Communication Skills: Reading-English, Levels 3 and 4. INSTITUTION South Carolina State Dept

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Communication Skills: Reading-English, Levels 3 and 4. INSTITUTION South Carolina State Dept DOCUMENT RESUME ED 070 083 CS 200 252 AUTHOR Parks, Tom TITLE Communication Skills: Reading-English, Levels 3 and 4. INSTITUTION South Carolina State Dept. of Education, Columbia. PUB DATE Jun 72 NOTE 252p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Academic Performance; *Curriculum Guides; English; *English Programs; *Language Arts; Listening; Perceptual Development; Reading; *Senior High Schools; Speaking; Student Motivation; Thought Processes; Writing ABSTRACT This curriculum guide for a high school junior- and senior-level English program identifies twenty-two characteristics of a successful graduate. These characteristics are regarded as goals to be met through the completion of units on four communicative processes: (1) reading,(2) writing, (3) speaking and listening, and (4) thinking and perceiving. The guide explains precisely the student abilities, values, and understandings\to be developed in each unit; shows how each lesson may be introduced to the student; lists many classroom ideas, activities, lesson plans, and suggestions for teaching each unit; and suggests sample tests and additional materials when applicable. Additional text materials recommended as supplements to this basic guide are listed in the back with publishers, addresses, and current prices. (Author/LI) U S DEPARTMENT OF HEALTH EDUCATION & WELT ARE OFFICE OF EDUCATION "A:-. HUN 1,4F0,1. I gAk 1.. ,7f i VINY/N OP'3.4 Teacher's Guide S'Ai;) Jar Lk 45tiaN E. 6., A, ,{1., A!, "PROJECT SUCCEED" OFFICE OF ADJUNCT EDUCATION Levels 111 and IV 1 elicit/6 Reading-English FILMED FROM BEST AVAILABLE COPY SOUTH CAROLINA DEPARTMENT OF EDUCATION CYRIL B. BUSBEE, STATE SUPERINTENDENT OF EDUCATION COLUMBIA, SOUTH CAROLINA ry v) 7.) LEVELS HI and P/ Wanuiwnica&in Rea Reading-English Coordinated BY Tom Parks State English Consultant South Carolina Department of Education "PROJECT SUCCEED" A State Program Developed By The Office of Adjunct Education Henry G. Hollingsworth, Jr., Director George 0. Smith, Project Coordinator With the Cooperation of The Office of Vocational Education Cecil H. Johnson, Director And The Office of General Education W. B. Crowley, Director JUNE 1972 DEVELOPMENT COMMITTEE READING: Mrs. Ruth Black, Chairman Columbia High School Columbia, South Carolina Mr. Michael Jones Mrs. Nancy Chance Swansea High School Hanberry Junior High Swansea, South Carolina Blythewood, South Carolina COMPOSITION: Mrs. Virginia Keys, Chairman Socastee High School Socastee, South Carolina Mr. Jim Wilsford Miss Pearl Jenkins Aynor High School Burke High School Aynor, South Carolina Charleston, South Carolina SPEAKING AND LISTENING: Mr. Jack Creed, Chairman Leavelle-McCampbell High School Graniteville, South Carolina Mrs. Margaret D. Lee Mrs. Beatrice Stevens Aiken Junior High Aiken Senior High School Aiken, South Carolina Aiken, South Carolina THINKING AND PERCEIVING: Mrs. Doris Clanton, Chairman Greenville County School District Office Greenville, South Carolina Mrs. Scarlett Owens Mrs, Barbara Rodal Beck Middle School Parker High School Greenville, South Carolina Greenville, South Carolina 11 3 STATE OF SOUTH CAROLINA DEPARTMENT OF EDUCATION CYRIL B. USIME UPCNINTENDIENT Or 'EDUCATION COLUMBIA Dear English Teacher: Here is your guide for the final twoyears of the "Project Succeed" English program. It was designed to be practical and useful, and we hope it serves you well. The guide does this for you: (1) givesa clear idea of the program's purpose by listing the desiredcharacteristics of a typical student who completes thecourse; (2) provides a complete teaching unit on each of these student characteristics;(3) explains precisely the new student abilities, values, andunderstandings to be developed in each unit; (4) shows howeach lesson may be intro- duced to he student, (5) lists many classroom ideas,activities, lesson plans, and suggestions for teaching each unit,and (6) suggests sample tests and additional materials when applicable. Additional text materials recommendedas supplements to this basic guide are listed in the back with publishers,addresses, and current prices. If this guide provides you witha good start and a clear picture of the final goal, then it has served its mainpurpose. What happens in between, of course, ismost important and is left up to you, the teacher. Best wishes! Sincerely Tom Parks Project Coordinator State English Consultant AWORDABOUT Witrik/t In its focus upon student needs, this guide has identified four important communicative processes of the student: (1)reading, (2)writing, (3)speaking and listening, and (4)thinking and perceiving.To facilitate quick and easy use, each of these four can be readily idenLified according to the following color code: All white pages in this guide have to do with such things as White teacher DIRECTIONS, instructions, introductory statements, table of contents, etc. All pink sheets are concerned Pink primarily with READING. All green sheets deal basically Green with WRITING or composition. All yellow sheets have to do with Yellow SPEAKING AND LISTENING. All blue sheets are concerned Blue with THINKING AND PERCEIVING. iv TABLE OF CONTENTS .