir Force entry,etching,alphabet, ledger, linotype,captio6., payee, manuscript,copyright, profit, etc. delete,typographical, edition, etc. emboss, 8-4 (3)(4) Biology metabolism,corps,arsenal,algae, infantry, anatomy,bayonet, neuron, radar, anterior, canteen,pollen, sentry. etc.carrier,cell, embryo, chaplain, convoy, heredity, 3,114.ING 11D-12 The student recognizes and uses most common Greek and Latin prefixes, roots, and suffixes. BEST COPT NM E.1. He uses Latin Objectives a. Givennames a wordsLatin usingprefix the with prefix explanation and discusses of meaning, the meaning the student of each Suggested activities Resourcvs - NotesBooks prefixes. b. Theword. student matches the following prefixes: Harcourt,Grammaret.Warriner al., English Johngrace E. and LATIN PREFIX de-contra- MEANINGfromagainst 9&Brrnpogatria. 1965World, - 12. - Grades Inc., ex-dis-intra-inter-in- withinbetween,outaway,in, of into,from, among notnot pro-pre-post-per-non- beforeafternotbeforethrough super-sub-semi-retro-re- underhalfbackback, again c. wordUsing in the the dictionary, following list.the studenttrans- writes the meaning of each He gives the meaning of each prefixaboveacross (2)(1)and(3) explains how it is related to the meaning of preemptposthumousperennialthe word. (8)(6)(7) subjugatesemiannualretroactive SPELLING (5)(4) revokeprofane (10) (9) translucentsuperhuman 13E-13 Suggested Activities Resources - ut's 2. He uses Greek Objectivsa a. Given a Greek prefix with an explanation of the meaning, the words.prefixes to form b. Themeaningsstudent student ofnames eachmatches words word. the containing following the prefixes prefixwith the and meanings: discusses the GREEK PREFIX anti againstMEANING microperimonohypertele aroundoneoversmallfar, distant 3. He forms words a. The student lists English words derived from the following Latin ens ildin s . Book Better 10.4114 Greekusing roots.Latin and LATINand Greek ROOTS roots. (He underlines theMEANING mots.) preDERIVATIVE diet Harper and Row. rof pon,scribe,juncfac,die, pos factdiet script placewritejoindo,say, makespeak positionmanulttranscribecon ure unction tractspec,volevocvent, spic vers roll,calldraw,look,turn seepullturn miaTrorretractorvoce volveverse Objectives Suggested Activities BEST COPY AMIABLE Latin(cont.) and Greek roots GREEKdem ROOTS MEANINGpeople democracyDERIVATIVE metergeothermhydro watermeasureearthheatbith 102groPhYhydrogthermometerspeedometer morphchrongengraphhomo writesameformtime metaaionology&neologyautographhomonym morphosis 4. GreekHeroots recognizes and forming Latin the the a. The(1) student underlines the Greek root of the followingveninvention (come) revenue, preventive, circumvent, avenue, convention words: words.base of English (4)(3)(2) migrgraphfrac, (move frag o(wri gr, fro hemigrete, immigrant, p hone gEsEh, photograph, geography, b. The(5) student circles the word of the groups below Wir(ses)thatfracture was television,(MET vision, vista, visual, visage ate, le, Impent, ammentary, refracts, amatory not . generated(1) by the precedin Latin or Greek marl. (sea) marine, itanj mariner maritime, root. indent, dentrifice submarine (5)(4)(3)(2) mortuarysnortphondentcycl (sound)(tooth) (death)(circle) microphone,mortality,dental, dentist a demand bicycle, bony, cyclone, c clis tonics, mortality, henol rtality,cyclesaxophone SPELLING c. The(2)(1) student fills in blanks using derivatives ofTheapes,Students highest and in monkeys. orderthe first avowals, grade calledlearn toprimates, read from s,Rriaar. the root word Elm: include humane, Objectives Suggested Activities RIPSOUrCCII NIA Ch Greek(cont.) and Latin roots (4)(3) TheTheto firsthave hadknown a primitiveinhabitants culture. of America, the ,,i_met meridian passes through Greenwich, England. Indians, are said 5. Hevariations forms word by a. He(1) changes word gender by adding ess to poet + ess = poetess the following roots; adding suffixes. (5)(4)(3)(2) actorprinceheirsteward + +ess ess+ ess= =actress princess= stewardess + ess = heiress b. He (2)(1)changes word meanings by adding a variety heavyaccidental with thewith suffix suffix ness of suffixes. (5)(4)(3)(6) meanappearlegalsatisfie wito withwith sith thethe the prefixTT-prefix prefix dis he suffix ness dis ix (11)(10) (9)(8)(7) qualifiednerveunderstandcompletesincere with withwith with thewith thetheprefixthe the suffixprefixsuffix pre?un Ix unmis (15)(14)(13)(12) abilityordinaryliteratekind with with withthe thesuffixthe prefix suffixprefix mess in ii 2 SPELLING 11E-16 BEST COPY AVAILABLE F. The student demonstrates anobjectives awareness of the changing language. Suggested Activities Resource* - '.enter 1. movementsHedevelopient identifies in theof the a. Thesentences. student writes the etymology for foul and fair using complete 1' Clark. et.al.Pollock, The Thomas Book English language. b.c. TheEuropean student language listsmakes family.thea family early treeinfluences based onof thethe theoryIndo-Hittites of the Indo-and IChapteriNew York: MacMillian8. 1961. OD. d. languageTheIndo-Europeansreasons student for( describes believing on a chart the one threeor theory writes major is a soundertheoriesreport, than of thethe origin (1) dong, (2) Bow-wow, (3) Pooh-Pooh) and gives others. of BackgroundFilmstrip-Record"Linguistic Setof 2. He lists archaic a. Fromstudent a literary lists archaicselection, words newspaper and makes or substitutionsmagazine article, for them. the EnglishDerived Seriee: from other "Words appropriatewordssubstitutes.selection found andin amakes b. rimewritesThe student- rhymethe spelling finds archaic variations. words in poetry and prose literature and ye old - the old. Examples of findings; Languages" 3. Heinformation finds and usesabout a. area,Given thea list student of twenty explains adjectives and nouns pertaining to a single the etymology of the words, how each is occurreddevelopmentchangeslanguage. inthat the ofhave b, Given a list of fifteen words pertainingusedexamplesfeeling, totoday, the of areatheand its studentsuggests use today, explains how each the might etymology be used in the future. of each word and gives of mood and c. Usingandfollowing(1) references,(5) Romans. invasions the studentthat effected represents changes on ain the EnglishPicts, language: (2) Danes, (3) Normans, (4) Anglo- Saxons and 'lutes, time line the Objectives suggested Activities 1445011TCPP :MAPS (cont.)Itanges in language d. Using(2)following(1) references, events theand studentinfluences represents that on a GermanicModern British tribes was invaded spoken. England affected(Beowulf the written, English place language. and time line the (3)(5)(4) dateChaucerNormanChurch unknown). French wrotein medieval wasin Englishused England as the influenced language (Middle English). language.of court and school. (7)(9)(8)(6) PrintingRenaissanceBritishCaxton's was EmpireFlemish inventedhumanism expanded workers ininfluenced Belgium. andinfluenced the English. English English. language changed (as u. relationshipsHe perceives in a. theIn thestudent following writes list a statement of the major that areas in America). describes it accurately. of linguistic specialization, ModernConlin, Grammar David F. Books development.theories of language (2)(1)(4)(3) LanguageGrammarDescriptiveDialect historystudy linguistics (8)(7)(6)(5) UsagePsycholinguisticsSemanticsLexicography ,iwa(56-riwgrufail,.American Book13-34Go., pp.1967--pp. 163- b. classand/orThe student the phrases) students writes that compilea helist knows ofa list slang,or canof jargon,allfind the from and dialectwords (words or phrases found.other sources. In Warriner,andEnglish186. Composition GrammarJohn E. c. Thealphabetical(1) student writes order. a small dictionary cant.several examples, labeled dialect, slang, He includes of dialect and slang in jargon, argot, and 629.10.1965.Brace, pp.and 604-World, Harcourt, (2)(3) abeingword contextclear toin definedefinition thefollowing groove:) the entry,each such as groovy, for each entry (Do not use the root definition that shows how the word is "the state of of the Haider'sHaider,Linguistics.Structural--- Norman Guide L.for SPELLING (4)(5) meaningabeing alisting partsof-speech used. of inthe the labels (dialect, slang, front of thelabel dictionary for each that entry. defines the jargon, argot, and cant), 1964.Philips - Cambell, 11F-18 Objectives Suggested Activities BEST COPY AVAILABLE Resources m Nut,' Language(cont.) development d. equivalentThespelling,(1) student to vocabulary,finds the followingand lista and pronunciationAmericanBritish EnglishEnglish differences. termsones, andcheckinghumor phrases for (8) grade crossing (15) medieval (3)(2)(5)(4) freighttheatergastraveler train (9)(12)(11)(10) hoodwindshieldcatalogue (of car) ax (19)(17)(18)(16) checkmoviescastlecheck (baggage) (credit) e. The(6)(7) student writes a short paper on a limited aspectwagontruck of the (14)(13) wrenchstreetcar (20) charm pronunciationofsuchtopic tostates, generalinfluences "Place counties, trendsandNames aschanges wordinincities, theany in Unitedof towns,pronunciation, these States." villages,areas;) (Considermeanings, or streets. usingand exceptions the names spelling and changes in spelling, Consider

SPELLING 11F-19 G. The student demonstrates Objectivesan understanding of Suggested Activitiessemantics. Resources - Note", 1. He differentiates a. The student takes a newspaper The students provide an editorial and underlines explanation as to loaded words andKierzek, Walker John Gibson. M. Books andbetween denotations. connotations b. Thewhyand theyslantedstudent are writing.underlinesso labled. loaded explains correctly why those words and slanted writing terms are so labled. in selected 1Handbook ofTheMacmillanEn Macmillanfish. Co., New The 2. He recognizes some 4. a. passagesThewhether student and they checks have thebeen degraded or etymology of the following elevated: words to determine York:Laird,Chapter 1960 Charlton.1. degradation.elevationsemanticbasic processes shifts: and of steward,knave,silly, diaper,enthusiasm, salary, dolt, etc. awful, jewel, shrine, knight, gossip,passion, amateur, angel, pedigree, uncouth, I langlmge.WorldTheCompany,Cleveland: Miracle Publishing 1953. ofThe b. Thestandardbully, student outdoors,today. lists slang reliable, (Examples; touchy, coax, stingy, words, previously belittle, mileage.) unacceptable, which are fun, bubble, mob, Supplementary WO,ritentt!Am% 3. meaningswhoseHe recognizes present obscure words Thespecialization student determines or generalization: meat, butcher, girl, scene, corn, whether the following planet, malaria, upshot, words have undergone Littell,OurHowFletcher, Lives.Words Joseph ed.Change andintent:their specialization. original generalization algebra, moor. -- Littell,MeDougal-Littell,Fletcher,1971. Joseph ed. L. progressHeneologism.require recognizes andnew invention words:that a. wordsThe(Li)(2) student which rocketsmedicine resultedmakes and space from travel (5) warfare and armaments lists of new words and new the development of (3) high-fidelity sound (6) a category of your combinations(1) airplanes of older systems McDougaof1971.Dialects and Levels - Littell, SPELLING :::::::eter,Ex. With the invention of accelerator, steering wheel and the automobile came new windshield. words like 11G-20 Ubjettives SuggePted Activitier COPY AVAILABLE neneurces Sutet b. Bcok Neologism(cont.) Theandthat student women) a change lists in 10 vowel words sound that hasindicate taken byplace their (like spelling been, bread, 1 et.Young, al. William English E. c. The(knee, student light, lists subtle) 10 words with consonants no longer pronounced 1 of the state ofTheLangusp University Arts. through;*-Note: students should continue developing their vocabularies (curriculumStateNewDevelopmentDepartment York/The Education Center) (4)(2)(3)(1) UnderstandingUnderstanding and andword using using etymology wordmass multiple denotationsmedia meaningsand technical and of connotations words vocabularies 12224.Albany; p. New 33. York (8)(7)(b)(5) UsingUsingRecognizing thecontext newly dictionary wordacquiredto estimate roots as words a constantword in meaningoral reference and written communitcation,

SPELLING 110-21 BEST CtiP Otakil LE H. Enrichment Words for SecondaryObjectives Spelling in Content Areas Suggested Activities ROODIMPO N.,tes #1043.1AGE ARTS pronoun headinggreetingenvelopeclosinginitials poetryadjectiveadverbverbrhyme prepositionmodifyArticleinterjection paragraphmargincapitalsignatureindent pluralpredicatesubjectvowelsingular phraseconjunctiondefinitionvocabularyclause proofreadaccenttitlesentence consonantatlasentrydigraph word descriptionbracketssemicolonasteriskhyphen alphabetpronounceguidedictionarydefine bibliographycardindexcontractionencyclopedia catalog parenthesescircumflexdiacriticaltilde syllablediscussiondiscussintroduce possessivehomonymabbreviationapostrophe macrondeclarativecompoundschwadieresis exclamationcommacoloninviteintroduction prefixsuffixantonymsynonymusage exclamatorysuperlativeimperativeinterrogative quotationpunctuationperiodauthor outlinecourtesyconversationdramatizetopic poemquestionnowcomparative SPELLING chapter 1111 -22 Objectives Suinepted Activities additionadd MATHEMATICSwidthweight hundredthsdecimal firsttotalsumcolumn problemexerciseequalthousandhundred millionbudgetbillionthousandthscredit secondsixthfifthfourththird ouncegallonbushelzero (oz.)(gal.)(bu.) debitanglegraphratio nintheighthseventhtenth yaruqui-tpintpeck (pt.)(yd.)(pk,) (qt.) Pidiameterradiuscircledimension minusdifferenceamountsubtractleas denominatornumerationheightdozenfraction areacircumferenceacreformula multiplymultiplicationfactorssubtraction averagegrosstrianglesquare squarerod yard milefootinch productremainderdivisordividenddivide perimeterlengthquotientdivisionrectangle weighmeasurescaletonsquare SPELLING BEST DOPY AVAILABLE Cbjectives # Suggested ActivitiesSCIENCE Resources - Notes Massbulbstem tuliprootfern antsoilleavesbutterfly oystergrasshoppercrabspiderbee salmonwaspbeetlelobsterinsect mothmusselclamshrimp blueturtleseaweedalgaesparrow jay woodpeckeraquariumcardinalblackbirdsnail pigeonwrenbluebirdtadpolegoldfish *ohZ%: alligatorelectricityraccoonkangaroo muskratironskunkchipmunk magnetdissolvecopperopossumcrocodile evaporatesilverfilamentcircuitthermometer fusecoppervaporsteamcondense voltsconductorcurrenttemperature UranusnegativePlutoVenuscell NeptuneJupiterEarthbatteryinsulate MercurySaturnMarselectromagnetpositive oxygenadultlarvaacidiodine nymphpupaexperimentmercurysolid antennacocooncarbonchlorineliquid dioxide SPELLING walrusrhinocerosthoraxrainfall hippopotamusabdomenclimateleopard penguinstratushumiditygiraffe 11H-24 Suggerted Activities RetiOTCP Not% SCIENCE (cont.) cirrus cumulus fulcrumlevernimbuscometinclined plane pulleyforcegalaxyresistance planetscrewuedgesolar meteorcontourfertilizertelescope humuserosionconstellationeclipse caninestopsoilconservationastronomyresources monsoondentinebicuspidsagriculturetornado molarsmushroomcycloneanemometerincisors typhoonhurricaneenamelfungus stamensporefungiiris pistilmoldbacterialens pupilyeastaqueouscorneachlorophyll humor rot orbitastronautlaunchgravityretina opticvacuumrocketvelocityspace nerve capsule propellantretro-rocketthrustsatellite FahrenheitGeminiparachutedegree Project millibarmeteorologistApollomodule Project MercuryclimateinvertebratebarometerCentigrade Project weatherprotozoaamphibianhammercochlea anvilmammalbackbonevertebratestirrup molluskreptileauditoryeardrum nerve SPELLING Eustachianseismographcarbohydratevitamins tube mineralsnutrientsvolcanocalories magmaearthquakecelluloseprotein 11H-25 BEST COPY AVAILABLE 00jectivea SCIENCE (cont.) Suur,cPted Activities' 10....-. Pelscwrces Ntotle I morainelava geologygeyser geologistglacier atmosphereelectronexospherestratosphere energyatomozonospheretroposphere nitrogenelementatomicionospheretropopause physicsbotanistcalciumuraniumchemist scientistphysicistbiologysodiumhydrogen chemistrybiologistbotany tint bay *SOCIAL canal STUDIES coast r.nkin rotationaxisdeltalumber woolpotatoseasonsgulfglobe alfalfaAntarcticrubberrevolutionisland Circle AtlanticArtictepeecanoesugar Circle Ocean moccasinequatorCanadatomahawk UnitedhemispherepapooseTropictribe Statesof Capricorn MexicoAsiaPalmherdcaravan AustraliaPacificshepherdnomaddesert Ocean Africaoasiscontinentdune SPELLING mineralsEuropetariff Northstockyardstextiles America livestockrudderSouth America IDIVPITZis SOCIAL STUDIES (cont.) Suggested Activities ReliOnrCeP miningpropellerdairyinecockpit grazinghelicopteraileronlumbering millingwhalingshipbuildingfuselage manufacturingprairieGreenwichparallelcanyon mesameridiancorralbuttelatitude plateaupuebloprimelongituderodeo spicestampedelariattobacco triplediamondcitrusstirrupsbronco shortstopsinglecoffeegrainholster bleachersumpiredoubletributariesisthmus peninsulamanagerchoircape mainlandchorusstraitcoach televisioncomodysopranoclefsolo mysteryradioblomaltotelecast channelbroadcastserialbasstreble puntquarterbackgridironcommercialAlexander Graham GeorgetacklefootballRobertlinebacker W. Fulton Carver SamuelThomasrefereehalfbacktouchdown MorseEdison LouisAbrahamGeorgeJacques Joliet WashingtonMarquetteLincoln Bell MeriwetherThomasCyrusWilliamVasco McCormick Jeffersonde PennLewisBalboa WilliamReneHernandoBenjaminDaniel La SalleClark DeSoto BooneFranklin SPELLING exportPatrickgasoline Henry gauge windshieldPaulbrake Revere acceleratorspeedometerimport 11H-.77 BEST COPY 4VAIIABth objectives SOCIAL STUDIES (cont.) Suggested Activities gearbananaturbanivory shift mileagemilletcopraburnoose indicator aahoganydiamondkiltkimonojute religionminaretSphinxberetsari MoslemsKoranIslamsombrerofez mosqueMuezzinMohammedpyramid

SPELLING BEST COPY AVAILABLE

WRITTEN LANGUAGE WitITTiX LANGUAGL BEST COPY AVAILABLE Expression 1. Aechanics and Syntax'Apitalization and Punctuation 4.2.1.3. ParagraphTypesSentence,:reative of DevelopmentWritingDevelopment Writing 2.h.3. Kinds.3orrectParts of of Sentences UsageSpeech A. Expression:The studentGeneral expresses concerts and Sentence Development Obi+ectives:ideas in sentence form. and phrases that can he put into sentence form. 2.4.3.i. HeHe relates dictatescreatesdisplays his andhisand experience recitesideasdescribes about selectedhis own objects sentences in in toobject:: others, of using interest. words suggested pattern. sentence form. H. HeHe answers composes orally his ideasin sentence simple sentenres about that topic in sentences form. and phrases. and dictates them. C. The1. student identifies Hestudent distinguishes composes between simple groups sentencesorally and in writin of words which have a complete thought and those which do not. The3.1. HeHe deletesmakes identifiesexpresses complete repetitive hisand ownuses thoughts from given phrases. ideas in sentencewords and form. linksthe basic like sentence patterns. grammatical g-structure from sentences which have the 0.5. appositive.HesameHe combines expressessubject. sentences ideas in parallelwhich supply form. information about a noun, into one sentence containing an D. The1. student identifies Hethought. selects words and related ideas and developsphrases which are related to them around a topic. each other and combines them as a complete 2.5.1.3. He expandswritesseparates originalaboutsentences sentences what sentences isby supplyingseen in pictures words in whichand a have been run together to express his thoughts and objects.series. by omitting unnecessary ideas. words. E. GerterelObjectivesExpression:The1. student identifies and writes : compoundHe sentences. identifies the two simple sentences in a Sentence Development (cont.) compound senten ce. 4.2.3. Hesentence. usesidentifiesjoins appropriate two simplethe doer punctuationsentences (subject) to for andbuild the the acompound actioncompound sentence. (predicate) sentence, usingin both appropriate parts of connectivethe compound words. F. 5.1.The student identifies and writes complexHeHe writes sentences.differentiates his own compound between sentence.phrase and clause. Expression:2.3. GivenHe writesselected complex complex sentences. sentences, he differentiates between Paragraph Development independent and dependent clauses. A. 2.The3.1. student demonstrates ability to organizeHeHe chooses putswritesand tostatements a statements writetopic from in related logicala selected toorder. the list chosen of topics. topic. paragraphs. A. Expression:4.The student writes specific communicationHe inindents the forms when ofbeginning notes, to write about a new Types of Writing idea. invitation, and letters. 4.2.1.3. HeHe writes writes invitations.notes itemsfriendly conveying for letters.newsletters. one form. B. 1.He5. uses expository writing to explain orHe provide writesgives specificinformationbusiness informationletters. and to and instruction about a given activity. develop ideas logically. h.5.3.2. HeHe writes arrangesrecordsselects directions informationainformation suitable in subjectthe aboutin properoutline his for subject. order, aform. report. omitting irrelevent information. C. The6.I. student reviews books and articles.He reviewsuses his principals outline to of write expository his report. writing. General Ooncepts and Objectives: BEST COPY AVAILABLE D. TheExpression:2.1. student develops a paragraph HeHe uses demonstrates descriptive his words ability and to write Types of Writing (cont.) using description.details in writing. descriptions through the use of comparisons. E. 3.The1. student develops a paragraph usingHeWhen organizes asked toand write writes a personala experience, descriptive paragraph according to spatial narration. he organizes and develops a narrative order. paragraph F. The student writes to influence the thinkingplan(3) according to time order and including What happened (4) How you felt. of others. the following: (1) Place (2) People A. Expression:1.The student expresses ideas through creativeHe uses persuasive writing to convince. Creative Writing writing. 2.1.4.3. HeHe dictates writescompletes experienceaexperience beginning stories stories. whenstories.for agiven given selected beginnings.story. 6.5.8.7. HeHe writesputs useswrites sentences narrativestories original aboutin writing storiesorder pictures, whento using tell a story. writing a storydescriptive of his objects, own.words effectively. or situations. B. Thepoetry1. student and identifiesanecdotes. and uses creative He identifies creative forms by locating example forms, such asof the each. following: Riddles, jokes, verses, C. The2.3. student expands his ability in HeHe writes writes simple an original rhymes, haiku. riddles, creative writing by writing originaland poems. stories using conversation D. The1.and bystudeat writing expands plays. his ability in He writes original stories and playscreative employing writing conversation. by writing tall tales, myths or legends. E. 2.The1. student evaluates his writing. hisHe canimprovesreport.- proofread his writinghis report in organizationfor and specific characterization, types of errors, correct his mistakes, and rewrite General Concepts and Objectives: A. TheMechanics2.1. student and capitalizes Syntax: and punctuates correctly.He capitalizes importantbeginning words inand the proper title names and placesin sentences. this properly on the page. Capitalization and Punctuation 6.4.5.3. HeHe usespunctuates identifies thecorrect apostrophe sentences andcapitalization. punctuates to with form periods wordscontractions. inand a questionseries. marks. B. The1.7. student uses quotations in sentences withHe identifiesuses titles the orapostrophe andconversation. punctuates to form titles possessives. of short stories, books or magazine articles, poems, or songs. 2.5.4.3. GivenGivenHe punctuates dictated threea topic, compound sentences, directthe student sentences,quotations. the writes student the a studentshortpunctuates experience uses the a commadirect story or quotations. usingsemi-colon direct to quotations punctuate inthem sentences. correctly. C. The3.2.1. student expands his application of correctHe useswritescapitalizes capitalization commas correctly toand appropriately punctuates aand number punctuation. of sentences. punctuatethings that subordinate require the clauses, use of verbals,the colon. adjectives, adverbs, Pal A. TheMechanics student and writes Syntax: and punctuates the fourprepositional kinds of sentences. phrases, appositives, parenthetic expressions, and nonrestrictive clauses. Kinds of Sentences 1.3.2. Hesomething correctlycandifferentiates label (questions). punctuatesdeclarative, between the interrogative,those four sentenceskinds of imperative,sentences.which tell andsomething exclamatory (statements) sentences. and those which ask A. TheMechanics1. student and recognizes Syntax: and uses the structuralHe identifies elements the in basic sentences. elements of each sentence: Parts of Speech doer (subject) and action words (verb). This 4.3.2. Heterminology identifiessupplies linkingactiondoes types not verbsofverbs have nouns--proper, asasto predicates.predicates.be used withcommon, the collective,students. concrete, and abstract. 8.7.6.5. HeHe identifiosidentifies distinguishes and usesbetween nouns predicate that are nouns used andas indirectdirectpredicatedirect objects.objects objects. nouns. in given sentences. 8-D REST COPY AVAIIABit MechanicsGeneral Osncepta and Syntax: and Objectives: Parts of Speech (cont.) 11.10. 9. HeGivensentence. recognizes imperative and sentences,uses nounsnoun heused supplies as nouns substitutes. appositives. of address and appropriately places them in the 15.13.12.114. HeThe identifies addsusesstudent modifiersreflexive identifies and usesand and uses (adjectives and adverbs) to enhance the intensivemeaning of pronouns. differenta sentence. kinds personal, demonstrative, and interrogative pronouns. of adjectives. 19.18.17.16. HeHe identifiesrecognizes identifies and and uses uses conjunctions. interjections.bothadverbs. adjectival and adverbial prepositional phrases. H. The1. student identifies verbals and He(2) identifies and uses the following imrb The gerund as a noun (3) adds variety to his writtenThe infinitive expression as enby adjective,using them. adverb, or noun. forms: (1) The participle as an adjective C. MechanicsThe2.1. student and uses Syntax: descriptive words. HeHe chooses uses descriptive words which words best toillustrate show distinguishing Correct Usage what he wants to describe. characteristics of people. A. The3.2.1. student uses standard English in He distinguisheswritesforms thethe pluralsingular nouns for whichand nouns. plural show possessionpossessive communication. fromforms nouns of words which from indicate a selected plural list. number. 6.5.4.7. He recognizesidentifieswrites sentences errorscommonpronouns ininerrors accordingwhichpronoun-antecedent committed he substitutesto case. when using pronouns. agreement.appropriate personal pronouns for specified nouns. 10. 9.a. HeHewriting illustrates identifies appropriate theandand usesusesuses sentences. ofirregularauxiliary the words verbwords. this, forms. that, these, and those as pronouns or adjectives by 14.13.12.11. HeHe changessuppliesidentifies distinguishes selected verbs time which transitive bysentences supplying agree verbs,fromin correctnumber the active with intransitive verbs by writing sentences containingverb tense in selected sentences. the subjectsvoice in selectedto the passive sentences. voice. each. Objectives zviuge.,-ted Activitie!c 1 Rul.nvrreor Notp, ! NOTE: This unit should be to a presentation all the way large degree self-instructional. from a closely controlled The teacher whole; ! may1 pressures vary his orcompletedclass her development entirely tooutside of class load, or paper the assigning of anyin student ability, of class time. correcting, and of trying to cope unit as individualAllinterest, classroom homework and teachers inclination. know with to be Thethe teacherallow,teachingtheindividual writing concentratesa personalsituation differencesact. on Writingrelation is essentiallybetweenin composition student should the positive, creative, personal.be, as such as schooland teacher. and individual aspects Therefore, the ideal conditions of 1 1. sent*Motivatealoud--discuss on the unittechniques it thoroughly. in a whole-class the selection displays. Elicit inductively arrived-at presentation. Read the selection coo- 2. needdually.Asup soon ahelp. writing as the class Move around the class, laboratory situation, each has a basis for kelping individual students as attacking the unit skill, setstudent working indivi- they ! rM 1 3. HaveFromstudents thetime students tosight time contribute writedraw a group the revision at onethe class back into a individually a phrase or sentence. composition on the board. time. whole-group situation. I Have students eval-1 The Con- 4. theuateductReturn individual's the togroupwriting the individual and composition. responsibilities as a writer. writing situation. Keep the emphasis on .11111=11.10. Objectives Suggested Activities BEST COPY AMBLE Resollrres ,tvik a* In beginningsI. understandingpersonalAttempt toexperiences--his connect of contemporary the material habits, events, to his be andwriting,studied of his tohis worldthe reading, student's of work. his 2.3. EnlivenandRelateing to to the andsomething workmaterialvivify which else,the to willselectionthe and follow.previous then byreading settingcomposition it italoud. in work context of the relat- class I b. 1.In working through the activities: theVaryboard, students the sometimesapproach do them todoing inthe groups themactivities, orally, or individually. sometimesat other timesworking having them theon the 3.2. UseBring student in current writing material where appropriate.where appropriate. 4.5. Create,everythingInstill wherever in they the possible,write*students aan feeling audience of forpersonal the student's responsibility writing. for 1.In evaluating: Hold students responsible for all skills learned previousl!,. 3.2. Judgesary,Accept revisedprimarily papers byonly thethe after skillsstudents. they taught have in been the proofread,unit. and, if neces- A. Theobservat student ions. develops writing skills in the development of the paragraph based upon personal experiences and Objectives Csitect Conespt: Note to the teacher: Competence in writing skills is basic Sumiested Activities to many careers. Carlin, Jerome Besom-res N; tee 1. He demonstrates that he is aware of the ; (These exercises in writing are diagnostic.) ! Job.English on the makepositivehis onwritten the impression reader. paper can ' a. marginsThe student so that writes his legiblypapers canwith be read adequate spacing of words and properthe particular school. and submits the assignment in :Book!Unit'New.Book 1 York: I,Co.,- Globepp. Inc.1967 3-7. orTheink, experienced, student following writes rulessuch a prescribed by as--0.4paragraph road about construction some job heor repair;has recently work.observed t2.) assembly o 1.1 tics tu2.4 Sc Language Linguis7 l'Pc. Thetheproduction student occupation writeslines;(3) of ahis paragraph father oron ofthe dress making; NI) receptionist at another adult whose work he advantages and disadvantages o, knows. !National.Proceedings Council of Programs.the of :Director,:Bernard!Teacher J.of 1963. Weiss,English, (e'Ss.! Note to the teacher: (Observe basic deficiencies in sentence structure.) iCbampaign, Ill.AmericanUsage, File English. of PreparedandScottEditorial Co. Foreman by Staff.the 1972.

PARAGRAPHS rt 12A-1 Objectives Suggested Activities GIST COPY AVAILABLE Hesol.rres tvAps 2. The student tencespunctuatescapitalizes correctly. sen- and a. NOTE TO TEACHER:The student uses appropriate end punctuation in given (Use career-related sentences.).....1.0 sentences. I"The RightFilm Word,StripsThe Right Place." b. The student employs correct usage in the following (2)(1) DatesAddresses (4)(3) Single-wordItems in a series introducers constructions: Stock"Increasing of V-rds." Your d.c. TheasThe fromstudent student the demonstrateswriting corrects of punctuationothers. his understanding of capitalization errors taken from his writing as well ing.""Key to Word Build- e. Giventhecapitals studentexamples correctly. gives of words reasons that for have capitalizing. been capitalized for various reasons, by using Leavitt, Stop,Hart Day.Look, and 3. The student demon- a. Give student a list of words he has been unable to spell in his own Bantam, 1964.WritingWrite:Pictures. Through, Effective ary.tostrates use the the diction- ability b. Usingpossiblesentences. the trialbeginning and errorsounds. method, the student The student analyzes each word phonetically and writes searches the dictionary down Warriner, JohnEnglish L. Grammar c. theTheexactfor definitionsstudent guidewords wordscheckshe wantsin needed theon to thedictionary use.and dictionary eventually correlate meanings the correctwith of the spelling the words to see if of the World,Harcourt, 1965. Braceand Composition & 10. 244272. his sentences. context clues in pp. Grade Workshop. PARAGRAPHS World,Harcourt, 1970.English Brace & 2. 12A-2 Ubjectives Suggested Activities Resourcrs Nc,t 1*(1. thetrade,Using words. athe business student or uses profession a dictionary such asto law,find medicine,synonyms andeducation, antonyms or of a e. ofTheing all student inserted words keepsthat below. hea section misspells) in inhis composition. notebook for the correct spelling (Suggested chart head- TheI madeerror it as Spelling Errors correctedThe word Thein worda sentence used Comments aboutthe word occuredseparate occurredseparate occurred.- twoa rat doubles within

PARAGRAPHS 12A-3 MechanicsObjectives Suggested Activities BEST COPY AVAILABLE 4. The student recog-(Review) a. terns.Given a group of sentences, the student identifies basic sentence pat- The student constructs original sentences using the basic sen- Useany textbooks other source and Reacturrer - Notes nixessentence variations patterns. of i tence patterns. I listed in this guide. 5. The student differ- entiatsafragments, between run-ons, ! 1 a. studentsSelect activities to do the fromfollowing: one of your resource books which directs Carlin, Jerome,English on the IA. tences.and complete sen- I 1. Differentiates between sentence fragments and complete sentences. BookNew I,York: Globe book Company, Inc. 1967. 2.3. orMakeSelect orally). complete run-on sentences sentences from from a alist mixed of listfragments of run-on (optional; and complete written Unit 5,4, pp. 331-339.321-328 4. ments,Fromitems.sentence:.. a andlist (Refer complete of itemsto 12T statements, containing 141 - 146.) therun-on students sentences, correct sentence all incorrect frag- Career Point to Stress usedClaritylawyers, by lawof etc. thoughtenforcement when officers,writing sentences claim adjusters, is an occupational advertising skill experts PARAGRAPHS 12A-4 B. Theof studentsentences. limits his theme topic, organizes logical supporting material and determines the most suitable kind Career Concept: CareersObjectives require different levels of competence in communication, computation, and analysis. have different levels of competence and responsibility. nd.v. u a it c Suggested Activitiese a. Rules, regulations, policies, and procedures Resrurres - Notes Careers I. He limits and sup- appropriateports any idea for *a. ofGiveselect the students different five. a listtopics of thatbroad could subjects be developed (career-oriented) from each. and have them After selecting the five subjects, ask them to list all Tanner, BernardEnglish R. - Ch. 14 et ° 12.- ment.paragraph develop- *b. structProvide them the tostudents classify with subjects a list asof broadcareer-oriented or limited. subjects and in- 1968.MenloPublishingAddison-Wesley Park, Co., Calif. .c. d. FromstatePass a out anlist opiniona copyof topic ofor career-oriented makesentences, a statement the limitedstudent about tentopics,decides of them. andwhich have sentences students GeorgeConlin, R. David Herman A, and e. Fromare suitablea list of for topic paragraph sentences development, the student and selects which onesfive aretopics, unsuitable. and I American =1:10Book Co., I f. orGivestates opinion, students facts ato list support of sentences, them. and let them classify them as fact 1 pp.190. 283-309. 11.04 9. Givenopinion.The student a paragraph determines with thewhether topic given sentences supporting omitted, statements the student are factwrites or withTheanda topic studentrelatesconcrete sentence composesto evidence. all that details. an expresses original theparagraph controlling developing ides ofene the central paragraph idea BEST COPY AVAILARE Imait_AciaLumma Objectives Suggested Activities Resources - Notes 2. He focuses the development of a. Thecontain student aexamines controlling the followingidea. /sentences and lists (Could a paragraph be written on each the ones which and --] ontheling the paragraph idea.control- ' (1) othersentence? sentences be used to support the Could a topic sentence be chosen from these sentences, topic?) already looking for ' (2) Mary'sanotherresponsibility.In high been job. school on this we jobtalked for aa lotyear, about but socialshe is involvement and social '(4)°(3) SomehowreallyI'd like addsjust to up earningthink to something. the money work isn't I do enough.all day makes some difference-- '(7)' (5)(6) You're1I'm don't not just wanteven a number.tointerested get trapped in whatin a Ijob am likedoing. my father. b. '(8) The student writes three paragraphs, one containingThey the tell you to shut up and do everything by the book. in the middle, and topic sentence Pollock, Thomas Clark et. el. c. oneatUsing thecontaining beginning,the front the page onetopic containingof sentencea newspaper, theat thetopic the studentsentence chooses end.He writer paragraph for three items pp.NewThe 272-282.York;MacmillianOur 1961. English Co., Language, d. Usingeach.thatinteresting would the "Wantmake paragraphs. interestingAda", the student paragraphs. chooses three items that would makeHe underlines the topic sentences and "clincher" sentence. He writes a topic sentence for each. PARAGRAPHS I2B-6 Lo ical OrderObjectives Suggested Activities BEST COPY AVAILABLE Resovrros - Notes 3. lie rearranges ideas in logical order. a. Givensentences a group having of phrases, logical theorder. students rearrange them to form sensible 'Pierce, James L. 1 Writing Teaching Guide Unit Lessons Example:, oforder.Each the group sentence, of words below is part Write 1 before the group of words 2 next to the words which are at the end. of a sentence. that belong at the beginningThen write the sentence.in the middle, and 2 The parts are not in !Books4964.Ginn 1, and 2,inCourposition. Company,3, and 4. Thenext first to those one iswords done that for belongyou. i 1Munson, Harold. Activities (1) the ship. 2 stood near the rail John Jones stood near the rail John Jones watching the men load watching the men load 1 1Guidance English.for Teachers of (2) Amosthe ship. said it takes a while to 'o to Q0 around the world Amos said around the world. it takes a while. [514965. ssociate,cience Research Chicago: ( 3 ) Dennis noticed the gums and other Dennis noticed and other things thinja. the guns. f Allorsey, Royal J. (4)(5) The sunburned man held the box withto takegreat care care it wan his job held the box with reat care. of all thethe ropes. sunburned man. 1 IsiprovingLEnAlly and Bacon,lishInstruction Inc.eton: 1965. 2nd Ed.) (6) It Ifwas onlyhis jobwe hadto takeaomethinlhot_I2.pour care of to pour over the side if onlyall the ropes. over the side. we had something hot. McKinney.Steward,and Marion Joyce C. S.M (7) It shot like a cannon ball of a cannon ball of fire fireit shot across like the water. across the water. Calif.Co.,Addison-Wesley Menlo SuccessPark, Pub. in Vriting.I 196$. Logical order Objectives b. Given a paragraph in which the details are not presented in logical Suggested Activities Resol:rcep Nt,tp., (cont.) order, students rewrite the paragraph in order. (1)(4) TheA bluelittle velvet box wascushion made withinof black gently leather held which a small had goldcracked ring, ofcrowned fromthe(3) lid.years the ringof misuse. and reflected a blue ray on the whiteThe spring silk lininggave a squeak as the lid opened. (2) Dust had settled on its once beautiful luster. (5) Sapphires surrounding a single pearl (Numbers indi- lc. The student arrangescate correct a set sequence.) of details in logical order as they relate Thetotence the student topicwith arrangesonesentence. line, in and logical the "clincher" order and sentenceunderlines with the two topic lines. sen- "Another is to outlaw trucking during daylight hours. The following paragraph is in scrambled order. waysAtto--topossible. any enforceof forbidrate, dealing the mostpassenger withspeed solutions the and cars city parking areinside traffic either laws. the problems." inadequatecity limits. or im- Some have suggested a more drastic alternative There are several One is I- ExamplesStudents recall and tell events in Eventsaccident. during a class period, atthe aorder ball theygame, occurred. at the scene of an paragraphs which contain unity and emphasis. BEST COPY AVAILABLE C.Career corlaptisEntvau!tnql The student writes original different Activities !i r. I g .stiFs. Objectives 7011 41.1. knowledealent. 1. He eliminates all mentorirrelevant to achieve state- 111.M0.1/../111.11.1. tea. myThe checking(1)chief student ambition. eachwrites others a paragraph paper, on What I want to be, 4411.,. The students serve on a (2) How I got that ambition, and noting irrelevancy (sentences that "What I Want To Be." "personnel committee" He includes:(3) Why it is do not unity. lb. Therelationshiprelate student to thechecks between topic.) each that sentence in his own paragraphsentence andto the topic. determine the 1 -sc. The student chooses one of the following "topic" sentences and developsjWarriner's, John ., ; English Grammar and a 1.paragraph. There is more to good teaching than knowing facts. : World,Harcourt, 1965,Composition Brace pp. & 244- 10. i There is too much emphasis on going to college these days. .272. 2.4.3. mankind.DoScience we buy andproducts technology if have their advertising commerciala annoy advanced too rapidly for the good us? of Career Point to Stress *Expressions of one's own ideas help students to relate to others, anor loseimportant fellow their employees jobs because personal quality in the than for any other reason. of inability to get along world of work. with employers More people MAGNA/SS 12C-9 Para ra bin 2. Ne subordinates all Objectivesless important Note to the teacher: Suggested Activities Rem:I-rem - Notes materialachieve toemphasis. 1 weakposition(The because teacher by choosing the illustrates most a importantparagraph the importance pointthat isis unifiedburiedof achieving inand the coherent, emphasismiddle ofbut through the Hook, J. TheN. Teaching of wherenizedparagraph.strong theelse?" beginnings most Thus, important andhe leadsendings.) idea the more students easily toif realizeit had beenthe importancestated some- of The teacher asks such questions as, "Would we have recog- TheNew Ronald York:tun Press1959. School Co., English. a. topicoftoThe thelist teacher sentenceperson specific lists referred into details the a paragraphgeneralto whichin the statements would bysentence. exaggerating support below the andthe main instructsdetails characteristic which students sup- The students develop the (2)'(1) port the distinguishing characteristics. JaneMies SmithSimpson is isthe the most best-dressed accident-prone secretary nurse inon thethe office,hospital staff. Career Point to Stress (3) votedIf you him had the seen student Sudge "most Jones likely in high to school,succeed." you would not have Example:MostSkillPathologists; occupations in sentence Secretaries; require construction this Telephone skill. is the foundationOperators; ofetc. clear communication4 Journalists; Salesmen; Public Relations Workers; Speech D. Theto studentone another arranges to achieve the ideas coherence. in a paragraph according to a definite plan, and 0 links the ideas clearly MABIt Career Concept: Objectives All careers require a plan of special preparation. 1Note to the teacher: Suggested Activities 'Tanner, Bernard R. Resources - NotPs 1. He writes a pare- arrangedgraph using in chrono-details I (Review transitional devices) 111111.111 !Addison-Wesley et ° AL. transitionsprovideslogical orderclear between and (1) Linking expressions such as: similarly,therefore, consequently,besides, nevertheless, accordingly, on :Ch.;Publishing 19,Menlo pp. Company, Park, Calif. 31 C16- 302. achievesentences coherence. to addition.while,piewise,the ofcontrary, however,soon,this, infinally, after furthermore,other all, words,also, such, mean-anin exam-like- I (3)(2) .RepetitionPronouns of tuwords 'b.la- TheheThetransitional studentsshould student be bring writesdevicestaking in a rightarticlesunderlined.paragraph now fromto using insure newspapers chronological his future or magazines successorder on within the a thejob.steps C. c. TheHeto underlines studentbuild a writesbrick transitional wall,a "how chimney, to"devices. paragraph or patio, in chronologicaletc." order; "How to make a dress," "'How A "How to prepare a meal." Career Point to Stress quiresAsrequired one thatmoves to he uppossess write the career memorandumsskills ladder in supervisingsuggesting in his chosen "howothers. tooccupation, tit) it" techniques.he is Such a position re- PARAGRAPHS 12D- 1 1 Objectives Suggeeted Activities 1 Rsostrros Sites Coherence (cont.) Thespecialimportance;" student attention writes then topicto writes the sentences topic a paragraph sentence that followingcan and be developed thin procedure, "clincher" sentence. by "order of payinu

