DOCUMENT RESUME

ED 102 598 CS 201 897

TITLE Language Arts Curriculum Guide (Secondary).

INSTITUTION Louisiana State Dept. of Education, Baton Rouge.
PUB DATE 73
NOTE 447p.

EDRS PRICE MF-$0.76 HC-$22.21 PLUS POSTAGE

DESCRIPTORS Communication (Thought Transfer); *Curriculum Guides;
*English Curriculum; Grammar; *Language Arts;
Language Skills; *Learning Activities; Mass Media;
Oral Communication; Secondary Education; Spelling;
Study Skills

ABSTRACT
This curriculum guide for the secondary school
language arts program is divided into seven sections: General
Introduction, Oral Communication, Literature, Spelling, Written
Language, Special Courses, and Appendix. These general sections
describe approaches to such topics as listening, conversing,
parliamentary procedure, oral interpretation, the short story, the
novel, poetry, drama, nonfiction, vocabulary, dictionaries, suffixes,
semantics, paragraphs, narration, exposition, journalism, research,
..:zammar, mythology, the Bible, mass media, American writers, learning
activities, resources, career development, and career activities.
Objectives, suggested activities, and resources are listed for each
topic. (TS)
 U S DEPARTMENT Of NEALT14.
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EDUCATION POSITION OR POLICY

LANGUAGE ARTS CURRICULUM GUIDE

(Secondary)

WORKING DRAFT

LOUISIANA STATE DEPARTMENT OF EDUCATION

Louis J. Michot
STATE SUPERINTENDENT
1973

2.
 PREFACE
The curriculum guides developed for implementation of the Louisiana State Plan for Career
Education are dedicated to the students of Louisiana. The guides are based upon the philosophy
of maximum development of the individual--and thereby--the maximum development of society. There
are many components of the educational process; and career education, a facet of total education,
prepares the individual for a meaningful and productive life.

The fundamental concept of career education is that all types of educational experiences,
curricula, instruction, and counseling should involve preparation for economic independence,
personal fulfillment, and an appreciation for the dignity of work.

Maintaining the curriculum disciplines as the structural framework, the guides seek to enhance
the total education of the individual, incorporating career concepts into the planned educational
experiences of our youth.

The implementation of the objectives and activities presented in the guides is independent of
any organizational pattern. The underlying philosophy is that of providing for continuous pupil
progress. The curriculum provides a continuum of systematic, sequential development from kinder-
garten through high school. Recognizing that each student is a unique individual, a continous progress
curriculum enables each student to progress at his own rate. This fosters success which reinforces
the positive self-concept of the individual and contributes to his personal, social, and occupational
effectiveness.

Education which is dedicated to the maximum development of the individual offers Individualized
instruction. These guides promote that concept, for individualized learning is the result of
individualized instruction. This concept does not imply a one-to-one teaching ratio, but does offer
a curriculum structure which allows for instruction prescribed to meet the needs of the individual- -
whether in a large group, a small group, or in an individual learning situation.

These preliminary guides are presented, in dk-eft form, for field testing during the 1973-74
academic year. The subsequent revision of the guides will be based upon teacher evaluation and
recommendations.
 TABLE OF CONTENTS

Section Page Section Page

INTRODUCTION

ORAL COMMUNICATION 9A-0 WRITTEN LANGUAGE (cant.)

9A -1 Narration 12L-42
Listening
91-5 Exposition 1211 -49
Conversing
Group Discussion 9C-8 Argumentation 12N-59
Speaking before a Group 91-14 Creative Writin 12-0-78
9&.16 Criticism 12P-99
Types of Speeches.
Parliamentary Procedure 91. -20 Journalism 12Q-113
.9G-21 Research 12R-124
Oral Interpretation
911 -23 Grammar 12T-146
Play Production

LITERATURE SPECIAL COURSES

10A-1 Mythology 13A -1
Short Story
Novel 1013 -12 Bible 13B-8
IOC -31 Mass Media 13C-10
Poetry
Drama . 10p-46 Shakespeare 13D-13
Non Fiction 10E-57 American Writers 13E-20
British Writers 13F-38
SPELLING World Literature 13G-50
11A-1 Business English 1311-57
Vocabulary
Rules 11B-2 Seminar 13-1-61
Dictionary 11C-10
Comprehension 11D-12 APPENDIX
11E-23 Supplementary Activities 13J-65
Roots, prefixes, suffixes
111' -17 Resources ... 13K-75
Language Development
Semantics 11G-20 Lagniappe 13L-94
1111 -22 Career Concepts 13M-110
.enrichment
Job Clusters 13M-112
Language Careers 13M-114
WRITTEN LANGUAGE
12A -1 Career Development 13M-115
Paragraphs
12M-28 Career Activities 13M-117
Multiparagraphs
Description 12J-32
 tig top' Olga
SECONDARY LANGUAGE ARTS CURRICULUM GUIDE

central to human life and

The study of language must be. viewed both as a subject and as a process
is the major
learning. Since language is closely intertwined with the thought-generating processes and
of his
vehicle for transmitting and receiving ideas, a person's linguistic skill can determine the course
life as a participant in an open, democratic society. It becomes the responsibility of language arts
the
teachers to contribute to the intellectual development of every student by providing him with
opportunity to acquire skills in reading, writing, speaking, and listening that give him a deeper
economic
understanding of his own humanity and that equip him to live a satisfying personal, social, and
life.

Studies in language and literature, then, must become studies for the sake of life. The shaping forces
combine to demand of
affecting the teacher's performance--his philosophy, methods, and materials--must
students, personal involvement and purposeful participation. The teachers must, in turn, provide the
student with practical skills, a sense of self-awareness, and rewarding human experiences. Students must
classroom and
be able to make strong connections between what is happening to them in the language arts
what they expect to happen to them after they leave to find employment.
A student can make
Career education involves incorporating self-awareness activities at all levels.
aptitudes are, and what
valid decisions only if he is aware of who he is, what his interests are, what his
relationship between
he values. It also involves a knowledge of concepts of the world of work, such as the
leisure and work, and the dependency of people in one job upon people in another job. This guide is
ultimately help each student
intended to aid language arts teachers to make decisions and choices that will
to become the kind of person he wants to be and to do the thing he enjoys doing--to know success.

This guide cannot teach--only good teachers can create the vigorous and stimulating classroom
atmosphere required for learning. This guide, as stated in the FOREWORD, is intended as a complement
to the regular language arts program, as a source of ideas and activities to achieve curriculum
objectives, as a method for incorporating career concepts into the curriculum, and as a diagnoatic
device for student placement. Though the curriculum plan is continuous K-12, the guide, because of its
is composed of five
bulk, is divided into two books. The Secondary Language Arts Curriculum Guide
Handwriting and
sections, Oral Language, Literature, Spelling, Written Language, and Special Courses.
Study Skills were extended through the iddle 3chool only. The section labeled "Special Courses"
includes additional material for "mini" courses on different F-I'fo3i4.1mce levels, enrichment suggestions,
lists of resources, a "Lagniappe" of teaching aids, and career concepts and activities.
 1EST (API' AVAILABLE

framework of the continuous progress

There is no leveling nor grads placement within the
except for certain
curriculum; therefore, no grade placement is suggested for any activity
spiral the activities under
reference lists in "Lagniappe." There was, however, an effort to familiarize
each objective from a lower level of competence upward. It is suggested that teachers
to note the most obvious possibilities
themselves with the general organisation of the Secondary Guide
for its use with the students they teach.
acquired the language arta skills
However, since not all students in secondary schools have
the teacher must reach back into the
included even in the beginning stages of the Secondary Guide,
perform successfully. For the
Middle School Guide for the skill strand where individuals can
where each student can perform, an
teacher's convenience in locating the point on the skill strand
objectives precedes each section of
outline of the Primary and Middle School general concepts and
all of the suggestions, but from the many
the Secondary Guide. No one English teacher can use and students, making any
choices provided each can select those most appropriate to his own program
adjustments necessary to enhance his course of study. Above all, no part of this guide is to
be considered prescriptive.
and appropriate
Throughout the guide, career concepts are coordinated with curriculum concepts,
of career development, Career concepts
career-oriented activities are included for the various stages
indicated with an asterisk.
are labeled, and each career-oriented activity is
create successful, challenging
Competent teachers are aware that there are hundreds of ways to
will encourage all teachers to plan
experiences for their classes. It is hoped that this guide
which will most adequately prepare
for and with their students to find the methods and materials
the student for the arduous but exciting journey into adulthood.
ORAL COMMUNICATION
 ORAL COMMUNICATION
Primary and Middle Schools

The traditional academic program has often been remiss in its attention to oral communication. Yet,
this area accounts for ninety-five percent of all verbal communication. The necessity for developing skills
in this area is evidenced in the premise that oral language is the foundation of all reading skills. The
interrelation of language and cognitive development is a theoretical cornerstone of paycholinguistica.

Listening and Speaking skills are basic to the comprehension skills in reading. Although the major
areas of language arts are speaking, listening, reading, and writing, these four are intertwined simply as
the expression and reception of verbal communication.

These skills are important in self-development and in the strengthening of a positive self-concept.
Capability in oral communication increases personal, social, and occupational effectiveness.

92enelLarmultaanS1122slins:
I. Listening
A. The student receives different forms of sounds.
1. He identifies environmental sounds.
2. He identifies lyrics in music.
3. He listens to various forms of spoken language for enjoyment.

S. The student selects and responds to listening experiences.

1. He expresses orally or in writing moods and feelings when listening.
2. He relates his impressions of listening experiences to others.

C. The student follows directions for adhering to rules.

1. He performs simple tasks from given directions.
2. He receives and relates messages.
3. He plays games according to directions given.
L. He constructs an object to demonstrate his creative response to listening.
5. He follows routine procedures established by teacher and group in the classroom.

D. The student comprehends oral language.

1. He identifies the main idea in a brief oral presentation.
2. He suggests titles and relates main ideas from stories read to him.
3. He identifies simple details from story heard.
4. He relates important ideas of news broadcasts.
5. He listens for omissions or additions in an oral presentation and identifies both.
6. He identifies the bias and/or prejudice in news broadcasts, speeches, and commercials and evaluates
this as fact or opinion.
 ORAL CUMMUNICATIOG
Secondary
be emphasized in all
Oral communication is vital to all fields of life and work and should
classrooms.

1. The purpose of speech is to communicate effectively.

oral language power
2. There is a clear constructive relationship between the development of
and personality.
that can
3. Speech is of the utmost social significance and is a learned accomplishment, one
be conditioned or modified.
of communication; it is the
4. Speech is total personal communication and is our chief means
essential instrument used to stimulate others to thought and action.
present their ideas in
5. In addition to thinking logically, students should be able to
in the mechanical
clear and understandable speech. They need to make constant improvement
phases of speaking such as noting and correcting their errors in speech and improving
enunciation, pronunciation, vocal control, and posture.
correctly and effectively.
6. Students must cultivate pride in being able to use oral language

7. A program in speaking can render its proper service only where the school administration
and instructional personnel share it as a common concern.
 BEST COPY MIME
General ;oncepts and objectives (cent.)

D. The student learns the steps for giv1iu information.

1. He gives explanations and directtons in lnrruage which t.i11 be under: .00d ty the li:=tener
or audience.
!!ci selects words which correctly identify :mid 1;0,e1 the tap:: 4:111 details of an anwicer.ent.
3. He prepares ani Tresents oral reports.
h. lie accurately relays a message or statement.
He accurately reintes and interprets messages providil4; infomation including who, Ocit,
where, why, and how.

E. He demonstrates growth in the area of creative expression.

1. He uses good enunciation, vrice inflection, and tone quality,
2. He selects and prepares to tell a story in sequential order.
3. He assumes a role ir storytelling and dramatic pl4y.
4. He uses bodily action and facial expressions to express himself creatively.
S. He recites with poise and self-confidence.
 General Ooncepts and Obalnliz!!: (cont.)

7. He relates a story previously heard in sequential order.

8. He arranges a series of steps in sequential order.
9. He identifies the speaker's intention: to inform, to persuade, or to entertain.
10. He formulates conclusions as a result of listening to a presentation.
11. He interprets figurative language of oral presentations.

II. Speaking
A. The student expands his speaking skills.
1. He uses words t describe pictures or objects.
2. He uses words to compare pictures.
3. He uses words to interpret pictures.
4. He uses words to classify pictures.
5. He demonstrates facility in expressing
himself orally.
6. He uses action statements in his speaking.

B. The student participates in oral exchange of ideas.

1. He expresses himself naturally and spontaneously.
2. He uses acceptable speech in conversational situations..
3. He observes common courtesies in conversation.
in identifying and labeling topics of discussion.
4. He uses a range of vocabulary items
5. He greets people acceptably.
6. He participates in conversations and discussions wittylut nonopolizinc them.
7. He keeps to the subject.
8. He uses descriptive words appropriately in conversation.
9. He interprets descriptive words and
phrases in conversation.
10. He identifies the mood in a conversation.
11. He uses the telephone effectively and politely as a means of communication.
ideas expressec.
12. He uses intonation (stress and pitch) to convey emphasis and importance to
13. He uses a prepared plan with well-defined central thoughts and correct grammar.
14. He draws concluding statements based on results of the group discussion.
discussion.
15. He demonstrates that he can practice rules of courtesy in formal and informal
16. He differentiates between relevant and irrelevant material.
17. He learns rules governing
parliamentary procedure suited to age and ability level.

C. The student learns the procedures used for seeking information.

1. He formulates questions using tea, what, when, where, na, and 212,.
2. He asks questions to seek information.
3. He answers questions.
4. He plans, initiates, and executes interviews.
 BEST COPY AVAILABLE

A. The student demonstrates growth in listening,

of others are affected by the individuals ability to relate
Career Concept: An individualt career and careers
with other individuals. Reso,.rerp %. yes
Simacetea Activities
Obaective
-------J
:
The teacher writes
I a. The students work in two teams relaying messages. I
1. He uses the basic Each
)
two copies of a me3sace and hands then to the team leaders.
skills of listening. teammate, who repeats
leader whispers the message once to his next i
member. The last member writes
it to the next, and so on to the last
determines which Lean listened !
it out and gives it to the teacher, who
like "The choice of a
more accurately. Begin with an easy message greater aed lesser needs."
career usually involves a compromise between
in which there is an
b. the students rake and read a series of items
The classmates
obvious missing iten, such as, "r,s,t,u,w,x,y,z."
piece of paper the missing item. The
listen and then write on a
They exchange
students take turns until everyone has read a series.
papers with a partner and correct any errors.
to get a statement
c. The students repeat single rhymes in practicing a radio program
accurately the first tine. This idea has been used on
The students make similar
to test a contestant's ability to listen.
their ability to repeat
rhymes to read to their classmates as a test of
each statement accurately.
Example:
(1) "The prairie is scary," said Mary to Harry.
Harry.
"Yes, Mary, the prairie is scary," to her said
(2) "Joe has the dough," said Flo to Hoe.
"Yes, Flo, Joe has the dough," to her said Moe.
in which an
*d. With a classmate, the students dramatize a scene
will then repeat
employer gives instructions to an employee, who
understands exactly what
the employer's instructions to show that he
he is to do.
I

t
oral report or lecture.
2. He listens to pick a. The student selects important ideas from an
(1) He notes the title.
out important ideas. important idea.
(2) He listens for repetition which signals an
change in paragraphing.
(3) He listens for a
the student listens for the
As the teacher reads short paragraphs,
After each selection
topic sentence or main idea in each paragraph.
is read, the student states the key idea in each paragraph. 9A-1.
LISTEHIUG
 Objectives Summated Activities Resonrces %nt.'s

3. He listens to a. The student takes notes cn a lecture heard on television and writes
summarize. a well-organized summary from his notes.

b. The students watch a television show which they enjoy, and then
write a plot summary.

c. The students listen to a short story read aloud and write a plot
ISUMMarY.

4. He listens to follow a. The student uses pencil and paper to carry out the following Warriner, John E.
directions. instructions as they are read by the teacher. Sheilay Laws.
(1) Write 7 no matter what the sum of h and 8 is. En fish Grammar
(2) If the earth does not rotate, write your name without capitals. an )o--XtTE.
(3) If you were born the last six months of the year multiply your Harcourt Brace
age by 7; if you were born the first six months of the year, Jovanovich, Inc.
subtract 7 from your age.
(4) If you think seahorses are fish, write the weight of a ton of
seahorses; if you think fish are mammals, how many ouncea in a
pound.
Write no, if the following statement is in error; You are
listening to these instructions in English.
If three men and three women make three couples, what do six
butchers make.
If eight from sixteen leaves an even number, write the opposite
of subtract.
Without touching pencil to paper, write the opposite of
something.
Write the name of the fiftieth state in the Union.
If love is a four-letter word, write note.

b. Alternate activity, follow instructions of a.

(1) Write "yes" no matter what letter begins your name.
(2) Of the words school and box, write the shorter.
(3) Write "no" even if you think cows are larger than dogs.
(ii) Write the numbers 2,7,9,5,8 and circle the largest.
(5) If you circled seven, make a square; if not make a cross.
(6) If birds can fly, complete this sentence correctly: Hens lay
LISTENING
9A-2
 BEST COPY AVAILABLE

Suggcited Activities Resonrc

ObJectivem

Listens to follow (7) If 3 2 - 8 make a circle; if not make two dote.

directions (a) Give the wrong answer to this question: Are you in the United
(cont.) States?
(9) If Washington was not the first President of the United States,
write the shorter of the words, red and green; if he was, sign
your name.

Career Point to Stress

The ability to listen acutely and follow directions as given is an
asset in the world of work.

5. He listens to make a. The students listen carefully to persuasive talks given by members
critical evaluations. of the class. They head a paper with the topic, and list the main
arguments in the order given, and the evidence produced to support
them. The students differentiate between fact and opinion. They
note words that are emotionally charged or loaded.

b. The students listen to informative programa and speeches and judge

whether or not they are biased, fair, objective, subjective, and so on.

*e. The student listens to several speeches on labor problems and notes
the speaker's tone of voice and the different.meanings words can
have depending on the way the speaker uses them.

The students listen to national and local news programs. They discuss
whether the broadcasts are fair or biased, and whether these programs
interpret or present a strict, factual report.

e. The students watch a television doemmentary and discuss such questions

as:
(1) What did you like and/or not like about the program?
(2) Which character impressed you most?
(3) Which character did you like, dislike, respect, fear?
(4) Would you encourage someone else to see this program?

9A-3
LISTENING
 Objectives Suggested Activities
1111111 RellOnrrCP 51.IAP4

pietens to make f. The students read and discuss critical reviews of television programa
Titical evaluations by such critics as Judith Cristo Cleveland Amory. After watching the
programs, they discuss whether they agree or disagree with the critic.

The students report their reactions to a work of fiction. Possible

reporting topics are:
(1) Will this literature be read a hundred years from now?
(2) Would you want this selection to be translated into Russian
and smuggled behind the Iron Curtain?
(3) Would you recommend this piece of work to your parents?

h. After listening to a record of Poe's short stories, the students

summarize the plot and explain why they liked or disliked the story.
(The same can be done for poetry.)

He listens for a. After listening to recorded poems similar tc the following, students
appreciation. discuss environmental implications of content and sounds.
(1) Robert Frost's "Stopping by Woods on a Snowy Evening"
(2) Rod McKuen'a "Hy Friend, the Sea."

b. Students jot down the ideas and thoughts they have while listening
to various musical selections. (These responses may be shared in
later class discussions.)

c. After listening to several recordings of the "Lord's Prayer," students

discuss the mood or tone of the various selections.

Career Point to Stress:

Leisure time activities can assist one toward a meaningful and
rewarding career.
 LEST COPY AMIE

situations.
B. The student participates in conversational
- 1411111. 111. .411...........
1710501r(Ps
SAT3epted Actirtie*
Wajectives ,IIIMIP 00 IN w
gly

Griswold, A. dhitney.
1 such as the following:
! a. The students role play situations "On conversation
1. He expresses himself alumni reunion after a
(1) Two graduates of high school meet at an chiefly Acalemic."
naturally and
separation of ten years. From In the University
spontaneously. social function.
(2) Two mothers of high school students meet at a Tr%ditA9n. Yale
discussing school. University Press.
(3) Two girls walking hone from school
after winning an important
(4) Two football players riding home
game. Oliver, hobert T.
house of a classmate just Conversation: the
(5) Un your way to school, you pass the
this person, you are
as he comes out. Since you do not know Development and
Instead, join him
tempted to slow down to avoid a meeting. Expression 21--
and start a conversation. Personality. Charles
recovering from an
(6) Call on a friend who is in the hospital C. Thomas, Publisher.
avoid?
operation or an accident. What topics should you
Stevenson, Robert
topics of common interest.
b. In small groups, the students discuss Louis. "Talks and
and/or students using
Verbal interactions may be analyzed by teacher Talkers." Fron
,;:ategory System) .
scales such as Flanders or R. C.:;. (Reciprocal Memories and Portraits,
TE3FTWE3criG7777---
and radio commercials.
c. The students discuss and evaluate television Sons.
like to try to improve.
They decide which commercials they would
original efforts to play
They work in groups planning and taping
(Opportunity to use video tape or
back for the other groups to hear.
1
movie camera for simulating commercial productions.)
the Reader's Digest, and tell these
2. He uses the anecdote I a. The students collect anecdotes from
' in class.
as a conversational
technique. others, and find
b. The students select any of the titles below or
forceful speech.
interesting anecdotes which they use in preparing a
1 What Faith Can Do
(1)
1 (2) What Love Can Do
(3) What Loyalty Can Do
I

f
(4) What Understanding
Can Do

to entertain,
c. The student recounts a mishap or unusual occurence
Sometimes a single
to emphasize or to make a statement clear.
1
anecdote accomplishes all three purposes.
99-5
CONVER3IMq
 .011
Objectives Suggested Activities Resorres Notelt

3. He makes and accepts I a. The students enact the following situations: one acts as the offender
apologies. and extends an apology; the other acts as the person offended and
accepts the apology.
*(1) Arriving late for an appointment
*(2) Forgetting to keep an appointment
*(3) Loang one's temper at work
(4) Marring an article of furniture
(5) Failing to acknowledge an acquaintance on the street
(6) Rudeness to a teacher
(7) 3roken curfew (to parents)

1
L. He extends and accept a. Acting in pairs, the students extend and accept congratulations in the
congratulations. 1 following situations:
(1) Award of a scholarship metal
*(2) Promotion to an important position
(3) Appearances on a radio or TV program
(4) Starring in an interscholastic football came
(5) Uinning an essay contest
(6) Acting as editor of a successful school paper
(7) Performance in a school play.

5. He uses the telephone *a. In pairs, the students demonstrate telephone techniques in situation? I

for social and such as the following. In each case students should be prepared to
business conversation make constructive criticisms.
(1) Place an advertisement with the local newspaper, offering a
second-hand lawnmower for sale.
(2) Gall a guest speaker from the telephone company and give exact
directions for reaching your school.
*(3) You work part-time in the office of Mr. Farmer, a real estate agent.
He has an appointment with a client, Ar. 3ullivan, at 2:00 P.M.
today. This morning he is unexpectedly called out of town.
3efore leaving, he asks you to call Mr. Jullivan and change the
appointment to 3:00 P.M. tomorrow.
*(Li) hake an appointment to apply for a job in a distant city.
(5) Make an appointment with the mayor to speak to your government
class.
(6) your doctor at his home. You or a family member is ill.
CONVERSING
 BEST COPY AVAILABLE

Stiglx.sted Activities PP6nsrriNi . Notes

Objectives

Telephoning b. The students enact a skit demonstrating proper procedures in social

(cont.) telephone conversation.
1

6. He performs and a. The students practice the following in small groups:

acknowledges (1) They take turns introducing two boys, two girls, a girl and a boy,'
introductions aLl a young person and an adult. After introductions and responses
responses. have been made, they begin a conversation. After visitng briefly,'
I
they make an excuse to take one person away so that the ones who
have been introduced can demonstrate how to make a courteous
parting. The rest of the students act as observers, not as part
of the company.
(2) Introduce one person to the other members of the group.
(3) Have mixed couples meet under the following circumstances:
(a) The girl in one couple knows the other boy.
(b) The two boys know.each other.
(c) The two girls know each other.
(d) The two couples have not met. The boys introduce themselves
ti to each other and complete the introductions.
CC 4

7. He practices inter- a. The students role play the following:

viewing and being *(1) Seeking assistance from the Louisiana Employment Security office
interviewed, for Job Placement. (vocational counselor and client)
1 *(2) Participating in an interview for employment in a local firm.
(Use community firms.)

(See Sec. 12Q p. 119 Interviewing)

a. He evaluates a. Students evaluate taped conversations using a checklist such as the

conversations. following:
(1) Are you courteous as you speak to others?
(2) Do you help to keep a conversation going without trying to
dominate it?
(3) Do you lead the conversation into fields of interest to your
companions?
(4) DO you avoid making remarks that nay hurt or embarrass other
people?

CO W VERSING 9B-7
 C. The students practice techniques of group discussion.
Resserrep - %flop"!
Objective. Stmeoted Activities

1. He prepares to a. The student lists the characteristics of the various forms of group Aver, J.J., H.L.
participate in discussions. IEwbank. Handbook
various forma of for Discr
group discussions. The student researches the duties of the chairman, and of each group ILeadgq:7174gTsed
member in the various forms of discussion. !Edition) Harper
and Brothers: 1954.
c. The student discusses the procedure for individual preparation in
order to participate in group discussions. Barnlund, D.C. and F.3
Hainan. The Dyribnics
2. He participates *a. The students conduct a round-table discussion on a topic which concern of Discussion.
in a round-table all the participants. (The student chairman, appointed beforehand, Houghton Mifflin
discussion. will end the discussion, summarize, and invite class discussion.) 1 Cbmpany: 1960.
Example of T,..:ics:
*(1) How, English is related .to occupations. IGarland, J.V.
*(2) Occupations affect where a family lives. Discussion Nethods:
*(3) Occupations affect whoa family meets. an-
*(4) Occupations affect which schools are attended. rated. (Third
;Edition, Revised)
b. The students hold an impromptu round-table discussion. They divide H.W. Wilson Co.: 1951.
into groups and appoint a chairman and secretary for each group. All
groups will discuss the sane problem simultaneously. Gulley, H.E.
Is of T ics; Discussion Conference
Occupat ons influence values, manner of speech and dress. liaaTEEEProcess.Holt
*(2) Occupations affect leisure time. 11E04ft-end Winston,
4(3) Occupations influence social status. lInc. New York: 1960.
*(!a) Work has its rewards.
!Kellner, Ja.
c. The students hold a prepared round -table discussion on a current topic Iciro Discussion
of their choice. They choose a topic which requires some outside Processes. Longrans,
reading and research. They prepare and bring to class a one-page greer7.7an Op., Inc.
outline listing two or three main causes, and one or two solutions 1957.
with supporting evidence. Each group assigns a chairman and secretary.
 OESI COPY AVAILABLE

RCSOurCeP Notes,
Suggested Activities
Objectives
1

111! For Classroom

3. He participates in *a. In a forum the student lectures on the topics "Career Choice, An
as: Teachin6. State
forum discussions. Objective Approach." The audience may ask such questionswise one? Department of Public
How can a student tell if his choice of career is a
(1) vocational of Louisiana
Is there any advantage to be derived from taking a ,Education
(2) ,Bulletin no. 1195.
aptitude test?
(3) Since a person evaluates himself differently at various stages oft H.L. and J.J.
his life, how can he be sure that he has selected the career for
which he is best fitted? lAuer. Discussion and
`Eubank,
Is aspiration a clue to a talent, or is it possible to exaggerate'DebaterWara a
the degree of talent one actually possesses? How can one find LIDe2g2217tnecona
out the truth about himself? IgaiiiifirAppleton
What should one strive to get out of life? 10entury, Crofts, Inc.
(5) What is happiness?
of self through further education?
(6) What is meant by perfecting the idea 'Braden, W.W. and E.
What did Matthew Arnold have in mind when he spoke of
of perfection as "an inward condition of the mind and spirit"? !Brandenburg. Oral
;Decision Making.
(From: Enjoying English 11.) rper & Brothers.
*b. The students discuss the following remarks-by Thaiau:
Chase, Stuart. Roads
"I learned this, at least, by my experiment: that if one advances
to Agreement. Harper
confidently in the direction of his dreams, and endeavors to live the
Brothers.
life which he has imagined, he will meet with a success unexpected in
common hours...If you have built castles in the air, your work need
rtright, R.L. and
not be lost,that is where they should be. Now put the foundations
. Hinds. Creative
under them."
scusstm7117--
Henry David Thoreau acmillan Company.

W.S. and D.K.

L. He participates in a a. The students hold a symposium-forum. The class members divide into
for discussion and Smith. Discussion.
symposium. groups. Each group will choose a problem of value The Macmillan Co.
elect a chairman. Each symposium member will be assigned a particular
topic which is part of the problem. Each symposium member will prepare
McBurney, J.H. and
in advance a three-minute speech on his topic.
Example: I X.G. Hance. pjscission
in Human Affa it s.
*Students represent college recruiters discussing college entrance. Harper & Brothers.
(1) Cost
(2Y- Admission requirements
(3) Financial assistance
DISCUSSING 9C-9
 Suggested Activities' ReseHrivp - Mars
Objectives

(4) Academic requirements Settler, W. M. any!

Symposium
(5) Residence requirements N.E. Miller.
(cont.)
(6) Campus activities. Discussions and
SWIrieGrrLeader-
b. The students conduct a symposium on discipline. The speakers repre- Holt,
sent the viewpoints of a young person, a parent, an educator, a iRinhart and anston,
community leader, a law enforcement official. line.
I

5. He participates in I a. The students list five topics for group discussion. They relate the IChase, Stuart.
panel discussions. topics to school, community, state, national or international affairs.' Guides to Straipht
Example: ing wit T irteen
*(l) Jobs requiring long preparation iCbmmon Falgaes.
*(2) Jobs requiring little preparation ;Harper ZW.1956.
*(3) Jobs that are unusual
*(1) Jobs that are glamorous.

b. The students prepare a panel discussion on new books suitable for

high school students to read. They make sure that all members of the
panel have read the books being discussed.

c. The students evaluate one or more of the following films, and make
a list of items learned from them which they can use in panel
discussion.
(1) Coronet Films: "Discussion in a Democracy."
(2) Encyclopedia Britannica: "How to Conduct a Discussion."
(3) !McGraw -Hill Text Films: "Group Discussion."

*d. students participate in a panel discussion on "Looking Ahead to a

Career." Some of the following questions may be used:
do" and "will
(1) How does an employer determine whether you "can
do"?
that punctuality is a form
(2) Explain what is meant by the saying
or courtesy.
(3) What are some of the principal topics which should be included
in a resume?
(4) When you are selling potential rather than demonstrated ability,
what might you mention during an interview?

DISMZZIEG (:),1-aj
 ESI or AVAIL/VILE

Resources - Note!)
SuggePted Activities I
Objectives
1

Panel discussion (5) What is meant by individualizing the interview?

I

(cont.) (6) How would you answer the question, "Why did you leave your last
job?" and "dhat salary do you want?"
(7) What are the most common causes of dismissal and nonpromotion?
(8) If you were an employer, what would you look for in an employee's'
speech and in his attitude toward you?
(9) Give three examples of undesirable personality traits and explain
how each tends to alienate fellow workers. Then give three
desirable traits and explain how each tends to foster good
feeling among workers. 1

(10) Give at least three examples of ways that speech is related to

doing one's job well.
1

6. He participates Note:
entire group by the
in other forms Circular response: A quick one-word pole of the
.
of group discussion. leader or chairman. This method gives everyone a chance to participa
It also helps to regain control when group discussion becomes heated
and everyone wants to talk at once. It may be used to determine
whether a group wants to continue a line of discussion or move on to
another idea.

Circle-within-a-circle method: The discussion group sits in a circle

in the middle of the room and the audience, or listeners, sit in a
circle around the inner-circle-discussion group. Something different
usually attract attention and causes new interest.

Brainstorming: Members respond to a question by giving all of the

answers they can conceive, as quickly as possible. All ideas are
accepted without hesitation or criticism. When the group responses
slow down, the leader helps to evaluate answers by: (a) selecting the
beat answers, (b) eliminating the least possible ones, (c) listing
them in order of importance, (d) classifying them under topics or
divisions.

Buzz groups: Several small work groups are made up from the larger
class. Each group is given a specific assignment to accomplish which
is congruent with the overall-class assignment. A reporter is
needed for each group to record and report the findings of the group.

DISCUSSING 9C-11
 abjectivme Stsugested Activities Resoomes - Note:

Group discussions Unfinished-story method: A debatable or controversial problem or

story is presented to the group, but not finished or solved. Enough
(cont.) detail must be provided to help the group understand the situation.
The students discuss the problem and attempt to offer a solution.

a. The students respond by a n_gi or no vote to a question such as:

*(l) Does work have any wail other than financial rewards?
(2) Are there people who really like working?
(3) Others.

b. The students conduct a discussion using the circle-within-a-circle

method. (A small group discusses a problem while the larger group
observes.)
Example:
Tour class is scheduled to go on a field trip. The bus can only
take sixty-five of the seventy-five class members. What procedures
should be used in selecting the students to attend?

c. The students participate in a brainstorming discussion,

Example:
*(1) What is the most desirable occupation in this area?
*(2) !that can be done to alleviate poverty?
*(3) How can we raise money for a convention?
(h) Others.

d. The students conduct a buss session.

Example:
(1) Planning an assembly program
*(2) Planning a survey of community businesses and industries
(3) Others.

e. Given an unfinished story to read, the students discuss its ending.

(English, on the Job, Book B, Globe, contains some unfinished stories)
ouggested topics-7;i possible story beginnings:
(1) Prejudices--name it
(2) Civil disobedience
(3) Religion- -new religion trends, the Jesus people, etc.
DISCUSSING 9C-12
 a

BEST COPY AVAIIABIE

Objectives Suggested Activities RPSOnrCIPS Notes

Group discussions Eighteen-year-old vote

(cont.) Capitol punishment
An eleven-month school year
Why go to college?
Why I prefer to live in a small town (large town)
Modern manners
Specialized medicine
Our foreign policies
Ways of preventing war
Ommic books

DISCUSSING 9C-13
 ideas orally before a group.
D. The student develops ability to plan and express Note
«We
Resoftric
Suggested Activities
objectives

1. a. Students demonstrate how the following unnecessary body movements

He acquires bodily
ease in expressing distract attention:
ideas. (1) Folding and unfolding arms
(2) Seesawing and swaying
of the other
(3) Crossing one leg in front
button
(4) Fastening and unfastening a
(5) Fidgeting with some object
(6) Touching the face or hair
(7) Looking out the window when talking.

b. The student tells all he can about the following by using body
what he is saying
language. Other members of the class interpret with
ir they cannot do so, the student tells them again, talking
both "body" and voice.

Too -hool (11) How Beautiful;

(1)
ft ere are you? (12) sorry, but I can't go.
(2)
Did you miss me? (13) This is !I:affair.
(3)
Isn't it hot? (11,) See that car?
(4)
That do you want? (15) Don't get excited.
(5)
Hey! My foot is caught. (16) Let me explain.
(6)
(17) How cruel!
(7) Forget
(8) Wait for me. (18) How Happy!
Help us! (19) Get out!
(9)
(10) Come in. (20) I'm sorry.

c. The student pantomimes one of the following characters using body

exit distinct.
language. He makes his entrance and

A man threading a needle (7) A man repairing an electric

(1)
A girl with bundles entering wire
(2)
a bus *(8) A door-to-door salesman
(3) An old man fishing calling upon a housewife
(h) A boy watching a ball game *(9) A policeman directing train
(5) A woman hanging curtains *(10) A steeple jack painter
(6) A mailman meeting a snarling
dog
9D -1h
SPEAK=
 WI COPY MAME

SugGcsted Activities he! errffiL - Nyte!'

Objectives
1er. ...112Ow.=.0.111151.01.
Bodily ease *d. The students play charade 5. udents may act out word books,
(cont.) movies, songs, television prograns, workers, etc.

e. The students attend a movie or watch a television drama and observe

the action of one or two of the leading actors. They pay attention
to posture, changes of posture, movements of the head and shoulders,
and changes in facial expression and make notations on their
observation. The students discuss observations in class.

Career Point to Stress

The inability to make critical evaluation of fact and opinion could
be detrimental to ones career.

2. He prepares and *a. The student lists five possible subjects about which he feels able
presents a simple to speak. He submits them to his teacher for comrients and suggestions
speech, He chooses one of the subjects, and limits it so that it can be
developed into a brief speech (could use career related topics).

*b. The student prepares a 2-3 minute speech on a career. He makes sure
that he has a good introduction in which he tries to arouse the
interest of his audience. He prepares a strong conclusion by
summarizing what he has said in order to leave in the mind of his
audience a dominant impression of his talk. (It is a good idea
to memorize opening and closing statements.)

c. Avoiding the unnecessary and annoying habit of beginning statements

with expressions like "why," "well," "say," "see," or "WW1 the
student presents his speech to the class using prepared visual aids
if he wishes.

WAXING
9D-l5
E. The student presents effectively various types of speeches.
(objectives Suggested Activities RCSOfirteis NWLVIS

1. He adjusts the a. The students discuss the three purposes of persuasion, and the goal !
Brewton, John L.
type of speech of each. (See Guide ,sec 12N-59) et. al. Isla
to his purpose.
b. The student reads statements similar to the ones below, and decides Ifriithers, Dallas:
whether the purpose ls to (a) stimulate, (b) convince or (c) motivate i
1966. Unit 3, pp.
to action. 1
44-70.
(1) Ten dollars a month will provide suppori. for a needy child.
(2) These men gave their lives for democracy. Irwin, John V.
(3) Mere stringent laws are needed for traffic control. I
et. al. Modern Speech.
Holt, Rinehart and
c. The students discuss the various situations in which informational Winston, Inc. New
speeches are given. York.
*Example: Speeches of introduction
Speeches of commemoration Ibid, pp. 214-215.
*Speeches of sales promotion, etc.

d. The students discuss situations in which speakers are required to

entertain the audience.

e. The students discuss the methods that toastmasters use to create

and maintain the entertaining mood.

f. The student considers the list of topics below and decides which
occasions require a speech to inform, which to entertain, and which
to convince. He decides in which situations more than one purpose
might be suitable.

(1) A church dedication (8) A political rally

(2) A football banquet (9) A parent-teacher meeting
(3) A class reunion (10) A dramatic club banquet
(4) A Boy Scouts' convention (11) A farewell party for a teache
(5) A literary club tea (12) A fund raising rally
(6) A church youth rally (13) A Veteran's Day rally
(7) A music club meeting (14) A Labor Union meeting

AZNANCED SPEAKING
9E-16
 BEST COPY AVAILABLE

Besot:erre - Note:,
Swegeeted Activities
Objectives onew4111111MI.

if
2. He presents a a. The student prepares a nominating speech for a candidate for one
persuasive speech. i
the following offices:
(1) President of his class
(2) Chairman of a committee to organize a fund drive for a local
charity
(3) Chairman of the publicity committee for a school play.

*b. The student chooses a career field, and presents a speech in which
he convinces someone that he is especially suited for that field.
(What evidence is there of aLility in the field?--Test results, work
experience, etc. - -Jhat does the work entail? Have you observed
anyone at work? Have you had training for the work? Can you arrange
to be trained for the work? Could you enjoy doing this work for a
entet
long time? Do you have enough financial backing to permit you to
the period of preparation required for the field? If not, can you see,
how you can arrange for the money required?)
Cr
*c. The student constructs a hypothetical case, and pretends that he is
1
a lawyer who presents the argument for the defense.

*d. The student prepares a speech urging the acceptance of an idea that
would benefit the school (city, community, etc.).

. The student pretends that he is a member of the state legislature,

and advocates passage of a bill.

Career Point to Stress

Money or funding for training is a minor problem if one has ability,
I
and has demonstrated his ability in a field of work. The most important
factor is the discovery and development of aptitude during the formative
years.
i The
3. He presents an I *a. The student presents speeches which require clear explanations.
Informative speech. I
following are sone suggestive activities;
(1) Direct a tourist to a place in your community
(2) Tell a group how to knit a sweater
(3) Tell a group how to take pictures
t14) Prepare a report about a famous person
9E-3.7
ADVANCED SPEAKING
 Oeseortes - Notes
Objectives Suggested Activities

Informative speech (5) Give a report on a current event

(cont.) (6) Prepare a report on an interesting place you have visited
(7) Prepare a report on making some type of art work.

b. The student gives a speech on some dread disease. (Cancer, sickle

cell anemia, etc.)

c. The student presents a speech suitable for school assembly during

Brotherhood Week.

d. The student prepares a speech for an occasion such as:

(1) Independence Day (3) Memorial Day
(2) Veteran's Day (4) National Education Week

Career Point to Stress

Few things more directly affect your progress in the world of work
Mouat, L.H. A Guide 4M
than your command of the spoken word.
to Effective-0176ra 11
He presents an a. The student chooses several of the following topics and presents SpearrET:C. Heath
4.
speeches which are enjoyable and entertaining. (After-dinner speech and Company.
entertaining speech,
(1) Ds-it-youreelfers (7) Mini dresses
(2) Hippies (8) Hair styles Soper, P.L.
Sports cars (9) Others Basic Public Speaking.
(3)
(4) Slanguage 7:713715itord
(5) Suburban commuters University Press.
(6) Soul food
lThonssen, L. and K.
Ylilkinson. Basic
5. He adjusts the a. The student listens to recordings of his speeches, and evaluates voice Trainin in 222Ett.
projection of his projection considering such questions as the following: 2nd :Ed.) D.C. Heath
voice. (1) Could the speech be heard by everyone in the classroom? and Co.
(2) ',ghat voice adjustments would be needed if the same speech mere
given in the auditorium? 4hite, E.E. and C.R.
(3) How does size of room and audience affect voice projection? enderlider. Practical
Acoustics? blic SpeAWIT-YEe
lan Company.

ADVANMD SPEAKING 9E-18

 BEST COPY AVAILABLE

Suggested Activities Resources - N,,te

Objective's

The student practices projecting his voice using one statement. Film:
Projection b.
i"How to Remember
(cont.)
'Public Speaking:
The student pronounces the following words with the hinge of the :Movement and Gestures;
6. He enundtes and a.
jaw loose and the face lengthened: iCoronet.
pronounced words 1

correctly. sleigh muscular orchid

seize 1 "Getting Yourself
factory nectar
butterfly protector kidnap Across." - McGraw-
1

squaw box expel

truck knife compel
match excel quizzing "Say What You Mean."
!lcGraww -Hill.
b. The student pronounces the following words with alacrity of the
tongue in sounding the consonant: "How to Deliver a
pleasure theater teacher Speech." - Society
favoritism backstroke sidewalk for Visual Aids.
history California something
anecdote familiar "How to Discover the
vacation
Purpose of a Speaker."
c. The student pronounces the words in activity (a) and (b), making 'Society for Visual
use of correct enunciation. Aids.

He delivers his a. The student delivers a speech using an outline only. (He may select
7.
speech. any speech from previous activities.)

