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DOCUMENT RESUME ED 094 378 CS 201 285 TITLE Communication Arts: A Tentative Curriculum Guide for English 7-12, Basic, Regular, STS, [Advanced], Junior High Speech A & B, Speech I and II, Drama I and II, and Journalism I and II. INSTITUTION Irving Independent School District, Tex. PUB DATE 73 NOTE 384p. EDRS PRICE MF-$0.75 HC-$18.60 PLUS POSTAGE DESCRIPTORS *Communication Skills; *Curriculum*Guides; Drama; *English Instruction; Journalism; Junior High Schools; Secondary Grades; Speech; *Teaching Techniques ABSTRACT This guide is intended to be used for instruction in communication skills from the seventh grade through the twelfth. Each section of the guide is identified by grade level and includes instructional objectives, suggestions for introducing and motivating the unit, required material, suggested activities, audiovisual aids, resource materials, and evaluation procedures. The instructional units include "English (grades 8-12, Advanced)," which provides units of study on the short story, poetry, novel, drama, transformational grammar, composition, language usage and skills, library, mythology, romanticism, American language and dialects, the term paper, and prose fiction; "Regular English (Grades 7-12)," which provides units of study on paragraph writing, science fiction, basic sentence patterns, sentence expansion, rhetoric, modern plays, romantic literature, and novelettes; "Junior High Speech," which includes units on listening, formal speaking, storytelling, bodily action, and discussion; "Speech 1 and 2," which includes units on listening, debate, bodily action, and parliamentary procedure; "Drama 1and 2," which includes units on the theater, stagecraft, and directing; and "Journalism 1 and 2," which includes units on the newspaper, graphics, interviews, amusements, and sports writing.(WR) U 5 DEPARTNAF.NICA HEALTH. EDUCATION Pt WELFARE NATIONAL INSTITUTE OF EDUCATION O0rUYEN ut 7" 7' ,C71 qrl .1 pF np npopiNuy, 77.naNO' I N' Vt r'CIA: NATIONAL INSTITR,TE oT poL R iklk.X15& C,00 COMMUNICATION ARTS A TENTATIVE CURRICULUM GUIDE FOR ENGLISH 7-12 BASIC, REGULAR, STS JUNIOR HIGH SPEECH A & B SPEECH I, II DRAMA I, II JOURNALISM I, II IRVING INDEPENDENT SCHOOL DISTRICT IRVING, TEXAS 1973 IRVING PUBLIC SCHOOLS BOARD OF EDUCATION Mr. John W. Stipes President Richard D. Bates Vice President Mr. Frank Maykus Secretary Mr. G. M. "Chuck" Dykes Dr. Richard L. Banowsky Mr. Troy W. Kelley Mr. Robert C. McWherter Dr. John F. Townley Superintendent Dr. Joe Cassel Assistant Superintendent for Instruction Mr. Wayne Wilson Director of Curriculum Mrs. Ginna L. Rhodes English Consultant ii IRVING PUBLIC SCHOOLS PHILOSOPHY OF EDUCATION Tn Tr.iing Schools are committed to the general philosophy that education (K-12) should provide appropriate learning experiences for every chld in the district. These experiences should be designed to mv..-L.73: and assist each child in the attainment of his maximum potential intellectually, physically, socially, economically and morally. curriculum should place emphasis upon the needs of the child as he grows and develops into adulthood. It should provide a challenging pr-)gram for the gifted, the average and the slow achiever in each of the r<=quired academic disciplines and should also provide opportunities for the individual to expand his proficiencies in appropriate electives. The method of instruction should reflect recognition of individual differences in students rather than group conformity and should be democratic in procedure. Instruction should provide the student with knowledge of how and where to obtain needed information and should instill an appreciation of our American heritage, respect for authority and a devotion to our American way of life. The school should cooperate with the home, the church and the community in educating for the prevention of juvenile delinquency and dissatisfied, neurotic adults. Joint efforts for full use of all community resources in the prevention of crime and social degeneration should be encouraged. The schools should provide a staff of well trained teachers, counselors and supervisory and administrative personnel who take pride in their professional obligation to the intellectual, social and moral develop- ment of the citizenry. Staff development should be a continuous and ongoing involvement of all personnel. The school plant should be well planned to house the educational program of the students to be served. The building should be functional and flexible in design to allow for various types of instructional arrangements. --o0o-- ACKNOWLEDGEMENTS written by teachers, for teachers. Sincere appreciation is e:ccended :everyone who took part in the development of the new _Arts of the and the revision of the other sections.A special th9_nk -.)u is offered to the individual chairmen of each of the sections for the hours they spent in organizing and articulating the contents. T those who labored many hours pulling