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Chandler, William J., Comp.; and Others North Carolina State Board of Education, Raleigh. EDRS Price MF-$0.65 HC-$6.58 *Curricul

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Chandler, William J., Comp.; and Others North Carolina State Board of Education, Raleigh. EDRS Price MF-$0.65 HC-$6.58 *Curricul DOCUMENT 'RESUME ED 04E 147 SP 007 015 AUTHOR Chandler, William J., Comp.; And Others TITLE Model Guides for Teaching Literature. INSTITUTION North Carolina State Board of Education, Raleigh. Dept. of Public Instruction. PUB DATE 69 NOTE 149p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *Curriculum Guides, Drama, *Elementary Grades, *English Curricrlum, Essays, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Kindergarten, *Literature Programs, Novels, Poetry, *Secondary Grades, Short Stories ABSTRACT GRADES OR AGES: K-12. SUBJECT MATTER: Literature. ORGANIZATICN AND PHYSICAL APPEARANCE: The guide is divided into four main sections (K-3; 4-6; 7-9; 10-12) each with a suggested reading list and teaching guides for selected literature. The guide is offset printed and Lcund with a soft cover. OBJECTIVES AND ACTIVITIES: The guide materials are arranged in large blocks so that material can be selected tc suit the students' needs, and the material includes poetry, essays, drama, short stories, novels, and non-fiction. Specific activities are suggested in each of the teaching guides. INSTRUCTION MATERIALS: These are provided by the reading lists. STUDENT ASSESSMENT: Not specified. OPTICNS: The guide is intended to serve as a model on which individual teacher initiative can build. (Author) ti OL C) Lid MODEL. GUIDES FOR TEACHING LITERATURE DEPARTMEN r OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG. :HATING IT VOINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL CFFICE OF EDU- CATION POSITION OR POLICY Compiled and Edited by WilliamJ. Chandler Clarence C. Lipscomb M. Lawrence Tucker North Carolina Public Schools/ Grades K - 12 Department of Public Instruction R6eigh, North Carolina 1969 O 1 o. AmErsol PREFACE The zugge4tion4 ,604 teaching Lite/iota/Le contained in the4e guide4 4hou2d wtove intexe4ting to both teacheA4 and ztudents. The wide vatiety oi titmaky 4eiections inctuded have been gatherced 64om many 4ou4ce4 kathet than WM one textbook and aiStioltd teactiem opportunity to 4etect mate/Lica mime Adative to the need4, inte4e4t4, and capabiati_e6 thew Atudent4. The 6o4mat emptoyed may be used as a modet by teacheA4 who wi4h to deat with othex Lite/tarty pLece4 o6 thew own choo4ing. Though not intended to 4eAve o4 a Aub4titute 6o& a pkogitam o6 devetop- mentae /Leading, the pkocedulte which the guide4 Auggat cah promote the ewe o6 /Leading by .beading 4tudents to exptoke mate/tied which tie outAide the keatm o6 textbooh4. Nile F. Hunt, Dillectok Divizion o6 Genehat Education FOREWORD The suggested reading lists in Model Guides were compiled after more than 2,000 North Carolina teachers named selections they thought worthy cf consider- ation by students. From these thousands of titles came the lists suggested in this publication, lists which are the result of months of consideration, lists which were produced by active, energetic teachers. The titles here mentionA are those which were most often suggested by the teachers themselves. The lists obviously do not exhaust the many titles available, but they are repre- sentative of many authors, publishers, and types of literature. Some of the old, some of the new are included; Nome of romance, some of irony are herr; soma of comedy, some of tragedy are here; some of the celebrated, some of the unknown are here. What is not here can be added; what is here can be deleted, ignored, or, hopefully, considered as 2,000 teachers of literature have already done. The teaching guides for selected literature were written by master teachers whose skills encompassed the whole of the educational spectrum, kindergarten through grade twelve. Using a format coumon to all the teaching guides, they wrote as many guides as possible over a period of five days. In addition, several other teachers composed approximately fifteen other guides in approxi- mately the same amount of time. Thus, the number of guides in no way equals the number of suggested titles, the feeling being that perhaps other teachers would add to the guides and share them with teachers across the State. The creative use of literature involves changes in procedures; methods as well as content must undergo renovation if successful learning by all students is to take place. Literature is a living, vitll excursion into the imagination and intellect, a close look at life as it is or a longing glance at the life most desired. It is essential, therefore, that the stud/ emphasize experience with and involvement in the literature rather than information about literature. As interesting as biographical data and critical commentaries might be, the piece of literary art is the heart of the study, that which