Note to the teacher:

You may want to develop a rating sheet, and allow students to rate
each other's speeches. Each student may be handed the rating sheets
on his final speech so that he can note areas where improvement is
needed.
 P. The student demonstrates correct parliamentary procedure.
*MD

Objectives Suggested Activities Resources - Notes

1. He uses correct (See Guide Section 13L-94-96)

parliamentary a. The students practice the steps in making a notion. With one
procedure. class amber acting as chairman, the others offer various main
motions.
Suggested subjects for motions:
(1) Abolition of homework
I (2) Publications of school paper
(3) Petition to the student council
(4) Career education.

b. The students practice making and emending Notions using the topics
listed or (Aims of their choice.
e. The students practice the fallswim procedures in class:
(1) Proposing, discussing, and voting on a main motion
(2) Rising to a point of order
(3) Adjourning amain(
(4) liaminating and electing officers
(5) Proposing a procedural motion.

d. The students read one of the folic:wing references to select topics

that have not been covered st this point. They discuss the topics
found. (Suggestions: duties and rights of members, reading and
approving minutes, motion to postpone, motion to reconsider.)
I
(1) lusbing's Manual of Par Practice
(2) Elutes Has c s o
(3) Robert's Ades ofOrtlec
e. The students view and diem= a filmstrip on parliamentary procedure.

ef. The class simulates combination business-social staff grotto for

the purpose of meeting a nes execative and listening to nom
hospitalization ilIWOMACS gam. ambers of a committee prepare now
tags with the 'swizzes job Indicated. Short speeches to pereeede,
to informs and to entertmia imp be node. Comities ray 'Unction
to list departments and umbers, to setts letters of imitation sr
sourosersate, mid be prev smpreprists tetredosste
AMMO NW= 9,40
 BEST COPT
AVAILABLE

. The student develops skill in oral interpretation.

SuggeFted Activities fiesol!rres - Notes
Ubjective

1. He chooses and a. The student selects short pieces of literature through which he
evaluates literary can express anger, sorrow, fear, joy, happiness, etc.
selections for
oral interpretation b. The student evaluates in writing assigned literary selections in
light of their effectiveness and suitability for being orally
interpreted and produced as plays on stage.
(1) "The Mad Man" - Edgar Allan Poe
(2) "The Creation" - James Weldon Johnson
(3) "Ben Hur" - Lew Wallace
(4) "The Pit and the Pendulum" - Edgar Allan Poe
(5) "The Devil and Daniel Webster" - Stephen Vincent Benet

c. The student chooses a selection for oral interpretation which he

thinks can be presented to an audience and writes a critical
analysis with emphasis on effectiveness of selection, its theme
and purpose.
(1) "I Have A Dream" - Martin Luther King
(2) "Excerpt from 'Rebecca" - Daphne Du Maurier
(3) "The Death of The Hired Man" - Robert Frost
(4) "Ode To The West Wind" - Percy Bysshe Shelly
(5) "Prisoner of Chillon" - Lord Bryon
(6) "Jazz Fantasma" - Carl Sandburg

2. He interprets a. Given one literary selection, the student identifies the differences
literary selections and similarities between oral interpretation and acting by reading
the selection to an audience, and aiding the audience in making a
written analysis.
Example:
(1) "A Raisin in The Sun" - Lorraine Hansbery
(2) "Selections from 'God's Trombones'" - James Weldon Johnson
(3) "Death of A Salesman" - Arthur Miller
(4) "Umr Town" - Thornton Wilder
(5) "The Man With The Hoe" - Edwin Markham

b. Through the use of improvisational techniques, the student demonstrate

in dialogue and pantomime his understanding and interpretation of
a selection or situation.

90-21
INTERPRLTATION
 Suggested Activities Resources - !cute%
Objectives

Interprets literary Example:

selections (1) A woman with many bundles on a crowded bus.
(cont.) (2) A football player ready for kick-off.
in line at a movie.
(3) A rung boy waiting
(4) An excited spectator
at a sports' event.
(5) "The Congo" Vachel Lindsay
participate in
c. Under the direction of the teacher, the students
a speech choir to present a number of choral readings.
it for
d. The student chooses a work of poetry or prose and arranges
the presentation of the
choral reading. He directs classmates in
reading, creating the mood and conveying the meaning through
blending of voices, accents and rhythm.

9G-22
INTERPRETATION
 tisi pouga
E. The AuderA leant.:; the hill of play production,

Ubjectives :1.110.eFted Activitiett

1. lie learns the basic' a. The student learns the technical language or ply producti,)n.
technilues of stagoi
direction and b. The students discuss the following factor:: involvc:i in play
production. production;
(1) Selecting and analyzing a script
(2) Selecting a stage crew
(3) Casting for the play
(4) Choosing players
(5) Financing the production.

c. The student identifies orally the specific duties of the following

in play production;
(1) Director (7) :lakeup ::anager
(2) Assistant Director (6) ;tanager of Lights and Sound
(3) stage manager afects
(4) Scenic Designer (9) Publicity ;:anager
(5) Property Aanager (10) Business Nanager
(6) Oostume Manager (11) Actors

U. The students demonstrate a knowledge of the various stage positions

by drawing a diagram of a stage and labeling the areas correctly.

e. The student draws a set and prepares stage directions in the following
scenes:
(1) Between an older and younger brother
(2) Between a teacher and a pupil
(3) Between a coach and a batter.

f. The student reports to the class on the following topics:

(1) Set design
(2) Lighting
(3) Oostuzne design
(4) akeup

PLAY PRODUCTION 9H-23

 Suggested Activities Prenlirce, Nvtes
Objectives

Play production g. After reading several short plays, members of the class choose a
(cont.) script and produce a one-act play.
(1) They elect a director.
(2) They choose a stage crew, and a cast. 4
(3) They rehearse the play.
i
(4) Tuey present the play using suitable scenery, lighting, makeup,
and costumes.

*Career Point to Stress

When students become involved in producing and presenting a play,
their enthusiasm for work increases immeasurably, Drama and/or role-
playing affords an opportunity for the student to know that each person's!
interests, aptitudes, values, and attitudes are unique and different from
those of others. Self-confidence and respect for peers are natural
outcomes. Additionally, play production presents students with the
challenge to apply their knowledge of the relationship between leisure,
technology, and occupations.

2. He develops a a. The student selects a period in history and reports on the styles The English Lal.ul6e
character in a of clothing for that period. Arts in Ilm,Leconaary
play by use of Example: Egyptian Costume, Renaissance Costume, Greek Costume, ISchocir Prepared ty
costume design. Puritan Costume, Homan Costume, Charles I Costume TErnmission on The
English aurriculum
b. The student selects a play and makes a costume chart for at least of the National
five characters. Council of Teacher:
English. Appleton-
c. Using doll models, the student costumes the entire cast of a play. ;of
!Century-Crofts, Inc.
New York: 1956.
d. The student makes doll models of costumes showing the various levels
of drama development. ianith, Anton.
Production. -
Pia
e. The students design and make costumes for the class production which ppleton-,Xntury
will be presented to an audience, rofts, Inc. Lew
York: 1548.
3. He develops a a. The student orders makeup catalogues, checks the materials they offer
character in a play and the prices of these materials. He reports his findings to the
by use of makeup. class.

PLAY PRODUCTION 9H-24

 BEST COPY NM

Objectives Suggested Activities RPSOlirCrP Nuteh

Play production b. The student assembles a makeup kit. iPrisk, Berneice.

(cont.) lame Costume
c. The student demonstrates basic techniques of stage makeup 1 Iiiii&oa=arper
application. and Row. New York:
11966.
d. The student demonstrates the use of such items as nose putty, crepe
hair, hair whitener, liners, etc. Barton, Lucy.
iHistoric Costume for
L. He participates in a. The students organize a play production staff. rai7KimitIL Boston:
the production of BakeiTY935.
i
a play. b. The producer chooses a script, assigns roles, and the class produces
the play. Kohler, Carl and EMma
(1) The student director directs the pley. Von Siebert. Histo
(2) The student actors play the characters of the play. of Costume. London,
(3) The student crews take care of stage scenery, props, lighting !Watt: 1937.
and sound effects, costumes and makeup. i

'Lounsbury, Warren C.
c. The students present the play to an audience. 'Theater Backstage
nom A to Z.
5. He participates in *a. The student designs a floor plan of a selected play. 1707,i7aTrof
advanced stage- Washington Press.
craft. *b. The student sketches and names the parts and dimensions of a Seattle; 1967.
standard-size flat.
McGee, 'Cecil. Drama
*c. The student constructs a flat. For Fun. Broadman
/Press, Nashville,
*Cl. The student sizes and paints a flat, Tenn. 1969.
;

*e. The student learns the basic operation of the lighting board in the Beloof, Robert. The
auditorium and demonstrates how it works. Performing Voice in
ilterature.Utar
*f. The student identifies the curtains, battens, and border lights in Brown and Company,
the auditorium. Boston; 1966.

*g. Mb student makes a lighting cue sheet for a selected play.

*h. The student identifies a list of stage and lighting terminology.

9H-25
PLAY PRODUCTION
 ROPOWIMP0 4. "wile!,
.101.0.1 Suggested Activities I
Objectives

for a one-act play. Hedde, Wilhelmina.

*i. The student prepares a complete production book 1 11 al. The titt
Play production
(cont.) following projects and completes it in ;American Speech.
*j. The student chooses one of the IJ.B. Lippincott OD.
a given time.
producing stage effects such ;nsw York: 1963.
(1) He constructs models of devices for
as fog, fire, snow, rain and thunder. lIrwin, John V. &
(2) He collects
pictures of different kinds of lighting devices.
Marjorie Rosenberger.
(3) He collects pictures of television sets. 'Modern pma, Holt,
then draws a plan of Rinehart, and Winston,
*k. The student visits a local drama theater and Inc. New York: 1966.
its lighting system.
the stage and its equipment, incorporating
the following directors: Bailey, Howard.
student prepares reports on some of
Joshua Logan (5) Carmen Capallo RiAPirlocTAI:4.
Elia Kazan (6) Guthrie ;:cClintic
Harold Churlman David McKay Co., Inc.
Jose Quintero (7)
(8) :orris Houghton
Tyrone Guthrie 'Bowman, Wayne.
the following scenic des ignerstdrtriinThealtirae
*m. The student prepares reports on some of
(4) Robert E. Jones
(1) Lee Simonson I.Br:ther, ripe
(5) Howard Day
(2) Peter Larkin
Norman Bel Geddes (6) Donald Oenslager
(3) Dietrich, John L.
the following topics: flax Direction.
*n. The student prepares and presents reports on Prentice-Hall, Inc.
(1) How to make a flat
(2) How to paint scenery Gillette,
(3) How to make a cloud scene It's
(4) The value of a scenic artist Construction .tal
line and mass in stage decign
(5) The use of color Rigging. Harper Pros.
(6) The duties and responsibilities of the stage manager
changes in stage design
(7) The influences that brought about Lamers,
(3) Types of modern scenic design and Joseph Staudacher.
(9) The history of stage lighting The Speech Arts.
(1G) The use of special lighting Lyons and Carnahan.
(11) Producing special sound effects.

PLAY PRODUCTION
 VLSI COPY AVAILABLE

Suggested Activities Resources - Nut's

Objectivaa

The student researches, reports, and demonstrates to the class one Onmanney, Katherine
Advanced stagecraft .

of the following topics: Anne. The Stage and

(cont.) .7-7qGras-77
(1) Set design. (He sketches the set, or makes a model of it, and thesici
iwirgowco ., Inc.
explains how it will contribute to the production.)
(2) Lighting. (He makes a light plot, and explains the kinds of
lights which will be needed and the purpose of each.) Rice, Myer.
Oostume designs for a modern play. (He sketches and designs The Living Theatre.
(3)
a number of costumes, including those for one or more of the Harper Brothers.
principal characters. He explains his choice of color.)
makeup Rowe, K.T.
(4) Makeup. (He demonstrates the application of character
an a classmate or volunteer. He explains the effects he wants A Theater In Your
and how to achieve them.) ifeia71KITInGr--
Walla co.
p. The student makes a scrapbook of pictures of production scenes of
Stadion, Samuel and
Hunton D. SelIman.
4. The student constructs one of the following sets: Sta Scenery and
t . Appleton-
(1) A simple box set with two doors and two windows.
tury Crofts, Inc.
OA (2) A simple box set with a fireplace, a stairway, and French
windows
(3) A garden scene with a wall, a gate, two trees, and a bench Albright, N.D.
(4) A two-level floor plan, to be used for a courtroom scene. iiori UP a Part.
HoWton M=Co.
r. The student makes a chart that shows all the people connected with
a performance of a three-act play. He tabulates the duties of Barnes, Grace and
all the persons listed on his chart. Mazy Jean Sutcliffe.
On
The students list physical actions for a character in a given scene. Macmillan
He interprets a.
experiences to an (This ie called "making a score" of the role,)
lkoleslaysirs, Richard.
audience.
The student writes his intention of the above score in the following Act : The First
b.
manner: "I want to..." or " I muat ..."
Six Lesson`s. Watre
Arti133117:
c. The student demonstrates his understanding of intention by developing
a scene with circumstance, intention and score--then acting out in
the classroom.

9H -27
ADVANCED ACTING
 RISCOrfelp Nwtips
Objoctives Suggeosted Activities

Hedde, ilhelmina G.
Interprets d. The student demonstrates through group iraprovinations his ability
rBilliam Norwood
experience to clearly understand a character's intention.
Brigance, Victor M.
(cont.) Jewell. The New
e. The student performs certain exercises to relieve stage tension and
develop muscle control. American :ipeech.
J.R. Lippincott Co.
f. The student develops a scene with specific actions to carry out.
Irvin, John V.
The student improvises a scene to make words become actions to carry Marjorie Rosenberger.
g.
out.
Modern Speech. Holt
Rinehart Winston.
h. The student observes people carefully noting mannerisms, gestures,
walking, talking, and other ways of revealing character traits. He Lamers, William M.,
Joseph M. Staudacher.
discusses his observations in class.
The §z2.2. Arts.
From an observed fact the student imagines a scene that could take Lyons and Carnahan.
dramatizes it.
place. He writes the scene and then Stanislayski, Constan- 4M
1.413
tin. Building, a
7. He interprets a. The student develops a detailed analysis of a character in full-
in terms true to the Character. Theatre
characters. length play. He states the motivating desire Arts Books.
dramatist's conception.

The student divides the character's roles into beats (emotional Aggertt, O.J. and
b.
incidents) and states the intention for each beat. E.R. Bowen. Communi-
jcstive Reading.
The student lists the external characteristics of his character. ;Macmillan Co. ( ?nri ed)
c.
11963.
d. The student rehearses the role and develops a meaningful character.
Bacon, W.A. & B.S.
Breen. Literature as
e. The student writes out the underlying meaning, verbal action,
E erience. McGraw-
motivating desire and relationship of the lines for the character.
Co., Inc.
f. The student presents his characterization to the class.
Ossgrove, Frances.
The student writes out a short episode with a beginning, an Scenes for Student
g.
interesting course of events, and a surprise-type ending. He Actors TWVIT--
Samuel French, Inc.
prepares a stage set and presents his pantomime to the class to see
how many classmates can follow the story easily.

ADVANCED ACTING 9H-28

 thri ANKra

Objectives Suggested Activities Reswirfe, ilAPS

waRINIONNIIIRM..INIMM.MIPIONONIIIMOMMINI11111=11.

Interprets characters h. The student selects one of the leading pantomimists or, television Deutsch, Babette.
(cont.) and tries to imitate one of his pantomimes. lpoling of Vie: New
and Selected oems.
The student develops and presents an original ten minute pantomime T§n. Irviiiba /;fliv.
fully costuemd with sound effects and mole. 1

' Dolman, John Jr.

8. He expands his a. The student writes a paper on the historical changes in the theater. The Art of Reading
knowledge of the Mud. Harper is Bros.
theater and b. The student attends plays in the area and writes up reviews.
acting. 1Frankenstein, L.''.
c. The student reports on the religious, social and psychological Play - Readings. Samuel
factors that characterize each period in theater history. French, Inc.

d. The student puts up a bulletin board pertaining to drama. IHerman, Lewis and
Marguerite. American
e. The student reacts objectively to the quality of modern acting. Dialects. Theatre
1
Ariks. 1959.
liftman, Lewis and
;Marguerite. Foreign
Dialects. Theatre
Arts Books.

Hoke, Helen. The

Family Book of Humor.
Iionouer House.

'Lee Charlotte L.
I '
Oral Interpretation .
Houghton Mifflin Co.
1965. (3rd ed.).

ADVANCED ACTING 9H-29

 suogepted Activities 8,601WCVOP Notes,
Objectives

Note to the teacher:

The curriculum revision committee received a "Preliminary Proposed

Model for Career Education Training in Oommercial Broadcasting" from
Mr. M.C. Perry, KHOM-FM, Houma, Louisiana.

Because of the interdisciplinary approach which the proposal presents,

it is recommended as one of the ways to involve students in a Career
Education program.

The actual activities of the model are included here as a project for
oral language.

I. The students were trained for several weeks as they prepared to

initiate the radio program.
II. The students (twenty) participated in a live one-half hour radio
program of news, interviews, panel discussions and commercial
matter on Saturdays.
A. They sold commercial material produced, directed, and broadcasted
the entire program..
B. They operated the control console, microphones from peripheral
studios, and transcribing machinea.
C. They created, produced, and recorded (complete with music and/or
sound effects) their own commercial material.
D. They brought in recorded actualities from '"31.7" own school
activities which were edited and produced "ore being placed
within the context of news copy.
III. The students were assisted by an adult, licensed radio operator
during each broadcast.

ADVANCED ACTING 9H -3O

LIT.ERATURE
 BEST COPY AVAILABLE

LITERATURE

The following section on literature is a continuation and application of those skills developed in

the preceding Language Arts Guide. The student's success in the secondary literature program will

depend upon his proper placement.in the skill strand. It is not expected that all students will Proceed

through the entire secondary sequence, nor is it expected that all atudents will be ready to begin with

the secondary sequence.

Teachers of students whose ent..7 behavior is at a level lower than that required for secondary

literature are referred to the following summary of elementary reading skills. More specific learning

activities can be found in the Primary and Middle school Guide.

The study of literature still finds its best justification and motivation in the unique contribution

it makes to the all- around education of youth. It is the classroom teacher's privilege and prerogative

to select the reading materials and plan activities through which the student can experience a healthy

interaction with human characters whose successes, failures, hopes, dreams and aspirations parallel his

own. From this new relationship with humanity he can reaffirm values which will equip him to cope with

the realities of life. There is no greater opportunity in education for the blending of the world of

self and the world of work than that offered through the study of literature. Career education concepts

combined with the total literature program can develop that positive self-image for the student that is

so necessary for success.

 READING SKILLS

oPI. Primary and Middle School

-4%
Word Attack

Ompreheneion
Study Sicilia
Literary Skint,
 READING

Reading instruction is concerned with two major areas - -the acquisition of skills and the application of
skills--acquisition involving the mechanics of reading and application involving reading for meaning. The
reading skills are presented in four sections: Word Attack Skills, Comprehension Skills, Study Skills, and
Literary Skills.

Continuity is found not only within these areas, but alSo with the other language arts.

Each section is organized by specific reading skills rather than by levels. These sections can be used
as a complement to any developmental reading program.

The developmental reading program provides sequential and systematic instruction in basic reading skills
and enables the student to expand his reading in the areas of recreational and functional reading. Once a
skill is introduced, it is to be developed, maintained, and utilized in all succeeding areas of reading
instruction in order to insure that each student may read with increasing proficiency and independence.

Word Attack Skills

General Concepts and Objectives:

A. The otudent acquires a vocabulary of specified words peculiar to his own environment.
I. He uses service words to describe pictures and picture stories.
2. He uses service words to compare, pictures r:011 picture stories.
3. He uses service words to classify picture stories.
4. He uses service words to interpret selected pictures and picture stories.

B. The student sees and hears likenesses and differences in letters, words, and groups of words.
I. .He sees and identifies likenesses and differences in objects
2. He listens for likenesses and differences in nonverbal sounds.
3. He listens for and identifies common nonverbal sounds.
4. He identifies the letters of the alphabet, but not necessarily in order.
5. He points out ascending and descending elements of words.
6. He recognizes the basic sight words as suggested by an accepted basic sight word list.
C. The student sees likenesses and differences in selected words.
1. He matches words which begin with the same letter.

D. The student identifies consonant sounds.

1. He identifies the consonant sounds of the alphapet.
2. He identifies final consonant sounds in given words.
3. He identifies medial consonant sounds in given words.
4. He identifies silent consonants in words.

E. The student recognizes phonograms.

1. He orally and visually identifies rhyming words.
2. He associates the sound of a specific phonogrwn given in one word
with the same found in other words.
3. He uses phonograms to extend word families.

f. The student decodes vowels and variant vowel sounds.

1. He identifies the long vowel sound.
2. He identifies long vowels in words ending with a single vowel.
3. He recognizes long vowels in words having vowel teams.
4. He expands his knowledge of long vowels in one syllable words.
5. He recognizes that "y" ie sometimes used as a vowel.
6. He identifies short vowel sounds.
7. He recognizes short vowels in words beginning with a single vowel.
8. Ho expands his knowledge of short vowels in one syllable words.
9. He identifies the murmur diphthongs "ir," "ur," "sr," and "er," in words.
VO. He recognizes and uses specific diphthongs within selected words.

G. The student decodes consonant blends and digraphs.

1. He recognizes and uses consonant blends.
2. He pronounces words which have triple consonant blends.

H. The student pronounces unknown words by blending phonemes.

1. He blends phonemee to pronounce unknown words.

1. The student uses the dictionary to determine pronunciation of unknown words.

1. He uses the dictionary to pronounce unknown words.
 BEST COPY AWE
J. The student recognizes and uses uffixos.
I. He adds specified inflectional endings to selected words.
2. He affixes er or eat to root words.
7. He recognizes and uses suffixes.
4. He becomes familiar with inflectional endings of words of foreign origin.
5. He recognizes and uses prefixes.

K. The student recognizes compound words.

1. He identifies the two small words which are combined in compound word.

L. The student recognizes syllables.

1. He uses auditory discrimination to distinguish words of one and two syllables.
2. He identifies the number of syllables in given words.
3. He divides words having two consonants between vowels.
4. He divides vowel-consonant-vowel pattern words into syllables.
5. He divides selected words into syllables.

H. The student accents syllables.

1. He identifies accented syllables.
2. He identifies primary and secondary accents.

N. The student recognizes contractions.

1. He recognizes contractions.

O. The student uses context clues to decode unknown words.

1. He uses context clues to decode unknown words.

Comprehension Skills
General Concepts and Objectives

A. The student perceives relationships and classifies by characteristics.

1. He perceives differences
2. He perceives similarities.
3. He classifies by categories.
D. The student follows written directions.
1. He follows written directions.

C. The student identifies the main idea.

1. He identifies the main idea of given pictures.
2. He identifies the main of given paragraphs.
3. He predicts content from given titles.

D. The student identifies specific details.

1. He identifies details in pictures.
2. He recalls details.
3. He identifies details in sentences and paragraphs.

E. The student recognizes sequence.

1. He lists events of a story in sequential order.

F. The student uses context as an aid in comprehension,

1. He uses context to determine meaning of unknown words. 30
2. He demonstrates understanding of sentence meaning. 1p
3. He demonstrates comprehension of a selection supplying missing words.

G. The student draws inferences and applies interpretative reading skills

1. He describes characters and feelings from selected pictures.
2. He listens to stories and discusses the characters, the simple plot,
and the setting'.
3. He evaluates the actions of specified characters in a story by discussing
their actions.
4. He identifies mood and emotional reaction by dramatization, oral
expression, written description or illustration.
5. He identifies and discusses the stages of the development of a
specified character in a selected story.
6. He identifies the author as the speaker in a specified story.
7. He identifies and discusses the style used by the author.
8. He identifies and discusses the points of view in selected
short stories.

H. The student relates cause and effeat and draws conclusions.

1. He draws conclusions by makinrappropriate choices when given
several possibilities.

2 -D
I. The student interprets figurative language.
1. He underlines the words or phrases used as figurative language and
discusses the figurative meaning.
2. He identifies the simile as a figure of speech.
3. He discussew th% meaning of idiomatic language used in selected
readings.
4. He points out colorful language used in phrases of selected
sentences.

J. The student employs critical reading techniques.

1. He distinguishes between fact and fantasy.
2. He distinguishes between sense and nonsense.
3. He distinguishes between true and false statements.
4. He distinguishes between exaggerations and understatements.
5. He detects and discusses bias and prejudice of authors.

Study Skills
General Concepts and Objectives

A. The student demonstrates ability to u' basic study skills.

1. He uses picture dictionary as a .eference source.
2. He identifies the three main divisions of the alphabet in the dictionary.
3. He alphabetizes-from a selected list to the first letter.
4. He alphabetizes words from a selected list to the second, third, and fourth
letter.
5. He recognizes and uses guide words.
6. He locates entry words.
7. He interprets dictionary symbols.
8. He uses the dictionary to determine the pronunciation of words.
9. He uses the dictionary to determine word meaning.
10. He uses the dictionary to determine parts of speech and derivations of words.
11. He learns correct division of words by using the dictionary
12. He uses unabridged and specialized dictionaries.
13. He uses the table of contents to locate
14. He uses an index to find sources of information.
15. He makes a simple outline.
16. He supplies information found in footnotes.
17. He locates and records information using an encyclopedia.
i8. He uses the library.
19. He locates information and reads the information orally.
20. He demonstrates his ability in developing research skills.
21. He adjusts his reading rate to accommodate different kinds of content for different purposes.
22. He uses the SON method when reading factual-type content material.
23. He demonstrates the ability to locate and
24. He identifies directions on a map.
25. He uses mops to locate familiar landmarks in his community and state.
26. No records information from the appropriate maps using direction words as locational guides.
27. He records information from maps using direction words as locational guides.
 BEST COPY AVAILABLE

Literary Skills
General Concepts and Objectives

A. The student expands his interests in reading to acquire a life time habit in reading
1. He looks at simple picture books of his own choice.
2. He listens to stories and poems for enjoyment.
3. He selects books, stories, poems, and/or plays to read for pleasure.
4. He reacts to a book of his own choice.

B. The student reads for his own pleasure.

1. He reads variety of materials.
2. He voluntarily tells about a book or story he has read.
3. He locates and reads interesting and enjoyable books in the library
4. He roads a story orally to entertain others.

C. The student extends his appreciation of short stories, novels, and plays.
1. He recognizes and analyzes the plot.
2. He learns to appreciate chareterizetion.
3. He recognizes the writer's style.
4. He identifies the theme of a selection.

D. The student demonstrates his ability to identify and record facts pertaining to the
development of character in biography and autobiography.
1. He reads biographies.
2. He analyzes the biography for a group or individual report.
3. He writes an evaluation of a biography.

E. The student recognizes sound devices used in poetry.

1. He marks the rhyme scheme in a poem.
2. He marks the meter in a line of poetry.

F. The student demonstrates his ability to interpret poetry.

2-C
 BEST COPY
AVAILABLE
A. The student analyzes the short story as a literary art form.

fifTon T. I
Ubjettives Nuti!;r:,Ave :.cti%sties
41,.
NOTE TO TEACHER: 1
f

(Although the abort story may be enjoyed simply for itself,

analysis adds a second kind of enjoyment, the enjoyment of
discovering how a writer gains his effects.

As students read short stories they should become aware of

the techniques that help make up the effective short story. It
is vital that high school students realize that short stories
are written by people who have ideas and the techniques that
enable them to convey these ideas to others. The art of the
short story is the art of the writer as the creator of the
experience with which the story deals, and the art of the reader as the
recreator of that experience. The unit on the short story should
focus upon those techniques ag, break down the barrier between the
storyteller and his audience.)

.a. Given selected short stories which focus on plot, the student Books:
1. He recognizes and
supplies answers to such plot related questions as the following: Bennett, Robert A.
identifies the
and others.
elements of the
plot. (1) What is the basic conflict upon which the story is based? Um! of Literature.
What complications arise as the story progresses? Ginn and-GiliaVIV64.
(2)
(3) What is the climax or major turning point in the story?
(4) What is the resolution or final outcome of the story? Berkley, James and
(5) Is the plot concerned with a problem inside the main others. Approaches
character or with an outward conflict? to Literature. The
1 L. W. Singer Oa.,Inc.
(6) Does it contain both internal and external conflicts; if so,
are they related? 1969.

b. The student identifies the basic elements of plot by designating Ellis, Webb.
specific paragraphs which illustrate conflict, complication, A Teacher's Guide to
crisis, climax, and denouement or resolution. Selected LitZF---
Wbrks.Del

SHIM STORY 10A-1

 Objectives busicit.ted Acti%ities PUSOcrfrO N"tlf,*
vow
101.1411.1

c. The student reviews in writing the plot of an assigned short Hooks:

Plot Evans, Verda.
story, and with specITic details from the story, explains what
(cont.) Ian of Literature:
its complications and crises are, where the climax occurs, and
what the solution is. Teacher's Handbook.
Ginn and 677,11M:
d. When given selected short stories the student points out the
major aspects of plot in class discussion. He uses quotes from Laubacker, Sarah E.
the story if necessary to illustrate his choice. A Book of Short
Stories. Harcourt,
The student keeps in his notebook a plot outline in which he Brace, and World,
e.
writes a summary of the major aspects of the plot of each story 1969.
he reads.
Loben, Walter.
The student chooses a abort story from the assigned list in which Adventures in
f.
the author develops an external conflict. He explains his choice Appreciation.
orally or in writing. Harcourt, Brace,
aLl World, Inc.,
1963. Lop
IPg. The student chooses a short story from ail assigned list in which
the author shows his character in conflict with external
circumstances. (external circumstances may be the workings of MacEwen, Mary E.
nature as in the case of "To Build a Fire" by Jack London, or with Stories of amine.
mass production at in the case of "Quality" by John Galsworthy.)

The student chooses a story in which the author develops an Recordings, Film-
h.
strips, and Sound
internal conflict. He identifies and explains in writing.
Filmstrips:
i. The student selects a short story in which the author has
developed an external and an internal conflict. He explains, Howard Fast:
citing specific examples from the selection. He points out "Stories of Early
which of the two predominates. America" Read by the
author. CMS Records,
Inc. 14 Warren St.
N.Y.C. 10007.

10A-2
SHORT STORY
SECONDARY LITERATURE
 BEST COPY AVAILABLE

Objectives amympted Activities BUbrwrovi N01.C!

.0,1......1.0=a
NOTE TO TEACHER: Irving: "The Legend
of Sleepy Hollow"
(Characterization accounts for the way people behave in the Read by Ed Begley.
'
situation in which the author has placed them. In a good short CaedMon Records,
story the characters seen real and act naturally under the Inc. 505 8th Ave.,
circumstances in which they find themselves. In Guy de Maupasaanes N.Y.C. 1001b.
"The Piece of String," characterization is developed to the point
of perfection. Up to the last fatal moment we follow Hawchecorne's ! Irving: "The Legend
peculiar mental processes, wondering how he can clear his reputation. . of Sleepy Hollow"
Then we realize that since he is the type of man he is, there can Read by Martin
be no other solution.) Donegan. CMS Records,
Inc. 14 Warren St.
2. He recognizes and a. When given selected short stories which focus on characterization, N.Y.C. 10007.
identifies the the student answers the following questions which relate to
methods of character analysis. Irving: "Rip Van
characterization. (1) What did the characters do? Winkle" Read by Ed
(2) Why did each character act as he did?' Begley. CaedMon
(3) What did each character's actions reveal about him? Records, Inc. 505
(4) What did each character's thoughts reveal about him? 8th Ave., N.Y.C.
(5) DD any of the characters contrast with each other? If so, 10018.
how? What is the point of the contrast?
(6) Do the words used to describe a character create a i Hawthorne: "Tangle-
sympathetic, unsympathetic, or neutral attitude toward him? ' wood Tales" Read by
i Anthony Quayle.
b. The student writes a character sketch in which he discusses what is ! Caedmon Records, Inc.
learned about a short story character from the author through the 1 505 8th Ave., N.Y.C.
following methods: 1 10018.
1
(1) by telling what kind of person he is
(2) by describing the person: his clothing, environment, taste, "Poems and Tales of
etc. Edgar Alan Poe. Vol.
(3) by showing his actions II" Read by Rathbore.
(4) by letting him talk CaedMon Records, Inc.
(5) by relating his thoughts 1 505 8th Ave., N.Y.C.
(6) by showing how other people talk to him 10018.
(7) by revealing what other people say about him
(8) by showing how he reacts to others,

SHORT STORY

10A-3
 vmommoMmomm.m7m.. MO. .0.0.
IMMErm.1140. MVO miSIMMIMIMMMOfte. IM.M.mm.M.
AU? n r4
Ubjvictives
a.m.. mow .4. .1.
sw
MONEMVOIMVOW

NOTE TO TEACHER:

the author or writer of a story is in complete control of all the Poe: "The Purloined
3haracterization aspects of the story including who tells it, or from whose point of Letter and Por:ms"
(cont.)
view the reader sees the events in the story. Reaa by Anthony
Quayle. Caedmon
An author can adopt any one of a number of pGints of view, each ; Records, Inc.
of which will present a quite different kind of story. Basically, ' 505 13th Ave., N.Y.C.
there are two major points of view which an author can use: (1) he 1101b.
can adopt a first person point of view in which the story is told
from the viewpoint of someone who is himself completely outside
it,(2) he can present the story as if told by one of its characters.
Within these broad divisions there are several possibilities, all
of then quite different in the kind of story they will produce.

In handling the first person approach the teller, (1) either goes
into thoughts, actions, and speeches of the characters (2) or
simply describes the characters behavior without giving any personal
interpretation or anglysis of their thoughts. No matter which of the
above approaches to point of view an author chooses, the teller's
role is an assumed one.

The second major approach to point of view an author may take, is

called omniscient or all-knowing. When this method is used the
narrator sees all and knows all. He is not limited to the
consciousness of one character. In this method the story teller
moves in and out of the minds of all the characters and freely
adds his own observations of and comments on human nature. A
variation of the omniscient point of view allows the story teller
to describe what the characters look like, what they do and what
they say, as if he were a detached observer, who knows nothing
more about them than this. The reader is led to make judgments
on what the character is thinking but he is never told; he has to
infer this from carefully observed behavior. The point of view
from which a story is told affects the writer and the reader. It
determines the writer's selection of details and his choice of
language. It also serves as a guide to keep his story development
believable and consistent. Recognition of point of view helps the
3T(.Y reader to interpret the language and assess the behavior.
10A44
 BEST COPY AVAILABLE

------- :vit; ;CS t ALA 114f- Hi '1 I a 4' a. t 4"

Ob.It( 1VOI

A. He recognizes and a. The student identifies and gives examples of the various points Poe: "The Fall of
identifies point of of view from which selected stories are told. the House of Usher"
view in the short Read by Martin
story. b. The student rewrites selected stories and/or passages from a Donegan. ams Records,
different point of view. The students discuss the effect of a Inc. 14 Warren St.,
different point of view upon the original story. N.Y.C. 10007.

c. The students listen to a ballad on a tape or record player. Poe: "The Pit and
They then write it in story form; one group telling it from first the Pendulum"
person point of view, one from third person limited point of view, Read by David
and one group third person omnisicient point of view. Each Kurlan.
group selects the best story from among its members, and reads Audio-Visual, 906
it to the class. Sylvan Ave.,
Englewood Cliffs,
N.J. 07632.
NOTE TO TEACHER:
Conrad: "Heart of
(The author may use setting to accomplish various goals. Sometimes Darkness" Head by
description of time, place, weather,furnishings--elements of setting Anthony 4uayle.
may simply be included because they help to give a sense of reality Oaeelon Records, Inc.,
and credibility to a plot through their concreteness. At other times, 505 8th Ave.,
the setting may emphasize the mood of a character, (just as a rainy N.Y.C. 10018.
day may bring out or strengthen a feeling of sadness in people),
or it may be appropriate to the events that are occurring in a story. Stevenson: "Dr.
At still other times, the setting may have important effects upon Jekyll and Mr. Hyde"
actions of characters.) Read by Anthony
Quayle. Caedmon
Records, Inc., 505
The student a. Given selected stories in which setting is important to the 8th Ave.,N.Y.C.
recognizes and development of the plotsthe student answers orally or in I 10018.
identifies setting writing the following questions:
in the short story. (1) What role has setting played in each of the selections? Doyle: "Stories of
(2) Does the author use the setting to comment on the Sherlock Holmes: A
characters, their actirms, or the theme of the story? Scandal in Bohemia"
Read by Basil Rath-
b. The student selects scenes from the selection which might interest bone. Caedmon Records
a painter or movie director. Lie. 505 8th Ave.,
N.Y.C. 10018.
RT STORY
10A-5
 eit:es.tee Activities T.O. le lf s 14"11.C5.
Ubjectives imenp,wo
annormwoIMIwwW110 .... Ornnelsommar.

c. The student selects words or phrases to illustrate the writers' Doyle: "Stories of
Setting
skill in description. Sherlock Holmes: The
(cont.)
Adventure of the
d. The student selects three stories from the assigned list in which Speckled Bari: The
the setting plays the major role in developing the plot. Final Problem." Read
by Basil Rathbone.
e. He cites examples of significant details of setting found in the Caedmon Records,Inc.
selections. 505 8th Ave
N.Y.C. 10018.
f. When given a mimeographed map of the world, the student labels
places that served as settings for selections read. "Classic American
Short Stories By
g. The student selects descriptive passages in which the author has Irving, Hawthorne,
used vivid language effectively. Poe, Twain, Harte,
O. Henry" Spoken
h. The student writes a paragraph describing a person in which he Arts, Inc., 310
uses descriptive phrases chosen in order to create some definite North Ave., New
attitude toward that person. (For example, consider the Rochelle, N.Y.
difference in attitude shown by, "His sparkling blue eyes looked
straight at you" instead of, "His glittering blue eyes fixed on Harte: "The Luck of
you in a snakelike gaze.") Roaring Camp and
the Outcasts of
i. Select a scene which conveys some definite effect, such as Poker Flat" Read by
eerieness, loneliness, or wildness. By careful selection of Ed Begley. Caedmon
details and choice of words, describe this scene in one or two Records, Inc., 505
paragraphs so as to make clear the effect of the scene. 8th Ave., N.Y.C.
10018.

NOTE TO TEACHER: London: "To Build

a Fire: The Minion
The theme of a story is the idea from which the plot is developed. of Midas" Read by
In fact, it is the point which the plot illustrates. It is a universal Ugo Toppo. VS
idea in that it can be (the idea) developed in other stories, and can Records,Inc., 14
be applied to many people the world over. For example, in "The Warren St., N.Y.C.
Lagoon," Joseph Conrad illustrates his belief that the greatest test 10007.
of character is loyalty to the persons or principles that have been
the best influence in onets life.

SHORT STORY 10A-6

 BEST COPY
AVAILABLE

eilID VW. 4111. ntrin ,.it 1utc

:-.uqvicaited Activitiet.
Jbjectives .1.^.1.1111...MINNIMM

a. Given selected stories which focus on theme the student answers Bierce: "Tales of
He recognizes and
identifies the in ' the following questions: I Horrow and Suspense
(1) What central truth does the author seem to be stating 1 Vol. I and II" Read
the short story.
about human nature? by Ugo Toppo. CKS
(2) Can you write a summary statement of the theme? Records, Inc., 14
(3) Do you agree with the author's statement about humanity? Warren St., N.Y.C.
10007.
b. The student writes a paragraph revealing his reactions to an idea
or theme from a selected short story. 0.Henry: "Short
Stories Vol. I and
c. In one or two sentences the student formulates statements of theme II" Read by Ugo
from three stories in the assigned list. Toppo. 1'1S Records,
Inc., 14 Warren St.,
N.Y.C. 10007.
He uses the study a. The student writes well-organized essays based on selected topics
of the short story : which relate to stories read. He makes references to the ."The Gift of the
to improve his skills; selections to cite ideas and quotations to support his views. `Magi and Other
In composition. (1) He writes to discuss the relationship between title and Stories" Read by
story in given selections. 'Julie Harris and Ed
(Example stories: "Sophistication," "In Another Country," Begley. Caedmon
"A Visit of Charity") Records, Inc., 505
(2) He writes to explain how setting is used to create the Oth Ave., N.Y.C.
tensions of the conflict in given selections. 10018.
(3) In many stories, the characters attempt to seek out some-
thing which will give form and meaning to their existence. "Stories of Mark
The student writes to explain this search for meaning in 'Twain" Read by
relation to given selections. In his paper he answers the 1Salem Ludwig. CMS
following questions: Records, Inc., lh
(a) What is it that the characters seem to need? Warren St., N.Y.C.
(b) What form does their search take? 10007.
(c) Is their search successful?
(4) He writes to discuss the use of humor in one of the selections "A Mark Twain
read. Oollection" Read by
Marvin Miller.
b. The students work with context, structure, and dictionary in Listening Library,
approaching vocabulary. 1 Park Ave., Green-
wich, Conn. 06870.

,Ht RT STORY
10A-7
 Objectives ;1;lutle?-ted Hu !.01 r. t F - I t 1/7".
IIIMMIN0

Skills in Oomposition .
(1) In the vocabulary section of his notebook the student Stephen Crane:
(cont.) records unfamiliar terms encountered in each story. He "Stories of War"
writes the phrase from the story which contains the word, Read by Salem
1

and under the phrase from the story, he writes an original Ludwig. CMS Records,
sentence using the word in the same context. ' Inc. 14 Warren Gt.,
N.Y.C. 10007.

7. He recognizes and a. The student selects a familar story from childhood and "Stories by .1. W.
1
identifies introduces literary elements by analyzing this well-known story. . Jacobs" Read by
significant For example, the story of Cinderella provides an opportunity to George Rose. CMS
literary techniques study the following: tone, theme, irony, mood, point of view, Records, Inc., 14
in the short story. I plot, suspense, conflict, and characterization. Warren St., N.Y.C.
10007.
b. The student names short story subjects that have been popular
through history stories that parents might have told their "Great Writers:Poe"
children long before writing stories down became a practice. Filmstrip House,
432 Park Ave. So.
c. To better understand "sound," the student selects passages from : N.Y.C. 10016.
excellent short stories that have vivid "stage direction," such
1D
as "The Secret Life of Walter Mitty" by James Thurber. He ; Mark Twain:
selects three students to read the passages without preliminary "The Man and His
instructions (omitting stage directions). He records these Works," "The
readings separately, then compares mimeographed copies of the Adventures of Torn
1
same passages with stage directions to the taped readings. The Sawyer,""Analysis
students discuss the importance of "stage directions." I and Evaluation"
Society for Visual
d. The student describes in writing the mood or atmosphere and the Education. 1316
fi
tone of selected stories and identifies orally or in writing the Diversey Parkway,
methods used by authors to create these effects. Chicago, Ill. 60614.

e. Given selected passages from various stories, the student "Inaugural Addresses
identifies figurative language and symbolism. In given short I of President
stories the student identifies paragraphs containing imagery. 1 Johnson and
Kennedy" Spoken
Arts, Inc., 310
North Ave., New
I Rochelle, N.Y.
10801.
SHORT STORY
 UtA*LtIves '01.11;ested Activities lics0,rfut. Nst.tf,
=w
Literary techniques f. After reading a short story which contains both irony of
pont.) situation and irony of speech, the student differentiates
between the two types of irony. Good examples of both may be
found in "The Cop and the Anthem" by 0. Henry.

g. The student analyzes his emotional response to a short story

listing the words, phrases, expressions, and passages that
particularly appealed to his senses. Then, in oral discussion,
he describes the emotional responses which they aroused,
such as fear, anger, disgust or pleaeare.

h. The student views filmstrips pertaining to the short story and

takes notes which he uses for composition and discussion.

The student identifies two titles which contain allusions and

discusses the allusion made in each title. (Two such stories
are, "The Gift of the Magi" by 0. Henry and "By the Waters
of Babylon" by Stephen Vincent Benet.)

