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R'eport Resumes R'EPORT RESUMES ED 011 989 TE.000 132 ACTION IN THE LANGUAGE ARTS. BY- BARFIELD, ONA AND OTHERS ORANGE COUNTY PUBLIC SCHOOLS, ORLANDO, FLA. PUB DATE MAR 65 EDRS PRICE MF -$1.50 HCS16.00 398P. DESCRIPTORS - *CURRICULUM GUIDES, *ENGLISH INSTRUCTION, *LANGUAGE ARTS, LISTENING, SPEAKING, LANGUAGE DEVELOPMENT, LANGUAGE USAGE, LANGUAGE, LITERATURE, COMPOSITION (LITERARY), READING, JUNIOR HIGH SCHOOL STUDENTS, HIGH SCHOOL STUDENTS, ORANGE COUNTY, FLORIDA ORANGE COUNTY FLORIDA'S ENGLISH GUIDE FOR GRADES SEVEN THROUGH TWELVE IS DIVIDED INTO FOUR ASPECTS OF ENGLISH LANGUAGE STUDY - -(1) LISTENING, SPEAKING, VIEWING, (2) DEVELOPMENT AND USE OF THE LANGUAGE (INCLUDING GRAMMAR, WORD STUDY, AND USAGE),(3) READING AND LITERATURE, AND (4) WRITING. EACH SECTION DELINEATES OBJECTIVES, CONCEPTS, ATTITUDES, COMPETENCIES AND SKILLS IDENTIFIED AS TO JUNIOR OR SENIOR HIGH EMPHASIS, AND TECHNIQUES AND PROCEDURES ORGANIZED BY GRADE LEVELS. THE PROGRAM CONTENT IS DIFFERENTIATED FOR STUDENTS OF DIFFERING ABILITIES. A "DEVELOPMENT OF LANGUAGE" UNIT FOR EACH GRADE LEVEL IS PRESENTED. OTHER TOPICS DETAILED ARE A SEQUENTIAL WRITING PROGRAM, THE LINGUISTIC APPROACH TO LANGUAGE INSTRUCTION, PRACTICES FOR GUIDED READING, THE ENGLISH TEACHER AND THE LIBRARIAN, APPROACHES TO LITERATURE STUDY, AND SEQUENCE OF LITERARY ANALYSIS.. READING LISTS FOR STUDENTS AND REFERENCES FOR TEACHERS ARE INCLUDED. THIS GUIDE, RECOMMENDED BY THE NCTE COMMITTEE TO REVIEW CURRICULUM GUIDES, IS .NOTED IN "ANNOTATED LIST OF RECOMMENDED ELEMENTARY AND SECONDARY CURRICULUM GUIDES IN ENGLISH, 1967." (SEE TE 000 140.) IT IS ALSO AVAILABLE IN LIMITED SUPPLY, FROM THE ORANGE COUNTY OFFICE OF PUBLIC INSTRUCTION, P.O. BOX 271, ORLANDO, FLORIDA, FOR $3.00. (LK) ,-116.e gastwiTiziw tT21430 Cowty$ FicnIda in the Language its C\I For hamiaatioa°ay ISOLEASEDO mor REMOVE Itiftm-1 ofTeachersofEaglith nalCouncil SouthSixthStreet CD508 WV PamPaignanip* CD U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. ttitudes oncepts echniques nspiration rganization ew viewpoints FOREWORD One of the primary functions of our schools is todevelop students' ability in the arts of communication. A society as increasingly complex as ours, a society in which knowledge and skill in the use of the English language is becoming moreand more essential to the success andhappiness of individuals makes it imperative that educators constantly appraise and revise their plans for accomplishing this goal. It is for these reasons that this curriculum guide,"Action in the Language Arts," has been prepared for the secondary schools of Orange County. It covers adequately every phase of the language arts, taking cognizance of modern trends, usage, and implications in the study of the English language. The material is authentic rather than authoritarian; it is founded on sound research and accepted practice. The Writing Committee has kept in mind the following: first that the guide should be articulated with the elementary curriculum guide previously written; second, that it should be of practical value for all levels of ability; and third, that it should give maximum assistance to all teachers, yet give them the opportunity to exercise initiative in adapting it to the needs of their students. All those who contributed to this publication are to be commended for producing material which should enable teachers to make their programs more vital, more interesting, and more valuable for their students. oelazZt.- Walton 0. Walker Superintendent of Public Instruction Orange County, Florida March, 1965 i ACKNOWLEDGEMENTS Many people have contributed to the production and publication of this guide; it would be impossible to name all of them here. However, grateful expression must be given first to the English department chairmen and English teachers of Orange County who generously shared their curriculum materials, and next to the consultants who gave constructive suggestions and effective guidance throughout the undertaking. Special appreciation is due Dr. Vincent McGuire, Professor of English Education, University of Florida, who served as directing consultant; and to Paul Jacobs, Consultant in the Language Arts of the State Department of Education. Assisting locally with advice and encouragement were: Nelson Glass Director of Instruction Charles Terry Principal, Boone High School Mrs. Mary Thomason Curriculum Assistant, 5th-6th Mrs. Julia Hall Sixth Grade Teacher, Lake Silver Miss Ruth McCall Library Consultant For daily help, evaluation, and comments, the committee is grateful to Mrs. Bernice Hoyle, Curriculum Assistant in English. To the officials of the Central Florida Museum and Planetarium, who provided quiet, comfortable, cool working-quarters is due a sincere note thanks. We are further indebted to Mrs. Jane Scroggs and Miss Judy Hoffman for their careful preparation and typing of the script, to Glenn Bischoff for the cover design, and to Lyle Evans of Mid-Florida Tech for assistance in lay-out and publication. The Writing Team Miss Ona