i PARAGRAPHS 12D-12 Objectives paragraphs - coherence Suggested Activities BEST COPY AVAILABLE HPOnttrell ScAPS 2. He develops pars- graphsspatial arranged order toin ; a. objectsThein studentwhich at thepoints examines details in spacea aredescriptive presented.and relates paragraph them to and other determines things seenthe orderin He notes how the writer locates GrammarComposition:AccomRanyin2and i-xercises and Compo- Models achieve coherence. distance,"tothe thedistance. position "on my of right," the narrator, "above me,"noting "opposite key words me," such etc. as: He notices how important details are stated in relation "in the iJovanovich.;Harcourt,Warriner's Brace Englishsition. I Career Point to Stress PolicemenWritingcases. is make a skill reports required of accidents, by lawyers etc. in gathering evidence for court Radio, television and newspaper reporters describe events. /irra oak': 3. He dovelopa para- orderarrangedgraphs ofwith importancein detailsthe a. ningbelow.The studentwith the writes least aand paragraph ending withdeveloping the most one important of the topic detail. sentences He presents supporting details in order of importance, begin- Tanner,English155. Bernard 2, Addison-Wesley- pp. R. 150- et. al. coherence.to achieve (2)l)(3) Students should haw. the right to determine what coursesTheMytake friend higherinthey high buysyou school. climbfashion in magazinesyour trade, to thechange more her use image. you have for Menlo1968. Park,Publishing Calif. Co. (5)(4) Angooddifficulties.Having after-school English. made a suddenjob has decision many advantages. to quit school, I encountered many PARAGRAPHS 12D..13 L. The luent writes paragraphs observinq reelalions policies, and procedures affect ail careers. unity, emphasis, snd coherence. ObjectivesCareer Concept: Rules, a. The student writes a paragraph developed by time Suggested Activities order when asked to tiesourcer toorderHea relatestheparagraph. ofpurpose details the of 011www.write a narrative. spatial order when asked b. toThe describe student something.writes a paragraph developed by c. Theasked student to writewrites a aparagraph paragraph expressing developed by opinion. order of emphasis when BEST GreerF. Concert:Objective* The student revises paragraphs. Revisions suet be made in one's car Suggested Activities e at he hen th COPY MANE hout Lie Resources .Notes 1. He improves his writingandrevision,sentence word through choice. utilizing'variety 14)(1 otherto .t.tei(The source teacherteacher: she uses chooses.) student written paragraphs or paragraphs from any 'Journal'Louisiana LnglishHardin,1967. pp.James 5-14. T. Vol. XI. ' a. Thestructure. student choosesrevises theparagraphs words Watch to achieve best convey variety the in purposes sentence of the Theparagraphs.idea. student eliminates sentences that do not relate to the controlling (Achieve variety) TheGiventhem student insample logical organises paragraphs, order the to statementsstudentsachieve coherence. underlinein scrambled basic paragraph,* transitional and writes; elemental toGivensuchdependent the as samplecontrolling pronouns, clauses paragraphs, synonyms, ideaor phrases. by students changing and connecting remove less importantsentences words. statementswhich are unrelatedinto TheGivenemphasis.clincher student an open-ended or writes summarizing a paragraph,final semtence paragraph the whichstudent showing emphasizes devises unity, anthecoherence appropriate controlling and idea. paragraphs developed by information supporting the main idea stated in the topic G.Career Conceit: 6bjectives Thesentence, student andwrites relates Different careers are the method of development interrelated. Suggested Activities to the purpose. Ite2kni rr (, - tee, ! 1. He writes a pare- graph in which the Note to the teacher: I bytopic facts. is developed ofsuch a(Frequently special factual kind data.the -- example to dates, properIacts names, may be regarded as support the central idea of a statistical records, or other only anothernoting kind thatof paragraphs paragraph is ! mayexample;thatfactual be thedeveloped nevertheless, mostinformation. logical way in a strictly factual way. Much more convincingthere is some then value in to develop a topic reader's mind. TheyTheis studenttoare supply as reliablerecognises additional as unsupported opinions, mation.topic,establishedthefacts source--reference toleave support authority. no 'doubts the in the Statistics are collected facts mainbook, idea; direct or simplyobservation, Theseto factsor may be used to stated in numbers.) provide additional infor-) theillustrate words of thean 1 a. booksThe student noting examinesdevelopment paragraphs using factual information. from social studies and literaturescience text- b. ThethatGiven student uses a list factualnotes of developmenttopic sentences information. in selections chosenthat from can be developed by paragraph. using facts, Ex. the'(2)a(1) student researches NewspaperOne of the reporters greatest use problems facts the topic and writes a in our countryin their is writing.unemployment. '(3)*(4) Some(thatIt isfolk-sayings carpentersa common but havedon't erroneous an need an excellent basis in fact, notion (that all doctorseducation.) are rich), PARAGRAPHS 126-16 BEST COPY AMBLE jbjectives ....". wippor lionamm...M.1011 1.110.1Mm !..... Suulic.1-t?fl ArAivities Resn,r(cf. %-tes 2. He differentiates opiniobetween fact and J a. NOTE TO TLACHER: (Have students study the following atatements -.own....11 adapted from an prejudice)pictureaak,"Vhatarticlecan you wouldon learn conclusionorwelfare itcould from give in it these wouldthe aperhaps leading reader; examplesthis make makenews aboutthe themagazine. reader readerhow facts change draw' shape his "opinion"?)mind?" Would it confirm 'some idea (or For each statement What general What a. Givenstatements(1) the following can affect sentences, opinion. the students recognizeNewIn thatYorkers--isNew Yorkfactual City, on welfare.more than 1,000,000 people--one of every eight tm.+4OC (2) nylonsyearIn Newfor (75g Yorkonly a City,pair),one lipstick--two a andwoman a $1.60on welfare ifhat. she isis budgetedemployed--two enough pairs each of She can have a $5 rain- (3) histhatcoatLong-standing family hadevery a starvefathertwo years,rules orat hehome. inand couldmany a $5 statesdesert. bathrobe have every barred three aid years.to families An unemployed father could either see Many deserted. (5)(4) NoinIn fewer Houston,Cleveland than 30%. 6280% nations, of those including who apply Canada for welfare and all are the accepted; countries (6) peoplepoor,ofIn Europe, the receiveshave past alreadybeen hugely a addedcertain give prosperous to family amountthe welfare allowances.decade,of money rolls. no for fewer each than child. 2,9001000 Everyone, rich and 4 besn.rrcA !it. Fact and opinionObjectives (7) In one city, 150 women mn' Sugilested Activities =101/0100 children on welfare month,invaded tumbling workers from their welfare- (cont.) (8) departmentalmostThechairs U. anyS.and headquarters spendsothertensing industrialless mounds last proportionately on social welfare of paperwork onto thecountry. floor. thin (10) (9) ThereasWelfare money are officialsrelativelyfor telephones are few being and Christmasable-bodied gifts. men on welfare. pressured t.) grant new benefits, such! 1 NOTE TO TLACHLR: 3. He writes a pars- topicgraphby examples. isin developedwhich the thesupported form of byan manyexample. particulars, (When the topic sentence contains a Since clarity is a constant the writer ismay a givegood way to make general idea that can best each particular in aim in all theforms meaning be a. Theofthatclear.) writing,student is developed examinesthe use by ofa examples.examples teacher-made paragraph or one taken from text b. contributedTheof studentsliterature by write thethat class.a has cooperative paragraphbeen onit covered.has an unusual (Ex. Give a topic sentence on some Silas Ma_ rner is an interestingplot, but also because of the the board using examples piece c. Thebook,supportconstant student not oneonlysuspense writes of because the aEliot paragraph following topics. creates.) developed by examples (Add teacher-made to illustrate or topics.) PARAGRAPHS 12G- 18 BEST COPY AVAILABLE ara r f hs Suggested Activities ltesovrre .. Notes IOW. Ma Mr Licar,ples Objectives (1) The career of the prolessional athlete is all too short. (cont.) 1 (3)(2) Thearea.Automation population is densitybound to is throw determined people byout work of work.opp,rtunities in an I d. Thein student a paragraph, takes anyjives widely sufficient held notion examples that to he convince thinks isthe false, reader and of its(2)(1) fallacy. Teen-agersLife was betterare basically fifty years selfish. ago. Ii (4)(3) MenOffice get workall theis dull.promotions. CC'ma 1 . (5) Women lack creative 1,ifts. rO 4. He writes a pare- topicbygraph incidents. is in developed which the Note to the onlyAn(The incident the write: important follcws sometimes details.) the relatespattern0. anof incidenta story. to make his point understood.teiVINEMMIAN NMMEcher It is brief and presents . Theby studentan incident. composesexamines aparagraphs paragraph developedin which theby incidents.main idea is developed Suggested'(1) Topics(2) Time-savingDisagreeable devices jobs areare bestmore donetroublesome quickly. than helpful. PARAGRAPHS (3) project.Injury of a single worker can determine the success of the entire 12G-19 Suggested Artivities itesolrren Notes ObjectivesExamples '(5) (4) The foolishness of some drivers is beyond belief. (cont.) 3 '(7)*(6) TeachersPolicemenIt is good often are to teachreallybe appreciated more kind than at heart.insubject your work.matter. 5. He writes a pars- Note to the teacher: graph in which the ' (Paragraphs may be developed by offering a comparison or stating a con- Carlin, Jerome and bytopiccontrast. comparison is developed or i howtrast. they are different. A comparison shows how two things are alike; a contrast shows In both cases, facts, incidents, concrete i...2211EIsl 22 the JobHenry L. Christ. differences.details, or examples may be used to point out the similarities or At times a writer may wish to use both comparison and :!Beilibe.Book 1973. Co., Inc. a. Thecontrast student to examines develop paragraphsa single paragraph.) developed by comparison, contrast, an ' Part I - Unit I, I - Unit IV, pepp. 12. 9-12. velrM .b. Thebothcomparison,between studentcomparison two writes contrast,persone, and acontrast. paragraph jobs,or both. careers, presenting places differences or things. or similarities He uses (2)(1)(3) PolicnmenTVWater commercial skiing - -- radiosnow skiingcommercial teacher or principal (4)(6)(5) BlueNewspaperFootball collar - writerbaseball worker - -short(as white careers) story collar writer worker PARAGRAPHS 12G-20 BEST COPY AV AUK Ulrjecties Suwested Activities *IMOSIWOMDOIEMM11+ English in the DIghBeen. E. + \I Pt 6. Ile writes a Para- , NOM TO TUCHER: . , School graph in which ich 1 (Quite often the main idea in a paragraph is developed by giving :Bureaui ---- ul Setoodary developedthesons_ topic isby ma- 1 tativereasons paragraph for a certain is developed point of by reasons which prove view. The topic sentence in an aroumen-jorricolom Develop- the writer's point,,wot. ,New York State of view.) 'Education. Dept. 1 a.b. ThevelopedThe student student by examinesciting composes at paragraphs leasta paragraph three developed reasons.in which by reasons. the topic sentence is de- i Suggesteds(1) Topics: An aspect of the "world of work" which student likesworker or is dislikes. boredom with '(3)'(2) monotonyOnebility.An ofexecutive the and complaints routine. must be ofable the to industrial cope with the tensions of responsi- TheThegraphsfilm students students strips are discuss developed writeor pictures paragraphsthe by effects reasons.of people about of jobs engagedtheir upon career in a workers aftervariety viewing of careers.choices. The para- PARAGRAPHS 12G-21 .aNBM..awelo..maw..mwmO47. He writes a pare- Objectivesgraph in which the Not to the teacher: Suggested Activities HpbnIrreF tit] bytopic definition. is developed A. Usingword(Sometimes or "starters" concept.) a paragraph listed below, may be the developed student aroundwrites thea paragraph meaning ofexpanding; a key the(2)(1) topic through definition: I define progresseducation as as b. Using(4)(3) one of the topics below, the student writes a AMr.paragraph method Nicotine, answering of my buildingtroublesome calledcompanion) prefabricationW is (1) Whatthe is (2)question wean? posed: What is a good mind? 'PM What is(4) (5)(3)an old-age pension? What is success?America?the Supreme Court? c. Theof(7) studenta gentleman. writes a paragraph in which he presentsWhat his isown Employment definition Insurance? DARS4RAWS 12G-22 8, He writes a para-Objectives l'a. The student discusses the following questions centering upon the key Suggeeted Activities PeAfis:ri uF N effect.bytopicgraph cause itin developed;whichand the; wordsing(1) questionsadvice, crime, such as---dictator, deaf-mute in u warm up"Do session writers answer- to 'Dear Abbey' really want advice?" (4)(3)(2) "Are"Do"What peopleall employment dictators think theyproblems heads can of getare countries?" awayfaced with by deaf-mutes?"breaking laws?" lob. theThe(1) causestudent and chooses effect oneprocess. of the following topics forThe development counselor's through advice could have saved me time and tears. (3)(2) democraticTheliving.Jim teacher's thought process thathabit beingin of our making.a classroom. deaf*mute arbitrary would decisions prevent impededhis earning the a c. ingAfter(4) the doing cause necessary of rainfall, research, dew, hail,the student sleet, writessnow,Crime fog.a paragraph does pay explain-the Mafia. d. JohnexplainingAfter Henry reading andthe ortherelationship reviewing railroad, the betweenPaul folklore, Bunyan Casey and theJones thestudent andlumberman, the writes steam etc.a engine,paragraph PARAGRAPHS 12G-23 paragr ha Suggested Activities Reanurrem - Notes 9. He writes a pars- Objectives a. graphsThe student that professionalexamines books, writers developed through themagazines, combination or newspapers to locate para- Carlin,John T. Jerome Ellsworth.GettinV and on the Job topicgraph isin developedwhich the method and brings the selections to class to share. .Globe' Hook Co., WithInc. English Skills. ofby methods.a combination , b. throughThedent student or the anecdote, usewrites of atacomparison paragraphleast two or developingof contrast, onethe ofmethods the definition, following (facts, examples,topicsand reasons). inci- 'UnitNew York: 1971 1 - pp. 3-5. (1) hisOur typeworld of is work changing several so timesfast that a person may during his lifetime. have to change i andElliot, Loise Virginia Joseph. A. ' (2) (3) artisticA Asuccessful viewer discrimination. of dressmakertelevision mustmust continuouslycombine question technical the propaganda skill and School.StudentAcademicallyEnglish forin Secondarythe Talented Note to the teacher: in commercials. 'Reporti1969 Revisionmittee Programsof the on Com-of Englishfor the High .11t AD 10. He revises the sentencebyparagraphsand using word structurevariety choice.written in (For students who need further work at this time, assign the activities SchoolofSuperior NCTE. Students Ability of TheTheselecting student student writes thewrites best a a paragraph wordparagraph for his in purpose. containing variety in sentencewhich structure4 he varies his word choice by PARAGRAPHS 120-24 Kg t MAW. MMO.*o+"ft.wmmMIPmdlwwW..wmmm.m.W111...... oWw.M.L.ANomw...... rIIPT-ml.WPPWObjectives "Ver It4 r, 4 ' NOD TO TEACHER: el.. 11. He writes paragraphs.career-oriented antion.) aspiration." (Ldutation has been defined as "the No great achievement is possible comparison and selection id without an aspira- , r a. The(1) students discuss the following To go to college aspirations: (5)(4)(3)(2) To writeplaybeserve a onteacher ain grfa thecoll.ege , Peace footballCorps teem novel ti (6)(9)(8)(7) ToTo becomemarry serveread anda the onrya Paveangreat international beautiful books of childrenthe court world of oar p'Psicist law (11)(10)(13)(12) ToTo writebecome havebecome a my a biography aleaderown journalist-historian car in andof abolition avisit hero manyI ofadmire and states ofpoverty the United in India Stateswrite books its historic monuments (16)(15)(14) Toandcities learnbecome livebeautiful inmentionedGreek., an England 4ircheologist countryside read inand Greekthe gradually Bible investigating explore literature and explore Greek ruins the ruins of countries and (17)(19)(i8)(20) ToTo Tofly become own, a jet aa bigplanemotionpoet house like picture and actor or actress Robert'Frostride or inCarl a ContinentalSandburg (211(22)(24)(23) ToTo have beown a a a successful secretarialshoefarm store gardener job in a beautiful office PARAGRAPHS (25) To be a master carpenter t2G-25 Objectives Su39ceted Activities BEST COPY AMIABLE Reso,rrup - Nf-tes Aspirations (cont.) lob. Theconsiders student important.chooses five tie u-ites aspirations paragraph about his first choice, he co Theor 1. onestudent on each considers choice. the following questions:What aspirations, if achieved, would have the greatest influence on paragraphHe2. writes justifyingsix or seven his aspirations first choice in andorderWhich futureloot of would choice.his Americans? choicehave the and least writes influence? a I'd.I The student investigates growth of an aspiratiun in the life of great Wolfe, Don M. and 014 1 t manfinally he admires. to the crystallization of the aspiration. Ne lists the steps in thought or experience that led Ruth Nelson.Enjoying English 12. =!mg 'e. toThe enter student a career writes of a hisparagraph choice. detailing the educational requirements !House,Dallas: TheInc.A Division1. W. Singer of Random Co. 1966, p. 16. kf.; The student writes paragraph explaining the procedure he would follow' 'g. Thein(3)(1) studentapplying thisone in samewrites foranother careera aJob. paragraphcountry, in the past.(2)comparing this same a career career of in today the futurewith and Careeraccurately, Point toideas Stress and processes to others. Success in many career fields, depends on the ability to convey PARAGRAPHS 12G-26 Objectives 4MINW bmilicuted Activities FAIsrl - %.! it PS 12. He identifies thel methodVII.graph ofdevelopment, pare- ! *NOTE: (Career-oriented selections are suggested:) whichal writers profession-1 use a. toi Theparagraphing student selects method a employedshort story .s thatfrom ofthe time order. literature in which the achievetedpurpose writings. their in selec-i 1 b. The student selects an explanatory paragraph from a textbook in which theThe paragraphing student selects method some used descriptive is passages that of logical order. from non-fictionhas been used. d. Thetionpersuasion student in which selectsis the accomplished spatial newspaper order through editorials of paragraphing order or of emphasis.advertisements, in which fic-

PARAGRAPHS 12G-27 H. The student structures the multiparegraph composition. BEST COPY AVAILABLE Career Ccricept:Objectives Careers re wire different knowled buggeoted Activities abilities 1.1.111111me.M. and talents, Resorrre* - 50(1- 1. He recognizes and I a. Given selections of writing, the student replaces trite, hackneyed ;Edger!Guth, H.Hans Schuster. P. and ateutilizeslanguage. and effectiveappropri-1 Example:phrases with original expressions. 1 .121111:0"American Lnliplish, ToSheMyathave sisteradd isa lossseeninsultusually came forher to fromes,JEWILIEJLELEItlice,words.as p,ury she the made sheswimming aslipped hasty pool retreatand as butfell cool youto and estheshould wasice. house. !WO.'.McGrawWebster -Hill BookDivision/ (o. c.b. appropriateGivenwording aselections brieffor title.that untitled whichof writing, essay,is vague thethe and studentstudent irrelevant. substituteswrites concise, relevant an imaginative, I e4J:08.4 2. He structures NOTE TO TEACHER: Brewton, ;44, paragraphpurposeful theme. multi- the beginning, middle, and end of the composition. (Using selected essays and stories, instruct students to observe : ::7:1 l. thewhat authorthe topic is goingsentence to say."does for the single paragraph: (b)(a) The bodyintroductory of the theme paragraph or story does does for for the the larger it "says what or story kEn:iandDivisionPublishers.Laidlaw Co., Inc.of Doubleday Brothers English 12. A tencecontrollingitcomposition "says of the whet singlewhatidea the the of authorparagraph: thedeveloping largerwants tocompositionsentences say." do as for does the the single "clincher" paragraph.: sen- (c) The final paragraph of the theme summarizes the it "says what the author has said.") 1966.River Forest, Ill. a. controllingdentGiven writes an outline ideaan interest-catching isof stated.material for introductorya short essay paragraph or narrative, in which the thestu- HOLTIPARAGRAPHS 12H-28 Sucgcsted Activities neFOltrre, VAPS Multi-paragraphObjectives whichGiven containsthe SOW details Olir...1111.111M.information, the student writes a related to the controlling idea. 00111.1111 concluding paragraph !Guth,'Edgar Hans H. Schuster.P. and themes (cont.) Given an unsorted list of possible subjects for a 300-350 word theme, I TodayAmerican Book English10. Example:technical)the student and those which are distinguishes between those appropriate in scope. which are too broad (or too .McGraw-Hill.Webster11970. Division/ Book Co. photos,and building (3) How a tostage (1) The secret of finish furniture, (4)set, (6) Qualities of a taking fine photographs,(2) Architecture (5) Designing good minister, (7) The How to develop 'George' Conlin,R. Herman. DavidModern A. Grammarand .4ael telephoneChurchbore,(12) (10) Farmerswork, lineman, Fighting (15) are Toodisappearing, your many way (8) Effective speech pathologists, commercials, (16) toEducate the top, everyone? (11) The person(13) How Congress passes a law, (9) Chores that I admire most, (14) pp.American1 249-264.--- CompositionBookCaws Co. I. 7. topics.Lion,(17) (20)Telephone Horror operators movies gossip,harm the (18) young, How aand, telescope other career works, (19) Pol1uT oriented ! 6. Thecontrolling student selects idea. an He designates the intended appropriate topic and writes a reader. statement of the 1Wolfe,TheJosie L. W.Lewis. SingerEnjoying Co., English 10. Dallas: 1966. Don M. and e.f. whichTheThe student studentare pertinent writes arranges a tolist the developing the controllingabove-mentioned idea.of ten tolist twelve of details details, under facts, and/or ideas, Inc. three g. Thedraft.four student main headingswrites an in effective order to organize a workableintroductory outline paragraph for a and organizes first h. andTheto composesthe student purpose hisforms oftheme thean paper. original topic sentenceaccording outline. to the development that is most suited MULTIP1RIGNA9113 120-29 BEST COPY Multi-paragraph Ubjectivestheme The student writes a unified and coherent theme using various transi- Suugcsted Activities AMINE Peso, rreF, t icont.) trollingThetional student devices.idea writes of the a themeconcluding and contains paragraph the that main is thought related he to wants the to con- I k. leave with the reader. Havingdraft,trim completed abovemadproeirreade activity the rough couldit. draft, bit the student revises, writes the final career oriented.)

MULTIPARAGRAPHS 12H-30 I. The student recognises Careszaare affected by the the four basic modes of discourse. ability of individuals to communicate with one another. Peso. rt."), 1. He CpreeridentifiesObjectivos Concept: the four basic modes a. Givenindicates a list the of modetopics, of discoursethe Suggees(ed Activities student places each in (type of writing) which the column that would best Wolfe,Lauradc Don K. M.()shorn.Lljoying and Lnglish II. of characteristicsdistinguishingrecognizingdiscourse by the DESCRIPTION achieve his purpose in NARRATION developing the topic. EXPOSITION ARGUMENTATION Dallas:The L. W.19hh. Singer Co. of each. objectspicturespersonsplaces eventactionrelates or an explainsinforms or opinionspersuades or gives °TOPICS of my *Confessions°My°How Experiences I WasThe Firedideal of ata Boss Baby-SitterWork °Why°JoinDrummingMy FirstI WantMeOwn asupGlimpse A aBusinessSales Librarian's of High School Aide TheDon't°An student IdealBe A OfficeDeliverywrites Boy series of four brief paragraphs explaining the majorfollowing(1) differences "kernel" involved sentences. in Narration tells about actions or handling a given topic. happenings. He uses the (2) Description tells about the appearance of persons, places or /NM (3, things.Exposition tells how something is done or gives one's opinion or change information. his MOLTIPARAGRAPHS (4) Argumentationthinking. tries to influence 121-31 Career Concept:J. The student writes descriptive essays. Meaningful, rewardin careers are available to eve individual. BEST COPY HANLE 1. He writes Obitdescrip-' ttves tive essays about NOTE TO TEACHER: (A description does the same thing with word Suggested Activities s that a picture does Iowa Press.Journalism.Scholastic riP:%0UrfPft persons. words.)mustperson himself to anol,her. see vividly before he can recreate hispaints, experience in It communicates an observation or experience from one Observation is basic to description. The writer andPolitick, others. Thomas C. 'a. Show class a picture--career-oriented (policeman directing traffic.)(1) The students write phrases or words which record the experi- 1 1961. Our Enulish.1.202511. (2) mostThetouch,ence classimportant.through and discusssmell.) one orobservations more of the and senses decide which details are (sight, sound, taste, CC114 'b. describesThe student the writes worker a asdescription specifically of anyas heworker can, thatusing interests comparisons (3)him. to The student writes a short essay describing the scene. He *c. cribesThehelpinterested student the his reader physical writesin (cowboy,know aappearanzei descriptionexactly fireman, what then, of doctor,he any sees.to workershowetc.) what that his he personalityhas ever been is The student first des- 'Pd. A portraitlike,student he volunteers(paintedtells how with heto actsstandwords). and in whatfront things of the he room has asdone. a model for a After a few minutes the other students in class write a description answering these questions in order.(1) heWhatthis neat, is one onefidgety, interpretative word thatfriendly, interprets word poised, in histhe eager, personalityfirst buoyant?sentence. to you? Put Is DESCRIPTION (2) Whatcoloring? is his general appearance, his approximate age, height, 123-32 Objectives Suggested Activities Resol.rres nt (3) Whatstockings,Be sureclothes to ncuneasbear well outcolors as your ties, and impression kindsscarfs, of and clothes. of his personality?ribbons. Remember shoes,; Enjoying ,English 12. 'Wolfe Dallas:L. W. Singer 1966. Co., Inc. and Nelson. (k)(5) Whatposture,Now movements come his to hands,thebear face, out the your thetilt hair, of his the head? eyes. impressions? WhatWhat about colors his do (6) Whatsweeter)you onenotice? thing is most (movement, significant hand, in jewelry, showing shoes,his personality? Show how these things reveal personality. dress, ring, Put' e. A business can who hefore leaves, the class the studentsto be questioned write ea for this description last. is a stranger to the student is invited to stand be- character sketch of the person. approximately five minutes. After Cr f. The students select one of the real.basis for a description of a person. characteristics from this list as the The person may In imaginary or (3)(2)(1) A AnAviolent friendlyinquisitive temper smile nature (5)(6)(4) AEndless Abored lazy attitudeenergywalk Objectivesdescription Suggested Activities BEST copy aYA neasurrep - Notes Character (cont.) co. .N.II...... The(He(1) students selects describedetails whicha person picture from thethe person'sfollowing workingA sales clerk (6) Steeplejack list of workers. 1,14.) (5)(4)(3)(2) A tourtreecollectorcud engineerorsurgeon sightseeing guide (10 (9)(8)(7) CustodianSmokejumperAthleticSanitation coach engineer 2. He writes descrip- i Note to the teacher: places.tive essays about 1 Detailslocating(A fellow in detailsteacher foroffers the thereader, following present as thema succesefuI in an order descriptive passage may be arranged in many ways. introductions that makes In theirtiontoemphasize the locationis desiredclear. a particular clear. effect or characteristic, emphasize and arrangeselect details that Your PURPOSE in writing a description will help If you are trying to create a special effect or them so that the inten- contribute to I LOCATING DETAILS IN SPACE: determine the order in which to present the details.) Singer/Random. otherDescriptionsometo place respectsway. details requires experienced.. in specifica certain When details setting you writethat and canrelatea be seen, For example, in describing a room you would probably want description, you may chairswant andthem a totable; each other in heard or in placedtoSuch"Againstinstead, 20 beyondwordsin theoneyou or simply roomwallwould phrases and of sayingtell the relateas the roomatthat readerthethose wasit left; containsa objects wheretable on thethe withtotwo chairsLULA;each a chair overhead;and at each other in some way; table are in frontend," ELSCRIPTION or;other or beneathin space. are helpful in showing how objects are related to each 12J-34 Objectives Suggested Activities hcsoIrcer ites brief descrip- , Places (cont.) a. TheTheothertion student studentof objects. it. chooses chooses an a objectview that in anyhe seesroom fromand writesn a He explains where it is located and shows distance and describes its relation to b. a seelocatesit.hilltop, first? clearly from an the airplane, details included in the He describes the view from the roof or Now do you decide which details to include? from a boat in the middle of a lake. windowdescription. of a building, from How do you(What do you He faaphasizeorganizeimpression? them the toimportance make sure of that the youropening reader sentence has the in The images should suggest the dominant mood of In the opening sentence of rightindicating overall the the place. I ofthedirectiondetails(2) the description intervening year, (conspicuousof andthe suggest therestdetails, point ofdetail.) to the (3)ofthe description. view. nearerreader, details, the and Give (1) background dr time of day, the season (4) the c. .1s, ating The student(1) writes the following in his notebook One moment of time Things to Imt for for future reference: (3)(2) Order:Oneb.a. point of view definitely stated BackgroundIntervening details (4)(6)(5) Active,EliminationDefinitec. suggestive placing of images ..lerbsof all that objects ..o not in suggesttheMore the conspicuous mood detail picture Objectives Suggcested Activities EST COPY AVAILABLE Ilesorres - %gaps Places (cont.) (1) la. TheseInterpretive words shouldadjectives, be used such by as the beautiful, remarkable, Things to avoid reader as he reads, but and wonder-I !Warriner,:Harcourt, John Brace, E.CompositionModelsand Exercise D. (2) notGeneralizingPassive you, voice, statements such as "could at the be end seen." of your Passive voice weakens.theme. Use a vivid /Jovanovich,'Dallas,i Texes. Inc. I NOTE(4)(3) TO TEACHER: Negativeimageriver instead. was statements, not wide." such as "The moon wan not shining," or "The Addison-WesleyMarionSteward, C. McKinney.SuccessJoyce S. inand &Luna. createspeaksimpressions, thealso mood through from of onea itsplace. vantage sounds point.and smells. (In first description, the student uses almost The personality of the place Sounds and smells help to exclusively sight Reading,Publishing Massachusetts. Co. placehavestationary toto setplace. downvantage details point. as though he is viewing Moving the vantage point: That way, as different things come into view, he can He can write as though he is moving from In writing a description one does not everything from mentionseethrough some them theof in thescene. turn. details.) The description_ may be like a movie in which the camera moves If the camera moves too fast, the viewer foils to . Thehislisted student picture and pretends writesby moving a hedescription theis acamera photographer oftoo what fast.) heviewing sees. one (Warn him not to blur of the locations DESCRIPTION (3)(2)(1) _Looking up at a mountain Looking overat a alake playing shore field from the bleachers 12J-36 Objectives Suggested Activities I Rvsources Places (cont.) (4)(6)(5) LookingLooking fromout into ofthe ana backbus,alley ofairplane, an or euditorium, or theater types of art--still life, actiontrain window a. Theshots,ask(Teacher student about candid hismightwrites shots, description. show in etc.--to hisstudents various notebook the following questions that he*amulet, their writing. night (1) Haveused I onlykept thosein mind details the mood that TO ASK ABOUT DESCRIPTION ofcontribute the place toI amthis describing? Rued? Have I (2)(3) Haveorder, I madefromorganized :learfar to mythe near detailn point objects? ofso thatview they with fall such in phrasessomewhat as logical across The(4) student writes a vivid Havethe river,I avoided fax weak,to the watery right? descriptive essay. verbs such as seemed, come, is, etc.? (1)(2) TheThepose.point student student of view.writes selects from and the organises point of view best suited to his pur- details in accordance with his (4)(3) Thedenotative) student selectsuses in accordanceeffective the most figureswith his of point of appropriate wording (connotative or speech in his descriptions. view. Objectives Suggested Activities DIST OM MK Resalurree Nutet, Places (cont.) recordIn group. multiple of three sense or four,impressions students in visit phrases. places in the community and , Excellent places to 1 Wolfe, Don CreativeM. Wayseac to Enal ls visit for this purpose are the railwaylocalfive-and-ten-cent drug or storebus station store 'Press, 1966.p.New York: The2nd OdysseyEd. (After thethe studentsense appeal.) goes home, he Mill revise thecornerluncheonette of a busy at streetmealtime. language to sharpen PLACE: Things I Saw Five-and-Ten-Cent Store Sounds I Heard Things I Smelled TIME: Wednesday afternoon Things I Touched snuglyinchocolate(I) shining bankswrapped kisses tinof ofthe(2)(1) wrappingcash the registerzingcrackling paper of rootedfume(2)(1) thecheap peanuts warm per- counterat(2)(1) the coldhot hardware porcelainpadlocks stickingpaperfoil(2) streamerswithtrays out white of oftainat (3)ice the thein soda glassesclinking foun- (3)(6)(5)(4) moth roastedhotcheap ballscocoa soap Christmaschocolateas(3) (4)I drankcrisp, smooth, cards some smooth soft whiteglasscardsfastened(3) buttons thecounters ongleam of abuzz (5)(4)toy ofthemachine voices dronerattle gun and of frankfurters wax candles ii!PIOMMMINNOMMINNIIMIN.-Career Point to Stress Environmental conditions are contributing factors in career satisfac- DESCH' pr I014 tion. I 2J- 38 -__-__rirACLSMICSALL-111/IIIOAQD-1111MtfailfAZULiL1=MigULan_...nzikina_alu.11.14K. The student reviews techniques Objectivesand writes advanced original compositions using description. Suggested ActivitieF. I BePOIWCIL 1. He demonstratesof style differencehisin understandingwritten a. onGiventhe the sentence twoperson sentences who wrote that the describe sentence. the same person, the student recognizes that focuses attention on the person described, rather than material. TheGivenpicture(teacher student two the passagessuggestswrites person a thatdescribedadescription worker) describe rather of the a thanperson,same merelylocation, using telling nouns the studenttab/maand verbs therecognizei toperson" Address,Usingtionthe passagerather a goodthe than thatstudentexample merelycontains findsof tellingwriting, nounsat least the andsuch readerfiveverbs as examplesPresident thatabout show it. of Kennedy's theparallel reader Inauguralstructure. the loca- The(3)(2)(1) student constructs sentences using the followinga seriestypes of parallelisminfinitiveprepositionaldependent adjectivephrases phrases, clauses each beginning with theWho same pre-! (6)(5)(4) aanposition seriescompound opening of sentenceseriesnoun clauses of with adverb beginningeach clauses, half withfollowing each That beginning exactly withthe sameIf gram- wholeUsing paragrapha short descriptive by substituting paragraph, synonyms the withstudent slightly maticalchangespp. 144.different structure.the tone connota- of the Examples may be found in Lively Art of Writing, possibleniteGiventions pronouns,fora list bywords substituting of theinsentences thestudent paragraph. active containingrewrites words the beand sentencesverbs, concrete general makingnouns. nouns, them asand vivid indefi- as 121 COPY AVAILABLE .411M11111.11Le Objectives Suggested Activities ..110- jfierourcef *1.1,..110 Style (cont.) ,h. brief,Using afactual picture description. of a rather uncomplicated He then rewrites the description five times, subject, the student writes a 21.* 21* :orhntsr i. attemptingUsingpretending a series tohe use isof aapictures, differentvariety ofthe person words student eachranging writes time. from a briefserioum--to caption for each, satiric--to 'Press,iBehavioralCalif., Palo Alto,Objective.Westinghouse Learning 1972. orUsingpoetic.story), feelings a brief, the student factual changes paragraph the (sucheffect as by the adding lead detailsparagraph of color, from sound news narrowedanandUsing effective then a groupthesis.gives opening ofthe pictures, specific paragraph, thesubject. student states the general leading from the general subject to the He chooses three ideas and builds subject of each 2. He uses dialogue to a.* Thedevelop zation.student characteri- jobing (extroverts views on (1) and Labor introverts), Unions, (2)and Busing of writes a two-page dialogue between two persona who (4) Women in jobs formerly held by Pupils, (3) Behavior on the hold oppos b.e- He writes a dialogue that shows men.tion,istics (4)about interests, each person (5) intemperament, the dialogue; and four or more of the following character, (6) outlook.(1) age, (2) sex, (3) occupa- DESCRIPTION 12K-40 4.1.11110 Objectives Given a list 2f descriptive Suggested Activitieswords and phrases, the student explains which Resources - Notes .111..0.m. 3. He uses special techniquesdescriptiveing. in writ- b.a. wouldGiventhe be passagetwo effective passages that that muderstotes the event.in expressinn specific describe a tragic event, emotions. the student recognizes Thestatement. student writes a descriptive passage describe a situation of conflict, about a tragic event using the student untie TheGivenit.recognizes student two passages writesthe passage that several passages that that shows the situation rather than tells describe situations of conflict. about Thea woman student in awrites a two-paragraph situation of conflict. descriptive passage description for each that shows boy, a girl, a man, of two character whoTheand react studentone whodifferently writesis a descriptive weakened by failure. to failturos passage one who is strengthened (location, person, by failure,event) in his whichattitudeThe thestudent specifictoward writes his tone subject.a descriptive given to the passagechoice of words and appropriate passage that creates a mood clearly indicates length of sen- of expec- Thetences.tancysites student through effectively. writes appropriate a paper in which he describes a person who oomauni.. L. The student applies effective techniques to write narratives. BEST COPY AVAILABLE Ca ObjectivesCon C 111. u dif t comt..tences in written Suggested Activities communication. Reeourcef 'inter. 1. He identifies the useauthor's of detail. effective a. specific,thatselectionGiven create a simple orof conflict,offerdetails narrative explanations toincrease determine to read suspense,or the hisreasons. studenipurpose. reveal identifies character, the make author's actions he identifies details Harcourt,Jovanovich,Fleming, Brace,Composition:Harold.and Inc. Exercises. et.al. Models occurters,narrativeThe student and action.todetails turnsreveal thatone how of willthe the variousenable following thecharacters readersummarise tofeel. seeinto the a storysetting, by addingcharac- He includes details to explain why the various events Conlin,Dallas, Texas:David A.1971. and (1) ofThisremained players, was the on so mostthe he bench,letimportant me butgo in.genein the of fourththe season. quarter the coach was short In the final seconds of the game, I During most of it I Dallas:heericanHerman, GeorgeBookModernCompositisal. Co. R. 1967, (2) themcaughtinitiateI wasat a midnightapass melittle intoand in youngerrana newlythe for cemetery then.aformed touchdown. clubat the of edgeadventurers. of town, in order to The so-called friends dared me to meet The fans went wild. I sneaked out Warriner, JohnAAdvanced Book E. st.al.of Cooposition: Models for whiteNothingcemeteryandstone. down and happened throughspooky movingfora tough a while,toward section andme offromthen the thesuddenly city, direction finally I saw of somethingreaching a huge tomb-the I screamed and ran, justhearing as itvery started unghostly to rain. laughter behind Nobody was there. Midnight. Dallas:Harcourt, BraceWorld, and Inc. 1961; (3) metowellMary as stifle Iuntilcame fled, a over Sundayrecurrence to morning,spend of the the at weekend gigglingchurch, with whenfit her inMary friendwhich found theSusan. herself girls hadtrying All went notedparents,gregationbeening itcaughtto with fightshe was up horror,had solemnbackthe to night giggles,tiptoe and before.hushed, out too. as andFinally,though yet shebefore to werethe long annoyancegoing Susan for wasofa drink herhav- The minister was at prayer, and all the con- It really wasn't funny; Susan NARRATION Maryof water joined to herease outside the cough a minute she had or pretendedtwo later. was bothering her. 12L-42 Narration Objectives Suggested Activities jNirrource - Not ek. Detail (cont.) 1111.4111 (4) kitMyLing friends atline herthe even. hair.anddrugstore. I Next we followed the But not beingwanted to experiment, so Linda was our first professionnliwe didn't get directions and put on the wave we bought victim. We began by cut home - permanent' Guth, the hair- lo- -1 Schuster, Edgar H. Today.American English Hans P. and wasLinda.tion.curled. doing its Halfway throughShe talked the process,forLinda twenty was angry, but there job. When we rinsed her minutes. wasthe phonelittle rang. we hair, we foundIn theit wasmeantime. the could do. It was for Finallytightlylotion McGrawWebsterpp.1970. 20-244.-Hill Division/ Book Co. Book 10, we decided to help her pay for a trip to the beauty parlor. Warriner,English GrammarJohn E. And et. al. CompositionDallas: and1961. II. World,Harcourt, Brace

NARRATION 12L-43 BEST COPY AVAILABLE 2. He identifies some Objectives 1 a. TheAfter students anecdotes bring have a collection been read ofin anecdotesclass, the to students class for answer examination. such ques- Suggested Activitien iftesourcer ';qt es- oftionciple* fromthe illustrated basic anecdotes.of narra- prin- tions(1) as: WhatHow informationmany questions is supplieddid it take by theto analyzefirst sentence? each of these stories? (3)(2) WhathelpHow doespointthe writerthe does conversation eachto tell anecdote the help story make? make briefly? the story seem real? Does it (4)(5) WhereHow mightwould youyou useget thethe precedingmaterial foranecdotes a good inanecdote? a longer piece of writ- (Often theous,)ing? ending of an anecdote is what makes it memorable or humor.- Thebrief.background student writesinformation an anecdote in the fromfirst his sentence. own experience. The following are some possible topics: He keeps bis anecdote He gives enough #(2) (1)(4)(3) ConfusionAAction misunderstanding or growing remarks out ofwith ofa youngerthea teachercustomer misuse brother ofwhile words or you sister were minding the store Stress Career Concept developon*Leisure serious a favorable,timeproblems may beof or spentworking tolerable reading people, attitude anecdotes. toward some of and may tend to help the worker Anecdotes often touch up- his job's pro- NARRATION blems. 12L-44 Narration Objectives *. Given a model selection, the student identifiesSuggested the Activities .1111111... point of view and die I" rsesource %nt PP. 3. He recognizes and techniqueasusestion. an pointeffective in of narra- view ofviewcusses view. throughout. the advantages He explains devices the of the author's selection of writer uses to maintain one point of the particular point b. #(1) You watchThe edgewhile student ofing firementhe itbuilds action put a ratherout a from the personal point narrative around one of the than in the midst of it. of view, but keeping the narrator fire. following incidentsitellf at the *(2) (4)(3) YouhimRiding awatchare ticket. ridinga abus, child inyou recitingthe see a boy a poem family car with your father; a patrolman obviously trying to impress a group of he has half forgotten. gives dealsStudentsillustrating with bring these differentto questions: class storiespoints girls in the seats ahead. of view. from textbooks, newspapers, or He remembers that point of view magazines, (3)(2)(1) WasWhatIf he ishe in thetells on narrator's the what events, happened or to someone connection with the events he did they happen to someone else? superhuman (omniscient) knowledge else does he assume a limited relates? Career Point to Stress ofknowledge the events? of what happened, or a writingsmaybackground*A broadenperson's of othere.hisexperiences. perception Writing of events,to express background through vicarious As a substitute for a incidents, etc., is related to his his feelings.) experiences. first hand experiences one (Reading the NARRATION 2L-4 5 BEST COPT AVAILABLE -ow 411. OW *I Narration Objectives Suggested Activitie, IHIrourceF 4. He recognizes and 'MOTE TO TEACHER:pointuses the of omniscier;view. tiveto (Theany detailsomniscient he wishes,point of to view shift gives the thescene writer interpretations, and to draw conclusions.) at will, to make authorita-freedom to call attention a. Givenstudent a model answers narrative such questions developed as: from the omniscient point of view, the 1 (1)(2) theWhatincident?In point whatdetail wayof would viewwould ofhave the the toalteration major be omitted character? distort if the the incident were told from central point of the b. The(J) student writes about en incident in which someoneWhat details are used to characterize the He writes in the third person, major character? learned anda lesson rewrite or c. Giventaughtfrom a the someonemodel omniscient selection else a pointlesson. written of view. from a personal point of view. point of view the student d. Afterrewritesand lostfinishing the by incidentthe the alteration. account, from the the omniscient student writes briefly on what is gained NARRATION 121,-46 5. He recognizes and Narration a.. Given a model selection the student Suggested Activities identifies examples of the use of ------Resources NqteF. anusestivetechnique effective dialogue writing. in asnarra- b. Thedialogueidentifies student which writesexamples offer a explanations,narrativewhich reveal about character.reasons, two imaginary people who are decora-1opinions and facts. shows that ones He tingtraitsotherperson for is ofisa not).party,thequite characters differentetc. he is developing. Through the use of dialogue he highlights In the course of the fromnarrative, the other. he (One is well organized; the the personality' 1 Thenatural.thebelow student situation or a writessituation and acharacterize narrative of his own presenting the people one choice. He uses dialoguein it. to help of the situations suggested The dialogue sounds develop ,110 (1) terestedA glib salesman housewife. tries to sell a magazine subscription to an unin- (2)(3) A Aassuranceteen-age teen-age boy terrifiesgirl tries gets to him.into make an a argumentfirst date with awith girl her whose mother. self- CJ 111, (4) 4(5) withDuringA gruff a customer,the employer latter then partinterviews apologizes. of a busy a student afternoon, a for a summer job. waitress gets impudent At (7) (6) herA Afather studentage should differs plans have. withto drop his outdaughter of school about how much freedom until a friend talks him girls of out Stress Career Concept (8) Theofenough. it. quarterback is late to practice again, and the coach has had NARRATION 'Personality traits are related to one's career choice. 1U-47 BEST COPY AVAILABLE .11 11111111.00 Objectives Suggested Activities Resources - Noteh Dialogue (cont.) clippings,The student and keeps jots idea down books ideas for for creative setting, writing characters in which and plots.he pastes man'sTheSears student life, and Roebuck,retells inCol. narrative Sanders, form etc.) an incident from a famous business- (Such est J. C. Penny, Henry Ford, Howard Hughes, Sears, of . students(The teacher analyze records the stories two stories and discuss on cassette, how to improveone good, the one poor poor.) one. The selectionchoosesGiven a onecollection of andevents, writes of order shorta paper of stories events, discussing by point well-known the of author'sview, writers, actionw$.ime technique the student inrelation using 6. He writes narrative a. Theships, student transactions, imagines andthat dramatic he is employed devices. by a contractor. He was sent to parr, Doris W. reports. bidchasingconventiona contractors'on a housingprecut he signed materials.conventiondevelopment a conditional Heto in makesevaluate his area,notescontract, new andbased designs noticedlearned on hisin aofwall trend an board.opportunity toward pur- to observations. At the Student.Effectivefor the Co.,CareerEnglish,Wadsworth Belmont, Publishing Calif. r Thedent).report. student selects and organizes material from his notes into a narrativ He addresses his report to Mr. J. Fronk Haswell (the vice-presi- 1971. NARRATION 121m.48 H. The student uses appropriate techniques in expository is a continuous process. writing. Career Concept: Objectives Career development Suggested Activities diterourcerAN. 40 im 1. No identifies the purpose and con- in NOTE TO TEACHER: organizevarious thantechniques other typesExposition of writing is of paragraph development.to different from, and is more because it must make use achieve its purpose. difficult to of the The ;and'-. Composition Fleming, Harold others. Models trollingexpository ideas essays. thetopicofsuccessfully processexposition itself of suggests paragraphis more combine paragraphs thechallenging, appropriate it method. is development, he can to form a longer paper. also more rewarding take the next step and(ice the student masters Although the inart all careers because of !Jovanovich,!Harcourt, Brace Inc.andDallas: andLzercises D. 1971. / itssourcesfrom versatility. entry for levelmodel jobs Ordinarythemes ofexpository the through the professions. various types. writing is required Use textbook or other a. The student finds examples controlling idea of eacht of the following themes and states the purpose and(1)(2) A theAprocess definition increasing theme theme usingor decreasing in which he uses any chronological order order of importance. of several orders such as (3) techniques:A classification analysis,illustration theme using one or a combination of the following (4) An essay using personal comparisoncontrast and rhetorical proof for his own thesis. EXPOSITION 12M-49 Exposition BEST COPY AVAIL Objectives NOTE TO TEACHER; (Review format and mechanics j.....MI..I.Ilw...I.MNIw-...... II.m Suggested Activities of letterwriting at this "...wan.. ow...... -...... Resourcec - Noten ...... 2. He uses exposition to write letters. a.* The student writes social new job, to a point.) friend explaining why he broke an letters to relative explaining how he appointment, etc...... -.-...... got a b. mk(3) The student(2)(I) write, a A Aletter letter complaininginforming applying afor a summer variety of business letters: prospectiveabout an error employer in an oforder, Job. unexpected changes in c. Theannouncements. student writes a variety of summer plans. informal notes, invitations, and examinedThe student a formal writes invitation a note of letter to a local department containingacceptance theand requestone of regretresponse, store to order five after having R.S.V.P. es RP The student accountitem,differentinserts six*, or ititems. wants color;in an the addressedwhether merchandise he envelope. writes He includes all the necessary is enclosing a check or sent C.O.D. Re folds the letter andinformations has a charge Name of f. Thetheandtised letterany in otherthe and local informationinserts newspaper. it student writes a letter of thatin anwill addressed help him envelope. to get the Heapplication states his for a position qualifications, experience, job. that is adver- He folds 4 The student writes apoint.restaurant in which he He folds the letter and inserts courteous letter ofreceived poor service. it in an complaintaddressed to the manager He is exact and to envelope. theof a EXPOSITION 12M-50 Letters Objectives * The student writes a letter to the governor to Suggested Activities ask him to support a move. briefly and Repource! Macmillanseries 9-12. knglish %qtpir, (cont.) wentcourteously. for wore aid to education. He states the issue Tanner, Bernard. Career Point to Stress Before getting a jobsone background informsexperience. a prospective employee of his qualifical PublishingEnglish1969. Ch.10. Addison-WesleyCo.14. tions and explains his Warriner, John E. et. al. andWorld,Harcourt, CoapositionII. Dallas: Bracepp. 406-435, andai21.112t Grammar 1965 04.4

EXPOSITION 12n-51 Objectives :Juggested Activities B[ST DOPY AVAILABLE rcpt. - 3. He fills out blank variousapplicationforms requiredkinds. of for 'a. ofHesecurityjobs informationcollects and number,practices from always personnel references, filling needed, offices, them suchetc.) out as copies legiblyaddress, of and applicationphone accurately. number, blanks social for (Note types 'c.'b. Thefills student in requiredpreparesgets application information.a resume formsthat couldfrom statebe submitted and federal with officesa job applicai and namestion'Studentsience, form. they position submitare reminded desired,as reference;. that references, they must andget apermission summary of from career persons goals. whose The resurie includes personal information, education, exper- 'd. The student completes sample college application forms. Teacher will review mechanics and format of outlining. 4. He writes an exposi- hetoryinthe logically a theme stepsprocess. ininvolved presents which a. TheNOTE:groupingschosen student process, whichmakes arekeepinga topical subordinate in outlinemind tothat togeneral detailsorganize headings. are the classified steps involved in coordinat in a lib. know(The about teacher "Ways asks Teenagers the Student Can Earn to answerHoney."outline.Using in detail the topic what "Wayshe knows Teenagers or wants Can toEarn Honeys" the student snakes an The teacher assists with logi- school,cal classifications Saturday. of details such as, indoor jobs, outdoor jobs, or after- II. I. OutdoorIndoor jobs jobs Result: Main Idea under the General Topic.) or II. I. EveningsAfter-school someAsk: What he knows about ways teenagers can earn Dymoney traveling? outdoors? 171, Me Traveling jobs (Answers constitute details in the second step of the II. Saturdays Indoors? EXPOSITION outline.) I2M -52 ExpositionObjectives Suggested Activities jilepourcep IIV*IINI.P./.9.011.111.11.11111. outlining (cont.) Results I. Outdoor jobs Hain idea The New John, Nellie Building Better (4th ed.;et. al. /I. B.A.Indoor jobs BakingLutting lawns grass ------(Subordinate ideas English.Evanston,HarperPublishers, Ills and1965 Bow, 111. TravelingB.A. jobs ArrangingAttending books Children pp. 135-139. B.A. DistributingDelivering handbills catalogs has prepared, the student writes a short theme c.Career Point to Stress developingUsing the outlineone paragraph that he for each Roman numeral. Occupationsstudentsclustersfamilies ortomay are jobexpand be classified clusterssuited knowledge or say will be helpful to students.in different ways.of the rangefind of occupationssatisfaction. An understanding of job Utilize job for which EXFOSITION 12H-53 Objectivea Expo ition Suggested Activities BEST COPY ...... 0101.0.- AVIIIABIE i'Resources stoter. 5. He uses exposition maries,to tionswrite andofnotes, informationexplana- sum- a. (NOTE: Makingpoint.) use of recent science,The teacher should correlate home economics, geography,English and another subject at history, or this to sum- otherin subject than English. areas marizemathematicsRecalling the information somenotebooks, process the learned student uses studied. recently in another subject area, the notes taken in class how something works, the stu- ordent how writes natural an processexplanation occurs. (2)(1) of how something is done,HowHow to to milke broil a dressa steak (4)(3)(5) How aLouisiana billcloud becomes forms was purchaseda law to observe the writing techniques used toStudentsdentstrast, identitiesdevelop note causeexamine the the of andparagraph techniqueseachothers' effect, with themes thein thewriter. definition,(details, examples,incident, reasons,or margins of the themes and anocedote.) comparison or con- discuss the The stu- Career Point to Stress Subjects taken in school have a direct relationship to the world of work. EXPOSITION 12H-54 .10 .11. Exposition Objectives r Suggested Activitiep litevo..4rce 6. He shows that he 1 The student writes a one-page theme entitled "My Future Plans." The techniquescandemonstrateforms use theand to variou skill b. suitableFromstudents a list forexchange ofan topics,expository themes the and themestudent write of choosessummariesabout 150 one ofwords. that their which in o logical generalization is a controlling idetiTheclassmates' student ex- themes. ing.in expository writ- preszlesthathow?subordinate makesare the appropriate a large topicscommitment. topic for and insupporting logicallya sentence, paragraphsrelated to bythe asking and why? and to what extent? The student breaks the broad topic down (Answers should be written in sentences broad topic.) answering into *Example;Topic: The student - writes his concluding paragraph summarizing the control- ling idea. Career Education Controlling idea: EmphasisstudentsSome schools forhas successfulbeenhave placedbeen doingcareers. on attending little to college. prepare Body: -.. - wan. -Honey-Guidance-The impacthasmeat counselorsnot ofand been technological trained provided have instruction.not for beenchanges technical available. has been too equip- ummarizing Paragraph:------rapid. Schoolsconsider provide important the servicesenough to which be supported. communities EXPOSITION 12N -55 Exposition Objtztives c. The student writes a theme Suggested Activitiesfollowing the sequence outlined previously. Ikesourcer (cont.) (2)(I) (consequently,HeHe uses develops therefore,expressions one paragraphas that a result) signal using a relationships to link sentences.definition. (4)(3)(5) HeHe develops develops oneone paragraphparagraph usingusing examples. one paragraph using details.supporting few's. (6) tionship.controllingHe closes idea ofthe the theme theme.) with a paragraph (The concluding sentence should strengthen and using cause and effect rela- unify the I *d. Thethingsand student profession. should writes be refineda theme comparing (Skills in devising schemes for classifying people and here.) and contrasting trade, occupation, e. factualaboutPlaying an report theitem role heof isofthe tosalesman, information sell the gathered.student (a car, fabric, machine). researches for technical facts He writes a EX143SITIC; 12M-56 7. He uses exposition exposit ys Objective. (NOTE; Review the primis and paraphrase Suggested Activities techniques.) --I Resource, Warriner, John E. - %Its,- to condense or 1 writer'sparaphrase product. another .... 1 Composition: et. al. A Book a. The student writes a pricia of Carl Becker's "What is History" or a sirs -; of Models for yritina. !Harcourt, BraceWOMEN and aaMIN=1 0.11 b. Theilar student article writes which a givesprecis an of extended yesterday's definition. science or advice to his son, Laertes history assignment} 1World: 1961. d.c. TheGivenstudentsfrom student anShakespeare's article distinguishwrites accompanieda paraphraseHamlet. between by theof a Polonius'previouslytwo condensations. written summary and precis Shakespeare'sHamlet career Point to Stress changesIndividuals influence must theadapt nature to world and structurechanges of work. and environment. The student can be- The societal ingcomeshaped society. intoa byfactor being.society. in shaping The student needs toSome understand jobs will and be accept discontinued the chang- and new ones will society rather than allowing his life to be EXPOSITION 12M-57 BEST COPY Objectives Exeosition Suggested Activities AVM Re:mit-refs 0.0 Nctes 8. He uses exposition to j MOTES TO TEACHER: (All appropriatebe used here.)devices in expository writing should; writeperport, (essay,the longer pa- library paper.) book re- !a. The student writes his definitionwhich of indludes success, an introduction, body, and happiness, etc., in a two conclusion;. ) b. orand writesGiventhree-page which a a guide employsreport essay for onthe making a book appropriate methods of book reportsof similarfiction toand a biography of his choice.paragraph development* that below, the student Fiction (Review definition) Biography ? I. DcminateAuthor'sIntroduction elementpurpose (Controlling idea) (DefineI. Biography as fiction)non- What quality did this II. Body (Expansion of Setting (How time and happenings and controlling idea) characters.) place affect II. Whathimpersonfor a influencesasuitable havebook? that subject shapedmade Character (What human arise.complicate plot?) How do characters problemsbuilt, what II. Whetthis life?lesson is in this Plot (How is suspense incitescharacter?thechain climax ofthe events? causedecide and Whatfor effectthe does life for me? Style (What is the author's usepointdelineate language? of view? character? How does he I c. TheIII. student does research on Conclusion (Lasting value or records sourceshis chosen of career message) information.(business, profession, He writes a EXPOSITION 1! trade.)two to five page He takes notes and annotated report of his findings. 12M-58 N. The student recognizes and writes argumentation. Careers are affected by the ability of individuals to relate to one another. 1. He uses the Career Concept: Objectives NOTE TO TEACHER: (Answering questions such as, What do you like? Suggested ActivitieF What do you Betz() u rc Recording, tilmstrips t es " mediatechniquesing. for persuad- of mass I mayandthink serve incidents of anit? the all topic may ofprovide an essay effective of argumentation. means of supporting the opinion Which do you prefer? means stating opinion, any of which Lxamples, facts, Urigins whereasnecessary,anddiffers thus argumentation developingfrom even his though purpose the seeks the composition. in writer'sto exposition. convince purpose the readerin an essayof the soundness of a Skills of expository writing areExposition informs or explains; of argumentation 'International1 3ureau, Chicago. Wm and attlimull- opinions.Languagechangeparticular his is mind. opinion;used perhaps at other most timesinterestingly he may hope when to it persuade expresses the informed realer to Opinions are expressed about ideas, events, people; televi- iThe origin ofListeningLanguage. Library. suasion,sionstronglyreviews, shows, propaganda aboutand movies, movie his etc.andtopic.reviews logic have strength because the writer feels The newspaperThe editorial,student recognizes critical theessays, techniques book of per-before writing argument.) Fundamentalsreenwich, Conn. of asGiven (3)being examplestransfer, associated of (4) common withtestimonial, (1)propaganda name-calling, (5) devices, plain folks, the student (6) card-stackings, classifies them and (2) glittering generalities, Writing.Visual.,Educationalleasentville, Inc. Audio- N.Y. asGiven(7) (4)being band examplesprestige, associated wagon. of or common (5)with fulfillment. propaganda(1) survival, appeals, (2) safety, the 'student (3) belonging, classifies them Organiziog.lim studentHavingfor his identifiedclassifies or his group's thethe primarymotive welfare, asmotive showingor(2) (3) ofabout amore(1) particular as littleconcern much concernconcern propagandist,for others forother othersthan than the for as Pleasentville,Visual,Educational Inc.Writing. Audio- N.Y. classification.his or his group's welfare. He gives a brief explanation for his MadeGreenwich,ListeningParliamentary Easy. Library,Conn. Procedure ARGUMENTATION 1214..59 Argumentation Objectives Suggested Activitie* Hesource %-)t AF Persuasion (cont.) d. maytheGivenconsequences describe student the name onefinds ofand theadditional a brief direct consequence of the campaign,campaign. and two description of a past propagandainformation campaign, about theHe campaignmust support so that the hevalidity of the indirect For the !Behavioral.LenguageWestinghouseFlanagan, Arts objectives. John Learning et. al. e. Theindirectdirect student consequence consequences, develops bya propagandaidentifying he uses his imagination. thecampaign source forof information.or against an idea or of at least one of the !Press,,Calif. Palo Alto, 1972. Theappeals.action.common student propaganda writes andevices editorial on The piece of propaganda must make use and at least one of the common the possibility that social propaganda values in 'Group!of:Linguistic English, IIVisual Society BackgroundsGroup Education. of1. g. TheAmericaadvertisers. student are controlledrecognizes orand at names, least ploys He cites examples to illustrate manipulated by TV producers and and devices used by automobile his point. way,1345 Chicago, Diversey 111. Park- . techniquesWithsalesmen examples in usedselling from by advertisersnewspapersautomobiles. andto create magazines the student illustrates the favorable attitudes toward WordSentence Power Power.andFilmstrip House, i. makersThetheir student productand relates explains and toeach eachpersuade to ofthe the customersprocess following (4) medium shot, (5) close close-upof communication:to buy. techniques used by film (1) framing, TheN.Y.432 ParkSoundCity. Ave. of WorldSouth. shot,(18)(14)features,(2) (6) longlighting,commentary, close long-shot, (10) -up, (15)background, and(7) color,(3) (19)motion, long-shot, dialogue. (16)(11) music,contrasts, (8) camera position (angle) (9) facial (17) sound effects, (12) editing, (13) montage, Poetry.Visual,Scholastic Audio- WAEnglewood906 Sylvan Cliff, Ave. Ja ARGUMENTATION 12N-60 Objectives Suggested Activities ....10erourcer 2. He evaluates presentations.different media a. magazines.Thesame student event demonstrateswith at least three examples how people display opposite from pictures in newspapers or emotions about the Rf.teacbersNationalAmerican CouncilSpeaking, of b. Theevent student and expressesdetermines some his findings in an essay. of the causes and effects of a records or tapes particular Urbana,1111 Kenyon Illinois. Road c. ofAfterlisting dramatic viewing ideas scenes, selected or sensations discussion, the studentthe student analyzes any photographs and/or listening to that led to his response. analyzes both written and oralreactions he experiences byl e. GivenpresentationInstudent writing a reading determines and/or to selectionlocate the accuracy faulty generalization. containing a theme supported of supporting details by by facts, the consulting Theappropriatetions, student broadcasts, analyzesspecial references.ora news telecasts, to locate examples story as reported in two of bias or differentmislead- publica-media dealt with 4 The student analyzes atheing same use story.of facts revealed toward minoritystatement groups made and for the massby the way the various news equal opportunity.media to determine minesAfterthethe author's howwatchingplay. social attitude a orTV groupdrama pressure involving social conflict, the affects the behavior of student deter- characters in i. natureAfterdent(3) viewingevaluateshisof eachcritique fourprogram, them orof by fivethe program. producing a (2)TV guidethe audience that for whom itTV programs for two or indicatesthree (1) theweeks, the stu- is intended, and ARGUMENTATION 12N-61 Argumentation Media Objectives j. * The student summarizes ways in which Suggested Activities the consumer can avoid signing to HiPPOurCt - (con° k. Theexorbitant,fraudulent student contracts analyzeslong-term anda can financial agreements.personal reaction to a prevent himself from movie involving a strong being legallylie bound labels the strong- * bondtechniqueest ofemotion sympathy used he byfeltfor the oneas director tohe obtain identified that withof the major characters.that are appropriate the character and reaction. for showing the analyzes the high The student suggests films schoolInfollowings a workingstudents group, in a the film-study course, students produce a brief He explains his film of one of the choice of films (2)(1) A Acommercial documentary or ona a parody of a currentcommercial. topic. (3)(4) AnA artnarrative film. film with a serious theme. ARCUMENTATION 12N-62 nib Air luemnitalimi Objectives Deductive and Inductive Reasoning buguested inirriource 3. He uses logic and andproblems,rhetoric discuss to write to solve NOTE TO TEACHER: objectivelyconclusioncritically theheabout reachesopinions the problemsregarding expressed (This unit is planned to teach the he meets and how to expressthem. by others by pointing out It seeks to help him evaluate student how to think clearly the the differ-; S:h:::r9Guth,Webster Davisson Hans kzg. materiel,orprevent debates. argumentsand to opinionsthinkingenceReason between willof others. thoughthelp him in Esnx. helps one to draw logical and Itemotion. helps avoid illogical field of work. conclusionsconclusions from evidence.He shouldfrom facts recognize and that conclusions. criticalLogical reaThere from-1 arethe McGraw-Hill 1970.Book Co. appliessoningtwo kinds beginsthem of logicalto with a specific known principles or is the process of drawing reasoning, deductive and situation. class, then draws a general scientificInductive lawsreasoning or facts examines and a inductive. Deductive rea- conclu- Tanner,PublishingAddison-Wesley Bernard EnglCo. R.ish 2. a. numberThesioning student, fromof demonstrated facts them.) when of thegiven by same each. a listkind or of sentences, writes the kind of reason- Menlo196B. Park, Calif.) Example: '(3)'(2)"(1) TheThetrend architecteconomist linguistic of business. plansstudies geographer a new business conditions and(IN) building.investigates regional speech (DE) predicts the '(5)'(4) TheTheOublicahabits. patient'sdoctor opinionapplies analysthis forecasts symptoms.(IN) medical knowledge to the (DE) election results. analysis of (IN) Thecomesfore student thefamiliar Congress selects with ofa the billthe Unitedthat provisions. Ne decides by He writes and explainsStatesis before or before the state local logical reasoning legislaturehis or opinionbe- answer-councils and be- whetherthisWhatHasing asuchone were billor willquestions not itsdesigned healsoeffects? favors fail? asto controlit.Can you assume Why or why not? the same situation ever that if the previous law Now would the bill been passed? affect failed ARGUMENTATION you or someone you know? 12N-63 BEST COPY AVAILABLE Objectives Suggested Activities Mr-4W m. IRE-source,TM. vi ow. %-qe. 4. He recognizes faulty reasoning. .11.1 'NOTE TO TEACHER; Havecitizens material and onwill faulty aid themreasoning in making decisions Recognizinglaulty_misoning will help students be better ri-ad aloud. Stopin the the world reading of work. at inter 1 .11 .0 411.4111...... 111 media.valereasoningfrom to everyday comment, from life. bothand topersonal let students experiences ask Take time for discussion of the material they bring Ask students to be alert for illustrations questions,(reported and impersonally) to give examples or news, in. of fault)! You may graphswant to illustrating propose a bulletin the various board fallacies (whichdisplay will of theprovide material. practice Brief pare- 1 wouldself.responsibilityin writing facilitate for fortheunderstanding arrangingqtudents) theandof thedisplay,quoted section. sections from printedacting articles, only as consultant your Let students take the a.111 Given an example of how statistics may seembusiness.)whatdo not they prove are it intended at all, tothe prove. student not :s (Use a statistical report os some the figures that do notto proveprove a statement, which Thestudentssistentlysult.) students will afterwrite jump aan tonew essay a coachconclusion (or takes paragraph) aboutover. what Examples Basketball team with an excellent record, loses con- People blame coach.Mistaking the cause. has produced a certain re- Have essay (The c. Givenreadvolved ona groupmistakingin the of end sentences, the result, cause, notthe and juststudent have the marksone the ones Example: len always make the best teachers. class look at all the factors in- immediately preceding it. that have drawn a whichThehastyrather students generalization.they than define discusstrue themselvesones rationalization, for their by givingbeim-riot% theywrite aplausible short anecdote reasons in or motives ARGUMENTATION 12N-64 Objectives 1111 Suggested Activities =111111.1111 +OW .1. Oft ...... --..111/..Repource! ;)tps Reasoning e. Thereached students from discuss circular and reasoning is the same as the recognize circular reasoning. original premise; (The conclusion I 1 (cant.) thatdent is, compares the assertion the premise used andas the conclusion,the basis he forwill the argument. discover that they If the Rtu- ; f. nothing.)Theboth studentsay about recognizes the same false thing. alternatives when given a listThe of conclusion, sentences' gets nowhere - proves (When you use(2) eitherI - or, be sure 42.that Either you buyvote a forCadillac, Wizen oror youyou will get a dudtherewill of never actuallya president. know are luxury. only two alter Givennatives, several not paragraphs, the seitaler sequitur reasoning in a given studentparagraph notes the ones using false analo (a re, purple:, matterTheconclusionSince students in Mary question.) based recognizeis studious on a nonfact and that loves has little Orchildren, nothing sheto doshould become with the teacher. . now,tedThe bystudentftwrite limited some interplanetary to some an account (The archeologist might be a naive key feature archeolo ist digging it up 5000of yearsthe community as it might transportation, housing, communicad. observer who tries to be reconstruc from Thedrawtion,passage. student conclusionsetc.) recognizes without the having irrelevant all the pieces of the statements in a given written puzzle.) AROUMENTkTICfi 12N-65 BEST COPY AVAILABLE Argumentation .1.....111011/111. .1111R1.1.11 114.41111... Reasoning Objectives k. used,Given hewritten recognises passages each in which the followingtechnique.Suggested Activities rhetorical techniques are -] Resourcvr - ;errps (cont,) (3)(2)(1)(4) HighProgressiveRepetitionLinking verb anddensity refinement oftransitional phrasal ofor a ogre expressionsclausal structure statement (5)(7)(6) MetaphorRelationImagery of sentence pattern student supports an to content argument for a given UsingentGivenstatement. thatinductive two completesstatements logic, the ofthe a syllogism. syllogism, the student writes a third state- Thelid student ones. determines valid He identifies the the studentdeductivesource(s) determines erguments of the fallacies. (syllogisms) and inva-the main ideas and o. GivenandtheThe patternshepassages student determines ofofanalyzes logicargument, their given (induction, deduction,logical validity. statements as judgments analogy) that they contain of fact, as infer- Theences, student or as makesvalue inferences judgments. derived from a given the student suggests paragraph. ThewhichGivenrhetorical student apatterns list developsstrategiesof mightpatterns anbe andessayused for solving problems,several patterns of to solve specifiedon an assigned topic, usinglogic. several problems. ARGUMENTATION 1 2N-66 ArgumenIgtiog Reasoning Objectives l Givenarguable a list or ofnonarguable. propositions, the student Suggested Activities determines whether they are Resources - %Potep. (cont) ' tu. areGiven propositions a list of arguable of fact propositions,and the which are propositions of action. student determine*student suggestswhich ones at least minesGivenGivenfive whichan evidenceminor arguable evidence propositions in or support ismajor fact orproposition,of and argumentsen whicharguable is tothe support it.proposition,opinion. the student deter- Career Point to Stress Some individuals are attracted to career because of observed life styles.