,j. The student identifies two stories that are parables and
discusses the moral point illustrated by each.

k. The student identifies two stories that are fables and

identifies the moral lesson illustrated in each.

"he student a. The student demonstrates the ability to read the short story
wvelops certain slowly and carefully with an alert eye for importance of details.
.titles basic
' skillful b. The student demonstrates the ability to evaluate the short story
neading of ...he as an artistic unity, recognizing the element emphasized by
,nort story. the author.

c. By comparing and contrasting the artistic short story with the

popular magazine story, the student will hopefully become a
more discriminating reader.

d. The student discusses orally, and in writing4specific major

w" STORY
authors and their works in terms of form and content.
10A-9
 4ctivvlic.s refr 'I tr".
Objectives
VIDOWMPOilmwmompao =r1nr. 011..... 1.......11017m1.001MOD

Skillfull Reading eke. After reading "The Secret Life of Walter Mitty," the student
(cont.) writes a paper, using Thurber's style, in which he puts himself
into a situation that fulfills his fondest daydreams.

f. The student selects an author whose writing particularly appeals

to him and reads five of his short stories. Suggestions are
Ray Bradbury for science fiction, James Thurber for humor,
O. Henry for surprise endings. He compares the author's style
and technique by pointing out in writing, specific examples of
similarities and differences of style and technique found in the
collection.

g The students read short stories from quality magazines such as

Atlantic, Saturda Review, Harper's, Harper's Bazaar or the
RN-Wrier and compares them with stories reada7tikh magazines
as True Story, True Romances, or Cavalier.

h. The students keep a file. When they find a story b' an author
whom they have studied, they record the title, the author's name,
and the exact place where the story can be found. Members of
the class read as many of the stories as possible and select
those which they think the class would enjoy for oral reports.
(This list of stories could be kept up to date for future classes
to share.)

i. The student makes a short-story collection of his own from his

reading of short stories outside of the text. For each story
he gives the title and the author. Then he writes a brief note
for each selection, explaining why he included it.

c. He reads and a. Using prepared reading lists, the student independently selects and
analyzes world reads prose selections of the world from the periods into which
short stories the development of the short story can be divided and identifies
according to form, basic characteristics of each stage.
content, and
structure.
SHORT STORY
10A-l0
 REST
AMIABLE

mane .Oro
.,. aboo
1).poilm!.ted Retal ruff V.te!
Objectives
-411 way ....

Short Story Analysis b. The student compares and contrasts ancient and medieval prose
(cont.) narratives to the modern day short story.

c. The student identifies and discusses the social changes that

occurred in 18th Century Europe which gave cause for the birth
of the short story and the prevalent ideas of the 19th Century
which guaranteed its continued acceptance.

SHORT STORY 10A-11

 B. The student traces the history and development of the novel and studies its characteristics. aoVi
Objectives Suggested Activities Resources - Notes
J a
1. He recognizes . In a class discussion, students formulate a definition of literature and Films
the novel as a fit the genre into the context of the completed definition.
distinctive type The Novel: "What It Is,
of literature. Note to teacher !What It's About, What
1 It Does"
(1) Review the parts of any well-stated definition [statement of the
term, the sign (= or is), the general classification, the specific 1
characteristics] rEarly Victorian
England and Charles
(2) Dictate to the class the beginning of the definition, explaining that Dickens."
1/3 of the task has been completed:

Literature Is (=.)
wr
(The term) (Sign) "Great Expectations I.

(3) Ask, what is needed? What is meant by classification? What are "Great Expectations II?
characteristics? (Students first jot answers as they come to mind,
then give them orally as "brainstorming" continues.) "Charles Dickens: The
Man and His Works:'
(4) Write answers on a transparency or the board as students give them
in answer to the questions:

t is it? General Classification: B. F. Beauchamp, ed.,

The Structure of
Possible Answers: Literature.

writing E. M. Forster, Aspects

collection of writings of the Novel.
written expression
written selections

NOVEL 108 -12

 Objectives Suggested Activities Resources - Note,,
--1

Novel as What does it do and why? Specific Characteristics 1Pervine, Lawrence

literature 'Story and structure,
(cont.) Possible answers:

(it) lasts on and on

(it) satisfies
(it) says what people feel
(it) tells man's experiences
(it) sharpens our thinking

Note to teacher: (After enough answers have been given to work with, supply
a textbook definition and have students test it against the standards
governing a correct definition.

EXamples: Literature is the artistic written expression of man's real and

imaginary world.
Literature is a collection of notable writings that have survived because
of their artistic merit and universality.)

. Through class discussion, students review facts-- Filmstrip - Record Set

"What to Look for in
(5) Using transparency overlay or chalkboard, substitute the word novel, Drama and Fiction;'
for literature in the textbook definition. Ask for discussion:

(a) Is the novel covered by the definition of literature?

(b) What changes in wording are needed to convert the definition to

that of novel?

(c) Which classificationsand characteristics apply to both literatur

and the novel?

(d) What terms can you think of that may be used specifically to
characterize the novel? (1) story, (2) narrative, (3) prose
fiction, etc.

(e) What other literay type can be referred to as a story? a narrative

LOVEL prose fiction?
108-13
 10-16

Objectives Suggested Activities Resources - Notes

Novel as literature Through class discussion, the student concludes that a novel is an extended
(cont.) work of prose fiction in which characters become involved in situations
and settings that imitate those of life.

2. He traces the a. Panel discussions, essays, individual reports, on dramatizations may resul Watt, Ian, The Rise
history of the from the students' research ventures into the following topics related to of Fiction.
novel. the history of the novel:

(1) Background (English)

(a) Caxton's publication of HaloNy's Nolte d' Arthur

(b) Improvement in education of the masses

(c) Popularity of the romance Beauchamp, R. F.

The Structure of
(2) Forerunners Literature.

(a) The allegory

(b) The picaresque (Don quixote) American Education

Publication: Columbus
(c) Robinson Crusoe Ohio, 1969.

(3) The development of the novel (fiction applied to contemporary life)

(a) Reo-classical

Richardson's Pamela (social barriers)

Fielding's Tom Jones (journey to maturity)

(b) Romantic

Jane Austin's Pride and Pre udice (social satire)

Mary Shelley's Frankenstein gothic novel)
NOVEL Scott's Ivanhoe (historical)

10B-1.11
 WI COPY AVAILABLE

.- 10-17
Objectives Suggested Activities Resources - Rotes

History of novel (c) American (Nature of the universe and the soul of man)
(cont.)
Havthorne'a Scarlet Letter (effects of sin)
Melville's 11212:Dickaigi destiny)

(d) Victorian (romanticism and realism)

Dickens (novels of social criticism)

Mockery (satirical fiction)
Brent, Sisters (extrasensory perception)
Hardy (themes of fate)
George Eliot (psychological realism)
Stevenson (adventure and horror)

(e) American Westerne(epic components of the tale and history). Ellis, Webb. A Teacher
Guide to Selected
(4) The contemporary novel (types and views of life) Liters Works. Dell,
C. 1 5.
(a) Stream of consciousness (Joyce and Woolf) Lass, Abraham H. A
Student's Guide to 5.2
(b) Psychological (H. James) American Novels.
Washington Square Pres
(c) Historical Romance 1966.
Beauchamp, R. F.
(d) Allegorical Fantasy Creative Approaches to
Reading Fiction.
(e) The Mystery American Education
Publications, 1968.
(f) Naturalism J. Weston Welch,
Successful Devices in
(g) Impressionism Teaching Literature.

(h) Expressionism

(1) Existentialism
10B-15
NOVEL (j) Journalistic Novel ("Nonfiction Novel": Truman Capote's
In Cold Blood)
 10-18
.mmmarowm J.O...+
Suggested Activities jileseurcer - Notes
Objectives
1.111--....
Through class discussion, students compare their favorite short stories and) Boynton, Robert W. and
3. He recognizes that a.
the novel differs novels. They answer questions such as the following: Maynard Mack.
Introduction to the
from the story in
(1) What differences they remember best
Story.
length, complexity
and structure.
(2) Which they felt most moved by

(3) Which characters they felt were more like real people

(4) With which they most closely identified

(5) Why?

After the reasons given to support their answers above are listed, student
will be able to conclude that all of the differences between the two basic
types of fiction will have to do with length, complexity or structure.

. Students may wish to do further research to learn what "yardsticks" the

various professionals use for labeling a piece of fiction,

(1) A short short story

(2) A short story

(3) A novella

(4) A novel

In class discussion, students give opinions as to why both types of fictio

continue to live.

NOVEL
los-14
 =0 alb
10-19
Objectives Suggested Activities Resources - Notes

Novel differs from In class discussion, before or after research, students give opinions on
elle following;
short story
(cont.) (1) Why the novel continues to live

(2) The number of novels published each year as compared to that of the
short story

(3) Which type is the easiest, hardest to write

(4) What effect television has hed on both types

(5) Whether a short story is only a condensed novel

(6) Whether "a slice of life" can give as much insight into human nature
as can an "in-depth study."
C.
ct
Note to teacher: Unanswered questions should motivate further research and
opinion sampling.

4. He studies a. Students identify each of the following characters briefly in answer to th Brooks, Cleanth, and
characterization question: Warren, Robert Penn.
in novels. Understanding Fiction,
(1) "Have you ever met vicarious) New York.
(a) George Washington g) Walter Mitty
(b) Washington Irving (h) Huck Finn
(c) Icabod Crane (i) Aaron Burr
(d) Martin Luther King, Jr. (j) Simon Legree
(e) Scarlet O'Hara (k) Pip
(f) John Henry (1) Romeo and Juliet

(2) Students indicate which are real people and which are fictitious.

(3) Students explain why someof the fictitious characters are as well
Irnwn as real people.

1;OVEL 10B-17
 10-20

Objectives Suggested Activities ResourceF - Notes

Characterization Students choose a favorite character from fiction to impersonate in a game

of character charades. In preparation for the presentation, students will
(cont.) ask themselves and answer the following questions:

(1) How do I look? How do I feel? What do I think? What do I like?

What do I dislike? What am I afraid of? What am I trying to do? Wh
is trying to stop me? How old am I? What is my background?

. Students discuss Mark Twain's comment: In real life, character is

revealed to us; in fiction, character is created. There is the difference
between experience and artifice." (Ask the question7-wire all characters
built on models in real life'M

. Students discuss the value of studying fictitious characters to gain Fisher, John H.
insight into human nature, considering the following questions: Truth Versus Beauty:
Language and Literatur
(1) How well does one person ma* know another? in an Articulate Socie

(2) Can you really ever know what your closest friend thinks, hopes,
feels, dreams, fears, believes?
English Journal
(3) Are heroes necessarily "bigger than life"? TWElunal-COuneil of
Teachers of English in
(4) Must T see something of me in fictional characters? Urbana, Illinois,
Volume 62 #2, 1973.
Students discuss how characters in a novel are judged and finally list
criteria similar to the following: Characters are judged by

(1) What he says (6) What he does

(2) How he says it (7) What other characters say

(3) How he looks (8) How he reacts to others

(4) How and what he thinks (9) How others react to him

NCVEL (5) What the author hints 110) His environment.

about' him
10B-18
 BEST COPY MBE
10-21
Objectives Suggested Activities Resources Notes

4'. Characterization . Given familiar examples, students classify characters

as major
,
minor; protagonist, antagonist; flat, round; static, dynamic (4eveloping). I
I
(cont.)
(Note: terminology used in criticism may be expanded here; characters may
be revealed explicitly or implicitly, a character may be a foil to
another or may be another's counterpart.)

Students continue character analysis by discussing the following

points:
(1) Reasons for a character's failure or success (Henchard and Farfrae in
Mayor of Casterbridge).

(2) Do their faults or virtues complicate plot?

(3) How do the characters attempt to cope with their problems?

(4) For what personality traits are the main characters remembered?

(5) What does the character reveal about human nature?

(6) Does the author use a character as a puppet or mouthpiece?

(7) Does a character serve as the "Greek Chorus" in that he speaks man's
conscience?

(8) Do the characters serve as symbols?

Students personify their favorite characters and write character sketches

under the guise of resum4s or letters of application.

Students express their opinions of the following character types:

(1) The tragic hero

(2) The cowboy -hero

NOVEL (3) The hero victim

10349
 10-22

Objectives Suggested Activities

..11.....
Resources - Notes

(4) The rebel-hero

(5) The anti-hero

5. He studies the . The student lists at random the events of yesterday as he recalls them. Lubbock, Percy. The
varied plot He then stars those "happenings" that meant most to him, and those that Craft of Fiction, 195'
patterns of novels will have consequences. Through class discussion, the "highlights" of
yesterday's experiences can be shaped into a loose "plot," a chain of
events. (Distinguish incident from episode.) Rosenheim, Edward W.,
What Happens in
. Students draw diagrams of the five basic elements of a plot: inciting Literature, OgO.
incident (incentive moment), rising action (complications), climax (highes
point of interest), falling action (resolution or denouement ) and finale Cassill, R. V.
(decisive or non-decisive ending) Writing Fiction, 1963.

Climax

on Finale

/tict1116

InetaeD

ote to teacher: Some novels and novellas, like the short story,
end immediately after the climax a sudden denouement (unraveling).

Ambitious students may wish to investigate, devise diagrams and/or prepare

reports on the various plotting techniques and patterns:

(1) Picaresque (episodic)

(2) Contrapuntal (variations on central theme)

(3) Chronological

(4) Flashback,

NOVEL 10B-20
Mem .1 Alb
10-23
Objectives Suggested Activities Resources Notes
71101=all.
Plot Patterns d. The student analyzes the plot of a given novel considering the following Kincheloe, Isabel M.
(cont.) points: and Cook, Lester H.
Adventures in Values,
(1) Conflicting forces
Harcourt, Brace and
(a) Man aganst himself (inner conflict) Company, Inc., Dallas.
Texas, 1969.
(b) Man against man

(c) Man against society

(d) Man against nature

(e) Man against evil, etc.

(2) Creation of suspense Chase, Mary Ellen,

et. al.
(a) Foreshadowing Values in Literature
Houghton Mifflin Comm
(b) Flashbacks Dallas, Texas, 1965.

(c) Allusions

(d) Tone

(e) Symbols

(3) Memorable incidents

(4) The effect of the climax

(a) Was it satisfying? Probable? Inevitable?

(b) Was the crucial happening decisive? Why? Why not?

NOVEL 10B-21
 41Iwwl.I*11*I1m.IMIOIMI.M11nmw...........gpwInn.enNw-nolwv.ft.
10-24
Objectives Suggested Activities jResourceF - Notes

Plot Patterns (5) Dominant element: Did the plot dominate character or did character-
(cont.) ization dominate plot?

. Students choose specific illustrations from the book to show that develop-
ments grew logically from situations and were in keeping with the
personalities involved.

6. He recognizes . Students write five minutes placing themselves in their classroom "setting' Pannvilt, Barbara.
that the settings noting details of place and time. (The written notes should reveal how The Art of Short
of novels affect observant students are of their surroundings.) Through class discussion Fiction. Boston, 19614
the other elements following the brief writing, students notice how the arrangement of object
in a room, even wall decorations, and spacing of windowsoaffect one's
setting at that particular time.

. In a consideration of setting in the novel, students recall examples from

past readings and finally conclude that:

(1) Setting pins characters and action down to time and place.

(2) Setting can be revealed in a novel directly by intervention of the

novelist or indirectly by clues from characters and by events that
could only happen in a particular place at a certain time.

(3) Setting may shift several times within the course of a novel.

(4) Setting can be used as a device to reveal character, plot, atmosphere

and theme.

The student reexamines the first chapter of a book to observe details not
seen in the first reading.

Students find examples of important physical objects deliberately placed

in the character's surroundings and explain how the author used these
items to further plot or develop character.

NOVEL

10B-22
 BEST COPY HARARE

10-25
Objectives Suggested Activities Resources - Notes

Students comment on what they learned of life of other times and places
from novels.

7. He studies the Students list the various techniques and methods at an author's disposal Cunningham, J. V.
elements of style that can contribute to his unique manner of writing: imagery, diction, The Problem of Style.
in the novel. point of view, irony, satirelfigures of speech, foreshadowing, pathos, and Greenwich, Conn., 1966
mood or tone.

. Students list examples of suspense in familiar novels and observe how Dobree, Bonamy.
anxiety or curiosity was evoked. Modern Prose Style.
London,WW.
. Students give examples of irony (oblique deception) and analyze its effect
on the reader. Murry, J. Middleton.
The Problem of Style.
. Given examples of satire, students recognize the author's method and Londa7-5gb.
purpose in ridiculing an idea or person.

. Given examples of symbols, students recognize the value of communicating

through symbolism in literature:

(1) The river in Huckleberry Finn the free unfettered life.

(2) The pearl in The Pearl = materialism.

(3) Accepted symbols in literature:

Blood, water = life.

Blood = death.
Summer, spring = youth.
Winter, fall = age, experience.

(4) Sword (King Arthur) and conch shell (I, s1 a the flies) = authority,
justice,

NOVEL 10/3-23
 10 -26
......1....111.0.0111111111
+Mb 411

Suggested Activities Reelources Motes

Objectives

The student observes that the language in selections from given novels Strunk, William. The
8. He infers the
createsan atmosphere or mood revealing the author's attitude. Elements of Style.
tone of novels
New York, 1972.
through the
author's use of The student finds and lists words and phrases which the author used to
Taaffe, James G. A.
language. create a particular emotional climate:
A Student's Guide to
A sentimental mood Literary Terms.
(1)
Nev York, 2967.
0) A humorous tone

(3) A solomn atmosphere

(4) A satirical attitude

(5) A sinister atmosphere.

. The students draw generalizations from the above samplings:

(1) The author approves of the hero's values.

(2) The author disapproves of the villain's behavior.

(3) The author is ridiculing is philosophy.

(4) The author believes the plight of a given character to be ead.

(5) The author is pessimistic about the state of mankind.

Students discuss the attitude of an author as it is revealed by the

pervading atmosphere of the novel and evaluate his philosophy of life.

NOVEL
1013-24
INO.- 10-27
Objectives Suggested Activities Resources - Notes

9. He studies the . Students illustrate "point of view" as follows: Uzzell, Thomas.

point of view Narrative Technique.
from which the (1) He goes to the door, looks into the hall, returns and reports what New York, 1923.
novel is written. he saw, using "I." (First person narration)

(2) Student goes from the classroom into the hall, returns and whispers t
another what he saw. The second student relates what he was told as
seen through another's eyes. (Third person omniscient)

(Note: The omniscient point of view may be limited or unlimited

other points of view that may be explored by ambitious students are
the multiple view, the camera-objective, and the stream-of-consci

. Students compare novels told from various points of view, pointing out why
a given technique was used to achieve a particular purpose.

. Students illustrate through original diagrams the point of view of a given

novel:

J
Objective Limited Omniscient
(camera -view) Omniscient (Unlimited)

NOVEL
10H-25
 1 ilt":011 I t,
Ubjctiea 0.11.40.*..1,

He understands a, The student oefines verisimilitude as a term that refers to the 6,:aucham;., Lu.
the problem with story's appearance of truthfulness or probability. The :tructurt ul
the novel and literaiurc. nvn
verisimilitude. /77413.71771-
b. Through class discussion, students point out incidents in their lituuf Art.
experiences that illustrate that "Truth is stranger than fiction," Truth anu The
Students compare their experiences with events in realistic 1 Truth of Art" by
literature. (What is reality? Realism?) 4.ark A. 6ivler.

c. Students prepare reports on the uniqueness of Capote's In Cola

Blood and Wm. Styron's The Confessions of Hat Turner.

d. Students express their opinions about the meaning of "Truth is art

and art is truth." QC1
tim

e. Advanced students may wish to report on the attitudes of Plato and

Aristotle toward verisimilitude in regard to a work of art,

a. Students bring to class comic strips and pictures depicting Javidrion, Dun Adrian.
11. He recognizes the
fantasy. In oral reports, they explain or justify what they be- ":*.word and Sorcery
fantasy as a novel 1
with a special lieve to be the author's purpose. in Fiction: An
purpose.
Annotated Book
List," ,EnGlish
.
b. After reading 20 000 Lea es Under the ;ea, students list physical Journal, January,
and scientific princip es in TWZOOrir.iewere unknown at the 177713p.
time the book was written.

c. After reading Animal Farm and The Hobbit, students discuss the
1
incredible chaTirigh-grboth Mks:IT:tempting to answer the
following questions:
1

(1) qw (10Q4 the aut.hor make the characters believable?

NOVEL ke) at errect, do the fantasy characters nave on the reader that
t e realistic ones would not? 10B-26
(3) what does the author seem to be suggesting about human nature?
 BEST COPY MADE

Ubjectivee NuTIA-A.ted Activities b(10-wr.Ps N:ftes

glni.11.11111

d. Students make a bulletin board display on fantasy using pictures

Fantasy
illustrating scenes from novels.
(cont.)

1 e. After the mature student has read A Brave New World and 1984, he
assumes the role of prophet and tells what warnings are voiced by
the authors. He indicates which of the dangers seem to be coming
to pass and which are waning.

f. Students on all levels read appropriate books referred to as "sword

and sorcery fiction." The themes of good versus evil, man against
the unknown, the heroic ideal, worlds of wonder, etc. can be
considered orally, in writing or in dramatizations as students choose.
(See English Journal, Jan. 1972.)

12. He recognizes that a. Students recognize that the novel intends to serve as a mirror of some
the novel reflects phase of man's life at a certain time and under certain conditions;
the life-style and therefore, the author's purpose is a point for thorough discussion:
philosophy of the (1) What human values are stressed?
time. (2) What moral values are evident?
(3) What basic truths about life are examined?
(4) Are there serious omissions?

b. Students discuss the novels that have become popular movies asking
and answering the question;
(1) What themes dominate thinking today?
(2) What about life seems to be ignored?
(3) What life-styles are being created?
(4) Are these creations valid?

c. Students list and discuss novels that treat the problems of the way
men and women earn a livelihood.
(1) What changes cause economic problems?
(2) What attempts have been made to solve such problems?
(3) Why have efforts failed?
(4) How much influence can fiction have on current social problems?

NOVEL
10H -2?
 Ubjectivo9 :,.J9qe!.te1! Acti%itiev. r. I
OINPII...

! d. List novels that treat the problem of young people being confused
by (lase values and unreal ambitions.

13. He expresses his ' a. The student chooses one significant incident and gives a brief
observations and "book talk" intended to create interest.
opinions of novels ,

in oral and : b. Students participate in an "Outside Reading" program outlined as

written reviews, follows:
reports, and tests.' (1) He lists the book he is reading on an individual card in the
"Reading File."
(2) He indicates that he is ready to be "tested" by placing his
card under the label "To Be Tested,"
(3) Observing thct several students are ready for testing, the
teacher announces an "Outside Reading" period. Other members
of the class read while the teacher "tests" through individual
interviews or by having students answer essay questions about
the book.

c, .1tnts partii pat group reports on a n(J,E1 with one rerIn q as

moderator aid the others dividing responsibility to cover elements
to be considered: plot, characterization, setting, style, theme).

d. Students justify a novel as a "classic" or give reasons why the

novel does not quality as a classic by evaluating its craftsmanship,
artistic merit, significance, and universality.

e. Students recognize the author's purpose in the satirical novel and interpret
symbolism in the allegorical novel.

I f. The student uses a checklist similar to the followmg to evaluate his

own experience with the novel.
(1) The student lists the basic differences between the novel and the
short story.
(2) The student identifies the type of conflict or conflicts used in
f
a particular novel.
NOVEL
10B-28
 Objectives .,/qc,tted Activitic.5 fif 0. 1 (1 s NIP(

Written Reports (3) The student contrasts the character development used in the
t
short story with that used in the novel.
(cont.) I

(4) The student identifies and interprets any symbolism used in a

:
particular novel.
1 The student discusses the author's style of writing and devices
(5)
he used for a particular novel.
1
(6) The student writes a coriposition in response to the there of
a particular novel. 1

1 The student identifies the relationships between the plots and

(7)
subplots in a novel.
(8) The student illustrates the development of the plot line in
selected novels through diagrans and comments.
I (a) He identifies the relationships between the plots and
subplots in a novel.
I (b) He identifies the climax and other four elements of plot. ,

(c) He compares the development of the plot in a short story

with the development of plot in the novel.
I (9) The student identifies and gives examples of the various points
OC 1 of view from which selected novels are told.
PE&
(10) The student demonstrates the ability to interpret various themes
! .
of novels studied and to relate them to his own life.
(11) The student describes the setting of selected novels and
designates what part each plays in the development of the novel. i

I (12) The student analyzes particular authors' styles of writing, i

comparing and contrasting the techniques used by each with emphasis

on diction, syntax, and imagery.
;

I
(13) The student identifies and describes various' literary tones
created by authors.
(14) The student explains the importance of characterization in the
development of the novel.
(15) Using prepared reading lists, the student reads and analyzes
Inovels by major American, English and world authors. 1

I
(16) The student discusses orally and in writing specific major
1
authors and their works in terms of form and content.

1 I

HOVEL 10B-29
 Objectivos :1.191mAtre Activitips

Britten Reports 1
g. Major American Authors Major English Authors
(cant.)
Bradbury Austen
Buck Barrie
Cather Bronte, C.
Crane Bronte, F.
Douglas Butler
Dreiser Conrad
Faulkner Cronin
Ferber Defoe
Fitzgerald Dickens
1
Halley *3iot
Hawthorne Fielding
Hemingway Galsworthy
Lewis Goldsmith
Melville Hardy
Step]. Hilton
Steinbeck Huxley
.Stone Kipling
Twain Lawrence
Wallace Maugham
Wharton Meredith
Wouk Orwell
Richardson
Scott
Stevenson
Swift
Thackeray
Wells
Woolf

NOVEL
 C. The stue4nt recognizes the unique characteristf.cs of poetry.

0110 !,:iwer-ted Activitiett tivisn.!riup Nwte.

Wiectives
.....1.16.1
Hooks
1. He recognizes a. The students recite favorite nursery rhymes or lullabyes and discuss Brooks, Cleanth and
poetry as a the appeals--sound, rhythm, imagery. (The student realizes he has Robert Penn Warren.
means of enjoyable enjoyed poetry since infancy.) I

communication. ;ce=: 1: tng

York:
rk:
b. The students recall and discuss chanting games that they played as Holt, Renehart, and
children. Winston, 1960).

c. The students recall and discuss the taunting chants they used in New Negro Peetss
early school years. U.S.A., Langston
Hug es (Ed.)
d. The students study a simple society (Eskimos) to note that the simpler (Bloomington: Indiana
the society, the more clearly poetry emerges as one of the primary University Press,
needs of that society. 1964) .

e. The students note that poetry is linked to singing, dancing, and Poems for Pleasure.
marching. Herman Ward (Ed.)
GC (New York: Hill and
11 f. The students make a list of TV jingles, various types of word play Wang, 1963).Poetry
used in advertising, and popular slogans and mottos. They discuss related to science
and recognize poetic qualities. and mathematics.

g. The student writes his favorite song. The class chooses one song to Story Poems New and
analyze as to rhyme scheme, repetition, and alliteration. Old, William Cole
571.) (Cleveland:
h. The students discuss why, since they have known and loved poetry all World, 1951).
their lives, the word "poetry" connotes gloom and boredom.
Immortal Poems of
i. The student begins a poetry anthology. He includes writer's the EngliaMe e.
definitions of poetry, his own definition of poetry, favorite Oscar Williams Ed.
quotations, and favorite songs and poems. He might illustrate his (New York: Simon and
selections or write a brief explanation of their appeal. He makes a Schuster).
table of contents.
Stories in Verse.
j. The students write together a class prophecy in rhyme. Musicians in the grr-Hokin -TEE)
class might set it to music. (If class is still interested one group (New York: Odyssey,
may get instruments to use for rhythm, as spoons, bells, saws, jugs 1961).
washboard, a washtub fiddle. Another group sings and acts out the
POETRY song.) (Students seem to enjoy presenting their production to other
classes.) 10C-31
 SoubcP.ted ALtivities licsnaircf. Nptt
Objectives

Books
I k.
Poetry for pleasure The students write a stringer poem. The class chooses an abstract Story Poems.
(cont.) word: love, happiness, goodbye, etc. Each student writes on every Louis Untermeyer
other line several similes or metaphors for the word chosen. (Ed.) (New York:
(Suggest 5 but do not limit). Example: Pocket Books, 1961).
(1) Goodbye is like closing a book.
(2) Goodbye is crossing the peak of a mountain.
(3) Goodbye is a desert, dry and forlorn. Records
(14) Goodbye begins the next hello. Johnson, James
Wudson. "God's
The class chooses a committee to take all the similes and metaphors Trombones."
and organize them into thought patterns. They can clip and place
together the ones that seem related. The same committee or another
one will take the phrases, delete some words, add transitional
words and write a poem.

1. The students write limericks using classmates' names.

m. The student reads examples of haiku, noticing the requirements of meter

and content. He tries capturing a vivid impression in an original
haiku.

n. The student writes cinquains.

o. The student chooses a short poem and rewrites it in prose.

p. The student chooses a favorite ballad or sonnet and writes a parody

(to act out).

q. The student lists figures of speech in his own language or the

language of his friends and gives the literal meanings.

r. The student practices the art of reading poetry aloud. He notices

punctuation and meaning as of greatest importance in oral reading.
He learns to use the rhythm and rhyme of poetry effectively. He
practices on several poems that he likes especially well and reads
aloud to the class or to small groups.

POETRY
10C-32
 REST COPY AMBLE

Ubjectives Nuggepted Activities Pesolirces NTttelk

11.MINR.MI!..

Poetry for pleasure s. To display students' work try a "poet's Circle." After each
(cont.) writing, choose the best papers and have them-mounted. (Begin the
circle anywhere you wish. You might designate different parts
of the room for a different purpose, as "Just for Fun," "Anything
But," etc. but the aim will be to complete the circle around the
room hoping that every "poet" has work on 4isplay. Often after
a "poet's" work is on display, he revises it and substitutes the
revision for the copy on display.)

2.
Book
He analyzes lyric a. The student writes "free verse" about the hidden, mysterious, College Entrance
poetry. imaginative world in which he lives, using figures of speech. Examination Board,
(This "poem" will be used after the study of poetry for the student 12,000 Students
to see how inarticulate he was about his imaginative world. A poem and Their English
often corresponds to something in that world he has lived in and Teachers., "Poetry."
lived with, slid knew nothing about until the poet made him aware.
A similar assignment should be written at the end of the study
for comparison.)

b. The student defines lyric poetry.

c. The student points out the distinguishing features of the following

types of lyric poems. (1) sonnet, (2) ode, (3) elegy, (4) pastoral,
(5) dramatic, and (6) general.
d. The student reads selected poems and classifies them as two types.

I e. The student recognizes rhyme scheme by scanning several lines of

poetry.

f. The student uses letter patterns to describe the rhyme scheme of a

poem.

The student recognizes the metric pattern called iambic pentameter.

The student identifies the characteristics of a poem written in

blank verse.
PQE1'stT

10C-33
 Otoectives :,Atit3eFted Activities r t14 f"

Lyric poetry i. The student identifies the characteristics of a porn written in

(cont.) free verse.
1
4

1
J. The student recognizes the literal and figurative meaning of a symbol.

k. The student recognizes alliteration in poetry.

1. The student explains the difference between :simile and metaphor.

m. The student recognizes the use of personification in poetry.

n. Given examples of figures of speech that interpret a particular human

experience, the student names the figure of speech and recognizes
the experience interpreted.

o. The student recognizes imagery in a selected poem. Oolor, sound,

touch, smell, action, similes, and metaphors.

P . The student recognizes word music in a selected poem. Rhythm, rhyme

meter, alliteration, and assonance.

Q. The student, after class discussion, realizes that the poem appeals
first to man's senses, then to his heart, and finally to his mind.

r. The student sees that many poems appeal on the first and second levels,,
then fail to stand up to critical examination. The student does not
have to accept the word of the critic as to the greatness or weakness
of a poem if his own taste and experience dictate otherwise. "Trees"
by Joyce Kilmer is a popular poem with great sensory and emotional
appeal; but which has been pointed out by many critics as containing
mixed metaphor, confused symbolisms, monotonous rhythm and illogical
reasoning.

POETRY
 00.11101111.1111P.M.O1.1

.111... 4111 0.1101 7 .1111111. 7-1!:c;OFteld Act;vitief, livfm-rer4.

Objyttive3

Lyric poetry s. The student examines lyric poetry by answering some of the
(cont.) following questions:

(1) What is my first impression?

(a) What is the experience being described?
(b) Who is speaking and what is he saying?
(c) What is the setting?
(2) Under what classification does the poem fall?
(3) What is the theme?
(a) What new or significant thought did I gain?
(b) How is the theme developed?
(c) How did the theme give order to the whole work?
(4) What is the author's attitude toward what he describes -
(ironic, casual, hostile, etc.)?
(5) What is the general metrical pattern?
(a) How does the pattern contribute to the theme or total
effect of. the poem?
(6) What is the rhyme scheme?
(a) How does the rhyme scheme, the rhythm and other sound
effects contribute to the poem?
(7) What figures of speech are used?
(8) Are all the techniques used with balanced regularity and
variety?
(9) How does my final impression compare with my first
unanalyzed impression?

I t. Given two lyric poems, the student compares their objectivity and
subjectivity,

10C-35
POETRY
 butiocrted Activitier Retolirrce
Objectives

Lyric poetry u. The students list some material from ordinary life that poets deal
(cont.) with imaginatively.

v. The students write lyric poems.

Book
The student recognizes that the major characteristics of the short Studies in Poetry.
3. He recognizes the a.
story and poetry are joined in the narrative poem. Singer itandom
three kinds of
House Literature
narrative poems.
The student realizes that the narrative poem is the oldest Series.
1 b.
literature known. (The Iliad, The Odyssey, the first books of the
3ible, Beowulf, etc.7--

c. The student traces the history of the narrative.

d. The student identifies the epic, the ballad, and the metrical tale.

e. The student recognizes certain characteristics about narrative poetry--

(1) an heroic character
(2) fast moving plot and violent action
(3) a minimum of description and restrained dialogue
(4). use of the colloquial idiom
(5) acceptance of fate and authority
(6) strict rhythm and rhyme
(7) dramatic structure
(8) the refrain frequently takes on new meaning from the verse
that precedes it

f. The student examines narrative poetry by answering some of the

following questions: (Refer to sectior S in lyric poetry. Other
questions.)
(1) Am I prejudiced in any way against the work?
(2) Should the narrative be read silently, aloud, or be dramatized?
(3) What happens to the central character?
(4) Ran I extend my evaluation of the central character to mankind
general?
ioc-36
POETRY
 Suggested Activities Reeovrres - Notes
Objectives

Narrative poetry (5) What change occurs in the central character? What significant
(cont.) view do I gain of the world through his eyes?
(6) What view of man and the world is revealed?
(7) Divide the material in the narrative poem according to the
graph.
climax
complication resolution

exposition conclusion

(8) How does the use of figurative language and symbols affect the
theme?
(9) What do figures of speech contribute?
(10) Ia the style consistent?
(11) How varied and sharp is the imagery?
(12) Is Vdere a symbol that gives unity to the work as a whole?
(13) What is the relationship between the theme and my own values?

The student compares the view-point of two narrative poems.

The student compares the theme, (etc.) of two narrative poems.

The student writes a critical analysis of a narrative poem.

The student identifies two characteristics of each of the following

types of poetry:
(1) Lyric (14 Ode (7) Epic
(2) Elegy (5) Ballad (6) Pastoral
(3) Sonnet (6) Dramatic (9) Narrative

L. He writes .a. The student determines the narrative of each poem read.
narrative poems.
lb. Given a poem, the students discuss the word-scenes.
1

(1) Does the author do more than paint a word picture?

POETRY 10C-37
 Objectives Suggeoted Activities Resoorres - Notes

Narrative poetry (2) Oould a competent painter do more with the scene than
(cont.) the author did?
(3) Why do moat of us develop immunities to the natural beauty
in our environment?

c. The student writes a diacription of something he has seen that

deserves to be painted.

d. The students write plot lines for a narrative poem.

e. The students write narrative poems.

POETRY
10C-38
 Suggested Activities Resources - Notes
Objectives

SUPPLEMENTARY ACTIVITIES
Filmstrip - Record
1. The student points out orally the use of imagery and other poetic "The Poetic
elements in everyday language. Experience What to
Look for in Poetry"
2. The student identifies the different types of poetry when given (6 filmstrips - 3
several selections. records).

3. Given selected lines of poetry, the student identifies and gives "Some Elements of
examples of the devices of mound: for example, alliteration, Style (2 film-
assonance, consonance, onomatopoeia, rhyme, rhythm and/or others. strips - 1 record).
Thomas S. Kline Go.
4. Given varied lines of poetry, the student identifies the types of P.O.Box 348
meter. Peoria, Illinois
61614.
5. The student identifies examples of figurative language in selected
poetry and writes five original examples.

6. The student points out variations in poetic form when given selected
poetry to read.

7. The student identifies poetry as a comment on human value and as an

interpretation of life when he writes a 2-3 page composition on this
subject.

8. The students choose a suitable poem, prepare and perform a choral

reading.

9. The students choose or write a poem using expression and feeling.

He could also record his interpretation of the poem. These tapes
should then be played for the class and discussed.

10. After reading a specific poem, the student paraphrases the poem
in a paragraph of prose.

POETRY IOC-39
 Suggested Activities flesoorr.e. - Notes
Objectives

11. (Note to teacher) To help students see the difference between Books
Supplementary
prose and poetry, use material on page 33 of Elizabeth Drewie Drew, Elizabeth.
activities
Poetry, A Modern Guide to Its Understanding and Enjoyment. ' Poetry: A Modern
(cont.)
Mimeograph or write on theSaard the prose passage from an imagined Guide toIts
editorial..' Have students discuss the effectiveness of the words and
and suggest improvements. Then present Blake's poem and allow I Enjoiment.
discussion of differences, comparative effectiveness, and appropriate
uses of each passage. i Williams, Oscar, ed.
The Pocket Book of
12. The students listen to music by Simon and Garfunkle, The Beatles, Modern Verse.
and others and write down one of their favorites. In small groups, I IMETRgton Square
they discuss the meaning of the lines. Press, 1958.

13. Using a collection-of modern lyrics (one source; The poetry of Rock),
the student finds several selections that can be interpreted3.n ! Sound and Sense;
more than one way. In paragraph form, he gives his interpretation InEirod4FURF to
of one of the selections. (Examples are "The Sound of Silence" Poetry. New York:
and "Elinor Rigby.") ; Harcourt, 1963.

From an anthology or assigned list, the student chooses one poem Benedict, Stewart H.
14.
and practices reading it aloud. He reads it aloud to the class A Teacher's Guide
or to the small group. Pteorrflyireein:
1969.
(Note to the teacher) Have a poetry reading. In groups select
poems with wide appeal and choose readers whose voices are Dunning, Stephen.
particularly effective. Others should work on committees for 1 Teachi% Literature
selecting background music appropriate to the specific poems, or To Adolescents,
; Poetry. Scott,
they should prepare musical accompaniment of drums and guitars.
Another committee should prepare a printed program. One member Foresmon, 1966.
of the class should act as master of ceremonies to give the program
Shaw, John and
continuity. After rehearsals the class should present a program,
inviting other classes to attend. This would be an excellent Prudence Dryer:
program for a large group presentation. Working with Poetry.
Educators Publis g
The student studies a specific assigned poem and participates in Service, Inc.
I 16.
class discussion based on questions distributed by the teacher. He Cambridge, Mass.
is prepared to ask questions. 02138.
POETRY
10C-40
 APOOrUVO 411. Suter,
Suggested Activities
Objectives
1

Books
Supplementary 17. The student practices compact writing by expressing in one 1
Berkley, James.
activities sentence the theme of a specific poem.
! The Literature of
(cont.) ,.
i England Singer 7
18. The student compares two poems written on the same subject or
i Random House.
on the same theme. He decides which is the superior poem and
justifies his choice by comparing specific details of the poems.
I English 12.
The student makes a personal anthology of poems on a similar theme j Addison-Wesley
19.
Publishing Co.
or subject such as: war poems, love poems, poems about alienation,
into !
Reading, Mass.
poems on courage, humc.vus poems, etc. He compiles the poems
one interesting booklet, adding a personal introduction and 10.
IEnjoyinz
appropriate pictures or original illustrations.
Hou. seEnglish,
1 Singer/Random
20. From a display of great paintings, the student chooses three that
! Murray, Alma and
could be described. He makes notes about each and writes one in
1 Robert Thomas (Eds.)
poetic form.
Search.
(Follow the activities for studying paintings and poetry given
Molastic Book
IThe
21.
in the unit "W.H. Auden, Musee De Beaux Arts," in 12,000 Students imices: New York,
and Their English Teacherrr

22. The class publishes an anthology of originalpoems. After all

students who wish to participate have submitted original poems,
form committees for selecting and arranging the poems, typing,
and illustrating the anthology.

23. As an extra project the student memorizes at least one poem he has
discovered during this course.

24. After reading Henley's "Invictus" and Milton's 13n His Blindness,"
the student compares the two poems as to theme, poet's attitude
toward life, and poet's response to adversity.
to
. Using Perrine's Sound and Sense, the student finds specific poems
illustrate various metWargfterns, rhyme schemes, and stanza
forms.

POETRY 10C-41
 t

Suggested Activities OPSOUMPO + NtlieS

Objectives

Supp lenentary 26. The student gives the surface meaning and the symbolic meaning
activities of such poems as the following; Tennyson's "Ulysses"; Frost's
(cont.) "Fire and Ice," "Nothing Gold Can Stay," "The Road Not Taken,"
and "Birches"; Longfellow's "The Tide Rises, the Tide Falls";
Teasdale's "The Long Hill"; and spirituals like "Deep River."

27. Using Perrine's Sound and Sense, the student finds specific poems
to illustrate various metric patterns, rhyme schemes, and
stanza forms.

28. From an assigned list of poems, the student chooses one and
prepares to teach it to the class. He reads it aloud effectively.
He explicates meter, rhyme scheme, and form, and points out
examples of figures of speech and symbolism. He prepares his
own list of discussion questions for distribution to the class,
being careful that his questions aid fellow students in analyzing
meaning and theme of the poem.

29. He writes a full explication of one poem from an assigned list of

1
poems, covering the following aspects of the poem: sound devices,
imagery, meter, rhyme scheme, form, figures of speech, meaning,
and theme.

30. In Saturda Review, Atlantic Monthly, New York Times Ma azine,

and of er peiTagal:Zrsoilections onriticaTaTrays ke
Poetry, A Modern Guide to Its Understandini and Enjoyment by
Ellizabea Drew, the student reads discussions of poetry,
noticing methods of explication.

31. An approach to "Sonnet 73"

(a) The student writes (or discusses) his first impression.
(b) The student classifies the poem. (Lyric because the
dominant element is emotion. Sonnet of fourteen lines
written in iambic pentameter rhyming abab, cdcd, efef,
gg)

POETRY
10C-42
 Suggested Activities Resources 4. Notes
Objectives

(c) The student states the theme, but is aware that with
Supplementary
activities further study he will understand the theme better.
(cont.) (d) The student examines the order. (There are three
images and three quatrains. Autumn in the first
quatrain, twilight in the second, and a dying fire in
the third. The couplet is self-contained and ties
the thought in the tree quatrains together. On closer
examination the student finds a more distinct pattern.