Barfield, Chairman Winter Park High School Mrs. Gladys Bosch Robert E. Lee Junior High School Mrs. Linda H. Reddick Jones High School William M. Branyon Robinswood Junior High School C. W. Hubbard Apopka Memorial High School ii TABLE OF CONTENTS FOREWORD ACKNOWLEDGEMENTS EXPLANATORY INFORMATION SECTION I PHILOSOPHY SECTION II LISTENING, SPEAKING, VIEWING SECTION III DEVELOPMENT AND USE OF THE LANGUAGE SECTION IV READING AND LITERATURE SECTION V WRITING APPENDIX iii EXPLANATORY INFORMATION ORGANIZATION The content of this guide is divided into sections according to the aspects of English language study rather than by grade levels. however, an attempt has been made to present a sequential and cumulative plan, with competencies and skills identified as to junior and/or senior high emphasis, and the techniques and procedures spelled out by grade levels. TABLE OF CONTENTS In the beginning of the guide is found a general table of contents. The page numbers found in this table refer to the divider sheet found at the beginning of each section.On this divider sheet will be found a complete breakdown of the contents of that section. USE OF ASTERISKS Many of the techniques and procedures are marked with asterisks. Those which have a single mark have been used successfully with slow learners. This is not to suggest that these same assignments may not be used with other students. The items marked with two asterisks appear to be better suited to more able students. If the procedure is unmarked, it may suit best the average class. The reading lists for grade level study are also marked in this way for quick reference. CONCEPTS A concept here used refers to a basic agreed- upon tenet of knowledge in English which a teacher hopes young people will absorb. COMPETENCIES AND SKILLS Competencies and skills are observable characteristics set down as goals for the learner. They constitute the student's ability to do a certain thing) think in an orderly way, behave intelligently. ATTITUDES Attitudes, as used here, represent the feelings and emotions desired for the student., iv LINGUISTIC UNITS No choice need be made between teaching the development of language units and the linguistic units. The latter have been included in order to provide additional units in language study beyond the traditional approach, should the teacher desire to use them. This "new" English may be compared to the newmathematics in some ways. APPENDIX The appendix contains much valuable information which is placed there because of difficulty in associ Ling the material with a particular section. This placement does not suggest that the material is of less importance. Among items of special interest are: THE SCOPE AND SEQUENCE CHART We should like to call particular attention to the chart containing specifics of a sequential program from grade one through grade twelve. It may serve as a check sheet for teachers to see whether they have emphasized recommended phases of study at their grade level; it may also be used to help individual schools set up their own course of study. THE HISTORY OF THE ENGLISH LANGUAGE For the benefit of the by teacher who may wish to provide lecture material for theclass, this detailed discussion of English language history has been included in the appendix. Time may be saved by having easilyavailable dependable, researched notes. PHILOSOPHY To the Teacher The Nature of Teaching The Personal Approach Recommendations ra - - SECTION I TO THE TEACHER Are you a teacher of people, or are you a teacher of things? Do you utilize a humanistic approach with others? Are you willing to adjust your instruction in the lightof research and scholarste.p7 Do you voluntarily participate in in-service training programsand subject matter. courses? Do you join, support, and participate in yourprofessional organizations? Do you teach by definition and rule--or by induction? Do you teach before making an assignment? Do you teach a unit from habit, or have you analyzed theneeds of your group, fitting your approach to"doing" so that you make the subject matter a part of the student's intellectual equipment? Do you encourage student self-evaluation, or are you the solejudge of all work? How long has it been since you said,"r was wrong?" By no means does this committee wish to appear as curriculum godspeering down from some Mt. Olympus with disdain upon other Englishinstructors. Nor do we feel we have been selected :Zoe this herculean project because we are master teachers, far removed from common errors. Indeed, the foregoing questions are for us if for anybody.Granted that this guide may frequently envision the idealistic, the absolute, wefive are agreed that "man's reach should exceed his grasp."Fully aware of its imperfec- tions, cognizant of its incompetencies, we offer the following as Orange County's first formal attempt at articulating a language arts guide for grades seven through twelve. We begin by answering our own questions, arriving at a humanistic philosophy fundamental to the world of the class- room.
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