ARGUKENTATION 12N-67 Ar umentation .1.1.IMINIMND 4/0, Resources - Nerte4. 11... Objectives 1 1..... definition of each of the Suggested ActU ies following terms: major ---1 5. He recognizes the structuretion.bulary of and arguments voca- TheGivenreasoning.premise, student a group minor writes of premise, paragraphs,a syllogism, enthymeme, inductive the student designates which and deductive topics are Theprovedlist. student inductively distinguishes and which deductively. between major and minor premises in an unsorted argumentativeGiven(1) an essay structure. of The student formulates argummntation, the student identifies in a proposition the point to the parts of an be argued. (2) Theto studentsupport listshis major the arguments on the oppositeproposition.points (minor propositions) he side of the proposition intends to use insufficientpropositions(3)(4) evidence.and refute The student presentswrites opposing views, avoidingsufficient evidence to prove generalizations based on main and minor AktGlrENTATION. 12N-03 Argumentation Suggested Activities 4411111111.. OPPRIMilime Resourceb Nrotva 6. He demonstrates his ability to perceive Objectives NOTE TO TEACHER: the principal (Effectivemedium commitnication of communication. which the medium is requires sensitivity tointerpretedIt also requires by the some speaker understand-language, and L.LnmastS. L.Hayakawa inend . Aco. al Thought ...1 pactpsychologicalthe emotionalof words. im-and symbols, wordsobjectives listener,ingarelanguage, ofrepresentations processes byby and examiningwriter, the by role some and reader. of connotation in aspects of semantics, ofThe reality, students levels should loaded statements.) including signs andof abstractionachieve in these Given tion) and then suggests an list of worts, the studentimplied writes (connotation). the dictionary meaning (denote Example: (2)(1) motherlaw officer -mom - policeman -old pig lady (3)(5)(4) maintenancemechanicwaitress - automobilehostessworker - hashcustodian stingertechnician - janitor - grease monkey . wordsThe student with morerewrites specific words that fit given passage, replacing speeches, or teacher the context of the passage. prepared selectedselections. connotational The c. speeches(UseThe editorials,student of Brutus classifies campaignor Mark Anthony insentences(Use text-books and passages and sa Julius Caesar may be teacher-made career colloquial, uneducated, used.) oriented orexpressionsGivensentences.) formal a list that of expression. figurativegive expressions, a fresh interpretation the student of human experience. underlines the ARGUM1,21TATION 12N-69 Argumentation BEST COPY MAILABLE Objectives e. Given a passage including unnecessary Suggested Activtie:. words or phrases, the student itCSOlarC4 ° f "%emantics tiont.l t rewrites(editorials, it in speeches,the most etc.) condensed and economical form possible. f. Afterthe studystudy ofeach semantics student (1) Referment with a statement thatmatches each of the (12) Inference Identifiesfollowing termsit accurately. related to (3)(2)(5)(4) VerifiableNonverbalVerbalSemantically safe (13)(16)(15)(14) ColorLevelsLogicValue words ofjudgment abstraction (7)(6)(9)(8) ObjectiveSubjectiveF.iotiveAffective (20)(19)(18)(17) ConnotationLiteracyPropagandaCommunicationDenotation (NOTE: abstract words can be used Study levels(11)(10) of abstraction. GeneralizationAnalogy with some caution: Students should become aware (21) Such words tend to over- themselves.) that Distributesimplifystudents and, toseveral writeequally slipsa nounimportant, of at paper a areor high level wordof abstraction heard in sermons, notcards things to ineach student. etc.) (value word, Instruct(It may help emotionallyWhilechangetothe give words thethe a fewstudents chargedformon examplesthe of board.word,theare noun or a writing"virtual.", Cole words,"truth", write "freedom", some later to make grammatical sense. pattern frameetc.) for You may ARGUMENTATION 1 2N-70 ArgumentationObjectives ... Suggested ACtiVitief ...... 11111,mw 1 RCFOUTTV! %wqiP' kxasupi e: I mmantics (1) is (2) I know , should be 1 (cont.) Every ar-ww-..._. (4) becomes ends when beginsthen (5) When is i of(8) is andnot , then sakes 77T7ur follows, needs(6) This is an age' 1 Takethegreat upsentence thewisdom, cards, frame. some shuffle will bethem incongruous. and choose cards at Many of the statements will sound like words Patterns Likely To Be Formed The student will better under- random to complete of stand(1)(2) levels of abstractions. EveryI knowdemocracy virtu% is should tolerance be courage (change to tolerant) (5)(4)(3) WhenWhenHope freedom endseducation when becomes charityis humanity tyranny, begins. (change then purity form) then is nonsense brotherhood begins. (6)(8)(7) ThisAll is,beauty an ageViolence needs of sex1221. not and leadership violence. makes communism. titleprecedingThe student exercise takes theand mostwrites interesting "book blurbs" sentence of a book. (Urge students to write as abstractly as their using the sentence as the (to him) formed in the title) ARGUMENTATION 12N-71 1 BEST COPY MIME Semantic!: 01: ject ives ..1The student evaluates written statements as to whether Suggested Activities ...... 11or not their words 111 Besourcer - "antes (cont expressesjudgmentGivenare at the a oflevelonlypicture the what ofevent, ofabstraction is a semanticallytheparticular student too eventhigh rewritessafe to andto communicate express.thea statement statement a thatclear is message. /11 so that it a value Theties:(4)(1) student recognizes written examples of the followingoverunverifiable generalization,semantic referent, falls- (5) (2) confusing factsfalse with analogy, inference, and (3) color words, 1 ra (6) confusing value Judgments.

ARGUKSNTATION 12N-72 A -4.7t %entatloh tlViee (pinion and Persuasion Suggested Activities _incrourcer % Me-. 7. He prepares and writes an argument. 'NOTE TO televisionurgedspeeches to share extolcommercials this the opinion virtues coax usor ofTEACHER: tobelieve a try (In letters, newspapers, magazines, and .lowwwwwwwbrochures m we are candidate to make us believe he is the all sortsthat of things.point of view. PoliticalRadio and 1 iGeneral'SilverTannwitt,Contemporary BurdettLear..ing Barbara English AI* own . ea. .6. - whichdoctrinesonlyaccept one communicates them qualified.ur information.as just opinions and true. with the desire to Organized propaganda alma at spreading particularArgumentation, then, is the type of proserecognizing argumentation will be valuable convince the reader to poration.1973. pp. 168.198. Cor- toGiven topicsany studenta listsuitable ofregardless possible for argumentation. ofargumentative his choice topics, the of career.) student underlines the areUsing suitable. above lint the student writes an explanation of why certain topics Cs1 014 The(1) student writes an argument on one Answerfriend his favors. best friend on an argument which he opposes of the following: and the (2)(3) ConvinceDefendreluctantAnswer anhimselfhis toeditorial parents allow. against thatin asome herecent isaccusation. old newspaper. enough to do (Letter to the editor) something they are Stress Career Concept (5)(4) Attack a new regulation of which he disapproves. areandofEach hisessentialto worker developpersonal on personal the aexperiences. job ability has a topoint understand of qualities needed for many jobs. To be aware of the differences in people view. and tolerate those differencesA person's viewpoints grow out T IOW 12N i3 Arjumentat ion Objectives Suggested Activities, THenource - 'Cedes Argments (cont.) 'd.* The student writes an essay of opinion stating that somethingdevelopsorbook, worst etc. ofthe is its essaythe kind. best by giving specific reasons that support it in succeed- After he states his opinion in the introductory paragraph, he He writes about a particular job, sport, movie, e.4 The student writes an essay of opinion includingtions.porting a opinion.paragraphs.brief narrative to sup- He may also draw comparisonsHe concludes with withformer a paragraphtimes or situa-'summarizing his views. Exam le: (3)(2) 1) MachinesAmericansIgnorance, are are d4minishingnot still stupidity, pioneers human accounts initiative. for most of the failure in - -- - f. Thean studentessay by chooses means offrom two the or followingthree relevant statements examples of opinions and develops and a concluding (.1.) xam le: paragraph. 1) Advertisements are an education in themselves. .* The student writes an essay in which he(4)(3)(2) expresses an opinion and persuades AthleticsUnhappyPolicemen experiences requireare a man's more are bestbrain often friend. than valuable. brawn. xam le: hisaboutfor reader holding the tosituation. thefollow opinion, a course and ofspecifies action basedwhat heon wouldit. like to see done He gives reasons iiR(4) (3) (2)(1) WelfareWorkTheSchool drivingregulations rules age 4s(6)4(6)4(5) (7) Work-studyJobChoosingLength qualifications ofa programcareerschool earlyterm ARGUMENTATION )2N-74 IMMII11%. ObjectivesArgumentation 01110 Suggested Activities Resource - Arguments (cont.) h.f whichbythe(Review) rewriting relationship have appear!d each betweengroup in student as the a compound-complexideas essays) and improves sentence. the quality of The student, when given a group of short sentences, (Use sentencesstrengthenssentences Example! OfflemileCPhebating wasthought afraid might he ofought bepublic ato way enterspeaking. to gaindebate. respect. Example:i. toff you arriveessays) on(Review) time, so youthat will each be sentenceconsidered contains conscientious. a gerund phrase. The student rewrites chosen sentences (preferably from student essay,anThetrriving opinion student support on (Studenttimewrites it indicates with ashould persuasive convincing thatstate one essay hisexamples, is opinion enlistingconscientious.) facts, at the or beginningreader's support of incidents, and re- of the Example: thatstate(1) the the tone opinion is appropriate somewhere tonear the the essay.) end of the essay.Big business is swallow' tittle business. He should be sure k. ofThe(2) a studentcurrent developsissue. an argument on the affirmativeSome informalor thestudents negative speech. no longerside use good taste in the words they use in lie uses as many of the following suggestions for (2)(1) effectivehelpAppealBe modest others, to persuasion humanin andclaims; motivations(c) as desireexaggeration are appropriate. toas be(a) liked anddesire bragging and for appreciated. security, offend. (b) desire to ARGUMENTATION .(5) (4)(3) BeChooseEnd honest with words anda strong carefullysincere statement 12N-7, Objectives 1 Suggested Activitiex ResourceF Notpc Arguments (cont.) '1. Exam le: analogy.tionGiven of an the arguable proposition proposition, arrived theat throughstudent induction,writes a defense deduction or refuta-and * 1) (3)(2) WeTherejobsHighseniors. are isafterschoolliving not school. enoughstudentsin an agechallenge should of nonconformity. notin coursesbe encouraged offered to to take high part-time school m. Givento'(4) develop an arguable an argument proposition, that supports the student or refutes uses the it. following tocriteriaIt begin is important his ..iining for abefore would-be he reaches(musician, his electrician,teens. lawyer, etc. 46 (3)(2)(1) TheTheto reasoningsupport evidencemajor propositionit. isused as reallystrong has supports asat itleast can those fivebe made. propositions.relevant minor propositions O we Example: '3.*2.'1. MassAthleticEarly media job teams influencetraining *5.4. Free press College entrance exams ARGUMENTATION Arpuaentation objectives Suggested Activities Resource, - Wes 8. He recognizes style' a. work.and tone in written 11.1.111..11.9111 unity,Thedifferent student emphasis, tones,chooses coherence) one one for of eachthe followingaudience.1.01111- (stress -.111 assignments. using purposeful writing, He writes in threei (a) Describe1. an automobile accident in whichyour you fatherare at sway on a business trip fault 1 2.3. your friendinsurance away company at college 1 t(b) Apologize1. for a mistake you have made in yourto your work co-workers (c) 3.2.Explain the working parts of a(car engine,to egg-beater,ayour customer immediate supervisor etc.) 2.1.3. a friendmuchsightless younger of yourfriend child family your own age . use.Selectfor an an audience editorial of fromadults. your school newspaper. Think carefully about the appropriate tone to Rewrite the editorial -orr'vn'TTnti BEST COPY AVAllA1311 Objectives Creative Writing Introductory Notes to the Teacher: Suggested Activitie^ Resource*, ------_-_-_-_-_-_-__ interpretations of life with sincerity and imagination. Creative writing should encourage students to express their individual Creative Writing In their attempt to words,write,versal theythe human studentslearn experiences, something will utilize about allhuman their problems senses. and emotions. in the struggle to translate these experiences into They will draw upon uni- By satisfying fulfillment.the inherent urge for self-expression, they experience the Thepleasure student of appreciatesself- more fully the situations encountered in daily life. He make*shares greater experiences. and more discriminating use of all the senses. skilled in their use. He becomesre-creates increasingly experiences. sensitive to what words express and increasingly sion. SomeHe experiences suggestions relief, that one release teacher and found satisfaction helpful inthrough teaching artistic creative expres- writing:Try to avoid insincere praise but be tactful. 1. Let your criticism be sympathetic. Attempt to understand the effort CREATIVE WRITING 12-06-78 Objectives Suggested Activities Resource. - *.ter. mayber kill that the coercion creative prods urge. some people to do their best work, but2. in others Consider individual differences in determining requirements. Remem- it art forms. 3. Realize that the creative urge may express itself through different i Emphasis on literary form may destroy the desire to write. 4.5. TeachBear steadilythe beginner in mind the thatimportance ideas areof revising,more important rewriting than andform. editing, der which he works best. 6.7. EncourageHave students each writerrecognize to studytrite himself--toexpressions findby asking the conditions the class un-to tively.substitute fresh equivalents. 8. Read and discuss literature to stimulate a desire to write crea- what form. 10. 9. TeachLet eachspecific student literary decide form upon before what subjectthe students he wishes start to to write write. and in creative expression. 12.11. TellDo whatthe studentyou can whento make you thethink atmosphere the writir-: of theis good.room conducive Soft music sometimes helps. to discussion by exploring with him his thoughts, enthusiasm13. or Try to help the learner in his search for material through life. experiences, and class I CREATIT6 ATRITING by identifying or freshly appraising examples from his own 12 -0-79 1},...111.110.0ww.,POTTO.RommlwuR Objectives .11 .1.111111! =.1111.* Op. .11/11! 7/* Sunksted Activities -4--10..11 --- Nerource. %qte., opinion. 15.14. HelpEncourage him Morn the critical learner judgmentsto keep everything he writes. based on solid knowledge instead of! Some Considerations That May Be Presented to Students really believes), and he BeforeI. beginning to write, one Some requirements: should become aware of the world a desire to write, should take stock of himself something to write about, around him. (What he tj't. write.ability to use words effectively, 2. Take stock of what you know: pride in work, willingness to (a) Settings--houses, yards, streets- - revise and re- each.Selectchers, and other describe people some you inknow detail. well. (c) Adventures--escapes, accidents, Note and jot down(b) the characteristics Characters -- parents, relatives,incidents arousingtea- anger or fear. of ings(d)(f) or emotionstry reflecting your BobbieschooseProcesses--operating and set adown car, significant riding a sensation in one or another of these. bicycle, rowing--explaining the pro- details about each. (e) Feel- cess.(a) the3. outer world--things,(g) persons, Observe carefully and make Conflictsman against death, man appropriate jottings in your places, qualities, relationships against himself, etc. notebook: be- ARITING tween persons and things, persons and placesi (b) the inner world--your 12-0-80 BEST COPY AVAILABLE C. Creative: ldritir.g. Theemotionally, student mritezi ani to creatively increase tohis probe awareness for self qt' identIty,beauty in to expre.;:. lahr,u.-ie 1ifeand env:n.:;...lovq, hmself and Career CoNcept: Ubjectives lifeAte nrdrstan4ingexperiences. that the development Suggested Activities of one's self unane;nF wIth Reanerres N le' 1. He writes creatively a. Students write from the followinz ntarters: Parwit, Wiroarai selfas he identity. probes for 1 1. I wish I teariboatwere -- (character captain) from fiction, actor, senator, ;Lnglith.Burdett General 22atlIMEEE Silver 3.2. ThatWhen wasI was my six,best, I worst,thought, decisive dreamed, year believed, --- feared --- Wife,Op.Il/earning Dallas:47 'tDon 358.lorporat 1973.M. ion b. The student writes imaginatively with the following starters: ii Creative N-ItlysTeach toEnglish. 1 "If I could meet my great, great, great grandparent, I would ask, ;newoThe York.Odyssey Press, "tc. Hesucceeded, intell,writes his say,futurean etc.) idealizedsee career. --- personification in prose or poetry (He tells how he made the decision, why he of himself *el *d. MymetaphorGiven First a particularinterpretingView of Death human that experience, experience. the students write an extended AThe IBoss-of-the-Year FellMoment Out I ofMost the Needed NomineeFamily Money Tree CREATIVE WRITING 12 -0-82 Suggested Activities _IHemources NuteS Creative Writing Objectives f. After listening to "I'm Nobody" and "I'm Somebody," students write about (cont.) themselves(poems areunder included the heading, belowj "Who Am I?" or "Who Do I'M NO6ODY I Think I Am?" ThenI'm nobody) there's a pair of us--don't tell! AreThey'd you nobodybanish too?us, you know. Who are you? ToHow telldreary your to namebe somebody! the livelong day ToHow an pAblic admiring like bog! a frog Emily Dickinson ThoughA lawyer he isloses still every somebody case that he pleads I'M SOMEBODY StillNowThoughA Idoctor mayI I may henotam is givesnot somebody havestill have outcrust somebody shoeseverythe of wrong breadtoman put andremedy to on womaneat my feet is somebody TellThoughWatchYouWithout wecan you'remewhere makeeverydaymake wouldup it,it in I'mpeople yousociety gonna be like make me it CREATIVE WRITING 12 -O-g3 L Objectives Suggested Activities INusorter, el, Poem Old Martin was somebody /IP 111. 4 Nof _____ (cont.) NowOldTheBefore BobbyI clothesmay he wasnot ever onsomebodyhave mymade aback placethe before may march to be hislay nothiagon campaign myWashington head but fl)r shreds president began StillGiveThere'sEvery Ihim manam some respect somebodyand good woman and in isgiveevery somebody him man a chance WatchYouAnd surely,can me makemake surely it,it Ps you'll gonna understandmake it Arthur Snider

3EIEATIVE 12-o-84 C eative W BEST COPY AYAILABli 2. He writes creatively Objset Wes a. The student reacts to the following quotations asking himself Suggested Activities =1011111 f Resources . Notes ment.asintellectual he searches fulfill-for whet(1) they mean and giving responses in any form of writing:"To live day by day Is not to live at all." RiversConrad Kent i (3)(2) "blest"Tod are of athe part trouble of me." in the world is caused by people want- Frank Yerby I1 (5)(4) no"In bethe or dark ingnot toofto bethebe--thrt important." night isall the cows question:--" are grey." Anonymous George Eliot Shakespeare (7)(6) "...Made weak by time and fate, but strong in will"The evilinterred that men with do livestheir afterbones..." them--The good is oft Shakespeare Tennyson b. 0(1) He(8)11140 writes sciencestrive, tofiction seek, orto poetryfind, and explaining not to yield."Why men go to the moon * (3) (4)(2) Why SocratestheLeonardo Bible drank &Vincihas survivedthe kept hemlocL. a notebook c. orGiven(1) essay: the following topics, the student writes My mind and me a story, poem, pla 4 (6) (4)(5)(3)(2) Man,Education,WhatBuryingThe the Americanman animala has timefor doneculture withwhat?capsule with the as knowledge intellectrevealed by a coin CREATIVE WRITING 12-01-65 Object/we' &misted Activities !Resources - ',Wog MP. d. Students use two words to num up conflicting natures of an object:liming, graphor idea justifying in a compressed the meaning conflict. of their compressed Then they write a short conflict. pars- i For : Composition:Exercises 11. Modelh and Itaruld. savingexample, destroyer." a compressed conflict describing a fire might he "life- iHarcourt, Brace and World. 1; Dallas: 1%6. e. character,Studentsboth narration write point aanand pieceof original description.view, of autobiographicaltone, short setting, story that and includestheme, prose that contains plot, 161atthorn, mposition:Exercises Modols II. and Allan A. t. 11965.,HarcourtVarriner, Jovanovich, John Dallas:E. Dallas:Harcourt, 1965.Composition. BraceEnglish pp. 273-300.Grammar Le Jovanovich CREATIVE WRITING 12-0-86 ive t Ina 1111117111...... 1110. 3. He writes creatively to charc real Objectives xll a. thatThe studentof another. is asked to recall his earliest memory He writes about the after effects and Suggested Activities of grief, his own or eventual ...11.110.11110...... recovery --I Remource" - Nnte experiences.spiritual Theneasesof thestudent canstricken tragedywrites person, abring modern answering paraphrase the question,or parable on about? what strengths or weak- Writers.`Journal - KeepingSample for Journal The student chooses one or more of the topics The YoungSowerProdigal Ruler. Son below and writes his Tttop LookingStart Seeing."k(TipsandEntries. in Writing" thoughts about how man is sustained in times of (2)(1) The lonelyprisoner man of war adversity. TheinFresh ShortComposition Perspectives Story The student chooses one of the following topics for poetry (4)(3) ManYouth in alost rat behindrace a mountain of problems writing: Leavitt, HartThe Day.Writer's All. a sunset?)(Ask : How do you feel when you see a mountain,(I) the ocean, Outdoor monuments a snowfall, Bantam, 1968. (4)(3)(2) TheThe secretgrass sky is underpromise the mylimit offeet a seed unforgettable acquaintance:TheaAfter fictitiousstudent viewing writes newspapera picture a serious storyfrom characterization a magazine or newspaper, of an a teacher, a relative, a about whet is happening in the picture. friend, a neighbor. the student writes CREATIVE WRITING Creative Wrttini 4. He writes Objective. a. The student creates characters and Suggested Activitier names them Love, Justice, Peace and 11eming,Resource. Harold. - creativelyfrustrations.lease his to re- b. TheWar.rule student the world views are four having pictures--that difficulty ofdoing He controls them in speech and actions money, a car, a man, a today.woman to accomplish what men who 1Jovanovich,iHarcourt andComposition! Exercises Models10. Brace Thefor(middled-aged). student which writeshe supplies down athis Using these four persons and things, he contracts own setting,random conflict, those andthings solution. that irritate or anger a play 1 Leavitt,New York: Hart Day. 1965 hishim.freely.(1) own.) a gun, a hook,Reacting a word, to athe cloak, following a machine, starters, (Heetc. shares this writing only if and when hehe chooses writes toof dothose so onirritations Stop,Bantam,ThroughEffective Look 1964Pictures. and Writing Write: (2) quiet.destroyer-creator.derImagine what effectthat the the irritant creation destroys of something See him rebuild it in your story, a beautiful place of peace and lovelypoem or has essay, had onand him, consi- the (3) thehisbossIngredients interest jobhas throughgiven of for tothe workera company.effortsstory: No. ofII. Worker No. I is jealous of the praise theWhat are theworker choices No. ofII workerwho really No. I?underminesWorker No. I fears he will lose (4)f awareWritedifferent ofa paperwhat from itin yourmeanswhich own. toyou be imagine an adult yourself living in that locality. Show that you are becoming increasingly growing up in a city experiences.Writezero--seeanimate a paragraph or the inanimate, world in whichas thata zero is might For instance, write you as the author assume the rolecompletely of a thing, different from your own personal1a paragraph describingsee yourselfit. as a ChEATIVE TRITING BEST COPY AVAILABLE 101. Creative Writing - 5. He writes WININ=.11OollMIIObjectives a. The student creates humorous poetry or prose from situations similar to Mw..1..www.lonm...... w Suggested Activities 11..m...M. .±-wm,....a0 w... r-.... m ..e. .0 m + Own. 'Resource, humor.joycreatively and share to en- the following: (3)(2)(1) HyGrandmaMy favoriteembarrassing and clichesthe exposuresop operas b. The student selects an inanimate object--a football, a pencil sharpener, He lets it ! c. Aftercomea poitagelad, alive. reading sonnet, stamp, and and astudying pencil,free verse, the formbottomthe studentexhibited of a wastebasket,writes in the three haiku, etc.poems, limerick, each of a He lets it speak. He personifies it. belt d. originalFromdifferent collections piece kind. of l.,writing:of pictures,or pi Atune short as magazines, fromstory, S122, A thepoem, Look, student A andpiece selectsWrite, of prose. Thea picture Writer's and composes an lie creates humorous limericks about members of the class, cn e. withoutUsingpers. paper being and concerned crayon orwith water design. colors, the student creates "fiction" Each writes what he "sees" in the abstract art of a friend. He dabbles. Students exchange pa- . Theteristicshis student creation andcreates comepeculiarities, alivea humorous, by vividly or imaginaryby showingdescribing character. him him,in action. telling his charac- He strives to make The student awrites imaginarysmallisticscover-up. a group. andvivid description.peculiarities. description of a real person, using a fictitious name as He describesLet his student subject decide in action which and is givesthe real, his character-which is the Caricatures are suggestedThe student here. reads both descriptions to his snake,Theideas. student by writing relates a paragrnphtwo different in which things, they such make as connections a doorbell betweenand a rattle '1:Rie,ATIVE WRITING _-. Objectives tive ilritin Suggested Activities -J Resource, - Nqtrs h. Thecomputerizedincongruousliterature, students write or classroom.)the humorous theatre,a skit setting.or television, dialogue portraying or their owna comic imagination character in froman (For example, portray Don Quixote in 6. He writes acreatively standingdeeper under- ofto thegain The studentor theselects meaning. sentences, (a few) phrases, sentences and from words the to newspaper. improve the sound effects, rhythm, He rearranges power of language. Thethecribe studentimages persons hefindswrites wishes and picture pairsplaces to create. of- he takingopposites: visualizes. phrases from poems and stories that He links these together to form des- toAsk free what verse. the words can modify? quickenormousfoggy - slow- -clear petite(heartbeat, (night, (animal, mind,movement) air) Askperson) for additional synonyms. Expand in- . Theprose,tisements, student and prose collectsexperimentsand bringsinto figures poetry. towith class. ofconverting speech from chosen magazines, selections newspapers, of poetry adver- into He matches with pictures provided by Givenjudgeunfavorable,the teachera thewritten same or students passagecollectedcharacter's rewritewhose by actions students.tone the makes passagefavorable us andjudge (or change avice character's the tone soaction that we versa.). ';ItEATIVF, AILING 12-4J-90 Creative Writing BEST COPY AVAILABLE Objectives Suggested Activities "MIN.. ...OW .W0 I Resources Nriote4 g. drama:Studentsset the writescene, a (4)scene of their own, using the techniques of effective (1) soliloquy, (2) articulation of scenes (purpose of each scene in re- aside, (3) dialogue and visual clues that ...+.0711 INnol- Thelation student to therecords entire in play,a journal and (5)at leastsuspense. three pages weekly, giving ie.- 7. He writes aesthetically.expresscreatively himself to topicsprose.visionpressions assigned stones, on specific bybooks, the teacher;orevents student and creative events;ideas; writing; reactionsanswers copiesto to questions news of articles, poetry or ideas or tele- on iii Example;b. Thesentencesaction student words. writes original sentences using similes to describe nouns or with those of other students. He divides the similes into two parts and combines his The rest of the class match them 2.3.1. Thea crash rainsfragilehigh like plateaufell vase like fellwas likewith (c)(b)(a) wind chimes on a gusty day ascattered vast table pot holders The4.smells, student and writes tastes original in specific sentences situations. of whatFromlooked hethe hears, likeplane sees,the fields feels, (d) a string of diamonds ture,ble.Thecreate s:.udent shape, a total describeslight sight and image.ashadow, scene usingdistance, as many etc. sensory impressionsThese as impressionspossi- should reveal vivid details of color, size, tex- The description should CREATIVE WRITING 12-06-91 Creative iiritinilr Objectives Suggested Activities (14-source! e. Theutes,eyes student and and recalls withlooks eyes observantlyit asstill completely closed, at a specificashe possible.describes scene. the scene, using as many +111.11.111111=.1 . After five or ten min- He then closes his Blumenthal,,EnillProgrammed Joseph ish 2600: C.Course A f. Usingeachvivid, aas list visualmany of strong, detailscommon, descriptive asfrequently-used possible. verbs verbs,as he canthe thinkstudent of. suggests for tvorl'Harcourt1 d, Brace Newandin York:Grammar and Usage. 1970. Examples: walked:ate: Uo the same with a listgobbled, of nouns: devoured, nibbled, etc.staggered, meandered, strutted, etc. sound:Inlight: a short paragraph, the student describes a spot in the school, remem- a flicker,splash of a waves,glow the gurgle of a brook ClLf'D . beringcriptionListening to beof to specific.his an mentalunfamiliar images. musical selection, the student writes a des-

CREATIVE VRITING 12-U-92 Creative Objectives Suggested Activities BEST COPY AVAILABLE litesoorcer - Nqteu 8. He writes expresscreatively his con-to a. writesThe student in response listens to to the a recording,following question:a reading, Whator a dramatization.would you have done He cern for others. b. thoughts.studentAfterin a viewingsimilar writes cartoons,situation?dialogues pictures,between characters slides, films having about them human express problems, his thej own 4 Terms:phrasestheIn poetryfollowing and attempts,sentences term, looselythethat student tell and why. freely.lets the first line he 4 He follows with additional can write define alcohol,drugs, love, smoking, gambling, population prejudice, explosion, education, work, schoolgoofing problems, off, etc. _Example_: son,The studentan ill person.writes a letter to TheDrugs population are friends exploded or enemies? in my father's house. (The letter should be completed in class and mailed) a friend who has had troubles, an old per- Thefiguratively: student expands the following sentences by emphasizing theAAn man, emptycave. a bottleworm, aon child, the desk a goat is yourand friend. some seeds went into human values . notesThe student on the acceptsmain news an stories.assignment to listen to the A crack in the wall widened and deepened. He writes creatively the following day. evening news and take st theUsinggrumbling,(1) American such topics (3)worker: The as lostthose opportunity below, students was a lost job,My friendand (4) is Will only a machine, (2) Walt Whitman would hear America express their concern about CREATIVE WRITIEG "opportunity" knock me down? 12-U-93 CreativeObjectives Ilritimp_ Suggested Activities --.1 Reaource! . of e4 ' h. Theexperienceinterpreting student writesof thelosing. experiencetwo extended of metaphorswinning and of theapproximately other interpreting 100 words, the one 9. He writes towardshapecreatively hiswork. attitude to As. Thetothatachievingprincipal studentbe anyand man tothecharacterwrites attaincan "American raisea paperanyin himselfagoaldream." givenin whichhe bybiography,desires hishe evaluatesbootstraps to novelattain.) the orto playextentbecome succeeded towhat which he in wishesa (The "American dream" is the belief b.. underprivilegedproductivegirlthefactual livingstudent evidence.life in writes anareain underpriviledgedthe aand storyUnited productive or States. play area liferevealing canand gainsupports how adequate a 16-year-old his ideasskills with boyfor ora He clearly defines the terms :MAIM JR1TING Creative Thins BEST COPY AVAILABLE Objectives 411111.1..n. NOTE TO TEACHER: (Suggestions for a Successful Creative Writing Unit Suggested ActivitteF 'Nook,I Rreource, J. N. T. he Teaching of %,trs 1 a. techniques(1)In introducing as follows: the i.nit to students, build in certainHave students personal keep motivating' a special loose leaf notebook for creative IThef Ronald Press:IluatNew School York: Lnglish.1959, Proofreadingscored,useGivewriting. it students as a checklistmaybe a manuscript done before in committeesform turning and instruct inor theirsmall them finalgroups. that drafts they to are to The teacher Ipp. 302-304 anthology.almosttheAskwill productionstudents guide, invariably direct,if of they athey class andare will assist willinganthology. be, studentsnet to uppay a aincommittee small the process.amount to publish of money the for If the answers are "yes", and b.a.anthology.Ask students to choose which of their papersArrangeLet willstudents togo payin meet thethe andtypist decide a small upon feeprocedure if some to of be the followed. typing must b., Committee for Production of Anthology Editor, Chief - Assigns, stimulates, accepts or rejectspublication. the articles for be done by others than class members. He is responsible for supervising the work of the Editor,Illustrators Assistant - Using - Reads drawings, works selectedpictures, by and classmates cartoons,andwriters, makes for the and recommendationspublication, illustrator editors under as his to supervision.their acceptance or rejection. Proofreaders - Checks for errors in grammar, punctuation,structureplay,demonstrates etc.sentence and orrevises expresses before the paper main goesideas to of the a composition,press. poem, :REArI7K 4RITEG 12 1.30 rt Creative Yritino Suggested Activities Resources - Notes 1111 ft Production Estimator budget. He decides the cost to each elassmate. Determines the cost of prodlictilln, and prepnres n DistributorBinders - Puts (Salesmen) anthology - together.Decides who will receive copiesserialand at ofprinting,what the Nast. anthology the best of the creative writers' works. lie may arrange to have the local newspaper run a Stress Careerand Concept,abilities from its workers. Printing industry requires cooperative efforts, and varying skills The communication job cluster any be h by all employeesefore,lirThe rules, or studied productionclassmates. regulations, along manager with policies, thisis primarily project. deadlines responsible etc., mustfor thebe compliedproduction,

CREATIVE 4RITING a-jcettyry Creative Writing Suggested Activities Resources - Notes 10. He writes asimaginatively he reads activitiesstudiesNOTE TO TEACHER:in below.literature. Often the best "creative writing" is done as a resultFellow of teachers have contributed ideas for the literature. a. conflicts,The(He student shifts or writes pointthematic dramatizationsof view,problems settings, occurring based etc.) on in plot pieces situations, of literature. personal it (2)(1)(3) MyJohn Emerson'sversion boy Waltonof "fagot "Sounder" in ofJesse thunderbolts" Stuart's classroom. unleased (from the quotation, (5)(4) andTheStuck"Man 5)phases is in a an fagotof elevator Michael of thunderbolts") wAth Thomas Wolfe Henchard's cycle (scenes or acts 1, 2, 3, 49 The(6)tures student (opaque writes or freeslide or traditional verse Milton's encounter with Samson projector), and, or quotations. inspired by music, pic- (1)(2) "A"Mylong, boy's definition long will thoughts." is ofthe a wind'sfree society will, andis athe society thoughts Longfellow where it is safe to of youth are (3) "Ibe"Thefloors unpopular"should gray of have silentback been of seas." wintera pair wasof raggedbroken." claws scuttling across Adlai E. Stevenson T. S. Eliot Thomas Wolfe the (5)(4)(6) The"The Grapesincident bush ofburned ofWrath the with (readturtle fire by crossing andthe theteacher.) bush was not the road from Steinbeck's ronsimuned. Erodus CREATIVE WRITING 12-C-97 Creative Writing Suggested Activities Resources - Notes c. Students(1) Each write student an original submits "Prologue"an autohingraphiial after studyinu sketch character. as an "applicatio (The "pilgrimage" could be a trip to a museum, anto (2)gainecological a pilgrimage. excursion, or a After students and applications are grouped, each student visit to an indumtrial plant.) One group may write writes d. autobiographiesStudents write personalafter being essays, exposed diaries, to or personalafter reading evaluations,the intr)ductory"prologue" and, characterizing and or unifying linesa classmate. of poetry. selections from Alwaysthe following: the ymna Strangers by Harper Lee by Carl Sandbor9 "A ChristmasTo SounderKill Memory" a Mockingbird by William M. Armstrong by Truman Capote DiaryPioneer'sLife ofwith n Progress YoungFather Girl by Clarence bay by byJohnson Anne Frank TheALook Tree AutobiographyHomeward, Grows in Angel Brooklyn of an x-Colored Man by Thomas Wolfe by Betty Smith James Weldon Johnson Career Point to Stress: Animportant understanding throughout and acceptance life. of self in relation to other: is cREATIVN WHITING 12.4)-9P The student writes critical essaxs. BM kik11211.... tHesourci - Nnte.. Objectives NOTE TO THE TEACHER: use as the need arises.) (The following summary is intended for the .11... Suggested Activities *gem. NE.... 0. a. . **Waal. teacher to 1111111, Pollock,English SeriesThoas Clark12. et. al. ofaskinginto analyzing a questions,work aof subject, art recalling or athe current essay history, issue. or The critical essay examines, judges, illuminates it. citingIt can parallels.start the readerdescribes, to thinking and evaluates. It can give a new insight Instead by New York:Thepp. Maemillian Co. 82-117 1961 standard-tastes,tionjudgments as a ofguide merits to intelligentas well as faults.choices. Criticism is more than fault-finding; in its (Taste is a faoulty which enables en educated person One value ofCriticism criticism helps is itsto develop personal appraisal, it expresses func- to SilverComtemporaryBattles, Burdett Howard English K. et. al. makeart. mature judgments.) General culturalIt is standardsnecessary andfor literarystudents to realize that general culture standards standards characterize a work ofuseful), (2) help us to live Corp.General Learning Dallas: 1971 moretributeand(1) deeplywhatthat to heliterary andour has richlyenjoyment. thought, standards and deserved, and vitalize our knowledge (makes it alive and (3) brings(1) us makein touch us realize with our some culture; truth about achieved, (2) are universal and what man is (3) con author,reflect and(imitation) with the oraudience distorts of thethe real Literary Criticism in all periods concerns work of literature. world; itself with Itthe concerns way the itselfworks with the In the MiddleIn theAges, eighteenth centurydoctrineIncritics(Coleridge). the therenineteenth soughtof Edgarwere to attemptsAllencenturefind moralPoe, thereto whichtruthsrediscover was ridiculed concernand There developed an art for art's moralistic dicta, the laws or rules ofwith the the authorthe didacticand organic use of literature.sake movement, taken from the ancients. form CRITICISM 12P-99 Critacal l.ritObjectives ink ... Suggested Activities movementsin each ofperiod the period.has been influenced by the variousThe the New Criticism is in part, an art for art's ,eke movement. When scientific methods were dominant, many critics and intellectual Criticism IACPCoorCe, - fy cism,criticshave triedwhich tried toconsidered reduceto find literary analogiesthe' uniqueness criticism with evolution. and to specialformulas; natureReaction pc. inof Darwin'sagainsteach work. scienceperiod, produced subjective r)r- impressionistic criti- Almost withaesthetic,all literaryformal toand criticismbe literary less concerned being matters. written with sociologicaltoday, tends ortoThe historicalbe following analytical mattersterms and developed than by the New Critics are useful in analyzing basesor (intentionaldiscussing his judgments literature. fallacy), on standard (4) objective and (2) usescorrelative his inflt:enceThe and student (5) constructively.tension. should recognize that a responsible critic is one who (1) (1) aesthetic distance, (2) affectivel(3)Intention

CRInCISM 12P-100 ZEST NI ObjectivesCritical writing Suggested Activities MBE iterource - Notes 1. He formulates a thatset ofgovern standards judg- a. byappliedThe reason. student in each recognizes judgment through made and class that 01. discussion that standardsintelligent are choices are governed ment. b. 1. '0(1) Thefollowing student listssituations. the factors requiring choosing a career judgment in one of the 2. (3) choosingThe(2) student a college makes a list of errors making en expensive purchase in judgment in the same situation 3. Thethatessay. student may cause uses a hisperson two tolists make as a a He begins with a sentence or two in He proves the merits of that judgment questionable decision.basis for writing a critical which he states his by NOTE: (Discuss with students the pupil tion these services perform, what role statingjudgment and in explaininggeneral terms. his standards. personnel services available, the func is played by the people who con- c. Theothersassumptionsduct student thefor services specificreads about selected criticismandkinds why of essaysthe value, students information.) and discussesmethod, each and applying responsibility. the three seek certain people rather than r. oneThe onstudent the pessimistic writes two sidecritical essays, one on 1. The movies of his choice of the following: the optimistic side and 2.4.3.5. BigSuper-highwaySuper-marketAutomation business (Neighborhood(Back country stores)roads) CRITICISM 12P-101 Critical Writing Objectives ./mmelimi .111111111.1. Suggested Activities 41. Nesourcef. - 1qte4 e. Theetc.forin student hisgranted--luxuries, (the writes student's) a critical pastimes,hometown. essay on health andHe dietconsiders of the the people, things houses, that are taken whatoVisitor from India might see Theslang students may seriously write a criticalhandicap essaya young person. by the teacher.showing why and how the overuse of They put no names on their The papers are I tionpapers--onlyevaluationonshuffled bothof the hisand theme of code themeredistributed. an henumbersanonymous and now has, supplied classmate. and his evaluation, and he profits Each student then writes a critical attaches his code number. from the candid He is graded evalua-