CC

PUEMY
10C-43
 Objectives buggestes Activities Peseurce Notes

Supplementary (e) Does the imagery unify the work?

activities (f) The student finds that the theme and its development
(cont.) give meaning to every part.
(g) The student examines the diction to find it clear, correct,
and effective.
(h) The student examined the denotation and connotation of
the words used.
(i) The student finds the figures of speech and notes how each
contributes to the theme.
(j) The students discuss how the knowledge of the history of
literature, music or other acts contribute to the total
understanding of the poem.
(k) The student makes a final evaluation of "Sonnet 73."
(1) The student chooses any other sonnet to see if he can find
a similar outline of content.
(m) The student compares two sonnets.

32. Read the passage from Macbeth beginning "Tomorrow and tomorrow and
tomorrow..." The student notes that life is compared to (1) a
candle, (2) a shadow, (3) a player, (4) a tale. He writes the
emotional implications of these metaphors, showing which is
the bitterest and why. He comes to some conclusions about the
emotional progressions or development of the passage.

33. Using selected poems, the student contrasts the tones of the
poems, explaining how tone is achieved. The following lint of
adjectives can be used to describe some of the tones of
poetry. (1) adoring (2) carefree (3) complacent (4) contemptuous
(5) despairing (6) exultant (7) exalted (8) flippant
(9) I
gloomy (10) grave (11) gay (12) humorous (13) ironic
(14) joyous (15) lively (16) melancholy (17) pessimistic
(18) pensive (19) quizzical (20) resigned (21) sarcastic
(22) satirical (23) serene (21i) troubled.

34. Examine the diction of a poem. Explain how key words contribute
to the poem's meaning and emotional force. Test statements by
substituting other words to see how the changes affect the
meaning.
116
POETRY
Doc-134
 BEST COPY AVAILABLE

Messovrers Motes
Gbjectives saMMIAMMWMWOW

35. Given a dramatic monologue, the student determines whether

Supplementary
activities it gives a sense of a distinctive personality speaking. He
(cont.) shows what words, details, images and possibly symbols -
help establish this personality.

10C-1,5
POETRY
D. The student recognizes drama as a literary type and as a work for the stage.

Objectives SuggePted Activities RetallITCU* NrAll%

1. He studies a. The student damonatrates that he can do the following: Books

one-act dramas. (1) Describe the setting and characters Burton, Dwight.
(2) Interpret the characters from dialogue, action Literature tudy,
(3) Recognize foreshadowing, plot unfolditd, and climax in the Hie Schools.
(4) Identify the theme Holt, Renehart,
(5) Understand stage directions
and Winston. Dallas,
(6) Distinguish differences in techniques of TV, film, and Texas.
stage productions.
Bruatein, Robert.
b. Given a sheet of selected dialogue passages the student makes Seasons of Discon-
references about character traits, personal problems, social class, rar.Diew 'fork:
mental attitude, etc. (He can see what dialogue can reveal.) Man and Schuster,
1965).
c. The students listen to tapes of selected plays.
Ipwner, Alan S. (Ed)
d. Given a short story, the students discuss the changes needed to American Drama and
transform it into a play. (Emphasize the importance of dialogue its Critics.
to convey characterization and conflict. What are the ways of PlEicago: University
creating mood other than description?) of Chicago Frees,
1967).
e. The students formulate criteria for evaluating TV programs. (Hay
begin by asking, "What is there to say about a TV program besides Esslin, Martin.
'I liked it' or 'I couldn't stand it'?" Try to lead students to The Theater of the
an awareness of the three "I's" with which to view aid evaluate: igarrTriew Ybrk;
(1) Intention - purpose, theme 51iday, 1961).
,(2) Invention - originality of plot treatment, quality of dialogue,
use of setting, special effects Frenz, Horst.
(3) Impact - power to move, convence influence on our own lives. American Pla ri hts
on Drama. ew ork:
f. The student reads aloud passages that introduce a major character H and Nang,
and reveal his dominant traits. 1965).

g. The student picks out and reads the climax scene and states why he
considers it the turning point in the play.

DRAM
10D-1:6
 1S1 COPY ARABLE

Objectives Suggested Activities RebOtkrfPf Note-,

Books
One-act dramas h. The student acts out*the "funniest" or "saddest" passage of a May Gassner, John.
(cont.) and justifies his choice by the appropriate response from the Directions in
class. (He may also try to convey grief, terror, hate jealousy, Modern Theater and
etc. through skillful reading.) Drama. 114775W7-
WE: Rinehart,
i. The student points out literary elements and theme for each play Winston, 1965).
read.
Granville-Barker,
j. The student writes a 1-3 paragraph exposition: Harley. Prefaces
(1) Why he didn't like a specific TV program. to Shakespeare.
(2) His reaction to a school play or an assembly program. 7 vols.,
(3) The purpose of the scenery. Princeton N.J.:
(4) The purpose of a minor character.
Princeton University
(5) Why a judgment of a character is or is not false. (Distribute Press).
a sheet of quotations appraising a character. The students
find proof in the play to support the stand they are Lerner, Max.
defending.) America as a
ZranZatroii (New
k. The student writes a brief narration or description: York: Simon and
(1) He dramatizes a short ballad. Schuster, 195?).
(2) He dramatizes one scene from a longer narrative poem.
(3) He describes a scene from the most memorable movie he has McCarthy, Mary.
seen. "Realism in the
(4) He describes an episode from his life that lends itself to American Theater."
dramatization. Harper's, July
1961, pp. 0-62.
1. The student makes a collage that suggests the different moods of
a play he has read or seen. Maclver, R.M. (ed.)
Great Moral Dilemmas
m. The student reads additional one-act plays and makes an interesting in Literature: Past
report to the class to persuade others to read it. and Present. (Nem
York: Harper and
n. The student dramatizes an episode out of his own life (or of Row, 1956).
someone else's).

10D-4?
 Suggested Activities Resm rces Nists
Objectives

Books
a. The student demonstrates that he can do the following: Postman, Neil.
2. He studies
(review sec. D-1-A in drama) Television and the
three-act dramas.
(1) Identify mood and tone. Teaching of En iia.
(2) Show how the theme and its development give meaning to (New York: Appleton,
every part of the work, 1961).
Name the emotions that pervade each scene and show how
these emotions support the dominant emotion in the complete McLuhan, Marshall.
play. Understanding Media.
Show how the author handles stage conventions to create (New York: McGraw
effect and realize the theme. Hill, 1964) .
(a) aside
(b) confidant Sewall, Richard B.
(c) raisonneur The Vision of
(d) prologue Tragedy. (New ,
(e) epilogue Haven, Oonn.: Yale
41110

(f) chorus University Press,

110
Read a Shakesperean play. 1959).
(a) Recognize blank verse,
(b) Recognize Elizabethan theater conventions: soliloquies, Sound Filmstrips
absence of stage directions, archaic expressions, allusions "Our Heritage from
metaphor. Ancient Greece."
Discuss criteria for evaluating films. 2 rec. 2 fa.
Evaluate the view of life in movie, TV production, or play that Guidance Associates,
is read. (He is aware that drama reflects life and Pleasantville, N.Y.,
experience.) 10570.
Trace the historical development of drama from age of
Sophocles to Age of Elizabeth. "Splendor from
Relate the ideas of Shakespeare to the present day. Olympus." 2 rec.
b. The students paraphrase to check on meaning of selected passages. 2 fs. 8 cassette
dramatizations. EMC
c. The students see filmstrips "What is Drama," and "What to Look 0orp. 180 E. 6th
For In Drama and Fiction." St., St. Paul, Mn.
55105.
d. Given a list of vocabulary words that suggest character traits, e.g.,
diabolical, furtive, pert, impudent, arrogant, etc., the student
applies them to various characters justifying their judgments.
(Verbs could be used for character action.)
DRAMA
10D-48
 BEST COPY AVAILABLE

IIIPM.
Objectives Su9pepted Activities ilesourcvs !Ivtr
J
0050111m ...M.411

Three-act dramas e. The students discuss popular TV programs, identify common Sound Filmstrips
(cont.) characteristics, and realistic life situations.
"Antigone and the
f. The students identify the major differences in English language Greek Theater: Theme
usage and theatrical conventions in Shakespeare s time and the and Theater" rec.
present time. fs. Scott, FOres-
man and 0o., 1900
g. The students discuss the term "Renaissance" and how Shakespeare Ehake Ave.,
fits into the movement. Glenview, Ill.
60025.
h. The students discuss the ways the stage and audience woulL effect
the kind of play to be presented. "Our Heritage from
Ancient Rome."
i. The student identifies ideas from Julius Caesar that continue to 2 rec. 2 fa guide.
have pertinence for our time (perinirina-Praic loyalties, Guidance Asso.
absolute power, feeling and reason, idealistic views, etc.). Pleasantville,
N.Y. 10570.
j. The student writes an idea for a TV program that he thinks would
have great audience appeal, but one that has never been tried. "Julius Caesar."
6 rec. or tapes
k. The student writes an essay comparing two characters within the 6 fs., Warren
same play emphasizing a trait they have in common. Schloat Prod. Inc.,
Pleasantville,
1. The student analyzes and writes the nature of conflict in a play - N.T. 10570.
inward, outward.

m. The student writes dialogues. (Should reveal character traits or

attitudes.)

n. The student rewrites the ending of a pier or mites the ending to

an Alfred Hitchcock drama.

44o. The student writes stage directions for a Shakespearean play.

p. Using the Reader's Guide to Periodical Literature the student

researches=a0hasaaantompazWrootivea, the
method of murder, and the outcome to the assassination of
DRAMA Julius Caesar. 10D-49
 Suggested Activities ResnurceP. Pv't.
Objectives 11111111411

Three-act drama q. The students prepare bulletin boards:

(cont.) (1) Worthwhile movies
(2) Good TV drama
(3) Shakespearean theatre
(4) The groundlings
(5) Drama of different periods
(6) Greek theatre.

r. The students prepare tape recordings of significant episodes.

class (or
s. The students prepare set sketches for a play read in
design a set).

t. The students discuss or write how the plays etudied reflect their
background in situation, philosophy, and language.

u. The students present talks on dramatic history. (Avoid

encyclopedia)

v. The student reviews the following terms:

(1) theme
(2) dramatic irony
(3) conflict
(4) plot
(5) dialogue
(6) characterization.

(Review
He studies and a. The student demonstrates that he can do the following:
3.
evaluates the sec. D-1-A and D-2-A in Drama)
symbolism, and implication.
one-act drama (1) Recognize and understand irony,
and the three-act (2) Justify the final decisions (outcomes).
(3) Make independent interpretations
of plays.
drama. individualism, Galvanism,
(4) Relate drama to larger themes,
Puritanism.
(5) Apply criteria to the evaluation of a play, movie, or
TV production,
DRAMA
10D-50
 BEST COPY AMAMI
UbjettiVea Suggested Activities 771:;;0111117:77;

One, three-act drama (6) Recognize drama as an expositor of significant ideas about
(cont.) Man.
(7) Recognize the place of drama in American life and literature.
(8) Recognize the major American playwrights and the gigi dicant
developments in American drama.
(9) Analyze tragedy.
(10) Develop empathy with characters.

b. The class compiles an annotated list of American plays.

c. The students discuss the impression that American films have

made on foreigners.

d. The students discuss the influence of American plays or films on

social moves (the shaping influence - affect on teenagers views
of life). To what extent is the view of American life
convincing, real, precise? Identify productions that have given
valid views or deceptive views.

e. The students assume the roles of characters and speak in

justification of some action or conduct in the play.

f. The students discuss how creative thinking could give more

richness, meaning, and significance to a TV program, a film,
or a play.

g. The students discuss how ideas in a particular drama apply to

contemporary situations. (Ex. Arms and the Man undercutting the
idea that war is a matter of hero - The Crucible,
twentieth century witch-hunting.)

h. The students debate the responsibility of the protagonist fn: his

actions. (Is Joe Keller (All nz Sons) to be condemned for thinking
first of his family's wellbeing? Is Captain de Pere justified
in applying the death penalty to Billy Budd?)

i. The students do oral or written paraphrases of significant passages.

DRAMA
10D-51
 Amm Ammo

Objectives Suggested Activities

ARP

One, three-act drama j. The student writes an evaluation of a movie, play, or TV

(cont.) production according to given criteria.

k. In a composition the student comparea the handling of theme,

character, or conflict in two different plays.

1. In a composition, the student analyzes the consistency and logic

of the ending - the fate of the protagonist.

m. The student analyzes in a composition, the characters as types,

representations.

n. The student analyzes the method of theme development.

o. The students write an analysis of some aspect of style: symbolism,

irony, etc.

p. The student writes a critical analysis of a play read independently.

(Ref. Guide Sec. 12-P)

q. The student writes creatively.

(1) Dramatizes a short story or a scene from a novel or
biography
(2) Parodies a selected scene (Study the style of the
original carefully)
(3) Writes an original scene.

r. The student presents a well-planned talk on a major American play.

s. The students organize a panel discussion on a TV production or

series.

t. Given selected plays, the student identifies five different types

of drama: tragedy, comedy, melodrama, farce, and experimental
(avant garde).

10D-52
 BEST COPY ORAN

Objectives Suggested Activities Resources Note*

OMMINNOINIIIMIMON.

One, three-act drama u. The students discuss the total effect of a drama (that they have
(cont.) i seen) as a combined venture by author, director, actors, and stage
technicians.

cv. The students discuss how closely the stage performance achieves the
goals of the author's original script.

w. The students discuss the erfectiveness of the author and director

in using scenery, props, co3tmes, lighting, make-up, stage grouping
of characters, exits and entrances.

Ix. The student writes: How does the work as a drama develop its theme
in plot, character, and setting?

The otudents discuss: Are the sztors well -cast in appearance, voice, anc
acting skill?

The students discuss: flow will the playwright cant his subject matter
in corparison with the nuvel or short story fron ',Mai it eras
taken.

He analyzes the The student demonstrateo hn can do the following; (Review sec,
full length play. D-2-A, D-3-i1 is Guids)
(Greek, Shakespearean, (1) 1133 the technique:: far evaluating plays, movies, and TV
and mudern) proluctions (see 12-P in guide) .
(2) Evalaate reviews of two media in periodicals: distinguishing
responsible and irroo?onsible reviewing.
(3) Recognize specific drmatic gonre - comedy of manners, trageily,
nelodrama, satire.
(h) Compare drama of dif:crent historical periods.
(5) Know the names of 30700 key thea:rical personalities of part and
present times.
(6) Deronetrate awareness of the najlr English and world draTiatists.
(7) Understand recent developments in drama.
(8) Demonstrate an awareness of the place that irama, TV, and film
DRAMA have in contemporary life and the recent developrentJ in ea-,1
media.
10D-53
 Resonrres Not en
Objectives Suggepted Activities

Full length play (9) Know the concepts of tragedy, its origins and development to
(cont.) modern times.
(10) Demonstrate an awareness of Key periodicals dealing with
evaluation, discussion of mass media, theater.

they have read.

!b. The students hold roundtable discussions on plays
(These could be: structured around a theme, e.g. "Know thyself,"
Foibles of
"Conflict of Wills," "Choice and Consequence," "The
could be based
Man," "Critics of Society," etc. or the discussion
on plays moat enjoyed commenting on (a) the play's central
conflict (b) theme (expressed or suggested) (c) key characters and
their development (d) a scene in which the protagonist most
play provides
reveals himself, and (e) an estimate of whether the
i a significant dramatic experience.
1
1 "What's new in TV,
c. The students discuss briefly but frequently
and magazine
movies and on stage." The students use newspapers
1
(Keep them aware
articles on dramatic personalities and writers.
near-by locations.
1 of the dramatic productions being presented in
possibly
This could be a bulletin board project of a committee
named "Heare it, Heare Ye.")
1

TV productions.
4d. The students discuss imaginative and unimaginative
living up to its
They include whether TV (movies, or theater) is
1 problems of the script writer
public responsibility. They discuss the
and the sponsor's potentially stifling power.
I

of minor characters
!e. The student writes a composition analyzing the use
as foils, contrast, "lenses," etc.
themes, integrity,
The student writes an analysis of moral dilemmas or
L certain dramas.
litlove, social protest, illusion/reality as treated in

for revealing the values

The student analyzes the drama's significance
and norms of an age.
ioD-54
DRAMA
 BEST COPY AVAILABLE

Objectives Sugget'ted Activities Resource' -

4.

Full length play h. The student analyzes the role of drama in his community, - in American,
(cont.) life.

1. The student compares or contrasts the author's handling of the same

theme in two different plays.

j. The student compares or contrasts the dramatic techniques of

different periods.

k. The student compares or contrasts Hamlet with Winterset.

1. The student compares or contrasts a play with its film or TV

counterpart.

m. The student evaluates a play's unity, integrity, effectiveness.

n. The student evaluates a play as dramatic experience: staging, impact, I

CZ
actors' response to challenge of the role.

o. The student evaluates the extent to which a particular play fulfills

intentions of its type: satire, tragedy, comedy, etc.

p. The student writes an original scene suggested by a play, Poloniuses

talk to Laertes, Ophelia's soliloquy, Hamlet's soliloquy, etc., in
the style of the original.
(See Mock Elizabethan)

*q. The student writes a dramatic sketch based on a news story that
has conflict.

*r. The students keep journals of plays (read or seen) noting theme and
resolution conflict.

s. The students explore some developments in the avant-garde, European

theater, or the theater of the absurd.

DRAMA 10D45
 Objectives Suggested Activities Resources . Note

1
Full length play t. The students write a skit in which a modern boy and girl follow
(cont.) the dating customs of some previous period. They present skits to clasp.

u. The students write a parody of Macbeth or Hamlet (abet refer to

Twisted Tales from Shakespeare by Richard Lamour.)

v. The students write compositions,

(1) Oompare J.B. by MacLeish to the Book of Job in the Bible.
(ref. Engigh Journals May, 1974,711-76ir
(2) On the characteezu7 II in three playas Henry II, Becket,
and Lion in Winter. (Murder in the Cathedral, Eliot, gat:
AnownET
(3) Compare ftpalion with &Fair (Ie there a change of
pace? Are there charactermaffferences? Does the dialogue
and gesture reveal the sane emotions and thought? etc.)
(4) Trace the blood symbol in Shakespeare's plays.
(5) Trace the bird symbols in Macbeth.
(6) Trace the symbols of decailinalet. 1m,

(7) Analyze the character of lisalerrairying hie inaction.

(8) Analyzes lines in poetic drama and determines if they are both
good poetry and genuine drama? (Are the imagery, meter,
rhyme, and other poetic techniques well-adapted to the theme,
to the place of the action? In what ways and with what
dramatic purpose are the poetic techniques varied? Fbr
example, Shakespeare varies his blank verse by using incomplete
lines, placing rhymed couplets at the end of a speech, and
introducing prose passages and short lyrics.)

w. The students take occasional field trips to community plays.

(Eiscuss the plays in advance. Take advantage of group student
rates.)

DRAMA 10D-56
 BEST COPY AVAILABLE

T
Suggested Activities Resoorres - Notes
Objectives

221.s. t tha. tusk's) Braum, Alice C.

1 Designs in Non-
Non-fiction is often hard to define. Generally it is that body 1 fiction.
'New York: Macmillan
of literature which deals with real people, real problems, real events,
Co., 1968.
and new ideas. Non-fiction includes all of the ways in which we tell
each other something in writing - letters, editorials, articles, essays,
biographies, autobiographies, travelogues and history. Non-fiction deals
Books
with the everyday world as the writer sees and experiences it and is Benedict, Stewart H.
expressed in the forms of the essay, biography (autobiography), history. A Teacher's Guide
to. Senior that
and travelogue. Literature.

One way to distinguish fiction from non-fiction is to contrast

Barrows, Marjorie
the two according to author's purpose, method and form. In fiction the
Wescott.
author's purpose is usually indirectly revealed; while in non-fiction The American
Experience: Non-
the author usually states his purpose using the direct approach. The
fiction.
writer of fiction deals with imaginary people, events, and situations; New York: Macmillan,
1968.
while the non-fiction writer deals with real people, events, and situa-
tions. The language of the writer of fiction is often poetic and pic-
turesque; while the language of the non-fiction writer is usually prosaic

NON-nor/on las.57
 Suggested Activities Resosirces - Notes
Objectives

1. He distinguishes a. Given two selections, one fiction, and one non-fiction, the student Berkley, James.
between fiction reads and lists the basic differences between fiction and non-fiction I
21
1 Patterns of
and non-fiction.
answering such questions as the following: Literature.
The L. W. Singer Co.,
(1) What is the author's purpose? Inc. Dallas; 1969.
(2) What type of fittivn or non-fiction is it?
(3) What is the general idea aeveloped in each work read?
Evans, Verde.
(4) By what method did the author develop the subject? Types of Literature.
(5) How did you feel about the literary selection? 'Ginn and Company,
11964.
(6) Were characters involved? Who were the important ones? Were they
real or imaginary? -:
*rml
(7) Are specific places mentioned in the literary selectiob for a pur-1'Meer, Leo B.
pose? Man in Literature.
(8) Would the material be helpful to most students? Scott, Foreman and
1Company, Dallas: 1970.
(9) How would you rate the artistic quality of the work?

t1011-FICTIOli
10E-58
 BEST COPY MAUABIF

Objectives 6,,twestd Activities Rurn..r.v*

2. He identifies the f Note to the teacher:

formal and the The essay form is as old as the Greek philosopher Plato and as new as
informal essay.
the editorial in tomorrow's newspaper. Montaigne, a sixteenth century
French philosopher and writer, is considered to be the originator of the
informal essay. Originally essays were serious in purpose and generally
iconcerned with making some moral or intellectual judgment. Modern essays,
however, take many forms. They may be whimsical, satirical, or use dialogue'
and story or character sketches. It is sometimes very difficult t- diatin-
!guish between the essay and fiction.

The student defines the terms formal and informal as they apply to
dress, letters, language, dining room, etc.

b. Given selected essays, formal and informal, the student answers such
questions as:
(1) Was the essay in an essay anthology?
(2) Was there en introduction to the essay?
(3) Did the essay start cut as if the author was writing to you?

(4) What is the subject of the essay?

(5) What are the main ideas developed by the author?
(6) How are credits for references used given?
(7) From the contents, would you judge the author to be a professional
writer?
(8) Did the author's style of writing interest you? Why?

10E-59
NON-FICTION
 4bjectives b;iugested Preol:reus Nut
...... ..11.1. el............
loreall informal (9) What about the author's style distinguishes it as formal or infor,! Book ,Report,
.
1
essay Testing Manua....=. al
mal?
(cont.) IA Kit of 51 Test Forms
(10) What is the purpose of the formal essay? for 17 Classification
(11) How does the author state his theme? of Reading.

(12) What information did the essay give you?

(13) Was the author's style easy to read and understand?
(14) Was there any humor? How was it used?

(15) Were there any unusual words used?

(16) Did you have to consult your dictionary? Illustrate.

(17) What were the examples of concreteness?

Example: a. Sight b. Sound c. Smell d. Taste e. Touch
(18) What type of formal essay did you read? Was it a review, an
editorial, a column, a news story, or what?
(19) Will you discuss the following questions?
a. What is the the of the essay? Which one of the key words
pointed toward the central idea?
b. Did you find unity and coherence?
c. Were there evidences of force or indignation? Cite examples.
 BEST COPY AVAILABLE

Suggested Activities Resources - Notes

Objectives

!Hoopes, Ned E., (U.)

3. He identifies and a. Given a descriptive essay to read, the student points out specific Who Am 17 Essays
analyzes the des- examples of how the writer recreates and shares his impressions of I on the Alienated.
criptive essay or ,New York: Dell, l'7O.
article. places, things, persons or experiences through the use of vivid details
3

Hopkins, Ernest J.
I b. The student discusses specific techniques used by the author to make (Ed.)
his essay effective. The Ambrose Bierce
Satanic Reader.
(1) Length and type of sentence used New York: Doubleday,
(2) Figurative language 1968.

(3) Comparison
(4) Phrases or details that create a humorous effect. IGordon, Edward J.
i Introduction to
1
Literature.
i Ginn and Company,
1 1964.

4. He identifies and Mote to the teacher:

analyzes the narra- Berkley, James and
In 4 narrative essay the writer reports events that enable him to George L. Ariffe.
tive essay or
article. The Literature of
communicate an idea or make a comment on life. A narrative relates some-
England.
thing that happened. It is sometimes serious, unbelievable, delightful or The L. W. Singer
i Co., Inc. 1969.
dramatic.

Huxley, Aldous.
After reading an assigned narrative essay, the student answers orally Collected Essays.
or in writing such questions as the following: New York: Harper,
1959.
(1) What basic comment on life does the author make?
(a) Were the events in the narrative real or imagined?
(3) What were the author's speciD1 techniques?
10E-62
NON-FICTION
 Objectives SwjoelLted Activitiet.
4111.
5. He identifies the . Note to the teacher: : Green, Jay and
expository and Bromberg, Murray (ed.)
argumentative essay (Argumentation seeks to convince the reader of the truth of en idea or ; World-wide Essays
or article. Globe.
of the righteousness of a proposal. To argue his premise, the writer uses
such expository techniques as definition, and example. The desire to per- Hepburn, James and
. Greenberg Robert A.
, suede the reader is present in an expository essay.)
IModern Essays: A
Rhetorical t2u2eca,..,
a. After reading an assigned expository essayothe student points out in Macmi3lan.

oral discussion or in writing the author's purpose. He explains the

Wells, Celia Townsend.
use of expository techniques such as: Prose and Essay.
(1) definition Houghton Miffin.
(2) examples re.4
(3) comparison and contrast Dean, Leonard F. and
Wilson, Kenneth G.
(4) logical reasoning Essays on Language
(5) figurative language and Usage.
Oxford University
(6) humor Press.
(7) -wit.
Silberstein, Suzane
and Seldin, Marion,
b. After reading an assigned argumentative essay the student states the Sense and atza:
author's purpose. He identifies by citing specific passages from the :
The Craft of the
.......
Essay.
selection, words, examples, and authorities chosen by the author to Random House.
convince the reader.

FreidMan, Molman and

McLaughlin.
leptc, Rhetoric
anc ayle.
Little Brown.
10E-63
NON-FICTION
 BEST CRY AVAILABLE

Am! 414;tt.l.
objectives Stity;ct.ted Re5011.f.l.
.011111.1.,wwWw

! Given selected essays the student reads and analyzes the essays of Porter, Andrew J.
6. He reads and MRS

analyzes notable and Terri., Henry L.

classical writers. American Literature.
essays of great
1

writers. ! Examples: Ginn and Company,

Rose's Natural Advantages - Cicero Dallas: 1964.
815 pages.
The Great Fire - Tacitue
hThe Death of Socrates"- Plato

Berkley, James.
b. The student reads and analyzes the non-fiction works of such British et. AL.
, Ikt Waxer.= af
writers as E. M. Forster, Daniel Defoe, Sir Thomas More, Samuel Johnson
noting such qualities as: The L. W. Singer Com-
pany, Inc.
(1) Author's style, tone, and purpose
Dallas: 1969.
(2) Author's literary form. 818 pages.

7. He analyzes the c. Students analyze essays on what it means to be an American, and write
various essayists' Toffler,
their personal views on the same subject.
I The Future Shock.
treatment of a
given subject. iExample;
"What Is An American?" St. John de Crevecoeur
(From Letters of An American Farmer)
"What's Happening to America?" John Steinbeck

! d. The student writes an essay agreeing or disagreeing with this quotation;

by John Steinbeck. "We are a restless, dissatisfied, a searching peo-

ple."

Career Point to Stress:

Super industrialism in the United States ha* led to a highly mobile
NON-ncrIoN aspects of life's work. ice-614
society. This mobility influences all
 Ubjectives Suggee.ted Activities Pcsmireef Nvtet.
~11111111.4Prow 1111.011.

Biography 'c. The student participates on a panel discussion on the field of the
Reeves, Ruth.
(cont.) subject of his biography discussing such things as: The Stud; of
Literature.
(1) When did the subject decide to choose this career?
Ginn and Company,
(2) What preparation did the subject make for his career? 1964. pp. 161-163.
(3) What obstacles did the subject encounter?
(4) How did he overcome those obstacles? Chase, Mary Ellen.
Values in
(5) Did the subject enjoy the kind of work he was doing?
Literature.
Houghton Minn
The student participates in a "Guess Who" quiz in which a series of Company, Dallas: 1965
*d.
pp. 373-431.
clues are given until someone can guess each of the subjects of the
I (The work of the person is a major clue.)
biography read.
I

e. The student writes character sketches of people whom he admires in real

. life.

*f, The student compiles a list of various areas (sports, entertainment,

i ilitary, general adventure, science, etc.) and lists famous contem-
porary people in each field.

g. After discussing a number of biographies, students play a game of

chronology, "Who could have known whom?" e.g.,1Could Washington have
known Lincoln?.

Ih. After reading selected autobiographies, the student writes an autobio-

I
10E -68
110B-ncTice
 BEST COPY AVAILABLE

41.../V.e...............
Objectives Suggested Activities 110501!Tvr* NLC,
4........-.0
N. He traces the i a. The student reads selected examples of such writers as:
historical develop' Plato
went of the essay.
Tacitua
Cicero
Montaigne

b. The student reads essays frets the Bible: "Who Can Find a Virtuous
Woman" and "The Greatest of These Is Love."

c. The student reads examples of non-fiction by early British writers such

Mai
E. M. Forster
Daniel Defoe
Samuel Pepys
1 Sir Thomas More
Samuel Johnson

d. The student reads selected examples of non-fiction by early American

Writers such as: Ralph Waldo Emerson
Henry David Thoreau

e. The student reads humorous essays from Lsacock, Thurber, etc.

The student reads articles from the editorial page of the newspaper;
Buchwald, Buckley, Anderson, Rafferty, etc.
10E-65
NON-FICTION
 Suge.ted Activities ne1501,rePP NOteb
Ubjectivea

The student reads an assigned number of biographical sketches using Christ, Henry I.
9. He studies biograph)j 'S.
i Modern Short
and autobiography Modern Short Biographies or comparable anthology. Using a check list,
as forma of non-fic-i
Biro raphies.
he evaluates the biography according to authenticity (noting biblio- Globe, 1970.
tion.
graphy and techniques of fiction used) and biographeA relationship to
1
his subject (noting whether the biographer had natural affinity for his
subject, and whether or not the writer was qualified to write about the Clifford, James 1..(ed

subject. i
Biography As An
Art.
1 (Word - Galaxy,
The student selects, reads, and reports on biography or autobiography
P. 377.
usin the followin uidelinest
BIOGRAPHY
Title:
Author:
Organisation
1. How many pages are in the book?
2. How many chapters are there?
3. Who or what are the following?
a. Publisher
b. Date of publication
c. Illustrations
d. Illustrator
Contents
4. Of whom did the author write?
5. Why was the writer interested in this person in the biography?
6. Did the author know the subject of the biography?

7. Were there any fictional characters in the book?

10E-66
noN-nartoo
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Objectives Suggested Activities

10. NO studies the *a. The student writes a character analysis, and plans for a dramatization Clinc, Jay and
subject of his Willi."' Ken.
in which different class members act out the role of the subject of the Voices in
biography or auto- I

biography or autobiography at different stages of his life. Literature,

biography.
Language and
:

C sition
b. The student finds jobs for the people in the biography or autobiography! Ginn and Company.
1969.
he is reading. Ho needs to know the characters. Hs sake:
°What do they do?"Nhen they do it?" What qualities are needed for the
Pooley, Robert C.
job?"
.1111.

Outlook Though
Literature.
11. The student studies i a. Choosing three of the biographies read, the student explains some of Scott Foreman, and
the technique used the specific devices used by the biographers to reveal their subjects. C.ompany. Dallas:
by the biographer 1966.
to create the (1) How is the presentation similar to that found in short stories and
personality of his
novels?
subject.
(2) Did the author use narration and vivid descriptive language which
mad. the reader see, heart feel what was taking place?
(3) Did setting and atmosphere lead to suspense?
(4) Was the author's vocabulary a contributing lector in presenting
a real, attire, and interesting person?
(5) Did the author's choice of words, and sentence structure help you
understand the subject better? Cite examples.
 Ubjectives SagyeMed Activitie
4
12. He analyzes the a. The student answers questions about a biography as follows:
biographer's
attitude toward his
subject. (1) how well does the biographer know the person he is writing about?
In what sense does he know him?
(a) Does he know the person as a family member or a close friend? 1

(b) Does he know his subject through research?

(c) Does he really know what things the person was interested in,
his customs, his attitudes, his habits?

(2) What is the author's attitude toward his subject?

(a) Does he make his subject too good to be a human being?
(b) Does he seem bent on showing faults or shortcomings of his
subject?
(c) Did he attempt to include all of the important information
about his subject?
(3) What character traits does the author emphasize? How does he do

so?
(a) Does he depict his determination, courage, kindness?:
(b) Does he show his interest in the lives of others or in some
area of life.
(4) What incidents from the person's life does the author include?
Are there any significant sections of the person's life unaccounted
for? If so, why do you think the author omitted these? (Author

selects what to include.)

(5) Does the person "come to life" as you read?

(6) Is the person a good subject for biography?

NON-FICTION
 BEST COPY AVAILABLE

brAnii.44. NA, e,
Ubjectives butivertvd Activitier
111..1.10111.41.1.1101111111100.M.onallow.......
...-..s.....10111.
4

13. He compiles a 1 Rote to the teachers

non-fiction note-
book as a culmina-1 at
The suggested culminating activity on the essay should be assigned
ting activity. 1
the beginning of the unit. This will give students an opportunity to work
One teacher presented it as an effective activity
ion their notebooks daily.
: for studying the versatility of the essay.
1

Culminating Activity for Non-fiction Unit

Orwell, George.
A Collection of
.a. The student will compile a non-fiction booklet which he will submit for. 12122..
:New York: Doubleday,
evaluation at the end of the unit. His notebook will include the followings 1 1 954 .

I. An introduction to the essay

Titles of all non-fiction works read, with a personal evaluation
of
II. Robert E., ed.
each, and the author's purpose for writing the selection Selected Essays,
Lectures and Poems.A
III. A criteria for evaluating magazines (good, average, trash) Emerson.
Ralph, Waldo.
IV. A brief description of minimum of twenty-five magazine articles New Yorks Washington
Square Press, 1954.
V. Samples of the following types of non-fiction:
1. Essay 9. Documents

2. Fable 10. Journals

3. Interview 11. Book Review

4. Karim 12. Biography

5. Parable 13. Autobiography

6. Sermon 14. Speech
7. Criticism 15. Editorials

8. Letters
10E-71
NON -F1 CT ION
 rig*TOrre T r CIF %tot 41,-
Ubjectives Su:Metaled Activities
nOrmanino..11ftwonno 41141.411M01.011

Culminating activity VI. A vocabulary section in which he defines the vocabulary words
assigned for each selection. (He writeG the key phrase; then
1

(cont.) rewrites the phrase using a synonym for the word.)

VII. A brief review of one non-fiction book
Viii. A list of Mark Twain's witty sayings.

10E-72
NON-:FICTION
 BEST OH AVAILABLE

Ubjectivea Sulmicted Activities Desopraes Note:.

SUPPLEKENTARY CAREER ACTIVITIES

The career activities described below are adaptable to most

types of literature referred to in the preceding section.

*a. The students select several characters from Literature and discuss
(1) the way they do or do not live together vith understanding;
(2) their peculiarities; (3) their approach to problems; (4) their
personalities and qualities; (5) their attempts at self improvement.

The student writes how each experience has helped him to identify
his abilities, aptitudes, interests, and personal characteristics.

*b. The students disclaim various charactirs in literature and the effect
on their live, of such influences as (1) their home and family life;
(2) their friends and neighbors; (3) their jobr; (4) their cultural
interests; (5) their country and its politics; (6) the social
problems of their time; (7) their education.

The students write about the effect on their lives of (1) school
friends; (2) home and family life; (3) their country and its politics;
(4) social and economic problems; (5) educational and career plans;
(6) cultural interests; (7) school and community activities.

*c. The students discuss characters and events in literature for the
purpose of developing (1) an awareness of values, attitudes, character
traits, and behavior; (2) an awareness of self and of attitudes
toward self and others; (3) an awareness of the importance of
values in planning for the future.

*d. The students discuss the personal characteristics, creativity, coopera-

tion, industry, curiosity, neatness, sense of humor, originality, and
poise using real and fictional characters exemplifying these traits.
They show how the characters are fostered by the study of literature,
and how the traits recognized contribute to success in the world of
work. The students rate themselves on each of the personal character-
istics and get evaluations from their parents, teachers, and friends.
To evaluate for self-analysis and self-improvement, the students
A cfri VITUS write so essay on their strengths and weaknesses. (Perhaps entitled 10E-'13
 Objectives Suggepted Activities ReSinorseP
. .71.111117.711.111..11.1111.11

Supplementary career "My Personality.")

1
activities
(cont.) *e. The students discuss various characters in literature and how the
1
events of their lives give evidence of their life oals.

I *f. The students discuss the biographies of indqotrialists, educators,

scientists, social reformers, writers, and other to ascertain the
motivating forces and life goals of these people.

*g. Each student chooses a biography, reads it, and reports as though
he were the subject of the biography. He should include childhood
influences, assistance in achieving goals, obstacles and handicaps
overcome, education, and contribution to society.

*h. The students discuss how the values and goals of various characters
differ.

*i. The students discuss the choices or decisions of various characters

that affected their immediate or long-range plans.

*j. The student writes a composition showing how his experiences in

literature have contributed to the development of his personal
philosophy of life.

10E-714
ACTIVITIES
PEST COPY AVAILABLE
 BEST COPY AVAILABLE

SPELLING

Spelling is a basic tool for written expression and communication. Command of this tool facilitates
the task of putting ideas in writing and permits a person to concentrate on the thoughts he wishes to
express rather than be concerned with the mechanics of getting the ideas down.

Spelling is of vital importance in all careers. After basic spelling is learned, students will
learn to spell many words through experience in reading and writing.

veiling should neither be thought of nor taught as an isolated subject in which pupils memorize
the spelling of words in lists to be used later. Spelling is an integral part of every writing activity
in which students engage. Therefore, separate drills and practice periods are of value only as they
contribute to more accurate spelling. The suggested word lists in this guide are presented to encourage
spelling generalizations and should be used in meaningful situations.

Generalizations:

1. Spelling is an essential skill for written expression.

2. Pupils should learn to spell the words needed in their daily living.
3. Correct spelling in all writing for all areas should be stressed.
ilmeA 4. Pupils should assume responsibility for accuracy in spelling.
5. Careful proofreading to locate and correct misspelled words is a habit which pupils should form
Cr) early, since accuracy is essential in most careers.
6. Growth in spelling should be judged by the accuracy of spelling in all written work.

Specific Suggestions:

1. One of the most impOrtant tasks of the teacher is to develop a spelling consciousness on the part of
the student--a real desire to spell correctly.
2. Pupils should be taught a method of learning to spell new words.
3. Training in the use of the dictionary is an essential part of the spelling program.
4. Spelling errors should be diagnosed carefully.
5. Pupils should be conscious of how words are built.
6. Meanings of words should be taught in connection with spelling.
7. A program which demands much writing of genuine interest to pupils will be conducive to a real
desire for spelling accurately.

Career Concepts:

People have many different kinds of careers.

Every person has different abilities, interests, needs and values.
A person's career direction develops over a long period of time.
Every occupation contributes to society and spelling contributes to every occupation.
 General Concepts and Oblectives:
in the sounds of words.
A. The student hears likenesses and differences
beginning sounds.
1. He identifies words that have the same
in selected words.
B. The student sees likenesses and differences
1. He matches words which begin with the same letter.

C. The student associates sounds with letters.

selected words.
1. He identifies given initial consonant sounds in
with letters which spell them.
D. The student connects specific consonant blends and digraphs
1. He recognizes and uses consonant blends.
2. He identifies final consonant sounds in given words.
consonant sounds in given words.
3. He identifies medial
4. He identifies silent
consonants in words.

with the letters which spell them.

E. The student connects specific consonant sounds
in given words.
1. He identifies the s sound as spelled by c
2. He identifies the la sound as being spelled by x.
position as usually spelled by ph.
3. He identifies the f sound in the final
4. He identifies rhyming words through pictures.
phonogram (word family) given in one word with the
5. He associates the sound of a specified
same found in the other words.

F. The student learns vowels.

1. He identifies short vowel
sounds through the use of his senses.
single vowel.
2. He recognizes short vowels in words beginning with a
3. He expands his knowledge of short vowels in one syllable words.
Li. He identifies the long vowel sounds.
5. He spells words with long vowel sounds.
6. He identifies long vowels in
words ending with a single vowel.
7. He recognizes long vowels in words having vowel teams,
words.
8. He expands his knowledge of long vowels in one-syllable
the long i or the long e sound.
9. He recognizes that "y" is sometimes used as a vowel with
which spell them.
G. The student connects variant vowel sounds with the letters
1. He identifies diphthongs.
2. He associates ir, or, and ar
letter combinations with their sounds in selected words.
and "er" in words.
3. He identifies TEe murmur diphthongs "ir," "ur," "ar,"
 S

PEST COPY AVAILABLE

General Oancepte d Objectives:

H. The student learns to alphabetize.
1. He alphabetizes given words by the first letter.
2. He alphabetizes words to the second and third letters.

I. The student forms compound words.

1. He recognizes compound words.
2. He spells selected compound words.

J. The student recognizes syllables in words.

1. He hears the different syllables in words.
2. He recognizes two-syllable words.
3. He divides selected words into syllables.

K. The student adds selected endings to words.

1. He forms plurals by adding a or es to selected words.
2. He forms words by adding r, er, or est.
3. He changes verbs in given words by adding a, d, or ed, and
4. He forms the plural or past tense of words.
5. He identifies and gives meanings of new words after prefixes have been added to the root words.
6. He pronounces the words having suffixes and explains the meaning of each word.

L. The student spells and writes abbreviations and contractions.

1. He uses apostrophes to make contractions.
2. He capitalizes titles of address.
3. He spells common abbreviations.

M. The student employs words to convey meaning with particular reference to homonyms, synonyms, antonyms,
and homographs.
1. He recognizes and spells homonyms.
2. He recognizes and spells antonyms and synonyms.
3. He recognizes and uses homographs.

N. The student identifies movements in the development of the English language and etymology.
1. He identifies and uses word origins.

0. The student identifies trends in language as changes occur.

1. He lists neologisms, acronums and slang words and states the meanings for the established words.
2. He contrasts cliches or trite expressions in a selection with simple, straight-forward expressions,
which he offers as a replacement for cliches.
 General Concepts and Objectives:

P. The student proofreads his writing, identifying errors in spelling.

1. He learns to proofread.

Qp4The student maintains and enlarges his spelling vocabulary.

1. He utilizes the spelling and application of words previously learned.

7-D
 MT COPY AVAILABLE

Objectives Suggested Activities Resources--Notes

1, He assesses his a. The student takes spelling test for diagnostic purposes. State Adopted Texts
spelling Note to teacher: Grades 9 - 12
proficiency. After the students have made an assessment of their vocabulary and 1. Spoil 1 inx and Word
spelling proficiency, the teacher may begin with any section of the Power Key.
guide. Sem preceding guides for lover level prerequialte spelling (Prentice Hall).
skills.
2. Word Studies (5th Ed
. The student keeps a progress chart for continuous evaluation. (South Western),

c. The student keeps a spelling notebook. 3. Gateways to Correct

(Steck Vaughn).

4. Spelling Goals for

Hlith School ,

(Webster).

