DOCUMENT RESUME ED 051 153 SP 007 203 TITLE Curriculum Guide, English for Grades VI-IX. INST:aUTIO/ Boston Public Schools, Mass. PUB DATE 70 NOTE 307p.; School Document No 2-1970 AVAILABLE FROM Boston School Committee, 15 Beacon Street, Boston, Mass. 02108 ($3.75, check payable to The City of Boston) EtRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Composition (Literary), *Curriculum Guides, *English Curriculum, English Literature, Grade 6, Grade 7, Grade 8, Grade 9, *Intermediate Grades, *Junior High Schools, Language Instruction, *Middle Schools ABSTRACT GRADES OR AGES: Grades 6-9. SUBJECT MATTER: English. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has three main sections dealing with language, literature, and composition with the following sub-sections: 1) languageintroduction, grade 6, grade 7, grade 8, grade 9, chronology, bibliography, spelling, listening skills; 2) literature -- overview and teaching techuiguez, grade 6, grade 7, grade 8, grade 9, choral speaking; and 3) composition. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives are listed for the various topics. Suggested classroom activities andtudent enrichment activities are included in the text. INSTRUCTIONAL MATERIALS: References to texts and materials are given at the end of sone sub-sections. There is also a bibliography, and a list of suggested texts for composition. STUDENT ASSESSMENT: The section on composition includes a oriel description of evaluation techniques for the teacher. (MBM) .=r II PERSYSSieN TO PCPROOVCE THIS IVINP 1111111111 MATERIAL HAS BEEN GRAMM BY kg-21c.y 4-097:. elyzAre__,__ TO ERIC AND ORGANIZATIONS OPYRATING UNDER AGREEMENTS Was THE ,u$ OffiCE OF EDUCATIONFOP r'R REPFOPUCTION OUTSIDE THE ERIC ,a.'ENI REQUIRES PER MISSION CIF THE COPYRIGHT OWNER School Document No. 2 - 1970 U.S. DEPARTMENT OF HEALTH. CURRICULUM GUIDE EDUCATION & WELFARE OFFICE OF EDUCATION 1!-IS DOCUMENT HAS BEEN REPRO. DUCE D EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORI'l INATING tT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSA.ILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. ENGLISH for GRADES VI -IX .,A PUBLICATION OF THE BOSTON PUBLIC SCHOOLS WILLIAM H. OHRENBEROTER, SUPERINTENDENT SCHOOL DOCUMENT NO.2 - 1970 THE SCHOOL COMMITTEE OF THE CITY OF BOSTON 1969 John J. Kerrigan, Chairman Thomas S. Eisenstadt Paul F. McDevitt Joseph Lee Atty. Paul R. Tierney In School Committee December 1, 1969 ORDERED, That the Curriculum Guide - English - Grades VI-IX, be ..dopted and that 1,000 copies be printed as School Document No. 2, 1970. Attest: EDWARD J. WINTER Secretary Document No. 2, 1970 CURRICULUM GUIDE - ENGLISH GRADES VI, VII, VIII, IX prepared under the direction of HERBERT C. HAMBELTON, ASSOCIATE SUPERINTENDENT CLRRICULUM DESIGN - EDUCATIONAL RESEARCH THE DEPARTMENT OF CURRICULUM DEVE IDPMENT WILLIAM J. LEARY, Director Mary A. McLean, Assistant Director Elementary Schools Motel E. O'Connell, Assistant Director Junior High - Middle Schools Robert P. Collins, Assistant Director Sudor High Schools CURRICULUM COMMITTEE William C. Gustua, Chairman Francis Park man School Robert Bola), Woodrow Wilson Junior High School William D. Bronski Martin Luther King Jr. , Middle School John J. Chisholm Boston Latin School Agnee M. Murray William B. Rogers Junior High School John M. Regan Josepn H. Barnes Juniar High School Annette M. Stan as Clarence R. Edwards Junior High School THOMAS F. MEAGHER, ASSOCIATE SUPERINTENDENT JUNIOR HIGH SCHOOLS - MIDDLE SCHOOLS itl PHILOSOPHY This curriculum guide is another step forward in the constant effort to rneet the needs of our pupils, teachers, and the changing times.Its preparation involved the talents and high professional competence of many experienced teachers, as well as supervisory and administrative personnel. The suggestions it makes rJprcling scope and sequence of subject matter and teaching procedures are the product of carefully considered judgments as to what pupils should learn in certain areas and how best to present the material.This provides some degree of constancy, validity, and practicality to the learning-teaching process.Further, it protects the people's right to know what is being taught in the public schools of this city. However, this necessary and desirable structuring does not militate in any way against the flexibility of the curriculum guide. Working around the skeletal core provided by this guide, enthusiastic and ingenious teachers will use their creativity to both adapt and ex- pand its contents. Only thus can pupils possessing a broad range of abilities and capabilities be challenged. The effectiveness of this curriculum guide, as that of any other tool, w'll depend upon the skill of the user.It is to be hoped that all teachers