CRITICI4 12P-102 Critical Writing Objectives Suggested Activities VO1 al NOVI 2. He recognizes some' NOTE TO THE TEACHER: (I) Criticism employs distinct methods. IMM4Amm.mmillImOw.m.mmill.ew ....1....1104...Besourcer - Notes thewhichofcal themotion evaluationgovern factors picture criti of a. Thevalue.methods student are writesdetermined sentences by the using form eachof work of thehe judges.following (2) words (3) Criticism has responsibilities. Criticism has A critics to illus- caland reviews.writes criti- trate(3)(2)(1) its meaning as applied to reviewing movies.coalescencecaricaturistarcheology (7)(6) megolomaniacextras (12)(11) rhythmreceptivity b. The student(5)(4) finds movie reviews in periodicals and reportsexhibitionistdocumentary to (10) pagent(9)(8) motleymirage (15)(14)(13) singularsimulatesequence class the onviewscriticalchoice,strengths standards. to show taste,vocabulary and that weaknesses(2) the method--organization,and criticism (3) of responsibility--constructivethe haswriter. (1) value--an analysis aidof form,to understanding,judgments and based He gives examples from the re- use of howmethodTheespecially thestudent ofcritic the writesthe critic,handles camera a composition his thework. organization,uniqueness of tonethe motion-pictureand intention. form, (Does the form contribute to this intention?on a movie review. He analizes the He notes TheofWhatdoes direction?student particular the reviewer writes standards asay short about ofcritical excellencethe act.,reperformances? review does of the writer discuss? About how the script was handled?) a motion picture he has About the quality What Thebookacting,seen student heand hasphotography, emphasizes writes read. a critical onespecial or two revieweffects, aspects of etc. of the film (Include which version a movie he has seen wasbased better. on a Why? What appeals -- script, plot, casting CRITICISM madenot?or meritsin the offilm? each Whichform wereof the absent changes in the other? etc.) were justified and which were What major changes were I2P-103 Critical Writing_ Suggested Activities Resource - Xnteft Objectives NOTE TO THE TEACHER: (Students should continue to apply the three assumptions ! ...... 3. He recognizes writesascriticalthe it drama appliescritical evaluatio and to specialaboutreactcritic's criticism, asfeature amethod, member that to and ofwatch to infer thedistinguishes audience, and drama, to react immediacy, causes carefully for the effects artistic and critical 401.. 1-1111.1 to the action on the ofstandards. a work upon the the viewer toi The reviews. Thestage.)!ooka(The student class up thelearns reviews words the classicaland writesvocabulary sentences. of dramatic drama) criticism. The student (1)(4)(3)(2) metaphoranatomizesintegralconstructionists (6)(9)(8)(7) protagonisttragedysentimentalityrepertory Theof(5) studenteach critic reads is two pathos affected by the form of the critical essays on a drama (10) (and teacher added methods used by different work (its intention, and notes how the words) andmethod critics.its(I) standards). Hein bothshows reviews. specifically which The student discusses the Do the critics agree? standards for the play, as a form, occur (3)(2)(4) lieHe showscontrastsfinds andto wLatthecompares differentextent the the statements approachesof intention. play,used. as form, influences the method Thehasintention, student seen recently. writes purpose, a or of both critics. He discussescritical the major essay on astandards.) serious play (or theme of the work movie) that he (or the CRITICISM 12P-104 Objectives Suggested Activities 1Resource. - Note-- 4. He recognizes and appliesmethoduses critical as to it televi NOTE TU THE TEACHER: ofpresentscriticism. audiences. so many different kinds of programs to so many different kinds Specific standards are difficultThe to strength formulate of becauseTV is in(Television TV its scope, today immediacy, is in needand con-of constructive responsible. - - criticalsion and rPviews.writes gestionsvenience,criticism.)lary pertinent included which shoAdto are IV applicablesuggestand Radios a methodtoand radio emphasize for as the well theviewer. an value TV. of constructive Most of theReview sug- vocabu- Example:a. andThe1. students discusA typical program classificationsweaknesses.Sports and notice strengths 7. Music it.2.3. VarietySpeeches shows B. Drama (series) 11. Iss sa 6.5. NewsEducationalInterviews (reports programs ;Ind commentaries) (add to list as needed) 9. Documentaries (single(episode) stories) 4ib. c. Theexamples.that student TV most writes often a appealscriticalpaper on to paperthe an uniqueaudience arguing service offor the or that mentalagainst TV rendersage the of assumption twelve.giving e.d. Thegests student possible writes solutions. a criticalpaper discussing essay on somea chosen of the TV faultsprogram. of TV and sug- CHUVASH 12p-ion 5. He writes literary Objectives Critical Writing NOTE TO THE TEACHER: (Literary criticism is expert judgment, and evaluation Suggested Activities Resource) - criticism. of fiction, non-fiction, poetry and drama. It is not restricted to cur- ! mulatewrittenchoice;andrent emphasis, works.his underwhereas judgments pressurein literary scope and ofandhe criticism tine. ismethod. not limited stresses as understanding.to the length or Critical reviews and literary criticism differ in intention The literary critic has sore timeThe emphasisto for of reviews is upon A review is depth of Therepresents.)againsthis analysis.student the definitionsreads several and reviews characteristics in Saturday of Review,the particular the genre The student can measure a piece of literature he reads New Yorker, New it YorkThesetting,as literaryTimes,student style, Harper's, writescriticism--passages mood, a etc.,critical tone, and etc. analysisdiscusses of selected a particular passages short story pro- that discuss charaterization, plot, theme that qualify organization,vingform. that it hasa single the "oneness" impression that or isemotional characteristic of the short (A single, predominating incident, a single plot line, careful pact.) story. (Is story TheThethatthe student student storycan never basedwrites writes be on a realized? acritical paperuniversal analyzing analysis idea7 theof theprincipal theme ofcharacter a short How well does the plot carry out the theme? Is it true to life or is it fantasy in a short Whyportingstorylife? or whyexplaining any not? generalization why the character that he makes.acts and reacts Is he believable, admirable? Why does he do what he does? Can the writer identify with him? (Is the character true to What influences him? the way he does, sup- Is . Thethe(When studentconflict he masters writes internal writingan analysisor external? about on one the theme, major hethemes may analyze all of the etc.) in a particular novel. CRITICISM themes in the particular novel.) Lrilital BEST COPY AYAILABIE UhjectLves f. evaluatesThe student the writesmerit a critical essay on a novel of his choice in*. which he or faults of ont or two aspects of the novel, such Suggested Activities 4 !Besowrri -- - - - q. Theaswritetions plot,student withany characterization, ofwritesevidence the kindss from of the setting,compositions novel. theme, already etc., discussed,and supports adding 'generaliza- on ex- critical analysis of a narrative poem. (He ce.ild h. planation1.how rhythm, of howmeter, the etc.poetic add form to theenhances meaning.The the student meaning. paraphrases a lyric poem. He can discus., Thecriticalread,2. student keeping review. writes in mindliterary the differencescriticism based betweenThe studenton aliterary particular uses criticismparaphrase play he and tohas write a critical analysis of the poem.1 j. The student writes a critical analysis of a biography of a famous person 1 him,considering(1) he formulates the merits and answersand faults such of questions the biographer's as these:Which method. events in the person's life relate to the reasons for his fame (To aid (3)(2) WasshowingDoes enough the his biographer information weaknesses provide givenas well aabout well-roundedas hishis strengths?life pictureand work? of the person, (4)(5) HowToperson? whatdoes extentthe biography has the comparebiography with been other documented? biographies of the same CRITICISX 12v-107 Critical Writing w.=.01. mOnnal=! ... WM. Now .0. dnw .401 OMMI, =. Objectives Sviggeotsd Activities ...a.....ENNM....11100 IReseiirc9 - sl!egi ..11111110MME.=0111. 6. He evaluates the critic. a, Theby(1) studentanswering reads the anfollowing assigned questions: review of a novel, andWhatcritical? analyzes parts ofit the review are reporterial, and what parts are' .11 (3)(2) specificproof.Is therethe criticismexamples. both favorable documented and unfavorablewith specific criticism? references? Cite i Cite (4) separately?part.andDivide end the- -and review discuss into whatits threethe author parts--beginning, has included inmiddle, each Are summary and criticism interwoven or presented 1 (5) Discuss the review as a piece of interesting literature. ! :1 Whatread? has the author done to make his review interesting to I C4 (6) theauthor'sHow authormight review? awas scientist's not a scientist? view have been different from the What evidence is there in the review that 1 ! b. Thetenttechniques(In student aswhat well waysof as reviewing arethe theystyle. aalike movie or with different?) those of Hereviewing discusses a book.the con- reads the review of a recent movie and compares the I CRITICISM 12P-108 Critical Writing BEST /Willett Objectives a. After reading an essay, the student infers the author's purpose (him Suggested Activities I Resource- %otes 7. He demonstrates usingandperceivehis relationships,ability techniques component to reader.central idea) and evaluates his skill in stimulating n response from the He then analyzes his reaction to his ideas. .11 ofciaMf. literary criti-: b. theAfter(1) author reading uses an to essay, achieve the his student purpose), analyzes considering its other?Whatstructure theseare the points.(the main means divisions of the essay and their relation to each 4!)(2) HowtionNow formallongto the and ormain howinformal point''complex is arehis thelanguage paragraphs and his and approach what is totheir his rela- inThe a studentminority writes and situations a one-page in essay which describing he is in asituations majority.reader? in which he is

CRITICISM 12P-109 r

.1.M, NEP Critical Vriting =1110071..111 8. He determines his ability to per- Objectives a. Therelates student it recognizesto a situation the themewith which he is Suggested Activities (or main idea) of a short story and +.0vm...... 0 familiar. .1! ...] Resource, - Vwter. andceive relationships components b. Given a short story to reads the student describes its setting and ex- 1 usingin short techniques stories, plains why the setting is important to the story. ! ofcriticism. literary sentnizesGiven that thea shortbest statements indicatesstory andthat itsstatements best climax. describe about the story, the its conflict and the a7ate- point of view from student recog- Thewhichtoward student it theis analyzestold.main charactea. a short story to determine the author's attitude HeThetant. indicates student analyzeswhich idea three he thinksideas hethe received author considersfrom reading the amost short story, impor- GivenGivenfor theira alist list development. of of possible possible story story plots, plots theand studenta list ofsuggests appropriately includedseveral characters, possibilities novel.Thethein studentthe development summarizessuggests ofthe thethe characters mainplot. events who of might a science-fiction be story or TheThestory student student or novel. interprets discusses allusionsa philosophical made in or the ethical course point of a raised in a science fiction CRITICISM science fiction story or novel, 121'-110 Sritical Wetkn# BEST COPY AVAILABLE Objectives 1. hisGiven subject, a short characters, story, the andstudent situation. determines the author's Suggested Activities lie identifies the clues that Mr NI! .11 OP ...mew attitude toward Illerourcer Nrirte4 m. majorThetheme)led student tocomponents hisand writesconclusion,explains (plot, an howoriginal character, he used short them point story in ofhis thatview, story. .1. includes all of thetone, setting and 9. He demonstrates his ability to theAfter plot reading and recognizes a novel, thethe studentclimax. summarizes the important incidents in andperceivetechniquesin relationshipsnovels, component usingof The(1) student plot, describes(2) nutting, the (3)following point ofelements view, and of a given novel&examples(4) characterization. of foreshadowing. andliterary interpretation. criticism TheportTheHe student recognizes studentthe theme explains writes andand lists giveawhether paper examplesany explaining aexamples novel of containsthe ithow contains. the author's main technique for main events in a book sup- buildingTheingflict). student to thecreate climax.explains an effective (i.e, how ansuspense, authornovel. uses action, techniques character-analysis, con- of short-story writ- TheThestory student student illustrates recognizes discusses it. thea life central situation theme describedin a novel and explains how the in a book he has read. Thecharacters student determinesand the plot. whetherthe setting or not of a novel containsand its effect on thesymbolism and CRITICI24 interprets any example it contains. 12P-111 Objectives The student analyzes the importance of the arrangement of events in a 1111 Suggested Activities gmam.m...... m.. 1Resources - Notes Interpretation (cont.) theevaluatesnoveland characters thenby listing therearranging effectand the their ofevents the thedevelopment, order rearrangementin the of orderthose and inheon whichconsidersthe reader.novel the authorkeyas ascenes. whole, placed on them lie novelwritesAftertrate as listing anhis a alternate whole.point. the main incident incidents that inthe a authornovel, mightthe student have chosen selects to oneillus- and Ho evaluates the effectiveness of the change on the Theauthor'seventsing student in leadingmind ending writes the toandnature athe differenthis. ending. of the endingcharacters for theinvolved novel andhe hasthe chosen,pattern keep-of He evaluates the effects of both the GivenTherarynovel student asituation. illustrateswork discussesof science it, the andfiction central how thethat theme author deals in mightwitha novel. techniquesapply it to of a mindcontempo- con- Considering how the asGivenoftrol, thea Utopia twothemain worksstudent character.and theof recognizes scienceother that fiction--one the gives techniques an oppositethat thatpictures impression--theinfluence the future the behavior studentworld Thediscusses student(4)(1) government, howwrites each a (5)dealsdictionary work, with and theof (6)vocabularyfollowing leisure elements:termstime. specificfreedom toof athe individual, (2) the family unit, (3) education, word,speechscience-fiction its it plural is. (ifnovel possible), such as Outand ofits the meaning Silent and Planet. tells what part of eINIMMIM He gives the CRITICISM 12P-112 The student demonstrates that he can use thectstailastsuallailism. BEST COPY AVAILABLE 1. He recognizes the Objectives 1 NOTE TO THE TEACHER: Characteristics of News V'iting: Suggested Activitiep 4------hook,fienource! J. N.The Tenculnu 1.1 - Note,' newsdifference and literary between 1. Theinformation purpose is and to interestinform quickly, a wide andappeal varying to the audience. reader's desire for thleu1 Ynrk: the it,,'.., )riuh !-Aht,,,1 invily5L. writing. I Press, 19',9. 2. gatheredThe content by themust reporter. be factual and timely and must be based on facts 'Tanner,1 hvrn.ira R. 3. Theillustratedin structure the lead by presentswhich the invertedalso details includes pyramid in orderwho, (17 what,of ). decreasing why, when, importance where, and It presents the climax landI other.,Menlo lark,ana Collintni., 12.nulish 9, 10, !I, 4. Theexpression;stylesometimes term manual, style how. and usuallybut is mayusually refersalso objective,refer to the loosely journalist simple to techniqueand style concise. shapedor method by aof PublishinqAddison-pleslesi968. to., a. The student clips and mounts three short news stories and draws a (inverted pyramid, regular dia- ,h,..,--c...,A,-Y41 st, kr 1 .,i,-( h '.- b. organized.Thepyramid,gram studentto showrectangle drawshow each aediagramJr combination)story isto organized.show how a particular short story is c. 2.1. ChoosingHeessay writes comparing a newsthe purposestory the styleand of aeach. ofshort the story,two. the student writes a brief 4.3. He compares the structure.content. JOuRNALIai 12Q-113 Journalism Objectives d. 1011-1. The student clips and mounts the leads to five newspaper Sugeested Activities stories. !Conlin,J Resourcer David A. 2. TheHe finds,(3) student where, underlines writes (4) when headlinesand andnumbers (5) for thewhy. the five lead. 11'...t (I) who, (2) what, iand GeorgeNew York:R. Herman. CompositiaModernA. aLrmtr and :can e. Thelocalfor student each(or highlead.writes school) a lead paper for fiveincluding stories the about school events for the 5 Wis. He writes a headline ;Book Co., 1967. gf. GivenTheappropriatefor student eacha list of writes oflead.the facts, above a topic theleads. studentsentence chooses that can the be 5 developedW's and writes into anan essay 2. He recognizes the orderstory. of the news GivenandnarrativeThe explanations,student copies passages, clipsof several a thenews differentitems article, of information,newspapersmounts it, published andthe labelsquotations the the :ime lead,of day,people, the the He notes the descending order of importance. c. at Theseveralstudents students of discuss theexamine more the severalimportant reasons papers fornews the thatstories. differences appeal to inreaders the handling of on the basis majoritytance.ofindifferent their emphasis?) ofreligion, waysthe readers?in race,which nationality,the newspapers or seemoccupation to handle and thediscuss order the of impor (Are any points played up or down because of the beliefs of the Are any details missing? Is there a different JOURNALI34 BEST COPY AVAILABLE 3. He recognizes and writes the follow- Objectives a. Theidentifies student compares the 5 V's a follow-upin the initial article article with theLaid initial determines article. which ones Suggested Activities .11.1 He land.Neuschule, others.Resources Violet - Notes up story. b. were1. logically deleted in the follow-up.thementThe studentgenera and the finds examples a follow-up that support article it. and writes the general state - statement using the examples as pillars supporting the (de cosy draw "roof" from SilverMorristown, Burdett,Contemp.irary,Englisk. New Jersey. 2. identifiescausingroof.If the ( thearticle those roof haselements.to cavea second in.) roof and set of pillars, the student fig ) He shows which pillars may be removed without 1973. Thethe(8)(4) student major progress.prominence, newsclips, values (5)mounts, unusualness,(1) andtimeliness, labels (6) stories (2)conflict, proximity, which (7) illustrate emotions(3) consequence, andeach of 4. He writes sports stories. GivenorTheto cliches studentswrite scrambled aof story (workingsports facts covering writing.aboutalone theaor sports inevent. small event, groups) the studentmake a listuses ofthe jargon facts (He may use jargon or figurative minenceTheinlanguage.) studentthe toorder anything writes of importance. aunusual sports thatstory occurs for the or localto any newspaper, special part giving of thepro- He develops the lead with the 5 V's and relates the facts cularHetameillustrate clips program, plays, from the individualsuchthe use newspaper,as of half-time thestars, following mounts significanceactivities. and features: labels of game,examples comparison of ideas of which team, score or outcome, specta- JulEINALIM coach,background name ofof game,competing cause teams, of victory and weather or defeat, conditions. size of crowd, name of 12Q-115 Objectives Suggested Activities MIMM1m.N.MMIIMM Resource: - C. oneofTheture theofstudent beginningtheteams following writesand withthe a factorswhensportsthe mammaryand storysignificant where leadfollowing of inthe enough which, event, the to invertedin hebe addition includesincluded pyramid to it,whichever the struc-the names MINA. NMII.M.N. ..11111=111.010.1. and others.61lock, Thomas C. lead:(3) Spectacular plays,(4) Comparison of the teams, (5) Individual stars,(1) The score or outcome, (2) Significance of the outcome 1 111;11Pinil12. Series, 9- He writes news Given(6) aWeather news story conditions in scrambled and (7) order Crowd (with and celebrations.the sentences numbered for INew York;Macmillan The Co., 1969. 5. articles. mayagreeHeeasyto benotes details; reference) aswith goodthe the descendingbutas, orderthe heif student shouldnotof orderinbetter thebegives of ready originalthan, importance a sensibleto the defendarticle, original.) (The order his student'sespecially choicesfor the oforderparagraphs. withorder. mayregard not His Theinventinglocal student newspaper thewrites incidents including a news andstory information background whichas it might otherof factsappear than for simplein theathe'school major story.narrative. newspaper, or The(2)(1) student tests his news story with the following DidDoquestions. II haveverify all these the facts?facts with my source? (4)(3) Havefied? I verifiedchecked thethe spellingdates with of theall calendarnames and so are that all Friday names isidenti- (6)(5) SeptemberisIs the the story first26, forwritten paragraph example? in theshort--25 order ofto decreasing30 words? importance? JOURNALISM 12(4,-116 JournaLien BEST COPY AVAILABLE Objectives (7) relegatedIf there toare the too second many 5and Ws evenor M'sthird for paragraphs? one paragraph, are they Suggested Activities I Polluch,Herourcer Thomar t. 17ty.4 (8) both,Are the if firstpossible? five or six words specific, interest-arousing, or 1 I and otherg. The Art of (11)(10) (9) DoDoesIf all appropriate,the paragraphs lead merge isfollow smoothlythe leadone anotherwithwritten the in infirst logicala novelty paragraph order, fashion? ofeach the one body? MacmillanNew Co., YorkYoCommunicating. 1' (13)(12) AretendingDoes the each paragraphsin smoothlyparagraph short? withbegin the with one a preceding?significant or interesting fact in (15)(14) sentenceinteresting,Is theall storyeditorializingbe t.ohtenedspecific concise! words?by avoided? changing a sentence to a dependent clause, Can any words be eliminated or can any (17)(16) Havea Aredependent Ithere obtained anyclause unnecessarya direct to a phrase,quote details? or a two,phrase when to possible,a word? to add varlet) (19)(18) andIs interest the vocabularystory to writtenthe story?simple interestingly, and specific? full of WOW, or is it merely a (21)(20) Arestraight, there stylemisspelled rather errors? dull words recital or grammatical of facts. errors? (24)(23)(22) WouldAreIs the sentencesI bestory willing clear short to in andhave one clear? thereading. story appear under my name: JOUR:kW:4 121:417 I

Objectives I ow....MIIM111 Suggested Activities Neourco Nqtes 6. He writes the feature story. a.b. GiventureThesubjects studentstory. a list tor discusses of a subjects,feature the story differencesthe studentand states betweenchecks why. thethe onesnews thatstory would and thebe goodfea-; The student clips and mounts three feature stories and answer the ques- I Lions:(1) answersWhereWhat devicedoes to the does introduction5 theW's writerof end?use to capture interest immediately. lead? Does the introduction contain any (3)(2) Whatitto have?theis thestory centralpurpose as a whole?purposeof paragraph of paragraph 2? 3? Are there any sentences which do not seem to belong? How does that paragraph relate What organization does (5)(4) AndparagraphWhat what principle repetition of organization is found in isthe used concluding in paragraph paragraph? 4? tied to the preceding paragraph? How is the To what willThestory student depend interests, writesupon his informs,a featuresubject and storyand entertains his on purposedone ofthe the reader. followingprevious topics.paragraph does it relate? (His organization His 4 A(1) (4)* (2)4 (3) ToolsTheAnA afterpersonality openingof the school tradeof a profile jobnew radio (deals or TVwith studio more than outward appearance) AL(6) (8)(7)(5) ChangingAnniversaryPersonal(Teacher-made careers accomplishment (caste: topics) -, Christmas, birthday, etc.) JOUHNALISM 12Q-118 4 BEST COPY AVAILABLE 7. He writes a lea- Objectives 1 'a. The students arrange to have one of the beat local reporters to conduct Suggested Activities ncrource!. - 11tes ontechniquesture followingan interviewstory basedforcorrect b. Studentstechniques.an interview may beforetake notes the classduring in the order interview to demonstrate and write good a brief interviewing interview interviewforinterviewing writing feature. the and a.* interestThestoryin studentsthe for community. arediagnostic notdiscuss adaptable purposes.the businesses, to the community. jobs and careers that are available Discuss the various career interests of students whose ed. Example: anThe (1)interview. student chooses a person representing his careerThe interest judge of and juvenile plans court (4)(5)(3)(2) AThe coachteacher directoroldest at (oneadoctor rivalof who the schoolis city retiring) youth center (7)(8)(6) ThePresidenttechniquesA salesman mayor of who a localrecently department was promoted store because of his universal sales e. telephoneforIn(9) planningthe interviewer.or bythe letter. interview, the student makes an appointmentand others either by He arranges a time and place that are convenient sia 6.1.s f2Q-119 Journalism Objectives Suggested ActivitieF f aboutIn preparing the person for to the be interview,interviewed: the student his position, his accomplishments, !earns ii' much ai possible - . . 'V - - -__ Besourc! - %qte _ - - - - _ - . abouthis opinions,the job the his person likes holds.and dislikes, He considers the following questions: etc. He learns as much as possible' 1 4.2.3.1. WhatAreAreAbout there exactlythese how any jobsmany does changes inpeople the an workercoming?expanding work indo? this field? career area' 8.7.6.5. WhatIsDoes itis the satisfying?challenging?unusual worker about have theto workoccupation? closely with others? Why? Why? 12.11.10. 9. What are theHowDoes special doesmuch he heeducationhave qualifications go toabout have or getting traininga license for thisthe does of job?kind any kind? a beginner need? of job? 15.14.13. DoesAreWhatrequired? theretheare job therelated affectadvancement occupations personal opportunities? life? in which many of the samejokills are noofprovokingIn questionslocal preparing interest, questions. as for much the(3) as interview, avoidspossible, embarrising (5) asks questions He (1) asks timely questions, (2) asks questions the student draws up a list of thought questions, (4) avoids yes and that will bring out Theimportantofthe studentthe desired page questions.conducts ofinformation a small the notebook interview.and (6) writes key so that he will not forget to ask words of questions at the top viewintervieweeselfto pronouncepromptly, by stating feel correctly(5) clearly thatHe is he thefriendly hisis interviewee'sinterested own name and purpose, (4) He begins the inter and courteous and tries to make the(1) He is on time,in (2) him He as knows well howas inname, what (3)he has He introduces him- JOURNALISM willtothe say,allow interviewee's (6) the He interviewee avoids facial interrupting expressions, mannerisms, and gestures, to do most of the talking, (7) He observes the interviewee and asks questions that I2Q-120 .41 ------,--- BEST COPY 0O711111...1.1110.11.1ww.... aajectives 4 (8) He takes notes and has them verified before leaving, and (9) He Suugerated Activities MAW ReSre.rres %tote Ii. andnotesThethanks studentavoids carefully, the the writesperson obvious (2) thefor He interview.and theincludes suchinterview. sterotype only interesting information pertinent as favorite material foods, 111 (1) Ur selects and evaluates his .- tancecolors, (usually ry actors, the dominant etc., (3) impression He follows the the interviewee order of decreasingleft will beimpor- a 1 butgoodtive, a beginning),background, (5) He bridges (4)descriptive, He the may gap begin betweenor somewith theothera direct lead novelty andor indirectthe lead first is quotation moreparagraph effec3 ra ofviews includeintervieweethe body,have questions no(6) andset He the pattern supportsthat originality he since aske0his lend they duringof theindepend thetheinterviewer.), bodyinterview,on the of individualitythe (fl)(7)story He (Inter-avoidsdoes of notthei any reference to himself, (9) He weaves characteristic expressions, manner -j . Cr, goodandcribessuchisms tohumor asorpersonality.suggest laughed,gestures and servethe smiled,intoattitude as thetransitional chuckled, story.or personality He roared, devices.avoids of helpparagraphs the tointerviewee. convey in whicha person's he des- (10) Ile uses synonyms for said to avoid monotony Synonyms 8. He writes editori- als. a. theThe fourstudent types clips of editorials.from the newspaper and mounts an example of each of (1) Editorial of interpretation, b. Theorthe (2)tribute, student content. Editorial (4)labels Editorial of eachcriticism, editorial of entertainment. (3) andEditorial writes ofa one-sentenceappreciation, summary commendationi of JOURNALISM 12Q1-121 Objectives Suggested Activities ResourceF - Nr)tru ...WEN ...VI .1=1. A= .0m I c. The student analyzes each editorial using the following checklist: 4111111 (3)(1)(4)(2) DoesAreDoes the it it formhave reflectmake anda thepurpose stylethe reader writer's appropriateand think? does originality it toaccomplish the content and thatingenuity? and purpose? purpose': (8)(7)(6)(5) DoesIs theittne give dictationwritereditorial evidence clear, exact,reflect ofvigorous, accuratenot clear, ambiguous? direct, knowledge?logical and thinking? simple? (11)(10) (9) DoesAresales theitthe letter? sound openingparagraphs sincere? sentences comparatively employ theshort? principles used in any good (14)(13)(12) He writes a brief discussion of each editorial commentingDoesisIs the thethe editorial on subjecteditorial how well matterbrief makeor andofits significance? pointed?point without preaching? Pd. student,Thehow studentpoorly the the writesschool, editorial an or editorial the conforms community. on toa matterthe checklist. that has significance to the (2)(1) ThatmoreThe policemessymoney. cafeteriaforce would be more effective if the policemen received (3)(5)(4) WhatTheNo spirit minorityis education2 here-- rules - because the majority fails to vote. JOIWALISM (7) sonrk4rch who of has Dimes thersreceived (Makes significant by using help.) local example of a per- 12Q-122 BEST Iva Mora all Journalism Objectives The student writes .11111. human interest stories. Suggested Activities Resource:. - 9. He writes stories. The student writescovers columns.speeches and writes speech stories. 10. He demonstrates thecopy ability read. to correctGiven a thecopy errors. of a draft story, the student uses copy reading symtals to b.a.Suggested broad activities: The studentsclass helps volunteer to prepare to work an issueon local of thenewspaper. school paper. characters,tionstheIn spotreading by writingand or areport novel,situations. editorials, action drama, through etc.,features, studentsnews etc. stories. pretend they They draw They arecartoonscomment reporters on depicting situp- on

JOURNALIV. 12Q-123 R.Career Concept: The Research Paper: In writing the research paper, the student Career development requires a. continuous and sequential series of its worth, organize it lexically, and present it in n properly demonstrates his ability to locate material, evaluate preparations. documented form. 1. He uses the library facilities Objectives NOTE TO THE TEACHER: vfously; therefore, the special research paper unit (Practical research techniques have Suggested Activities is intendedbeen primarilytaught pre- .Warriner,Resource! JohnEnglish L. Grammar et. al.*CltPN to v!o research. a. Theresearch.for student the college-bound explores the student.)library to locate the tools and facilities for ;Dallas:iHarcourt,I and Composition 1965. Brace Ai II. CardReader'sDewey Catalog Decimal Guide Classification educational, financial) ReferenceAlmanacsRecordings books Micro-1PictureFilmstrips ishe file I Conlin, Davidpp. and457-472. °b. Giventhe class.studenta list ofsearches career to"problems" find "solutions" that require (Occupational, which he will later share with his v.:e of the major tools Herman,American GeorgeComposition ModernBook H.Co. Grammar Example: Theimmediate services use. rendered by the U.S. Employment The U.S. Dept. of Labor is lost among the Security Office are ashelves. Rescue it for Tanner,Dallas: Bernard 1967.pp. 247-294. R. mystery.ownThe questionsstudent prepares about careers a library or "career scavenger Solve itl workers: hunt" by submitting his MenloAddison-Wesley P1-ir41EnglishPublishing Calif. II. Co. (4)(3)(2)(1) WhereWhat Incanisdoes which anone aoptometrist? mud-engineer learnstates to can be chiropractorsado? chiropractor? not get a license to practice? Boggs, W. Authur1970. pp. 85-88. Career Point to Stress: Therelated location, to many organization, occupational and fields. 'valuation of materials are directly Feb., 1958.English"The Research Journal.Con and Paper: Pro." RE3EARTH 12R-124 RFST COPY AMIABLE Research Objectives Suggested Activities I Rerource Note, 2. He follows direc- tions and observes Thethesisplan student of statements, work, uses diagrams a personalized note ofand research bibliography "progress areas packet"cards,and library andincluding ti tools, dated a exampleschecksequential list of to ....1.11.- :uopke, William 1...ted.)Careerf,The Encyclopedia and of writinga researchtime theschedule paper. in keepization". his on progress co-ordinated with that of the large "working organ- 'DoubledayI & Company,Vol.Vocational 11. Guidance 1967 Thediagramed student (onuses the a functionalfollowing page)."research reference center" similar to that i Chicago, 111.Inc. 1967. t 4P 'Career Point to Stress: Rules, regulations, policies, and procedures affect all careers.

RE3BARCH 12R-125 ...... 111. BEST COPY AVAILABLE C A PILGRIMS 'THROUGH RESEARCH ithica A NO _ I) 04 thg PROMDEAD END 1 I 1144<-1. Itests .eSearJt stirterice ./) VIAGIARISK DEAD END putilneIne1-sootriott'`.. ?arc. IntroductionConcliwort DEAD ENID tibliogreqhti (lenience Error's THE SHADOW VALLEY OF T 131.E "1 (....2.000-,txC models eveyeric:Q DSVLAY Mai el. a' r --....1 S, The student writes a research paper. BEST COPY MARE preparation. Career Concept: Objectives All careers require special preparation and Suggested Activities planniu facilitates this ...... now+111 Resource. - ntes 1. He locates sources' NOTE aof topicsvariety information suitable of on walaa.awra Todocumented techniquespurpose,TUE TEACHER: andpaper of the citing as writer's they and (The student recognizes the pertaincrediting to theauthoritativeresponsibility. intended reader, The student uses thedistinctive qualities of opinion in a formal, the writer's basic the,Kierzeh, John M. I Book Theandof English.Gibson,MacmillanThe Walker. CompanyMacmillan Hand- for research. Thedocuments.'infollowing studentthe library paper. usestopics. andthe makescard a catalog, Reader',list ofGuide, availabe and ources for each of the other references 1 New York:Brier, Harryand N. Associates. 19&5. 'The costUniteddisadvantages ofsion. college States, technical ofBeauty junior culture, college, training opportunities,the merchant marine,Employment Security, labor the modeling profes-advantages and unions in the K-12LocalDevelopment Guide Curriculum. for into Career mationTheeach studentin topic,concerningwhich records hethe meets studenteach in thereference.correct standard writes a priecis,at least bibliographicalcriteria for this form type the ofnecessary After reading a two-page one-half page in length, writing. reference for infor- GuidanceMunson,for Teachers HaroldActivities ofL. The(I) students prepare a class Bringlove, to friendship, class quotations freedom. bulletin board as follows:from famous persons about such topics as ScienceRecorderAssociates, Research English.No. Inc, 5-134 (3)(2) MakeArrangeand placardsthe authorthe placardson arewhich printed. underthe thequotation, appropriate the titlecaptions. of the selection, 1965. 'Career Point to Stress: Documentation of facts are essential for all research workers. 6 RE3BARCH f 12S-127 Objectivesheaearcll Suggested Activities Neriource! Nr)t es 2. He limits topics consideration.to allow scholarly The students(General) discuss the procedure for limiting topics outlined (S ecific) below: TooAutomation broad StillEffects too ofbroadmation auto- TheRecentNarrow career jobenou3h problems to begin of Oliver loss from automation OliverIncomes Goldsmith WagesOliver compared Goldsmith'ssalariesfailures to Wages comparedtionGoldsmith to offering salaries career by occupa- preparation Givenguishes a scrambled between thelist general of broad and and specific. narrow topics, the student distin- CN1 GS - (4)(2) TheShaw's novel humor (1)(3) Books Poetry GS S- -(7)(6)(5) (9) Byron'sMy John definition Glenn's deathlife ofFlight poetry (8) Astronauts G The-(10)research. students George discussBernard theShaw suitability of the above topics as subjects for RESEARCH 12-12g LI.ArCt.06c4.+ Research Suggested Activities BEST COPY MARE Resources - Notes 3. He selects and forlimits research. a topic 4111. aftergivingNOM1st, TO library 2nd,timeTUACULR: andfor search 3rd consideration,(Give choices. has the begun. students ask studentsa list of to suitable indicate broad on a 4x6topits. (ard !heir Permit changes in topics for about three days Ls:ample: Charles Dickens Characters, After IdsidlauBrewton,.-ion of paint] JpihnBrothers, Double-day goodI, A Divs-and toff ei.ol. - a.Winston Churchill, Labor Problems in 1..n91and.) To limit the topic and charge with purpose, the student -- Atlanta,Company,pp. (woroia:Ins 1914 . 1 31+ -1 r;(,- (1) Writes on the 4x6 card under his final"My purposechoice is to show that as a topic, (Charles Dickens' characters) .fl Result: (2) Fills in the broad topic dhoice andMygeneral thethen purpose author's writes topic is thethattoown show fact opinion.has thataboutimpressed some the Charleshim most, Dickens' Characters express run,NOTE: jots(The questionsteacher, anticipatingunder the statement the directions thatTeacher's students' questions: Which characters? and returns the following day: What opinions? Opinions aboutinterest will Students answers: SocialChildren,what? pr blems, poverty. Why': oung ones. About roman suffering. B cause of poverty.) 112 b. studentcharactersDickens,After the draws whosentence in sufferedahis line novelsis through written:from to poverty drawthe "starter".attention in his childhook,to social problems,"created youthful "(My purpose is to show that) Charles (Result: Charles Dickens, the c. Thewhoentire "umbrella"suffered...,student research refines which ") project musthis "thesis coverunder the itstatement" entire research and subsequently project.) builds (Note: The t'tsis sentence is an his RESEARCH 12.S-129 EsatArchL... 4. He determines whether there communityNOTE TO TEACHER: survey to determine prmary (A review of reading skills would be beneficial here. Suggested Activities research sources could precede re- A Resources - Notes WWW.O/PIMMOMMIPMEIWwW available.sourceis sufficient material la search unit.) The student compiles a working bibliography of available sources from-- heading of boobs, officespersons,skimmingconsultingdisplays, andsub.iectinterviews, thevisitingservices. card headings catalog,chambers in skimmingReader'sof commerce, chapter listing museums, civic centers, public Guidc, surveying resource state officers, federal b. pursuesThe(Note: student a particular finds at least five Once the topic is decided, the student topic. rich sources of information before he must feel obligated to c. The student pursueformulates his chosena preliminary subject even though problems will arise.) outline, wIlich will become the finished(1) The "skeleton"student asks: of the paper, as follows: What about as(topic) main outline headings. -do I expecthave to Ilearn? learned? (3)(2) The student writes his answers:answers "Winston Churchill'sasks, "What hobbies," about Churchill's usinghobbies the havegeneral I learned? topicI thehave student learned what they were (I) (4) The student uses the same procedure to add whathis attitude hethey said did towardabet for themhim them (II) sub-topics and details. (III) (IV) RESEARCH 12S-130 BEST COPY AVAILABLE Research Objectives Suggested Activities --I Resources - Notem 5. He takes complete NOTE TO THE TEACHER: (Note-taking procedures are reviewed here.) I ofandreadings, investigations, accurate and notes a. AlsoStudents on these paraphrase cards, usablehe places material the call on onlynumber one or side location of x6 of note the cards.source, date c. publication i andcards.sources bibliography on note aoutlinedatepage similar ofnumber thisperiodicals, manner. (s),information volume and no.develops.)a "slug" author, (key title, phrase publisher, telling what part of the Personal interviews must be noted in 1 . materialThephrasinghe studentmay wantmay here. quotes beto paraphraseduse directly verbatum. later,on the but'ards students the exact must words realize which that he to save The sign of direct quotations are quotation marks. Note: (Review quoting directly and para- thinks This onenumbertimebibliographythe card manycode or is letterpagesnumber written entries of infor readingfromthe each can lowerthe card,canbe same right obtainedbe since source.paraphrased corner thefrom informationcan the onsave bibliographyfew time note for when cards.footnotes morecard. than and It is necessary to repeat only A code call no. Author Title slug slug slug Paraphrase or t)(Bibliography card catalog full documentary information.)quotation fAis 10g) p. 19 p. 28 (3) RESEARCH 125-131 Research Note cards Objectives c. Students punch holes in cards and insert rings for security and easy Suggested Activitiep ---] Resource!' - Joni en (cont.) d. mechanicsThemanipulation.footnotes student and writesand procedure bibliography. on bibliography for documentation cards alland informationdiscuss plagiarism. needed for the Note to teacher: Review and reinforce 4 call Author no. Title publicationdate, publisher, pages place of (article} ode number 6. He refines his out- a. logicalline, checking order of for Thetion student to parallelism reviews sentenceand balan,,le. and topic outlines, paying special 4en- tencyism,content, andof form.consis-parallel- Thepunctuatingthat student his paper arrangesoutlines.reviews will the thetake. standardtopics of methods his outline of numbering, to determine lettering, the direction and REST COPY AVAIMBIE Objective, Suggested Activities .11 !Resources . Notes 1111 111414111.111 .111111.7 7. He organizes the material collected : a. outlineThe student as afinds guide, a large,he first stacks all cards according secluded place to work. OEN, ow. Awiwol Usinq the stack 41111!. to byoutline.arranging cardssorting with andnote the mainthedevelopsto outlinedetermine cards the headings.to mainthatcorrespond idea each contains information in the outline.Heto then the checksplanned cards order of each Finally, he arranges that supportsthat or the outline ! (Note: indicates. Cardsbeing may marked be replaced and put on last.) the ring with bibliography cards b. The student pays special attention to the material thesisdesignated 1 I CC controllingstatement,fordiscoveries, the introduction, andidea. generalizations,the Theconclusion, conclusion which includes is a restatement anwhich is an expansion of the from the student's research inferences, and strong summariz-$ account of experi-of the i c. Usingingtoences. assertionsstrengthen the above resultingweakprocedure, areas. the student detects and researches; RESEkRCH 125-133 1111111111MIEWLIN.11.11 ...... wiagaf...1...... 0111110 Suggested Activities Resource Notes 8. He writes a roughdraft of his paper a. writinggraphingThehere student as his inneeded.) usesroughexpository what draft. he writing, has learned and appropriateabout sentence mechanical construction, devices parer- when (A review of punctuation and usage in indicated: ! WhenstatesThetopics weakthesis theoutlined spots purposesentence in through content of is the expanded further arepaper observed, andintoresearch. indicates an theintroductory student the direction reinforces paragraph of theitswhich Theextent?thebodydevelopment. outline useof theof is transitionalpaper. used as a guidedevices for that the refersequence to theof paragraphspreceding paragraphin the as etc.) (Ask and answer the questione,Why? These paragraphs should be "bridged" together with How? When? To what Winstonfollows: Churchill's hobbies key Introductory paragraph (another hobby which)next paragraph ryet another hobby:: (finally, the hobby 4- Churchill's (hobbies onConcluding the whole) paragraph BEST COPY MAMIE Objectives d. The student gives special attention to the followinq: Suggested Activities --I ResourceF - Notes ;andihierzek, Walker John Gibson. M. (2)(I) Thesingle-spacedspacedLong ellipsis and and short enclosed(..., and quotations, ....)indented.) with indicating quotation (Usually thatmarks. Fever something than 5 lineshas been are Five lines or more are double-omitted *1 The HacmillanImi11an NewCo.,iHandbook York: 1965. The of Mac- Inglish. (3) thethatDocumentation: body an explanationof the paper. note or a source of materialThe superscript is a number or another marking which is located outside indicates 1pp. 149-201. (4) explanationter, Plagiarismor at maythe beend at of the the bottom paper. of the page, at theThe end footnote is the explanation of the material (unauthorized use of another author's material). cited. of a chap- The 9. He ret.ognizes anduses special toGiven determine the following the significance list of abbreviations, of each in regard the studentsto reporting use dictionariesresearch: writtenabbreviations research. in et.op.loc.ibid. al.cit. cit. p.etc.ed.f. or or pp. ff. vol.sic. or vols. RESEARCH 125.435 VD. The student re- Objectives a. After the student hoe written the rough draft of his paper, he carefully 111.1.011 Suggested Activities - OW000 Attention should --I Aamot,Resources PaulComposition - Notes Check- research paper.vises his b. Theberevises given student histo bothusescomposition contenta check-list beforeand form. of making common the errors final to copy. make needed corrections 'Composition! Denson, Aids, Minn,list 500,, sentencedanglingchoppycomma fault, orfragment modifiers awkward splice sentences rook, 1.HighThe N. TeachingSchool English, of errorstenselackfaulty shift ofin parallelismword agreementcase order NewRonald York. Press, The student exchangesrewrites sentenceshis rough todraft improve with clarityanother andtofaulty checkvariety. reference punctuation of pronouns . Theand student capitalization uses a model errors. manuscript for to type or write his final copy.

RESEARCH 12S-l3G Research BEST COPT AMIIABIE Objectives Suggested Activities I I 1 I 11. .10 7.1.111 410110.1, Resources - Nertes .11 111.111.11117711. MaNt-,. I Guth, Hans P. and 11. He prepares a bibliography. NOTE TO THE TEACHER: notecards cards in anwhen alphabetized he began the column rough simulating draft of hima bibliography. paper. The student separated his bibliography cards from He now lays the Subsequently,. i Schuster, EdgarAmerican H. History keptauthority.the accurateentries caninformation be copied on according bibliography to specifications cards as research of the progressed. chosen Students will understand at this point the value of having I Webster TodayDivision materialsThe student and listsprimary all sources sources such (ideally as interviews) including accordinga variety toof thelibrary I McGraw-HillPP.Dallas: 354-358. 1970. Book Co. la Thespecifications student checks of the to authoritydetermine agreedthat his upon. bibliography contains only Polluck, ThomasOur English (lark et. al. spacingThesources student of that his proofreads werebibliography. actually to correct cited errorsin the infootnotes punctuation, of indentation and his paper. TheNew Macmillan York: Co. Language. 1961.

RESEARCH 125-137 12. He arranges the Objectives ' NOTE TO THE TEACHER: Using large posters or an overhead :rojector and trans- JohnResources NellieBuilding, et.- Notes 1. Better 411.1 its finalcompleted form.research paper in acceptableareparencies, to be observedmeansreview of with correcting students errors. including spacing, indentions, the details of the manuscript numbering of pages, and forms that NowPublishers.Harper Yorks andFgliah, Row 2. 1965. modelsThe student(1) provided. arranges the parts Title page The following order is customary: of his completed paper according to ModernConlin,Herman, Grammar David George A.and R.and (3)(2) BodyStatement (includes of thesis all charts and outline page andillustrations) Smosition.L.Dallas: American Book Co. 1967. Whether(4) to placeual chwice. the completed paper Bibliography in a binder is a matter of individ-

RESEARCH 125 -138 Objectives Suggested Activities BEST COPY AVAILABLE 'Resources N')t, 23. He proofreads the NOTE TO TEACHER: The student is responsibleAIN for the content NIENEMNINNENEMEN, aim MENNEN& and finished paper. a.form of the final paper. Theing student errors views in typing models or illustrating minor slips in acceptable mechanics.ways of correct b. Asentire (1)the student research submits experience his finished in view paper,of the Am I proud of this finished product? followinghe questions:reflects upon the (3) (2) motion?Does(theIf thisthis finished paperpiece representpaper)of work constitute were my besta requirement effort?a recommendation of my job, would it for a pro- NOTEdrafts TO TEACHER:be submitted with the finished paper. Many teachers require that note cards and rough RESEARCH 12E-139 Objectives .A.NNINI Suggested Activities dResource P - Notes I J. N. HookThe Teaching of NOTEprinciples TO THE correctlyTEACHER: is The followinginserted section at on this point related directly to the for the usingteacher grammatical to NewThe York:Ronald HighPress School English, 2nd ed. 1959. writinguse diagnostically. that the student does. The grammar should be than are provided here, If the teacher finds thatrefer the to the Wolfe, Don CreativeN. Ways To studentofpreceding sources needs guidecan more be and activitiesfound the intextbook. the books listed at the Excellent activities and right. lista TheNew(pages Odyssey York, 141-237). Teach N.Y.:Press English. 1966 Inc.`' TheN.C.T.E.Arts English in (Thethe Language SecondaryCommissionEnglish Curriculum) on the Crofts,AppletonSchool. Inc. - CenturyNew York: - 1956. BEST COPY CareerT. Concept: ObjectivesThe student uses grammatical principles Education and individual potential correctly in written language. Suggested Activitiesinteract to Influence career develo AVAILABLE ent. Resources - Notes I. He uses nouns andcorrectly. pronouns Example:a. The student recognizes the kinds (2)(1) abstractcommon and and proper concrete and classes of nouns; Tanner, BernardEnglish R. II. et al. .. c. The student recognizessubstitutes person a pronoun case, for the nouns in givenand sentences.number of personal pronouns. Addison-WesleyMenloPublishing Park, Co.tali!.1970. Example:d. After John and his father had Theantecedent student findsof each personal pronoun in a given group (and compound personal) pronouns and the sanded the table, they refinished it. of sentencev: Schuster,Guth, Hans Edgar Today.P.American and H. English . TheThe student student lists lists the the indefinite demonstrative pronouns. pronouns and demonstrates that he WebsterMcGraw-Hill Division/ Book Co. knowsThetences. studentthey refer recognizes to a definite interrogative person, pronounsplace, or in a given group of sen- thing, by writing sen- Polluck, ThomasDallas: Clark 1970. et. al. . tences, used to relate a clause to some other The MacmillanOur Co.English Language. wordThe student(Toin thereinforce sentencerecognizes - giveare the relativestudents pronouns pronounsa group of sentences in a given group of sentences. containing all kinds NewTanner, York: Bernard H. 1961. pronounof pronouns. is.) Have students list the pronouns and tell what kind each English 9.MenloPublishingAddison-Wesley Park, Co. Calif. et. al. GRAN:IA?. 12T-141 Objectives 01110=010 Suggested Activities -j Hesourcef - Warriner, John E. %Ae.. 2. He uses verbs correctly. A. The student recognizes the(aj fivetense governing .11(b) person (c) number properties of verbs. voice, students writes the (d) mood (e) voice. Harcourt,andEnglish Brace Composition 10. G:IMm:I. r GivenGiverstheverb student ainsentences group the passiverewritesof withsentences voice thethe verb sentencewith in the the replacingverb active and (or vice-versa). the underlinedits modifierswords with underlined, a Dallas:and World Inc. 1965. Theasingle givenstudent verbgroup differentiates that of sentences.has the samebetween meaning. transitive and intransitive verbs in UsinWBrewton, Good John Publishers,English.Laidlaw 1.. Brothers et. Lb. ThevoiceGiven student andselected verbs writes sentences,in thesentences passive the using studentvoice. the recognizes verbsfollowing in the forms: active (1) transitive JohnDallas: MellicThe New Building, 1966. et. al. OZ Givenverb,of the a(2) listverb. intransitive of sentences, verb, the and student (3) linking verb. underlines the progressive forms NewPublishers.arper York: and RowBetter English. 1965. Given a list of sentences, the student tells underlines emphatic forms. the tense of each verb: Pollock, Thomas C. et. al. fect(a) present,tenses, and(b) (f)historical progressive present, forms (c) in past,chosen (d) future, (e) all sentences.per- TheSeriesNew Macmillan York: II. Co.English 1964. GRAMMAR 121-142 G Objectives Suggested Activitie^ ww --I HesourceF - Notes 3. He recognizes the mood of the verb. a. Givenit is a inlist the of indicative, sentences, subjunctive,the student or writes the verb and tellsimperative whether mood. itiarriner,1 John L. ymlish Grammar et. al. b. The student lists the uses of each mood. * 1 WorldHarcourt,New York: Brace and1958. Composition. and Inc. 4. He uses verbals correctly. The student recognizes verbals in written material. hull, Dun M. and asTheThe (1) student student participal, underlines writes sentences verbals thatin given contain sentences (2) gerund or (3) infinitive. each of the following kinds and labels each verbal (3) infinitive of 1..njoyingEnolisHDivisionJosieL. W. Lewis 10.Singer of random Co. - ofThephrase.phrases: verbals. student explains orally how the sentences were (1) participal phrase, (2) gerund phrase, and improved with the use Dallas, Texas:House Inc.1966. 5. He recognizes the parts of speech. a. theGiven following: sentences with underlined words, the (1) Noun, (2) Verb, (3) Adjective, students label each as one (4) Adverb, (5) Pre- of Tanner, BernardEnglish R. 8. et. al. Theposition,serve student as (6)many prepares Conjunction, parts aof poster (7) or Pronoun, chart and speech. showing that the same word may (8) Interjection. MenloAddison-WesleyPublishing Park, Calif.Co.1970. Objectives Suggested Activities IRemource! - %AP. 6. Re recognizes and sentences.uses parts of the : a. Givenpredicate. selected sentences, the student names label the following sentence partsl.The L. W. Sinnerthe complete subject and 1.njoying LewisInilut2 Joire. 9. lion M. and Cu. 1 b. Given(1) selecteddirect object, sentences, (2) objectivethe students complement, (3) indirect object, illouse;Division Inc. HI Random 1 and(I,) (7) subjectivenominative complement,absolute. (5) object of preposition, (b) appositive, j Uallas: and compound-complex 1 Thesentencesin studentwritten in recognizes materialwritten materialchosen simple,adjective by chosen compound,the clauses, teacher. by thecomplex, adverb teacher. clauses and noun clauses Warriner,Composition. JohnLnglish L. Grammar and et. . Thefollowing: student writes sentences that contain nouns (1) subject, (2) direct object, (3) indirect object, used as each of the WorldHarcourt,Dallas: Inc. Brace h 196,',. . The(4)(1) student subject independent writes complement, orsentences principal, and using(5) (2)appositive. the dependent or following types of clause: subordinate Thelative student forms writes of adverbssentencescompound, and usingcomplex adjectives. correctly and the compound-complex sentences. comparative and super- Theeach studentphrase. recognizeswrites sentences errors usingin the prepositional use of nouns, pronouns, phrases and underlines adjectives, shipsTheadverbs, student between and recognizes verbsclause in and written sentence parallel material. fragments,structure run-on sentences, in written material. relation- GRAFEAR BEST COPY AVAIABLI At. firammar Objectives 41= Sugges.ed Activities. - . -.. es- Hirpource Ps- andThephrase,(3) sentencestudent compound-complex an writesinfinitiveelements: a paragraph sentence,phrase, usingand inCluding an the independent following a perticipal clause.kinds phrase, of a gerund (l) compound sentence, (2) tomplex sentence, ntrnces Thegrammatical(1) student Transitive writes forms. verb, a paragraph (2) Intransitive in which heverb, uses (3) correctly Linking theverb, following !le underlines and identifies each form that he uses, (Ii) Subject,} phrases.(8)lative(5) Direct form object, of an adjective(6) Indirect or adverbobject, andAppositive, (7) (11) Subjective at least(9) Comparativecomplement, two prepositional form of an adjective or adverb, (10) Supe 'Career Point to Stress: byCorrect a prospective grammatical employer. usage in writing may be the only means of evaluation

