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Ed 0,4 489 Title Institution Pub Cate DOCUMENT RESUME ED 0,4 489 CS 200 359 TITLE The English Language Arts and Basic Skills Program of the Bellevue Public Schools. Senior High Level. INSTITUTION Bellevue Public schools, Wash. PUB CATE . Oct 72 NOTE 451p.; Draft 2 AVAILABLE FROM Bellevue public Schools, District 405, 310 102nd Avenue, NE, Bellevue, Washington 98004 ($5.00) EDRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS Affective Objectives; Cognitive Objectives; *composition Skills (Literary); Creative Writing; *Curriculum Guides; English; *Language Arts; Language Skills; *Literature; Literature Appreciation; Secondary Education; *Senior High Schools; Speech; Values; Vocabulary ABSTRACT This curriculum guide discusses an English language arts and basic skills program for the senior high school level.The program is designed te) reflect the learner's point of view. The authors argue that education is not so mucha matter of objectives or subject content as it is a matter of what happensto the student. Accordingly, this guide discusses teaching methods and activities that reflect what happens to students when theyuse language. The guide begins by discussing assumptions and expectations ofthe program. It then describes activities that reflect stages ofa language cycle beginning when we becomeaware that a speaker or writer has said something to us. These stages, the majordivisions of the guide, are identified as (1)"the way others say things are," (2) "the way I say things are," (3)"the way I say things might be," (4) "the way I say things should be," and (5)"the way I say I am." The guide also includes a discussion'of basic skills for the writing program and supplementary material (a black literature model, children's literature resources and activities,notes on improvisation, choices for story endings, and the language ofsong),. that may be used with the guide. [See CS 200 357 and CS 200358 for related dOcuments.] (Author/DI) U.S. DEPARTMENT OF HEALTH. EDUCATION! WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REFRO DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG 'SATING IT POINTS OF VIEW OR OPIN IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY THE ENGLISH LANGUAGE ARTS AND BASIC SKILLS PROGRAM of the Bellevue Public Schools Draft Two October, 1972 SENIOR HIGH LEVEL In Production by Teacherso_ Bellevue Public Schools Bellevue, Washington 'PERMISSION TO REPRODUCE THIS COPY= RIGHTED MATERIAL HAS BEEN GRANTED James W. Sabol 8YBellevue Public Coordinator for English Language Schoo s, Wash. TO ERIC AND ORGANIZATIONS OPERATING Copyright AS I CO178/871:350 UNDER AGREEMENTS WITH THE US. OFFICE OF EDUCATION, FURTHER REPRODUCTION Bellevue Public Schools OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER' 1972 PREFACE TO THE SECOND EDITION Draft Two of the Bellevue English Language Arts and Skills Program isa remarkable document. Draft One was a considerable achievement in that district-wide committees of teachers and parents could agree,even in a tentative way, upon a single set of Expectations for all students in the Bellevue schools. Having arrived at a first draft of these experiences in English, the amount of work that followed in writing sample activities, producing EEE kits, and correlating pages of New Directions in English, was truly prodigious. In the light of this great amount of work, I find it remarkable that the Curriculum Department and contributing teachers would, at the end of the first year, take the trouble to interview every teacher of English Language Arts in every building of the district, invite criticism, thengo back to the drawing board to produce the kind ofprogram that even more nearly represents the wishes of the majority. This is a responsive and responsibleprocess. in a democracy there can be no other way, and I consider it a tribute to Bellevue teachers that they should embrace such a process in searching for betterways to teach children. Clearly, each of us has an obligation to helpcarry out this program. Teachers will need to work with it and contributeto it, department leaders and principals will need to help introduce and implementit, curriculum representatives will need to provide in-service training forit. And none of us should be surprised if it15 necessary to revise the program again, and yet again, until we are satisfied thatit represents the finest educa- tional experience possible for the studentsentrusted to our care. William H. FMorton Superintendent of Schools THINGS WE HOPE YOU WILL LIKE ABOUT DRAFTTWO Last.year we gave a try and said tell us what you think: Some teachers said thatthe Expectations are not clear enough,so we tried to rewrite them in theclearest possible language. Other teachers saidthat they sound too much like objectives,so we tried to rewrite them to be experiencesas clearly as possible. New teachers and 'practiceteachers said thanks for givingus at least something to go on. Parents said thankyou for telling us what our childrenare supposed to learn. We hope we've done that again. The beard of educationsaid show