DOCUMENT RESUME ED 044 417 TE 002 118 TITLE Student Selective Series for High School English. INSTITUTION Flint Public Schools, Mich. PUB DATE Sep 70 293P' EDRS PRICE EDRS Price mp-$1.25--Ec--1-1-4-47-5-_..... DESCRIPTORS Behavioral Objectives, Course Conterii;-tOursc--------____ Objectives, *Curriculum Guides, *Elective Subjects, *English Education, Listening, Nongraded Classes, Reading, Relevance (Education), *Secondary Education, Speaking, Writing ABSTRACT This English curriculum guide describes over 40 ntent-centered high school courses grouped according to five difficulty levels for each of which specific reading, writing, listening, and speaking objectives are offered. It is oriented to the interests of students and covers such subject matter areasas Heroes, the Harlem Renaissnce, America: Problems and Promises, Mythology in Literature, and Notetaking and Research. 10r each individual course, the guide includes a brief course description, behavioral objectives, lists of instructional materials, a suggested course outline. and suggested activities. No course has pre-requisites and the student's concern with his educational needs acts as the chief control for his selection of specific courses. (DD) U UIF1IIIP111111 Ul rum, tUULNIM 6 mum OfFICI Of EDUCATION HIS DOCUMENT RS BEEN REPRODUCED 1111(11Y Al RIMED ROM Ti PERSON OR ORGANIZATION ORIGINATING IT. POINIS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OffICIA1 Off la Of IDUCATION POSITION OR POTICf. C.D STUDENT SELECTIVE SERIES for - High School English 1) FLINT COMMUNITY Sa4001,5 0 FLINT, MICH IGAN September 1970 I Preface "The present moment is significant, not as the bridge between past and future, but by reason of its contents, which can fill our emptiness and become ours, if we are capable of receiving them." Dag Hammarskjold Markings The process of education goes on, not in the curriculum guides or in C plans of instructors and administrators, but in the individual hum'n beings who get up and come to school everyday. Students are serious about their own education; when given the opportunity they make respon. sible choices. This curriculum provides content-centered courses keyed to the interes of students. It is based on the belief that "if all students are help to the full utilization of their intellectual powers, we will have a better chance of surviving as a democracy in an age of enr,rmous techna logical and social complexity." Jerome Brunner The Process of Education This program consists of over forty courses covering specific subject matter areas arranged in five series of ascending difficulty in readinc level. No course has any pre-requisites. On the basis of the course description students select courses which interest them. Counselors And instructors assist individuals in working out a well balanced high school program. The student's own concern with his educational needs acts as the chief control for selection of specific courses. Since the philosophy of the curriculum focuses on the student and his interests, the courses have been written no as to secure maximum student involvement. The responsibility of the student as learner is primary. The teacher's role is to structure the classroom iiPagnce to encourage the student's participation in the act of discovery. The High School English Student Selective Series was written and developed by the English Department of the four senior high schoola. The courses will be revised by staff on a continuing schedule as student interests and needs change. SUCCESSFUL ENGLISH - 5 Unit III Themes Something Strange Reading, writing and oral activities revolve around things that are not what they seem to be: weird creatures and impossible happenings. Books SOMETHING STRANGE (Gateway Level III) PICTURE OF DORIAN GRAY DR. JEKYLL ;ND MR. HYDE VISIT TO A SMALL PLANET (in TEN SHORT PLAYS AND BEST TV PLAYS) Tales by Edgar A. Poe THE SKIN OF OUR TEETH (Three Plays by Thornton Wilder) TURN OF THE SCREW Films Records "Tales of Edgar Allen Poe" Suggested Procedure: It is unnecessary to delineate a daily or weekly outline for these three units as the Teacher's Manual for the Gateway Level III does an excfalent job of it. The Student's Manual also has many suggestions for student activitie as does COMPOSITION: MODELS AND EXERCISES 10. The films and other suggested materials may be inserted at the teacher's discretion. BEHAVIOR OBJECTIVES Series I Objectives for Series I Readina Student will be able to display comprehension of reading as measured by an SRA test of recall on any reading selection from level green in SRA Lab IIA. Student will be able to display comprehension of the reading materials used in the course during the semester as measured by a Cloze test on any novel or short story that has been taught in that class. Student will be able to display comprehension of the reading material used in the course as measured by a teacher-made