GaPJVAR 12T-14': SPECIAL COURSES RESOURCES SUPPIEMTARY CAREER ACTIVITIES LAGNIAPPE ! A. ObjectivesthatThe studentrecur studies classical and Nordic mythology to understand the allusions, themes and motifs in Occidental literature. Suggested Activities --] Resources - Notes 1. events.charactersHe identifies and b.a. Thethe student Greek view.identifies the majorvarious Greek creation and Roman theories, gods andespecially !Heroes,1 Myths.Monsters he Greek Gods,Spoken and Arts, godsJasonAftergoddesses. in readingand the the lives selectionsArgonauts, of men. suchthe studentIrliTheTtheas The Iliad, The 04yesly, influence and of the ANew 10601.Inc.,Treasur Rochelle, 310 North N.Y. Ave.. of Greek t. He identifies and interprets . Thelegends, student Robin identifies Hood stories, the characters the Oriental and events legends, in theand Arthurianthe Wonder !lithoILORS Warren ogy.Records, 3 St.vol. Inc. literarylegends. . myths.The student uses the legends and myths to interpret allusions, TheN.Y.C. Twelve 10007. Labors of . Thethemes, student and compares motifs whichor contrasts continually a Nordic recur myth in occidentalor an Arthurian literature. Records,Adventures.Seraairihd Inc. CaedmonOther-- 505 . legend with the modern treatment of well-known myths. Homer:The8th Ave. IliadN.Y.C. and 100lb. lyingThe student myths inidentifies literature. modern critics' tendencies to find under- N.Y.Ave.Arts,the NewOdyssey. Inc. Rochelle, 310 Spoker. Nom 10801. Rochelle,310SpokenThe NorthFables Arta, N.Y.Ave. of Inc. Aesop10801.New lallom Aesop, MYTHOLOGY 13A-1 Objectives Suggested Activities -] Resources - Nnteb Mythology(cont.) Additional1. Activities Read classical myths and legends either from Bulfinch's .1 tholo or Romanfrom Edith and GreekHamilton's gods andMythology. goddesses.) (Be sure yo;77griTat y the major 'Arabian Nights.Stories from the . ofRead the and gods discuss in the in lives group of participation men. The Odyssey. Analyze the role I New Rochelle,Spoken10801.310 N.Y. North Arts, Ave., Inc., 14.3. ListView ways the in filmswhich onthe The Greek Odyssey gods andsometimes discuss. behaved like mortals. Evslin, Bernard, Books 6.5. ViewDiscuss the filmstripsthe effects on of Greek oracles mythology. and prophets in the Afterwards within group lives of humans. NewHoopes.BookDorothy York. Services Evslin and Ned Scholastic Greekembodimentdiscussion,Choose mythology one of listof religion differsthe points Greek fromin which godsancient that proveor of goddessescultures. earlierthis statement: forcultures. an Also point out how in-depth study The myth is the HoughtonWordsAsimou,Boston, from Issaac. Mifflin;1961 the Myths ofEitheretc.which mythology includesin group to howcreationdiscussion he originated, as orpresented in writing, what in human the compare Bible.characteristics(This may constitute either an oral or written creation theories report.) he had, NewThomasBulfinch'sBulfinch, York. Y. Crowell: ThomasMythology List similarities and differences between heroes of today and Greek fi Potter, RobertMyths R. and Folk Tales 10.11. Read Participate and discuss in areadings large group, of Arthurian in-depthheroes, legend. study asking of the yourself term if we revere the same types of people. "chivalry" Graves,Globe,Around 19-3.the Robert World MYTHOLOGY andsentation.readings,Wordinate its importance collect your efforts topictures, Arthurian into shields, alegends. well-structured armor , coat of arm, etc. Besides doing outside large group pre- Tial:Greek Gods and Heroes 13A-2 Objectives Suggested Activities BEST COPY AV AIIME Resources - Notes Mythology(cont.) 13.12. Stuck/Arthur'sCompare the timein namee oral with ofdiscussion thethe conceptconstellations or ofin lovewriting andtoday. theirthe concept relationship of love to in 'WA'Grant, of Michael.theand Greeks ism-- row 14. Readmythology.such materials as the Phoenician and learn orabout Egyptian some ofdeities. the early Mediterranean gods, Write a paper or give an !Graves,NEITMW:The1962. Greek New M rths York, Robert. mythology.oral presentation illustrating the effect of these gods on Greek PenBaltimore, 1955. Boo 15. period)playStudythe or story.) awhich paintingplay isor based paintingto the upon myth. done a Greek during myth. the Renaissance for any other (You might compare the two versions of Write a paper comparing the NewWesternNewTheHamilton, Amerrai-LnaFiGreekYork, Ciiilizetion. illsz Edith.1940. to 16.17. KeepstemGompose a fromnotebook aGreek football in mythology. which team you using record gods English as players words and and explain phrases your that reasons WesternTheHamilton, Greek Civilization WaitEdith. to 18. opposingDrawfor placingillustrations teams each of Greekgod of at theand a godsparticularRoman and gods.) goddesses. position. (You could have Hays,NewIn AmericanYork,the H.R. Beginning 1918. Library: 20.19. WriteeitherTrace theaan paper oraluse oforor mythologicalgivewritten an oralreport. namespresentation in astrology. in which you compare the This could be Rose,NewG.P. York, Putnam'eH. J. 1963. Sons: A 21. WriteexplainingGreek astory paper how of on womanhoodthe the creation festivals is viewedof celebratedwoman in toeach. the by Biblicalancient Greeks.version, NewHandbook Tor c, 1959.of Greek 17.17Ditton MYTHOLOGY 22.23. ExploreRead some African Greek folkplays tales and reportand mythology on them. and report on these. 13A-3 SuggePted Activities DeO0nrePP I4 PA Mythology(cont.) Objective, 24. Studyfor avoodoo, large groupits origins presentation. and effects. This could prove suitable ;Schwab, GodsGustay. and Heroes: 26.25. beSetStudy different up thea mock psychology knights Arthurian of thecourt.voodooism, Round Table. prophecy, and Within a group, assign students to Select an offender to witchcraft. 'Ea!IFtwcett:Ancient and EpicsNewGreece. TanLibrary: York, of 1965. 27. study.Writebe brought a paper before on onethe Arthuriancourt and charactercarry out afterhis trial. doing an Suggestions include Sir Gawain, Merlin, Guinevere, in-depth Lancelot, (New NW:TheUpadike, 7963. Centaur John. Knopf: 28. Arthur.andCompare Sir Galahad. the Greek hero story of Theseus with English hero King IGreece.Famett11965.;017;7i: New York,World ew3 'lb' 29. Jacobson,Make a chart The showing First Book"Beasts of tanks21of the Zodiac,"Beasts. such as the one in .Greece."'16 mm. mp"The 52 Goldenmin Age of Recordings 31.30. orMakehero ComparePerseus. posters Siegfried the showing Norse in the heroconstellations "Nibelungenlied," Sigurd in thesuch "Volsunga as Hercules, Saga" Orion, with the German Pegasus, Olympus."1-12""The Gods1p. fs of with Mt. 32. areDavidDiscuss associated Crockett, the reasons with John men whyChapman, who some actually storiesetc.) are called myths existed. (Daniel Boone, have read about an when they jAncientI"MythsRome." Greece and Films and Legends of 34.33. AmericanfamiliarInventCompare a hero onesayingstory ofwith similarthesuch a mythsbiography as to"A or onepenny folk thatof savedthetales you Aesop's ishavewhich a. read pennyFablesyou earned"about him. or "He who to explain a MYTHOLOGY laughs last, laughs best." 13A-4 Objectives Suggested Activities BEST COPY AMIABLE Resources - Notes Mythology(cont.) 36.35. withDrawCompare a amyth replica the or adventures hero of Ulysees'sstory. of Ulysses ship or with some those other of object Aeneas. associated 37. WriteReadphenomena aand short report such myth ason to thethe explain firstGreek car,theand originRomanthe first mythsof somerose, about familiar or romances: the firstobject or MOW 38. "Echo"Cupid"Atlanta's and and Ni..rcissus" Psyche"Race" "Orpheus"Kelanger"Peramus andand Thisbe"the Wild Boar" and Eurydice" 39. Read"Appollo stories and about: Daphne" Van Winkle Denial Boone *MakePaulJohnnyDavid Bunyana Appleseed reportCrockett on the above stressing qualities on skills that made JohnMikeJoePecos Itagarac HenryFinkHill LO. eachgodsDiscuss famous. in theirhisthe ownsimilarity physical image? form.of the deities' actions with those of man. Why is it true that man created his 41. ascereal,CalliopeLearn the onemore sew:raptly, inon about thethe dictionary. Bellewords museum, ofused Louisville. siren,to name ainis, the musical and janitor? instruments such What can you tell about these words: Find the derivation of MYTHOLOGY 43.4 MaketoCompare mythology.a poster the tovarious represent myths a whichproduct explain or word the which beginnings has an ofallusion the seasons. 13A-5 Objectives Suggested Activities Resources - Notes Mythology(cont.) 44. Make a chart of the different gods showing their similarities. 1 45.46. RelatethroughContrast the mythology. problemsmodern man's of early knowledge man and of showthe universehow he solved them with that of ancient 47. man'mythology.Read s a novel or play listed below and report on the .allusions to FARMIDSUMMERASMYTH YOUFROM NIGHTLIKE THE NIGHT's ITMADDING DREAM CROWD HardyShakespeare ATIME IDYLLSPUEBLOCONNECTICUTDRAGON LAST INDIANOF OFSEED THETHE YANKEE FOLKKINGWINE STORIES MaryAlfredC.MarkPearl F.Renault TwainLummiaS. Tennyson Buck THEADAMDON ADVENTURESGORGON'S QUIXOTE BEDE HEAD OF JOHNNY APPLESEED NathanielMiguelWilliamGeorgeHenry DeCervantesChaplin Elliot MorrisHawthorne THECOUNTTALECUSTOMTHE WONDER EARTHLYOF OF OFTWA) MONTE HOOKTHE PARADISECITIES COUNTRYCRISTO AlexanderNathanielCharlesEdith Wharton Dickens DumosHawthorne WESTWARDMERCHANTTHELITTLEIVANHOF MARBLE WOMEN OF FAUN VENICE ShakespeareHawthorneLouisaScottKingsley Mae Alcott :".YTPuL0GY HAMLETTHEPARADISEBULLS KING /MOM MUST LOST THE DIE SEA MaryMiltonMaryShakespeare Renault Renault 13A -c) Objectives Suggested Activities BEST COPY NUM Ws* (cent.)leff (Some Earliest Answers to Basic Questions) NTIVOIOGY OF WESTERN WORLD Background Outline A. The2.1. creation of the universe NorseGreek and Roman B. The6.4.5.3. creation of man AmericanOrientalJewish(ionic Indian 4.3.2.1. Nome GreekAmericanJewsCiente and RomanIndian C. Man's6.5.2.1. search for identity NorseOrientalGreek and Roman Pile, the various types of )iterature in the Bible, and some 9. Theof thestudent studies the background of the Biblical allusions that appear in western literature. Suggested Activitiem Repourcev - Note., ;. He demonstrates knowledgestructurebackground of of andthe he his' a. The student traces the its present form. development of the Bible 'rom its origins to TheLiteraturr. BibleFilms: as Livirt Bible. b. The student identifies the Jewishmajor characteristicsand Christian history. and events in early The DeadBiblical Sea Scrolls Masterpieces 2. He demonstrates his understanding.ypes of literature of t a. The student Biblical passages. identifies characteristics of narrat..ves 11. :,ell'ete,1 Genesis through minPsalmbook 135of 17Tim b /w- 4ditn, hush rr 30 present in the Bibl . (1.)(2.) He He lists identifies major eventsaccounts taken of majorfrom thepersonalities books ofExodusas inbiography. as history. both testaments Trc-171Psalmsrec 1-12' and David 1p (3.) He writes in his own words selected accounts oftionDavidsuch events for majorand this Goliath. characters activity. as Joseph, David, Samson and He uses appropriate techniques used Delilah, and involvingin narra- b.c. TestamentThe student epistles. identifies the majorcharacteristics poetic qualities of the essay in selected New in selections from d. NewThethe Testament.studentbooks of lists Job throughcharacteristics the Songs of of the Solomon. allegory in the parables of the BIME e. Thein studentthe Book describes of Revelations. in a composition (Apocalypse) the major features of symbolism 13B-8 BM COPY AMIABLE - Objectives 11.0.111 IM111011=1.111 ew.NIMm1lMO. :.19qierte4 Acti%ities wIllim..11111M 11116.MIIIMINW diww r. - 3. He identifies 1 a. After reading Bunyan's filsirim's Progress, Milton's Paradise Lost, er whichBiblical appear allusions in i Eliot's"Sunday "Ash Morning," Wednesday," the student Lirmips lists "Proclamation," at least ten examples of or Steven's 1 given selections. ' b. TheBiblical student allusions writes a appearingpaper offering in the explanations selections. for the author's use of the allusions. ADDITIONAL ACTIVITIES: 1 1 (1) studyDraw ansuch outline as Egypt, map ofCaanan, the Ancient Mt. Sinai, Near RedEast Sea, shooing etc. points of Co: (6)(3)(2) AbrahamPrepareking,WriteOompare prophet,ato charactera andDavid.simple contrast etc. familysketch the treeof story an tracing Old of TestamentSaul Biblical with patriarch, thatcharacters of Macbeth. judge, from e.0 (6)(5) UsingSolomon,events.Draw selectedor paintidentify portionspictures figures ofillustrating Proverbs,of speech Psalms,andBiblical poetical and characters Song sound of devices. or (7) . Listen to Old Testament stories on cassettes and prepare a written summary. 1 BILE 13B-9 Th( !ltgien- tr:rveyr the ::tali:; Career bricert Lnvironnenill vari,,M'vy Suggested Activitiep I Re aurce: - %rote,: 1. He identifies Objectives *a. The student examines free press concept in the U.S. and foreign mainthe functionsnewspaper. of Whenobviouseditorializingcountries reading, opinion, and writing, comparesas butopposed alsoviewing, laws touse withfactual ofor practice.slantedlistening, accounts. words, the exclusionstudent He lists not only ofisolates points, itc. AssociatedAfterand fallacious examining Press arguments. theManaging criteria Editors for aAssociation, good newspaper the asstudent listed by the applies ofThethis the student criteriapaper. identifies to one of the his basic choice drives and submitsand desires a written to which evaluation 2. Heandbetweenrelationshiplight reads society. of adsadvertisin the in fa. advertisingThegeneralities, student appeals. identifies slanted commonwords, propagandain three media devices, and compares them such as fallacies, with . Thereasonable student appeal. writes an advertisement with flexible grammar and . Theimaginative student identifies vocabulary mores that determiningoffers reasonable good taste appeal. and offensive ads. 3. He radiofunctionscommunicationexamines and thetelevi-of "b. . Afterchildren,The student using teenagers, radiocompares and and thetelevision adults.appeal ofnewscasts radio and to television amongcomplement paper functionstheireon asentertain andwell makes as ant . Thereading, student the itemizes student programmingidentifies extradifferences material in useda radio in broadcasts. newscast, MAY.; MEDIA them.an evaluation of andinterview, sportscast. disc jockey program, and a television newscast, humor show, 13:-13 BEST COPY AVAILABLE vbjectives Stag te^:' 4°I1 Ai t 1V t 11.' I ,f 4 4 1. evaluationappliesAfter realiw these of rode codeseach set program.to upthree by thetype:; hroadr.asters, of proranr andthe write.:;slii:#1.1 an - I - _ _ It f .. apartflims4e considers objectively,from a. haveThe studentbeen accepting prepares and a listrojecting of criteria entertainmen4, with which films. students in class entertainmentvalue. c.b. atThewritesThe least student student his two assessment. compares moviesapplies in oldacceptable the movie analysis. codescriteria to thoseto an ri,ontlyentertaInnent adopted, fi1r1 using ani 1=mg 5. materialeffect ofJ andcomparesmake-up, tone the 'ta. Reader'sThe student rngest denotes and thedifferences original betweenarticle. a condenseJ article in 1 magazines.of selected .:*c. b. Theperiodicalin studentsuch magazines selected discernsreads and asby and identifiesTruethe denotes individual.and True themain Confessions.level features of aceuracy of a specialized of reporting *e. d. Thephotosimportant student and captions. newswritesinterprets event a comparison witha news a thoroughstory of a toldquick magazine in newspaper Life report magazine summary of the through sameof we event. He does this in a 2-3 page composition. 1 electronicHe sees the devices *a. After a brief introduction to a cursory history o: electronics and F communice.onas having mass communication.leastits effects three electronicin our society, devices the which student have investigates an effect on and mass reports on at ' qualities. '..11 Objective. Suggested Activities !crOurcet, ant en a b. phenomenon.oneUsingin familiarclass appropriate a descriptionobject material, based and on eachexplanationelectronics student ofandselects this presents particularoutside of mediaclass to hie peers

MASS MEDIA ()Pie student studiesplaywright, Shakespeare to appreciate to understand his place the in elements the history which of combined drama, toto formulatemake "The criteriaBard" a majorfor r,valuating contemporary dramatic presentations, and to recognize the universal quality of great art. Objectives Suggested Activities iResource,/ - Notes 1. ideasexploredHethat recognizes andShakespeare profound Note to Teacher; reservedthat study Thefor Shakespeare. materialadvanced suggestedstudents whoin thisintend section to make can an be intense adapted study to all levels However, eome of the activities should be BiblioTheBateson, Cambrid r F.W., e ed. of dramatizedvalues. human ofcontemporaries,antheaterin the especiallywhich Shakespearean in he which lived, competent Jonson he theera,worked, and ideas group,with Marlow, and (philosophies)emphasis thethe may inclusionuniversality onbe worksbriefly whichof of Shakespeare's of introducedprevailed,the his Bard,works. .the theeminent age For Erjgp1938.ege, Literature. England, a. society,Caesar,andStudents pictures, (Aimartplan and toaprepare "Romansimulatearchitecture, aHoliday", thorougha Roman costumes, andstreetbackground through scenefood for library venders,including the studyresearch, orators, levels of Julius films,ofetc.) SongrrrAr1=Deller,TheRecordings: Three Ravens . andpro-BrutusApproachingcharacters to the commoners Juliusas pro-Caesar Caesar may be as(supporters studied a political for of political play,an autocratic students signifiance. ruler)classify or (supporters of a republic). Lines spoken by the commoners finTerdonsort177;671717MAcElizabethanVanguard. and c. Havinganddifferencesbreak-down"generation "comic introduced relief." inbetween gap,"communication Romeo studentssocial and Julietcustoms orread the theas thenplot. aplay tragedy and and now. discussresulting the from effects the of a Point out similarities and Discuss the Nurse DancesDeller,ConsortShakespeare ofRCA.Music Rowland Songs and .d. qualitiesShortStudents sketches are"populate" added of theiras a readingbulletin occupations progresses. board andwith distinguishing Shakespeare's personalcharacters. LifeLondon,Julianlutenist, in Shakespeare'sBream, Spoken RCA. Arts e. 1.followingStudents analyzequestions: Shakespeare's characters Canby discussingwe show some the pity for Macbeth in Act V? N.T. SHAKESPEARE 1.3.2. WhatWasIs LadyLadyis the Macbeth'sMacbeth real "tragedy"stronger swoon in thanof Act the MacbethII play? real inor somefeigned? scenes? 13D-13 Human values Objectives 5. What causes Macbeth's mental torture? Suggested Activities Contrast the effects of ResourcesRecording: - Notes (cont.) Students6. build a model of the Globe Whatevil insights on Macbeth into and human Lady nature Macbeth. does theater. Macbeth give? Use as focal point for Make ''Macbeth"*en and Shakespeare:,Records, CaeiManWomen of N.Y. miniaturea Studentscharacters,"radio" ofdramatisationcompare Shakespeare'sminiatures Shakespeare's onof birthplace,London use Bridge of dolls or tape of scenes from plays. violence and the supernatural of the Tower, etc. dressed as Shakespearean mithmisusepathologyStudents that of of studypower,of present-day the Shakespeare's andmind, family thetelevision themeproblems. treatment of and revenge, of evil, moviesuicide, writers. the the common man, the 2. uniqueHelanguage.Shakespeare's studies use of fromrecentStudents the movie play,bring of toRomeo class and a Juliet.record or tape uiW-trermu-rs77or background. They read aloud appropriate passages of the background music for the Addison-Wesleyothers.(Teacher'sTanner, B.A. Ed.) andPub. English 9 HepassagesJulietStudent explains Suite bringsof -to the and the tomusic. of class background thea record music or tape The class discuss comparative reactions specific scenes that he assoc f/7. the movie of of Tschiakovsky's Romeo and Romeo-iiiniliet. ites with to the Willen,AVictorOD., Casebook Menlo Gerald,B. ReedPark,on and Calif c. Studentstheytwo musicalfeel create is selectionsbetter mock suitedElizabethan to the English mood as andieor write papers explaining which selection of the play. follows: .The SpeakingShakespeare'sCrowell, of N.Y., Sonnets 1964. 2.1. shalt,PrimaryCaesar,Substitute wilt) Actauxiliaries thee,I, sc. 1125 -1 are thine changed for topersonal end with pronouns. and 2) -st or -t.(wast, wert, (See Julius SpokenShakeseeare's Arts, VeerrseeNew York. SHAKESPEARE 4.3. asNaunciation'differencesloth;Verbs (anone armedsyllablediein presentbecomes knight). anddiest.) past may tense be observed: end with -thed's sounded (truse'd); ed's pronouncia-is separate and -st. (tea becomes syllables 13D-14 BEST COPY AVAILABLE Objectives f"' Suggested Activities Resources - Notes Loma.(cont.) 5. asideTheyquestionsAfter followoneobserving daywith through to appropriate passagesspeak with as dialoguesinShakespeare answers the plays, (conversational).in wouldmock students Elizabethanhave formulatespoken English. Set Elizabeth"Films:"The Lnglano of In. 6.7. TheTheconverts(ez. student student it takes towrites mock a short aElizabethan short scene original from English. adialogue familiar in modern mock Elizabethanplay and"What Wouldet thou have me dol. ElizabethanEnglishiod"Lure: Liters. Per- COR. "The favoritesStudents listfrom fromShakespeare. books of famous quotationsEnglish.of address several in placeof their of p.a. He selects a scene in which thou can be used as a form After considering phrases, word order, PoliticsMacbeth:Power" of EBF. 'The 1.continuedamliesaning, to live.students discuss reasons whyDoes the itpassages contain have a universal truth about life? ThemesMacbeth:beth" of OF. Mac- "The LSI 4.5.3.2. AreDoesIs thethe it spoken imageryexpresscharacterize sounds beautiful?a mystery pleasing?human of nature? life? Macbeth:EBF,Secretost Man" "The HelineThe memorizes studentor two fromthinksthe linethe of play,andoccasions preparesto Macbeth when (or describesomeone any other mightthe playsituation quote he hasa suitableto studied). the Shakespeare:MCC.William"Soul of Shakes-an Age" Examplesclass. aRegarding is"Fairfriend, fair.'" is "Whatanfoul umpire andan umpire! foulat a isbaseball fair." game, I might say to To him 'fair is foul and foul Works"groundpeare: for His COR."Back- SHAKESPEARE 13D-15 Objectives Suggested Activities --] Reeources - Notes 3. Shakespeare'sHeecurcee learns ofthe plot a. Theplot.Students Glass readRammer, a modern printed play in ora September)1971story that follows issue the of RomeoVoice andmagazine.) Juliet(Two such plays are West Side Story, available in paperback, and AHalliday, Companion.Shakespeare F.E. playwrightscraftsmanship.and studiea the MakeEveOompare of a St.written the Am !! or and oral compare report plot on readings;and characterization. write a radio Stoiies from Shakespeare or in Lamb's Tales from Shakespeare. play with Shakespeare's play. Read GiErs Read selections a 1964.Penguin, Baltimore,"The World of ShakespearelaStudentsdramatization. read England.novels the setting of which is Renaissance Italy or William"Shakespeare'speare" Shakes- AIM. Reports3.2.1. may be given orally in panels ormarriage individuallyholidaydating customscustomscelebrations about: London"Shakespeare'sWorld and AIM. 4,5. banquetsocial gatherings,foods, drinks, music entertainment Williampearal,"The"The *Jhakes-Life Printing of of AIM. Theater"the"Snakespeare's Plays" AIM. AIM. SHAKESPEARE 13D-16 Ot ject ives Suggested Activities BEST COPY AVAILABLE Resources - Notes (cont.)Craftsmanship c. diagramShakespeare'sUsing the say Freytag be plot used Formula,structure to illustrate the and student labelFthe the dramatic draws parts. a structure of any diagram of (This ohakespeare"how Lt, !WWI tlay" :A Shakespearean play.) .,tratford*AI"Jhakespeare's II. AIM. hisLihaxespeare:ahisGreatLife, Works, Writers: His HisTimes, climax (p vot) " Shakespeare'sjtyle"Theater: FH, Pro- Rising Action Act II Falling action ''The PlayhguseCrwaesGlovelogueThe Globe Tneater,"ofto theLondon,' theater; In iting incident Exposition Act/l/ &ftermath ei.nsTheater"Day tn.* at -lionthe Glulo,;' bet,ign and EBEG. trom"Great Macbeth" ,cenes 4.E. d. theprepareStudents Bard mapsdepicted.do researchand -1stumes to learn showing sources the varietyof Shakespeare's plots. of cultures that They "Macbeth""Ma.zbeth" CR.RCA. . 2.I.Students make Imperative studies of theHollinshed's Plutarch'.following: LivesChronicles and Shakespeare's and the plot characters.of Macbeth. 1;hakespear::Cit."Soul of an Are. " smAisamak. 6.5.U.3. HamletGeorgeKyd'aThe "classical" andSpahishBernard Aristotle's TragedygE4177aesar tragedies descriptionand Shakespeare'sand and those of ofa "tragic Shakespeare.Hamlet. hero". ShakespFeaWTi-Caeuar. 13D-17 woo Suggested Activities jitesourcee - Notes Objectives 1 (cont.)Craftsmenship f. Afterconventions considerable and devises research, transmitted students report on changes from the Greeks to Romans, to in dramatic !I g. Shakespeare,Studentsthe three list and what on tothey unities, comic relief, the use of the chorus:lmodern playwrights.feel to be the most dramatic moments of plays: the assassination of Caesar, the (Examples: deus es maces hina, 1 (plants,Students"dumb show"animals, hetrace appearance scene and storms, discussof Hamlet,of stairs, Banquo's Shakespeare's the deathghost, ofuse Romeo, etc.) sleep, blood, darkness, light, etc.) of symbolism. 4. HecriticsShakespeare's timessurveys offrom the the Bard a. IntoChristopherChoose group determine threeparticipation, Marlowe. whostudents the real tostudents portrayShakespeare produce Shakespeare, a Class members ask questions to each character is. "To Tell the Truth" program. Ben Jonson, and Sir Univ.Knight,Themes.Some Press,Shakespearean L.C. Stanford CZ7"1 to the present. . ofStudents Ben Jonson, list John Dryden, John Milton, strengths and weaknesses of Shakespeare Samuel T. Coleridge, and in writings MacbethThePaul, Royal Henry N. 1954. of c. GeorgeatShakespeareanStudents a ShakespeareanBernard prepare Shaw.critics. a banquet.)chronological "critical commentary" (Imagine that these critics are honored guests of outstanding NewMacmillanSiegel, York, Paul1950.Co., N. nu ' d. StratfordiansIn a mock trial, gathered students from present researching their theevidence "Shakespeare for or againstCOntroversy" the majo73EgimareHisSince Infinite Johnson. Variety: e. Studentscontinuingof recent list years.popularity. the reasons that most critics give for Shakespeare's Lippincott,Philadelphia,ShakespeareChute, Marchette. 1961s.of SHAKESPEARE t3;771949.London, Dutton, New 13D-18 -,Jjectives BEST COPY AVAILABLE Critics f. and:students discuss read the such significance parodies asof Twistedsuch treatment. Tales from ell t :Vi iPS (Loes it streNghenhakespeare ; . 1. parodies?or diminish the original piece of work? What would he say to the writer?) Wouln Lhakeveare r7inl such 1. g. shouldhaveStudentsreviews been contain participateofpublished the newspaper play, during in etc. makingitems Shakespeare's appropriateup a newspaper day. to thesheet times, which short might The 8 x 11" sheets 5. ofdayvariedHe Shakespeare's treatmentobserves present- the b.a. AfterShakespeareStudents consulting scan and newspapers his literary works. andand magazines,movie records listing for the pastallusions to year, work. c. moviesStudentsstudents and dolisttelevision. research the Shakesperean and discuss playa the recentthat were treatment produced (stage, for the movie, d. arestageStudentstelevision) presently and discusstelevision, of produced. Shakespeare's the natureand comment ofcomedies. comedy on those and tragedyof Shakespeare on the American as they SHAKESPEARE 13D-19 If American literature is to be truly representative of America, it must include the ishaveliterary included not receivedcontributions in this adequate guide of in everyrecognition section segment 131 in ofpage the the 74.past. country and the A. bibliography of ethnic literature ethnic minorities which ature; Melvyn Goldberg makes the followingAn Approachstatement for in anher Untracked article High School Class," published in Ejittlle Journal, "American Ethnic Liter- December, 1972: atureliterature written will by includeall Americans. all the worthwhile liter-My hope is that future courses in American But before the writings.takegraldayin canthethepart comeareatime of Americanwhenofand cultural effortminority literature, tominorities literaturebecome teachersknowledgeable and is theiran must inte- AMERICAN WRITERS 13E-190 E. The student traces the growth and development of American literature from the colonial BEST COPY AMIABLE Objectives Suggested Activities years to contemporary times. Resuurcer - Notes 1. produce.!attitudesHeliteraturethe identifies ideas the that andof b.a. TheBritishThe student student people lists traces from the American Anglo-Saxondistinguishing literature times national toto theits characteristics seventeenthEuropean tradition. century of the that i(EBF).'FourderIFilm: 20 of min. "CaptainVirgibia" John Smith, t influenced the thinking and attitudes of early Americans. colonial America. c. (11 unique:The student realizes that the circumstancesThe settlersof colonial transformed America the old culture brought with them. were WestoverWilliamBeatty,Books: Byrd B.C. of , (3)(2) writings.Thecivilization, settlers hadwere little culturally leisure unaffected time, but by produced the ancient Indian a bulk of LandA Byrd,Journey of William.Eden.17i. to the . The student realizes from Writings of Captain. John Smith that all the Mark Van Doren). e. Americanconcerns. settler: were not motivated by spiritual and religious TheMurphy, Pond, Robert. 1951s. 1. Giventhe spiritualselections strength fromby Jonathan Bradford and practicalEdwards, and Winthrop, theinsight student the of student therealizes early recognizes leaders.the depth Thackeray,Dred.Stowe, Harriet W. M. Beecher viewThecomparesand studentsincerityfrom orBradford identifiescontrasts of spiritual through Edwardsand Edwards.tracesmotivation ideas the with keyin histheelements own.settlers. of tho Puritan The student aVirginia.TheWright, Firstyirginians, Louis Gentlemen B. . onThe the student early Americannotes the poets, influence (ex.) ofAnne the Bradstreet Spenserean and and Edward metaphysical Taylor. poets (Ginn).Record:"Listen to Literature" i. Herecognizesleadership,emerging observes American thesomeand of b.a. interestGiven selected in econo-dcs, re dings, politics the student and rationalism. sees that the colonies have more TheBowden,Books: Dungeon Charles. of the AMERICAN WRITERS character.definethe traits American which outlooks.Given selected readings, the student notes the new philosophical Heart 13E-20 Objectives Suggested Activities Resources - Notes American(cont.) character c. materialisticGivenresourcefulness a selection aspects andfrom commonof Benjamin the sense.American Franklin, DP7eam: the thestudent shrewdness, notes theindustry, PlantaOfBradford,Books: P1 mouth William, on. d. whophilosophicalreasonEnlightenmentThe have student inappeared the writes Ageoutlooks,in on of anthe the essay half-dollar. andAtom. versatiledrawing parallels interests. between (Attitudes two Americans toward the Age of Reason and J. F. Kennedy, champion of Parallels might be seen in their lives, Franklin, symbol of American TheOneFleming,Year SmallTriFia-T-First in ThomasAmerica.Candle: J. e. orwritesFollowingeducation, some aissue theme Patrickjournalism, in advocating which Henry's he writing, believessome technique conviction science, strongly. of argumentation, whichand civil he holds rights.) the important student (He orgaiizes his points Mourt,TheMiller, New George- EnglandPerry. Mind..'i OT effect.for coherence and unity* ex. and selects words carefully for their emotional (2)(1) StudentsCertain coursesshould bedo preparednot belong to inenter modern the highworld schools. of work LandMourt'sNickerson, Hot Relation.1620. W. S. (4)(3) ModernendeavorConformityupon graduation.advertising in hasthe practicallyUnited has hoodwinked States. eliminated the American intellectual public. Richard.InBacheller, the Ditz! Irving.of Poor . Theeffect.and student word arrangements analyzes in to"The arrive Crisis," at one Thomas may inPaine's which sentencePaine achieves patterns (How does he balance phrases, repeat words, create smooth his Burlingame,Benjamin Franklin. Roger. Theelectedtransitions?) student to writesthe Hall an of essay Fame explainingof Great Americans why Thomas until Paine 191.5. was not Franklin.TheFord,Van Many-Sided Doren,Paul F. Carl. AMERICAN WRITERS . ofThe the student Kegs" writesindirectly a short expresses essay inthe which American he shows Dream how theme. "The Ballad Benjamin Franklin. 13E-21 BEST COPY AVAILABLE American character Objectives i. The student reads the songs of the revolution and notes that heroesSuggested Activities Resources - Notes (cont.) InEx.both a "Yankeewell-organized sides Doodle,"are described essay "Nathan theand Hale," the sentimentsstudent of summarizes the people Hectorabout St. Jean de "The Ballad of the Kegs." them. of Fast:yiALaurence, Howard. I. iamsburg. in k. Bradford).IndiansTheCrevecoeur's student with comparesearlierdefinition writer'sand of the contrasts Philip Freneau's attitude toward varying attitudesNew American. (Percy, Bertram, Smith, TomPearson,Citizen Paine: TomHeshethFriend Paine. uponThe studentthe views constructs of Thomas Jefferson. a character sketch of George Washington based Heritage"Films:"Americanof Ma-MEd. MAC. Literary personalitypassages"American"satiricalProvided from withcollage cartoonsWashington debunking acme depicting byof andWashington'sthebiographies, thenegative "New" materialthe British contemporariesWashimgton. and some student compares the from a few of the crude He may make a Series;Twentieth"America "The Oentury"Enters Jazz the developmentgovernment.The student that compares the Founding Jefferson's He discusses the effect of the Fathersthe "two" did men.not see. and Hamilton's philosophy pertaining to two-party ayatem He discusses the PartAge,"The IParts Innocentand II".I and Years, II". Theofgrowth bystudent Hamilton, of the considers Executive Jefferson, the question power that has reached proportionsand theirundreamed colleagues. "What then is the American?" and "LifeI "Theand II".inGreat the War,Thirties, Parts wasThePeriod.answers founded.student it evaluatesby citing theevidence principles from the writers of tolerance on which the country of the Revolutionary Parts"NotParts ISo Iand Longand II" II."Ago, MOO. AMERICAN WRITERS The student analyzes the purpose and effectiveness of satire. ment".The"American Westward Literature:. Move- 13E-22 3. attemptsHe recognizes to Objectives a. dividesThe student it into finds three background phases: information of the Romantic Period and Suggested Activities ResourcesFilm:"American - Notes Literature: duringEuropeanasbreak evidenced thewith tradition the 3.2.1. A Thirtydecadeperiod yearsof declinedevelopment of dominance and transition(1770-1830) till the to Civil realism. War "AmericanRecords:The Realists" Poetry 03R. to Literature.ofRomantic American Period b. Ex.The (1) student lists the major new attitudes (2)of American Romanticism. Hawthorne,A newstress optimism on Poe, feeling prevailed.Irving, and Melville).emotion rather than reason (Longfellow Whittier-Longfellow"1900,"Bryant-Emerson-(Lexington). Vol. I and II" (5)(4)(3) methodsNewNewThoreau,Individualism attitude attitudes of Whittier)education, toward toward becomes religion universalwomen's prominent. rights, peace, temperance,and genteelism. progressive (Emerson, Jefferson, (Lexington)."Washington(Educational). Irving" 01 c. The student recognizes that literary forms(6) were affected by Romantic republicanism.A glorification of the national ideals of freedom and Ralph(Audio"The WaldoBasic Bk). Emerson"Writings of . Theattitudes. student contrasts Bryant's deistic attitude toward death with the David(Spoken"Walden Thoreau" Arts).by Henry e. WilliamPuritanlogicalThe student Cullenview conclusion) expressedexplains Bryant. theby Taylorstructure and ofEdwards. "To The Fringed Gentian" by (Introduction, orderly development of topic, "TalesPendulum""The Pitof (SpokenHawthorne"and the Arts). . Thecharacter.The student student compares analyzes Rip Rip Van Van Winkle as representative of the American He analyzes Dame Van Winkle. Winkle with Thurber's NalteritittT." Address""The(Gaearion). Gettysburg (NOTE). AMERICAN WRITERS Grass""Whitman (Ceedmon). Leaves of lr-23 Objectives Suggested Activities BEST COPY AVAILABLE Resources - Notes Romantic(cont.) period h. TheReliance"life student who fits andselects writesEmerson's a personan essaydefinition from showing history, of clearlya nonconformist literature, how the orpersonin contemporary"Self- fulfills ofRecords:(Caecknon)."Poems Emily andDickinson" Letters i. BryantseThethe requirement.student in "Thanatopsis."contrasts Emerson's view toward death in "Brahma" with (Columbia)."Mark Twain Tonight" heconformitiesofThe conformitysay student is undesirable writes wouldin the Thoreauan United aboutimaginary mostStatesthe mind'slikelyinterview today. travelingcriticize? with Thoreau the same on "paths"?the subject What traditions and Why? What might Films:Twain""American"The Best(Audio ofLiterature Bk).Mark k. perceptionThefor student a composition always, uses Thoreau'sand in praisewhich quote, hethat applies as"Why common levelits relevancesense?" downward as to toa modern springboardour dullest times. Earlyground"New(Cbronet). NationalEngland: of Literature" Period"Back- CuUi Theeducation,in(Tb studentthe what United extententertainment, researches States. does thisvarious best leveling sellers,attempts process periodicals,to set characterize up a utopianetc.) modern community (Harmony Society, Brook Farm, the Fourierists, The"American(Coronet). Westward Literature: Move- m. Separatists,imageryStudents in prepare Walden.Millenerists, a (Picturesboard displayShakers, of New to etc.) Englandillustrate countryside, Thoreau's plantvisual life, ment""Washington(EBF). (Coronet). Irving" n. Thecaptionsanimals, student foraTi readspictures.) could a collectionbe used with of Longfellow'squotations frompoetry Thoreau and distinguishes as Longfellow""Walt"Henry Whitman: Wadsworth (EBF). o. Thedidactic,thelooked studentgood and poemsbanal, writeshow (direct heand areacted sentimental.short and storyspontaneous)to it. about a fromplace the he oneshas known,that are how too it He might select a deserted house, a Works""MarkBackground (Coronet). Twain forGives His an AMERICAN WRITERS andgraveyardthethunderstorm, to Pendulum" wake at a night,specific asa boata amodel, beachadriftresponse. tryinghouse at night. into winter,maintain a astalled consistent car pointduring of a view He follows Poe's "The Pit and Interview" (Coronet). 13E-24 Objectives Suggested Activities Resources - Notes Romantic(cont.) period p. (2)(1)The student reads short stories by Nathaniel HawthornePsychologicalThe secret and discusses: guilt revelations in man Bryant""WilliamFilmstrips: Cullen (EBF). aspects:The(4)(3) student writes an analysii of a Melville work TheSymbolismfocusing Faust onlegend two as it is revealed in Hawthorne's works. "Emerson's(EBF)."Washington New Irving" r. The(2)(1) student cites evidence that Whitman's free-verseToneImplication techniques and style ofhave the theme. England"Longfellow""Henry Wadsworth (EBF). (Life). s. orTheinfluenced distorted student modern Whitman'sdiscusses poets. model.in a short composition how the poems by Emily He proves that the modern poets have followed (EBF)."Edgar Allen Poe" The studentDickinson tocompares a pictureexpress Bret of theHarte's a themecabin. prose of individuality. description of a frontier cabin (EBF)."Emily"Walt Whitman"Dickinson" (EBF). u.v. TheTheIrvin& student student Emerson, writes and his Hawthorne. own direct version of a Henry James story, compares the literary style of Mark Twain with that of TheBrooks,Books; Life ofVan Emerson. Wyek. order.language,somethingstraight forwardlystyle,of James's and narrating implication.)complexity. the events of the story in chronological A comparison of his story and James' story will reveal (Note difference in content, HenryAtkinson,EmersonPerry, Thoreau: Today.Bliss. Brooks. The w. theirrecurOpenThe student Boat."use?most often? discusses the color imagery in Stephen Crane's "The What support do(Colors colors are give used to approximatelyCrane's theme?) 100 times. Is there ambiguity? What consistency is found in What colors Thoreau.Canley,Cosmic Yankee.Henry S. AMERICAN WRITERS x. selectionsofInfellow, thea well-organized following Whitman, to prove writers Dickinson, hisessay, points. to thenature: and student Crane. explains the attitude of each Bryant, Emerson, Thoreau, Long-He refers to appropriate HenryKrutch, David Joseph Thoreau, W. 13E-25 BEV AYAIIABIE Objectives ..MNBINI/MMBO. 41MINIMMIMOIN1.011111116 :1A94;er-ted Activities Pesolirgen Ntep y. Thureau,followingIn a well-planned Dickinson, writers lookedessay,and Crane. uponthe studentdeath: explains how each of the He verifies his points. Bryant, Longfellow, 'Longfellow'sClarke, Country. Helen A. 1 'Dana, H. W. L., L. characteristicsHe recognizes the and 1 ! a, underThe student conditions gains very insight different into thefrom lives his own.of other Americans living :The Crai ie House: regionalasvirtues revealed writings.of inAmericans o b. comeThe student about throughdiscovers their boil,' environment the distinctiveness and conditions of these people has of living. ;Gorman,:Longfellow. H. S. Cbra c. otherAmerican;The student attitudes that discovers is,as wellthey that ashave regionalthese universal people ones. loyalties, are very likeloves, the hates, modern and 'Longfellow:'A VictorianWagenHenry Knecht, AAmerican:W. Full Long'l= Edward. 1 d. asThe literaturestudent discovers to reveal reasons the thoughts, for the peculiarfeelings, power and of literature the conditions of iLength Portrait I e. Theliving student of theserecoi people. ;es the noted works and authors that have reveal ed !Bigi"Ernest!Filmstrip-Records: Two-Hearted Hemingway: f. Thetheseregional student people. character. appreciates the importance of dialect in revealing *The12 records). River"Man""Ernest (2 (2 film- Hemingway;filmstrips 5. Heaslanguage-arts improves he reads the skills b.a. melodramaticThe student developsstories andstandards those ofof realjudging value between as literature. cheap and insights 1'EdgarS3 stripsfilmstrips Allan 2 records).Poe" - short story. c. Theandof eventsstudentreading of readsto each his literatureand selectionpurpose. takes notesbasedof various inon orderthe types, topics to recognizeadjusting being considered. thehis method kbnscience"records)."Concord; (2A Nation'.,film- AMERICAN WRITERS d. The student learns to use valuable reference sources in the library. strips 13E-262 records). Language-arts skills(cont.) Objectives e. contextThe student clues, develops through his intelligent vocabulary listening, through wide and readingthrough andthe useuse of Suggested Activities --] ResourcepFilmstrip-Records:"Part T - Notes - Ralph f. Theofideas the student dictionary.in the participates selection toin helpclass him discussion arrive at based an intelligent on the problems conclusion. and I Waldo Emerson."David"Part Thoreau."II - Henry h.g. Thedifferent student kinds tellsorganizes of an reports incident carefully on tohis andprove individual presents a point findings.clearly in discussion. and Lnterestingly records).(2"Jack filmstrips London" - 2 i. Thethe topic.student listens forto discussionthe main generalizations in order to relate and relateswhat is incidentssaid to 2Twain" "Therecords). World(2 filmstrips of Mark - OD k. andclasssworkingThe subpoints student preparesto in them. groups interesting and using andcontributions original presentations of each member. for the records).Their(L1"Great filmstripsAuthors" Novels and- 2 fri.1. TheThe student student carries reads aloudon informal stories conversational and poems with discussion. real interpretation, Histhorne:"Nathaniel Works" The Haw- Man and n. Theto studentsshare selections do choral read reading or to of prove favorite a point. poems. ManEvaluation"Analysis"Mark"The and Scarlet Twain:His and Works" Letter:The p.o. articulation,Thesuggestive student words eliminatesuses pronunciation, tonew make words from his frequently hisandtalks speech,enunciation. more and interesting.unacceptable chooses concrete usage and poor Tomand"The Sawyer: Evaluation." Adventures Analysis of AMERICAN WRITERS Theideas student with statesthe purpose his purpose in mind. in writing and chooses and organizes his 13E-27 Objectives Films:Resources - Notes Language-arts skills(cont.) e.r. TheThecentral student student idea eummarizes writesgained reflectivelyfrom in clearreading and aboutand logical class the charactersformdiscussion. the ideas using or interesting the berry"Art"What Finn ofDoes Huckleberry Say?". Huckle- usesTheincidents. studentthem. uses concrete and suggestive words as the writer he reads Experience."andFinn.""Huckleberry the American Finn manuscriptoutlineThe student and formthat usesoutlines inwhich correctall ahewritten topic writes.punctuation, andwork. shove spellirg, the relationship capitalization, between andthe Magic"Bartleby." Prison." hasusage,The written.student and effectiveness examines his beforesentences asking for anyonecompleteness, else to clarity,read what acceptable he Universe."Our"Our"Thornton Town Town and Wilder:andOur 6. shortHeits explores developmentstory andthe action.paragraphsThe student which identifies illustrate the elementsopening action,of plot risingby designating action, andspecific falling Armour,Ourselves."Books: Richard. asliterature.contribution America's to . TheThe student student analyzes describes theme the andmood purpose or atmosphere of selected and toneshort of stories. selected McGraw-HiReclia=1.The Classics 1, 1960. storiesThestories. student are told.gives examples of various points of view from which selected Hemingway,AirmarT776F7----TheHawthorne, Scarlet Ernest. Nathaniel.Letter. AMERICAN WRITERS Movable Feast. 13E-28 Objectives 1111110.1 Suugestef! Activities 111610 trf P Vritc American(cont.) short story 1 f.e. Thestories.selected student short recognizesnames stories. the basicfigurative types oflanguage conflict and found symbolism in selected in T;457----TheSteinbeck,Books; Pearl. John.Bantam, g. The student discusses the author's style in a selected story. 1 AdventuresTwain, Mark. of h. shortThe student stories. relates life experiences through insight gained from 1 Twain,Airmont,Huckleberry Mark. 19627 Finn. (See Sec. 107A in Guide) . A InConnecticutCourt;-AUGRE7-1962. !mg Arthur's Yankee 7. abilityHe demonstrates to perceive a. articles.The student detects clues to purpose and style in essays and Washington52ALass, Student's American Abraham. Guide Square Figis. to 0,0,4-4' `" essaysrelationshipscomponentsliteraryusing andtechniques criticism.articlesand in of b. Theinformation student analyzes and facts personality in articles. and ideas in essays, and 12,000,Lass,Students.Press, Abraham. English1966. 8. andnotableHe recognizeshistories biographies of a. andThe authority.student analyzes a person according to his background, purpose, Faulkner,TheDobie, Ben J. Lilly William. Legend. modern literature. b.c. social,The student intellectual, observesrelates authors developmentpolitical, and worksandof literaryeconomic with background tradition.realities. of relevant AEllis, "Two"TheTeacher's Bear"Soldiers."Webb. Guide to AMERICAN WRITERS d. writingsThe student which creates make historical relationships events between live. pz ent-times and 71670775eSe cted Literary 13E-29 BEST COPY AYARME Objectives Stotwc5.ted Activitiec lictn r. pit %tote. (cont.)Biography, history .1==.011311 e. The student gains insight into human nature. (See 10-E Guide) toCreativeBeauchamp,Books: Readin Approaches R. F. 71ction. I AmericanPublications, Edu 1968. Education I Record: 9. AmericanHe analyzes drama. b.a. andTheThelife significantstudent student and literature. develops demonstrates developments insight a knowledge inabout American the of place drama.major of %rierican drama in playwrightsAmerican American"Development Short ofStory." the d.c. following:Therepresented student inanalyzesevaluates drama. the the playwright's view of American style lifethrough commonly the use of the (4)(3)(2)(1) EleMentsSymbolismImplicationIrony of conflict e. The(6)-(5) student Development recognizes of theme drama as an exposition of significantElements of ideas. suspense f. The(2)(1) student discusses the following devices and theirStageScenery effect: directions (5)(6)(Zs)(3) FlashbackDialogueCastingCharacterization AMERICAN WRITERS (See 10-D and 12 in Guide) 13E-30 0. Ubjectives :,1g1mptied ActivitLe fl 1 f.(1, T I 11. - 10. ofHeinterprets, variationreads and inin terms : Activities Americanselectionsform and meter,poets. from 1 Seesection supplementary 1U-C. activities beginning on the following page and 11. He is introduced a. The student is given a survey of the American novel from Cooper's novelunabridgedencouragedto theand American novels.to read b. Seeand"Leather sectionnaturalistic Stocking 10-8 innovels, Tales"Guide. through to the contemporary novels. the romantic, realistic, regional, BEST COPY AVAILABLE - Objectives Su9oes.ted Activities SUPPLEMENTARY ACTIVITIES 1. Study and learn from appropriate texts significant distinctions 2. Listentheamong major theto trendsaromantic, lecture of eachonrealistic, major period. historical and events of each period modern literary periods and 3. andReadtypes discuss theat ofleastrelationship literature the two aspects.of short ofwritten storiesthese romanticism duringevents and three eachto present literary period.poems in by philosophythem. Edgar and Allan Poe 44. Is. Readfor Poe'sthe writing Philosophy of short of 031aposition stories and andpoetry. list guidelines Poe by Poe and offers 6.5. WritenotanalyzeIn group beena short itdiscussed.participation, by analysis applying of Poe's takea short principlesone storyshort or storyto poem the or bywork. poem Poe which Use Poe's rules as your basis for analysis. has 7. Usher,"Poe'stheirtheIn groupselection. purpose.definitions.which discussion, contains choosesuch words one poemas fantasmagoric.) or short story by Poe List(A specificgood story words to useunfamiliar is "The toFall you of and the locatePoint House out of the effectiveness of these words to and scan 8.9. ListenaccordingRead toselected records to school poetryand tapesof by thought. Waltof selected Whitman writingsand in your by Poe.mind place bim AMERICAN WRITERS 10. statementIn group participation,of his central discussthemes. Whitman's poetry and arrive at a Suggested Activities Resources - Notes 11. poems.whichAfter youreading trace more the'treatment poetry by Whitman,of a central write theme a short through paper various in 13.12. LearnWriteand Theirto a compareshort English paper Whitman Teachers, in whichto E.E. you °innings compare byWhitman's using 12,000 philosophy Students to us. Emerson'saccordingAfterof poetry reading or toby Whitman's schooleach selections poet of philosophy thought.should by Henry be toincluded. David that Thoreau,of Sandburg. place him Comparisons 16.15. WatchidealIn group filmstrip man. participation, on Thoreau. draw a charactmr analysis of Thoreau's Ask yourself if he differs from your image of an 17. Writecontemporaries."Theideal aWorld person,short Is paper Tooand Muchdcomparing qs Withhe differ Us"the and philosophiesfrom Thoreau's the ideal ofWalden. ofWordsworth's Thoreau's 18. ARead Connecticut Huckleberry Yankee Finn inamong lam otherArthur's works Court by Markand otherTwain, novels, such as 71=Treras County," and other 19. TrThrafartieTruiniingPointfromtalesDiscuss time outand intospecificessays. groups (The quotessocial teacher tocriticism support will readpresent aloud in fromTwain'a these writings. works tlinej your conclusions. 21.20. WriteWatchtrace filmstripa Twain'spaper in treatmenton which Twain. of it in one or more of his works. you choose one area of social criticism and 13R-33 Ubjectiven SiTmsted Activities nesrwrrtAt. - Nute!. 22. ofRead thought. selected novels by Hemingway and place him according to school 23.24. Hemingway.WatchIn groups, filmstrips discuss of Hemingway.specific issues of modern life treated by .. 25. treatmentRead other of novels one specific by Hemingway issue andin twowrite or amore paper novels. tracing the 26. factsRead aand biography events toof factsHemingway and eventsand in ina paper,a specific correlate novel. biographical For added 1 46 27. asReadshortinformation Grapes selected stories of Wrath,works such byTheas John "Flight"Pearl, Steinbeck. Of and Mice others. and Men, The Red Pony, read Moveable Feast. These may include such novels; Place Steinbeck according! and to school of thought. I 28. determineIn group discussion,specific issues participate of modern in lifesurveying treated works by theby Steinbeckauthor. to I 29. ofCompare Hemingway and contrastand Steinbeck. either orally or in a written report the views I 31.30. WritehimReadearlier as aselected papera writersromantic, comparing novels in realist,their and either attitudesshort or Hemingway astories naturalist. toward byor life.FaulknerSteinbeck and or classifyboth to 32.33. andIn group decide participation, upon specific dir issues -uss ofcontent modern of life Faulkner's treated writingsby Faulkner. AMERICAN WRITERS 314. WatchFaulknerCompare filmstrip toeither earlier on orally Faulkner. writers. or in writing the attitude toward life of 13E -31s BEST COPY AVAII.ABLE Objectivea 1111 35. Twain's.In group discussion, compare Faulkner's attitudes and interest to JogeF t et! Act i i it ietit liebn - 37.36. ofthisProveIn characters, class idea. that discussion Our and Town attitude istrace American theof charactersplot, by citing setting, in specific Our customs Town. quotes and pastimesto support 38. Watchfilms.staging the techniquestwo films onand Our his Town use whichof the explain Stage Manager.'alder's experimental Discuss the V.39. Wilder'sListIn oralelements usediscussion, of of Americana. setting list and several types universalof characters themes. to illustrate Pick out any 41. operaticquotingiliaversal(Students specificforms, themesinterested "aria" passagespresent in(solo music)inof Ourmelody)dialogue. Town andand "recitative"prove thtir presence(conversational by Analyze Whitman's use of the Seehowdeclamation). theRobert poet D. creates Faner's the Walt musical Whitman effects and 2Eera with (Universitywords and rhythms. of Explain with details from "Out of the Cradle" exactly i Pennsylvania Press, 19777 i 42. hisLeaves7rOrassA BystrongNew fullnessciting York passion, Timesexamples of said:"In epithet, reviewvigorous from his (May theWhitman's in hearty author19,thought 1660) sympathy, poetry,shows and of earnestthatthe prove his 1860he theinwonderfulis edition purpose."aabove. man ofintensity, AMERICAN WRITERS 13E-35 BEST COPY AVAILABLE 11101,Objectives ..10 egr :..1.t9oeFied Acti%ities 1 111101. voNnamm..01..+Munl. awnsamm 1 43. ofpoems.Analyze(such various asthe "0types metrical Ood, of Our rhymes structure Help (identical,in Agesof one Past"). orvowel, more imperfect,of Emily Dickinson's For example, compare her metric forms to those in hymns 4111 Or discuss her use eye, Studentsmetersuspended).Biography in mightChapter (Harvard be IVasked ofUniversity histo lookEmily Press,up Dickinson: and 1955).then: Ancompare Interpretative several of Thomas Johnson discusses the poet's use of rhyme and StudentsDickinson'sinsubject Eastward drawnwill poems in beto Eden. especiallyEmily.on the Dickinson'ssame useful. topic. poetry will also be interested Thomas Johnson's index by 46ge4 45.44. MakestoriesDID a abackground dramaticor poems. readingsound effects of one toof accompanyPoe's short one stories. of Poe's short L6. Write your own horror story. 1 I7. Read parodies from Richard Armour's The Classics Reclassified, fs 48. WorkingStrongsuch asMen in "The Crygroups, Scarletand Whalesstudents Letter, Blubber." write an Anewspaper for Effort," articles and "Mobyof 18th Dick, century ir othersrevolutionaryrepresentsourcesinclude as andsomeif photographs, they history eventsideas were ofasbooks being Paine,ifpictures theyto interviewed. obtainFranklin, were could happeningdetails be Bryant, drawn. of today. theEmerson, events. Thoreau, and They should use library They could To AYERICAN WRITERS 13E-36 Objectives Si er.ted Activities flelsollrfes - Note,. 49. Hemingway.society,Prepare especiallyan oral report using which World relates War I, thethe effectsSpanish ofCivil war Waron modernand 50. Makepaintings.anthology.and aoriginal montage sketches.of World Wars I and II, using pictures, headlines, Collect an anthology of war poetry and prints of war Collect songs of the era and make a taped 52.51. passage toUseMake Hemingway's the a tapedpassage collection title "No ManFor isofWhom anwar theIsland" speeches Bells from Toll.by DonneChurchill and relateand Roosevelt. the 'p 53, adventures,Explore"Man is Hemingway's not and Made relate for loie Defeat."these of bullfighting,loves to his philosophyhunting, and that other PJI:70 55.54. Explorepictures,MakeSinclair a travelother drawings,Lewis, post-Worldbooklet and tracing others.and War illustrate Hemingway'sI writers, it includinglifewith andmaps, works.Fitzgerald, collected 57.56. Explorebeauty...."Discuss the some relationship to ofFaulkner's your early of themeKeats's hunting in "Beauty"The experiences Bear." is truth, and explaintruth, how 58,59. Listen to hunting stories told by resource peopleRead theyin theabout helped community. Ben you Lilly mature. and discuss him 83 a Faulkner character. AMERICAN WRITERS 60. HogInterview Dog. people to find out the background of the Catahoula 13E-37 F. Thetimes student through traces the thepresent growth century. and development of the English language and literature from Anglo-Saxon Objectives Suggested Activities --] Resources - Notes SEQUENTIAL OUTLINE FOR ENGLISH LITERATURE 1 1. Hethe recognizes distinguishing a.Note to Teacher: (This course is recommendedseparateThe studentfor college-boundidiom studies in the the fifthstudents.) beginnings century, of recognizes the English its language Germanic as a Films"Two andThousand Recordings: Years English.forms of Old b. OldThebackground, English student until viewsand observes1066. facsimiles the offullness Old English, of inflections noting the characterizing formation Adventuresof"Many Spoken Voices: Language: of English c. Theoflanguage, runicstudent symbols concentratingidentifies and the the Latinon later two manuscripts prominenthistory of men: preparedthe Anglo-Saxons by monks. and their the Venerable Bede, a EarliestLiterature."Le"English Norte Times D'Arthur: History: to (1) England.monk of the northeast coast; and Alfred, Discussesking of Weesex the two in branchesSouthern of the Christian Church and indicatesHe also-- (incl."Hero1066" Legends" "King Arthur (2) Locatesthe influence the early of both centers on Anglo-Saxon of learning life. on a map of England. and("Heroes incl.the MagicofKing Long Arthur).Sword"), Ago" , Today,"UNTable"Knights Is RoundPart of I"Table the("How Roundof "The ChangingLanguage;' English BRITISH WRITERS 13F-38 2. Objectives a. Suggested Activitier ifierourcep Hovel:- Noteo. mentHethe inidentifies ofmajorthe English develop- periods Theliterature1. student realizesbeginning the with historical the Anglo-Saxon significanceExamines Period; thein Englishinfluence of geographic, ethni(, and historical itiant:11. The Eagli ofliviemary. the AIMIN literature. 2.3. Observesfactorsto American onthe the people lifeliterary andand literatureliteraturedevelopment ofof of theEngianu Britain past Anand comparison present Ihecordings: Li. RecognizesStatesbeginning the asignificanceof combined literature physical of the strength,sea and its courage, Effects and unon a desirethe 'Pearl1"Sir GawainPoet:Green and theKright by the 5. andAnalyzesthroughto poeticwin renown a Beowulf qualities.study plus offor Beowulfthe understanding, higher motive vividness of service of toimpression, humanity "Medieval"Medieval Manur:' Knights. 6.7. culture,StudiesCompares-Beowulf Beowulf,heroic image, analyzing to Superman, and mythologicalthe epicMohammed for significance.narrativeAli, Evil qualities,Knievel. fJ1k Beowulf to Exodus. "Beowulf""Medieval World?Read by historyThe8. student and literature:displays a kncwledge of the relationshipDramatizes episodes between fromEnglish Beowulf. NormanNevillChaucer"Understanding Davis Coghill. and and the 3.2.1. WritesListensViewsreligion, a films, toparody lectureslanguage, filmstrips, of Beowulf, and etc. recordings pictures starring ondepicting Peter Anglo-Saxon Sellers the period. history,or Eliott customs, Gould. SelectionsCanterbury"Geoffrey fromChaucer: Tales.?Tales" the Read c. 1.affectedThe student language outlines and theliterature: major events ofRelates fourthe Medievalhundred the changes yearsPeriod and(1066-1485): that flexibility of language with the span PopularNevillby"English Norman Coghill.Ballads" Davisand Scottish and BaITISH WRITERS b.a. Recognizestoday.Detects somethe influenceof the reasons of French why spellingand Latin is on often English. unphonetic (Child). 13F-39 BEST COPY AVAIL Major periods Objectives c. Interprets satire and stresses poetic and humorous realism. Suggested Activities ...... 11.-Min. RecordingsResources and -Films: Notes (cont.) 2. a.Recognizes Chaucer as "father of EnglishAppraises literature": Chaucer's life and contributions to literature and the 'of Literature" 'ofBackground c.b. middleEnglishRecognizesContrasts ages. language. Chaucer's The Canterbury characters Tales with as shortconditions stories of ("Thelife in the (Crusades, occupations, middle class, the Church.)(Common man, realism, satire, humor.) IMedievali"English1Chaucer Periodf Literature. xid %he 3. Perceives the importance of the ArthurianPandorer's legends inTale"). later Dramatizes a tale. English"Classics(incl. Literature" "Sir of MedievalGawain L. Studiesliterature. the medieval ballad: and"Gawain"Morte The GreenD'Arthur"). and theKnight", Green *S. b.a.Discusses the literary significance of Recognizesthe medieval the romance, distinctiveballad as the qualities literature of theof commonballad. people. English"Knightoriginaldialogues, & Pearl,(incl. text in Middleand 6. Reportsthethe bestiary, cult on ofthe courtlyand significance Church love, plays, etc.of thethe followingtrade guilds events dramatizations, on English modern translation). b.a.language and literature: WarsWycliffe's of the translation Roses of the Bible. AudioVisual"The Poetic Materials: Experience c. Establishment of Caxton's printing press. Literature:,History"An"Music Audio of and EnglishVisual English BRITISH WRITERS Literature: 13F-40 Major periods Objectives d. Theliterature, student andapplies the arts:Renaissance to aspects of Suggested Activities Elizabethan life, jfirpourceF"EnglishFilm: - ?intim Literature: (cont.) 2.1. AnalyzesNotealiterature. Spenser's twin poems ("the of poet'sRaleigh poet") and Marlowe, great noting influence on later romanticism PeriodYThe Elizabethan 3. writingandOompares realism. in Shakespeare'shis day with presentinfluence, day motive,philosophies: and philosophy on Filmstrip:Audiovisual"Life in Elizabethan Materials (b)(4)(c) ObtainsDevelops Notes theinformation theories importance involving about of theLondon, factors couplet Elizabethan playhousesShakespeare'swhich of Shakespeare's reign,and purpose,theaters, theme, critics plot, and andauthors. characterization. influenced sonnets Tradition;"General"For The Poetry,"RackgroundrEnglish (d) Gains insight into the concept of tragedy,developmentand the itsdifference originsthrouda in andthe mood study of variousof Macbeth. Shakespearian sonnets. comedies, and reads Elizabeth!:"How"The toEngland Read Poetry."of c"D 4.5. NotesAcquiressomegreat Jonson'sof floweringhis new lyrical wordsformal of of poems.thetragedies, strength English and satiricallanguage power, inan the understanding of thesixteenth century, Lyrics:Appreciation:"Literature English 6. Notesappreciationa comprehension the beginning of vigor of offamiliar andEnglish exuberance literary in criticismspeech. phrases of Shakespeare, and an with the SpringNo."Painter 1: andTwa andWinter,"Oorbies; Poet, * 7. workRecognizeswritings of Francis0' theS&1 buddingPhilipBacon andSidneyof notesthe andscientific its Ben effect Jonson. spirit on the in the language and life and Reign"England of QueenDuringlizabethr the BRITISH WRITERS literature. 13F-hl BfSI COPY WAN am. Suggested Activities .1110.11.11MEN.10.11 Resourcer - Al*tee Major periods Who:tiros 8. Analyzes the impact of the King James Bible on Englieh life, I Narrative"How to ReadPoser a (cont.) politicalThecontributed student upheaval, recognizes to varied religious thatliterary conflict, efforts: language and literature. seventeenth century domestic and intellectual turmoil disasters, LondonP"Life in Elizabethan 2.1. Evaluatesphilosophy,Comparee D'nne'sand attitudes, contrasts works, etc. Cavaliersnoting his with Puritans in appearance, philosophy and figurative Psalm"Biblical"Book l39," of Masterpieces:Judith, 3. Noteslanguage.(a) Milton's emphasis on Identifies the use of symbols, allus_lns, political and religious trends; figurative Ruth':"Psalms and David" (c)(b) press,pamphlets.RecognizeslanguageDiscusses etc. and theMilton's"liberarideas imagery significance in Hilton's of Milton's poetry. on divorce, freedom of comments in his Films:The"EnglishCentury"(incl. Seventeenth Literature: 4.5. CriticizesinfluencedDeicribes thehow the greatDryden's literary allegory change world, The of causing Pilre ig ous an roya allegiancerim's Pro rasethat period to be named Puritan"PoetryRecordings: writers). of Milton" 6.7. theTracestheatre "Age"divine the throughoffrom Dryden:right"continuous Shakespeare's library monarchy shifting research todeath the of whatto people. political power the Glorioushappened Revolution. to the English from the Quayle.Read by Anthony Paradise 8. Evaluateshistorical Samuel Pepys' 1ga, noting significance. its literary, social, and AnthonyLost,"ExtractsIII""Milton: BooksRead Quayle. frombyII and the BRITISH WRITERS Diary of Samuel Pepys: 13F-42 Objectives Suggested Activities Resources - Notes Major(cont.) periods f. Studentsinfluenced study the the language, changes literaturein eighteenth and centuryarts of Englishthe period: life that TheFilms:"English Eighteenth Literature: 1. "TheObserve"The Coming FullEbbing the Tide"Tide"three Tide" (Frenchperiods influenceof Classicism: during the (The Augustan Age) (The Age of Johnson). Restoration) Recordings:Swift,Century" Fielding). (incl. 2.3. manyDiscoverRecognizesreligion. critics that theof satire etiquette,various in verselevels fashiGn, and of insatire--from education, prose, was government, light,the vehicle impersonal for and ReadPoetry"EighteenthClaire by and MaxBloom, Drama" Adriar.,Century Anthony 4. mockeryRecognizesBurns.Defoe, to Steele, bitter, the philosophies Addison, cruel ridicule. Johnson, and writing Boswell, styles Goldsmith, of Pope, Gray, Swift, and Quayle,Conquer?"She Stoopsand others. to * 7.6.5. RelatesgrammarDefinesDiscusses theand the theeighteenth-centuryspelling. journalistic rise in dictionaries method novel as aandto new thethe literary modernstandardization novel.device. of Operal"Gay:"Swift, The Gulliver'sBeggarIB 10. 8.9 Explains Goldsmith's numerous careerand beginningRecognizesDescribesfailures. interior ofthe indecoration. the influencethe Romantic writings of movement. theof Goldsmith,age on music, Gray, painting, and Burns architecture, the Travels:byto AnthonyLilliput" A Voyage,4uttyle. Read The1. student identifies the principal tenetsContrasts of the Romantic Neo-classicism period; and Romanticism as the movement's affected Poetry,andProse""Robert arranged Song, Burns and byin Performed 2.3. ExplainsRomanticExpressesthe various Age.how the Romanticism aspectsmeaning ofof life.wasRomanticism a reaction as tofound Neo-classicism. in the poetry of the Arnold Johnston. 3RITISH 4RITEUS 4. mind:present,theDiscussed' philosophy etc. the (Note poetryof thehow ofromanticthe each philosophy romantic school ofpoet individualthought.) keeping thesepoems pointsreflects in theme of Individual poems, poetic structure, poetic elements 13F-43 ifST COPY AV411491.f Major periods Objectives 5. Relates romanticism to twentieth-century thought. Suggested Activities --I AudiovisualBerource,: - Materials:Nnteh (cont.) *6. 7. Perceivesafteragricultural,Lists readingthe theinfluences usebackgroundand ofpolitical figurativeof nineteenthmaterials changes language. andcentury on the romantic writings, selected romantic writings industrial, Appreciation"Tradition:"For The EnglishFiction 10. 9.8. worldLamb,AppraisesRealizesInterprets Scott,in new thethe references,Byron, and ideamood striking thatandShelley, spiritthesymbols, Romanticsand expressed Keats)and implications.(Wordsworth, ways. in the poems.were looking at the Ooleridge, toAppreciation:"Literature Read Novels:' How Is,"TheAppreciation:"Literature What Novel: It's What Stories!"About, It Cit1.7% WhatHowLiterature"How to ToRead Read Series: a Short It Wear Novel"Appreciation"UnderstandingStore of theand ShortAppreciation"Understanding Story.' of The and BRITISH WRITERS 13F -ti Objectives I-.Aqqested Activities Reso.Jfer Note,' 1 h. The student identifies the Victorian Age as a complexity of good 1 Filmstrip - Record Major(cont.) periods 4 *1. writers--novelists,scientists, and short-story historians, writers: religiousSummarizes writers, essayists,the political, poets, economic, and social background 01,11 i"The English."Romantic Age in Sets 2. whichinIdentifies much affected of the the literaturedidactic literature and of utilitarianofthe the age. age. purposes and concept! The'iFilm Romantic"English Period" Literature: 1 3. prevailingStudiesinfluence background attitudesof Queen material Victoria,of the people,on etc. the Victoriancustoms, pastimes,Period, noting the '(incl. Cbleridge,Wordsworth, Scott). 5.h. ExplainsReads"Victorian."Dickens, from the selectedArnold, distinctive Hardy,Victorian philosophy and writersKipling. of such a writer as Tennyson, referred Browning, to as )The14uest Symbolism76T-- forPenkins, Permanance:),, David. The Books *6. 8.7. AppliesRecognizesRealizesleisure the thereading. stylistic meaning novel is ofeffects stillthe word onein prose.Victorianof the most to popularvarious kindsaspects of of .Wordsworth,ina-KREE:Harvard1965. ShaleUniv. Cam ridge:Press, 9. Developslife then newand skillsnow. in reading and appreciation of poetry. sThorpe,1 Clarence D., 11.10. accordingandDiscoversCompares essayists to thethe literary -- worksEnglish Macaulay ofform. shortsuch and scientistsCarlyle;story to the as AmericanHuxley; historiansshort story educators--Arnold; !Carbondale:IRomantic1Major'Univ. andEnglish Press., Poets.others. So. 1957.Ill. The poets--Tennyson,Eliot,religious and writers--Newman; Hardy; the Brownings, novelists Arnold, -- Dickens, Hopkins, Thackeray, and the short-story writers--Kipling and Stevenson; .Recordings1 Rosettis; and other writers--Carroll and Gilbert. RoastReadBachelor's"A"Lamb Dissertation byPig, EssaysMartin A Complaint, ofDonegan Elia"upon BRITISH WRITERS All Fbols' Day." 13F-16 Objectives t Suggested Activities BEST COPY AVAILABLE Ifierourcef - Notes Ma,(cont.) or periods 1.. contemporaryThe student tracesthought: the effect of democracy, science, industry on TheFilmstrips:"Charles Man and Dickens: his works" 2.1. worldWritesRenaissanceLists as aboutthe it influencesis thewhen reflected change given of ofselected inpolitics England'sselected readings. in contemporarypositionthe poetry in of theliterary the modern Irish Evaluation:Cities:"A Tale Analysisof Two and 3. writers.worksdevelopingIdentifies by T. S.inthe Eliot,England beginning George in theof Bernard thelate short nineteenth Shaw story or other whichcentury. selectedwas just England"EarlyFilms:Dickens: Victorianand Charles (b)(a) peopleDescribesInterprets of widely the the short shortdiffering story's story's backgrounds. psychological graphic value value in picturing in explaining The(incl."English Victorian Dickens, Literature: Period" the CZ (c) criticalaction,Followsthe characters' plot, andappreciation. approaches perceives attitudes thethe and storydescription actions. with mature or setting insight of andthe PartsHardy)."ABronte Dickens I andsisters, Chronicle 4. (a) fromIdentifies the poetry new tendenciesof the past*. in poetry whichfreedomRecognizes mark itof asform,poetry's distinct and broaderits use subjectof symbolism. matter, its greater landDickens!'"Early and VictorianCharles Eng- (b)(c) OutlinesandvaryingDistinguishes stanza methodspurposes forms, betweenin and andwhich moodsthe poetry modern use of ofpoetry,and poetry figurative prose thepresents standard language. a new meters and and detects the "(treat"Great ExpectationsExpectations I? (e)(d) ObservesofDiscoversdifferent this thecentury, pointwhichwidely andofworld differing viewhow. events from subjects pasthave poetry.greatly and style3 affected among the poetry "Great"Miss ExpectationsHavisham: BRITISH dPITERS modern British poets. 13F-46 Major periods Objectives 5. writing;Identifies illustrates the reasons how forthe theessay marked has beenpopularity affected of bybiographical the Suggested Activities ---1 ResourcesCasterbridge"The Mayor - NntPs of1.7 Films: (cont.) increase in periodicals and the impact of great world events, 'Native" by Thomas 'Native"Return of the (c)(b)(a) andRecognizesDistinguishesbiographical the serious two novel. between typesor informative of anfictionalized essays: essay essay.and an biography article. and the the familiar or informal Period'The"EnglishHardy. Victorian Literature: 6. oftheIdentifies the twentieth nineteenth how centurY:. and century why drama to the evolved significant from the and trivial vital playswriting of "Great"TheFilmstrips: British Britain: Isles;' The (a)(b) methodsNotesandthoseDetects thethe of of unity effect thewritingthe similarityofUnited of theand the English-speakingStatesproducing motion of trends picture plays. in dramaandworld. television of England upon to and the interplay of ideas in "ManRecordings:PeopleCountry of theand Century:its (c) Notes the English playwrights of the twentieth century. Own "Churchill:Voice;' In His Verse,"Anthology"Winston Vol. Churchill" ofI! English "ThePoetry,Century"Anthology Rubaiyat PartEnglish of V: 20thof BRITISH WRITERS KhighOmar Khayyam"Dhiegh. Read by 13F-47 Objectives The student expands his thinking and demonstrates his depth of Suggested Activities --] Resourcep - Notes Major(cont.) periods comprehension:1. eachIdentifies period. distinguishing characteristics of the literature of Earnest?"Oscartance"Wilde: ofWilde: TheBeing Impor- The .1M. 2.3. Afterdescribes"ParadiseCompares reading andLost."the Chaucer's contrastsauthor's "Prologuestyle,the epics diction, to"Beowulf" the charactersCanterbury and Milton's andTales," form. ReadCanterville by AnCwony Ghost" Li.5. andofPardoner'sIdentifies Describes varicJscomedy. Tale'types characteristicsthe Elizabethanof plays written oftheatre the by short asShakespeare: it story relates in history,"Theto the production tragedy Quayle.Read"Conrad:Darkness" by Anthony Heart (abridged) of 8.7.6. PilElectsIdentifiestechniquesDefines rim's to Progress,readand examplesof givesonecharacterization of examples ofthe the above Corpe of typesusedallegory Diem byof theme Shakespeare. playsas foundof and Cavalier inpoints Runyan's literature. out Read"Doyle,and"Stevenson: byMr. Quayle. Hyde"Stories Dr. (part). ofJekyll 10. 9. Whendeviceshistory,heGiven identifiesgiven se in ectednarrative,selected English thereadings fullowingpoems,songs poetry, from andhe parablestypestheidentifiessonnets. Ki_LE1 of literature Jamesthe literaryVersion found of formsin the the andBible, Bible: Rathbone.ReadScandalSherlock by Basilin Holmes: Bohemia" A *12.*11. Researchescounterpart.Listsindicates the pilgrims playthe tradeproduction of orChaucer's profession in Shakespeare's Prologue of each, to day,theand Canterburyfindslists the Tales, a modern Holmes:ledture"Stories Band: of The the of TheAdven- Speck-Sherlock Final economicvarious typesstatus of of workers those careersrequired, to andtheir modern compares the social and counterparts. Holmes:Problem""StoriesBasil TheRathbone. Read ofRed- Sherlockby BRITISH WRITERS byheaded Basil League" Rathbone. Read 13F-48 Major periods Objectives k. Development of English Literature Suggested Activities Checklist I"Kipling:Resourcet. Barrack - Notes (cont.) The Student-- Appraises the development of historical English literature, 1"Kipling: Recordings:OtherRoomThe ManBalladsPoems': and OutlinesbeginningVisualizes the with majorRenaissance the events Anglo-Saxon aspectsof the Period. of Medieval Period.life, literature, and the Quayle.ReadWho Would by Anthony Be King" EnglishEvaluatesarts in literature.Elizabethan political, times.religious, and intellectual effects upon Saki"Rose."Short Read Stories by George of AnalyzesPerceives the Romanticism use of satire as ain poetry literary style. and prose. JekyllFrankenstein,and"Tales Terror: andof MysteryMr. Dracula, Dr.Hyde, .1.4 Interpretstheir contributions the types ofto writingthat form of of the Victorian authors and literature, heTerribly tizationsMonkey's Strange Paw, of Robin- ABed'; Drama- MD,littaWorld Aroundar21192 in 80 1111§, the 20.000lslandttheCaptains Sea,Leagues Kidnapped, Treasure Courageous, impunder Ilmjat. World, BRITISH WRITERS The,Time Machine, 13F-49 BEST Ubjectives Suggested ArtIvities COPY AYAME ACSIII.rf-Pf VAPS 1 Note to the teacher: ! is711..11 more crucial today than it has been at any otherThe timeneed infor the multicultural learning and world understanding historyculturalthis need of and mankind.through racial studies appreciation. in world literature, which leads to The teacher of English can do much to fulfil He must know the literature to cultureit.be taught of andthe understandwriters, and the understand literary environmenttheir national Hewhich must or produced racialknow the significant facts about the history and piecesings.experience of world in order literature to comprehend can expand the thesignificance intellectual of theirand writ- Cross-cultural understanding through the study of master- appreciationliterarycultural themes,outlooks for worldand of varyingstudents. cultures cultures, as they thusrelate giving to all them mankind. greater It can acquaint them with age-old