us the basic skills,so we put all the basic skills Anone handy section behind its own divider tab. Principals said more in-serviceis needed, so-we have created a format that lends itselfmore readily to swapping ideas. People who care about peoplesaid that the programuses "his" and "he" when people of both sexesare meant. So the Expectations have been purged of chauvinist expressions,but not all of the activities yet been edited. have Everybody said you havetoo many activities r the first sections but not enough in later sections. So we tried to get more activities in all sections. Most people said it's an entertaining if not proven idea that therecan be just a single set ofexpectations K-12, so we kept justone list hoping that English reallyis the same subject K-12. Nearly everybody said it'sa good idea to have publisheda program based on the exchange of ideas aroundcommon Expectations and not try to tell us how to teach,so we kept that feature. Some things we still haven4tsolvid: We still don't know the bestorder the Expectationsso you'll have to make yourown sequence. We still need manymore activities, We encouL g you to tribute them. con- We still are very.far behind on the production triple E ki After publication ofthis notebook, in-service kit production are our next prtorities. People Who Planned It All English Coordinating Council Members from 1969 to 1972 and Junior High School Department Representatives John Abrams Ringdall Junior High School Ralph Allen Ashwood Elementary School Sharon Bailey Parent, North Zone Sandra Clark Sammamish High School Richard Curdy Bellevue High School Mary Ann Eschbach Parent, West Zone Peg Foltz Lake Hills Elementary School James Hall Interlake High School Walter Hopkins Sammamish High School Taubie Keller Tyee Junior High School Mickey Main Parent, East Zone Steven Meredith Odle Junior High School Rick,Moulden Bellevue Junior High School Beverly Pelto Chinook Junior High School Elwood Rice Highland Junior High School Maxine Singletary Tillicum Junior High School William Spieth Tillicum Junior High School Janet Sutherland Interlake HighSchool Richard Ward Off Campus High School David Weld Hyak Junior High School Derek.Whitmarsh Tillicum Junior High School Space does not afford mention byname of all the individual parents, consultants, teachers, and students who havecon- tributed their thinking to thisprogram through coffee hours, faculty meetings, department meetings,and committee meetings. The district's debt, however, would be incompletelyrecorded without grateful acknowledgementto the following groups: Central Washington State College Consortium of Washington Education Centers Curriculum Through Community Planning Group District English Language Advisory Committee Direction for the Seventies English Language StudyGroup English Instructional Materials Committee National Council of Teachers of English Presidents Group and Individual Chapters of PTA andPFO Regional Composition Project Washington State Council of Teachers of English Washington State Supervisor of EnglishLanguage Arts and Reading CONTRI TORS AND PARTICIPANTS Peole Who Offered Contributions Lynda Anthony Newport High School Tom Bender Eflatai Elementary School Ray Bergman Ringdall Junior High School James Creevy Tillicum Junior High School Fran Drake Newport High School Mike Duffy Newport High School Peg Foltz Lake Hills Elementary Nancy Jones, Interlake High School Tie McClure Newport High School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger Newport High School Ron Munson Lake Heights Elementary School Linda Oman Lake Hills Elementary School Evelyn Smith Enatai Elementary School Rita Smith Newport High School Janet Sutherland Interlake High School David Weld Hyak Junior High School John Wilson Ringdall Junior High School Bob Wood Enatai Elementary School Peop Who Served as _General Editor and Typists Donna Dent Educational Services Center Jeanne Olson Educational Services Center 'Elizabeth Parks Educational Services Center C. May Shesely Educational Services Center- People_ Who Draft- end the Expectations James Creevy Tillicum Junior High School Sandra Clark Sammamish High School James Hall Interlake High School Elissa Hendrey Newport High School Nancy Jones Interlake High School Margery Kohn Ardmore Elementary School Janice McColaugh Lake Heights Elementary School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger Newport High School Cyndy Rekdel La'--15 Hills Elementary School Elwood Rice Highland Junior High School Christina Volkriann Eastgate Elementary School David Wel- Hyak Junicr high School Derek Whitmarsh Tillicum Junior High School A FEW WORDS ABOUT THOSE RED INDEX TABS The organization of this year's edition of theprogram is an attempt to reflect the learner's point of view. For the learner, school is not so much a matter of objectives or subject content, as itis a matter of what hates to us. "Today, the teacher read to us." "Yesterday, she took us for a walk.""Tomorrow, she's going to put us into groups." The index tabs represent what haepens to us when we use language.
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