SPELLING 11A-1
S. The student applies ba: ic rules for spelling, including exceptions, variant spellings, and affixes.
.-Tor. Peso,r(P^ -
Objectives .5:1TlePted Activitie.s

Usage File of
He reviews rules a. In the application of rules the student uses mnemonic devices to
remember problem words. American English.
of English 1
Prepared by the
(princiul is a Ell) I

spelling and (a rat in separate)

(Don-IT mar your grammar.) (Poe your onoriatom!ia) Editorial :Asir
notes any Jcott, Forer.an and
exceptions he uses 1

Note to teacher: Emphasize the spelling rules that follow and company, 1572.
when given
selected words suggest that knowing these rules will prevent many spelling errors.
Hook, J.N. The
from basic
1. Final silent e. When a word ends in a final unpronounced e, the Teachin of, flat
spelling list.
School En lish.
e is dropped before a suffix beginning with a vowel:
The Ronal Press
forge + era forger virtue ous = virtuous Company. New York:
stripe + ed = striped scarce ity = scarcity 1959.
excuse + able = excusable insure ante = insurance
oome + ing = coming educate + or = educator
large + ish = largish store + age - storage
refuse + al = refusal adhere + ence = adherence

There are a few exceptions: the e is kept in words like

dyeing and singeing (to keep themdistinct from dying and singing)
and words like noticeable and advantageous (to keep the /a/
sound of the c and the [jI sound of the g).

Before a suffix beginning with a consonant, the final silent e is

usually kept:

hope + ful hopeful retire + ment . retirement

care + less . careless nice + ly = nicely
aware + ness = awareness
A few commonly used words are exrcit;Zi;n:5:7.7:ntrithtsytruly, 121,/,
argument, wholly.

1113-2
SMILING
 BEST COPY AVAILABLE
BEST COPY
UAW
11-3
Suggested Activities Resources - Notes

Basic Rules 2. Words with y. When word ends in z preceded by a consonant, the
(Can't.) _xis changed to 1 before a suffix beginning with a consonant;

steady + ly steadily merry + sent merriment

happy + ness happiness penny + less 411 penniless
bounty + ful ft bountiful glory + fy = glorify

The same change is made before the suffixes -es, -ed, -er, and -est

worry + es al worries pretty + er prettier

study + ed is studied silly + sat silliest

But before the suffix :imp the z Is kept:

hurrying spying modifying

3. Adding prefixes. The prefixes cat,- AIL, and un- end with a
single consonant. When one of these prefixes is attached to a
base word beginning with the same consonant, there will be two
s's or two n's3

dis + satisfy dissatisfy dis solve dissolve

Nis spell I. misspell Ris state m misstate
un + natural w. unnatural an + named unnamed

If the base word begins with some other letter, there will be only
one a or one n:

disabled mismatch untrue

SPELLING 11B-3
 a

11-4

u ed Activities Resources--No e
act V.

Basic Rules 4, Adding suffixes. No letter is dropped from a base word ending in
(Con't.) a consonant when the suffix -nets, or :Ai is added:

stern + ness sternness usual + ly . usually

mean + ness meanness cool + ly coolly
open + ness . openness normal + ly . normally

If the base word ends in by a consonant, the" is

changed to I: ,unruliness,, flimsily.

5. El and le. Use le when the sound is long e (as in bee):

believe niece shriek siege

chief thief piece grievance

A few common exceptions are either, neither, leisure, sielse., and

weird,

Use el after c or when the sound is not long e:

perceive receiver vein

conceited deceit eighth
ceiling neighbor weigh

The most common exceptions are ,friend,, pischief, handkerchief.

view. Hem financier.
 I

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11-5

Resource,: Nntes
Suggested Activitief
Objectives
demons (divided into
Basic Rules b. Here is a list of some of the most common spelling
The student
syllables to make their spelling easier to visualise).
(Con't.) words misspelled!
takes a spelling test on the following words and records
in his spelling notebook to study.

an a lyze de ceased
ab Bence
ac cow no date an sver brar y
anx iota de fense
ac quaint ance
arc tic li cense
ac quire
aisle ath late do pend ent
ath let is lieu ten ant
a ong did n't
bath e for ex 1st once
bal ance fas ten ly ing
Feb ru ary dis as trous
bar gain
bis cult first mar riage
fo reign dis eased
bound ar y
for ty meant
but eau
gen u ine does nit
bust ness
med I tine
cam paign ghost
gov ern went dou ble
can di date
gram mar is cel la ne ous
char ac ter is tic
guar an tee drowned
chi' dten
choc o late guessed mod ern
hin drance em bar reseed
choice
cho rus his for y sort gage
by giene en trance
colo nel
in tel 11 gent ex er cise
col umn
con is sion in ter est ing mys ter 1 ous
it tel e vent ne ces sity
cos it tee
Con net I cut is land ex haust
Jew el ry nine teen
con science
judg tug nut mince
cour te ous
cour te sy knew rhyme
knowl edge oc co sion
crit i clam
debt lab o ra to ry rhy thm

11B-5
SELLING
 Besolorces Nfites
.111.41111, Sugoepted Activities
Objectives
o mis sion sand wich
Basic rules
of ten
scis sore sense
(cont.) op po site par lie sent
sep a rate
pam phlet sol dier
aim i lar per hape
sol emn soluble
per na nent
soph o more per suede
per spire stretch
spon sor pic nick ing
phys i cal
Phil ip pines straight
sub tie
strength plaque
pleas ant tech nique poe si bly
prair ie to nor row
ten den cy
to ward prob a bly
pre scrip tion tress ur er
pro nun ci a tion trag e dy
un con ecious quan ti ty tfs
psy chol o gy vac U um ^4%
un til gums tion naire
vi o lence rec og nize *al
qui et wel cone
weath er rec on mend
which rep tau rant
re mem brance
wool en
are dictated.
c. Have students write spelling demons correctly when they
spell the
d. Give students written activities in which they correctly
words in sentences.
editorial readings. These
Sfe. The students use words (underlined) from
home,
words could be grouped under headings: politics, career,
+,-avel, Emma Famblems.

11B-6
SPELLING
 BEST COPY AVAILABLE

14411004Wbe Note*
Suggested Activities
Objectives

fare, its and its, there and

(Note: Homonyms - word pairs like fair and
their--are demons of another sort.
finds and eliminates any such
He recognizes and a. By careful proofreading, the student troublesome
2.
errors in his written work. (Here are some common
uses homonyms. dictate the following
homonyms to watch fog) The teacher may
student spell the underlined words
list of phrases and have the
correctly:
build an altar
alter a coat
bearing a burden
his teeth
reserved an upper berth his daughter's birth
the bow of a ship
a ?awl of a tree
released the brake brearrywindow
on the bridle path
her bridal gown
a house -to -house canvass
a canvas
adnaraae coarse sand a course in eleciRREF3-
pila-GWF a compliment
a predicate complement ctors
an apple core
a sTRE of
council thirditense counsel
a member or
desert a friend cherry pie aragert
fought a duel
a car with dual controls
borrowed Eat"rfare
a fair day ra-the fair
used to raise-M1
hit a foul ball
slowed his filLt
close iSrattA
the fire in the a great actor
milli-hire to live
didn't hear the
polluting the air
heir to a fortune riding a horse
Manse voice worshipped an idol
waralime in idle talk
because it's late
robbed its nest
left thrlix in the door boats along the qua
load the ships a lode of copper
lerrie parade
ilied coin
lernd against the mantel a mantle of snow
teat` mettle
a /petal pipe
read from the missal
a guided missile
SPELLING
 Suggested Activities Resources . Notes
Objectives

Homonyms peace, and quiet a pieoe of paper

landed the plane rode across the plain
(cont.)

3. He identifies orally a. The student correctly syllabicates on paper, words dictated to

or by writing the him.
variant spellings of
English sounds. b. Student demonstrates the use of phonetic principles in spelling
by writing correct phonetic symbols when selected words are
dictated to them.

c. Student writes the following words containing cu t.

tough
through
thorough
trough
though
drought
enough
thought

d. The student spells the words that have more than one acceptable
spelling. Here are some examples of words with "variant" spellings:
adviser, advisor hair's- breadth, hairsbreadth,
airplane, aeroplane hairbreadth
bandanna, bandana hiccup, hio-ough
bronco, broncho judgment, 'gement
calorie, calory license, licence
curtsy, curtsey medieval, mediaeval
czar, tsar, tzar millionaire, millionaire
dialogue, dialog mustache, moustache
dietitian, dietician omelet, omelette
dryly, drily raccoon, racoon
duffel, duffle rumba, rhumba
enroll, enrol sizable, sizeable
fiord, fjord smolder, smoulder
gabardine, gaberdine tepee, teepee
SPELLING 11B-8
 BEST COPY AMBLE

Pesotirrep - Notes
Suggested Activities
Objectives

gasoline, gasolene tornadoes, tornados

Variant spellings
gypsy, gipsy yodel, yodle
(cont.)

11B-9
SPELLING
C. The student identifies the various types of information that can be found in the dictionary.

Objectives Suggepted Activities

1. He uses the a. The student locates information in answer to specific questions

dictionary when that can only be found in sections of the dictionary outside the
given special main body of the dictionary.
assignments calling ij 4-
for information b. The student uses the thesaurus to find synonyms for
that can be found in (1) Naturalist
different parts of a (2) Engineer
dictionary. (3) Promoter
(4) Salesman
(5) Draftsman
(6) writer
(7) Actor.

c. The student finds the following information which is located

under word entries:
(1) Selling
(2) Pronunciation
(3) Part of speech
(4) Etymology
(5) Pefinitione
(6) Synonyms
(7) Antonyms.

2. He locates *a. The student substitutes synonym for technical terms in

information found teacher-prepared job descriptions.
outside the main
body of the b. The student brings periodicals to class and uses special sections
dictionary: of the dictionary to find pronunciations of proper nouns.(Such as
abbreviations, new Dushambe, Honduras, Sioux, Schweitzer, Sholokov.)
words, proper names,
biographical and
geographical names,
key to symbols.

SPELLING
 BEST COPY AMIBLE

RIPSWIrrell Nitteh
Objectives Suggested Activities

3. He identifies and a. The student prepares a list of special dictionaries located in the
uses specialized school library.
dictionaries.
b. He locates information in at least three different kinds of
dictionaries in answer to specific questions that call for the use
of each dictionary. (Scavenger hunt type activity)
f40
c. Provided with proper resources, the student finds accurate and
pertinent career information.
AIL
d. A student's description of his chosen vocation is taped. He
subsequently listens to the recording and spells the specialized
words that he used in the oral description.

e. Using Webster's New or The American

neritaze Dictiona as the source, the student lists al7517277----
twelve kinds of information given about word entries.

f. The student compares various entries in Webster's Third New

,The American Heri a Dictio , and
International Diction
iiiiialint;eriuiol'-thitadeqcy,ua recency, and
extensiveness of the definitions, and decides which is appropriate
for given purposes.

ne-n
SPELLING
D. The student demonstrates comprehension of specialized word meanings.
Sugpepted Activities Pesolire.cr Ntges
Objectives

The student gives meanings of vocational or career words Books

1. He explains words *a.
found in want ads. Drier, Harry N.,Jr.
within context of a
and Associates.
given selection. K-12 Guide for
*b. The students write an essay on his chosen career and uses
career-related terminology. Intergrating Career
Development into
The student Local Currie:MM.
etc.
Finds the meanings of words within context of a given Charles A. Jones
(1)
selection about careers. Publishing Co.
Ohio: 1972.
(2) Names synonyms and antonyms of selected words.
(3) Lists homonyms found in selected passages.
Underlines affixes and root words in selection writing the Harland, Sidney P.,
(14)
meanings of them separately and combined. Jr. "Career
Education - A
Report"
A suggested list of words on several career areas: National Association
414NOte:
Accounting and Bookkeeping of Secondary
(1)
accountant, accuracy, credit, debit, discount, earnings, School Principals,
entry, ledger, payee, profit, etc. March, 1973.
8-4
(2) Advertising and Printing
alphabet, captio6., copyright, delete, edition, emboss,
etching, linotype, manuscript, typographical, etc.
(3) Army, Navy and Air Force
arsenal, bayonet, canteen, carrier, chaplain, convoy,
corps, infantry, radar, sentry.
(4) Biology
algae, anatomy, anterior, cell, embryo, heredity,
metabolism, neuron, pollen, etc.

11D-12
3,114.ING
 BEST COPT NM
E. The student recognizes and uses most common Greek and Latin prefixes, roots, and suffixes.
Objectives Suggested activities Resourcvs - Notes

1. He uses Latin a. Given a Latin prefix with explanation of meaning, the student Books
prefixes. names words using the prefix and discusses the meaning of each Warriner John E.
word. et. al., English
Grammar and
b. The student matches the following prefixes: Brrnpogatria.
Harcourt, grace
LATIN PREFIX MEANING & World, Inc.,
1965 - Grades
contra- against 9 - 12.
de- from
dis- away, from, not
ex- out of
in- in, into, not
inter- between, among
intra- within
non- not
per- through
post- after
pre- before
pro- before
re- back, again
retro- back
semi- half
sub- under
super- above
trans- across

c. Using the dictionary, the student writes the meaning of each

word in the following list. He gives the meaning of each prefix
and explains how it is related to the meaning of the word.
(1) perennial (6) retroactive
(2) posthumous (7) semiannual
(3) preempt (8) subjugate
(4) profane (9) superhuman
(5) revoke (10) translucent

SPELLING 13E-13
 Suggested Activities Resources - ut's
Objectivsa

2. He uses Greek a. Given a Greek prefix with an explanation of the meaning, the
prefixes to form student names words containing the prefix and discusses the
words. meanings of each word.

b. The student matches the following prefixes with the meanings:

GREEK PREFIX MEANING

anti against
peri around
tele far, distant
micro small
hyper over
mono one
10.4114

Book
He forms words a. The student lists English words derived from the following Latin ildin Better
3. rof
and Greek roots. (He underlines the mots.) ens s .
using Latin and
Harper and Row.
Greek roots.
LATIN ROOTS MEANING DERIVATIVE

die, diet say, speak pre diet

fac, fact do, make manult ure
junc join con unction
pon, pos place position
scribe, script write transcribe
spec, spic look, see miaTror
tract draw, pull tractor
vent, vers turn re verse
voc call voce
vole roll, turn re volve
 BEST COPY
AMIABLE

Objectives Suggested Activities

Latin and Greek roots GREEK ROOTS MEANING DERIVATIVE

(cont.)
dem people democracy
therm heat thermometer
geo earth 102groPhY
meter measure speedometer
hydro water hydrog
gen bith &neology
chron time aionology
homo same homonym
morph form meta morphosis
graph write autograph

4. He recognizes the a. The student underlines the Greek root of the following words:
Greek and Latin (1) ven (come) revenue, preventive, circumvent, avenue,
roots forming the invention convention
base of English (2) graph gr,h phonegEsEh, photograph, geography,
words. o(wri
(3) migr (move ate, emigrete, immigrant, amatory
(4) frac, frag (MET fro le, Impent, ammentary, refracts,
fracture
(5) Wir(ses) television, vision, vista, visual, visage

b. The student circles the word of the groups below that was not
. generated by the precedin Latin or Greek root.
(1) marl. (sea) marine, itanj mariner maritime, submarine
(2) dent (tooth) dental, dentist demand indent, dentrifice
(3) cycl (circle) bicycle, cyclone, c clis cycle
(4) phon (sound) microphone, a bony, tonics, henol saxophone
(5) snort (death) mortality, mortality, rtality,
mortuary

c. The student fills in blanks using derivatives of the root word Elm:
(1) Students in the first grade learn to read from s,Rriaar.
(2) The highest order avowals, called primates,
include humane,

SPELLING apes, and monkeys.

 Suggested Activities RIPSOUrCCII NIA Ch
Objectives

Greek and Latin roots (3) The ,,i_met meridian passes through Greenwich, England.
(cont.) (4) The first known inhabitants of America, the Indians, are said
to have had a primitive culture.

5. He forms word a. He changes word gender by adding ess to the following roots;
variations by (1) poet + ess = poetess
adding suffixes. (2) heir + ess = heiress
(3) prince + ess = princess
(4) actor + ess = actress
(5) steward + ess = stewardess

b. He changes word meanings by adding a variety of suffixes.

(1) accidental with suffix ix
(2) heavy with the suffix ness
(3) satisfie sith the prefix dis
(4) mean wito he suffix ness
(5) legal with the prefixTT-
(6) appear with the prefixdis
(7) understand with the pre? mis
(8) sincere with the suffix Ix
(9) nerve with the prefix un
(10) complete with the suffix
(11) qualified with the prefix un
(12) kind with the suffix mess
(13) literate with the prefix ii
(14) ordinary with the suffix 2
(15) ability with the prefix in

SPELLING
11E-16
 BEST COPY AVAILABLE

F. The student demonstrates an awareness of the changing language.

Suggested Activities Resource* - '.enter
objectives

1. He identifies a. The student writes the etymology for foul and fair using complete Book
'

movements in the sentences. Pollock, Thomas

developient of the 1 Clark. et.al. The
b. The student makes a family tree based on the theory of the Indo- MacMillian OD.
English language.
European language family. iNew York: 1961.
IChapter 8.
c. The student lists the early influences of the Indo-Hittites and
Indo-Europeans on a chart or writes a report, Filmstrip-Record
Set
d. The student describes the three major theories of the origin of
language ( (1) dong, (2) Bow-wow, (3) Pooh-Pooh) and gives "Linguistic
reasons for believing one theory is sounder than the others. Background of
English Seriee:

2. He lists archaic a. From a literary selection, newspaper or magazine article, the "Words
words found in a student lists archaic words and makes substitutions for them. Derived from other
selection and makes Languages"
appropriate b. The student finds archaic words in poetry and prose literature and
substitutes. writes the spelling variations. Examples of findings;
rime - rhyme ye old - the old.

3. He finds and uses a. Given a list of twenty adjectives and nouns pertaining to a single
information about area, the student explains the etymology of the words, how each is
changes that have used today, and suggests how each might be used in the future.
occurred in the
development of b, Given a list of fifteen words pertaining to the area of mood and
language. feeling, the student explains the etymology of each word and gives
examples of its use today,

c. Using references, the student represents on a time line the

following invasions that effected changes in the English language:
(1) Picts, (2) Danes, (3) Normans, (4) Anglo- Saxons and 'lutes,
and (5) Romans.
 1445011TCPP :MAPS
Objectives suggested Activities

Itanges in language d. Using references, the student represents on a time line the
(cont.)
following events and influences that affected the English language.
(1) Modern British was spoken.
(2) Germanic tribes invaded England (Beowulf written, place and
date unknown).
(3) Church in medieval England influenced language.
(4) Norman French was used as the language of court and school.
(5) Chaucer wrote in English (Middle English).
(6) Printing was invented in Belgium.
(7) Caxton's Flemish workers influenced English.
(8) Renaissance humanism influenced English.
(9) British Empire expanded and the English language changed (as
in America).
Books
In the following list of the major areas of linguistic specialization, Conlin, David F.
u. He perceives a.
the student writes a statement that describes it accurately. Modern Grammar
relationships in
Dialect study (5) Usage ,iwa(56-riwgrufail,
theories of language (1)
Grammar (6) Lexicography .American Book
development. (2)
Descriptive linguistics (7) Semantics Go., 1967--pp.
(3)
(8) Psycholinguistics 13-34 pp. 163-
(4) Language history
186.
b. The student writes a list of slang, jargon, and dialect (words
and/or phrases) that he knows or can find from other sources. In Warriner, John E.
class the students compile a list of all the words or phrases found. English Grammar
and Composition
The student writes a small dictionary of dialect and slang in 10. Harcourt,
c.
Brace, and World,
alphabetical order. He includes
several examples, labeled dialect, slang, jargon, argot, and 1965. pp. 604-
(1)
629.
cant.
(2) a clear definition for each entry (Do not use the root of the
word to define the entry, such as groovy, "the state of Haider, Norman L.
being in the groove:) Haider's Guide for
(3) a context following each definition that shows how the word is Structural---
Linguistics.
being used.
Philips - Cambell,
(4) a listing in the front of the dictionary that defines the
1964.
meaning of the labels (dialect, slang, jargon, argot, and cant),
(5) a partsof-speech label for each entry.
SPELLING
11F-18
 BEST COPY AVAILABLE

Objectives Suggested Activities Resources m Nut,'

Language development d. The student finds and lista British English terms and phrases
(cont.) equivalent to the following American English ones, checking for
spelling, vocabulary, and pronunciation differences.
(1) humor (8) grade crossing (15) medieval
(2) traveler (9) ax (16) movies
(3) gas (10) windshield (17) check (credit)
(4) theater (11) hood (of car) (18) check (baggage)
(5) freight train (12) catalogue (19) castle
(6) truck (13) wrench (20) charm
(7) wagon (14) streetcar

e. The student writes a short paper on a limited aspect of the

topic "Place Names in the United States." (Consider using the names
of states, counties, cities, towns, villages, or streets. Consider
such influences as word spelling and changes in spelling,
pronunciation and changes in pronunciation, meanings, and exceptions
to general trends in any of these areas;)

SPELLING
11F-19
 semantics.
G. The student demonstrates an understanding of
Resources - Note",
Objectives Suggested Activities

Books
loaded words Kierzek, John M.
1. He differentiates a. The student takes a newspaper editorial and underlines and Walker Gibson.
explanation as to
between connotations and slanted writing. The students provide an The Macmillan
and denotations. why they are so labled. 1Handbook of
in selected En fish. The
b. The student underlines loaded words and slanted writing Macmillan Co., New
terms are so labled.
passages and explains correctly why those York: 1960
Chapter 1.
4. words to determine
2. He recognizes some a. The student checks the etymology of the following Laird, Charlton.
basic processes of whether they have been degraded or elevated: The Miracle of
semantic shifts: I langlmge.
elevation and silly, enthusiasm, awful, shrine, knight, gossip, pedigree, Cleveland: The
uncouth,
degradation. knave, diaper, dolt, jewel, passion, amateur, angel, World Publishing
steward, salary, etc. Company, 1953.
Am%
unacceptable, which are WO,
b. The student lists slang words, previously
fun, bubble, mob, ntt!
standard today. (Examples; touchy, coax, stingy, rite
bully, outdoors, reliable, belittle, mileage.) Supplementary

words have undergone Littell, Joseph

3. He recognizes words The student determines whether the following Fletcher, ed.
whose present specialization or generalization:
How Words Change
meanings obscure Our Lives.
meat, butcher, girl, scene, corn, planet, malaria, upshot,
their original MeDougal-Littell,
algebra, moor. --
intent: generalization 1971.
and specialization.
Littell, Joseph
combinations of older Fletcher, ed.
L. He recognizes that a. The student makes lists of new words and new Dialects and Levels
progress and invention words which resulted from the development of (1) airplanes of
(2) rockets and space travel (3) high-fidelity sound systems
require new words: (6) a category of your McDouga - Littell,
neologism. (Li) medicine (5) warfare and armaments 1971.
words like
Ex. With the invention of the automobile came new
:::::::eter, accelerator, steering wheel and windshield.
SPELLING 11G-20
 COPY AVAILABLE

Ubjettives SuggePted Activitier neneurces Sutet

Neologism b. The student lists 10 words that indicate by their spelling Bcok
1 Young, William E.
(cont.) that a change in vowel sound has taken place (like been, bread,
and women) et. al. English
Langusp Arts.
c. The student lists 10 words with consonants no longer pronounced 1 The University
(knee, light, subtle) 1 of the state of
New York/The
State Education
*-Note: students should continue developing their vocabularies Department
through; (curriculum
Development Center)
(1) Understanding and using mass media and technical vocabularies Albany; New York
(2) Understanding and using multiple meanings of words 12224. p. 33.
(3) Understanding and using word denotations and connotations
(4) Understanding word etymology
(5) Recognizing word roots
(b) Using context to estimate word meaning
(7) Using the dictionary as a constant reference
(8) Using newly acquired words in oral and written communitcation,

SPELLING
110-21
 BEST CtiP Otakil LE

H. Enrichment Words for Secondary Spelling in Content Areas

ROODIMPO N.,tes
Objectives Suggested Activities

#1043.1AGE ARTS

closing poetry pronoun

envelope rhyme Article
greeting verb modify
heading adverb interjection
initials adjective preposition
signature subject conjunction
capital predicate phrase
indent singular clause
margin plural vocabulary
paragraph vowel definition
proofread consonant description
sentence digraph hyphen
title entry word asterisk
accent atlas semicolon
alphabet index brackets
define card catalog parentheses
dictionary bibliography diacritical
guide encyclopedia circumflex
pronounce contraction tilde
syllable possessive macron
discuss apostrophe dieresis
discussion abbreviation schwa
introduce homonym compound
introduction synonym declarative
invite antonym exclamatory
colon prefix imperative
comma suffix superlative
exclamation usage interrogative
period topic comparative
punctuation outline question
quotation dramatize poem
author conversation now
chapter courtesy

SPELLING
1111 -22
 Suinepted Activities
Objectives

MATHEMATICS

add weight decimal

addition width hundredths
column equal thousandths
sum exercise million
total hundred billion
first problem budget
second thousand credit
third zero debit
fourth bushel (bu.) graph
fifth gallon (gal.) ratio
sixth ounce (oz.) angle
seventh peck (pk,) dimension
eighth pint (pt.) Pi
ninth qui-t (qt.) circle
tenth yaru (yd.) radius
amount height diameter
difference fraction formula
leas numeration circumference
minus denominator area
subtract dozen acre
subtraction gross rod
factors average square inch
multiplication square square foot
multiply triangle square yard
product rectangle square mile
divide perimeter weigh
dividend division ton
divisor quotient scale
remainder length measure

SPELLING
 BEST DOPY AVAILABLE

Cbjectives Suggested Activities Resources - Notes

# SCIENCE
bulb fern leaves
Mass root soil
stem tulip ant
bee beetle butterfly
grasshopper insect moth
spider wasp clam
crab lobster mussel
oyster salmon shrimp
algae aquarium goldfish
seaweed snail tadpole
turtle blackbird bluebird
blue jay cardinal pigeon
sparrow woodpecker wren
alligator chipmunk crocodile
*oh kangaroo muskrat opossum
Z%: raccoon skunk copper
electricity iron magnet
silver condense dissolve
evaporate steam temperature
thermometer vapor current
circuit copper conductor
filament fuse volts
cell battery positive
negative insulate electromagnet
Venus Earth Mars
Pluto Jupiter Saturn
Uranus Neptune Mercury
acid solid liquid
iodine mercury chlorine
oxygen experiment carbon dioxide
larva pupa cocoon
adult nymph antenna
thorax abdomen penguin
walrus leopard giraffe
rhinoceros hippopotamus humidity
SPELLING rainfall climate stratus
11H-24
 RetiOTCP Not%
Suggerted Activities

SCIENCE (cont.)

nimbus cirrus cumulus

lever pulley uedge
fulcrum force screw
inclined plane resistance solar
comet galaxy planet
meteor eclipse astronomy
telescope constellation conservation
fertilizer erosion topsoil
contour humus resources
agriculture incisors canines
bicuspids molars enamel
dentine anemometer hurricane
tornado cyclone typhoon
monsoon mushroom fungus
fungi bacteria yeast
spore mold chlorophyll
stamen pistil pupil rot
iris lens cornea
retina optic nerve aqueous humor
gravity velocity satellite
orbit rocket thrust
launch vacuum propellant
astronaut space capsule retro-rocket
parachute module Mercury Project
Gemini Project Apollo Project Centigrade
Fahrenheit meteorologist barometer
degree millibar climate
weather vertebrate invertebrate
amphibian backbone reptile
protozoa mammal mollusk
cochlea stirrup eardrum
hammer anvil auditory nerve
Eustachian tube nutrients protein
vitamins calories cellulose
carbohydrate minerals earthquake
SPELLING seismograph volcano magma
11H-25
 BEST COPY AVAILABLE

Suur,cPted Activities' Pelscwrces Ntotle

00jectivea 10....-.

SCIENCE (cont.)

lava geyser glacier

I
moraine geology geologist
atmosphere troposphere tropopause
stratosphere ozonosphere ionosphere
exosphere atom atomic
electron energy element
uranium hydrogen nitrogen
calcium sodium botany
botanist biology biologist
physics physicist chemistry
chemist scientist

*SOCIAL STUDIES
tint
bay canal coast
r.n
kin delta gulf island
axis globe revolution
rotation seasons alfalfa
lumber potato rubber
sugar wool Antarctic Circle
Artic Circle equator Tropic of Capricorn
canoe moccasin papoose
tepee tomahawk tribe
Atlantic Ocean Canada hemisphere
Mexico Pacific Ocean United States
caravan desert dune
herd nomad oasis
Palm shepherd Africa
Asia Australia continent
Europe North America South America
tariff textiles livestock
minerals stockyards rudder
SPELLING
 Suggested Activities ReliOnrCeP
IDIVPITZis

SOCIAL STUDIES (cont.)

cockpit aileron fuselage

propeller helicopter whaling
dairyine grazing milling
mining lumbering shipbuilding
manufacturing latitude longitude
parallel meridian prime
Greenwich mesa pueblo
canyon butte plateau
prairie corral rodeo
lariat bronco holster
stampede stirrups grain
spice citrus coffee
tobacco diamond single
double triple shortstop
umpire manager coach
bleachers cape strait
isthmus peninsula mainland
tributaries choir chorus
solo alto treble
clef blom bass
soprano radio serial
comody mystery broadcast
television telecast channel
commercial football halfback
gridiron linebacker referee
quarterback tackle touchdown
punt George W. Carver Thomas Edison
Alexander Graham Robert Fulton Samuel Morse
Bell Cyrus McCormick Hernando DeSoto
Jacques Marquette Vasco de Balboa Rene La Salle
Louis Joliet Meriwether Lewis William Clark
George Washington Thomas Jefferson Benjamin Franklin
Abraham Lincoln William Penn Daniel Boone
Patrick Henry Paul Revere import
export windshield speedometer
SPELLING gasoline gauge brake accelerator
11H-.77
 BEST COPY 4VAIIABth

objectives Suggested Activities

SOCIAL STUDIES (cont.)

gear shift mileage indicator diamond

ivory copra jute
banana millet aahogany
turban burnoose kimono
sari fez kilt
beret sombrero pyramid
Sphinx Islam mosque
minaret Moslems Mohammed
religion Koran Muezzin

SPELLING
 BEST COPY AVAILABLE

WRITTEN LANGUAGE
 BEST COPY AVAILABLE

WitITTiX LANGUAGL

Aechanics and Syntax

Expression
1. 'Apitalization and Punctuation
1. Sentence Development
2. Kinds of Sentences
2. Paragraph Development
3. Parts of Speech
3. Types of Writing
h. .3orrect Usage
4. ,:reative Writing

General concerts and Obi+ectives:

Expression: Sentence Development
A. The student expresses ideas in sentence form. and phrases that can he put into sentence form.
i. He relates his experience to others, using words
2. He displays and describes object:: of interest.
3. He creates and recites his own sentences in suggested pattern.
sentence form.
4. He dictates his ideas about selected objects in
He answers orally in sentence form.
and dictates them.
He composes his ideas about that topic in sentences
and phrases.
H. The student identifies simple sentenres which do not.
He distinguishes between groups of words which have a complete thought and those
1.

sentencesorally and in writin g-

C. The student composes simple
1. He makes complete thoughts from given phrases.
He expresses his own ideas in sentence form.
3. He identifies and uses the basic sentence patterns.
structure from sentences which have the
He deletes repetitive words and links like grammatical
same subject.
about a noun, into one sentence containing an
5. He combines sentences which supply information
appositive.
0. He expresses ideas in parallel form.
them around a topic.
D. The student identifies related ideas and develops
each other and combines them as a complete
1. He selects words and phrases which are related to
thought.
by omitting unnecessary words.
2. He separates sentences which have been run together
3. He expands sentences by supplying words in a series.
1. He writes about what is seen in pictures and objects.
ideas.
5. He writes original sentences to express his thoughts and
 GerterelObjectives :
Expression: Sentence Development (cont.)
E. The student identifies and writes compound sentences.
1. He identifies the two simple sentences in a compound senten ce.
2. He joins two simple sentences to build a compound sentence, using appropriate connective words.
3. He uses appropriate punctuation for the compound sentence.
4. He identifies the doer (subject) and the action (predicate) in both parts of the compound
sentence.
5. He writes his own compound sentence.

F. The student identifies and writes complex sentences.

1. He differentiates between phrase and clause.
2. Given selected complex sentences, he differentiates between independent and dependent clauses.
3. He writes complex sentences.

Expression: Paragraph Development

A. The student demonstrates ability to organize and to write paragraphs.
1. He chooses a topic from a selected list of topics.
2. He writes statements related to the chosen topic.
3. He puts statements in logical order.
4. He indents when beginning to write about a new idea.

Expression: Types of Writing

A. The student writes specific communication in the forms of notes, invitation, and letters.
1. He writes notes conveying one form.
2. He writes friendly letters.
3. He writes invitations.
4. He writes items for newsletters.
5. He writes business letters.

B. He uses expository writing to explain or provide information and to develop ideas logically.
1. He gives specific information and instruction about a given activity.
2. He writes directions in the proper order, omitting irrelevent information.
3. He selects a suitable subject for a report.
h. He records information about his subject.
5. He arranges information in outline form.
6. He uses his outline to write his report.

C. The student reviews books and articles.

I. He reviews principals of expository writing.
 BEST COPY AVAILABLE
General Ooncepts and Objectives:

Expression: Types of Writing (cont.)

D. The student develops a paragraph using description.
1. He uses descriptive words and details in writing.
2. He demonstrates his ability to write descriptions through the use of comparisons.
3. He organizes and writes a descriptive paragraph according to spatial order.

E. The student develops a paragraph using narration.

paragraph
1. When asked to write a personal experience, he organizes and develops a narrative
plan according to time order and including the following: (1) Place (2) People

(3) What happened (4) How you felt.

F. The student writes to influence the thinking of others.

1. He uses persuasive writing to convince.

Expression: Creative Writing

A. The student expresses ideas through creative writing.
1. He dictates experience stories.
2. He writes experience stories.
3. He completes stories when given selected beginnings.
4. He writes a beginning for a given story.
5. He puts sentences in order when
writing a story of his own.
6. He writes stories about pictures, objects, or situations.
7. He writes original stories using descriptive words effectively.
8. He uses narrative writing to tell a story.

Riddles, jokes, verses,

B. The student identifies and uses creative forms, such as the following:
poetry and anecdotes.
1. He identifies creative forms by locating example of each.
2. He writes simple rhymes, riddles, and poems.
3. He writes an original haiku.
stories using conversation
C. The student expands his ability in creative writing by writing original
and by writing plays.
1. He writes original stories and plays employing conversation.
tales, myths or legends.
D. The studeat expands his ability in creative writing by writing tall

E. The student evaluates his writing.

1. He improves his writing in organization and characterization, his mistakes, and rewrite
2. He can proofread his report for specific types of errors, correct
his report.-
 General Concepts and Objectives:

Mechanics and Syntax: Capitalization and Punctuation

A. The student capitalizes and punctuates correctly.
1. He capitalizes beginning words and proper names in sentences.
2. He capitalizes important words in the title and places this properly on the page.
3. He uses correct capitalization.
4. He punctuates sentences with periods and question marks.
5. He identifies and punctuates words in a series.
6. He uses the apostrophe to form contractions.
7. He uses the apostrophe to form possessives.

B. The student uses quotations in sentences with titles or conversation.

1. He identifies and punctuates titles of short stories, books or magazine articles, poems, or songs.
2. He punctuates direct quotations.
3. Given dictated sentences, the student punctuates the direct quotations.
4. Given a topic, the student writes a short experience story using direct quotations in sentences.
5. Given three compound sentences, the student uses a comma or semi-colon to punctuate them correctly.

C. The student expands his application of correct capitalization and punctuation.

1. He capitalizes and punctuates sentences. Pal
2. He writes correctly a number of things that require the use of the colon.
3. He uses commas to appropriately punctuate subordinate clauses, verbals, adjectives, adverbs,
prepositional phrases, appositives, parenthetic expressions, and nonrestrictive clauses.

Mechanics and Syntax: Kinds of Sentences

A. The student writes and punctuates the four kinds of sentences.
1. He differentiates between those sentences which tell something (statements) and those which ask
something (questions).
2. He can label declarative, interrogative, imperative, and exclamatory sentences.
3. He correctly punctuates the four kinds of sentences.

Mechanics and Syntax: Parts of Speech

A. The student recognizes and uses the structural elements in sentences.
1. He identifies the basic elements of each sentence: doer (subject) and action words (verb). This
terminology does not have to be used with the students.
2. He supplies action verbs as predicates.
3. He supplies linking verbs as predicates.
4. He identifies types of nouns--proper, common, collective, concrete, and abstract.
5. He identifies and uses nouns that are used as predicate nouns.
6. He identifies and uses nouns that are used as direct objects.
7. He distinguishes between predicate nouns and direct objects in given sentences.
8. He identifios and uses nouns that are used as indirect objects. 8-D
 REST COPY AVAIIABit

General Osncepta and Objectives:

Mechanics and Syntax: Parts of Speech (cont.)
9. He recognizes and uses nouns used as appositives.
10. Given imperative sentences, he supplies nouns
of address and appropriately places them in the
sentence.
11. He recognizes and uses noun substitutes.
12. The student identifies and uses personal, demonstrative, and interrogative pronouns.
13. He uses reflexive and intensive pronouns.
114. He adds modifiers (adjectives and adverbs) to enhance the meaning of a sentence.
15. He identifies and uses different kinds of adjectives.
16. He identifies and uses adverbs.
17. He recognizes and uses both adjectival and adverbial prepositional phrases.
18. He identifies and uses conjunctions.
19. He identifies and uses interjections.

H. The student identifies verbals and adds variety to his written expression by using them.
1. He identifies and uses the following imrb forms: (1) The participle as an adjective
(2) The gerund as a noun (3) The infinitive as en adjective, adverb, or noun.

C. The student uses descriptive words.

1. He chooses words which best illustrate what he wants to describe.
2. He uses descriptive words to show distinguishing characteristics of people.

Mechanics and Syntax: Correct Usage

A. The student uses standard English in communication.
1. He forms the plural for nouns.
2. He writes the singular and plural possessive forms of words from a selected list.
3. He distinguishes nouns which show possession from nouns which indicate plural number.
4. He writes sentences in which he substitutes appropriate personal pronouns for specified nouns.
5. He identifies pronouns according to case.
6. He identifies common errors committed when using pronouns.
7. He recognizes errors in pronoun-antecedent agreement.
by
a. He illustrates the uses of the words this, that, these, and those as pronouns or adjectives
writing appropriate sentences.
9. He identifies and uses irregular verb forms.
10. He identifies and uses auxiliary words.
11. He supplies verbs which agree in number with the subjects in selected sentences.
12. He identifies time by supplying correct verb tense in selected sentences.
13. He changes selected sentences from the active voice to the passive voice.
each.
14. He distinguishes transitive verbs, intransitive verbs by writing sentences containing
 Rul.nvrreor Notp,
zviuge.,-ted Activitie!c 1

Objectives

! NOTE:
The teacher
This unit should be to a large degree self-instructional.
from a closely controlled whole;
! may vary his or her presentation all the way
unit as individual homework to be
class development to the assigning of any
All classroom teachers know the
completed entirely outside of class time.
correcting, and of trying to cope with
1 pressures of class load, or paper interest, and inclination. The
individual differences in student ability,
and individual aspects of
teacher concentrates on the positive, creative,
personal. Therefore, the ideal
the writing act. Writing is essentially
be, as such as school conditions
teaching situation in composition should
and teacher.
allow, a personal relation between student
1
Read the selection
1. Motivate the unit in a whole-class presentation. coo-
aloud--discuss it thoroughly. Elicit inductively arrived-at
sent* on the techniques the selection displays.
!
rM
attacking the unit skill, set
2. As soon as the class has a basis for
student working indivi-
up a writing laboratory situation, each
kelping individual students as they
dually. Move around the class,
need help.

1
whole-group situation. I
3. From time to time draw the class back into a
The
Have the students write a group composition on the board.
Con-
students sight contribute individually a phrase or sentence.
Have students eval-1
duct the writing and the revision at one time.
uate the group composition.
Keep the emphasis on
4. Return to the individual writing situation.
the individual's responsibilities as a writer.
 BEST COPY AMBLE

.11111=11.10. ,tvik
Objectives Suggested Activities Resollrres

a* In beginnings

I. Attempt to connect the material to be studied to the student's

personal experiences--his habits, his writing, his reading, his
understanding of contemporary events, and of his world of work.

2. Relate the material to the previous composition work of the class

and to the work which will follow.

3. Enliven and vivify the selection by setting it in context relat-

ing to something else, and then reading it aloud.

I b. In working through the activities:

1. Vary the approach to the activities, sometimes working them on the

board, sometimes doing them orally, at other times having the
the students do them in groups or individually.

2. Bring in current material where appropriate.

3. Use student writing where appropriate.

4. Instill in the students a feeling of personal responsibility for

everything they write*

5. Create, wherever possible, an audience for the student's writing.

In evaluating:

1. Hold students responsible for all skills learned previousl!,.

2. Accept papers only after they have been proofread, and, if neces-
sary, revised by the students.
3. Judge primarily the skills taught in the unit.
 paragraph based upon personal experiences and
A. The student develops writing skills in the development of the
observat ions.
Csitect Conespt: Competence in writing skills is basic to many careers.
Besom-res N; tee
Objectives Sumiested Activities

Carlin, Jerome
1. He demonstrates that Note to the teacher:
English on the
he is aware of the ! Job.
positive impression ;
(These exercises in writing are diagnostic.)
:Book 1 - Globe
'
his written paper can .Book Co., Inc.
make on the reader. a. The student writes legibly with adequate spacing of words and proper 'New York: 1967
margins so that his papers can be read and submits the assignment in !Unit I, pp. 3-7.
ink, following rules prescribed by the particular school.

The student writes a paragraph about some job he has recently observed Language Linguis7
as--0.4 road construction or repair; t2.) assembly o
or experienced, such 1.1 tics tu2.4 Sc
production lines;(3) dress making; NI) receptionist at work. Programs.
.Proceedings of the
l'Pc. The student writes a paragraph on the advantages and disadvantages o,
!National Council of
the occupation of his father or of another adult whose work he knows.
!Teacher of English,
:Bernard J. Weiss, (e'
:Director, 1963.
Note to the teacher: Ss.!
iCbampaign, Ill.
(Observe basic deficiencies in sentence structure.)
Usage, File of
American English.
Prepared by the
Editorial Staff.
Scott Foreman
and Co. 1972.

12A-1
PARAGRAPHS
rt
 GIST COPY AVAILABLE

Objectives Suggested Activities tvAps

Hesol.rres
.....1.0
2. The student NOTE TO TEACHER: (Use career-related sentences.) Film Strips
capitalizes and
punctuates sen- a. The student uses appropriate end punctuation in given sentences. I"The Right Word,
tences correctly.
The Right Place."
b. The student employs correct usage in the following constructions:
(1) Addresses (3) Items in a series
(2) Dates (4) Single-word introducers "Increasing Your
Stock of V-rds."
c. The student corrects punctuation errors taken from his writing as well
as from the writing of others. "Key to Word Build-
ing."
d. The student demonstrates his understanding of capitalization by using
capitals correctly.

e. Given examples of words that have been capitalized for various reasons, Leavitt, Hart Day.
the student gives reasons for capitalizing. Stop, Look, and
Write: Effective
Writing Through,
Pictures.
3. The student demon- a. Give student a list of words he has been unable to spell in his own Bantam, 1964.
strates the ability sentences. The student analyzes each word phonetically and writes down
to use the diction- possible beginning sounds.
ary.
b. Using the trial and error method, the student searches the dictionary Warriner, John L.
for guide words needed and eventually the correct spelling of the English Grammar
exact words he wants to use. and Composition 10.
Harcourt, Brace &
c. The student checks on the dictionary meanings of the words to see if World, 1965.
the definitions in the dictionary correlate with the context clues in pp. 244272.
his sentences.