World Literature I 13-G-50 MAILABLE G. The student identifies universal characteristicsObjectives of notable world literature. Suggested Activities BEST COPY flesollirres Ns/te. 1. He identifies worldvernal literature. elements in uni- a. plot,Afterstudent readingsetting, discusses representative tone, the point author's of masterpieces view, use ofcharaterization such of basicworld elementsliterature, etc. as: the b. Thefoundliterature student in modern comparesof different selections add contrastshistorical which hethe periodshas elements studied. and foundcountries in notablewith elements c. Fromfound a givenpositive literature answers selection,to his quest the for student identity. selects a character who d. Fromhow assignedhe seems selections,to be undergoing the student a search chooses for wisdom a character in a given and selection.shows e. character.character'sAfter reading conflicts an assigned and showsselection, how his the handling student ofdiscusses it reveals a major his Afterand comparesreading the conflict he faces with a conflict experienced by a given selection, the student chooses a major character, personIn an inassigned real life. selection, the student chooses an important symbolic World Literature themesituation),element in whichthe andselection. appears shows thein therelationship selection of(a thischaracter, element an to action a central or a 13-G0-51 Objectives .iii94aerated Activities Peso' r' rim - \ le% Universal elementa (cort.) Ih. work.Afteridentifies reading one a givenand explains selection how containing it contributes allusions, to the the meaning student of the 2. He identifies and themesanalyses in universalnotable Givenidentifies specific universal selections themes of notablewhich exist literature in world to literature.read, the student Such as: world literature. (3)(2)(1) SocialMakingConflict criticismchoices of wills (6)(5)(4) TheDeathWar natureand peace of God b. Thethe student following: discusses the universal themes in literature in terms of (3)(1)(2) What similararehistorical some incidents of incidentsthe major in your areproblems parallel?life canfaced you by recall? human beings? c. The(4) student chooses a quotation from a given author,What and problems explains faced in are peculiar to twentieth century? World Literature writing what the author meant by the quotation. 13-G-52 3. similaritiesHe identifiesObjectives and a. Givenand contrastsselections literature of different of thehistorical past with periods, modern theselections. student compares Suggested Activities Besonrres - Nt)tire periods.differentliteraturedifferences historical ofin world' b. Theand student points readsout ways given in selectionswhich the selectionfrom different-historical reflects the mood periods and tempo C. Whenof thegiven period. selected works to study, the student points out social d. Aftertrends reading which aretwo reflectednovels, one in modernworld literature.and one Victorian, the student C.CA; Victoriandiscusses novel.the advantages and disadvantages of the broader scope of the 4. notabletionshipsHe points art, betweenout litera- rela- a. periodGiven literary or based masterpieces upon the same and subject, works of the art student from the points same outhistorical relation- ture, and media. b. Afterships betweenreading thea given two. literary work and seeing a stage or screen ver- thecontrastssion, works the messageeachstudent medium orwrites impact. in termsa critical of how review much itin contributed,which he compares for him, and to World Literature 13-G-53 a Ubj*ctives Suggested Activities PeFourres Niove ture,Notable and art, media litera- (cont.) workThea photograph, studentand any discoversother a art andform drawing or a film. recreates relationshipsof his between own raking- a -for example - a literary collage,;

World Literature 13-6-54 BIBLIOGRAPHY BEST COPY HARARE Berkley, James et. al. Patterns of Literature. The L. V. Singer Company, Inc. Dallas: 1969. Buck,Laird, Phi Charlton to M. Jr. (ed.). and Hazel Stewart Alberson. TheAn Anthology World Through of World Literature. Literature. Appleton-Century-Crofts, Inc. Macmillan Company, 3rd revied. Rose,Hamilton, H. J. Edith. TheHandbook Roman of ft: Greek to WesternLiterature. Civilization. Dutton Everyman. Mentor Books. tzC.; Creel,Keene, H.Donald. G. Anthology,Chinese Thought:of ,Japanese. From Confucius to Mao yse-Tung, Grove Press, Inc. Mentor Books. TingBrenan, Yi. G. A short ,History,21rodern,Chinese,IgitisreAgia. Language Press. Present az. Symonds,Cambridge John University Addington. Press. The LiteratureItalian Literature. of the Spanish &2211 From Roman Times to the Holt, Rinehart and Winston, Inc. Waite,Cairns, V. Huntington. French Literature and Its Masters. Alfred A. Knopf, Inc. World Literature An Approach to French Literature. G. G. Herrap. Lange, Victor. Robertson, John. ModernA Blistort German of Literature, German Literature. 229712112. Edinburgh: Cornell University Press. Blackwood. Arnold,Hare, R.Edwin. TheRussian Light Literature: of Asia. Fortress Press.From Pushkin to the Present Dm. Methuen. Larsen,Boyd, Ernest.H. A. ScandinavianIreland's LiteraryLiterature. Renaissance. American Library Association.

World Literature 13-G-56 H. The student acquires communication skills and personal qualities needed in business Lnulish. Ubjectives 4WWWWwwWWW. Wwwww .11 !%:igOe5-ted nrouNo Rut() fig . \ 1..( 1. He writes all types! Note to the teacher: I withof business proficiency letters' I (This course is designed for the business-bound student. The skills 1 content.in mechanics and i of basic English willin-depth be reinforced study of theand fourexpanded. communication areas: speaking, writing, listen-The student will have an . , , ng, and reading. Business spelling and vocabulary will be emphasized. ! ) communication.)Thedent student work projectswill receive will traininggive the instudent all areas practice of letter in the writing. four areas of Indepen- 1 Whenof letters:given specified situations, the student writes the following type* inquiry, acknowledgement, claim, adjustment, credit, .1A, I application,collection, andsales, simple order, memos. follow-up, public relations, thank-you, GCC% 'b.i Whento eliminategiven letters inappropriate containing words trite and expressions, phrases. the student rewrites ' preparedThe student business-letter corrects all drills.spelling and punctuation errors in teacher- rd. writes,Throughvocabulary the usedrills, of selected the student business-oriented achieves variety spelling of word lista usage and as he BUSINESS ENGLISH 1 13-N-57 Pusot.rprit. Objectives .1111. M.. S:#943erated Activities 10 1 I. .1 M. M1111.111.1=11 MEM. NtC, Business letters(cont.) Theand student content. consistently observes the established conventions of fora Career Point to Stress shipOccupational between worksatisfaction and work environment. is dependent on a harmonious relation-

811SNESS ENGLISH 13-H-58 Objectives SugoePted Activities BEST COPY AVAILABLE Resola..uft - Nt,teL 2. He uses appropriated a. locatereference desired books to Thetates student its use:locates the special features of a dictionary that facili- information. pronunciationexplanatorypreface notes guide typographyalphabetssigns and symbolsof foreign languages abbreviationsspellingstandard rulesusage guide tablesforeign of wordsmonetaryweights and and unitsphrases measures 6b. When given specific situations requiring their use,proper the namesstud_t locate synonyms and antonyms travelthedesired secretarial guides. information handbook, in the telephonefollowing directory,reference books:books of etiquette, and the dictionary, Givenproveand writesthree of possible periodicalsan evaluation value and in of onehis pertinent nevapaper,business information communications. the student he finds examines that themwill BUSINESS ENGLISH 13-H-59 Objectives Actisatie.s aamn...01MOMIN,.... Pusn,.r.ls I 3. He demonstrates businessoralskills language requiredsituations: in Thespecializedtions, student dictations, composes skills as andand required video-tape recorded interviews.follows through with activities in introductions, telephone converse- developing 01b. UsingIity, selected enuncmation, exercises, and the pronunciation. student orally practices voice flexibi- ?Pc. Theexemplifying student prepares each of and the gives skills three to five-minuteneeded in business situations.demonstrations 4. He exhibits placesappropriatequalities of for personaita. Theaware student of the demonstrates by being importance of personal appearance appropriately dressed that he at a place of business. is business. 41). Theofficeof student"do,eand"donsts" deportment prepares and athat scrapbookappearance. can serve as a containing pictures, notes, and guide for appropriate busines lists EFUSINESS ENGLISH 13-H-60 Objectives The student demonstrates the ability to pursue independent study. !,.39gested Activities nwwww/1.1...s. heSeirreS NIOLCS.. 1. Behavorial objectives ! Note tattle teacher; SEMINAR will vary with 1 however,individual he usesprojects; all 1 (The advanced seminar course is intended for the senior student who proficiency.withlanguage a high arts degree Skills of I hastenceintellectual a keen in oralinterest ability,and writtenin thewho humanities,expression.can work independently, who demonstrates and who a highpossesses degree coupe- of He is expected to establish a definitl jecthisproject procedtrestakes for shape exploration, for through attaining consultationto setthe theagreed-upon goal between he aims goal.student to achieve, and teacher and toand state is The entire seminar pro- a.executed under the teacher's guidance.) The student studies a selected group of British and/or American novels, mates.elements,draws comparisons and prepares of themes, oral or views written of life,reports techniques, to share withand basicclass- b. Thegivenin student which period. hedoes combines an inter-disciplinary the study of history, study basedart and on literaturethe humanities of a (Paper submitted to culminate study) c. ofpoetry,The the student human music, doesspirit film, an throughout inter-disciplinarytheater, paintingthe ages andstudyand architecturein involving the contemporary aas new expressions world. look at SEMINAR d. Theproducing.theme students or work research requiring and independentplan for an andartistic group productionresearch, planningon a given and 13-1-61 Language arta skills Objectives e. The student sakes a study of national literature of selected countries' S:iugerted Acti%ities Resnrr.(m. - (cont.) othersuch thanas Faulkner, America orWilliams, Britian, Shaw, or Hemingway. or a concentrated study of one author 1 f. The(1) student traces The Byronic hero through literature. (2)(3) The "Selling"Flying Dutchman"of one's Soultheme to through the Devil" literature. through literature. 1 (5)(4)(6) The themesappealheroic ofimage revengethe fromsea throughthe super-hero severalBritish ofplaysand/or the and/or epicAmerican to novels. the literature. modern 1 (7) CaedmonTheanti-hem, evolution through of Piers democratic the Plowman, thinking Everyman, in English Chaucer's literature Prologue from 8 (8) TheRenaissance.to majorCanterbury themes Tales, of American Sir Thomas writers More, (values, and into independence, the English humor, (9) Theliterature,justice, four basic pursuit noting types of the offrontiers, allusionsauthor's etc.) specialin several choices major and pieces uses. of (10) Dramatic(Chaucer, techniques Milton, Georgeand conventions Eliot, O'Henry, from the Melville, Greek tragedians etc.) SEMINAR through Seneca, Elizabethan dramatists and on to modern times. 13-1-62 Objectives ------_ ------:1;sgsmp-ted Activitiett BEST COPY AVAILABLE 1ifr,n1 rreF it's Language arta 4kills (cont.) ;Pepte: ContemporaryAmerican Western(Students Southern literature, maywriting, trace Black predominant literature, themes Russirn through literature, Irish literature, etc.) g. RomanticUsingto determine Lyrical Period Balladswhether in depth asthe toa Romantic pointdiscover of writers departure,the philosophy "practiced the studentof the movement what they studies the and' preached." 1 ,h. Theeffectsperiods), student of observingmakesthe satire. a study authnrl' of satirical techniques, writings subjects satirized, and the (one or more historical, i. Theliterature, student makes prose a andstudy poetry. of the didactic use of chosen pieces of j. TheProgress,fable, student through studiesThe Oldthe the Manreading typesand The andof Sea,allegory,analysis Animal ofincluding Farm,such worksand the as Jcnathan Livinston ! parablePilgrim's and k. §2211213:Thestories, student novels, makes aplays, study andof ironynon-fiction. appearing in selected poems, He classifies the various short SEMINAR ironicaletc.).(gentle, tones lighthearted, in their context fun-poking, and places thought-provoking, the examples inbitter, vicious, categories 13-1-63 Objectives a:iqqet-ted Activities ..=.1 !,,elris Language arts skills I (cont.) 1. Theliterature, student considers noting the the kinds lrve c'theme love, in howseveral the emotionpieces isand used types by of I plot,authorjealousy, etc. as a etc.)motivating force on character, a device for complicating He also notes the effects of accompanying emotions (envy, CarsonFrom the McCullens, works of suchJ. D. authors Salinger, as Tennesseeand John steinbeck,gilliams, Ernestthe student Hemingway,' analyzesan(Definition: individual, characters "Ana group, alienatedwho can or bea individual society.")considered is "alienated one who feels individuals." separated from