-11111. Pale INTRODUCTION TO LEVELS III and IV vi A MATTER OF SEQUENCE vi OBJECTIVE: CHARACTERISTICS OF A "SUCCEED" GRADUATE ix GETTING STARTED xi UNITS OF STUDY xvi Writing It Right (Basic Composition) 1 Making It Clear (Proper Usage) 15 But I Know Where (The Dictionary) 25 Almost Is Not Good Enough (Spelling) 39 Spreading the Word (Writing of Letters) 59 Making A Difference (Decisions) 65 The How and the Why (Taking Tests) 79 Coming of Age (Maturity) 91 Living Within the Limits (Laws) 105 Living to Learn, Learning to Live (Lifetime Education) 121 What I Believe (Personal Commitment, Values, Philosophy)..... 131 The Way of the Word (Communicating Ideas) 143 Facts and Figments (Propaganda) 157 The Popular Word (Pertinent Publications) 169 The Flavors of Language (Dialects) 179 No Man Is An Island (The Environment, Ecology) 201 Time Out' (Making the Most of Leisure) 215 The Best Medicine (Humor) 229 Little Things Mean A Lot (Enjoying Short Stories) 241 The Full Story (Enjoying Novels) 253 The Choice Word (Enjoying Poetry) 263 My Way, My Word (Creative Writing) 277 RECOMMENDED MATERIALS FOR SUPPLEMENTARY USE 287 V 6 Introduction to LevelsIII and IV This guide for the final two years of the "ProjectSucceed" English program continues to focuson individual student needs. Unlike the program guides for the first twoyears, however, it attempts to place those student needs in something ofa natural sequence; and it requests that the teacher follow the suggested order to the extent possible. Any educational endeavor, if it is tomove forward, must have a goal toward which to move, a clear idea of where itwants to go and how it plans to get there. It is entirely possible to discuss goals in terms of more materials, expanded facilities,innovative programs, audiovisual equipment, and similar approaches. This guide takes the position that, although theseare certainly justi- fiable concerns, the most responsibleprogram must always center around and focus upon the individual student, hislearning process, his particular heeds, and the value of his associationwith the teacher as a professional educator whocan help him meet those needs. As in the previous years, this guide reliesupon the teacher and guidance counselor to determine where thestudent is in his skills and aptitudes and then to correlate his abilityand propen- sity with his classroom experience. It takes each of the twenty- two desired characteristics of a successful graduate of "Project Succeed" and gives the teachera complete classroom program to provide students with that particular characteristic,including (1) specific new student abilities, values,and understandings, (2) suggestions for introducing lessons, (3)lesson plans, ideas, classroom suggestions and activities, and (4) sampletests and supplementary materials available where applicable. The sequence of lesson units is based in partupon the Seven Cardinal Principles of Education (Health, Commandof Fundamental Processes, Worthy Home Membership, Vocation, Civic Education, Worthy Use of Leisure, and Ethical Character),which were expanded into a total of twenty-two descriptive characteristics. Since students in this program differ widely in their levels ability, it is likely that some will be ableto skip certain -ceps in the sequence of lessons, while others must begin at the beginning. The teacher should assure, however, thatevery student has, to the best of his or her ability, achievedthe objectives of each lesson in the sequence before goingto the next. The guide is 7 vi designed for a great deal of flexibility, ofcourse, but the teacher should find that record-keeping and progress reports are much easier to maintain if all students follow the same general sequence of lessons in their progress through theprogram. The twenty-two units in the guide correspond exactly with the list of characteristics describing a desired graduate of the "Project Succeed" program. The teacher will find that each unit is organized the same. The first lesson plan in each emphasizes reading skills and is on pink paper; the second lesson plan each time is on green paper and stresses composition skills; the third is concerned with speaking and listening skills and ison yellow paper; and the fourth is based on thinking and perceiving skills and uses yellow paper. This order is followed throughout. Each individual lesson is organized in the same way, too. First, "New Student Abilities" which
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