will make it a vital part of the educational equipment they use daily, and assume a degree of personal responsibility for its evaluation and revision. From this constant refinement, on a broad base, there will evolve a curriculum of superior quality and ever increasing usefulness to the teachers it guides in the effective instruc- tion of all pupils. WILLIAM H. OHRENBEHGER Superintendent v ACKNOWLEDGMENTS A number of individuals provided valuable assistance and advice in preparing this curriculum guide.. Many of these people worked closely with the members of the English Curriculum Team. Others gave gen- erously of their time with advice through correspondence with team members or the staff in the Department of Curriculum Development. To all vino rendered assistance we owe a debt cf gratitude for their contribu- tions.It is a particular pleasure to acknowledge: Walter Bemak, Consultir.g Editor, University of Oregon English Curriculum Project Carole C. Bocasky, Instructor, English Department; Bostot. State College Boston Public Library Staff Margaret Brown, Librarian, Boston Puolic Schools David Cooper, Director, Experienced Teacher Program Hunter College, Now York Carl R. Deyeso, Coordinator, Language A.-ts, Quincy Public Schools Department of Fine Arts, Boston Public Schools Paul M. Donovan, Principal, 'William Barton Rogers Junior High School, Boston Pnb lie Schools Dr. David Hettick, Department cf English, Univet sity of Nevada Dr. Edward B. Jenkinson, Director, English Curriculum Center, Indiana University Junior High-Middle School English Council, Boston Public Schools Junior High-Middle School History Curriculum Team, Boston Public Schools Polly raufman, Librarian, Boston Public Schools Dr. Wiu lam Kenney, Professor of English, Boston State College Marcella R. Lawler Professor of Education, Teachers College, Columbia University University of Nebraska English Curriculum Center New England Association of Teachers of English, Executive Board Richard Phelps, Director, Language lats Curriculum, Cambridge Public Schools Elizabeth Scannell, Librarian, Administration Library, Boston Public Schools Senior High School English Council, Boston Public Schools Senior High Scnool History Curriculum Team, Boston Public Schools Marion Steet, "T. V. Teacher of Linguistics," Philadelphia Public Schools _,awana Trout, Assistant Vrofessor, Central State Teachers College, Edmond, Oklahoma We wish to thank the publishing houses and education media concerns for the assistance and materials supplied to the team. In addition, we are gratebil to the students and faculty of the William Barton Rogers, the Oliver Wendell Holmes and the Solomon Lewenberg ,Tunior High Schools for their suggestions, contributions and evaluation of material. TABLE OF CONTENTS Philosophy iv Acknowledgrunts Foreword viii To the Teacher ix Concerning Suggested Texts Introduction to the Study of Language - VI - VII - VIII - IX "di Grade VI - Language 1 Grade VII - Language 33 Grade VIII - Language 67 Cy'rade IX Language 111 Chronology - The Study of Language 129 Bibliography - The Study of Language 139 Smiling VI - DC 143 Listening Shills VI - IX 144 Literature - Overview and Teaching Techniques 145 Litevt,lure - Grade VI 149 Literature - Grade VII 163 Literature - Grade VIII 183 Literature - Grade IX 115 Choral Speaking VI - DC 221 Composition VI - DC 227 vli Foreword This study guide is based upon the belief that language is a vital, dynamic, uniquely human form of communication.It has been and is the indispensable factor in man's development as a sodal, moral, and intellectual being. Any course of study in English should, therefore, equip the student with the linguistic knowledge necessary to participate effectively in modern society. The student in the middle school is experiencing one of the most difficult phases of life, physically, emotionally, socially, and intellectually. He has left the security of the elementary school to enter this vague transitional period in which he must explore, experiment, and try to discover his way into an adult society. This English cu:riculum guide attempts to capitalize on these adolescent characteristics to meet the student's needs. Any course of study must gear itself to the nature of the student.This particular curriculum encourages the student to explore, discover, and experiment with his language to help him in his initial efforts to adjust to and cope with the adult world. viii q TO Tir2, TEACHER The English program in the Junior High School and the Middle School is based on a concept so old that it is new; that the curriculum shculd fit the student.The student's command of reading, writing, listening, and speaking skills must always be the dominant factor in deciding what to teach, when to teach