English Workshop.
Grade 2.
Harcourt, Brace &
World, 1970.

PARAGRAPHS 12A-2
 Ubjectives Suggested Activities Resourcrs Nc,t

1*(1. Using a business or profession such as law, medicine, education, or a

trade, the student uses a dictionary to find synonyms and antonyms of
the words.

e. The student keeps a section in his notebook for the correct spelling
of all words that he misspells in composition. (Suggested chart head-
ing inserted below. )

Spelling Errors

The error as The word The word used Comments about

I made it corrected in a sentence the word

separate separate - a rat within

two doubles
occured occurred
occurred.

PARAGRAPHS 12A-3
 BEST COPY AVAILABLE

Mechanics
Objectives Suggested Activities Reacturrer - Notes

(Review) a. Given a group of sentences, the student identifies basic sentence pat- Use textbooks and
terns. The student constructs original sentences using the basic sen- any other source
4. The student recog-
nixes variations of tence patterns. I listed in this guide.
sentence patterns. i

5. The student differ- a. Select activities from one of your resource books which directs Carlin, Jerome,
1
entiatsa between students to do the following: English on the IA.
fragments, run-ons, ! Book I, Globe book
and complete sen- I 1. Differentiates between sentence fragments and complete sentences. Company, Inc.
tences. New York: 1967.
2. Make complete sentences from a list of fragments (optional; written Unit 4, pp. 321-328
or orally). Unit 5, pp. 331-339.

3. Select run-on sentences from a mixed list of run-on and complete

sentence:..

4. From a list of items containing run-on sentences, sentence frag-

ments, and complete statements, the students correct all incorrect
items. (Refer to 12T 141 - 146.)

Career Point to Stress

Clarity of thought when writing sentences is an occupational skill

used by law enforcement officers, claim adjusters, advertising experts
lawyers, etc.

PARAGRAPHS 12A-4
B. The student limits his theme topic, organizes logical supporting material and determines the most suitable kind
of sentences.
Career Concept: Careers require different levels of competence in communication, computation, and analysis. Careers
have different levels of competence and responsibility. Rules, regulations, policies, and procedures
nd.v. u a it c e a.
Objectives Suggested Activities Resrurres - Notes

I. He limits and sup- *a. Give students a list of broad subjects (career-oriented) and have them Tanner, Bernard R.
ports any idea select five. After selecting the five subjects, ask them to list all et ° 12.-
appropriate for of the different topics that could be developed from each. English - Ch. 14
paragraph develop- Addison-Wesley
ment. *b. Provide the students with a list of career-oriented subjects and in- Publishing Co.,
struct them to classify subjects as broad or limited. Menlo Park, Calif.
1968.
.c. Pass out a copy of career-oriented limited topics, and have students
state an opinion or make a statement about ten of them.
Conlin, David A, and
d. From a list of topic sentences, the student decides which sentences George R. Herman
are suitable for paragraph development, and which ones are unsuitable. I

=1:10
e. From a list of topic sentences the student selects five topics, and American Book Co.,
states facts to support them. 1 190. 11.04
I
pp. 283-309.
f. Give students a list of sentences, and let them classify them as fact
or opinion,

9. The student determines whether given supporting statements are fact or

opinion.

Given a paragraph with the topic sentences omitted, the student writes
a topic sentence that expresses the controlling ides of the paragraph
and relates to all details.

The student composes an original paragraph developing ene central idea

with concrete evidence.
 BEST COPY AVAILARE

Imait_AciaLumma
Objectives Suggested Activities Resources - Notes
--]

2. He focuses the a. The student examines the following /sentences and lists the ones which
development of contain a controlling idea. (Could a paragraph be written on each
the paragraph sentence? Could a topic sentence be chosen from these sentences, and
on the control- other sentences be used to support the topic?)
ling idea.
' (1) Mary's been on this job for a year, but she is already looking for
another job.
' (2) In high school we talked a lot about social involvement and social
responsibility.
°(3) I'd like to think the work I do all day makes some difference--
really adds up to something.
'(4) Somehow just earning money isn't enough.
' (5) I'm not even interested in what I am doing.
' (6) 1 don't want to get trapped in a job like my father.
'(7) You're just a number.
'(8) They tell you to shut up and do everything by the book.

b. The student writes three paragraphs, one containing the topic sentence Pollock, Thomas Clark
at the beginning, one containing the topic sentence in the middle, and et. el.
one containing the topic sentence at the end. Our English Language,
The Macmillian Co.,
c. Using the front page of a newspaper, the student chooses three items New York; 1961.
that would make interesting paragraphs. He writer paragraph for pp. 272-282.
each. He underlines the topic sentences and "clincher" sentence.

d. Using the "Want Ada", the student chooses three items that would make
interesting paragraphs. He writes a topic sentence for each.

I2B-6

PARAGRAPHS
 BEST COPY AVAILABLE

Lo ical Order Resovrros - Notes

Suggested Activities
Objectives

sensible 'Pierce, James L.

3. lie rearranges ideas a. Given a group of phrases, the students rearrange them to form
sentences having logical order. Teaching Guide
in logical order. Unit Lessons
Example:, 1 Writing
inCourposition.
Each group of words below is part of a sentence. The parts are not in Ginn and Company,
order. Write 1 before the group of words that belong at the beginning 4964.
of the sentence, 2 next to the words which are in the middle, and 2 !Books 1, 2, 3, and 4.
next to those words that belong at the end. Then write the sentence.
The first one is done for you.
1Munson, Harold.
(1) 2 stood near the rail i John Jones watching the men load 1 Guidance Activities
watching the men load 1 for Teachers of
the ship. John Jones stood near the rail
English.
the ship.
cience Research
to Q0 around the world Amos said it takes a while. ssociate, Chicago:
(2) [51
Amos said it takes a while to 'o around the world. 4965.
Dennis noticed and other things the guns. f
(3)
Dennis noticed the gums and other thinja. Allorsey, Royal J.
held the box the sunburned man. 1 IsiprovingLEn lish
(4) with great care
with reat care. Instruction 2nd Ed.)
The sunburned man held the box
Ally and Bacon, Inc.
to take care it wan his job of all the ropes. eton: 1965.
(5)
It was his job to take care of all the ropes.
to pour over the side if only we had something hot. Steward, Joyce S.
(6)
If only we had aomethinlhot_I2.pour over the side. and Marion C. M
it shot like across the water. McKinney.
(7) a cannon ball of fire
Success in Vriting.I
It shot like a cannon ball of fire across the water.
Addison-Wesley Pub.
Co., Menlo Park,
Calif. 196$.
 Objectives Suggested Activities Resol:rcep Nt,tp.,

Logical order b. Given a paragraph in which the details are not presented in logical
(cont.) order, students rewrite the paragraph in order.

(4) A blue velvet cushion within gently held a small gold ring,
(1) The little box was made of black leather which had cracked
from years of misuse. (5) Sapphires surrounding a single pearl
crowned the ring and reflected a blue ray on the white silk lining
of the lid. (2) Dust had settled on its once beautiful luster.
(3) The spring gave a squeak as the lid opened. (Numbers indi-
cate correct sequence.)

lc. The student arranges a set of details in logical order as they relate
to the topic sentence. The following paragraph is in scrambled order.
The student arranges in logical order and underlines the topic sen-
tence with one line, and the "clincher" sentence with two lines.
I-
"Another is to outlaw trucking during daylight hours.
At any rate, most solutions are either inadequate or im-
possible. Some have suggested a more drastic alternative
--to forbid passenger cars inside the city limits. One is
to enforce the speed and parking laws. There are several
ways of dealing with the city traffic problems."

Students recall and tell events in the order they occurred.

Examples
Events during a class period, at a ball game, at the scene of an
accident.
 and emphasis. BEST COPY AVAILABLE
C. The student writes original paragraphs which contain unity
Career corlaptisEntvau!tnql different knowledealent.
Activities
!i r. I g .stiFs.
Objectives 4411.,.
41.1.
7011 111.M0.1/../111.11.1.

1. He eliminates all tea. The student writes a paragraph on "What I Want To Be." He includes:
(3) Why it is
irrelevant state- (1) What I want to be, (2) How I got that ambition, and
mentor to achieve my chief ambition. The students serve on a "personnel committee"
do not
unity. checking each others paper, noting irrelevancy (sentences that
relate to the topic.)
determine the
lb. The student checks each sentence in his own paragraph to
relationship between that sentence and the topic.

1
sentences and developsjWarriner's, John .,
-sc. The student chooses one of the following "topic"
; English Grammar and
a paragraph. :
Composition 10.
Harcourt, Brace &
1. There is more to good teaching than knowing facts.
World, 1965, pp. 244-
2. There is too much emphasis on going to college these days. .272.
i
us?
3. Do we buy products if their advertising commerciala annoy
of
4. Science and technology have advanced too rapidly for the good
mankind.

Career Point to Stress

*Expressions of one's own ideas help students to relate to others,

world of work. More people
an important personal quality in the
lose their jobs because of inability to get along
with employers

or fellow employees than for any other reason.

12C-9

MAGNA/SS
 Para ra bin
Objectives Suggested Activities Rem:I-rem - Notes

2. Ne subordinates all Note to the teacher:

less important
material to (The teacher illustrates the importance of achieving emphasis through Hook, J. N.
achieve emphasis. 1 position by choosing a paragraph that is unified and coherent, but The Teaching of
weak because the most important point is buried in the middle of the tun School English.
paragraph. The teacher asks such questions as, "Would we have recog- The Ronald Press Co.,
nized the most important idea more easily if it had been stated some- New York: 1959.
where else?" Thus, he leads the students to realize the importance of
strong beginnings and endings.)

a. The teacher lists the general statements below and instructs students
to list specific details which would support the main characteristic
of the person referred to in the sentence. The students develop the
topic sentence into a paragraph by exaggerating the details which sup-
port the distinguishing characteristics.

'(1) Mies Simpson is the best-dressed secretary in the office,

(2) Jane Smith is the most accident-prone nurse on the hospital staff.
(3) If you had seen Sudge Jones in high school, you would not have
voted him the student "most likely to succeed."

Career Point to Stress

Skill in sentence construction is the foundation of clear communication4

Most occupations require this skill.
Example: Journalists; Salesmen; Public Relations Workers; Speech
Pathologists; Secretaries; Telephone Operators; etc.
 0 MABIt

D. The student arranges the ideas in a paragraph according to a definite plan, and links the ideas clearly
to one another to achieve coherence.
Career Concept: All careers require a plan of special preparation.
Objectives Suggested Activities Resources - NotPs
111111.111
1. He writes a pare- 1Note to the teacher: 'Tanner, Bernard R.
graph using details I
et ° AL.
arranged in chrono- (Review transitional devices) !Addison-Wesley
logical order and ;Publishing Company,
(1) Linking expressions such as: therefore, consequently, accordingly,
provides clear Menlo Park, Calif.
similarly, besides, nevertheless, on
transitions between :Ch. 19, pp. 31 C16- 302.
the contrary, after all, such, like-
sentences to wise, however, furthermore, an exam- I

achieve coherence. pie of this, finally, also, mean-

while, soon, in other words, in
addition.

(2) Pronouns
.

(3) Repetition of tuwords

The students bring in articles from newspapers or magazines with the

la-
transitional devices underlined.

'b. The student writes a paragraph using chronological order on the steps
C. he should be taking right now to insure his future success in a job.
He underlines transitional devices.

c. The student writes a "how to" paragraph in chronological order; "'How

to build a brick wall, chimney, or patio, etc." "How to make a dress,"
"How to prepare a meal."

A
Career Point to Stress

As one moves up the career ladder in his chosen occupation, he is

required to possess skills in supervising others. Such a position re-
quires that he write memorandums suggesting "how to tit) it" techniques.

PARAGRAPHS
12D- 1 1
 Suggeeted Activities 1 Rsostrros Sites
Objectives

Coherence
(cont.) The student writes topic sentences that can be developed by "order of
importance;" then writes a paragraph following thin procedure, payinu
special attention to the topic sentence and "clincher" sentence.

12D-12
PARAGRAPHS
 BEST COPY
AVAILABLE

paragraphs - coherence
Suggested Activities HPOnttrell ScAPS
Objectives

2. He develops pars- ; a. The student examines a descriptive paragraph and determines the order Composition: Models
graphs arranged in in which the details are presented. He notes how the writer locates and i-xercises
spatial order to objects at points in space and relates them to other things seen in AccomRanyin2
achieve coherence. the distance. He notices how important details are stated in relation Grammar and Compo-
to the position of the narrator, noting key words such as: "in the sition.
distance," "on my right," "above me," "opposite me," etc. Warriner's English
;Harcourt, Brace
iJovanovich.
I Career Point to Stress

Writing is a skill required by lawyers in gathering evidence for court

cases. Radio, television and newspaper reporters describe events.
Policemen make reports of accidents, etc.

/irra
oak':
3. He dovelopa para- a. The student writes a paragraph developing one of the topic sentences Tanner, Bernard R.
graphs with details below. He presents supporting details in order of importance, begin- et. al.
arranged in the ning with the least and ending with the most important detail. English 2, - pp. 150-
order of importance 155.
to achieve l) Students should haw. the right to determine what courses they Addison-Wesley
coherence. take in high school. Publishing Co.
Menlo Park, Calif.
(2) My friend buys fashion magazines to change her image. 1968.
(3) The higher you climb in your trade, the more use you have for
good English.
(4) An after-school job has many advantages.
(5) Having made a sudden decision to quit school, I encountered many
difficulties.

PARAGRAPHS
12D..13
L. The luent writes paragraphs observinq unity, emphasis, snd coherence.
Career Concept: Rules, reelalions policies, and procedures affect ail careers. tiesourcer
Objectives Suggested Activities
011www.
He relates the a. The student writes a paragraph developed by time order when asked to
order of details write a narrative.
to the purpose of
a paragraph.
b. The student writes a paragraph developed by spatial order when asked
to describe something.

c. The student writes a paragraph developed by order of emphasis when

asked to write a paragraph expressing opinion.
 BEST COPY MANE
F. The student revises paragraphs.
Greer Concert: Revisions suet be made in one's car e at he hen th hout Lie
Suggested Activities Resources .Notes
Objective*

1. He improves his to .t.tei teacher:

14)(1
Hardin, James T.
writing through 'Louisiana Lnglish
revision, utilizing' (The teacher uses student written paragraphs or paragraphs from any
'Journal Vol. XI.
sentence variety other source she chooses.) 1967. pp. 5-14.
and word choice.

' a. The student revises paragraphs to achieve variety in sentence

structure.

The student chooses the words Watch best convey the purposes of the
paragraphs. (Achieve variety)

The student eliminates sentences that do not relate to the controlling

idea.

The student organises the statements in scrambled paragraph,* and writes;

them in logical order to achieve coherence.

Given sample paragraphs, students underline basic transitional elemental

such as pronouns, synonyms, and connecting words.

Given sample paragraphs, students remove sentences which are unrelated

to the controlling idea by changing less important statements into
dependent clauses or phrases.

Given an open-ended paragraph, the student devises an appropriate

clincher or summarizing semtence which emphasizes the controlling idea.

The student writes a final paragraph showing unity, coherence and

emphasis.
 information supporting the main idea stated in the topic
G. The student writes paragraphs developed by
to the purpose.
sentence, and relates the method of development
Career Conceit: Different careers are interrelated. Ite2kni rr (, - tee,
Suggested Activities
6bjectives

! Note to the teacher:

1. He writes a pare-
graph in which the paragraph is I

topic is developed (Frequently the example to support the central idea of a

!
statistical records, or other
by facts. of a special kind -- dates, proper names,
only another kind of
such factual data. Iacts may be regarded as
noting that paragraphs
example; nevertheless, there is some value in
The student recognises
may be developed in a strictly factual way.
that the most logical way to develop a topic is to supply additional
unsupported opinions,
factual information. Much more convincing then
facts leave no 'doubts in the reader's mind. They are as reliable as
the words of an
the source--reference book, direct observation, or
illustrate the
established authority. These facts may be used to
provide additional infor-)
topic, to support the main idea; or simply to
stated in numbers.)
mation. Statistics are collected facts
1

science text-
a. The student examines paragraphs from social studies and
books noting development using factual information.
literature
b. The student notes development in selections chosen from
that uses factual information.
using facts,
Given a list of topic sentences that can be developed by
the student researches the topic and writes a paragraph.
Ex.
a(1) Newspaper reporters use facts in their writing.

'(2) One of the greatest problems in our country is unemployment.

rich),
'(3) It is a common but erroneous notion (that all doctors are
(that carpenters don't need an education.)

*(4) Some folk-sayings have an excellent basis in fact,

126-16
PARAGRAPHS
 BEST COPY AMBLE

....". wippor lionamm...M.1011 1.110.1Mm !.....

jbjectives Suulic.1-t?fl ArAivities Resn,r(cf. %-tes
-.own....11

2. He differentiates NOTE TO TLACHER:

between fact and J
opinio a. (Have students study the following atatements adapted from an
article on welfare in a leading news magazine. For each statement
aak,"Vhat conclusion would this make the reader draw' What general
picture would it give the reader; Would it confirm 'some idea (or
prejudice) or could it perhaps make the reader change his mind?" What
can you learn from these examples about how facts shape "opinion"?)

a. Given the following sentences, the students recognize that factual

statements can affect opinion.

(1) In New York City, more than 1,000,000 people--one of every eight
New Yorkers--is on welfare.

(2) In New York City, a woman on welfare is budgeted enough each

tm.+4
year for only one lipstick--two if she is employed--two pairs of
OC nylons (75g a pair), and a $1.60 hat. She can have a $5 rain-
coat every two years, and a $5 bathrobe every three years.

(3) Long-standing rules in many states have barred aid to families

that had a father at home. An unemployed father could either see
his family starve or he could desert. Many deserted.

(4) In Cleveland 80% of those who apply for welfare are accepted;
in Houston, 30%.

(5) No fewer than 62 nations, including Canada and all the countries
of Europe, already give family allowances. Everyone, rich and
poor, receives a certain amount of money for each child. 4

(6) In the past hugely prosperous decade, no fewer than 2,9001000

people have been added to the welfare rolls.
 besn.rrcA !it.
Sugilested Activities
Objectives =101/0100

Fact and opinion (7) In one city, 150 women mn' children on welfare invaded welfare-
from their
(cont.)
department headquarters last month, tumbling workers
chairs and tensing mounds of paperwork onto the floor.
thin
(8) The U. S. spends less proportionately on social welfare
almost any other industrial country.

(9) There are relatively few able-bodied men on welfare.

such!
(10) Welfare officials are being pressured t.) grant new benefits,
as money for telephones and Christmas gifts.

3. He writes a pars- 1 NOTE TO TLACHLR:

graph in which the be
(When the topic sentence contains a general idea that can best
topic is developed each particular in
supported by many particulars, the writer may give
by examples. aim in all forms
the form of an example. Since clarity is a constant
the meaning
of writing, the use of examples is a good way to make
clear.)
taken from text
a. The student examines a teacher-made paragraph or one
that is developed by examples.
the board using examples
b. The students write a cooperative paragraph on
(Ex. Give a topic sentence on some
piece
contributed by the class.
Silas Ma_ rner is an interesting
of literature that has been covered.
plot, but also because of the
book, not only because it has an unusual
constant suspense Eliot creates.)
to illustrate or
c. The student writes a paragraph developed by examples
topics.)
support one of the following topics. (Add teacher-made

12G- 18

PARAGRAPHS
 BEST COPY
AVAILABLE

ara r f hs
Objectives Suggested Activities ltesovrre .. Notes
IOW. Ma Mr

Licar,ples (1) The career of the prolessional athlete is all too short.
1

(cont.) (2) Automation is bound to throw people out of work.

(3) The population density is determined by work opp,rtunities in an
area.

I d. The student takes any widely held notion that he thinks is false, and
in a paragraph, jives sufficient examples to convince the reader of
its fallacy.

(1) Life was better fifty years ago.

(2) Teen-agers are basically selfish.
I i
(3) Office work is dull.
. (4) Men get all the promotions.
1
(5) Women lack creative 1,ifts.
'ma
CC
rO
4. He writes a pare- Note to the0. teiVINEMMIAN
cher
NMME
graph in which the
(The write: sometimes relates an incident to make his point understood.
topic is developed
An incident follcws the pattern of a story. It is brief and presents
by incidents.
only the important details.)

The student examines paragraphs developed by incidents.

. The student composes a paragraph in which the main idea is developed

by an incident.
Suggested Topics
'(1) Disagreeable jobs are best done quickly.
(2) Time-saving devices are more troublesome than helpful.
(3) Injury of a single worker can determine the success of the entire
project.

PARAGRAPHS
12G-19
 Suggested Artivities itesolrren Notes
Objectives

Examples (4) The foolishness of some drivers is beyond belief.

'(5) It is good to be appreciated in your work.
(cont.) 3
*(6) Teachers often teach more than subject matter.
'(7) Policemen are really kind at heart.

5. He writes a pars- Note to the teacher:

graph in which the
'
topic is developed (Paragraphs may be developed by offering a comparison or stating a con- Carlin, Jerome and
i
by comparison or trast. A comparison shows how two things are alike; a contrast shows Henry L. Christ.
contrast. how they are different. In both cases, facts, incidents, concrete i...2211EIsl 22 the Job
details, or examples may be used to point out the similarities or
!Beilibe.Book Co., Inc.
differences. At times a writer may wish to use both comparison and
:1973.
contrast to develop a single paragraph.)
'
Part I - Unit I,
vel
pp. 9-12.
The student examines paragraphs developed by comparison, contrast, an Part I - Unit IV, rM
a.
pe 12.
both comparison and contrast.

.b. The student writes a paragraph presenting differences or similarities

between two persone, jobs, careers, places or things. He uses
comparison, contrast, or both.

(1) TV commercial - radio commercial

(2) Policnmen - teacher or principal

(3) Water skiing - snow skiing

(4) Football - baseball (as careers)
(5) Newspaper writer - short story writer
(6) Blue collar worker - white collar worker

12G-20
PARAGRAPHS
 BEST COPY AV AUK

Been. E. + \I Pt
Ulrjecties Suwested Activities
*IMOSIWOMDOIEMM11+

NOM TO TUCHER: English in the DIgh

6. Ile writes a Para-
.
,
ich
graph in which , i School
----
(Quite often the main idea in a paragraph is developed by giving :Bureau ul Setoodary
the topic is 1

developed by ma- 1
reasons for a certain point of view. The topic sentence in an aroumen-jorricolom Develop-
sons_ tative paragraph is developed by reasons which prove the writer's point,,wot.
of view.) ,New York State
'Education Dept.
.

1 i

a. The student examines paragraphs developed by reasons.

b. The student composes a paragraph in which the topic sentence is de-

veloped by citing at least three reasons.

Suggested Topics:

s(1) An aspect of the "world of work" which student likes or dislikes.

'(2) One of the complaints of the industrial worker is boredom with

monotony and routine.

'(3) An executive must be able to cope with the tensions of responsi-

bility.

The students discuss the effects of jobs upon workers after viewing
film strips or pictures of people engaged in a variety of careers.
The students write paragraphs about their career choices. The para-
graphs are developed by reasons.

12G-21
PARAGRAPHS
 Suggested Activities HpbnIrreF tit]
Objectives
.aNBM..awelo..maw..mwmO4
7. He writes a pare- Not to the teacher:
graph in which the
topic is developed (Sometimes a paragraph may be developed around the meaning of a key
by definition. word or concept.)

A. Using "starters" listed below, the student writes a paragraph expanding;

the topic through definition:

(1) I define education as

(2) I define progress as
(3) Mr. Nicotine, my troublesome companion) is
(4) A method of building called prefabricationW
b. Using one of the topics below, the student writes a paragraph answering
the question posed:

(1) What is wean?

(2) What is a good mind?
(3) What is success?
(4) What is the Supreme Court?
(5) What is America?
'PM What is an old-age pension?
(7) What is Employment Insurance?

c. The student writes a paragraph in which he presents his own definition

of a gentleman.

DARS4RAWS 12G-22
 Objectives Suggeeted Activities PeAfis:ri uF N

8, He writes a para- l'a. The student discusses the following questions centering upon the key
graph in which the; words advice, crime, dictator, deaf-mute in u warm up session answer-
topic it developed; ing questions such as---
by cause and "Do writers to 'Dear Abbey' really want advice?"
(1)
effect.
(2) "What employment problems are faced by deaf-mutes?"
(3) "Do people think they can get away with breaking laws?"
(4) "Are all dictators heads of countries?"

lob. The student chooses one of the following topics for development through
the cause and effect process.
(1) The counselor's advice could have saved me time and tears.
(2) Jim thought that being .a deaf*mute would prevent his earning a
living.
(3) The teacher's habit of making arbitrary decisions impeded the
democratic process in our classroom.
(4) Crime does pay the Mafia.

c. After doing necessary research, the student writes a paragraph explain-

ing the cause of rainfall, dew, hail, sleet, snow, fog.

d. After reading or reviewing the folklore, the student writes a paragraph

explaining the relationship between Casey Jones and the steam engine,
John Henry and the railroad, Paul Bunyan and the lumberman, etc.

PARAGRAPHS 12G-23
 paragr ha Reanurrem - Notes
Suggested Activities
Objectives

Carlin, Jerome and

9. He writes a pars- a. The student examines books, magazines, or newspapers to locate para- John T. Ellsworth.
graph in which the graphs that professional writers developed through the combination GettinV on the Job
topic is developed method and brings the selections to class to share. '
With English Skills.
by a combination .Globe Hook Co., Inc.
of methods. , b. The student writes a paragraph developing one of the following topics New York: 1971
through the use of at least two of the methods (facts, examples, inci- 'Unit 1 - pp. 3-5.
dent or anecdote, comparison or contrast, definition, and reasons).
i

(1) Our world is changing so fast that a person may have to change Elliot, Virginia A.
his type of work several times during his lifetime. and Loise Joseph.
combine technical skill and English for the
' (2) A successful dressmaker must
Academically Talented
artistic discrimination.
Student in Secondary
(3) A viewer of television must continuously question the propaganda
School.
.11t
in commercials.
i1969 Revision of the AD
'Report of the Com-
mittee on English
Programs for High
10. He revises the Note to the teacher:
School Students of
paragraphs written
by using variety in (For students who need further work at this time, assign the activities Superior Ability
of NCTE.
sentence structure
and word choice.

The student writes a paragraph containing variety in sentence structure4

The student writes a paragraph in which he varies his word choice by

selecting the best word for his purpose.

120-24

PARAGRAPHS
 Kg t MAW.

el.. It4 r, 4 r
Objectives "Ver
MMO.*o+"ft.wmmMIPmdlwwW..wmmm.m.W111.......oWw.M.L.ANomw..........rIIPT-ml.WPPW

11. He writes NOD TO TEACHER:

' ,
career-oriented (Ldutation has been defined as "the comparison and selection id
paragraphs. an aspiration." No great achievement is possible without an aspira-
tion.)

a. The students discuss the following aspirations:

(1) To
go to college
(2) To
serve in the Peace Corps
(3) To
be a teacher
(4) To
play on a coll.ege football teem
(5) To write a grf , novel
(6) To become a rya oar p'Psicist
ti (7) To marry and Pave beautiful children
(8) To read the great books of the world
(9) To serve on an international court of law
(10) To become a leader in abolition of poverty in India
(11) To write a biography of a hero I admire
(12) To have my own car and visit many states of the United States
(13) To become a journalist-historian and write books
(14) To live in England and gradually explore its historic monuments
and beautiful countryside
(15) To learn Greek., read Greek literature and explore Greek ruins
the ruins of countries and
(16) To become an 4ircheologist investigating
cities mentioned in the Bible
(17) To become a motion picture actor or actress
(i8) To fly a jet plane
(19) To become a poet like Robert'Frost or Carl Sandburg
(20) To own, a big house and ride in a Continental
(211 To have a secretarial job in a beautiful office
(22) To own a farm
(23) To own a shoe store
(24) To be a successful gardener
(25) To be a master carpenter

PARAGRAPHS t2G-25
 BEST COPY AMIABLE

Objectives Su39ceted Activities Reso,rrup - Nf-tes

Aspirations The student chooses five aspirations he

lob. considers important. tie u-ites paragraph about his first choice,
(cont.) or one on each choice.

co The student considers the following questions:

1. What aspirations, if achieved, would have the greatest influence on
future Americans?
2. Which would have the least influence?
He writes six or seven aspirations in order of his choice and writes a
paragraph justifying his first choice and loot choice.

I
I'd. The student investigates growth of an aspiratiun in the life of great Wolfe, Don M. and
man he admires. Ne lists the steps in thought or experience that led Ruth Nelson.
1
finally to the crystallization of the aspiration. Enjoying English 12.
014 t

The 1. W. Singer Co.

= 'e. The student writes a paragraph detailing the educational requirements A Division of Random
!mg
to enter a career of his choice. !House Inc.
,Dallas: 1966, p. 16.
kf. The student writes paragraph explaining the procedure he would follow'
; in applying for a Job.

'g. The student writes a paragraph comparing a career of today with

(1) one in another country, (2) this same career in the future and
(3) this same career in the past.

Career Point to Stress

Success in many career fields, depends on the ability to convey
accurately, ideas and processes to others.

PARAGRAPHS 12G-26
 bmilicuted Activities FAIsrl - %.! it PS
Objectives
VII. 4MINW

12. He identifies thel *NOTE: (Career-oriented selections are suggested:)

method of pare- !

graph development,
which profession-1 a. The student selects a short story from the literature in which the
al writers use toi paragraphing method employed .s that of time order.
achieve their 1

purpose in selec-i
ted writings. b. The student selects an explanatory paragraph from a textbook in which
the paragraphing method used is that of logical order.

The student selects some descriptive passages from non-fiction fic-

tion in which the spatial order of paragraphing has been used.

d. The student selects newspaper editorials or advertisements, in which

persuasion is accomplished through order of emphasis.

12G-27
PARAGRAPHS
 BEST COPY AVAILABLE
H. The student structures the multiparegraph composition.
Career Ccricept: Careers re wire different knowled abilities and talents,
Objectives buggeoted Activities Resorrre* - 50(1-
1.1.111111me.M.

1. He recognizes and I
a. Given selections of writing, the student replaces trite, hackneyed !Guth, Hans P. and
utilizes appropri-1 phrases with original expressions. ;Edger H. Schuster.
1 American Lnliplish,
ate and effective Example:
language. .121111:0"
My sister came from the swimming pool as cool es ice. Webster Division/
She is usually es,JEWILIEJLELEItlice, but you should '.McGraw -Hill Book (o.
have seen her as she made a hasty retreat to the house. !WO.
To add insult to p,ury she slipped and fell and was
at a loss for words.

b. Given selections of writing, the student substitutes concise, relevant I

wording for that which is vague and irrelevant.

c. Given a brief untitled essay, the student writes an imaginative,

appropriate title.

08.4
2. He structures NOTE TO TEACHER:
e4J: Brewton,
;44,
purposeful multi-
(Using selected essays and stories, instruct students to observe
paragraph theme. :

the beginning, middle, and end of the composition. ::7:1 l.

English 12.
(a) The introductory paragraph does for the or story Laidlaw Brothers
kEn:i
what the topic sentence does for the single paragraph: it "says what Publishers. A
the author is going to say." Division of Doubleday
(b) The body of the theme or story does for the larger and Co., Inc.
composition what the developing sentences do for the single paragraph.: River Forest, Ill.
it "says whet the author wants to say." 1966.
(c) The final paragraph of the theme summarizes the
controlling idea of the larger composition as does the "clincher" sen-
tence of the single paragraph: it "says what the author has said.")

a. Given an outline of material for a short essay or narrative, the stu-

dent writes an interest-catching introductory paragraph in which the
controlling idea is stated.

HOLTIPARAGRAPHS 12H-28
 Sucgcsted Activities neFOltrre, VAPS
Objectives Olir...1111.111M.
00111.1111

concluding paragraph !Guth, Hans P. and

Multi-paragraph Given the SOW information, the student writes a 'Edgar H. Schuster.
themes which contains details related to the controlling idea. American English
(cont.) IToday Book 10.
for a 300-350 word theme,
Given an unsorted list of possible subjects .Webster Division/
which are too broad (or too
the student distinguishes between those .McGraw-Hill Book Co.
technical) and those which are appropriate in scope.
11970.

Example:
How to develop Conlin, David A. and
'
(1) The secret of taking fine photographs,(2)
photos, (3) How to finish furniture, (4) Architecture (5) Designing 'George R. Herman.
set, (6) Qualities of a good minister, (7) The Modern Grammar .4ael
and building a stage
(9) Chores that ---
Composition I.
telephone lineman, (8) Effective speech pathologists, Caws
bore, (10) Fighting your way to the top, (11) The person I admire most, American Book Co.
(13) How Congress passes a law, (14)
(12) Farmers are disappearing, 1 7.
Church work, (15) Too many commercials, (16) Educate everyone? pp. 249-264.
gossip, (18) How a telescope works, (19) Pol1uT
(17) Telephone operators !
oriented
Lion, (20) Horror movies harm the young, and, other career
topics. 1Wolfe, Don M. and
statement of the Josie Lewis.
6. The student selects an appropriate topic and writes a Enjoying English 10.
controlling idea. He designates the intended reader. The L. W. Singer Co.,
Dallas: 1966.
e. The student writes a list of ten to twelve details, facts, and/or ideas, Inc.
which are pertinent to developing the controlling idea.
three
f. The student arranges the above-mentioned list of details under
first
four main headings in order to organize a workable outline for a
draft.

g. The student writes an effective introductory paragraph and organizes

is most suited
and composes his theme according to the development that
to the purpose of the paper.

h. The student forms an original topic sentence outline.

120-29
MULTIP1RIGNA9113
 BEST COPY
AMINE
Ubjectives Suugcsted Activities Peso, rreF, t

Multi-paragraph
theme The student writes a unified and coherent theme using various transi-
icont.) tional devices.

The student writes a concluding paragraph that is related to the con-

trolling idea of the theme and contains the main thought he wants to
leave with the reader.
I

k. Having completed the rough draft, the student revises, writes the final
draft, madproeirreade it.

trim above activity could bit career oriented.)

MULTIPARAGRAPHS 12H-30
 The student recognises the four
basic modes of discourse.
I.
ability of individuals to communicate with one another.
Cpreer Concept: Careszaare affected by the Peso. rt."),
Suggees(ed Activities
Objectivos
the column that Wolfe, Don M. and
1. He identifies the a. Given a list of topics, the student places each in Lauradc K. ()shorn.
would best
four basic modes indicates the mode of discourse (type of writing) which Lljoying Lnglish II.
of discourse by achieve his purpose in developing the topic. The L. W. Singer Co.
recognizing the Dallas: 19hh.
distinguishing
characteristics NARRATION EXPOSITION ARGUMENTATION
DESCRIPTION
of each. persuades or gives
pictures relates an informs
action or or opinions
objects
places event explains
persons

°TOPICS

The ideal Boss °Why I Want A Business of my

°How I Was Fired Own
°My Experiences at Work My First Glimpse of High School
*Confessions of a Baby-Sitter Drumming up Sales
Don't Be A Delivery Boy °Join Me as a Librarian's Aide
°An Ideal Office

The student writes series of four brief paragraphs explaining the

He uses the
major differences involved in handling a given topic.
following "kernel" sentences.

(1) Narration tells about actions or happenings.

/NM

(2) Description tells about the appearance of persons, places or

things.

(3, Exposition tells how something is done or gives information.

his
(4) Argumentation tries to influence one's opinion or change
thinking.
121-31
MOLTIPARAGRAPHS
 BEST COPY HANLE
J. The student writes descriptive essays.
Career Concept: Meaningful, rewardin careers are available to eve individual.
Obit ttves Suggested Activities riP:%0UrfPft

Iowa Press.
1. He writes descrip-' NOTE TO TEACHER: Scholastic
tive essays about (A description does the same thing with word s that a picture does Journalism.
persons. It communicates an observation or experience from one
paints,
person to anol,her. Observation is basic to description. The writer
must himself see vividly before he can recreate his experience in
Politick, Thomas C.
words.)
and others.
Our Enulish.1.202511.
1 1961.
'a. Show class a picture--career-oriented (policeman directing traffic.)
(1) The students write phrases or words which record the experi-
ence through one or more of the senses (sight, sound, taste,
touch, and smell.)
(2) The class discuss observations and decide which details are
most important.
(3) The student writes a short essay describing the scene.

114 'b. The student writes a description of any worker that interests him. He
CC describes the worker as specifically as he can, using comparisons to
help the reader know exactly what he sees.

*c. The student writes a description of any worker that he has ever been
interested in (cowboy, fireman, doctor, etc.) The student first des-
cribes his physical appearanzei then, to show what his personality is
like, he tells how he acts and what things he has done.

'Pd. A student volunteers to stand in front of the room as a model for a

portrait (painted with words). After a few minutes the other students
in class write a description answering these questions in order.
(1) What is one word that interprets his personality to you? Is
he neat, fidgety, friendly, poised, eager, buoyant? Put
this one interpretative word in the first sentence.

(2) What is his general appearance, his approximate age, height,

coloring?

DESCRIPTION 123-32
 Resol.rres nt
Suggested Activities
Objectives

(3) What clothes bear out your impression of his personality? 'Wolfe and Nelson.
Be sure to ncune colors and kinds of clothes. Remember shoes,; Enjoying ,English 12.
stockings, as well as ties, scarfs, and ribbons. L. W. Singer Co., Inc.
Dallas: 1966.
(k) What movements bear out your impressions? What about his
posture, his hands, the tilt of his head?

(5) Now come to the face, the hair, the eyes. What colors do
you notice? Show how these things reveal personality.

(6) What one thing (movement, hand, jewelry, shoes, dress, ring,
sweeter) is most significant in showing his personality? Put'
this description last.
Cr

e. A business can who is a stranger to the student is invited to stand be-

fore the class to be questioned for approximately five minutes. After
he leaves, the students write ea character sketch of the person.

f. The students select one of the characteristics from this list as the
basis for a description of a person. The person may In imaginary or
real.

(1) A violent temper (4) Endless energy

(2) A friendly smile (5) A bored attitude

(3) An inquisitive nature (6) A lazy walk

 BEST
copy
aYA
description
Suggested Activities neasurrep - Notes
Objectives
.N.II..................
co. The students describe a person from the following list of workers.
Character (He selects details which picture the person's working 1,14.)
(cont.)
(1) A sales clerk (6) Steeplejack
(2) A cud engineer (7) Smokejumper
(3) A collector (8) Sanitation engineer
(4) A tree surgeon (9) Custodian
(5) A tour or sightseeing guide (10 Athletic coach

2. He writes descrip- i Note to the teacher:

tive essays about 1

places. (A fellow teacher offers the following as a succesefuI introductions

Details in descriptive passage may be arranged in many ways. In
locating details for the reader, present them in an order that makes
their location clear. If you are trying to create a special effect or
I
emphasize a particular characteristic, select details that contribute
to the desired effect or emphasize and arrange them so that the inten-
tion is clear. Your PURPOSE in writing a description will help to
determine the order in which to present the details.)

LOCATING DETAILS IN SPACE: Singer/Random.

Description requires specific details that can be seen, heard or in
other respects experienced.. When you write a description, you may want
to place details in a certain setting and relate them to each other in
some way. For example, in describing a room you would probably want
to 20 beyond simply saying that it contains two chairs and a table;
instead, you would tell the reader where the chairs and table are
placed in the room and relate those objects to each other in some way;
"Against one wall of the room was a table with a chair at each end,"
Such words or phrases as at the left; on the LULA; overhead; in front
or; or beneath are helpful in showing how objects are related to each
other in space.
ELSCRIPTION
12J-34
 hcsoIrcer ites
Objectives Suggested Activities

Places a. The student chooses an object in any room and writes a brief descrip-
,

tion of it. He explains where it is located and shows its relation to

(cont.) other objects.

b. The student chooses a view that he sees from n distance and describes
it. He describes the view from the roof or window of a building, from
a hilltop, from an airplane, from a boat in the middle of a lake. He
locates clearly the details included in the description. (What do you
see first? Now do you decide which details to include? How do you
organize them to make sure that your reader has the right overall
I
impression? The images should suggest the dominant mood of the place.
faaphasize the importance of the opening sentence in indicating the
direction of the rest of the description. In the opening sentence of
the description suggest to the reader, the time of day, the season
of the year, and the point of view. Give (1) background dr .1s,
(2) intervening details, (3) nearer details, and (4) the c. ating
details (conspicuous detail.)

The student writes the following in his notebook for future reference:
Things to Imt for
(1) One moment of time
(2) One point of view definitely stated
(3) Order:
a. Background
b. Intervening details
c. More conspicuous detail
(4) Definite placing of all objects in the picture
(5) Active, suggestive ..lerbs
(6) Elimination of images that ..o not suggest the mood
 EST COPY AVAILABLE

Suggcested Activities Ilesorres - %gaps

Objectives

Places Things to avoid !Warriner, John E.

(cont.) CompositionModels
(1) Interpretive adjectives, such as beautiful, remarkable, and wonder-I and Exercise D.
la. These words should be used by the reader as he reads, but :Harcourt, Brace,
not you, /Jovanovich, Inc.
i

Passive voice, such as "could be seen." Passive voice weakens. 'Dallas, Texes.
(2)
(3) Generalizing statements at the end of your theme. Use a vivid
image instead.
Negative statements, such as "The moon wan not shining," or "The Steward, Joyce S. and
(4)
I
river was not wide." Marion C. McKinney.
Success in &Luna.
NOTE TO TEACHER: Addison-Wesley
Publishing Co.
(In first description, the student uses almost exclusively sight Reading, Massachusetts.
impressions, from one vantage point. The personality of the place
speaks also through its sounds and smells. Sounds and smells help to
create the mood of a place.

Moving the vantage point: In writing a description one does not

have to set down details as though he is viewing everything from
stationary vantage point. He can write as though he is moving from
place to place. That way, as different things come into view, he can
mention them in turn.

The description_ may be like a movie in which the camera moves

through the scene. If the camera moves too fast, the viewer foils to
see some of the details.)

. The student pretends he is a photographer viewing one of the locations

listed and writes a description of what he sees. (Warn him not to blur
his picture by moving the camera too fast.)

(1) Looking at a lake shore

(2) _Looking up at a mountain
(3) Looking over a playing field from the bleachers
12J-36
DESCRIPTION
 I Rvsources
Objectives Suggested Activities

Places (4) Looking out of a bus, airplane, or train window

(cont.) (5) Looking from the back of an euditorium, or theater
(6) Looking into an alley
(Teacher might show students various types of art--still life, action
shots, candid shots, etc.--to *amulet, their writing.

a. The student writes in his notebook the following questions that he night
ask about his description.
TO ASK ABOUT DESCRIPTION

Have I
(1) Have I kept in mind the mood of the place I am describing?
used only those details that contribute to this Rued?

(2) Have I organized my detailn so that they fall in somewhat logical

order, from far to near objects?
(3) Have I made :lear the point of view with such phrases as across
the river, fax to the right?