together and creating new ideas techniqu to be included, your professionalism will be appreciated by ever;; teacher who uses it. iv FOREWORD This tenta1,I,:e guide is the result of the cooperative efforts of a slectLd trout: of teachers and members of the curriculum and admin- lst.:aLive .vtaffLI. The ^ontent anu glrpose of the material within this guide have been !leigned to serve as a frame of reference to which classroom instruction is related. No guide should be followed slavishly but should be used to Ineet the individual and group needs within the classroom. It would be imcr.,Letical, if not impossible, to expect each teacher to cover all the n...,:r-ested activities. Neither is the guide intended to limit the classroom teacher just to its materials and activities. The teacher should feel free to add her own creative thinking to better meet the ::eeds, interests, and abilities of the children within her classroom. The basic skills of learning as presented in this guide should be stressed by the teacher. It is important that the child develop these skills to the best of his ability, but the teacher is encouraged to develop and extend methods of presentation which she finds effective. In this way, all Irving students will have a common background of learning skills, materials and activities; but the amount of content used and learned will depend upon the needs and abilities of the children in each particular classroom. Since this guide has been purposely designed as a tentative one, revisions will be made from time to time in accordance with the demands of changing times and as improvements are envisioned. Each teacher is encouraged to evaluate this guide and to participate in its revision by making her suggestions and recommendations known. Sincere gratitude is extended to all those who contributed to the development of this guide. Joe W. Cassel, Ed.D. Assistant Superintendent for Instruction IRVING PUBLIC SCHOOLS INTRODUCTION C(Iumnnicat-al Art.:. curriculum is only a map; it takes a conscientious, ehthe7iastie, iraginative, and well-prepared teacher to use the map to planning and directing a worthwhile academic journey for students. The sugestiens inclued in this guide were provided by teachers from their cw1-1 experience in actual classroom situations. It is hoped that the rece=lendations and procedures will give the teacher assistance in planni:le a ve.riety of activities to involve the students in. Certainly each inetrctor should feel free to adapt any of the activities or teehnie es to the needs of the individual student, a particular class, or to hie; own style of teaching. This lije does not attempt to cover or to explore every aspect of la1lgea6e instruction. Cnanges and additions to individual units are encr)erage(:; if these prove successful, write them in the margin of the guide to be compiled at the end of each year and added as supplementary suggestions the following year.A broader variety of suggestions for evaluation should also be added as every teacher is aware that there are many methods of evaluation. The broader the variety we include, the better we will be able to meet the needs of the indivi_dual student. In this guide an attempt has been made to articulate instruction in communication skills from the seventh grade through the twelfth. Each course is built upon knowledge and skills attained in earlier years. Two years of English are required in the junior high school. In addition, Speech is offered as an elective. Four years of English (Courses I, II, III, IV) are required for graduation from high school; Speech, Drama, and Journalism courses are offered as electives. Organization for English instruction is based on homogeneous grouping of students; therefore, there are three levels of English instruction. It is recommended that the following criteria be used for placement of students into one of these three tracks of the English program. I. Average of Total Reading and Total Language Arts local percentiles Weight 90 - 100 6 8o - 89 5 6o - 79 4 4o - 59 3 20 - 39 2 1 - 19 1 II. Teacher Recommendation STS 6 ?,cr erline STS 5 Regular 4 Borderline Basic 2 Basic 0 vi .:...!ont total 7.Q. score (or averages of I.Q. on file) 1:20 & above 110 - 119 5 100 - 109 4 9r; 99 Below 90 0 %7,7:Jr:riol average in English for three previous semesters A - (90 - 100) 6 - - 89) 4 - Ylo 79) 2 below 0 STS 19-24 Regular 18- 8 Basic 7- 0 VT. It .4,:! further recommended that: .A11 ..:TS students MUST maintain a minimum of an 80 average. .STc", students be transferred to a regular class at the end of the first six weeks period and at the end of the first semester if their averages are consistnetly below 80, and they are recommended for transfer by the teacher. .Basic students, by request or recommendation of the teacher, should be considered for transfer to a regular class. .10 student be allowed to enroll in either Basic or STS unless he meets the criteria in I through IV.

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