quiz of several content questions over a short reading assignment. Student will display a value for written experience as measured by his willthgness to participate in oral reading. Writing Student will be able to display knowledge of capitalization of proper names, places, days of the weeks, months of the year, and titles of books or movies, W. measured by teacher dictation which includes several examples of each. Student will be able to display comprehension of a sentence unit as measured by a dictation of five simple sentences in which he is able to supply all capitals and periods. Student will be able to display knowledge of the conjugation of the verbs BE, HAVE, and DO as measured by a Cloze test in which different forms of these verbs have been omitted. Student will be able to demonstrate knowledge of the correct formation of written letters as measured by his ability to write a half page that is legible to the teacher. S*Ildent will be able to verbalize personal ideas and emotions as measured by teacher judgement of a student journal. Listening Student will be able to display auditory comprehension as measured by his response to questions on a McCall-Crabbe tape with no more than two errors. Student will be able to demonstrate comprehension of oral instructions as measured by teacher observation. Speaking Student will be able to demonstrate a comprehension of oral English by reading aloud one paragraph from a text used in class with no more than two errors. Student will be able to demonstrate application of controlled group behavior, such as raising hands before s eakin and speaking one at a time, as measured by teacher observat on. Student will be able to respond positively to h small group situation by contributing ideas and experiences to that groUp as measured by self report. Students will display characterization by role playing and oral reading of short plays as measured by teacher observation. EFFECTIVE ENGLISH Course Description Readings in American Culture will serve as basis for the develop- ment of discussion, writing, and listening skills. Behavioral Objectives ReadiAg Student will be able to display comprehension of reading as measured by a teacher prepared test of recall of selections read during the course. Writing Student will be able to display knowledge of capitalization of proper flouns as measured by teacher dictation which includes days of week, months of year, titles of books and movies, names, etc. Student will bo able to display comprehension of a sentence unit as measured by a dictation of a short paragraph in which he will supply capitalization and end punctlation. Student will be able to display knowledge of thn conjugation of verbs studied during the course as measured by a Cloze test in which different forms of these verbs have been omitted. Listening Student will be able to display auditory comprehension as measure by his ability to respond to teacher prepared questions to an oral reading selection administered by the teacher. Materials Basic Dictnary Skills Basic Reading Skills for High School Use Improving Patterns of Language Usage Cities Kit Coping Comedy Pound-Up for Teenage Actors English Grammar and Composition (10th) Favorite Poems and New A Family is a Way of Feeling Living Your English (10th) On Target t, EFFECTIVE ENGLISH - 2 Materials (Con't.) Reader's Digest Skill Builder's (Assortment) Scope ReadingBook I Teenage Tales Twenty Days to Better Spelling Who An I? Yellow Eyes I've Got a Name Mirrors Suggested Weekly Procedure Monday A. Spelling list introduced and words discussed. B. Short writing assignment based upon a theme secured from previous week's reading or some topic the teacher chooses, Writing skills that have been taught shculd be emphasiznd in the writing sample. Tuesday A. Write spelling words in sentences -- teaching writing skills, punctuation, sentence structure, etc. as needed. B. Reading lesson selected from Unit theme. Wednesday A. Oral discussion of spelling words. B. Reading lesson selected from Unit theme or Grammar, Usage, Writing skill lesson based upon errors discovered in Monday's writing sample or Tuesday's sentences. Thursday A. Trial spelling test (student's Check each others papers) B. Return Tuesday's sentences for correction and filing by student in prepared folder. C. Reading assignment for students that finish correction. Friday A. Spelling test B. Return Monday's writing for correction and filing by student in prepared folder. C. Reading assignment or free reading for student that finishes corrections. 7 EFFECTIVE ENGLISH - 3 Unit I Theme: A Family is a Way of Feeliu Materials: A Family is a Way of Feeling Teenage Tales -- Book, A Book I Basic Reading Skills for High School Use English Grammar and Composition (10) Living Your English (10) Scope Magazine rargnt Manual for Gateway Level I (To be purchased by the student) The Flint Journal Suggested Activities: A.