(4) Have I avoided weak, watery verbs such as seemed, come, is, etc.?

The student writes a vivid descriptive essay.

(1) The student writes from the point of view best suited to his pur-
pose.
(2) The student selects and organises details in accordance with his
point of view.
(3) The student selects the most appropriate wording (connotative or
denotative) in accordance with his point of view.

(4) The student uses effective figures of speech in his descriptions.

 DIST OM MK
Resalurree Nutet,
Objectives Suggested Activities

Wolfe, Don M.
Places In group. of three or four, students visit places in the community and , 1 Creative Ways to
(cont.) record multiple sense impressions in phrases. Excellent places to eac Enal ls
visit for this purpose are the 2nd Ed.
five-and-ten-cent store New York: The Odyssey
local drug store 'Press, 1966.
railway or bus station p.
corner of a busy street
luncheonette at mealtime.
(After the student goes home, he Mill revise the language to sharpen
the sense appeal.)

PLACE: Five-and-Ten-Cent Store TIME: Wednesday afternoon

Things I Saw Sounds I Heard Things I Smelled Things I Touched

(I) banks of (1) the zing of (1) the warm (1) cold padlocks
chocolate kisses the cash register rooted peanuts at the hardware
snugly wrapped (2) the crackling (2) cheap per- counter
in shining tin of wrapping paper fume (2) hot porcelain
foil with white (3) the clinking (3) moth balls as I drank some
paper streamers of ice in glasses (4) cheap soap chocolate
sticking out at the soda foun- (5) hot cocoa (3) crisp, smooth
(2) trays of tain (6) roasted Christmas cards
white buttons (4) the drone and frankfurters (4) smooth, soft
fastened on buzz of voices wax candles
cards (5) the rattle of
(3) the gleam of a toy machine gun
glass counters
ii!PIOMMMINNOMMINNIIMIN.-

Career Point to Stress

Environmental conditions are contributing factors in career satisfac-
tion.
I 2J- 38
DESCH' pr I014
 K. The student reviews techniques and writes advanced original compositions using description.
-__-__rirACLSMICSALL-111/IIIOAQD-1111MtfailfAZULiL1=MigULan_...nzikina_alu.11.14
Objectives Suggested ActivitieF. I BePOIWCIL

1. He demonstrates a. Given two sentences that describe the same person, the student recognizes
his understanding the sentence that focuses attention on the person described, rather than
of style difference on the person who wrote the sentence.
in written
material. The student writes a description of a person, using nouns and verbs to
picture the person described rather than merely telling tab/ma the person"
(teacher suggests a worker)

Given two passages that describe the same location, the student recognizei
the passage that contains nouns and verbs that show the reader the loca-
tion rather than merely telling the reader about it.

Using a good example of writing, such as President Kennedy's Inaugural

Address, the student finds at least five examples of parallel structure.

The student constructs sentences using the following types of parallelism

(1) a series of dependent adjective clauses beginning with Who
(2) a series of infinitive phrases
(3) a series of prepositional phrases, each beginning with the same pre-!
position
(4) a series of noun clauses beginning with That
(5) an opening series of adverb clauses, each beginning with If
(6) a compound sentence with each half following exactly the same gram-
matical structure. Examples may be found in Lively Art of Writing,
pp. 144.

Using a short descriptive paragraph, the student changes the tone of the
whole paragraph by substituting synonyms with slightly different connota-
tions for words in the paragraph.

Given a list of sentences containing be verbs, general nouns, and indefi-

nite pronouns, the student rewrites the sentences making them as vivid as
possible by substituting active words and concrete nouns.
 121 COPY
AVAILABLE

Suggested Activities jfierourcef

Objectives *1.1,..110
.411M11111.11Le
..110-

,h. Using a picture of a rather uncomplicated subject, the student writes a

Style
brief, factual description. He then rewrites the description five times, 21.* 21*
(cont.) :orhntsr
pretending he is a different person each time.
iBehavioral Objective.
i. Using a series of pictures, the student writes a brief caption for each, Westinghouse Learning
attempting to use a variety of words ranging from serioum--to satiric--to 'Press, Palo Alto,
poetic. Calif., 1972.

Using a brief, factual paragraph (such as the lead paragraph from news
story), the student changes the effect by adding details of color, sound
or feelings

Using a group of pictures, the student states the general subject of each
and then gives the specific subject. He chooses three ideas and builds
an effective opening paragraph, leading from the general subject to the
narrowed thesis.

2. He uses dialogue to a.* The student writes a two-page dialogue between two persona who hold oppos
develop characteri- ing views on (1) Labor Unions, (2) Busing of Pupils, (3) Behavior on the
zation. job (extroverts and introverts), and (4) Women in jobs formerly held by
men.

b.e- He writes a dialogue that shows four or more of the following character,
istics about each person in the dialogue; (1) age, (2) sex, (3) occupa-
tion, (4) interests, (5) temperament, and (6) outlook.

DESCRIPTION 12K-40
4.1.11110 Resources - Notes
Suggested Activities .111..0.m.
Objectives
explains which
a. Given a list 2f descriptive words and phrases, the student
3. He uses special
techniques in would be effective in expressinn specific emotions.
descriptive writ- the student recognizes
b. Given two passages that describe a tragic event,
ing.
the passage that muderstotes the event.
about a tragic event using untie
The student writes a descriptive passage
statement.
the student
Given two passages that describe a situation of conflict,
situation rather than tells about
recognizes the passage that shows the
it.
describe situations of conflict.
The student writes several passages that
boy, a girl, a man,
The student writes a descriptive passage that shows
a woman in a situation of conflict.
description for each of two character
The student writes a two-paragraph
one who is strengthened by failure,
who react differently to failturos
and one who is weakened by failure.
event) in
The student writes a descriptive passage (location, person,
clearly indicates his
which the specific tone given to the passage
attitude toward his subject.
that creates a mood of expec-
The student writes a descriptive passage
choice of words and appropriate length of sen-
tancy through appropriate
tences.
who oomauni..
The student writes a paper in which he describes a person
sites effectively.
 BEST COPY
AVAILABLE
L. The student applies effective techniques to write narratives.
Ca Con C 111.
u dif t comt..tences in written communication.
Objectives Suggested Activities Reeourcef 'inter.

1. He identifies the a. Given a simple narrative to read the studeni identifies the author's Fleming, Harold. et.al.
author's effective selection of details to determine his purpose. he identifies details Composition: Models
use of detail. that create conflict, increase suspense, reveal character, make actions and Exercises.
specific, or offer explanations or reasons. Harcourt, Brace,
Jovanovich, Inc.
The student turns one of the following summarise into a story by adding Dallas, Texas: 1971.
narrative details that will enable the reader to see the setting, charac-
ters, and action. He includes details to explain why the various events
occur and to reveal how the various characters feel. Conlin, David A. and
Herman, George R.
(1) This was the most important gene of the season. During most of it I ModernCompositisal.
remained on the bench, but in the fourth quarter the coach was short heerican Book Co.
of players, so he let me go in. In the final seconds of the game, I Dallas: 1967,
caught a pass and ran for a touchdown. The fans went wild.

(2) I was a little younger then. The so-called friends dared me to meet Warriner, John E. st.al.
them at midnight in the cemetery at the edge of town, in order to Advanced Cooposition:
initiate me into a newly formed club of adventurers. I sneaked out A Book of Models for
and down through a tough section of the city, finally reaching the
cemetery just as it started to rain. Nobody was there. Midnight. Harcourt, Brace and
Nothing happened for a while, and then suddenly I saw something World, Inc.
white and spooky moving toward me from the direction of a huge tomb- Dallas: 1961;
stone. I screamed and ran, hearing very unghostly laughter behind
me as I fled,

(3) Mary came over to spend the weekend with her friend Susan. All went
well until Sunday morning, at church, when Mary found herself trying
to stifle a recurrence of the giggling fit in which the girls had
been caught up the night before. It really wasn't funny; Susan
noted it with horror, The minister was at prayer, and all the con-
gregation was solemn and hushed, and yet before long Susan was hav-
ing to fight back giggles, too. Finally, to the annoyance of her
parents, she had to tiptoe out as though she were going for a drink
of water to ease the cough she had pretended was bothering her.
Mary joined her outside a minute or two later.

NARRATION 12L-42
Narration - Not ek.
Suggested Activities jNirrource
Objectives
1111.4111

we bought home - permanent' Guth, Hans P. and

Detail (4) My friends and I wanted to experiment, so -1 Schuster, Edgar H.
victim. We began by cut
(cont.) kit at the drugstore. Linda was our first American English
professionnliwe didn't get the hair-
Ling her hair. But not being Today.
directions and put on the wave lo-
line even. Next we followed the Webster Division/
the phone rang. It was for
tion. Halfway through the process, McGraw -Hill Book Co.
In the meantime. the lotion
Linda. She talked for twenty minutes.
hair, we found it was tightly 1970. Book 10,
was doing its job. When we rinsed her
was little we could do. Finally pp. 20-244.
curled. Linda was angry, but there
parlor.
we decided to help her pay for a trip to the beauty
Warriner, John E.
et. al.
English Grammar And
Composition II.
Harcourt, Brace
and World,
Dallas: 1961.

NARRATION 12L-43
 BEST COPY AVAILABLE

Suggested Activitien iftesourcer ';qt es-

Objectives 1

2. He identifies some a. The students bring a collection of anecdotes to class for examination.
of the basic prin- After anecdotes have been read in class, the students answer such ques-
ciple* of narra- tions as:
tion illustrated
from anecdotes. (1) How many questions did it take to analyze each of these stories?
What information is supplied by the first sentence?

(2) How does the conversation help make the story seem real? Does it
help the writer to tell the story briefly?

(3) What point does each anecdote make?

(4) Where would you get the material for a good anecdote?

(5) How might you use the preceding anecdotes in a longer piece of writ-
ing?

(Often the ending of an anecdote is what makes it memorable or humor.-

ous,)

The student writes an anecdote from his own experience. He gives enough
background information in the first sentence. He keeps bis anecdote
brief.
The following are some possible topics:
(1) Action or remarks of a younger brother or sister
#(2) A misunderstanding with a customer while you were minding the store
(3) Confusion growing out of the misuse of words
(4) A misunderstanding with a teacher

Stress Career Concept

*Leisure time may be spent reading anecdotes. Anecdotes often touch up-
on serious problems of working people, and may tend to help the worker
develop a favorable, or tolerable attitude toward some of his job's pro-
blems.

NARRATION
12L-44
 .1111111...
Narration I"
rsesource %nt PP.
Suggested Activities
Objectives
point of view and die
3. He recognizes and *. Given a model selection, the student identifies the
the particular point
uses point of view cusses the advantages of the author's selection of
writer uses to maintain one point of
as an effective of view. He explains devices the
technique in narra- view throughout.
tion. incidentsitellf
b. The student builds a narrative around one of the following
of view, but keeping the narrator at the
ing it from the personal point
edge of the action rather than in the midst of it.
#(1) You watch while firemen put out a fire.
family car with your father; a patrolman gives
*(2) You are riding in the
him a ticket.
(3) You watch a child reciting a poem he has half forgotten.
(4) Riding a bus, you see a boy obviously trying to impress a group of
girls in the seats ahead.

Students bring to class stories from textbooks, newspapers, or magazines,

illustrating different points of view. He remembers that point of view
deals with these questions:
(1) What is the narrator's
connection with the events he relates?
did they happen to someone else?
(2) Was he in on the events, or
(3) If he tells what happened to someone else does he assume a limited
knowledge of what happened, or a superhuman (omniscient) knowledge
of the events?

Career Point to Stress

*A person's perception of events, incidents, etc., is related to his
first hand experiences one
background experiences. As a substitute for a
(Reading the
may broaden his background through vicarious experiences.
writings of othere. Writing to express his feelings.)

NARRATION 2L-4 5
 BEST
COPT AVAILABLE

-ow 411. OW *I
Narration
Suggested Activitie, IHIrourceF
Objectives

4. He recognizes and 'MOTE TO TEACHER:

uses the omniscier;
point of view. (The omniscient point of view gives the writer freedom to call attention
to any details he wishes, to shift the scene at will, to make authorita-
tive interpretations, and to draw conclusions.)

a. Given a model narrative developed from the omniscient point of view, the
student answers such questions as:

(1) What detail would have to be omitted if the incident were told from
the point of view of the major character?
(2) In what way would the alteration distort the central point of the
incident?
(J) What details are used to characterize the major character?

b. The student writes about en incident in which someone learned a lesson or

taught someone else a lesson. He writes in the third person, and rewrite
from the omniscient point of view.

c. Given a model selection written from a personal point of view the student
rewrites the incident from the omniscient point of view.

d. After finishing the account, the student writes briefly on what is gained
and lost by the alteration.

NARRATION
121,-46
 Narration
Suggested Activities Resources NqteF.
-------

5. He recognizes and a.. Given a model selection the student identifies examples of the use of
uses dialogue as dialogue which offer explanations, reasons, opinions and facts. He
an effective identifies examples which reveal character.
technique in narra-
tive writing. b. The student writes a narrative about two imaginary people who are decora-1
ting for a party, etc. In the course of the narrative, he shows that ones
1
person is quite different from the other. (One is well organized; the
other is not). Through the use of dialogue he highlights the personality'
traits of the characters he is developing.

The student writes a narrative presenting one of the situations suggested

below or a situation of his own choice. He uses dialogue to help develop
the situation and characterize the people in it. The dialogue sounds
natural.
,110 (1) A glib salesman tries to sell a
magazine subscription to an unin-
terested housewife. CJ
(2) A teen-age boy tries to make a first date with a girl whose self-
assurance terrifies him.
(3) A teen-age girl gets into an argument with her mother.
111, (4) During the latter part of a busy afternoon, a waitress gets impudent
with a customer, then apologizes.
4(5) A gruff employer interviews a student for a summer job.
(6) A father differs with his daughter about how much freedom girls of
her age should have.
At (7) A student plans to drop out of school until a friend talks him out
of it.
(8) The quarterback is late to practice again, and the coach has had
enough.
Stress Career Concept
'Personality traits are related to one's career choice.

NARRATION 1U-47
 BEST COPY AVAILABLE

.11 11111111.00

Objectives Suggested Activities Resources - Noteh

The student keeps idea books for creative writing in which he pastes
Dialogue
clippings, and jots down ideas for setting, characters and plots.
(cont.)

The student retells in narrative form an incident from a famous business-

man's life, (Such est J. C. Penny, Henry Ford, Howard Hughes, Sears, of
Sears and Roebuck, Col. Sanders, etc.)

. (The teacher records two stories on cassette, one good, one poor.) The
students analyze the stories and discuss how to improve the poor one.

Given a collection of short stories by well-known writers, the student

chooses one and writes a paper discussing the author's technique in using
selection of events, order of events, point of view, actionw$.ime relation
ships, transactions, and dramatic devices.

6. He writes narrative a. The student imagines that he is employed by a contractor. He was sent to parr, Doris W.
reports. a contractors' convention to evaluate new designs in wall board. At the Effective English,
convention he signed a conditional contract, learned of an opportunity to for the Career
bid on a housing development in his area, and noticed a trend toward pur- Student.
chasing precut materials. He makes notes based on his observations. Wadsworth Publishing
Co., Belmont, Calif.
1971.
r The student selects and organizes material from his notes into a narrativ
report. He addresses his report to Mr. J. Fronk Haswell (the vice-presi-
dent).

NARRATION
121m.48
 techniques in expository writing.
H. The student uses appropriate
is a continuous process.
Career Concept: Career development diterourcer
Suggested Activities AN. 40 im
Objectives

Exposition is different from, and is more

difficult to Fleming, Harold
/
1. No identifies the NOTE TO TEACHER: because it must make use of the others.
;and
organize than other types of writing achieve its purpose. The
purpose and con- . Composition Models
trolling ideas in various techniques of paragraph development.to (ice the student masters '-
and Lzercises D.
topic itself suggests the appropriate method. take the next step and
expository essays. development, he can !Harcourt, Brace and
the process of paragraph Although the art
combine paragraphs to form a longer paper. !Jovanovich, Inc.
successfully also more rewarding because of Dallas: 1971.
of exposition is more challenging, it is
writing is required in all careers
its versatility. Ordinary expository Use textbook or other
from entry level jobs through the professions.
sources for model themes of the various types.

and states the purpose

a. The student finds examples of the following themes
and controlling idea of eacht
(1) A process theme using chronological order
of several orders such as
(2) A definition theme in which he uses any
the increasing or decreasing order of importance.
combination of the following
(3) A classification theme using one or a
techniques:
illustration
analysis,
comparison
contrast
for his own thesis.
(4) An essay using personal and rhetorical proof

EXPOSITION 12M-49
 BEST COPY AVAIL

Exposition
Resourcec - Noten
Suggested Activities ...........-................................ .............................. ................
Objectives j.....MI..I.Ilw...I.MNIw-..........II.m "...wan.. ow... .. .....-.-......
NOTE TO TEACHER; (Review format and mechanics of letterwriting at this
2. He uses exposition
to write letters. point.)

relative explaining how he got a

a.* The student writes social letters to
appointment, etc.
new job, to a friend explaining why he broke an

b. The student write, a variety of business letters:

(I) A letter applying for a summer Job.
(2) A letter complaining
about an error in an order,
mk(3) A letter informing a
prospective employer of unexpected changes in
summer plans.

c. The student writes a variety of informal notes, invitations, and

announcements.
after having
The student writes a note of acceptance and one of regret
R.S.V.P.
examined a formal invitation containing the request response,

es RP The student writes letter to a local department store to order five

Name of
different items. He includes all the necessary informations
has a charge
item, six*, color; whether he is enclosing a check or
Re folds the letter and
account or wants the merchandise sent C.O.D.
inserts it in an addressed envelope.
that is adver-
f. The student writes a letter of application for a position
qualifications, experience,
tised in the local newspaper. He states his
and any other information that will help him to get the job. He folds
the letter and inserts it in an addressed envelope.
complaint to the manager of a
4 The student writes a courteous letter of
He is exact and to the
restaurant in which he received poor service.
it in an addressed envelope.
point. He folds the letter and inserts

EXPOSITION
12M-50
 Repource! %qtpir,
Suggested Activities
Objectives

ask him to support a move. Macmillan knglish

* The student writes a letter to the governor to series 9-12.
Letters briefly and
went for wore aid to education. He states the issue
(cont.)
courteously.

Tanner, Bernard.
Career Point to Stress English 10.
Addison-Wesley
employee of his qualifical Publishing Co.
Before getting a jobsone informs a prospective
tions and explains his background experience. 1969. Ch. 14.

Warriner, John E.
et. al.
ai21.112t Grammar
and CoapositionII. .4
Harcourt, Brace and 04
World, Dallas: 1965
pp. 406-435,

EXPOSITION 12n-51
 B[ST DOPY AVAILABLE

Objectives :Juggested Activities rcpt. -

3. He fills out blank 'a. He collects from personnel offices, copies of application blanks for
forms required for jobs and practices filling them out legibly and accurately. (Note types
application of of information always needed, such as address, phone number, social
various kinds. security number, references, etc.)

'b. The student gets application forms from state and federal offices and
fills in required information.

'c. The student prepares a resume that could be submitted with a job applicai
tion form. The resurie includes personal information, education, exper-
ience, position desired, references, and a summary of career goals.
'Students are reminded that they must get permission from persons whose
names they submit as reference;.

'd. The student completes sample college application forms.

4. He writes an exposi- NOTE: Teacher will review mechanics and format of outlining.
tory theme in which The student makes a topical outline to organize the steps involved in a
a.
he logically presents chosen process, keeping in mind that details are classified in coordinat
the steps involved groupings which are subordinate to general headings.
in a process.
lib. Using the topic "Ways Teenagers Can Earn Honeys" the student snakes an
outline.
(The teacher asks the Student to answer in detail what he knows or wants to
know about "Ways Teenagers Can Earn Honey." The teacher assists with logi-
cal classifications of details such as, indoor jobs, outdoor jobs, or after-
school, Saturday. Result: Main Idea under the General Topic.)
I. Outdoor jobs I. After-school
II. Indoor jobs or II. Evenings
Me Traveling jobs
171,
II. Saturdays
Ask: What he knows about ways teenagers can earn money outdoors? Indoors?
some
Dy traveling? (Answers constitute details in the second step of the
outline.)

EXPOSITION I2M -52

 Exposition
Suggested Activities jilepourcep
Objectives IIV*IINI.P./.9.011.111.11.11111.

John, Nellie
outlining Results et. al.
(cont.) The New Building Better
I. Outdoor jobs Hain idea
--(Subordinate ideas English. (4th ed.;
A. Baking lawns Harper and Bow,
B. Lutting grass ---- Publishers,
Evanston, Ills 1965
/I. Indoor jobs pp. 135-139.
A. Arranging books
B. Attending Children

111. Traveling jobs

A. Delivering handbills
B. Distributing catalogs

student writes a short theme

c. Using the outline that he has prepared, the
developing one paragraph for each Roman numeral.

Career Point to Stress

An understanding of job
Occupations are classified in different ways.
Utilize job
families or job clusters will be helpful to students.
for which
clusters to expand knowledge of the range of occupations
students may be suited or say find satisfaction.

12H-53
EXFOSITION
 BEST COPY
AVIIIABIE
Expo ition ......0101.0.-
i'Resources stoter.
Suggested Activities
Objectivea

English and another subject at this

5. He uses exposition (NOTE: The teacher should correlate
to write notes, sum- point.)
maries, and explana- history, or
tions of information a. Making use of recent science, home economics, geography,
mathematics notebooks, the student uses the notes taken in class to sum-
in subject areas
other than English. marize the information studied.
the stu-
Recalling some process learned recently in another subject area,
how something works,
dent writes an explanation of how something is done,
or how natural process occurs.
(1) How to milke a dress
(2) How to broil a steak
(3) How a cloud forms
(4) How Louisiana was purchased
(5) How a bill becomes a law

Students examine others' themes to observe the writing techniques used

comparison or con-
to develop the paragraph (details, examples, reasons,
The stu-
trast, cause and effect, definition, incident, or anocedote.)
discuss the
dents note the techniques in the margins of the themes and
identities of each with the writer.

Career Point to Stress

work.
Subjects taken in school have a direct relationship to the world of

EXPOSITION 12H-54
.10 .11.
Exposition r
Suggested Activitiep litevo..4rce
Objectives

6. He shows that he 1 The student writes a one-page theme entitled "My Future Plans." The
can use the variou students exchange themes and write summaries of their classmates' themes.
forms and
techniques to b. From a list of topics, the student chooses one that is a controlling ideti
demonstrate skill suitable for an expository theme of about 150 words. The student ex-
in expository writ- preszles the large topic in a sentence, which in o logical generalization
ing. that makes a commitment. The student breaks the broad topic down into
subordinate topics for supporting paragraphs by asking and answering
how? why? and to what extent? (Answers should be written in sentences
that are appropriate and logically related to the broad topic.)

*Example; The student writes his concluding paragraph summarizing the control-
ling idea.

Topic: - Career Education

Controlling idea: Some schools have been doing little to prepare

students for successful careers.

wan. Emphasis has been placed on attending college.

-Guidance counselors have not been available.

Body: -.. -Honey has not been provided for technical equip-
- meat and trained instruction.
-The impact of technological changes has been too
--------------- rapid.

ummarizing Paragraph:---- Schools provide the services which communities

consider important enough to be supported.

EXPOSITION 12N -55

 Suggested Activities Ikesourcer
Objtztives

Exposition c. The student writes a theme following the sequence outlined previously.
(cont.)
(I) He uses expressions that signal relationships to link sentences.
(consequently, therefore, as a result)

(2) He develops one paragraph using a definition.

(3) He develops one paragraph using details.

(4) He develops one paragraph using examples.
(5) He develops one paragraph using supporting few's.
I
(6) He closes the theme with a paragraph using cause and effect rela-
tionship. (The concluding sentence should strengthen and unify the
controlling idea of the theme.)

*d. The student writes a theme comparing and contrasting trade, occupation,
and profession. (Skills in devising schemes for classifying people and
things should be refined here.)

e. Playing the role of salesman, the student researches for technical facts
about an item he is to sell (a car, fabric, machine). He writes a
factual report of the information gathered.

EX143SITIC; 12M-56
 exposit ys
Suggested Activities Resource, - %Its,-
Objective. .... --I

7. He uses exposition
Review the primis and paraphrase techniques.) Warriner, John E.
to condense or (NOTE;
et. al.
paraphrase another 1

1
Composition: A Book
writer's product.
a. of Models
The student writes a pricia of Carl Becker's "What is History" or a sirs -;WOMEN for yritina.
aaMIN=1 0.11
ilar article which gives an extended definition. !Harcourt, Brace and
1World: 1961.
b. The student writes a precis of yesterday's science or history assignment}

c. The student writes a paraphrase of Polonius' advice to his son, Laertes Shakespeare's
from Shakespeare's Hamlet. Hamlet

d. Given an article accompanied by a previously written summary and precis

students distinguish between the two condensations.

career Point to Stress

Individuals must adapt to world changes and environment. The societal

changes influence the nature and structure of work. The student can be-
come a factor in shaping society rather than allowing his life to be
shaped by society. Some jobs will be discontinued and new ones will
come into being. The student needs to understand and accept the chang-
ing society.

EXPOSITION
12M-57
 BEST COPY
AVM
Exeosition Re:mit-refs Nctes
Suggested Activities 0.0
Objectives
writing should;
MOTES TO TEACHER: (All appropriate devices in expository
8. He uses exposition to
j
be used here.)
write the longer pa-
happiness, etc., in a two )
per (essay, book re-
port, library paper.) !a.
The student writes his definition of success,
introduction, body, and conclusion;.
or three-page essay which indludes an
paragraph development*
and which employs the appropriate methods of
that below, the student
b. Given a guide for making book reports similar to
biography of his choice.
writes a report on a book of fiction and a
?
Biography
Fiction (Review definition)
(Define Biography as non-
I. Introduction (Controlling idea)
fiction)
Author's purpose
Dcminate element I. What quality did this
person have that made
II. Body (Expansion of controlling idea) him a suitable subject
Setting (How time and place affect for a book?
happenings and characters.)
II. What influences shaped
Character (What human problems this life?
arise. How do characters
complicate plot?)
II. Whet lesson is in this
Plot (How is suspense built, what life for me?
incites the cause and effect
chain of events? What does
the climax decide for the
character?
Style (What is the author's
point of view? How does he
use language? How does he
delineate character?

III. Conclusion (Lasting value or message)

(business, profession,
I c. The student does research on his chosen career
information. He writes a
records sources of
trade.) He takes notes and
!
two to five page annotated report of his findings. 12M-58
1

EXPOSITION
 N. The student recognizes and writes argumentation.
Career Concept: Careers are affected by the ability of individuals to relate to one another. "
Objectives Suggested ActivitieF Betz() u rc t es

1. He uses the NOTE TO TEACHER: (Answering questions such as, What do you like? What do you Recording, tilmstrips
techniques of mass I think of it? Which do you prefer? means stating opinion, any of which
media for persuad- may serve an the topic of an essay of argumentation. Lxamples, facts,
ing. and incidents all may provide effective means of supporting the opinion Urigins
and thus developing the composition. Skills of expository writing are 1
and attlimull-
necessary, even though the writer's purpose in an essay of argumentation 'International Wm
differs from his purpose in exposition. Exposition informs or explains; 3ureau, Chicago.
whereas argumentation seeks to convince the reader of the soundness of a
particular opinion; at other times he may hope to persuade the realer to
change his mind. iThe origin of
Language is used perhaps most interestingly when it expresses informed Language.
opinions. Opinions are expressed about ideas, events, people; televi- Listening Library.
sion shows, movies, etc. The newspaper editorial, critical essays, book reenwich, Conn.
reviews, and movie reviews have strength because the writer feels
strongly about his topic. The student recognizes the techniques of per-
suasion, propaganda and logic before writing argument.) Fundamentals of
Writing.
Given examples of common propaganda devices, the student classifies them
as being associated with (1) name-calling, (2) glittering generalities, Educational Audio-
(3) transfer, (4) testimonial, (5) plain folks, (6) card-stackings, and Visual., Inc.
(7) band wagon. leasentville, N.Y.

Given examples of common propaganda appeals, the 'student classifies them

as being associated with (1) survival, (2) safety, (3) belonging,
(4) prestige, or (5) fulfillment. Organiziog.lim
Writing.
Having identified the primary motive of a particular propagandist, the Educational Audio-
student classifies the motive as showing (1) little concern other than Visual, Inc.
for his or his group's welfare, (2) about as much concern for others as Pleasentville, N.Y.
for his or his group's welfare, or (3) more concern for others than for
his or his group's welfare. He gives a brief explanation for his
classification. Parliamentary Procedure
Made Easy.
Listening Library,
Greenwich, Conn.

ARGUMENTATION
1214..59
 Argumentation
Suggested Activitie* Hesource %-)t AF
Objectives

Given the name and a brief description of a past propaganda campaign, Flanagan, John
Persuasion d.
et. al.
(cont.) the student finds additional information about the campaign so that he
.Lenguage Arts
may describe one direct consequence of the campaign, and two indirect
consequences of the campaign. He must support the validity of the !Behavioral objectives.
direct consequence by identifying the source of information. For the Westinghouse Learning
indirect consequences, he uses his imagination. !Press, Palo Alto,
,Calif. 1972.

e. The student develops a propaganda campaign for or against an idea or

action. The piece of propaganda must make use of at least one of the
:Linguistic Backgrounds
common propaganda devices and at least one of the common propaganda
!of English, Group 1.
appeals.
'Group II Society of
values in Visual Education.
The student writes an editorial on the possibility that social
America are controlled or at least manipulated by TV producers and 1345 Diversey Park-
advertisers. He cites examples to illustrate his point. way, Chicago, 111.

The student recognizes and names, ploys and devices used by automobile
g.
salesmen in selling automobiles.
Word Power and
With examples from newspapers and magazines the student illustrates the Sentence Power.
.
Filmstrip House,
techniques used by advertisers to create favorable attitudes toward
their product and to persuade customers to buy. 432 Park Ave. South.
N.Y. City.
i. The student explains each of the following techniques used by film
makers and relates each to the process of communication: (1) framing,
(4) medium shot, (5) close close-up The Sound of World
(2) long long-shot, (3) long-shot,
shot, (6) close -up, (7) motion, (8) camera position (angle) (9) facial Poetry.
features, (10) background, (11) contrasts, (12) editing, (13) montage,
(14) lighting, (15) color, (16) music, (17) sound effects, Scholastic Audio-
(18) commentary, and (19) dialogue. Visual,
906 Sylvan Ave.
Englewood Cliff,
WA Ja

ARGUMENTATION 12N-60
 Suggested Activities ....10erourcer
Objectives
emotions about the American Speaking,
2. He evaluates a. The student demonstrates how people display opposite
from pictures in newspapers or National Council
different media same event with at least three examples
magazines. Rf.teacbers of
presentations.
particular 1111 Kenyon Road
b. The student determines some of the causes and effects of a
event and expresses his findings in an essay. Urbana, Illinois.

records or tapes
c. After viewing selected photographs and/or listening to
reactions he experiences byl
of dramatic scenes, the student analyzes any
listing ideas or sensations that led to his response.
analyzes both written and oral
In writing and/or discussion, the student
presentation to locate faulty generalization.
by facts, the
e. Given a reading selection containing a theme supported
of supporting details by consulting
student determines the accuracy
appropriate special references.
different publica-
The student analyzes a news story as reported in two
of bias or mislead-
tions, broadcasts, or telecasts, to locate examples
media dealt with
ing use of facts revealed by the way the various news
the same story.
media to determine
4 The student analyzes a statement made for the mass
equal opportunity.
the author's attitude toward minority groups and

After watching a TV drama involving social conflict, the student deter-

characters in
mines how social or group pressure affects the behavior of
the play.
three weeks, the stu-
i. After viewing four or five TV programs for two or
indicates (1) the
dent evaluates them by producing a TV guide that
is intended, and
nature of each program, (2) the audience for whom it
(3) his critique of the program.

ARGUMENTATION 12N-61
 Argumentation
Suggested Activities HiPPOurCt -
Objectives

Media
*
(con°
j. * The student summarizes ways in which
the consumer can avoid signing
fraudulent contracts and can prevent himself from
being legally bound to
exorbitant, long-term financial agreements.
movie involving a strong
k. The student analyzes a personal reaction to a lie labels the strong-
bond of sympathy for one of the major characters.
the character and analyzes the
est emotion he felt as he identified with
technique used by the director to obtain that reaction.
for showing the high
The student suggests films that are appropriate choice of films
school students in a film-study course, He explains his
film of one of the
In a working group, the students produce a brief
followings

(1) A commercial or a parody of a commercial.

(2) A documentary on a current topic.

(3) An art film.

(4) A narrative film with a serious theme.

12N-62
ARCUMENTATION
 luemnitalimi Deductive and Inductive Reasoning
nib Air

buguested inirriource
Objectives
Guth, Hans
NOTE TO TEACHER: (This unit is planned to teach the student how to think
3. He uses logic and clearly the S:h:::r9 kzg.
rhetoric to solve critically about the problems he meets and how to express
conclusion he reaches regarding them. It seeks to help him evaluate
problems, to write the differ-;
and discuss objectively the opinions expressed by others by pointing out Webster Davisson
critical
materiel, and to ence between thought and emotion. He should recognize that McGraw-Hill Book Co.
prevent arguments thinking will help him in Esnx. field of work.
conclusions from facts and from the 1970.
or debates. Reason helps one to draw logical Logical rea -1
opinions of others. It helps avoid illogical conclusions.
There are
is the process of drawing conclusions from evidence.
Deductive rea- Tanner, Bernard R.
two kinds of logical reasoning, deductive and inductive.
soning begins with known principles or scientific laws or facts and Engl ish 2.
applies them to a specific situation. Inductive reasoning examines a Addison-Wesley
conclu- Publishing Co.
number of facts of the same kind or class, then draws a general
sion from them.) Menlo Park, Calif.)
196B.
kind of reason-
a. The student, when given a list of sentences, writes the
ing demonstrated by each.
"(1) The architect plans a new building. (DE)
Example:
'(2) The economist studies
business conditions and predicts the
trend of business. (IN)
'(3) The linguistic geographer investigates regional speech
habits. (IN)
election results. (IN)
'(4) TheOublic opinion analyst forecasts
'(5) The doctor applies his
medical knowledge to the analysis of
a patient's symptoms. (DE)
legislature or be-
The student selects a bill that is before the state
councils and be-
fore the Congress of the United States or before local
logical reasoning
comes familiar with the provisions. Ne decides by
his opinion answer-
whether or not he favors it. He writes and explains
ing such questions as
been passed?
Has a bill designed to control the same situation ever
failed
What were its effects? Can you assume that if the previous law
Now would the bill affect
this one will also fail? Why or why not?
you or someone you know?

ARGUMENTATION 12N-63
 BEST COPY
AVAILABLE

Suggested Activities IRE-source, %-qe.

Objectives vi ow.
Mr-4W m. 1 .11 .0 411.4111......... 111 TM.
.11.1

4. He recognizes faulty 'NOTE TO TEACHER; Recognizinglaulty_misoning will help students be better

reasoning. citizens and will aid them in making decisions in the world of work.
Have material on faulty reasoning ri-ad aloud. Stop the reading at inter
vale to comment, and to let students ask questions, and to give examples
from everyday life. Ask students to be alert for illustrations of fault)!
reasoning from both personal experiences (reported impersonally) or news,
media. Take time for discussion of the material they bring in. You may
want to propose a bulletin board display of the material. Brief pare-
1
graphs illustrating the various fallacies (which will provide practice
in writing for the qtudents) and quoted sections from printed articles,
would facilitate understanding of the section. Let students take the
responsibility for arranging the display, acting only as consultant your
self.

a.111 Given an example of how statistics may seem to prove a statement, which
do not prove it at all, the student not :s the figures that do not prove
what they are intended to prove. (Use a statistical report os some
business.)

The students write an essay (or paragraph) Mistaking the cause. (The
students will jump to a conclusion about what has produced a certain re-
sult.) Examples Basketball team with an excellent record, loses con-
sistently after a new coach takes over. People blame coach. Have essay
read on mistaking the cause, and have class look at all the factors in-
volved in the end result, not just the one immediately preceding it.

c. Given a group of sentences, the student marks the ones that have drawn a
hasty generalization. Example: len always make the best teachers.

The students discuss rationalization, theywrite a short anecdote in

which they define themselves by giving plausible reasons or motives
rather than true ones for their beim-riot%

ARGUMENTATION 12N-64
 Suggested Activities Repource! ;)tps
Objectives =111111.1111 +OW
.1. Oft ......--..111/..
1111
(The conclusion I
e. The students discuss and recognize circular reasoning.
Reasoning reached from circular reasoning is the same as the original premise;
If the Rtu- 1
(cant.) that is, the assertion used as the basis for the argument.
dent compares the premise and the conclusion, he will discover that they
;
both say about the same thing. The conclusion, gets nowhere - proves
nothing.)

f. The student recognizes false alternatives when given a list of sentences'

I 42.
Either you vote for Wizen or you will get a dud of a president.

(2) Either you buy a Cadillac, or you will never know luxury.
(When you use either - or, be sure that there actually are only two alter
natives, not seitaler re,

Given several paragraphs, the student notes the ones using false analo
(a
The students recognize non sequitur reasoning in a given paragraph
conclusion based on a fact that has little Or nothing to do with the
matter in question.)
purple:, teacher.
Since Mary is studious and loves children, she should become

. The studentftwrite an account of the community as it might be reconstruc

from
ted by some interplanetary archeolo ist digging it up 5000 years
now, limited to some key feature transportation, housing, communicad.
observer who tries to
tion, etc.) (The archeologist might be a naive
draw conclusions without having all the pieces of the puzzle.)

The student recognizes the irrelevant statements in a given written

passage.

AROUMENTkTICfi 12N-65
 BEST COPY AVAILABLE

.1111R1.1.11
114.41111...
Argumentation .1.....111011/111.

Resourcvr - ;errps
Suggested Activities
Objectives -]
rhetorical techniques are
k. Given written passages in which the following
Reasoning used, he recognises each technique.
(cont,) statement
(1) Progressive refinement of a ogre
(2) High verb density
(3) Linking and transitional expressions
(4) Repetition of phrasal or
clausal structure
(5) Metaphor
(6) Imagery
(7) Relation of sentence pattern to content
argument for a given
Using inductive logic, the student supports an
statement.
writes a third state-
Given two statements of a syllogism, the student
ent that completes the syllogism.
(syllogisms) and inva-
The student determines valid deductive erguments
lid ones. He identifies the source(s) of the fallacies.
the main ideas and
o. Given passages of argument, the student determines
analogy) that they contain
the patterns of logic (induction, deduction,
and he determines their logical validity.
of fact, as infer-
The student analyzes given statements as judgments
ences, or as value judgments.
paragraph.
The student makes inferences derived from a given
the student suggests
Given a list of patterns for solving problems,
which patterns might be used to solve specified problems.
topic, using several
The student develops an essay on an assigned
rhetorical strategies and several patterns of logic.

1 2N-66
ARGUMENTATION
ArgumenIgtiog
Suggested Activities Resources - %Potep.
Objectives l

t Given a list of propositions, the student determines whether they are

Reasoning arguable or nonarguable.
'
(cont)
u. Given a list of arguable propositions, the student determine* which ones
are propositions of fact and which are propositions of action.

Given an arguable or major proposition, the student suggests at least

five minor propositions or arguments to support it.

Given evidence in support of en arguable proposition, the student deter-

mines which evidence is fact and which is opinion.

Career Point to Stress

Some individuals are attracted to career because of observed life styles.

12N-67
ARGUKENTATION
 .1.1.IMINIMND
4/0,
11... Ar umentation 1..... Resources - Nerte4.
Suggested ActU ies
1 ---1
Objectives

following terms: major

5. He recognizes the The student writes a definition of each of the
and deductive
structure and voca- premise, minor premise, syllogism, enthymeme, inductive
bulary of arguments reasoning.
tion. topics are
Given a group of paragraphs, the student designates which
proved inductively and which deductively.
premises in an unsorted
The student distinguishes between major and minor
list.
the parts of an
Given an essay of argummntation, the student identifies
argumentative structure.
be argued.
(1) The student formulates in a proposition the point to
intends to use
(2) The student lists the points (minor propositions) he
to support his major proposition.
side of the proposition
(3) The student writes arguments on the opposite
main and minor
(4) The student presents sufficient evidence to prove
generalizations based on
propositions and refute opposing views, avoiding
insufficient evidence.

AktGlrENTATION. 12N-03
 Argumentation Nrotva
Resourceb
Suggested Activities al ...1
4411111111.. OPPRIMilime
Objectives
requires sensitivity to language, L.Lnmast in Thought
6. He demonstrates his NOTE TO TEACHER: (Effective commitnication It also requires some understand- end Aco.
ability to perceive the principal medium of communication. interpreted by the speaker and S. L.Hayakawa .
the emotional and ing of processes by which the medium is achieve these
psychological im- listener, by writer, and reader. The students should including signs and
objectives by examining some aspects of semantics,
pact of words. of abstraction in
symbols, words are representations of reality, levels
loaded statements.)
language, and the role of connotation in

dictionary meaning (denote

Given list of worts, the student writes the
tion) and then suggests an implied (connotation).

Example:

(1) law officer - policeman - pig

(2) mother -mom old lady

(3) waitress - hostess - hash stinger

(4) mechanic - automobile technician - grease monkey

(5) maintenance worker - custodian - janitor

. The student rewrites given passage, replacing selected connotational

the context of the passage.
words with more specific words that fit
prepared selections. The
(Use editorials, campaign speeches, or teacher
Julius Caesar may be used.)
speeches of Brutus or Mark Anthony in

The student classifies sentences and passages sa colloquial, uneducated,

c. teacher-made career oriented
or formal expression. (Use text-books and
sentences.)
the student underlines the
Given a list of figurative expressions,
of human experience.
expressions that give a fresh interpretation

12N-69
ARGUM1,21TATION
 BEST COPY MAILABLE

Argumentation
itCSOlarC4 ° f
Suggested Activtie:.
Objectives
student
"%emantics e. Given a passage including unnecessary words or phrases, the
possible.
t rewrites it in the most condensed and economical form
tiont.l (editorials, speeches, etc.)
following terms related to
f. After study each student matches each of the
Identifies it accurately.
the study of semantics with a statement that

(1) Referment (12) Inference

(2) Verbal (13) Logic
Nonverbal (14) Levels of abstraction
(3)
Semantically safe (15) Value judgment
(4)
Verifiable (16) Color words
(5)
(6) F.iotive (17) Propaganda
(7) Subjective (18) Literacy
(8) Objective (19) Denotation
(9) Affective (20) Connotation
Analogy (21) Communication
(10)
(11) Generalization
that
(NOTE: Study levels of abstraction. Students should become aware
Such words tend to over-
abstract words can be used with some caution:
simplify and, equally important, are not things in themselves.)
Instruct
Distribute several slips of paper or cards to each student.
(value word,
students to write a noun at a high level of abstraction
(It may help
emotionally charged word, or a word heard in sermons, etc.)
etc.) You may
to give a few examples "virtual.", "truth", "freedom",
change the form of the noun later to make grammatical sense.
pattern frame for
While the students are writing Cole words, write some
the words on the board.