engages the mind. Such facts -- so often emphasized to the exclusion of the work -- though having some merit, take second place to the poem, story, drama, or novel. (Shakespeare's birth date is of less importance than Romeo's love for a vivacious, lovely, young Juliet.) The works listed in this publication appear in many texts, from many pub- lishing houses, from many authors. No one source can satisfy the needs of the superior teacher just as no one book or story is suited equally well to every child. Most of the Lines here can be found in many places, a prerequisite for a busy teacher whose resources might ba limited. It should be just as obvious that not all child.:eh will like or will need to read the same titles. The successful teacher, therefore, will range widely through the various categories, be they Animal or Adventure, Novels or Poetry. Also, since abilities in the average classroom range far above and below some arbitrary level, the superior teacher pays little attention to grade lines. The titles and suggested teaching guides in Model Guides. therefore, are arranged in large blocks -- K-3, 4-6, 7-9, 10-12 -- so that the students can move freely, using materials suited to their needs and desires. No title is untouchable; it can be used where the occasion demands even though it be listed elsewhere above or below a student's grade level designation. ii ;'zany of these titles are suitable for oral reading, not only in the primary grades but also in the senior high school. Children of all ages enjoy the excite- ment of a well read story or poem whether it be through dramatization, teacher's oral reading, choral reading, recordings, or sound films. Nothing stimulates the imagination more than to hear tales out of "the thrilling days of yesteryear" or the vibrant cadences of "Boot, saddle, to horse, and away!" or the soft hush and determination of "l he woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep." The most popular method of presenting literature has been the scholarly lecture by teachers who feel that t,:aching can occur only when they are pro- nouncing words of wisdom, when they are playing Zeus' oracle. John Dixon in Growth thtouglEnglish quotes Douglass Barnes of Leeds Universit :7 as follows: It is through . talk that children can best find out in exchange with one another what are their responses to an experience, real or symbolic, and help one another to come to terms with it. Such talk does not occur in the classroom, however, with- out deliberate design; it is most likely when small groups of pupils talk about matters which engage their deepest attention. Nor will children talk in this way unless they feel that their responses and cpinions are valued, and this has implications for the teacher's relationship with his pupils. Works of literature enter this talk as voices contributing to the converation, and the talk in its turn provides a context for literature, which helps the children to take in what the voices have to say. Creative expression is the result of such an approach to the study of literature. Fiaally, the suggested reading lists and guides should serve as suggestions only, as guides for the development and improvement of a literature program. They should not be construed as prescriptive; rather they should serve as models on which individual teacher initiative can build. Model Guides is part of a total literature program, K-12, currently being written by teachers and supervisors from the State, the end result of which will be a spiraling, sequential study based on the following framework: 1) Literature derives significance from recurrent characteristics of internal forms -- narrative patterns (romance, irony, tragedy, comedy), characters (protagonist, antagonist, secondary figures), and settings. 2) Literature derives significance from recurrent characteristics of external forms -- drama, narrative poetry, narrative fiction, and lyric poetry. 3) Literature derives significance from recurrent forms of thought which are organized in conceptual patterns (organizations of ideas, concepts, emotions, iii feelings, and sensory perceptions), authorial attitudes (toward his subject, audience, and himself), and metaphorical language (recurrent patterns of imagery and conventions of rhythm and sound which support a theme). The teaching guides in Model Guides are written so that they closely parallel the above underlying principles. The objectives, student questions, and related activities of each guide are designed to exemplifyone or more of the above principles with the ensuing result that "the student's acquaintances with the literary tradition are not defined merely as his knowledge of titles, authors, and literary periods, but mainly as his awareness of major ideas which run through literature of all times" (Paul H. Jacobs, English Journal, December, 1968). Model Guides also contains a balance among the literary genres -- drama, narrative poetry, narrative fiction, and lyric poetry.
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