I SMINAR 13-1-64 BEST COPY AVAILABLE JbjectiveaThe student participates in various ------activities to reinforce and expand the material :;ludie.!.:A!lqczatell 1,14.,,(1 4 s. f. 1. grammaticalHave students errors. listen to political candidates SUPPLEMENTARY ACTIVITIES (Were the errors made intentionally? and note any caught If so, 2. Theproofreaders.why?) baseball game is a favorite. Bring clippings from newspapers showing errors not (or something else) is a single; a wrong Have two teams. A right answer to 3. Useanswera question creative is an on out.dramatics grammar to review his choice of a strongadverbs verb withand verbs.its Taking turn:; h. modifier.asthisFrequently "It," be eachimproved?" copy student students' (Not acts "What outsentences is wrong on the board Other students guess the verb and the modi fier. with this?") and ask, "How may 5. Havehis studentsuse of nouns read anda short verbs. selection by Ernest Hemingway and note all bulletin displays 6. mountedToshould BELOWadditiongenerate neatlyreflectARE ofandTWENTY teacherand maintainorganization givenSUGGESTIONS commentary focusstudent and individually,FOR interest,variety.typed USING on BULLETIN cards. The items should be preferably by the :MARLS TO GOOD 1 ADVANTAGE. I Book jackets, provided they are grouped around theme units (1) and are taken down often i i 1 (2)(3) ProfessionalVolunteer student book artreviews work clippedillus4.rating out of books Sunday read supplements, out of class i (4)(5) magazines,writers,FacsimileReviews pastofetc.reproductions plays and presentand motion of original pictures manuscripts based upon publishedof famous books ACTIVITIESSUPPLEMENTARY f1 (6) Announcementsfeaturing book of talksforthcoming radio and television programs 13-J-65 Objectives =1111...... 11 !!lerted Artivities Nesn ra44. Vitt.* (8)(7) ma. enterprisingappended,Pictures ofincluding prominentstudents titles mayauthors, undertake of books with thewrittenbrief job biographical of calling uponrotes informal interviews with authors; possibly some (10) (9) ListsfromIllustratedaprinted writer many of newlyandpublishers) outlines recording arrived of books thea book conversation in manufacturingthe school or processpublic library,(available (11)(12) withPublishedskillsaippings accompanying of statementsreadingfrom magazinesbrief by blurbs prominent and newspapers people featuringabout books articles and on the 1 (13) ListsreadingPublishers' and descriptions brochures ofdescribing valuable newreference books works (perhaps (15)(1h) preparedarticlesrepresentedPulitzer by and school in Nobel the librarian) award-winningprize winners citationsin literature or in as published they are (16)(18)(17) NewspaperPagesOutstanding(fiction cut clippings outand student-written ofnonfiction) book showing club weeklybrochures reports best-seller describing lists the contents (19)(20) Movieofpeoplethrough Backgroundselections stills featured most of shotsscreen releases in clippedparticular studios) based from uponbooks. magazines popular depicting books lands and (available ; 7. For a word to become an active part of a student's Among useful manipulative activities: (1) give the antonym vocabulary, it must ofbeinevitable used.vigilantOTthe compareword; ever that(2) the cowardly?");ask themeanings aYankees question of will (4)words using supplywin (e.g., thethe another wordpennant "Is (e.g., aform thisperson of"Is the whoit word year?"); is (e.g., SUPPLEMENTARY ACTIVITIES piratesword"imply,"invaders (e.g., swooping "implication"); of"marauders" medieval down on England). coulda (5)coastal bename used village,contexts for pillaging forsuitable some for the use soldiers,of for the Danish of the 13 -66 BEST COPY Objectives almall11.010 x,29 9c6ted Arti%lt:e AVNIABIE J4q !.11 ! 1. 111. 6111111111.11106. .11IIM.M.I.IM..ID A points,vocabularythorough three discussion through groups reading ofof thewords istechniques presented.are selected of from To illustrateincreasing the major one's the book. r. (1) exerciseisthrough"Blockbusters"--12 also toexplained.the challenge context. very the unusualreader towords work are out arranged the in a Answers are supplied.What to do about such words generally meanings matching (2)(3) definedby"Worth"Tough educated andones"--18mastering"--finally, again people thewords are reader ofpresented more is50 toldthanwords in howaveragea thatmultiple to are difficultyapproach these.are used regularlychoice exercise and richly 9.'-Frequent reference to the vocabulary studentexercises to develop a sensible attitude toward wordandillustrated. a systematic learning procedure is described should enable the problems in the GC onbooksattempt the he spot reads.a bookis often that ais critical more challenging than his The realization that not all words must be factor in encouraging a reader to customary fare. in reports and grasped '11. 10. Thecompositions.Studentscan sample become can vocabulary classbe encouraged projects paragraphs tocombining use illustrated their "new" in words composition skills and word study. the vocabulary section !12. misspelled.determineLet students what agree would upon be aa shortfair penaltylist of ifwords one of This list may gradually be enlarged. that must never be these words is Let students 1 misspelled.everyExercises word, in p ofreading, somerequiring value. students to look carefully Even more valuable is insistence Sometimes their that at SUPPLEMENTARY ACTIVITIES: theyreadingstudents would the proo otherwise work slowly miss. aloud will help them to ad their own written work. catch spelling errors 13-J-67 we, op 1111.11MIN.P. 19sircted Activities Objectives :.i.. IMINNINE.111 number short, interesting items with VVNA.Isvg %.(o. HeadlinespurposesbetterFromthe newspapersarticles, than ofare ordinary kept givingselect at headlines the easiestand teacher's reading identification, cut off the headlines, and corresponding articles for desk. matter to poorest students. Each student reads his and distribute t numberedteacher articlecalls numbers and writes each anstudent original headline for it. reads his article to the class As the and the headline he has written. Then the teacher reads the one which was ' 15. Studentscomposition,in the newspaper. are givenrelevancy, paragraphs and word The class compares them and makes of simple instructions for choice. comments as to doing 16. exactlysomethingStudents what thatread his mayan instructions untitledbe performed paragraph. tell in him.the classroom. Each suggests an appropriate Each 4oes 17. magazines,Directtitle.visited experience a andnewspaper books helps areplant toprinted. and then clarify meaning.Theread material articles was on how newspapers, Thus, one class comprehensible 18. Towordsbecause increase on thethe powerstudentspage. to understandhad something details, students may read atangible to which to relate the 19. phrasespassageStudents suggestingthat may contains read pictures,two many short sensory odors,articles then decide how theyimages, are and sounds,find words tastes, aboutor ordifferent inventions feelings. alike 20. theStudentsand(or teacher howpeople, they decide prepares countries,differ. the shortperson's etc.) andpurpose paragraphs describing a in acting thus. person's actions. For instance, SUPPLEMENTARY ACTIVITIES. 1 Ralphwishedvolunteeredthings? was he invited could to help taketo ahis Janedance. mother, to the and He washed his father's dance.car, remarked to his father Why did Ralph do these that he 13-J-68 WirctiveA :-.AT;c1,ted REST COPY AYAIAL Henn. - t et 21. sentence.findhalf-sentencesIn one in columnthe second areneeded severalcolumn to complete thehalf-sentences; words the that first logically in ones. a complete second column are the Students are to each 22. otherStudentsto guessmember write which of one-paragraphthe student class. is beingthemes, described. each student When themes are read, everybody tries describing some 1 23. haddiscussHelptwenty a studentspoor statementsgames season. toand differentiate wonlike five these: this opinion season. from fact. (3) Our coach is not a good coach. (1) Our basketball team lost (2) Our basketball team For this purpose, (4) Lack of Ca 2l. onDiscussstudentCame the homebasis inductivesupport at of night. severalcost thinking, us several reaching victories. a conclusion or Flipped light switch--no light.bits of evidence. The classic example: generalizationSwitched 25. hasanother--noDiscuss happened? deductive light. thinking as a process of testing a Other houses dark. Clock is stopped. conclusion or What 1 26. GreekMercurygeneralization.Venus and automobles,pencils Ronan mythologyand Atlasthe like stilltires, may exist. Jupiterhelp students and Thor to see Use a specific example. missiles, that remnants of 27. Teacha controversial students to articleread magazine and then articles critically by having a panel find and present (1) reading i ithe arguments on the side the editorial policies of a magazine, (3) studying the not favored by the author, (2) examining author's 1) chosen.competence in writing authoritatively on the subject he has I SUPPLEMENTARY ACTIVITIES I ! 1 13-4-69 S:luclepted Acti%Itiwk ReSO,r.'p4. %,$te.s. Objectives I 1 . 26. fromBrief pieces excerpts, written rarely more by outstanding critics who than a paragraph in have analyzedlength, the are quoted I Excerpts are . I I groupedbook and aroundthe author's specific writing skills -- strengths and weaknesses. characterization, style, possible, conflicting 1 plotdirectingviews development, are juxtaposed.the reader to verisimilitudeand, wherever Then an originaldo hie editorial own analysis of the skills and ideas comment is added, 1 selectedinconclusions question. passages are drawnto for Specific page references verify or refute a critic's the student, but he is send the reader back to values. (In most cases, stimulatedstatements. into No 1i makingat least independent 12-16 critical excerpts are decisions about literary used.) I 29. theAn excellentaction of waya play to train a readeris.to to asksharpen him to pretend hehis is visual a director grasp of a scene.(b)(a) What'Howsoulfully, shouldshould the thelightly, etc? Typical questions might character speakcharacter this be doing as he says If he shouldbe as move,follows; line--calmly, angrily, this? where should he Should he go?stand still or move What should he do with about? his hands? What facial expression 1 (c) Whatdramaticshould suggestions he climaxeffect? wouldthat evenyou the writeroffer of theto heightenpray may humor, suspense, not have or 1 (d)(e) Whereimpliedsomewhat in atthe lengthya dialogueparticular pauses to lines be deliveredwould in a yousort recommend point?the increase the effect? insertion of of sputtering Whenor stammeringshould certain manner? 1 I i 33. Cite examples to show paragraph or a whole thatpage ato poet cover. can say in a few words what a prose To what 1 I extent,writer might if at need all, a would it have been more central idea or theme effective to have made of the 1 1 poemthe (assumingpoint in prose? it has one), what is there In considering the unusual about the poet's SUPPLEMENTARY ACTIVITIES i point of view or his conclusion. 13-3-70 butmcsted Activities BEST co AVARAiti Pescwr.rA - Objectives 31. Haveteacher, students for constructexample, clouds passing over Al=. metaphors to describe things namPd the moon. by the i 32. Have students match things that have something in common, for example:(1) sandfog dunes (b)(a) jethappy propulsion laughter (t1)(3)(2)(5) a "IBennysneezecalm Got pond Goodman'sRhythm" (d)(c)(e) handkerchiefaroller freshlygray coastercat ironed 1 33. Talkmyheart";"black heart,"about "roaringlook" the difference(figurative). lion," "roaringbetween afire"; (or "my word"). OtherHave examples:students use"warm words hands," like "black cat" (literal) and a "root,""break my"anchor," leg," "break "hound," these "warm 1 both"crown," literally "tower," and figuratively:"mountain," "river." "sea," 1 Talk about favorable and unfavorable metaphors applied to people; 34. asomeone'sfor "gay"mule," example, dog." eye."a "sheep," a girl maya be a "peach," a A man may be a "fox," a "lion in battle," a "jackal," "lemon," the"pig,"a"snake "apple in the grass," s"sly dog," or a i 35. ReadGOatsworth's Elizabeth Browning's"Swift Things sonnet Are Beautiful," and listen"How toDO "MyI Love Thee?", Elizabeth i . Then make a list of things yourthatFavoriteComplete listyou Things"enjoyin anpoetic extraor from reasons form. projectSound for of in Music. poetry by liking a specific person. memorizing at least three Rewrite of SUPPLEMENTARY ACTIVITIES 30. your favorite poems or by writing several original poems. 13-J-71 foossommtamo...... ar Objectives ;%ctivities fm. 1 ta 37. noticingwords.numberAfterusing reading ofany whichwords of a Noyes's versioninpoem the like keypoem.makes Noyes'sphrases more "Theeffectiveand not use Read the prose versions in class or Then write it as a short story, Highwayman," count theexceeding his number of in small groups, of language. not 38. wordsReadits Whittier'smusicalwere altered setting ';tin to (Episcopal fitSmall the Voice music, of or hymnal), noticing how lines and Calm." find another poem that was Then reread it with be changed 39. Arrangeslightlyadaptedfind a your tomusicalfor a ownusemusical settingpoemwith setting,tomusir. (eithermusic. noticing classical how ora poem can Using a poem you especially like, pop) that you think yourappropriatethe wordspoem with andto thenusieslight poem. alterations to and discuss effectiveness with the Using a record player, practice reading make words and music fit. class. Tape : 1s0. textcontrastingfeelAfter of is readingeach most yourpoem. effective. several poem with poems the on others, the same Support your choice by comparing and referring directlytheme, choose to the the one fou hi. noticingJohnson'sReadLiterature.) the firstespecially "The fewCreation." verses the differences of Genesis. in Notice similarities. (One source is Adventures in American oorrnentdirferencers,Thenvaiwpoint read James and Weldonpurpose. I 42. PlayDiscuss a record the effectivenessof "The Creation" of the from sound the effects. collection God's Trombones. !1 43. Afterskills using presented the filstrips"What to additional Topoems. Look For in Poetry, "" apply SUPPLEMENTARY ACTIVITIES' 411, 4. IllustrateincludingFrom poems simile,withthat picturesyou metaphor, like, or find originalpersonification, examples art work. of figures of speech, and apostrophe. 13-J-72 Youto haverespond probably orally been or inurged writing to know to oneyour or students. more of the following questions: IDEAS TO TEST See what you can find out by asking them 2.1. WhatExplain have brieflyyou read what the youlast like two andweeks dislike that wasabout not English required as areading school insubject, any of andyour why. classes? * 4.3. WithoutIf you givinghave a names,favorite what school are subject,some of theexplaill qualities why itof isyour a favorite.best teachers? x 6.5. What areoccupation your strongest mould you prejudices? like to follow? How did you acquire them? Why? C4 8.7. What areis literature?the goals English teachers try to help you achieve? What can you learn from literature? GC i 10. 9. English?WhyDD do you you think or why English don't teachers'you like toexaminations compete with test fellow the progressstudents youin winningLave made good in gradesreading, in i 11. Whatwriting, is thespeaking, meaning and of listening?philosophy of life? Why can't you avoid having one? SUPPLEMENTARY ACTIVITIES 13,1-73 Objectives Suggeot,..dTest Activities on following directions .11111111111111 Re moor'. - Nt,teg 1. DeadPrint"Nome." carefully your name, ell lastof the name following first, ondirections the top Name line following thebefore word doing anything. 4.3. UnderlineDraw the word "name" in direction 2. circle around the word "all" in direction 1. Ii 6.7.5. CircleNowdirectionIn draydirection the a circlenumbersnumber number around 1,of cross4,directions drawthe out titlea thecircle 1, of word2, this around3, "anything." andpaper. the word "underline" and5, inand put an I over 1 9.8. numberWritenumbers.In direction 6."I can follow number directions" 7, circle theabove even the numbers, title and Put a circle around the number 4 in the fifth of this test. underline the odd direction. Start 11.10. DrawUnderlinedirectlypaper. a square overthe aboutsentencethe word ) inch you"test." insidehave just the written.upper right Draw a circle around the square. hand corner of this 113.112. 14. writing,CrossPutIn antheout Z direction spacethein thenumbers under square number the8 throughinside last1. direction the12. circle on in this the paper,upper copy Now circle the same numbers. right hand corner. neatly,direction in num- '15. 16. PleaseotherberNowhave one,that directions.readdo followyounot this havegive directionfar, readthis just alltest number pretendof away the two bydirectionsthat anyonly. you comment are as still statedor writing. in Do not follow any of the exclamation. If you SUPPLEMENTARY ACTIVITIES 13-J-74 WORLD LITERATURE: SUPPLDIENTARYRESOTIPa SUGGESTED REAUffNCSClassical Fiction AdventuresAdamAliceAesop's Bede, Adams, Fables, ofGeorge TomBooth AesopSawyer, Tarkington Eliot Mark Twain AdventuresTheAnnaThe AbeAeneid, Ambassadors, Karenina, of ofInnocence, Vergil Huckleberry Leo Henry Tolstoy hdith Finn, James Wharton Mark Twii!, TheAroundBenito American,BlackBilly the Cereno,Beauty,Budd World Henry and HermanAnna in Typee,James Eighty Sewell Herman Days, Melville Melville Jules Verne TheBeowulfBenBrothers BlackHur, Lvi Arrow,Karama%ov, Wallace R. L. Destoyevsky Stevenson ConnecticutDeerslayer,Crime7.andide, and Voltaire Punishment,Yankee J. F. inCooper King Fyodor Dostoyevsky Arthur's Court, Mark Twain TheCountDaWieclarlesCaptains Divine of Monte Courageous,Comedy, Cristo, Dante RudyardDickens Stoker Alexandre Dumas Kipling COCC Emma,FarLonFrankenstein, FromQuixote,Jane theAusten MaddingM. MaryDeCervantes W.Crowd, Shelley Thomas HardySwift FathersEthanHardGreenDa, Frome, Times, B:Mansions,and am Sons, EdithCharles W.Ivan H. Turgenev ,Marton Dickens Hudson GuThe JaneHunchbackHeartliver's Hound Eyre,of Travels,of Darknessof Charlottethe Notre Jonathan Dame, Bronte Baskervilles,/The A. Conan Doyle Secret Sharer, JosephVictor Conrad Hugo HouseHenryJosephIvanhoe, ofEsmond, Andrews,Seven Sir Gables, Henry Walter Scott4m. M. Thackeray FieldingNathaniel Hawthorne TheJournalLastKim, Jungle ofRudyard of the theBooks, Mohicans, KiplingPlague Rudyard Year, J. Kipling F. Cooper Daniel Defoe Kidnapped,LesKingLittle Miserables, Solomon's Women,R. L: Mines,'VictorLouisa MayHugo the Obscure, Thomas Hardy Stevenson Rider Haggard Alcott TheMaggieLordLife Varble onJim andtheFaun, OtherMississippi, Nathaniel Stories, Hawthorne Joseph Conrad Mark TwainStephen Crane Lorna TheDoone,MasterMansfield Mill R. ofon D. Ballantrae, thePark,Blackmore Floss, Jane GerogeR.Austen L. StevensonEliot 011222MIL21:1112ALTS1MorteMollyMayor iver Dick, d'Arthur,ofTwist, Casterbridge, Herman Charles Thomas Dickens MaloryThomas Hardy Melville Joseph Obnrad Omoo,NorthangerTheMoll Moonstone, Flanders, Herman Abbey, WilkieDaniel Jane CollinsDefoe Austen Melville RESOURCES The Ore on enroTrail, Francis Parkman arkington ThePersuasion, Pathfinder, Jane J. AustenF. Cooper 13-K-75 ThePudd'nheadPridePi Pickwickgrim and s Prejudice,Progress, Wilson,Pa ers, Mark Charles JohnJane Twain BunyanAusten aickens ,InentinPrincePortraitPicture and Du-ward, ofo theDorian Pauper, air Gra Walter Mark 3cott:'wain a La livnry James Oscar Wilde QuoRobinsonReturnThe Vadis?, Red of andCrusoe, theHenryk the Native, Black, DanielSienkiewicz Thomas StendhalDefoe Hardy 3caramouche,TheRedRamona, !3adgeRise Helen of of Silas Ra Courage,Hurt ae LaJackoon ham, Stephen William ;rane D. Howells Sab tini TomTessSenseSwissScarlet Jones, ofand Familythe Letter, Sensibility,Henry WUrbervilles, Robinson, Fie' Nathaniel Jane Johann Thomas HawthorneAusten Wyss Hardy TheTornTheTaleStrange Scarlet ThreeSawyerof TwoCase Musketeers,Pimpernel, Abroanlities, Dr. Jekyl and lharles Baroness Alexander Tom& Mr. Sawyer Dickens Hyde, Orrzy Dumas Detective, h. L. Stevenson Mark Twain WashingtonUncleTurnTreasureVicar ofTom's ofthe Island, Wakefield,Square, Cabin,Screw/Daisy R. HenryHarriet L. Oliber Stevenson Miller,James Beecher Goldsmith Henry Stowe James Typhoon,TheWarVanityTristram Wand Fair, Joseph Pea,e,Shandy, Wm. ConradLeo M.Laurence TolstoyThackeray Sterne of All Flesh, Samuel Butler Aku-Aku,Wuthering Thor Heights, Heyerdahl Emily Bronte Non-Fiction Annapurna, Maurice Herzog WWTERRErieTrYlaA Night Blood, toSixth TrumanRemem Ha piness,rmeterCapote LordAlan Burgess Modern Fiction AThe collisionSpy Man Who Who Came Course,Never in FromWas, Alvin theEwen Moscow Gold, Montagu laCanne Airport,Absalom,AllAfricanA Death the ArthurAbsalom,King'sQueen,in the HaileyMen,C.Family, William S. Robert Forester James Faulkner Penn Agee Warren AllAlasTheAdviseAcross quietAgony andFive onand Consent, Aprils,the the Western Ecstasy, AllenIrene Front, DruryHuntIrving Erich Stone Maria Remarque Babylon, Pat Frank AsAprilAnneAndAn I American ThenLay ofMorning, aArins, ThereThousand Tragedy, HowardWereWilliam Days, None, TheodoreFast Faulkner Edward Agatha Dreiser Fenton Christie SEETE7-5InclairArrowsmith,Anthem,AnimalThe Andromeda Farm,Ayn SinclairRand George Strain, Lewis OrwellLewis Michael Crichton RESOURCES BridgeBlackBell foratLike Andau,Adano, me, John JamesJohn Howard HerseyMichener Griffin BridgeBraveBig Doc's orNew ran Girl,World, Luis Mary AldousRey, Medearis Thornton Huxley Wilder 13-K-76 BEST COPY AVAIIABLE 7.5a1;1167WWWIteTheBridge Bull fromOver thethe Sea,River Fang, Mary Kwai, JackRenault Pierre London Boulle TheCanneryBridges Caine Mutiny,Row,at Toko-Ri, John Herman Steinbeck James Wouk Michener TheTitraiiTomCatch-22,TheCimarron, Chosen, Cardinal, Joseph ChaimEdnaPaine, Henry FerberPotokHeller Howard Robinson Fast Christy,TheCherokeeCatcher Citadel, Catherine inStrip, theA. J. Rye,MarquisMarshall Cronin J. L.James Salinger The'"heSeat Cool Cruel World, Sen Warren Miller 7gtisatTriotsn, Arthur KoestlerComes to the Archbishop, Willa Dither Nicholas Monsarrat Demian,TheThe Cross Contender, Herman and theHesse Robert Switchblade, Lipeyte David dilkerson evedCountCrTheB, Alin Paton ElmerExodus,DurangoDoctorDrop-out, Gantry, Zhivago,LeonStreet, Jeanette SinclairUris FrankBoris Eyerly LewisBonhamPasternak EastEverEFURETangDudeworth, of Eden, the SinclairJohn Mohawk, Steinbeck Lewis Walter Edmonds Thin But Mone , Sam Levenson A FrannyFlowersTheFarewell Fixer, and to Zooey,Bernard Arms, J. ErnestMalamud D. Salinger Hemingway Algernon, Danie: Keyes ForTheFreedomFlightFail-S WhomFire oftheNextRoad, the Bell Time, HowardFalcon, Tolls, James Fast Daphne Ernest Baldwin DuMaurier Hemingway e, Eugene Burdick & Harvey Wheeler WYRI7115717RROuntain,^godliantsloodloyel"Nnlf Is in'1.y W:th the Mr.Co-Pilot, theEarth, Chips, Wind, 0.Col.James MargaretE.James Robert RolyaagHilton Baldwin MitchellL. Scott GoodTheGod GoodBlessGirl Morning, Earth, Inside,You, Miss Mr.Pearl Jeanette Rosewater,DOW, S. FrancisBuck Eyerly Kurt Gray Vonnegut, Patton Jr. 4'rushima,H.die:Hawaii. James John Michener Hersey Gtsby, F. ScottFlower, Fitzgerald Pearl S. Buck Hotel,HighTheGrapes HeartGunsWind Arthurof ofinIsWrath, Navarone, Jamaica,aHalley Lonely John RichardHunter,AlistairSteinbeck HughesCarson MacLean McCulley& VararrtheInvisibleInImmortalThe Dubious tee Palace, Wife, Strand, Man,Battle, IrvingRalph Edna DaphneJohn EllisonFerberStone Steinbeck DiMaurier ImperialIThe I'mNever Human Really PromisedWoman, Comedy, Dragged Pearl You William But aS. Rose NothingBuck Saroyan Garden, Gets Hannah Me Down, Green Nat Hentoff TheKeysJubilee,Johnny Lastcir Tremain, theHurrah,Margaret Kingdom, EstherEdwin Walker A. O'ConnorForbes J. Cranin TheTheJoyIt LearningKing Can'tJungle,in theMust Happen Morning,Tree, UptonDie, Here, GordenMarySinclair Betty SinclairRenault ?arks Smith Lewis RESOURCES LightLetter in from the Peking,Forest, PearlCbnrad 3. Richter Buck Tlirt=erre7fieLife with Father FieWNTIITNE7EEarrettand Life with Mother, Clarence Day 13-K-77 Little Big Man, Berger The Lively Lady, Angel, Thomas WolfeKenneth Roberts loveTheLordTheloved LivingIs of Eternal, the Reed, One, Flies, IrvingPearlEvelyn StoneWaugh William Golding S. Buck Mama'sMagnificentLookLoveLost Homeward Story,Horizon,Bank Obseaston, Eric James Segal Accouecmgatbryn Forbes Hilton Lloyd Douglas TrieSargazMainMemberMrs. of tle Wedding, Mikes/thaw&Street, Sinclair Benedict Lewis Freemen the Promised Land, CarsonSteinbeck McCullers Claude Brown MilaIM3701707MIRrar,Iiirg;nThe l8, Mouse Leonand That Sixpence,Vila Roared, Herman Somerset Wouk Leonard Wibberley Maugham ATTMerisItirELVVilifiL32otint,My Antonia, DMA, George Orwell Villa Gather John Kemal& Markandaya Charles Nordoff &James Hall U.NameraliEnrCampNativeNorthwestThe Nitty isSon, Passage,Gritty, RichardDavid, WrightFletcher Aram, William SaroyanFrank BonhamKenneth Roberts Knebel NoThe TheOfdy Nun'sHumanKnowseaeve, Story,Bondage, My Kathryn Old Man and the Sea, ErnestNevil Shute Name, James Baldwin Somerset Maugham Hulme Hemingway _...2TtleCticelingntureling,O1OfThe MiceYeOctopus, and Men,Frank John Norris T. H. Gipson Steinbeck White OnO AthePioneers., Pat& Beach, of Blue, Willa 3E=-BolTeOuIneident, Elizabeth Kata Cather Walter Clark AThe ThePassage Outsiders, Pearl, to John S. E. India, E. M. Forster Steinbeck Hinton VTOTEFairrThe Pit, Frank Buck Norris of No Return, John Marquand NEE-CounterPUTEITEdrienneAPor---tr---7=itoitc--,g7rtistTheThe President's Razor's Point, Edge, Richards Lady, Aldous Huxley Somerset Maugham Irving Stone as a Young Man, James Joyce warTheRebecci7M5E6RandomThe Power Robe,Sea Harvest, andWolf, Lloyd the D2l4aurier JackJames C. Glory, Graham-FletcherLondonDouglas Greene Knebel Hilton TheSeventeen,ARun SeparateRed Si Ponant ,Peace,BoothRun John Deep, TarkingtonJohn KnowlesSteinbeck Edward Beach ASiddhartha,Shane,Seven Sons,Single Days JackPearl Pebble, in HermannSchaefer S.May, Buck Hesse John Hersey 1173117grShowSonsSister Boat, and Cw-zie,Chalice, Lovers,Sdna Ferber D.Thomas B. Theodore Ereiser Graham H. Lawrence Costain 'Saltwater,TheWMThe Sound MeStranger, fait and Paul Youthe AnnixterLove Me, Junie Albert Cmmus Fury, William Faulkner Moon, Marjorie Kellogg TheTenderTeahouseSouthThis Sun Town, Sideis ofthe ofLorenzthe Nig Au Rises, Ernest Hemingway at Moon, F.Vern Scott FitzgeraldF. Scott Fitzgerald Sneider FIESOURCES ToThis Have Hallowed Ground, ancrIFT02; Mary Bruce Catton Johnston To Kill altockin$574, Paradise, Harper Lee 13-K-78 TortillbTheTo S.,. Ugly flat,ivith American, Love,John SteinbeckE.William R. Braithwaite LedererA Eugene Burdick TheTrueTopaz, Unchosen, Grit, Leon Charles!iris Nan Gilbert Portis UpThefie 267776the Yearling,wall,Virginian, bown Legends JohnStaircase, Marjorie HerseyOwen Die, Wister Bel HalRawlings Kaufman Borland Winesburg,WestPIEETINGasVon SideRyan's Story,Ohio, Express, Moore SherwoodIrving David Shulman Anderson destheimpr AccentBanner on inApril, the Sky,Betty James Cavanna Ullman Tiger, Patrick O'Connor Leisure Reading AdventuresBorn Free, of JoySherlock Adamson Holmes, Sir AuthurallIaly_L-GBasebame, Conan Doyle Joe Garagiola MaTheDaddy-Long 01-7a1 Garth,Boy Next M113, Gwen Legs,Door, Henry Bristow JeanBetty Pelsen Webster Cavanna ClassBigDandelionCress Trouble, RinDe ahanty,Wine, Rosamond Ray Jessamyn Bradbury Du Jardin West , Rosamond Du Jardin TheDragDeepDouble Summer,Strip, Date, William Gault Gordon Freshman, Anneof theEmery Dr oeamondwen Br stowDu Jardin Race, Phillip Harkins IMe7171707Eave,DouDatTTOTWane, le Feature, Betty BettyRosamond CayenneCavanna Du Jardin Gordon Junior, Anne Emery WerrailliOntB2EdaThe IncredibleFriendlyHauntingCifHill Persuasion, Journey, Gwen Hause, Bristow Shelia Jeseamyn Shirley Burnford Nest Jackson JazzHotHarlemTheForever Rod,GiiirEicape,Country, Summer, HenryFree, :oat FelsenMaryJoy PaulHentoff AdamsonVroman Brickhill NineTheMeetErviTEFFeirJoyJubilee Moon-Spinners, Coachestheme, Trail, Waiting, LenoraGwen Adamson Mary Bristow Mary VeberStewart Stewart MeMarsha,NoMyA LanternTimeFriend Margaret For Flicks,in Ser Her Craigeante, Hand,Mary MacO'HaraBess Hyman Aldrich can Road Race, Patrick O'Connor War7TEOTEETheNowSenior PushcartThat Prom,I'm War,Sixteen, RosamondNorth Jean Margaret MerrillDu Jardin edwaCraig thallen e, William Gault aiiaT11544HiiiiyRoadThePlease QualityRocket, Don t ofHenry Courage, Felsen Gregore.,..arishcnave, hickey Felsen Mantle at the Daisies, Jean Kerr Geoffrey Household RESOURCES WriaveThum erAriays Road, Lived Wi in the Jastle, Shirley Jackson iam Gault Trish, Margaret Craig 13-K-79 Science Fiction Childhood's End, Arthur C. 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Leagues Under the Sea, Jules Verne Tolkien Hamlet,Four Great William Comedies, Shakespeare William Shakespeare Drama-Shakespeare KingFour Lear, Great William Tragedies, Shakespeare William William Shakespeare Shakespeare TheOthello, Merchant William of Venice,Shakespeare William Shakespeare William Shakespeare Drama-Other RomeoA Midsummer_ and Night',s ,f fist, William Shakespeare T------AbleIRWAWEeldiabirlilii'i;Titiri-Vidal,TheDoctorCyrano American DeFaustus, Bergerac, Dream/The Christopher Edmond Zoo StuRo stand Ed. Marlowe , Edward Albee NrEFUcible,GreatBecket,Death Comedies, ofJean a Arthur Salesman,Anouilh Barnet, Miller Arthur Berman, The cfm; Miller Burto, eds. TheTwelfthmanthvis Miser Hight n"---eggar's ot-Bitii.s UncleArmsImportance Yanyaand the Man Ernest 13-K-80 BEST COPY Great Trageuies, Barnet, Berman, Burto, eds. AVAILABLE sittri Henry Hewes, ed. OedipusAntigonePrometheus atThe Colonus KingBound Fariou3 American AllHoneTheLost MySkinof in Sonsthe ofthe BraveOur Stars Teeth GoatsKinHippolytus Lear Fesrous American Pia s of the The193')'s,Idiot's MatchsiakerT DeliHarold ht/Robert Clurman, Sherwooded. e of Your L e a yroan TheFifteen Glass American Menagerie, One-Act Tennessee Plays,DesireonargiM Williams Paul UnderKozelka Strand the Elms Julie Five Great FL's, Henrik IbsenAEndAwake DolI's of and Summer/504. HouseSin & C Behrman ord Odets yllsALongJam,Inherit "anof Dew'sArchibaldthefor the KincandAll Journey Wind, Seasons, Macleish JeromeCamelot,into Robert Night, Lawrence Allan Bolt Eugene &Knee, Hobert O'Neill ed. E. Lee Miracle Worker, William GibsonTheGhostsPeerAn WildEnemy Gynt Duck of the People GreatMyA FairRaisin Modern Lady, in Plays theAlan Sun, J. LernerLorraineYrs.Red Hansberry RosesWarren's For ProfessionHe ThreeSunriseSaintPymalion, ComediesJoan, Bernard Bernard of AmericanShaw Shaw FamilI Remember Mama Campobello, Dore Schary Life, Joseph Mersand, ed. Two Plays, Eugene O'NeillMourningStrange BecomesInterludeTThree e Master SistersElectra Builder Waiting for Godot, Samuel BeckettYouLife Can'tWith FatherTake It With You aytholngx,3ulfinch's Edith Mythology, Hamilton Thonas Buff inch Mythology Gods, Heroea and Men of Ancient Greece, W.H.D. House Anthologise aid Short Stories African. Treasur , Langston Hughes Black Voices, Abraham Chapman GreatPdgarin ShortAllant.11:711Kirt;rrirga:ar StoriesPoe of Stevenson, A Robert an Louis Stevensonete tortesT.use ofo Mark Twain Ua er an Other Tales, Ed. Charles Heider GreattreatGreat AmericanTales English of ShortActionShort Stories, Stories,and Adventure, .1Isherwood, ty& MGreat Stegner,George 537.1ed. Bennett, eds. Stories, ed. Milton Irene, ed. areness, Ned Hoopes & Richard Peck, eds. Runner,WePoint Le end of Sloe ti itoe Roberte lane S. GoldHoflow and Other Selections from 085 0 t e Long Lance UPTIWITIE;FtNinePos's Stories, Tales ofStories, J. t D.irstery Salinger 0' Henryand Terror, Edgar Allan Poe ger Goodman SiUncThreeand x GreateOther Famous ModernStories, Short Short Novels,Ernestrigangway Novels William _ATIIIEtuglillatinatEa Faulkner Tom Departure,s Children, Richard Wright TwentTenShort TopModern Grand Stories,Stories, American Short NathanieDavid Stories Short A. SohnStories, David Sohn, ea. Hawthorne Twice-Told Tales & Other Anna and the K ack Bo , Richard Wright of Siam, Margaret Landon arms Franklin, Benjamin Franklin Biographies TheAnneCheaper Auto Frank by the Dozen, Gi breth and Gilbreth o ra Dia oof a Youngjaill an Ex-OiLiFid Man, James U. Johnson 1* 177fM7MITCTayeirsGreenADoctorLeaiE H GeorBe Not e WashinProud, John Gunther oice of Weapons, Gordon Parks s of rice, Ernest Hemingway n Carver, Graham-Libscomb HelenIFromDaybreak,Deliver Will Keller:Ghetto Try,Us From toTheLegson Glory, Evil,Story Wire ThomasBobof MyGibson Life,A. Dooley with Helen PhilM.D. Keller Pepe Joan Baez MyMadameJackiePatton,Karen, Shadow Curie,Robinson Marie IraRan Peck Fast,EveKillilea Milton Curie Bill Shapiro Sands 17570374,i-1715Ei.TheIITEIWWitches,Profiles NightJim Thorpe Theyin Coura BurnedStory, Morning, e2 theGeneJohn MarianMountain, SchoorF. KennedyAnderson Dr. Torn Dooley Ralph Moody TwoTheRommel,Pro Yearsquarterback,Sto The Before Desert theY. Fox, A.Mast, TittleDesmond Richard Young Dana Soun. of the Tra Farm' Music Sin rs Maria Augusta Trapp WaVir.--AnneMIZE;6,UpTPT Louis Sullivan, Armstrong Helen Keller rea, Tat Runs So TrueRobert J. 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13-X-83 PaperbackBlack Literature source: The21h Perfertion West Eight Fore' Street company The Adventures of Negro Cowboys,Everete Philip L. Durham Jones and AfricaAfrican YesterdayMyths and andTales, Today, Susan Clark FeldmanLogan, D. Moore Iowa and Mn 51546 n Dunbar TheZWErtAWersBlackCane, Contender, YouMotel Like Jean Hear Me,Incident, Tooner MeRobert John Talking HowardLipsyte John to GriffinHerseyYou, Caroline Mirthes TheBlackBlack cool51737g171s Protest: Elk World, Speaks, History, ofWarren NatJohn Turner, Miller DocumentsG. Neihardt William and Andlynirj_Aryanto Present 1015 Dr.ILFreedomIry, Georgethe TheMecca, Road, WashingtonBeloved GwendolynHoward Country, Carver,Fast Brooks Alan ShirleyGecrge Paton LipscombGraham and FromFiveDruancoThe DayGhettoSmooth Street,of thetoatones, Glor Drones,Frank :Ann Theionhan A.M.Fairbairn Stoat- Lirhtner of Bob Gibson, Bob E2L1122102nA_PlIAE2125gih21±1/11512_TheSelected Negro NovelPoems, in Gwendolyn America, BrooksRobert ShirleyBoneStory Graham Graham Giovanni'sAfro-AmericanDr. Geara2mhinril2n Room, Authors, James Baldwin ,Carvers4illiam AdAnsScientist, ShirleyGrahamGibson and Phi Pepe SelectedTheBlackColor, Fire Voices, CounteePoems,Next Time, Abraham LangstonCullen James Chapman Hughes Baldwin (ed.) NegroDarkThe BlackShort AmericanStories, Experience,John Herrick Frances Clarke S. 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Eric King Lincoln Luther King RESOURCES ToTWOU:six Be Young Children, and Gifted Herbert and Black, Kohl Lorraine Hansberry ThisToWiTilrfantiWiaartin Kill A Is My Mockingbird,Country, Too, John A. Williams Harper Lee i3 -K -87 BEST COPY AVAILABLE UpToBlack Sir,From LiteratureWithSlavery, Love, Booker E. R. T. (cont.) Braithwaite Washington TheTroubled Way Summer, Ben Haas To Be, James Herndon God'sWiltWhenUnderstantheNemBlackPoet.....sMim:Blackechand RaincloudsChamberlain,Trombonea, Gather,James George Weldon Beanie Sullivan Johnson Head AmericanEthnicSelectedWhereBlack Do WritersBoy,Literature PoemsWe GoRichard inofFrom America,ClaudePoetry, Here,Wright McKay, MartinDarwinMyron Claude SimonLutherT. King It nosed Turner (ed.)McKay TheSidnefr'oiteMT7WuzJoey,urnCarolyn ComPiete Poems of Paul LaurenceLaurence DunbarEwers ack us c As Poet c Re erencee, Dunbar, PaulStep en enHughes erson TheWriters,The Scholastic Journey, PlacrligiFgaiv7477-WIna TheBlack Search, Literature The Black Series MurrayHero, - Theand Scene Robert Black TheOnMontageMIAfro-American These BlackLife of IAsPoets Stand,a BlackDream Literature,(anthology, 0ountee andDeferred, White Callen RiversideD. Man,Langston Randall Jesse Literature SeriesOwens (ed.) TGEF(editors)BlackVoices Viewpoints, A.C. L ttleton and aton Hughes: A Bio ron t e Mac er ence, S. Shanker 2 Milton Meltzer Burger (editors) Ethnic Groups Literature Source: UntrackedEthnicGoldberg,Journal, Literature: HighMelvyn. (December, School An Class,"Approach 1972) En ForlisshhVo. An "American figg79.Haslan,Earth,"Vol. 62,Gerald. En Numberlish Journal 1, pp. (January,42-48. 1973) "Who Jpeaks For The ouster Died For Your Sins: An Indian Indian Literature Deloria Geronimo: His Own Story, Geronimo BaelThcElkaiilmieizCg---the GglalaUine,Life ofJr. Sioux, a Holy John Man G.of Neilhardt :)iiTheriatRatiountain, Momaday N. Scott Manifesto, AmericanHouseLaughingKaibak,Ishu Madein Indian RecollectionsTwo Boy,of Worlds,&awn, OliverProse Momaday TheodoraandLaFarge of Poetry,Navajo N. KroeberScott Girlhood, Kay BennetMargot Astrov (ed.) RESOURCES TheWhenWak' NewThe Kon WayLei - to;enlsTak, Rainy JohnDie, Mountain, JosephHal Borland Mathews Momaday N. Scott uheyenneHouse Made Autumn, of Dawn, l4ari Momaday Sandoz N. Scott 13-K-88 Indian Literature (cont.) The Loon Feather, Lola Fuller TheIndians Ordeal of of the Running Americas, Standing, John Collier Thomas Fall Jewish Literature The Story Catcher, Vari Sondoz TRW6731TheTheDiary Chosen, Chosen, ofUs, AChaim ChaimClaudeYoung Potok PotokGirl, Berri Anne Frank TheJoelMGoodbye, GloriousMpg/ Is TheBarrel, Columbus Youngest,Brothers, and Judity Howard Ish-Kishor Fast Bernard Malamud other Stories, Philip Roth Nisei: The Quiet Americans, Bill Hosokawa Oriential-American Literature Issei and Nisei: The Internment Year, Daisuke Kitagawa TheChinatown Japanese Family,Americans, Lin HarryYutang Kitano Mexican-American Literature Fifth Chinese Daughter, Jode Snow Wong Chicano,TheLa Mexican-Alerican:Raza/The Richard Forgotten Vasquez Past, Americans,Julwin Julion Nava :sjPient and Future, Samora (ed.) ElAnthology ksyejo/The of Mexican Mirror: Poetry, Selected Literature,Mexican-American V. Romano and I. Octavio (editors) Octavio Paz A Selected Teacher's Bibliography Russell L. Alams NegroI an Playwrights the Darker in Bother: the An AnthologyNegroe-Americans,Abramson Arnold American Theater, Doris Adoff of Poems bySchool Students GreatTheAfro-American BlackNegroes American Past Literature: and Writer: Present, Drama,Poetry Fiction,nliam and Adams, Non-Drama, fiction, Peter Conn and Barry Stephan ;iT.E. BiLsby (717--- Vol. 1 - Fiction: Vol. II (editors TheAdaptations Black Tradition Especially in forAmerican GhettoLouisiana:ofBought FictionForgotten High His (ASolomon Freedom:Black Northup'sMen Equianos and Women: Story; Stogy In The Chains SlaveCollection Who of to A91ack Blac Fo,ilenttoAnth(.._11012._.estIhichk-xvludeetr:AsulerRonaldBlack Poets,Milner Dudley Randall uaret: Four New Black Pays Ly m?1, Ed Bullins and Leroi Jonec ;ai;wc.1, RESOURCES The Negro 2 Novels, Plays, Poems, and Short hovel in America, Robert Bone stories by Blacks) NewBlack Negro voicesrkhiEOlo Poets, Langsten Hughes (ed.) of Afro-American Literature 13-K-89 TheA Selected Poetr ofTeacher's the Ne ro Bibliography (cont.) 1746-1970 Langston Hughes and Selected Poems, Langston Hughes other Poems, L.H. Janes The Black Experience: An Arnafor Bontemp the 19/0's, Francis E. wHzlioahicalChecIt;orthAranc1ist editors Anthology of American Literature Kearns-ted.) A TheBlackPleasantFamous Negrain Folktales, American Encounter, the UnitedJuliusNe roand Dorothy B. Porter Poets, Charlemae H. RollingStates,Lester A Selected Bibliography, Modern"The ShortThemes Biographies, of Black Henryof 1971),Continuation."Their Writs,David B. DorothyOhio Buzzard English B. Porter Bulletin, Literature: A Response and I. Christ 12 (September Theory"Black an Literature in High Teachersby Afro-Americans, Speak for Darwin T. Pract ce Themselves)t Illinoise Teachin English of Literature Schools in Illinois Turner and Barbara Dodds (English WO-Americanet.al.The Afro-American Black ExperienceStudies - inHis IndependentProgram LiteratureAn -Eva June Report and Music, Schools,Judith S.L. Zitin 1960 - May 1970. et.al."A Guide "A Course for Teaching Guide for RonaldBulletin L. Gearring58 (May, 1970), Wilmer Literature,"the Contributions Eugene of Simonthe Afro-American Literature." A. Lamar Negro "Black Literature in the English571E9455Journal,Lefkowits (January, 1973) Vol. 62,Classroom," Number I En lisp TheCurrentBlacks Negro Bibliographyin in America. America: on A Blacks,Author toCecilia American A. A C rono o Willis LiteratureBiblio by and About a h , Elizabethan Fact Book, W. Miller t4Or Lgstal:ABibliortLiterature,ResourceDirectorBlack America, Book of Afro-Americanon JohnSlavery F. Szwed Resources,Tirotta Richard (ed.) Walter Schatz (ed.) An Annotated StudiesIrvin J. and S oanOollege Bibliogrlptir for Teaching Levels, John C.B. Afro-American Bigala The following poster will arouse student interest in occupations related to language arts; English, Written. Useful publications related to Occupations-Subject Posters. vocations include the following: Chronicle Guidance Publications. TheJobsActor-Actress. Advertisingin the Performing Careers. Business Arta. 1962 and 200 Park Avenue, New York 17. ScienceIts Career Research Opportunities. Associates. American 1911 1960 Armiociation of Advertising Ageliel, TechnicalAdvertising Writer. Workers. ortunities in News a er Careers. Chronic e Guidance Publications.Science Research Associates. 1960. -The Profession of Special Librarian. Vocational Guidance Manuals. 1964. Special Libraries Association,1960. 31 PuttingYourCareer Future KnoWledge Opportunities as a toLibrarian. Work- in the East1411 10th K Street, Street, N.W., New YorkWashington 3. Printing Industry.Clarke, J.D. Richards Rosen, Inc., 1960. 5, D.C. 1962. Graphic Arts Industry, Inc., 29 East 21st Street, New Educational Oouncil, York 10. 1963. SuccessRadioOccupationsCharting and in Television College.Your and JobCareers. Future.Announcers. Walter J. Coleman, Libaw, Martinson, Scott, Lambert L. Gilles. SRA. Careers. 1962.Greenleaf. American Personnel and Guidance McGraw-Hill. Foresman. Chaps. 6,7. Assn. ChoosingHowJobs to inExpress YourSelling.Publishing.Clerical Career. Work. Yourself Vocationally. SRA SRA J. Anthony SRAHumphreys. SRA JobsMessnerExploringYou:Building in Today the Career the YourPerformingand World Tomorrow.BooksLife. of Arta. Jobs. Judson(biography, T. Landis. career fiction, career background Martin R. Katz. SRA.Donald E. Kitch. Prentice-Hall. Educational Testing Service. SRA information - - dealing with a Chap. VI. variety HandbookJobPlanning Guide of Your forJob JobYoungFacts. Future. Workers. of specific careers). James Murphy. Emery Stoops and Lucile U.S. Department of Labor. SRA Rosenheim. Government Printing Office.Government Printing Office. SRA. RESOURCES OccupationalWhy Work? Outlook Handbook. General Electric. U.S. Department of Labor. 13-e-91 BEST COPY AVAILABLE Grade 9 SELECTED MODERN PLAYS FOR CLASSROOM USE Trifles,TheOne-act Valiant, plays, Susan Holworthy Glaspell Hall and Robert Middlemas ATwoT Shie CrooksDevil andand Daniela Ladd, Webster, Eugene PillotStephen Vincent Benet nt of Mute Fate, L. Crutchfield igawribdTIAThe Invasion Nightand Will, radioatthe Jamesfroman Jacobin,plays Inn, Mars,M. LordBarrie H.Booth DunsanyG. WellsTarkington ffirWiiii;TheT Visiter Mother,Apo from Robert Paddya Small NathanChayevsky Planet, Gore Vidal , Jean Giraudoux IThree-actOut Remember of Control, playsMama, WilliamJohn Van Bruckner Druten le Street, Rudolf Besier 10,c WestLifeThe SidewithLate Story,Father,Christopher Arthur Howard Bean, Laurents, Lindsay Sidney and andLeonard Howard StephenRussell Bernstein, SondheimCrouse- TheTAhneti:elornre::::AbeThe Hasty LincolnKing Heart,and in I, Illinois, JohnRichard Patrick RodgersRobert andSherwood Oscar Hammerstein II GradeThe Miracle10 Worker, William Gibson "The Desperate Hours," Joseph Hayes TheYellowTheSunrise Admirable Winslow Jack, at Campobello, SidneyBoy,Crichton, Terence Howard JamesDore Rattigan ScharyM. Barrie TenAh,Journey'sThe WildernessI,EugeneLittleDiary End,ofIndians, Anne R. C.Frank, Agatha Sherriff O'Neill France ChristieHackett Goodrich and Albert SheTwelveWatchTeahouse Stoops onAngr; theof to the Men,Rhine,Conquer, August Reginald Lillian OliverMoon, Rose Hellman JohnGoldsmithSnider Patrick and Vern Pygmalion;RomanovA Majority and-Taret, Armsof One, and LeonardPeterthe Man, Ustinov Spigelgass George Bernard Shaw RESOURCES 13-K-84 Grade 11 The Adding Machine, Street Seene, Elmer Rice InheritTheAThe Death RaisinEmperor Green theTakes in Pastures,Wind,Jones, the a Holiday, Sun,Lawrence Eugene MarcLorraine Walter O'NeillConnellyand LeeHansberry Ferris TheA BellSilverLGlass tt fore Menagerie,Cord,Foxes, Adano, Sidney Lillian Paul Tennessee HowardOsborn Hellman Williams WhatOfOur Mice Town-Price and SkinGlory?, Men, of John ourMaxwell SteinbeckTeeth, Anderson ThorntonStallings and Wilder Laurence MemberTheAllBilly AndersonvilleMyTime ofSons;Budd, ofthe Your TheLouisWedding, Crucible,Life,Trial, Gorse CarsonWilliam andSaul Arthur Robert McCullersLevitt Saroyan Miller Chapman TheHomeGrade Caine o 12 Mutiny Court Martial, Herman Walk the Brave, Arthur Laurents The Scarecrow, Percy MacKaye AVictoria Doll's House,Regina, The Laurence Wild Duck, Housman HenrikAn Enemy Ibsen of the People, TheCaesarCyrano Corn anddeIs Bergerac,Green,Cleopatra, Emlyn Edmond Saint Williams RostandJoan,G. B. Shaw or Barbara, TheTheADarknessDeath ManCherry Mad forof Woman ataOrchard,All Salesman,Noon, ofSeasons, Chaillot, SidneyAnton Arthur Robert ChekhovKingsley Jean Miller Bolt Giraudoux Winterset,Medea,The Importance Robinson Elizabeth Jeffersof Being the Queen,Earnest,Maxwell Mary Oscar ofAnderson Wilde Scotland, R.BeyondBecket, U. R., the JeanKarel Horizon, Anouilh Capek The Hair Electra,Am, Mourning Eugene Becomes 0 Neil. MurderJ.TheDearBlood B., Circlet in Brutus, ArchibaldWeddinG, the SomersetCathedral, J. FredericoMacLeishM. BarrieMaugham T. GarciaS. Eliot Lorca TheTETTEgoolNoRosencrantzTartuffe, Visit,Exit, Jean Friedrichfor Moliereand PaulScandal, Guildenstern SartreDaerrenmatt The Rivals, Are Head, Richard Tom Sheridan Stoppard TheTire=is.ar,TheOedipus Royal-HuntofZoo Story,the King,The Edward Chairs,1173g7FeterSophocles Albee Eugene Shaffer Ionesco RESOURCES 13-E-85 Y Animal Stories, Nell Murphy (Ed.) (New York: Dell, 1965). USEFUL COLLECTIONS OF SHORT STORIES Best Short Stories b Na Twenty-twoA stories,nd Belief, some Richard for younger J. Hurley readers, (Ed.)at some(New sophisticated.York: Scholastic Book Services, 1966). once fiction tales. -d co action of twentieth-century selections. Writers, Langston Hughes (Ed.) (Boston: Little, Brown, 1967). HitBi& Parade Woods of(New Sports York: Stories, Random House,DickVariedThe"Race huntingFriendlich 1955). sportsat Morning." stories are (Ed.) represented, of (New William York: withFaulkner. Scholastic both female Book andServices, male protagonists. 1966). Excellent for use in the eleventh and twelfth grades. Contains "The Bear," "The Old People," "A Bear Hunt," Pioneers-West,OutThe West,Hunting Jack Horn, DonSchaefer PaulWard Annixter(Ed.) An(New(Boston:A (Ed.)unusualfine York: collection (NewHoughton andDell, York: varied 1966). Mifflin, ofHill collectiondog & stories. Wang,1955). 1957).of quality western stories, edited by the author of Shane. ora. Point---REINPFTrontier of Departure, stories,Robert S. NineteenmostlyGold (Ed.) byname stories (New writers. York:of "youth Dell, and 1967). discovery" by modern name writers. StoriesStories,Stories for Frankfor the Youth, G.Dead Jennings A.H.of Night, Lass andA DonandCharlescollectionsplendid OpngouliArnold J. collection, HorowitzCalitriof (Ed.) horror (New (Eds.)(Eds.) suspensehighly York: (New(New variedDell, by York:York: modern 1957).:n Harcourt, McGraw-Hill,form, writers. theme, Brace 1950).and & World,difficulty, 1957). with a good teacher's edition. The Sto A Theresource stress oris theon humanteacher. values--one of the best anthologies for :teenagers. A Critical Antholo , FurnishesMark insight Schorer into (Ed.) the art(Englewood of the shortCliffs, story N.J.: and Prentice-Hall, contains 1950). TomorrowTales Out the of Stars,School, Robert M. Jerry Heinlein HumorousWeissFourteensome (Ed.)directly(Ed.) ac good (New (New scienceteachable York: York: Ibubltjaday, fictionDell, material. 1967). stories. 1952). stories. YoungTwentyTreasury Love, Grand, of MarvinGreat Ernestine GhostE. Karp TaggardStories, (Ed.)A Ten group (Ed.)(NewIra stories PeckofYork:(New stories (Ed.)of York:Popular first (NewwithBantam experiencesLibrary, York:great Books, Popularrange 1965). 1962).with in Library, subtletylove, featuring 1965). and variety. Classic John Updike, stories Eudora of dark Welty, fantasy. Jessamyn West, and others. Several involve teenagers. RESOURCES YouthiouthYouth----A-lifilliafitCOIlection A.B. Tibbets (Ed.) of stories (New York: dealing Franklin with the Watts, problems 1955). of adolescence. 13-K-86 Publications related to vocations (cont.) OurWhyCareerYour World Worry Future Choice--When?of About Work. Is aWhat Career? You Make Seymour L. Wolfbein N.H.and Atkins.Harold General Electric. It. National Assn. of Manufactures.Methods and Materials Press. Goldstein. SRA. OccupationalTheJobsOccupational Champaign for You. Information. GuidanceInformation. Charts. Hubert Houghton. MaxRobert Baer Hoppock.and Edward C. Roeber. ChampaignOxford. Senior High School. McGraw-Hill. National Council for the Social Studies. SRA. HowNVGATeacher's"Engineers,"Group to Bibb.°Conduct Guidance Guide rahAtomica Fieldto ofin You: EnergytheCurrent Trip. TodaySubject and Occand English," Tomorrow. Adelene E. Howland.Classroom," High Points, 36 (Marchational 1956), Literature. English Journal, 48 ( March 1959), Martin R. Katz. American Personnel and Guidance Assn. Educational Testing Service. Chap. VI. 49-54. Theodore132-35 Josephs. f. Delores, Landrenan. OccupationalOccuDictionary ational'ccu ational Slide Outlookof Occupations Information:Rule Tit es. uarter a career wheel). Its Develo . Government Printing Office. U.S. Department of La ent and A Northeastern Univ. lication. U.S. Department of Labor. r. Carroll AnnualL. Shartle. subscription.Government Printing Office. GovernmentPrentice-Hall. Printing Office. 4:1 UsingOccupationalManpower--ChallengeEstimatesSelected Guest ofReference Speakers OutlookWorker ofTraitListinHandbook. theClass. ofRequirements Fictional Career 190s.16epartmentof Labor. U.S.Institute Department of Lifeof Labor. Insurance. for 4000 Jobs. Books. U.S. Office of Education. Government Printing Office. Government Printing Office. Government Printing Office. Films"Choosing Your Occupation." Visual Aids Coronet. "Mringanga,""How"The 'ThetxoF.B.I." InvestigateLibrarian." Vocations." Association.N.Y. Univ. International BusinessIndiana Machines Univ. Corp. Coronet. "Finding"Summer"Selling"The"Right Secretary: Touch." oftheas Decision." aRight Career." Job." A Normal Day." Association.Coronet. Coronet. Coronet. RESOURCES "You"Personal"Getting and aYour QualitiesJob." Work." for Job Success." Encyclopaedia Britannica. Coronet. Coronet. 13-K-92 7.6.5. CommitteeNewUnfinished business reports business S. Motions--a8.transactsExamples: proposalall its offered to Adjournment I move that we publish a business at meetings through the membership for monthly bulletin. motions. discussion and action. An organization Steps1. in making a motion Member:A risemember at "Mr. requeststhe Chairman."same andtime, I move we adjourn. receives recognitionthe chair recognizesby the the one chair. who addressed him first. If two or more members 2.3. Chair:AnotherTheconsidered. member member states seconds his the "Mr. Jones." motionmotion - usingMember: the original motion. All motions must be "I move that our club have a words. seconded before they can Christmas party." be 4.5. Chair:TheMembers chair discussrepeats thethe motion. "It is moveddiscussion? and seconded finished, the chair repeats that our club hold a the motion. Christmas party. Is there any 8.7.6. TheWhenThe"no,"a chair showthechair discussionofputs announces hands the or is the motionby ballot,to a vote. the chair may announce result. "The motion is carried." "-All in favor, say the exact count. "aye." If a vote is taken by Those opposed, say C. Two1. types of motions Mainsubstance. motions--bring motions. Motions to run a money-raising They can be debated newand business before a meeting.project,amended. purchase OnlyIt hasone tomain do motionwith may equipment, etc., matters of be 2. areMotionsProceduralconsideredcedural main to motions. motions--establishatpostpone a time. Most of these cannot beconsideration of a question or to the procedure of a amended. meeting or ways of There may be severaladjourn are examples handling main motions. procedural of pro- motionsc.b.a. before a meeting at one motionadjournclose debate time. Lagniappe d. refer to committee 13-L-95 Filmstrips"First"Adjusting"Getting Job." theto theJob." Job." McGraw-Hill. Social Living. McGraw-Hill. "How"Job"Holdingniet'a Growth."to MakeGetLookthe a Job."a at JobCareer Careers." and Keep McGraw-Hill. Social Living. Decision." Essential Education.It." Essential Education.Essential Education.

RESOURCES All organizations, except those wh:ch are very PARLIAMENTARY PROCEDURE smallPARLIAMENTARY and informal, PROCEDURE. conduct their meetings efficiently.Parliamentarysafeguardingiccording proceduretothe a rightscode protectsknown of the as minority.theRULES rights OF ORDER of or It is a means of determining the will of the all and enables individuals to work together majority and at the same time I. A.Elections Officers1. performsElected accordingduties set to forth the methodin the prescribedconstitution. in an organization's constitution and c.b.a.d. NominationsMayElections be nominated areneed usually notfromby abe thenominating heldseconded. floor immediately by committee. members. after nominations are closed. e.f. OfficerswhoMajorityreceives receive mayvote a themajority,be is electedhighest usually a bynumber newrequired open vote ofor must votesunlesssecret be on otherwisemode,ballot. the limited tofirst the ballot.two candidates stated in by-laws. If none %Or B. Duties1. of officers thatPresident--presides organization's overconstitution meetings, and appoint by-laws committees, are observed. call special meetings, sees 2.3. answersSecretary--notifiesdutiesVice-President--acts specifiedletters as in president membersconstitution. in place ofdirects. ofmeetings president takes when minutes, he is absent, may keeps attendance records, have other II. Club Business 4. allTreasurer--receives receipts and disbursements, dues and other gives income, financial pays reportsclub's bills, keepsat ameetings. record of A. Order2.3.1. of business (regular procedure) CallReadingRoll to call order of minutes of previous meeting Lagniappe 4. Treasurer's report i3 -L-94 4 BEST COPY HAIRE 3. a.disposed.consideredAmending a motionat a time. - -main motions may; be amended.A main motion may be amended by adding, striking out, Another amendment may be proposed after the first has been Not more than one Amendment may be or substituting words. 4. "dance."MotionamendExample: tothe adjourn--the Ioriginal move to motionamend purpose theby substitutingoriginalof this motionmotion the is byword toadding bring"semiannual" the word "monthly" I move to amend the original by striking out the word "new." the meeting to an end. in place of "annual." 1 move to before 5. motionMotionIIt move cannot at to wethatleast table--the adjourn.be this debatedfor meetingthe purpose ortime amendedadjourn. being. of this and motionmust be is put If a motion to table an issue is passed, the to stop considerationto a vote asof soona main as seconded. 6. mainbecauseaMove ifquestion motion ato motion theclose is toterm toputvote.debate--the "take wasaside confusing from indefinitely. purpose the it-istable" of nowthis is called passed.motion the is Imntion This motion used to be called the "previous It may be reconsidered at some future time to cut off discussion and bring question," but minoritymotionI(notice- move may rights.)that not-any debatebe motion debated on that the or restrictspendingamended. motion freedom be ofclosed speech and that I move to close debate and vote It requires a 2/3 vote for adoption. on this question at once.requires 2/3 motion to protect weto vote close at debate."once. This 7. AMENDMENT:MOTION:Motiontocommittee refer to referto for committee studyto committee--purpose and can report. be debated ofand this amended. motion is to assign I move that this question be referredI move that to committee.the motion be amended by adding the words Unlike the foregoing procedure motions, the motion a question to a D. dure.Point of order--A point of order is committee report its findings Itsat ourpurpose next ismeeting." to require members to comply with an objection to a violation of parliamentary proce- rules of order. "and that the IT IS NOT A MOTION2.3.1. AND REQUIRES NO SECOND AND NO VOTE.NotionAbsenceIrrelevant which of a violates remarksquorum byclub's a speaker constitution Typical points of order are: CHAIR:MEMBER:CHAIR; TheMr.StateI pointChairman,make your theis point wellpointI rise takenof of toorder order anda point thethat meetingof the order meeting will is come to orderso noisy the speaker cannot be beard. Lagniappe 13-L-96 TEACHING SUGGESTIONS FUR SELECTED MODEM NOVEL3from Literature Study 3rd ed., 'ty Night L. Burton in the High Schools, ShaneI. by Jack The Novel Schaefer (eighth or by arranging the ninth grade) following plot incidents in the order in which they A. Outlineoccurred.2.1. the novel ShaneLedyardFletcher fights tries and Chris toWilson come overcharge for the and breaks his arm. to the ranch and cultivator. threaten Joe. 4.3.7.6.5. ShaneShaneFletcher and knocksmeets Joereturns Chrisfightout Joe, withand Morgan and Curly. walksstrapsthe offgunslinger on with his cherrygun, Stark and goes to town. Wilson, soda pop. 11.10. 9.8. ShaneBobShane'sChris discoversarrives comesgunfights at backShane's the to gun with Stark Wilson the StarrettsStarrett to ranch. in removing the stump.kept in his and Fletcher.take Shane'sblanket. place. B. 13.12. turningChoose onepoint of thethese same as as Shane showsand Joe Bob cooperate how the turningto point use a gun. the climax of this of the book. novel? Be able to justify your statement. Is the C. ofDescribe1. the characters the following to Marian Starrett each other? characters in two or three sentences each. What is the relationship 2.3. Z. RedJoeChris MarlinStarrett D. 6.5.Whatevidence do you in think the book for your HenryStark FletcherWilson Shane's past life had answer. been? What was Shane running away from? Cite E. AfterDo any reviewing of the the concept other characters represent of a "symbol," consider an idea or a lives of the Starretts Shane as a symbol. human quality? and the homesteaders What does he represent? in general. Lagniappe G.F. ListWhat several do you waysthink in happened to Shane which Shane changed the after the end of the book? 13-L-99 II.Shane (cont.) Collateral Work BEST COPY B.A. ofCompareDescribe a young the inboy. heroan essay Shane how with the one novel of themight following have been characters. written from a point of view other than that You should tell how Shane is ANNE 2.1.similar3. to and different from one of theseMattRobinDavy heroes:Dillon HoodCrockett (or a similar TV hero) A I.Separate Peace by John Knowles (tenth Theor eleventhNovel grade) 177R677rsB. the main character or protagonist?pushingDoDoes we reallyhe Finny ever get offunderstand to the know tree? Gene?Finny? What mistake does he make aboutIs his he relationshipleft shadowy with purposely? Finny? What is his motivation in Is this a study of Finny or of Gene? C.D. LeperWhatConsider isand the theGene. significance"roundness" ofof otherLeper's characters going to suchwar? as Leper and Brinker. Discuss the meaning of the later meeting of What do they represent? II. E.i7Wite an Collateralessay discussing Work the novel innegotiated?What relation is the themeWhatto a symbolicthemeof the of book? momentconflict is betweentied to innocencethe theme? and reality. What is the significance of the title? Cite passages that further the theme. What "separate peace" is B. 1.AAny2. of the following Separateis suitable Peace: for small-groupHermanJoseph Conrad,Helville,IIIITEarm--- reading The and Secret oral Sharer.presentation in its relation to Lagniappe 3. J.D. Salinger, The Catcher in the Bye. 13L-100 ASeerVIllse C. Other related novels (cons.) for group reading or for individual reading, with oral or written reports, 2.1.include:3. RimerHenryDorothy Godden,Fielding, Baker, Green Young,Tom gageJones. Man Summer.with a Horn. 6.7.5.4. JamesJohnBettyConrad Steinbeck,Joyce, Smith,Richter, Portraitot A East TreeA Light Grows e of Eden. in Brooklyn.t Artist sas22founMan. orest. TheI. Old Man and the Sea by TheA. Novel Is this a tragic novel? Ernest Hemingway In what sense is the (tenth or eleventh grade) novel tragic? Consider Aristotle's definition, B. Isfor thisexample. work a novel of affirmation? in what sense? extraordinary man? Does he C.D. differIsIs Santiago there from allegory othera hero? Hemingway here? a tragic hero? an epic hero?Is there a theme? heroes, or in what ways is In what ways is he an he like them? E.F. WhatWhat is is the the significance relationship ofbetween Santiago's the boyexperience and the toold man?others? H.G. WhatIs theredoes thereligious novel say symbolism pervading the novel? about the relationship between man and nature? I.J. inDiscussFind Santiago's specific the possible dream. examples meanings of the following aspects of of the sharks, the skeleton Hemingway's unique style of the great fish, the in the novel: lions Lagniappe 1.2.3. NaturalisticUseSparse, of simple objective, concernand compound for masculine tone and over-all style. authenticity of detailsentences 13-L-101 The old Man and the Sea (cont.) II. Writeis scarredan essayCollateral and in batteredwhich Work you by consider the the forces of existence. novel in relation to the following: The He realizes the futility but in the struggle, man reveals his honorable, struggleshonest man only to lose. stature and dignity.In the struggle, however, is Is Hemingway's final theme the only Tilburgmeaning Clarkof life, (eleventh and dealing with the dignity of man grade) in the face of the adversity of life? The I.Ox -Haw Incident by Walter Van TheA. Novel Re the time and place of the novel to if the time or the place were changed? the conflict with the character or characters. Would D. orWhatrepresentativethe a isprotagonist?theme the ofnature the of bookofall the mankind?be charactersmeaningless Are the characters representative that brings them into conflict? of a minority group? Is there a main character What characters )4.Omfi C. Isinstitutions the conflict within with otherthe society? men as individuals--as groups-or with intangible attitudes and 'D. E. HowToWhat what doesis the extentthe outcome author does offeel"fate" the about conflict?or destinyman ar Tocontrol indicatedwhat extent the byoutcome? doesthis thework? character control the outcome? F. Howcharacter? does the author present the ideas? Does he interpret the actions and situations Is the conflict also one that has of the always II. Collateral Work G. 1 the conflict in the novel a been present? contemporary problem? allegory of humanity approaching the democratic life. In Fernley:Art:anAcceptlisted essay the below. chooseMeanness hypothesis three and ofthat the this novel is an Everyman. viciousness. following characters and defend or reject them as Gil:Canby: The good-natured, simple but Vested neutrality. representing the characteristics emotional type. Lagninppf 13-L-102 The Ox-Box Incident (cont.) Smith:Davies: intellectual reformer. The status-seeker.The ineffectual, liberal, Osgood:Tetley:Gabe: religion. The completely stupidThe follower.fascist.ineffectual representative of The Bridge of San Luis Au by Mapes: corrupt. Organized religion that has become Thorton Wilder (terth or eleventh grade) I. TheA. Novel The setting is significant The idea of universality is implied so in that it is remote in time and place, that the reader looks for meaning in thus indicating perhaps a B. makesTheromanticterms inner no of outlook.didactic lifepervasive and commentary. the ideas outer rather than specific commentary on a certainlife of the characters are narrated with objectivity.period in history. The author D. ThereachedThe concept universe a ofkind truthis of viewed climaxpresented as in his having a plan or an ordering by a divine is that of life,an absolute had to ordie. divine truth. Love is regarded not as an entity in being. Each character, having itself but E. asManas a alink--loveis kind viewed of endas having links the livingby being and a themeans. dead through memory. relatively little free will and control The love asof a hislink destiny. is enough; it acts the universe. The view is not F. pessimistic,whoArt hasand athe need however,imagination to create; but andpositive, Implied in the work Perichole,are ideas onthe the actress;the and"poetic to some view extent of experience" enter since love is central in the order of function of the arts and the beauty of into the characters of Uncle into the literary letter Pio, G. writingGenerallythethe imagination. love of Donatheis enough. novelMaria. discusses Thus, the idea of unfulfilled love as manifest forms of love--love that is good in itself would place Wilder not completed - -hut the existence of Lagniappe generally in the romantic mode. 13-L-103 TheII. Bridge of San Luisiu (cont.) Collateral Work the bridge fallen.BEST COPY AVAILABLE Remain A.B. faithfulSpeculateDiscuss to onthe the what symbolism character would haveof as the portrayedbeen bridge the fateinin thesethe of novel.a terms:character had These five accident victims 1.2. worldTheareItsinvestigation. bridgecalamityraised and the notto broughtnext. aonly "universal" brings forth togethera levelrevelation suffering of love humanity among men. through their means of proving this love in but closes the gap between this Juniper's TheI. Bridge over the River Kwai by Pierre A.TheBoulle Novel theseConsider four thetypical novel situations in the tragic-ironic of the tragic mode. hero in relation to (tWelfth grade) Is Colonel Nicholson a tragic hero? Colonel Nicholson: Consider 4.3.2.1. WhileTheactionFrom herohero'sabove one isis pointthe roleinnocent.destroyed average isof basicallyview throughman, the the hero's butfate hero not oraction is solelyexternal not is completelya guilty. guiltyevil, butone. good From another point of view he is not overcome with this and just. his evil. B. aboutastakesCOnsider a meansart on to atheof personalthe artisticsymbolism individual meaning. expression of theperceptions bridge. or as of the bridge in the The construction of the bridge may be in a For each ofcreativity. the separate characters, Relate each of the following statements novel. larger sense considered the bridge 4.1.3.2. Art is theaan social expressionimaginativelanguage sharing of of expressionemotional ofthe man's reality attitude.bestof ofa experiences.wish.the spirit. C. 6.5.Consider the novel in a unit dealing withArt waris theain secondhand literature.play of the copy man. of reality. Lagniappe 2.1.3. Discuss the conflicteffectsetting of historicallyor war conflicts on an individual andin thegeographically novel. character and its Is there resolution? and/Or a particular group. significance. 13-L-104 The Bridge over the River Kwai (cont.) h.5. WhatDoes seems man haveto be a thechoice author's as to pointhis fate of viewin this toward novel? the issue of war? Can the characters change their destinies? 6.8.7. technique,HowCanDiscuss is you the seethe orstory anyauthor'sthe relationtold?like? use Who of tells thesymbolism structureit? and orof formfigurative of the language.novel to its Is it told in chronological order, by flashback effectiveness in II. Collateral Work Oonsidenovellafollowing concepts presentation in connection of manwith in the relationship novel. to the universe. communicating the theme? In an essay discuss one of the A.B. "Man"Men isare wholly continually and throughout in competition but patch for andhonor motley"--Michel and dignity"--Thomaa de Montaigne Hobbes D.C. "All"Man eventsin nature are isinterdependent the mean between and necessary"--Benedictnothing and everything"--Blaise Spinoza Pascal E.F. "Perceptions"Struggle is are an accordingindispensable to the'measure accompaniment of theof progress"--Immanueluniverse"--Francis BaconKant H.G. Wilhelm"Things"Man functions Leibnitz are good as or an evil harmoniously only in reference operating to 'divine pleasure machine' or pain"--John in a 'beat Locke of all possible worlds" J.I. "Good"A cause is containsobtained asby muchharmonizing reality asideals its effectand natural " - -Rene objects"--Plato Descartes I.Cry, the Beloved Country by Alan Paton The(twelfth Hovel grade) Lagniappe ITTEi7articularminorask. characters,i in general whoabout should each: be novel there seam to be nine characterstwo main characters and seven very considered separately and individually. The following questions important could be 13-L-105 Cry, the Beloved Country (cont.) A.B. WhatDescribe kind ofthis person person, is hein orparticular she? the clothing and the environment. D.C. Show1.Briefly the interrelationshipgive his importance among in thethese novel. characters.Stephen Kumalo 2. withJameswhy?Is heexamples. Jarvis kind or unkind, patient or short-tempered, generous or selfish? Back up your opinion Did you feel sympathetic toward him? Would you say he is the main character- - 3. ofWhatArthurthere man do does ayouJarvis great helearn portray?change about in James his attitude?Jarvis in Chapters 18 and 19? What do you think he felt upon learning of his son's death? Gould this man be typical of the white man in Africa? Does he know his son? What'sort Is 46to 14. WouldHaimangumeetDid youthroughwe meetsay thistheor read eyescharacter of of this other was character? interesting?characters? Why was he important? Could he be considered a living character or one we What do you think he means when he says, What was his contribution? 5. HowAbsalomKumalo?"Iduring doam we aWhat weaktheknow does trial? andthis thissinful character? show man, about but Godhis putcharacter? His hands on me, that is all"? before he dies? What do we learn about him from the interviewWhat does at thethis prison? character contribute to the novel? Why was he kind to 6.7. WhyTheyouWhatGertrude isyoungbelieve is this your white manthat opinion important?man she at wasof the thisgoing prison character? to become a nun? Is he honestly helpful or does he want to keep from failing or Did she really repent or not? Why or why not? When she left, did 8. event?WhatJohnhaving happenedsortKumalo the of sense personin the of is lastfailure he? meeting in this between case? the two brothers? Why was he cruel to his brother? What is his attitude in general? What was Whatyour wasopinion his generalof this attitude? Lagniappe 13-L-106 Cry, the Beloved Country (cont.) 9. Stephen's wife is mentioned in only two places, why should she be considered Thoughshea aresufferingvery sat mute"?this importantdown characterof at black his table,women, and put What more do we learn about her in Book III? minor character? with the suffering of oxen, with the suffering of any that herWhat head is Patonon it, saying and was about silent, her whenwith hethe writes, patient "Then II. Oollatcral Work A. B.Discuss In an essay discuss the paradoxical the thread of fear that runs throughout the novel. statements that are made in the novel: "I am not a man for segregation, but it is a pity that 2.1.3. weInunderstandWhenIn Chapterare Chapter Jarvis,not 6,apart." these22, Maimangu'sin the Chaptermatters, paradox statement:32, but concerninglearns otherwise I that there is to be no mercy, thehe says:law, justice, and being just. understand completely." "I do not LordI. of the Flies by William Golding (twelfthPreparation grade) that the events told in the story could actually A.E. occurDiscussdecisionsInstruct in thethis the madepossibility nuclearstudents to overcome age. toand read plausibilityit, theevaluate novel so they can visualize the problem and the actions these actions, and offer alternatives based on their and II. The Novel C. ownnovel.Define viewpoint the British and experience. expressions that might present problems in reading and understanding the A. 1.Chapter3.2. 1 HowHowWhat is successful suggestionsthe glamour is areofthe the therebeginning situation that governmentthis glamour likely may and the island conveyed to the reader? be an illusion?to be, and why? Lagniappe B. 1.Chapter 2 How secure are the rules of government and on what are they based? 13-L.107 Lord of the Flies (cont.) C. Chapter3.2. 3 WhereWhy do does the thecharacters blame for feel the that child's the otherdeath sidelie? of the island is unfriendly? D. 2.Chapter1. 4 WhatHow wouldis the you nature describe of Simon's the nature experience of the andconflict feeling? between Jack and Ralph? E. Can1.Chapter degrees 5 of seriousness and danger be wholeWhatdistinguished? are do thethey expressed imply? attitudes toward the "beast" and what attitudes to life as a F. 2.1.Chapter 6 What isdoes happening "Man's essentialto the importance illness" ofmean the to rescue? Simon? G. 2.1.Chapter 7 WhatproduceWhat does is suchthethe differencesignstrain? from thein Ralph'sadult world view mean?of themselves and of the sea? Why does it H. 2.InChapter3. what 8ways can we now see that this novelWhatWhy is isis the themore ritualeffect than danceaof boy's schoolboy in adventurethis languagechapter story? differentat this point? from other ritual dances? J.I. WhyWhatChapter do on none the 910 ofmountain the children is a sign fully of recognizeman's inhumanity what they to haveman? done and its significance? K. 2.1.Chapter 11 What poweris the and full desire symbolic have meaningfinally ofbeen the liberated conch? in the children? Lagniappe L. IsChapter the conclusion12 just a trick to make a happy ending, or does it serve deeper purposes? LordIII. of Collateralthe Flies (cont.)Work illustrationsRelateA. one of-Efie from followingthe novel statementsas evidence toA thedemocratic novel. be mutually organized for the survival for your conclusion. Accept or reject the statement, using of all the members. specific C.B. EachLeadership member mustin a contributedemocratic toorganization society must the general welfare of all. entails a responsibility to all members. E.D. capableTheCooperation more members. capable in membersa democratic must assumesociety must the guidance and control of the less be maintained or chaos will result. experienced or less

Lagniappe 13-1,109 CAREER CONCEPTS a. BEST COPY AVAILABLE A.B. TheEarly individual awareness in of the careers born resourceis the prelude of society. to future development. C. Work3.2.1. is basic t, human development. Meaningful,OccupationsIndividuals rewardingcontribute have many careers tokinds societies ofare careers. available progress. to every individual. 6.4.5. CareersIndividuals require seekhave different careersdifferent knowledge, for abilities, varied abilities, reasons. interests, attitudes needs and values.talents. Q, O. 7.Careers8, are opportunities for accommodatingCareersDifferent differences can careersbe ingrouped human are intointerrelated.development. clusters. E. 10. Environment9. variability requires variable Everyopportunity.Individual career careersrequires may some change special as individualspreparation changeand a planthroughout of special life. preparation 13.12.11. WorldIndividuals changes, adaptsayconditions, be to suited world and forchanges environment, several and differentenvironments. affect careers. 16.15.14. CareersRules,abilityAn individual's haveregulations, to relatedifferent career with policies levels otherand careers ofandindividuals. responsibility. procedures of others affect are affected all careers. by the individual's CAREER 13-14-110 Construction Occupations Cluster a JOB CLUSTERS U. Agri-Business and Natural Resources Occupations 1. c.b.a. AsbestosBricklayersCarpenters and Insulating workers a.b.:luster EcologyConservation e.g.f.d. MarbleOperatingCementElectricians setters, masons engineers (cementtile setters,(construction and concrete and terrazzo machineryfinishers) workers e.c.f.d. MachineryElectricForestryFarming, power (farmdairying industryequipment) j.i.h. Painters and paperhangers PlumbersPlasterers and pipefittersoperators) II.g.i. NaturalMiningPetroleum gas k.1. Structural,Roofers ornamental,iron and workers reinforcing- 5. a.Marineb. Science Occupations Cluster ForecastingFisheries development weather 2. Manufacturinga. Occupations Cluster Aircraft, missile, andmanufacturing spacecraft 6. Environmentalc.d. Occupations Cluster NationalPlant and defense animal life e.d.c.b. AluminumElectronicsBakingIndustrial industryindustry manufacturingchemical indUstry b.a. EcologyOonservation g.f. PetroleumPaper and allied products industries refining 7. b.a.Business and Office Occupations ClusterAdvertisingAccounting workers 3. a.Transportationc.b. Occupations Cluster MerchantRailroadsCivil aviationMarine occupation d.f.e.c. PersonnelOfficeMarketingBusiness workers workersresearchlaw CAREER d. Trucking industry g. Public relations workers 13-M-ill JOB8. CLUSTERS (cont.) Marketing and Distribution Occupations Cluster 12. Public Services Occupations Cluster c.b.a. WholesaleTradeMarketing and research Retail distribution c.b.a. NutritionistsLibrariansCivil service employees 9. a.Ommunications and Media Occupations NewspapersCluster - printing and writing g.f.e.d. SanitariansPublic UtilitiesrelationsHealth nurses workers b.d.c. TelevisionTechnologyRadio 13. a.Health Occupations Cluster Chiropractor 10. a.Hospitalityb. and Recreation Occupations ClusterHospitalsCamps e.c.b.d. HospitalDentalDieticianDentists hygienistadminstrator !MIAAb. e.d.c. PlaygroundsIndustryIndoor recreation centers g.f.h. NursesMedicalOptometrist technologists 11. a.Personal Service Occupations Cluster Barbers k.j.i.1. VeterinarianPhysiciansPharmacistsOsteopathic physician e.d.c.b. FirefightersCosmetologistsCooksBuilding and chefscustodians 14. m.Consumer and Homemaking Occupations ClusterX-ray technician h.g.f.i. PoliceModelsHospitalGuards officersand attendants watchmen d.c.b.a. FederalDepartmentCommunicationsCooperative Government stores Extension - U.S. Service Dept.of Agriculture k.j. SocialPrivate seAkices household workers worders g.4.e.h. ResearchPrivateFoodFinancial manufacturers business institutions JOB CLUSTERS (cont.) 14. Consumerj.i. and Homemaking Occupations ClusterTeacherSocial (cont.) Welfare 15. Fineb.a. Arts and Humanities Occupations ClusterIndustrialCbmmercial designers artists d.f.e.c. PerformingTeachingSocialInterior scientists designersartists and decorators

13-M-113 CAREERS RELATED TO ENGLISH AND LANGUAGE ARTS Levels Service 4 SalesClericanBusiness and iTechnoloci_Science and Outdoor GeneralCultural EntertainmentArts and I SpeechReadingTherapistSpecialist AdvertisingPublicManagerRelations TechnicalWriter Sports Writer EnglishEditorLawyersClergyman and ActorAuthorLecturerContinuity Writer LA. or above TrafficSales ManagerEngineer TutorForeignArtLanguage,Correspondent Teacher ScenarioDramatic CriticWriter cn Interpreter Retail Cryptographer RadioJournalistAnnouncer Script Writer 1.S.'ethnical plus II Translator SecretarySalesSalesmanManagerPerson LibrarianReporter I.S. III CustomsImmigrationInspectorInspector DemonstratorAuctioneerFloorwalkerBuyer TelephonePrinterOperator Copy-writer Graduate ForeignSales ClerksExchange . IV StenographersClerk ...._____...... ---- I.S.Jess thanGraduate Vier" Proofreader 41...... r.v.i, Ajre.A.491 4, a L anw. CAREER DEVELOPMENT, 7-12 GRADE LEVELS An understanding of self is important throughout life. EMPHASIZE IN GRADES 7-9 EMPHASIZE IN GRADES 10-12 ObBehavioral ectives The1. student should... self-appraisalrecognize the needin a fordiversified continuous The1. student should... appraiseinterests, and attitudesaccept his and own values. abilities, 3. toreviewdirection.recognizesociety. obtain personal and responsibility maintain attributes a job. for necessary self- 2. categoriesorganize self-appraisal of strengths andinformation limitations. into Learnin&Activities 1. (booklet).Read and discuss All About You . onIndividually one of your prepareinterests. and present a speech 2.3. PersonalityViewOccupation." and discuss The You filmstrip,film,"Choosing Others Know." "Tour Your 3. . abilities,WriteusingIndividually Sextantautobiographies interests, completematerials. aspirations.Personalincluding Profiles, paragraphs on h.5. (booklet).Read"responsibility."Discuss and discussand define Discovering "self direction," Yourself and 14.5. yourIndividuallylimitations. counselor listdiscussto help strengths youridentify school and strengths limitations record withand 6.7. explainday.thatIndividuallyView and your demonstrated discuss reasonslist thingsfilms, for self doingyou"What direction did them.You in Should oneand materialsandbased relate on in both theseguidance school to theresource and world non-school center. of ork, experience, using 8. looktorListenandKnow KeepingtalkforBefore to inabout a hiringTourcounselorYou attributes GoFirst andTo orWork"promotingJob." personnelemployers and "Gettingpeople. direc- RR COPY AVAIL48LE GRAZE LEVELS An understanding EMPHASIZE IN GRADES 7-9 rou hout life. (cont.) EMPHASIZE IN GRACES 10-12 Resources 1. Film,Booklet, "Choosing All About Your You Occupation - SRA; - 2.1. SextantBooklet, Series Understanding - Sextant YourselfSystems, -Inc. SRA. 2. ASSOC.ality,Booklet,Coronet; The DiscoveringFilmstrip,You Others "YourKnow"Yourself Person-- Guild. - SRA; 3. GuidanceSchool records,counselor,Resource Center. Assoc.;andBeforeFilmstrips, Keeping)ounselor, ResourceYou GoYour"What To Employmentpeople: FirstWork," You Should Job" Schooland Counselor, -"Getting KnowQuid. Curriculum Oonsideration English Personnel Directors. Speech and English Outcomes The1. student should... recognize the need for continued The1. student should... be able to assess his abilities, traits, iJ 2. gainselfthe appraisal.anway insight theyhe is are. andas towhat what makes makes others him 4. have organized2.3. his thinking regarding his abilities.becomedevelopinterests more a andrealistic realistic needs. attitude regarding toward his self. 4.3. additionnecessarygainarealize great an extent.awarenessthatto to specific obtainhe can of anddirectskills. keep himself a job to characteristic's in strengths and limitations. . completed Evaluation 2.1. Qualityself-directed of discussionsdiscussions. behavior. and list of . personalJounselor-studentCounselor-student profile. evaluation evaluation of of school record. CAREER 3. Qualityreaction of discussionto speakers. re: films and Selfstrengths insights and shown limitations. in assessment of 13-M-116 Sample Activities Developing A. EARLY AWARENESS OF CAREERCareer IS Concepts THE PRELUDE throuu TO FUTURE ACHIEVEMENT Vile Language Arts Listening Activities Reading Activities Writing Activities Speaking Activities Visitstruction supermarket, site, fire con- 1. periencePractice charts. reading ex- 1. Copystory an writtenexperience by 1. workersShow pictures and have of plainlistenstation,job theirand to orhave workersresponsi- any students other ex- 2. worldreadingpertainingDisplay of workcenterpicture to in the for thebooks 2. jobs.parentsCopythe teacher. names and oftheir 2. telephoneRolefewstudents playeach aoperatorday.identify kind a Stage 1 toplayingParticipatebility. follow sitstations directions. in role- 3. theClassifystudents clothes workers to they browse. wear.by 3. andCopyschool their names workers jobs. of 3. posingParticipateishelping home experience alone.a childin com- who bilityplainworkers.ListenListen theiron to totheir parents responsi-school job.. ex« fieldstory trip.charts after e Listen to the reports 1. Read library books 1. Write the various 1. Identify the variety .INOMMIMIEM holidaythatofcerning class contribute celebrations. membersoccupations to con- 2. oralExchangevariouspertaining reading. holidays. letters to the for 2. daycontributeoccupationsImagine celebrations. students to that holi- in cribecelebrationscontributeof occupations some waysto and holidaythat in des- Stage 11 explaintheyListenaboutInterview patronize. differenttheirto workers parents jobs stores and 3. interesting.ingRead a ajob book you concern- find theseshopkeepers.the classshopkeepers asa letterthe to one of Write conversationsRolearewhich interdependent. play these telephone occupations about thatthe reasonsjob. for seeking 3. Writedise.askingfollowservice an for in outlineor someinterview- merchan- to goodsInterview and services. a worker. CAREER ing a worker. 13-M1,-117 A. EARLY AWARENESS OF CAREER IS THE PRELUDE TO FUTURE ACHIEVEMENT (Cont.) AST COPY MADIM .., Listening Activities ading Activities - Writing Activities Speaking Activities 1. whocrowsInvite represent section individuals a of 1. ReadjobsResearch careerof interest. several briefs, 2.1. Writeof your upan findings. aautobio- report 2.1. CreateGivegroup. an a oralskit reportfrom readings. to the ige 2. Listenstructuretherecordings occupational to totape ofspeak. biographies,fiction. and 3. withRecordagraphy.including career different interviews interest. A occupations.variousdescribing workers their 4. werebewhatWriteworkers. likeno thea storyif world there about would 1. ofListen former to astudents panel 1. adSurvey section the want-of the 1. Makeoccupation.using a joba prepared analysis 2.1. SurveyPractice the a jobworkers interview. i- your WOI employed.who are currently ofandlocal themake varietynewspaper a list of 2. Writelettersguide. thank-you to the neighborhoodjoblists. clusters. and compile your Categorize workers in Discuss the types . available.jobs that are participantsthe panel. on of work done in the community. B. THE INDIVIDUAL IS THE BOHN RESOURCE OF SOCIETY Speaking Activities istening Activities tellListen about to peers their Reading Activitiesi. Readstory picture books about Writing Activities1. yourWrite good a list points of 1. Tellcan whatbe proud you feelof about you Stage good points, 2. Findbutionsandfamous their pictures topeople contri-others. of 2. Composeteacher'slist.from the with teacher's help the 2. pantomimehome.Discussyourself. jobs job; done students at (Variation; 1 notaboutinjobs yetclass. (in these.)discussed magazines) (Talk visitationquestingTVa local letterstation radio toa date.re- the or details.pose questions about 1. Listen to workers 1. Read about jobs that 1. Writeinterests about andcurrent abili- 1. andState abilities how your willinterests con- N Z butingoccupationsdiscussprogress.terms to oftheir society'scontri- in 2. neededarebecameaboutRead available biographiesin peoplefamous your andwhoarea. 2. Writeaskties.famous "Whata letter person do youto and a tributeprogress. to society's Stage 11 e hispersonLetgroup. awork well-knoin describe to the through their work, yourlike job?" best about B. THE INDIVIDUAL IS THE BORN RESOURCE OF SOCIETY PEST COPY AVAIIARE -.11, (Cont.) r Speaking Activities Listening1. Activities Listenlor or to pt:sonnel a counse- Reading Activities1. Discoveringas:Read such booklets Your- All About You, Writing Activities1. demonstratedListin onethings day you thatself did 1. tion"bility." and responsi-Discuss "self-direc- Stage 111 notingemployersaboutdirectorin hiring attributespeople. talklook and forpro- Tg self,Guidance etc.Series) them.explaindirectionreasons your forand doing 2. readDiscuss concerning booklets self. 1. satisfyingidentifyListen to several aalterna- worker .------.41.- 1. occupationscontributeResearch various thatto 1. oninterests.Prepare one of ayour speech ....- 1. theyourPresent group. interests a speech to on Stage IV utilizetives that his couldtalents. press.society's pro- 2. counselorDiscusslimitations.identifyrecord yourwith tostrengths schoolhelpyour and C. WORK IS BASIC TO HUMAN DEVELOPMENT Listening Activities 1. andListen school to workersparents Reading Activities1. andRead find picture out whybooks Writing Activities1. theWrite reasons from awhy list Speaking ActivitiesI. work.Discuss why people Stage I theytell vork. the reasons 2. poem,ReadpeopleIs Often and "Robert,work. discuss a Stranger Who the 2. endedCompletepeople sentences: work. open- 2. MyDiscuss Inside-SelfOutside-Self/My "Who Am- I?" - DoGwendolynTofrom sHimself," and Bronzeville Girls. Brooks, I cancan't b.a. DoWhateyes?Name? I likemakes ColorSize? myself? me happy?sad?of etc. ise1Dopeople? otherI like people other like etc. I. necessarydiscussListen totraits forcounselor work 1. toRead teach a story human designed values. 1. thatWrite describes a short storyyour I. characteristicsDiscuss how personal affect Stage 11 success. 2. CollectturesvaugRnValue(e. gls Series,portrayingmagazineCo.) The Human Steck- pie- 2. andworkListattitudesinterests attributesand several success. toward and habitsthat your 2. anddifferencesDiscusscareerinterests, values. choice. individual inattitudes, abilities, Writetudesabilitiesinpeople thecaptions you picture.at interpretand work, ofatti- the withhelp otheryou get people. along C. WORK IS BASIC TO HUMAN DEVELOPMENT (Cont.) BEST COPY HAIM Listening Activities1. pantsListen role to partici-play one Heading1. Activities Read a biography. Writing Activities1. Prepare a chart Speaking Activities1. Role pla n character, ownfailureandincident life one experience,in incidentof their success of byeachPreparein ladder,the thestep character astory. takencareerreporting aptitudes,qualifications(interests,comparing etc.)your anddifferenteatsdepicting ask and the classattitudes knownclass members inter-to of Stage 111 characteristics.theireffectdramatizing personal these hadthe on Outlookwithoccupationalinfor thethose a Handbook,Occutentative listed choiceational portrayed.guess who is being .. tion.asfor appropriate that occupa- 1. oldwhoListen oris more,90to yearsa workerand 1. personalcalPrepare traits anda report requiredphysi- of 1. literatureinList history five people or ..----- 1. tionsthreeInterview differentand compare a worker occupa- your in Stage 1V attitudes,developmentaffectedexperienceslearn what his abilities, (values, havelifecareer References:ofin your the choice;occupationGuide to Careers moresuccessfulwhowhom haveyouthan know,been onein theattitudesaptitudes,interests, worker. to values abilities,those andof aptitudes, etc.). TrainingThroughOutlook Vocational_ Handbook EncyclopediaOccupational, of 2. whichWriteenceaboutoccupation. hasanyou an essay affectedhaveexperi- had -.... CareersGuidance. and Voc. yourcharacteristics. personal Listening Activities D. CAREERS ARE OPPORTUNITIES FOR ACCOMMODATING DIFFERENCES IN HUMAN DEVELOPMENT Reading Activities Writing Activities Speaking Activities 1. tionalListenfrom antofamily occupa-a worker 1, Readoffamilies jobsabout in (groupsjob a par- 1. ofWrite family,an theoccupational nftmes 1. occupationaldoesDiscuss in hiswhat jobfamily.each using worker an Stage 1 undertion. study give job demonstra- titular field). technicians.doctors,occupations--nurses,For example, druggists, health lab 1. Listen to students 1. After classifying 1. Write a play about 1. olderTalk toperson, parents or orlook some in math,wouldtaughtdescribe and bein spelling hownecessaryreading, skills onoccupationsyourthirty readthe own board yourfamiliar system, listedclassi-into hisnottionponsibilitysomeone careertake and the who choice.explore- res-didfor magazine,anexistence,job old that newspaper andis and noname onelongeror one that in Stage 11 racial,occupations.insional)(1 each skilled, 1of proles- three 1 tech- ificationtideinfication the how class. yourtodiffered others class- De- 2, tire,courtesy,personalDevelop cooperation, atraits: initia-chart of hasa possiblechanged, reason.and explain Classification.offrom U. 15 S. Job Office Clusters average.average,selfetc.honesty, above-average, neatness,below. Rate your- / D. CAREERS ARE OPPORTUNITIES FOR ACCOMMODATING DIFELRENCES IN HUMAN DEVLIAJPMENT (Cont.) BEST COPY HARARE Listening Activities --- Reading Activities Writing Activities Speaking Activities Stage i. whichthreeListenfrom you training atto right leastpcoplo uti-sites 1. DictionaryResearchclusterschoices three in inof three theOccupa- career 1.. Describe in writ- occupationalyouring tentativethe nature choice. of 1. OOH.classParticipatefindings discussion in in DOT a ofand 111 whichestedforline you an inin occupation areexploring.preparing inter- 2. OccupationalHelpHandbook.tional a youngerTitles Outlook and/orchild 2. highofferingsquestionsPrepare school a listtoon counse- askcourse of a 2. curricularschoolInterview student programsand a highextra-on improve(with teacherhisance). reading guid- 3. pondsgramhighPlanlor. whichschoolato four-year your corres- pro- ten- 3. withonconsistingDiscussavailable. board) things, (andoccupations ofideas, classifycontact i. Listen to students 1. 1. tative career. 1. people. temclassificationoccupationsclassify and comparefamiliar into sirs- theira wouldyourskillsoccupations utilizesubjects. in each thatthe tsearchof those courseandconsidertionsList prepare threeofyou studyentering, might occupa-a careertwowhofindInterview ofis outchoices,yourworking how atentative person his inand job 2. whoClassification.theListenclassification U.has S. takento Office someone a with 2. mighttraininglearningtionsName secure fiveof forwherehigher institu- special a you gradefrom toyour job present entry. 2. pherswhohasInterviewlast changedemploy andfive find atenogra-years.3in people outthe pondenceitcourse has helpedbyto corres-tell him. how attendance.putethedering.career catalogs;the you're coat ofcom-consi- Consult demandqualificationsfor positions. of applicants they 13-M-124 E. ENVIRONMENTAL VARIAnit.rry REQUIRES VARIABLE OPPORTUNITY Listening Activities Reading Activities Writing Activities .. Speaking Activities 1. andrules,outlineListen policies regulationstohis a duties, workerof , 1. regulationsReadbythe thefromrules class a andchartmade and 1. Writehelpyouqualities thinkseveralyou get willthat 1. occupationsandsomeTalk discussolderto parents person certainwhich or Stage 1 his job. withcompareruleslations. a worker's andthese regu- others,along with havecommunity. changed in the 1. Listendiscuss to thean employerspecific 1. enpersonRead ability about who exhibitsayou famous hold 1. Listtiessonal two youquali- per- can , 1. atellPresent group a story ofa playworkers about or business.employeeessentialtraitsih his that plant tofor succeedare anor Whenyouinreport, high youchose giveregard. tellthe your per-why othersyoudevelopstrate work and toyourwith demon-help commit- workingbyalong.and expressinghow together, they get the Conclude N 1 Stage 11 son you did. mentin bythe using classroom, them 2. byExplainofdifferentjob responsibility,automation. has how beenlevels one changed

CAREER 13-M-125 E. EWVIRONMENTAL VARIABILITY REQUIRES (Cont.) VARIABLE OPPORTUNITY Bat copy AVAILABLE ListeningI. Activities Listen to someone who Reading1. Activities Research at least 5 Writing1. Activities Analyze your own Speaking1. Activities Interview school teacher,abroad.hasserviceman traveled parent, couldor workedor be (Perhaps a haveexistencejob1950. comefields into since which Report find- worktheycharacteristicsschool, environmentrelate at tohome your as ator mineworkerswithworker'scription how his and the officialjob comparesdeter- des- St age 111 2. Listeninvited.)(by students) to a report of the . Studyjobsampleings applicationandto letter thediscuss class. of a andofidentifyin incompatibility outlinethe community, one a planarea 2. Nametagesjob threedescription. and advan-three physicalU.habitstics,countries S. work, ofcharacteris- people outsidedietary in the teacher.provided by the mony.for achieving har- workingdisadvantagessoil. on foreign of . Listenis working to a personin two whoof . Researchlations, rules, policies regu- 1. Writehow youran analysis two tenta- of 1. ofpersonnelInterview two industries managers the choices,yourlity;levels tentative world ofand responsibi- findchange, career out affectandtentativechoices. procedures your careertwo that wouldcouldtiveideaslogically, careeraffectadvance of how choicesandyou, techno-this advance and whichadvancestechnologicalinfluenced have tobeen ascer-by Stage 1V whichhumanaffectenvironmentconditions, exist,relationshipsthe careers; that andetc. thening,for plan additionaletc. strategies train- employment.oftain technology the influence on Supplementary Career Activities 1. Occupational Licensing - Givento explore a list inof depth.occupations He explains why such requiring licensing, each restrictions are required and student selects one 2. Societal Changes whatthesetheHave effectsclass students jobs. to they determine list have jobs on in or group workers. occupations that have become discussion what societal changes obsolete. affected Ask 3. Unions - membership.whatunions.Guide jobsstudents are availablein investigating and Have students discuss the the advantages and the history, structure, responsibility of members and leaders, disadvantages of union and function of 4. Social Security - possiblystudentsHave students inviteinterview explore som:cne parents the from social securityimportance card. andof socialemployers, security read availablethe Social Security Office. materialsnumbers. andHave all eligi- The 5. Music World bleoralHaveings students discussionsstudents are produced. apply bring exploreiur their a student Discuss occupations related to favorite recording to share knowledge and ideas about how this production (compo- with the class. such record- In etc.).designers,engineerser, lyricist, and publicists, managers, arranger, distributors,promotors, Have students list these conductor, instrumentalist, occupationsmanufacturers, and place themadvertisers, in the jacketmusic-store proprietors, disc Initiate group discussion about vocalist, studio orderjockeys, in whichnotas:theaffected prossucceed?they and contributedin constheWhat same ofhappens careers toway? the What are the chances of success? to musicians who becomein the musicrecording. industry. What happens to musicians who stars? Ask such questions Are they all do 6. AvocationVocation and 9M. vocationHave students and an discuss avocation. the potential of hobbiesGuide and the class in recognizing interests, each as a various ways CAREER tedrewardingin which their avocationslife.vocations canin favorbe of Ask students for examples of combined with a vocation to make a ti.eir avocation. individuals who have neglec- Discuss with the class well-roundedi 13-M-127 Supplementary Career Activities (cont.) EST I !NAM 7. Driver Education - Students taking driverdrivingwhy these skills situations are used* came about and how might they education might explore the Aoccupations class project in whichmight include making an occupa- be altered. ofetc.).vehiclesworkingtional worker handbook hours, eachcan beuses salariescontaining added (cab, to and truck, thisinformation training activity. tractor, depicting about racing training, thecars, range motorcycle, of Writing and presenting skits depicting the life styles responsibilities, occupations and of each kind ambulance, 8. Technical Language - In a typing class initiateareunderstandtaining not understood.highlyen the technicalmaterial, language.but it could be most boring to type With this in mind, give students materials related to irvestigation of various printed matter con- It may not be a requirement that students materials that 9. OccupationsIndustrial - During a group studytheirthat of chosenwill enable employment. students to experience several of the different kinds of retail work, plan en activity occupations that were SetaTheexplored. profit. upstudents a personnel will buyoffice articles where fromstudents the generalapply for public, jobs and TheyThe classplan theirmight marginrent space of profit in a buildingbased upon and overhead run a resale expense. assistants,(manager, accountant,security resell them at store. wageguards,payrollthemsessions increases, out publicityclerk, inwhere bargaining supervisors, profitstudents and advertising, sharing, sessions. may clerks, identify dress etc.). cashiers, problems. stockroom code, need of a union, etc. and work From time to time have review Discuss employment policies, 10. Unusual Occupations - Have students developworkingbutes;givingthat a each condition.positiveinformation student or selectonenegative,on training ofin required,therelation occupations toamount the occupation.toand explore regularity of The students will discuss before the classlist their of occupationsattri- they feel are unusual. in greater depth, income and Suggest 1. What is the title of the occupation? EXPLORING AN OCCUPATION 2.3. heDoesIn whichperform the workerfirma in relation orwork to businesses is employment with (a) ideas (data), these categories? available?(b) people, or (c) things? What activities does 1.5. HowWhat is qualificationsthe employer or benefited by the worker? preparation is needed by the worker? (Required or desired) 6.7. What benefitsopportmities are receivedare there for advancement? by the worker? (Pay, satisfaction, work values and interests) 8.9. What13 the are need the for working the occupation increasingconditions or and environment? helpful for workers to have? decreasing? 11.10.12. Would you like to be WhatWhat personal are the characteristicsspecific are employed finadvantages this occupation? and disadvantages of this occupation? CAREER aft.adv. afteradvertising WANT-AD WORDS AND THEIR ABBREVIATIONS hvy.H.S. highheavy school asst.appt.a.m.bet. betweenassistantappointmentmorning (helper) lic.Jr.ind.incl. Juniorindustriallicenseincluding (beginner or assistant) clk.-bus.bldg.bgn. beginclerkbusinessbuilding or beginning manuf.maint.mach.lt. manufacturingmaintenancemachinelight (a little) (making things) comm.coll.Co. howcommissioncollegecompany much business (pay based you do)on mo.mgr.med.mech. monthmanagermedicalmechanic or mechanical const.dir.dept.corp. corporationdirectordepartmentconstruction (big company) p.m.pd.op.,nec. oper. afternoonpaidoperatenecessary or (mustor operator evenings have) empl.div.elec. employmentelectriccompany)division (part of a pt.eel,refs.pref. salarypartpreferreferences or part-time eqpt.exc.eves.etc. excellenteveningsandequipment so on temp.sr.sh.secy. temporaryseniorshorthandsecretary ext.exp.ftr. haveextensionexperiencefuture an extension (some telephones number) wk.U-Wtyp.trnee. Underwritertypingtrainee or (beginner typist(insurance salesman) hosp.grad.gen.gd. hospitalgraduategeneralgood wkr.yr.wpm. yearwordsworke,week orper work minute CAREER hrly.hr.hqtrs. hourlyhourheadquarters (main office) 13-M-130 A Checklist for Evaluation of the Guide in Language Arta Curriculum Below is a checklist that will be helpful (K-12) in revising the guide. Use the scale belowin the to guides.check the degree to which the following (5 indicates the highest degree.) characteristics are exhibited 2 3 4 1.2. ObjectivesTo what extent are statedhave you in madesimple, use concise terms. of this guide? 4.3. Objectives areprovide in terms for localof actual needs expected and conditions. achievement, 3 5.6. ObjectivesThe sequence in ofthe objectives guide are isin harmony with psychologically sound. objectives of the school. related to the ... 8. Proceduresrapidobjectives. learners. and contentactivities are areadaptable directly for both slow and 9. Suggestions for pupil-teacher planning are included. C-1 4 10. Examples of meaningful application of the 1 T 2 11. interests,Curriculumwithin the andactivitiesexperience maturity suggestedof levels the students of students, are geared to the needs, are given, language arts . 13.12. Careerterests,Career activities activities and maturity are suggested related level ofareto students. curriculumgeared to the needs, in- objectives 14, Careerand activities, activities are related to generally accepted con- . 1 4 i . 15. persondentCareercepts to of activitiesofdevelop worthcareer witha development,clearerand a proceduresrealistic perception andsuggested positiveof attitude himself as a help each stu- 1 16, toward becoming a productive worker. A I Mphasisfactual is content, on the change in the student, rather than the 11 4 17. educationInculum, general, can this be integratedguide provides with athe language arts curri- resource of how career 1 Note: A. Please1, 2, offeror 3. specific suggestions for improving characteristics (Use additional sheets, if necessary.) I rated I 01110111 B. What could be added, changed, or deleted to improve tho final draft? 1 4 C I t El COACtP? CUMM&LATIUM CHM Ur COPY HARARE CAILLM COPC41023 SuC101.1. SIUDILS 21411222irt ICS WAWA urts 12.61Cs.A.AL. LAM..I Giti i Au: Wit 111.11:1611 1L.AL:111 irk, emoremees .ffelons eerier* achwevamest. I. the retel 5-2-23 spa Sfrowindart Section POMO. 1.112 It a- 3--11,2(10,2*,12,25.601,18,22,31,42,46,5h...1,2,7,406,14,20,21,22,25,24,20.1239,40.44.45. 17,29 -Tr-77.Pre-I4 / :1.:t1102,1.7. 2134 4-4.-20,4,),12,19,14,20,21,22,24,2502, 5-100,19.1)04.-10.29,20,22. )6. -.5.3 11--1,),4,11,s5,14,17,19,30131.12123,25.ae.50,51,52,51.540,- -ETTY:Owlish!leli:Russian: 13--212,111,112,21),214,113,216,117,218,18----1ia18/8185.58,31.22 -.12,4,110.10m. 127,128,221,130,131. :It100 The iodividual is the %own resource of 11111.1110' Section Popes 1- 21,23,25, 16,11.21.13,2405, 142124 society. 4,16,22,511, 521...16.11(.19,2n.23.23,25020404040.44, ----1,2,102,24. 11,14,22,31,42,16,17,31. 45. 27.2800 :a 1 Irdioiduale have :any kinds of careers. 3-6-112-2-31-1-12 122.1)002U102,106,114, C--ln.19,20,22.4-2,5,32,13,21,22,2502.7 1,20.13,15,19,21,27,24,2709,4n.44, trfneh :1*:". N14 2. ttrupotionesociety's centr,bute roursos. to V-1)6420ef.-23-265-1-6 11.19-47 26007a152,146,192 11-11,12,20.11-113.4.8.25,17120,22,23.2003.34.;7,49.50.51.52.57,54,55. 71,1:5 LtanGerman 3. Vesningful, r000rdvig terser* svoiltibto to every indivi- .1 -49 .-5) P4020006,2ft,44.40,G2 13--6.10,11.12.21.40,57.11n011,112,111,12-1,5,0,9,17,1a,19,2),25,26,2901,3.45.52.09.33.94.10/020.114,115,116,119,120,127,120,129,13Q. $ ftniso Work Si. basic to humlos development. dual, 240,716126,202,222144,180,274 Section 1)1. Peg's 21-32,2405 4. Careers require different 7G.3).011 -29-)) 244,290,716145,158,184 2-31,79,42,46,47.)--1,2,0,9,12,15,18,20,22,24.1-16,10,21,22,27,25.27.34.0.40.45. 111-41,4/ 37.39 tollow-1 4 11 14,17,2:, 3," endknowledge, sbilittem, attitude., ,ePST -1 8s-10-13 84-6,9 272,324)4198,2611,27.98.172, 0 54,260 Owl 7--25,15,19,24,25,27.28,39.6(,59,604-12,13,21,22,25,2902. 44,46,48 in,French (7) 3:: 111, 5. Lndividuois have different 228,302.358134064,21C 30,65,192 12--1,5,6,9,10,1i0)09,21,25,26,29,31.11-111,12,12,20.1116-2.10,19,49,53,54,60,49. painS*.....,Gernan an 3.9c, ,fS andabilities, willows. interests, needs, 7-2-66-1-4 502414,424,49a)04,)96,406 1)--la,11,12,21,48,57,110,111,112,127, 114,115,116,121,122,127,128,129.130.109,138019,1411127.39,47, 18,50,52,54.56,63,65.77,02,101, M-Y11137,1-81,83 Zeal Slenith 6. wesiedindividuals mamma. seek careers for 1-6-12 p.sa-asC-10.14 432,486164080,420254,280046148,170,21 256 1)1. IX.411.30 420 334,3 CUM001 ouRND6lator mat 4:11.1.1 BEST COPY AVAILABLE t RISS CONCIPTS SOCIAL STUDISS NAIIMMATICS LANGUAGE MS MUSICSuEAL ...... ----LANGLAGI1IuRLIuN 2.1AtATIUNILTOSATIONro et ... n. as. A mum' AM? sc:tct /mere differences are opportunities La imam dovelegment.for accosodia. 140) Sottson t-- 16,271,)7,21.)3,34.70+ voiles bad TyrrnII -I# inrn A Pop ?go, ..).:1.1... 4-. 7. careers cos es orampoe tete ' .1144 3 1111,60,13,14.20.-19,46. rw..53,54,54 58 424 :N....1-..-.1..... clusters. &starve-. 1/1, 7-41-las 54758.8114)./)114633,115, 1),21.=c24s125,21, P.*. .47 NEMayrinchlLo 4)1 )54,410 N .:. S. bitterestIsles. careers are 415-11)2.27.2)5.to-24 *CUM 4,48.11S, 10-15,41,5).54,84,48.41.11111 --s0,11,12,ao. 1.5.6.5.64.10,11,1),26.19,110,2t.ft,11-.16,17.20,11,3801,36. "Mot. VI 71 :ph 4)A66,. S.' pissepocia1ivory of specialproperstiemcareer *separatism. end s requires some 7-34-314.15-1244-3 344)74.390,4 la71004,6,4 21..-5,4.10.11,12,57.47.45.484709,8017).a22,2841,52115).55,76,6),115,93,41,00),207,23,,23,14,25,1116,2).)1.3),A.14,47.401.50.13),120,32a,t14,24.). v.vitz -as, 7122.34,25, 47,471 OS. seIndividea1 ImdIvidesis careers shame soy eareepap Osseo #,.761.4.11-115 -Ss 7-vri.-11,3 101,154,1148 410.111,111,113,124.18).1.84,127. 11.41,15 512 sot lie.. m.61-720.77-al 11.1ii.,0 v.)517 $4. 34 , , ,. Smalreessettelvselaele opportunity. marisoility produces . 44).444 "4"173.ami ucttan Popes ly".51.511 ill tlei 31,0 53C -I1:3,::-.1.' - . 11- elorwer61 differmat 'careers. 4641, may be suited tor 0-44-110 S--)9-4--120),S9.14.)--/. v -65,0.72. 73 e 5:',54 ....,13!,1_-..-,- -,- ... 1...... - .- . us, eseiremmest,Verbd effect tO,RISOVO. geese's, essaitless, sod 7-7-22149 -24 11-4-9 1-12-19 in--29,49.5),54,55,64,44.47168.46-15.36.31.7.-25,27,38,37,51,(445-4,10. v-viII-51,1r1 -75,77 t"'5r4 . ...40-1.4';30.;-:,..1.;10..,.1.--1.0,,: 0, , s.s.v304-1)-18 1SG-14-22 .14.26 11--70.12.-i,5,4,S,10,1),10,20,21,25.26,25,51,0.641,44.50,,1152,57,67,77.76.82. 4n,41,)8.19531)6. 666) . -. , 14. 44)-47 1.2-5 I I). lati14111-1IIchasersIndividuals and enviressents.*dale to world 7-23-484.10.146- ,,,,r1 -1)-10 1143.11 N- A-1 -5 456040 8402/4012. ,114,SS4 13-2021,57,60.41463146.65669114125,414,1i7,1114.47,41,0,59,44,64,t10,121,112,21).8803114158. 1241125. 1)9. 1,41. 12.21.22 42,4).71+ 47- 7a,-,0,..-.3.-:.- ..:.1:.-.. I I: 14. etCareers respsnalS11114. Pew different towels 5'45.401-26.12 7.121=3 176411..50 14'0*le7.17:.. -,- *5. bycareersAft teeindividuate Individuate of ethers Lesser aresellity effectedsod to 1,-11211511-6-11 2-7741 ;!,7,;.yq0.1,:,YD.) , -- .. . mist* with steer isetividusla. 44'18 57.41 158,274 gb,7?:loi,103.1t::.:7.+ ..4- - 16. %law, ...... r....ems precobiram attest ell iregulatiomi, policies 4-1641i -114-)21- 25,-)0-24-29 6-2)-37 W-106-1ltars-20-94 17a,20::.,:.1)3.1310"!4.7.71,27- t. 67)6C2,42n.41:3.16,3'5,:n" .657.47* t A Checklist for Evaluation of the Curriculum Guide in Language Arts Belou is a checklist that will be helpful in revising the guide. (K-12) Use the scale belowin the to guides.check t!-(1 degree to which the following characteristics are (5 indicates the highest degree.) . exhibited I 1 1 2 3 1 14 2.1. ObjectivesTo what extent are statedhave you in madesimple, use conciseof this terms,guide? 43. Objedtives are in terms of actual expectedObjectives achievement. provide for local needs and conditions. _ ,,...... o 5.6. TheObjectives sequence inof theobjectives guide are is inpsychologically harmony with objectives sound. , of the school. to the .1b. , Air 8.7, Proceduresrapidobjectives. learners, and activitiescontent are are adaptable directly for related both slow and 4,411 ... 9. Suggestions for pupil- teacher planning are C-1 included. _k_ 10.11. Examplesinterests,Curriculumwithin theof meaningfulandactivitiesexperience maturity applicationsuggestedof levels the students of are ofstudents. gearedthe are language given.to the artsneeds, 13.12. Careerterests, activities and maturity aresuggested levelrelated ofare tostudents. gearedcurriculum to the objectives needs, in- ow.* Careerand activities. activities are related to generally accepted con- OHOMIM111101.011114 persondentCareercepts toofof activities developworthcareer with development.a clearerand a realisticprocedures perception and suggested positive of himself help attitude aseach a stu- biuafib 16. Milphasisfactualtoward becoming content.is on the a productivechange in theworker. student, rather than the 17. educationculum,In general, can thisbe integrated guide provides with thea resource language of arts how curri-career Note: A. Please1,-2, offeror 3. specific suggestions for improving characteristics rated (Use additional sheets, if necessary.) 1 C-2 4* 8. What could be added, changed, or deleted to improve tho final draft?