1 2N-70
ARGUMENTATION
 Argumentation ... .........11111,mw

1 RCFOUTTV! %wqiP'
Objectives Suggested ACtiVitief

kxasupi e:
mmantics should be I
(1) Every is (2) I know
is 1
ar-ww- becomes , then
(cont.)
(5) When i
..._. (4) ends when begins
is , then follows, (6) This is an age'
1

of and 77T7ur needs

(8) not sakes

Take up the cards, shuffle them and choose cards at random to complete
the sentence frame. Many of the statements will sound like words of
great wisdom, some will be incongruous. The student will better under-
stand levels of abstractions. Patterns Likely To Be Formed

(1) Every democracy is tolerance (change to tolerant)

(2) I know virtu% should be courage

(3) When freedom becomes tyranny, then purity is nonsense
(4) Hope ends when charity begins.
(5) When education is humanity (change form) then brotherhood begins.
(6) This is an age of sex and violence.

(7) All ,beauty needs 1221.

(8) Violence not leadership makes communism.

The student takes the most interesting sentence (to him) formed in the
preceding exercise and writes "book blurbs" using the sentence as the
title of a book. (Urge students to write as abstractly as their title)

ARGUMENTATION 12N-71
 1

BEST COPY MIME

111
01: ject ives Suggested Activities Besourcer - "antes
/11 ........ ...11
Semantic!: ..1The student evaluates written statements as to whether or not their words
(cont are at a level of abstraction too high to communicate a clear message.

Given the picture of a particular event and a statement that is a value

judgment of the event, the student rewrites the statement so that it
expresses only what is semantically safe to express.

The student recognizes written examples of the following semantic falls- 1

ties:
(1) unverifiable referent, (2) false analogy, (3) color words,
(4) over generalization, (5) confusing facts with inference, and
(6) confusing value Judgments.

ra

ARGUKSNTATION
12N-72
 A %entatloh (pinion and Persuasion
Suggested Activities _incrourcer % Me-.
-4.7t tlViee
AI* own . ea. .6.
.lowwwwwww m
(In letters, newspapers, magazines, and brochures we are Tannwitt, Barbara
7. He prepares and
writes an argument.
-
'NOTE TO TEACHER:
urged to share this opinion or believe that point of view. Radio and 1 Contemporary English
television commercials coax us to try all sorts of things. Political 'Silver Burdett
speeches extol the virtues of a candidate to make us believe he is the iGeneral Lear..ing Cor-
only one qualified. Organized propaganda alma at spreading particular poration.
doctrines ur information. Argumentation, then, is the type of prose 1973. pp. 168.198.
which communicates opinions with the desire to convince the reader to
accept them as just and true. recognizing argumentation will be valuable
to any student regardless of his choice of career.)

Given a list of possible argumentative topics, the student underlines the

topics suitable for argumentation.
014
Using above lint the student writes an explanation of why certain topics
are suitable. Cs1

The student writes an argument on one of the following:

(1) Answer his best friend on an argument which he opposes and the
friend favors.

(2) Answer an editorial in a recent newspaper. (Letter to the editor)

(3) Convince his parents that he is old enough to do something they are
reluctant to allow.

(4) Defend himself against some accusation.

(5) Attack a new regulation of which he disapproves.

Stress Career Concept

Each worker on a job has a point of view. A person's viewpoints grow out
of his personal experiences. To be aware of the differences in people
and to develop the ability to understand and tolerate those differences
are essential personal qualities needed for many jobs.

T IOW 12N i3
 Arjumentat ion
Objectives Suggested Activities, THenource - 'Cedes

Argments
-
'd.* The student writes an essay of opinion stating that something is the best
(cont.) or worst of its kind. He writes about a particular job, sport, movie,
book, etc. After he states his opinion in the introductory paragraph, he
develops the essay by giving specific reasons that support it in succeed-
ing paragraphs. He concludes with a paragraph 'summarizing his views.

e.4 The student writes an essay of opinion including a brief narrative to sup-
port opinion. He may also draw comparisons with former times or situa-
tions.
Exam le:
1) Americans are still pioneers
(2) Ignorance, not stupidity, accounts for most of the failure in - --
(3) Machines are d4minishing human initiative.

f. The student chooses from the following statements of opinions and develops
an essay by means of two or three relevant examples and a concluding
paragraph.
(.1.) xam le:
1) Advertisements are an education in themselves.
(2) Policemen are a man's best friend.
(3) Unhappy experiences are often valuable.
(4) Athletics require more brain than brawn.

.* The student writes an essay in which he expresses an opinion and persuades

his reader to follow a course of action based on it. He gives reasons
for holding the opinion, and specifies what he would like to see done
about the situation.
xam le:
(1) School rules 4(5) Choosing a career early
(2) Welfare 4(6) Job qualifications
ii (3) The driving age (7) Length of school term
R(4) Work regulations 4s(6) Work-study program

ARGUMENTATION )2N-74
IMMII11%.
Argumentation
Suggested Activities Resource -
Objectives
01110

Arguments h.f (Review) The student, when given a group of short sentences, strengthens
(cont.) the relationship between the ideas and improves the quality of sentences
by rewriting each group as a compound-complex sentence. (Use sentences
which have appear!d in student essays)
Example!
mile was afraid of public speaking.
Offle thought he ought to enter debate.
CPhebating might be a way to gain respect.

i. (Review) The student rewrites chosen sentences (preferably from student

essays) so that each sentence contains a gerund phrase.
Example:
toff you arrive on time, you will be considered conscientious.
trriving on time indicates that one is conscientious.)

The student writes a persuasive essay enlisting the reader's support of

an opinion (Student should state his opinion at the beginning of the
essay, support it with convincing examples, facts, or incidents, and re-
state the opinion somewhere near the end of the essay. He should be sure
that the tone is appropriate to the essay.)
Example:
(1) Big business is swallow' tittle business.
(2) Some students no longer use good taste in the words they use in
informal speech.

k. The student develops an argument on the affirmative or the negative side

of a current issue. lie uses as many of the following suggestions for
effective persuasion as are appropriate.
(1) Be modest in claims; exaggeration and bragging offend.
(2) Appeal to human motivations as (a) desire for security, (b) desire to
help others, and (c) desire to be liked and appreciated.
(3) Choose words carefully
(4) Be honest and sincere
.(5) End with a strong statement

ARGUMENTATION 12N-7,
 Objectives Suggested Activitiex ResourceF Notpc
1

'1. Given an arguable proposition, the student writes a defense or refuta-

Arguments
tion of the proposition arrived at through induction, deduction and
(cont.)
analogy.
Exam le:
* 1) There is not enough challenge in courses offered to high school
seniors.
(2) We are living in an age of nonconformity.
(3) High school students should not be encouraged to take part-time
jobs after school.
'(4) It is important for a would-be (musician, electrician, lawyer, etc.
to begin his ..iining before he reaches his teens.

m. Given an arguable proposition, the student uses the following criteria

to develop an argument that supports or refutes it.
(1) The major proposition has at least five relevant minor propositions
to support it.
(2) The evidence used really supports those propositions.
46 (3) The reasoning is as strong as it can be made.
O we
Example:
'1. Athletic teams 4. Free press
*2. Mass media influence *5. College entrance exams
'3. Early job training

ARGUMENTATION
 Arpuaentation .1.01111- -.111
objectives Suggested Activities Resource, - Wes
11.1.111..11.9111

8. He recognizes style' a. The student chooses one of the following assignments. He writes in threei
and tone in written different tones, one for each audience (stress using purposeful writing,
work. unity, emphasis, coherence)

(a) Describe an automobile accident in which you are at fault 1

1. your father sway on a business trip

2. your insurance company 1

3. your friend away at college

t(b) Apologize for a mistake you have made in your work

1. to your co-workers
2. to your immediate supervisor
3. to a customer

(c) Explain the working parts of a(car engine, egg-beater, etc.)

1. a sightless friend your own age

2. a much younger child
3. a friend of your family

. Select an editorial from your school newspaper. Rewrite the editorial

for an audience of adults. Think carefully about the appropriate tone to
use.

-orr'vn'TTnti
 BEST COPY
AVAllA1311
Creative Writing
Objectives Suggested Activitie^ Resource*, -
-------_-_-_-_-_-_-__

Introductory Notes to the Teacher:

Creative Writing

Creative writing should encourage students to express their individual

interpretations of life with sincerity and imagination. In their attempt to
write, the students will utilize all their senses. They will draw upon uni-
versal human experiences, in the struggle to translate these experiences into
words, they learn something about human problems and emotions. By satisfying
the inherent urge for self-expression, they experience the pleasure of self-
fulfillment.
The student appreciates more fully the situations encountered in daily
life.
He shares experiences.
He make* greater and more discriminating use of all the senses.
He re-creates experiences.
He becomes increasingly sensitive to what words express and increasingly
skilled in their use.
He experiences relief, release and satisfaction through artistic expres-
sion.

Some suggestions that one teacher found helpful in teaching creative

writing:
1. Let your criticism be sympathetic. Attempt to understand the effort
Try to avoid insincere praise but be tactful.

CREATIVE WRITING
12-06-78
 Suggested Activities Resource. - *.ter.
Objectives

2. Consider individual differences in determining requirements. Remem-

ber that coercion prods some people to do their best work, but in others it

may kill the creative urge.

i
3. Realize that the creative urge may express itself through different
art forms.
4. Bear steadily in mind that ideas are more important than form.
Emphasis on literary form may destroy the desire to write.
5. Teach the beginner the importance of revising, rewriting and editing,
6. Encourage each writer to study himself--to find the conditions un-
der which he works best.
7. Have students recognize trite expressions by asking the class to
substitute fresh equivalents.
8. Read and discuss literature to stimulate a desire to write crea-
tively.
9. Teach specific literary form before the students start to write.
10. Let each student decide upon what subject he wishes to write and in
what form.
11. Tell the student when you think the writir-: is good.
12. Do what you can to make the atmosphere of the room conducive to
creative expression. Soft music sometimes helps.
13. Try to help the learner in his search for material through class I

discussion by exploring with him his thoughts, enthusiasm or experiences, and

by identifying or freshly appraising examples from his own life.

CREATIT6 ATRITING 12 -0-79

 10..11
.1.111111! =.1111.*
1},...111.110.0ww.,POTTO.RommlwuR
Nerource. %qte.,
Sunksted Activities
Objectives Op. .11/11! 7/* -4-- ---
.11

14. Help him Morn critical judgments based on solid knowledge instead of!

opinion.
15. Encourage the learner to keep everything he writes.

Some Considerations That May Be Presented to Students

Before beginning to write, one should take stock of himself (What he

really believes), and he should become aware of the world around him.
I. a desire to write, something to write about,
Some requirements:
revise and re-
tj't. ability to use words effectively, pride in work, willingness to
write.
Take stock of what you know: (a) Settings--houses, yards, streets- -
2.
Select and describe some in detail. (b) Characters -- parents, relatives, tea-
Note and jot down the characteristics of
chers, other people you know well.

each. Adventures--escapes, accidents, incidents arousing anger or fear.

(c)

(d) Bobbieschoose and set down significant details about each. (e) Feel-
ings or emotionstry reflecting your sensation in one or another of these.
(f) Processes--operating a car, riding a bicycle, rowing--explaining the pro-

cess. (g) Conflictsman against death, man against himself, etc.

3. Observe carefully and make appropriate jottings in your notebook:
be-
(a) the outer world--things, persons, places, qualities, relationships
tween persons and things, persons and placesi (b) the inner world--your

ARITING 12-0-80
 BEST COPY AVAILABLE

C. Creative: ldritir.g. The student mritezi creatively to probe for self identIty, to expre.;:. hmself and
emotionally, ani to increase his awareness qt' beauty in lahr,u.-ie and env:n.:;...
Ate nrdrstan4ing that the development of one's self 1ife lovq, unane;nF wIth
Career CoNcept:
life experiences.
Reanerres N le'
Suggested Activities
Ubjectives

a. Students write from the followinz ntarters: Parwit, Wiroarai

1. He writes creatively
as he probes for 22atlIMEEE
1. I wish I were -- (character from fiction, actor, senator, ;Lnglith. Silver
self identity.
1 teariboat captain) Burdett General
Il/earning lorporat ion
2. When I was six, I thought, dreamed, believed, feared --- Dallas: 1973.
Op. 47 't 358.
3. That was my best, worst, decisive year ---
Wife, Don M.
b. The student writes imaginatively with the following starters: Creative N-Itlys to
ii

Teach English.
1 "If I could meet my great, great, great grandparent, I would ask, oThe Odyssey Press,
tell, say, see --- ;new York.
*el

"tc. He writes an idealized personification in prose or poetry of himself

in his future career. (He tells how he made the decision, why he
succeeded, etc.)

*d. Given a particular human experience, the students write an extended

metaphor interpreting that experience.

My First View of Death

The Moment I Most Needed Money

A Boss-of-the-Year Nominee

I Fell Out of the Family Tree

12 -0-82
CREATIVE WRITING
 Suggested Activities _IHemources NuteS
Objectives

Creative Writing After listening to "I'm Nobody" and "I'm Somebody," students write about
f.
(cont.)
themselves under the heading, "Who Am I?" or "Who Do I Think I Am?"
(poems are included belowj

I'M NO6ODY
I'm nobody) Who are you?
Are you nobody too?
Then there's a pair of us--don't tell!
They'd banish us, you know.

How dreary to be somebody!

How pAblic like a frog
To tell your name the livelong day
To an admiring bog!
Emily Dickinson

I'M SOMEBODY

A lawyer is still somebody

Though he loses every case that he pleads
A doctor is still somebody
Though he gives out the wrong remedy
Now I may not have shoes to put on my feet
I may not have crust of bread to eat
Still I am somebody every man and woman is somebody

Though you're up in society

Tell we where would you be
Without everyday people like me
You can make it, I'm gonna make it
Watch me make it

CREATIVE WRITING 12 -O-g3

 L

Suggested Activities INusorter, Nof el,

Objectives _____
/IP 111. 4

Poem Old Martin was somebody

Before he ever made the march on Washington
(cont.)
Old Bobby was somebody before his campaign fl)r president began

Now I may not have a place to lay my head

The clothes on my back may be nothiag but shreds
Still I am somebody

Every man and woman is somebody

There's some good in every man
Give him respect and give him a chance
And surely, surely you'll understand
You can make it, Ps gonna make it
Watch me make it
Arthur Snider

12-o-84
3EIEATIVE
 BEST COPY AYAILABli

C eative W

Objset Wes Suggested Activities f Resources . Notes

=1011111

2. He writes creatively a. The student reacts to the following quotations asking himself
as he searches for whet they mean and giving responses in any form of writing:
i
intellectual fulfill-
ment. (1) "To live day by day Is not to live at all." Conrad Kent
Rivers
I
(2) "Tod are a part of me." Frank Yerby 1

(3) "blest of the trouble in the world is caused by people want- I

ing to be important." George Eliot

(4) "In the dark of the night all cows are grey." Anonymous
(5) no be or not to be--thrt is the question:--" Shakespeare
(6) "The evil that men do lives after them--The good is oft
interred with their bones..." Shakespeare
(7) "...Made weak by time and fate, but strong in will
(8)11140 strive, to seek, to find, and not to yield."
Tennyson

b. He writes science fiction or poetry explaining

0(1) Why men go to the moon
(2) Why the Bible has survived
* (3) Why Leonardo &Vinci kept a notebook
(4) Why Socrates drank the hemlocL.

c. Given the following topics, the student writes a story, poem, pla
or essay:
(1) My mind and me
(2) The American culture as revealed by a coin
(3) Burying a time capsule
(4) What man has done with knowledge
(5) Man, the animal with the intellect
4 (6) Education, for what?

CREATIVE WRITING
12-01-65
 Object/we' &misted Activities !Resources - ',Wog
MP.

d. Students use two words to num up conflicting natures of an object:liming, Itaruld.

or idea in a compressed conflict. Then they write a short pars- i Composition: Modelh and
:
graph justifying the meaning of their compressed conflict. For Exercises 11.
example, a compressed conflict describing a fire might he "life- iHarcourt, Brace and World.
saving destroyer." ;Dallas: 1%6.
1

e. Students write a piece of autobiographical prose that contains

both narration and description. 161atthorn, Allan A.
mposition: Modols and
t. Students write an original short story that includes plot, Exercises II.
character, point of view, tone, setting, and theme, ,Harcourt Jovanovich, Dallas:
11965.

Varriner, John E.
English Grammar Le
Composition.
Harcourt, Brace Jovanovich
Dallas: 1965. pp. 273-300.

CREATIVE WRITING
12-0-86
 1111117111.......1110.
c real ive xll t Ina
Objectives Suggested Activities Remource" - Nnte
...11.110.11110........ --I

3. He writes a. The student is asked to recall his earliest memory of grief, his own or
creatively to char that of another. He writes about the after effects and eventual recovery
spiritual of the stricken person, answering the question, what strengths or weak-
experiences. neases can tragedy bring about?
`Journal - Keeping for
The student writes a modern paraphrase or parable on Writers.
Sample Journal
The Prodigal Son Entries.
The Sower Tttop Looking and
The Young Ruler. Start Seeing."

The student chooses one or more of the topics below and writes his k(Tips in Writing"
thoughts about how man is sustained in times of adversity. The Short Story

(1) The prisoner of war Fresh Perspectives

(2) The lonely man in Composition
(3) Man in a rat race
(4) Youth lost behind a mountain of problems
Leavitt, Hart Day.
The student chooses one of the following topics for poetry writing: The Writer's All.
(Ask : How do you feel when you see a mountain, the ocean, a snowfall,
Bantam, 1968.
a sunset?)

(I) Outdoor monuments

(2) The grass under my feet
(3) The sky is the limit
(4) The secret promise of a seed

The student writes a serious characterization of an unforgettable

acquaintance: a teacher, a relative, a friend, a neighbor.

After viewing a picture from a magazine or newspaper, the student writes

a fictitious newspaper story about whet is happening in the picture.

CREATIVE WRITING
 Creative Wrttini

Objective. Suggested Activitier Resource. -

4. He writes a. The student creates characters and names them Love, Justice, Peace and 11eming, Harold.
creatively to re- War. He controls them in speech and actions to accomplish what men who
lease his Composition! Models
rule the world are having difficulty doing today.
and Exercises 10.
frustrations.
iHarcourt Brace
b. The student views four pictures--that of money, a car, a man, a woman 1Jovanovich,
1
(middled-aged). Using these four persons and things, he contracts a play New York: 1965
for which he supplies his own setting, conflict, and solution.

The student writes down at random those things that irritate or anger Leavitt, Hart Day.
him. Reacting to the following starters, he writes of those irritations
Stop, Look and Write:
freely. (He shares this writing only if and when he chooses to do so on Effective Writing
his own.)
Through Pictures.
(1) a gun, a hook, a word, a cloak, a machine, etc. Bantam, 1964
(2) Imagine that the irritant destroys a beautiful place of peace and
quiet. See him rebuild it in your story, poem or essay, and consi-
der what effect the creation of something lovely has had on him, the
destroyer-creator.
(3) Ingredients for a story: Worker No. I is jealous of the praise the
boss has given to worker No. II. Worker No. I fears he will lose
his job through the efforts of worker No. II who really undermines
the interest of the company. What are the choices of worker No. I?
(4) Write a paper in which you imagine yourself growing up in a city
different from your own. Show that you are becoming increasingly
f aware of what it means to be an adult living in that locality.

Write a paragraph in which you as the author assume the role of a thing,
animate or inanimate, that is completely different from your own personal1
experiences. For instance, write a paragraph describing yourself as a
zero--see the world as a zero might see it.

ChEATIVE TRITING
 BEST COPY AVAILABLE

101.
Creative Writing
Objectives Suggested Activities 'Resource, -
WININ=.11OollMII Mw..1..www.lonm. ......... .w 11..m...M. .±-wm,....a0 w... r-.... m ..e. .0 m + Own.
5. He writes a. The student creates humorous poetry or prose from situations similar to
creatively to en- the following:
joy and share My embarrassing exposure
(1)
humor. Grandma and the sop operas
(2)
(3) Hy favorite cliches

b. The student selects an inanimate object--a football, a pencil sharpener,

a poitage stamp, a pencil, the bottom of a wastebasket, etc. He lets it !

come alive. He lets it speak. He personifies it.

c. After reading and studying the form exhibited in the haiku, limerick, belt
lad, sonnet, and free verse, the student writes three poems, each of a
different kind. lie creates humorous limericks about members of the class,

d. From collections of pictures, as from S122, Look, and Write, The Writer's
l., or pi tune magazines, the student selects a picture and composes an
original piece of writing: A short story, A poem, A piece of prose.
cn
e. Using paper and crayon or water colors, the student creates "fiction"
without being concerned with design. He dabbles. Students exchange pa-
pers. Each writes what he "sees" in the abstract art of a friend.

. The student creates a humorous, imaginary character. He strives to make

his creation come alive by vividly describing him, telling his charac-
teristics and peculiarities, or by showing him in action. The student
writes a vivid description of a real person, using a fictitious name as
a cover-up. He describes his subject in action and gives his character-
istics and peculiarities. The student reads both descriptions to his
small group. Let student decide which is the real, which is the
imaginary description. Caricatures are suggested here.

The student relates two different things, such as a doorbell and a rattle
snake, by writing a paragrnph in which they make connections between
ideas.

'1:Rie,ATIVE WRITING _-.

 tive ilritin
Objectives Suggested Activities Resource, - Nqtrs
-J

h. The students write a skit or dialogue portraying a comic character from

literature, the theatre, television, or their own imagination in an
incongruous or humorous setting. (For example, portray Don Quixote in
computerized classroom.)

6. He writes The student selects (a few) sentences from the newspaper. He rearranges
creatively to gain the sentences, phrases, and words to improve the sound effects, rhythm,
a deeper under- or meaning.
standing of the
power of language. The student finds picture - taking phrases from poems and stories that des-
cribe persons and places he visualizes. He links these together to form
the images he wishes to create.

The student writes pairs of opposites:

foggy - clear (night, mind, air)
quick - slow (heartbeat, movement)
enormous - petite (animal, person)
Ask what the words can modify? Ask for additional synonyms. Expand in-
to free verse.

. The student experiments with converting chosen selections of poetry into

prose, and prose into poetry.

The student collects figures of speech from magazines, newspapers, adver-

tisements, and brings to class. He matches with pictures provided by
the teacher or collected by students.

Given a written passage whose tone makes us judge a character's action

unfavorable, students rewrite the passage and change the tone so that we
judge the same character's actions favorable (or vice versa.).

';ItEATIVF, AILING
12-4J-90
 BEST COPY AVAILABLE

Creative Writing
Objectives Suggested Activities I Resources Nriote4
"MIN.. ...OW .W0 ...+.0711 INnol-

g. Students write a scene of their own, using the techniques of effective

drama: (1) soliloquy, (2) aside, (3) dialogue and visual clues that
set the scene, (4) articulation of scenes (purpose of each scene in re-
lation to the entire play, and (5) suspense.

7. He writes The student records in a journal at least three pages weekly, giving ie.-
creatively to pressions on specific events and ideas; reactions to news articles, tele-
express himself vision stones, books, or student events; answers to questions or ideas on
aesthetically. topics assigned by the teacher; creative writing; copies of poetry or
prose.

b. The student writes original sentences using similes to describe nouns or

action words. He divides the similes into two parts and combines his
sentences with those of other students. The rest of the class match them
iii
Example;
1. The high plateau was like (a) wind chimes on a gusty day
2. The fragile vase fell with
a crash like (b) scattered pot holders
3. The rains fell like (c) a vast table
4. From the plane the fields
looked like (d) a string of diamonds

The student writes original sentences of what he hears, sees, feels,

smells, and tastes in specific situations.

The s:.udent describes a scene using as many sensory impressions as possi-

ble. These impressions should reveal vivid details of color, size, tex-
ture, shape, light and shadow, distance, etc. The description should
create a total sight image.

CREATIVE WRITING
12-06-91
 Creative iiritinilr
Objectives Suggested Activities (14-source!
+111.11.111111=.1 .

e. The student looks observantly at a specific scene. He then closes his Blumenthal, Joseph C.
eyes and recalls it as completely as possible. After five or ten min- ,Enill ish 2600: A
utes, and with eyes still closed, he describes the scene, using as many Programmed Course
vivid, visual details as possible. 1 in Grammar and Usage.
'Harcourt Brace and
f. Using a list of common, frequently-used verbs, the student suggests for tvorl d,
each as many strong, descriptive verbs as he can think of. New York: 1970.
Examples:
ate: gobbled, devoured, nibbled, etc.
walked: staggered, meandered, strutted, etc.
Uo the same with a list of nouns:
sound: a splash of waves, the gurgle of a brook
Lf'D
light: a flicker, a glow
Cl
In a short paragraph, the student describes a spot in the school, remem-
bering to be specific.

. Listening to an unfamiliar musical selection, the student writes a des-

cription of his mental images.

CREATIVE VRITING
12-U-92
 BEST COPY AVAILABLE

Creative
Objectives Suggested Activities litesoorcer - Nqteu

8. He writes
creatively to
a.
4
The student listens to a recording, a reading, or a dramatization. He
writes in response to the following question: What would you have done
express his con- in a similar situation?
cern for others.
b. After viewing cartoons, pictures, slides, films about human problems, thej
student writes dialogues between characters having them express his own
thoughts.

In poetry attempts, the student lets the first line he can write define
the following term, loosely and freely. He follows with additional
phrases and sentences that tell why.
4 Terms: drugs, love, gambling, prejudice, education, school problems,
alcohol, smoking, population explosion, work, goofing off, etc.
_Example_: Drugs are friends or enemies?
The population exploded in my father's house.

The student writes a letter to a friend who has had troubles, an old per-
son, an ill person. (The letter should be completed in class and mailed)

The student expands the following sentences by emphasizing human values

figuratively: An empty bottle on the desk is your friend.
A man, a worm, a child, a goat and some seeds went into
the cave.
A crack in the wall widened and deepened.

. The student accepts an assignment to listen to the evening news and take
notes on the main news stories. He writes creatively the following day.

st Using such topics as those below, students express their concern about
the American worker:
(1) My friend is only a machine, (2) Walt Whitman would hear America
grumbling, (3) The lost opportunity was a lost job, and (4) Will
"opportunity" knock me down?

12-U-93
CREATIVE WRITIEG
 Creative Ilritimp_
Objectives Suggested Activities Reaource! . of e4
--.1

' h. The student writes two extended metaphors of approximately 100 words, one
interpreting the experience of winning and the other interpreting the
experience of losing.

9. He writes As. The student writes a paper in which he evaluates the extent to which a
creatively to principal character in a given biography, novel or play succeeded in
shape his attitude achieving the "American dream." (The "American dream" is the belief
toward work. that any man can raise himself by his bootstraps to become what he wishes
to be and to attain any goal he desires to attain.)

b.. the student writes a story or play revealing how a 16-year-old boy or
girl living in an underpriviledged area can gain adequate skills for a
productive life in the United States. He clearly defines the terms
underprivileged area and productive life and supports his ideas with
factual evidence.

:MAIM JR1TING
 BEST COPY AVAILABLE

Creative Thins
Objectives Suggested ActivitteF I Rreource, %,trs
1 411111.1..n.
NOTE TO TEACHER: (Suggestions for a Successful Creative Writing Unit 'Nook, J. N.
a. In introducing the i.nit to students, build in certain personal motivating' T. he Teaching of
f
Iluat School Lnglish.
techniques as follows:
IThe Ronald Press:
(1) Have students keep a special loose leaf notebook for creative New York: 1959,
writing. Ipp. 302-304
Give students a manuscript form and instruct them that they are to
use it as a checklist before turning in their final drafts to
scored,
Proofreading maybe done in committees or small groups. The teacher
will guide, direct, and assist students in the process.
Ask students if they are willing to pay a small amount of money for
the production of a class anthology. If the answers are "yes", and
almost invariably they will be, net up a committee to publish the
anthology.
Ask students to choose which of their papers will go in the
anthology.
a. Let students meet and decide upon procedure to be followed.
b. Arrange to pay the typist a small fee if some of the typing must
be done by others than class members.

b., Committee for Production of Anthology

Editor, Chief - Assigns, stimulates, accepts or rejects the articles for
publication. He is responsible for supervising the work of the
writers, and editors under his supervision.
Editor, Assistant - Reads works selected by classmates for publication,
and makes recommendations as to their acceptance or rejection.
Illustrators - Using drawings, pictures, and cartoons, the illustrator
demonstrates or expresses the main ideas of a composition, poem,
play, etc.
Proofreaders - Checks for errors in grammar, punctuation, sentence
structure and revises before paper goes to the press.

:REArI7K 4RITEG
12
 Creative Yritino
1.30 rt ft Suggested Activities Resources - Notes
1111

Production Estimator Determines the cost of prodlictilln, and prepnres n

budget. He decides the cost to each elassmate.

Binders - Puts anthology together.

Distributor (Salesmen) - Decides who will receive copies of the anthology

and at what Nast. lie may arrange to have the local newspaper run a
serial printing, the best of the creative writers' works.

Stress Career Concept,

Printing industry requires cooperative efforts, and varying skills

and abilities from its workers. The communication job cluster any be
studied along with this project.

lirThe production manager is primarily responsible for the production,

efore, rules, regulations, policies, deadlines etc., must be complied
h by all employees or classmates.

CREATIVE 4RITING
 Creative Writing
Suggested Activities Resources - Notes
a-jcettyry

10. He writes NOTE TO TEACHER: Often the best "creative writing" is done as a result of
imaginatively studies in literature. Fellow teachers have contributed ideas for the
as he reads activities below.
literature.

a. The student writes dramatizations based on plot situations, personal it

conflicts, or thematic problems occurring in pieces of literature.
(He shifts point of view, settings, etc.)
(1) John boy Walton in Jesse Stuart's classroom.
(2) My version of "Sounder"
(3) Emerson's "fagot of thunderbolts" unleased (from the quotation,
"Man is a fagot of thunderbolts")
(4) Stuck in an elevator wAth Thomas Wolfe

(5) The phases of Michael Henchard's cycle (scenes or acts 1, 2, 3, 49

and 5)
(6) Milton's encounter with Samson

The student writes free or traditional verse inspired by music, pic-

tures (opaque or slide projector), and, or quotations.
(1) "A boy's will is the wind's will, and the thoughts of youth are
long, long thoughts." Longfellow

(2) "My definition of a free society is a society where it is safe to

be unpopular" Adlai E. Stevenson
(3) "I should have been a pair of ragged claws scuttling across the
floors of silent seas." T. S. Eliot

(4) "The gray back of winter was broken." Thomas Wolfe

(5) "The bush burned with fire and the bush was not ronsimuned. Erodus
(6) The incident of the turtle crossing the road from Steinbeck's
The Grapes of Wrath (read by the teacher.)

CREATIVE WRITING 12-C-97

 Creative Writing
Suggested Activities Resources - Notes

c. Students write an original "Prologue" after studyinu character.

(1) Each student submits an autohingraphiial sketch as an "applicatio
to gain a pilgrimage. (The "pilgrimage" could be a trip to a museum,
an ecological excursion, or a visit to an indumtrial plant.)

(2) After students and applications are grouped, each student writes
the "prologue" characterizing a classmate. One group may write
the intr)ductory and unifying lines of poetry.

d. Students write personal essays, diaries, personal evaluations, and, or

autobiographies after being exposed to or after reading selections from
the following:

Always the ymna Strangers by Carl Sandbor9

To Kill a Mockingbird by Harper Lee

"A Christmas Memory" by Truman Capote

Sounder by William M. Armstrong

Pioneer's Progress by Johnson

Diary of n Young Girl by Anne Frank

Life with Father by Clarence bay

Look Homeward, Angel by Thomas Wolfe

A Tree Grows in Brooklyn by Betty Smith

The Autobiography of an x-Colored Man James Weldon Johnson

Career Point to Stress:

An understanding and acceptance of self in relation to other: is

important throughout life.

cREATIVN WHITING
12.4)-9P
 BM kik11211

The student writes critical essaxs. .11... ....

Suggested Activities tHesourci - Nnte..
Objectives *gem. NE.... 0. a. . **Waal. 1111111,

(The following summary is intended for the teacher to Pollock, Thoas Clark
NOTE TO THE TEACHER:
et. al.
use as the need arises.)
English Series 12.
The critical essay examines, judges, describes, and evaluates. Instead The Maemillian Co.
It can give a new insight New York: 1961
of analyzing a subject, the essay illuminates it.
by pp. 82-117
into a work of art or a current issue. It can start the reader to thinking
asking questions, recalling history, or citing parallels.
Criticism is more than fault-finding; in its appraisal, it expresses Battles, Howard K.
judgments of merits as well as faults. One value of criticism is its func- et. al.
tion as a guide to intelligent choices. Criticism helps to develop personal Comtemporary English
to
standard-tastes, (Taste is a faoulty which enables en educated person Silver Burdett
make mature judgments.) General Learning
Corp. Dallas: 1971
General cultural standards and literary standards characterize a work of
art. It is necessary for students to realize that general culture standards
(1) vitalize our knowledge (makes it alive and
useful), (2) help us to live
more deeply and richly and (3) brings us in touch with our culture;
what man is
and that literary standards (1) make us realize some truth about
(3) con
and what he has thought, deserved, and achieved, (2) are universal and
tribute to our enjoyment.
Literary Criticism in all periods concerns itself with the way the works
reflect (imitation) or distorts the real world; It concerns itself with the
author, and with the audience of the work of literature. In the Middle Ages,
critics sought to find moral truths and moralistic dicta, In the eighteenth
century there were attempts to rediscover the laws or rules of the ancients.
In the nineteenth centure there was concern with the author and organic form
(Coleridge). There developed an art for art's
sake movement, taken from the
doctrine of Edgar Allen Poe, which ridiculed the didactic use of literature.

12P-99
CRITICISM
 Critacal l.rit ink ...
Objectives Suggested Activities IACPCoorCe, - fy

The New Criticism is in part, an art for art's ,eke movement. Criticism
in each period has been influenced by the various the and intellectual
movements of the period. When scientific methods were dominant, many critics
have tried to reduce literary criticism to formulas; pc. in Darwin's period,
critics tried to find analogies with evolution.
Reaction against science produced subjective r)r- impressionistic criti-
cism, which considered the' uniqueness and special nature of each work. Almost
all literary criticism being written today, tends to be analytical and
aesthetic, to be less concerned with sociological or historical matters than
with formal and literary matters.
The following terms developed by the New Critics are useful in analyzing
or discussing literature. (1) aesthetic distance, (2) affectivel(3)Intention
(intentional fallacy), (4) objective correlative and (5) tension.
The student should recognize that a responsible critic is one who (1)
bases his judgments on standard and (2) uses his inflt:ence constructively.

CRInCISM 12P-100
 ZEST NI MBE
Critical writing
Suggested Activities iterource - Notes
Objectives
01.
1. He formulates a a. The student recognizes through class discussion that standards are
set of standards applied in each judgment made and that intelligent choices are governed
that govern judg- by reason.
ment.
b. 1. The student lists the factors requiring judgment in one of the
following situations.
'0(1) choosing a career
(2) making en expensive purchase
(3) choosing a college

2. The student makes a list of errors in judgment in the same situation

that may cause a person to make a questionable decision.

3. The student uses his two lists as a basis for writing a critical
essay. He begins with a sentence or two in which he states his
judgment in general terms. He proves the merits of that judgment by
stating and explaining his standards.

NOTE: (Discuss with students the pupil personnel services available, the func
tion these services perform, what role is played by the people who con-
duct the services and why the students seek certain people rather than
others for specific kinds of information.)
c. The student reads selected essays and discusses each applying the three
assumptions about criticism value, method, and responsibility.

r.
The student writes two critical essays, one on the optimistic side and
one on the pessimistic side of his choice of the following:
1. The movies
2. Automation
3. Big business
4. Super-market (Neighborhood stores)
5. Super-highway (Back country roads)

12P-101
CRITICISM
 Critical Writing .111111111.1. 41.
Suggested Activities Nesourcef. - 1qte4
Objectives
./mmelimi

e. The student writes a critical essay on whatoVisitor from India might see
in his (the student's) hometown. He considers the things that are taken
for granted--luxuries, pastimes, health and diet of the people, houses,
etc.

I
The students write a critical essay showing why and how the overuse of
I
slang may seriously handicap a young person. They put no names on their
papers--only code numbers supplied by the teacher. The papers are
shuffled and redistributed. Each student then writes a critical evalua-
tion of the theme he now has, and attaches his code number. He is graded
on both his theme and his evaluation, and he profits from the candid
evaluation of an anonymous classmate.

12P-102
CRITICI4
 VO1 al NOVI
Critical Writing
Objectives Suggested Activities Besourcer - Notes
IMM4Amm.mmillImOw.m.mmill.ew ....1....1104...

2. He recognizes some' NOTE TO THE TEACHER: (I) Criticism employs distinct methods. A critics
of the factors methods are determined by the form of work he judges. (2) Criticism has
which govern criti value. (3) Criticism has responsibilities.
cal evaluation of
the motion picture a. The student writes sentences using each of the following words to illus-
and writes criti- trate its meaning as applied to reviewing movies.
cal reviews.
(1) archeology (6) extras (11) receptivity
(2) caricaturist (7) megolomaniac (12) rhythm
(3) coalescence (8) mirage (13) sequence
(4) documentary (9) motley (14) simulate
(5) exhibitionist (10) pagent (15) singular

b. The student finds movie reviews in periodicals and reports to class the
strengths and weaknesses of the writer. He gives examples from the re-
views to show that the criticism has (1) value--an aid to understanding,
choice, taste, (2) method--organization, analysis of form, and use of
critical vocabulary and (3) responsibility--constructive judgments based
on standards.

The student writes a composition on a movie review. He analizes the

method of the critic, his organization, tone and intention. He notes
how the critic handles the uniqueness of the motion-picture form,
especially the camera work. (Does the form contribute to this intention?
What particular standards of excellence does the writer discuss? What
does the reviewer say about the act.,reperformances? About the quality
of direction? About how the script was handled?)

The student writes a short critical review of a motion picture he has

seen and emphasizes one or two aspects of the film-- script, plot, casting
acting, photography, special effects, etc.

The student writes a critical review of a movie he has seen based on a

book he has read. (Include which version was better. Why? What appeals
or merits of each form were absent in the other? What major changes were
made in the film? Which of the changes were justified and which were
not? etc.)
CRITICISM
I2P-103
 Critical Writing_
Resource - Xnteft
Suggested Activities ......
Objectives 401.. 1-1111.1 !
the three assumptions
3. He recognizes NOTE TO THE TEACHER: (Students should continue to apply
of a work upon the
critical evaluatio about criticism, to watch carefully for the effects
The
as it applies to critic's method, and to infer artistic and critical standards.
the viewer toi
the drama and special feature that distinguishes drama, immediacy, causes
to the action on the
writes critical react as a member of the audience, and to react
reviews. stage.)

(The class reviews classical drama)

The student
The student learns the vocabulary of dramatic criticism.
!ooka up the words and writes sentences.

(1) anatomizes (6) protagonist

constructionists (7) repertory
(2)
integral (8) sentimentality
(3)
(4) metaphor (9) tragedy
(5) pathos (10) (and teacher added words)

and notes how the method

The student reads two critical essays on a drama
work (its intention, and
of each critic is affected by the form of the
methods used by different
its standards). The student discusses the
critics.
standards for the play, as a form, occur
(I) He shows specifically which
in both reviews. Do the critics agree?
(2) He finds and compares the statements of intention.
(3) He contrasts the different approaches used.
form, influences the method
(4) lie shows to wLat extent the play, as
of both critics.
serious play (or movie) that he
The student writes a critical essay on a
theme of the work (or the
has seen recently. He discusses the major
intention, purpose, or standards.)

12P-104
CRITICISM
 Objectives Suggested Activities 1Resource. - Note--

4. He recognizes and NOTE TU THE TEACHER:

--
(Television today is in need of constructive responsible.
uses critical criticism. Specific standards are difficult to formulate because TV
method as it presents so many different kinds of programs to so many different kinds
applies to televi of audiences. The strength of TV is in its scope, immediacy, and con-
sion and writes venience, which shoAd suggest a method for the viewer. Most of the sug-
critical rPviews. gestions included are applicable to radio as well an TV. Review vocabu-
lary pertinent to IV and Radios and emphasize the value of constructive
criticism.)

a. The students discusA typical program classifications and notice strengths

and weaknesses.
Example:
1. Sports 7. Music
2. Speeches B. Drama
3. Variety shows (series)
it. Educational programs (single stories)
11.

sa
5. News (reports ;Ind commentaries) (episode)
Iss 6. Interviews 9. Documentaries
(add to list as needed)

4ib. The student writes a paper on the unique service that TV renders giving
examples.

c. The student writes a critical paper arguing for or against the assumption
that TV most often appeals to an audience of the mental age of twelve.

d. The student writes a paper discussing some of the faults of TV and sug-
gests possible solutions.

e. The student writes a critical essay on a chosen TV program.

CHUVASH
12p-ion
 Critical Writing
Suggested Activities Resource) -
Objectives

5. He writes literary NOTE TO THE TEACHER: (Literary criticism is expert judgment, and evaluation
criticism. of fiction, non-fiction, poetry and drama. It is not restricted to cur-
!
rent works. Critical reviews and literary criticism differ in intention
and emphasis, in scope and method. The emphasis of reviews is upon
choice; whereas literary criticism stresses understanding. A review is
written under pressure of tine. The literary critic has sore time to for
mulate his judgments and he is not limited as to the length or depth of
his analysis. The student can measure a piece of literature he reads
against the definitions and characteristics of the particular genre it
represents.)

The student reads several reviews in Saturday Review, the New Yorker, New
York Times, Harper's, etc., and discusses selected passages that qualify
as literary criticism--passages that discuss charaterization, plot, theme
setting, style, mood, tone, etc.

The student writes a critical analysis of a particular short story pro-

ving that it has the "oneness" that is characteristic of the short story
form. (A single, predominating incident, a single plot line, careful
organization, a single impression or emotional pact.)

The student writes a critical analysis of the theme of a short story. (Is
the story based on a universal idea7 Is it true to life or is it fantasy
that can never be realized? How well does the plot carry out the theme?

The student writes a paper analyzing the principal character in a short

story explaining why the character acts and reacts the way he does, sup-
porting any generalization that he makes. (Is the character true to
life? Is he believable, admirable? Can the writer identify with him?
Why or why not? Why does he do what he does? What influences him? Is
the conflict internal or external? etc.)

. The student writes an analysis on the major themes in a particular novel.

(When he masters writing about one theme, he may analyze all of the
themes in the particular novel.)

CRITICISM
 BEST COPY
AYAILABIE

Lrilital
UhjectLves Suggested Activities !Besowrri -
*. 4 -- - -
f. The student writes a critical essay on a novel of his choice in which he
evaluates the merit or faults of ont or two aspects of the novel, such
as plot, characterization, setting, theme, etc., and supports 'generaliza-
tions with evidence from the novel.

q. The student writes s critical analysis of a narrative poem. (He ce.ild

write any of the kinds of compositions already discussed, adding on ex-
planation of how the poetic form enhances the meaning. He can discus.,
how rhythm, meter, etc. add to the meaning.

h. 1. The student paraphrases a lyric poem.

2. The student uses paraphrase to write a critical analysis of the poem.1

The student writes literary criticism based on a particular play he has

read, keeping in mind the differences between literary criticism and
critical review.

j. The student writes a critical analysis of a biography of a famous person 1

considering the merits and faults of the biographer's method. (To aid
him, he formulates and answers such questions as these:

(1) Which events in the person's life relate to the reasons for his fame
(2) Does the biographer provide a well-rounded picture of the person,
showing his weaknesses as well as his strengths?
(3) Was enough information given about his life and work?
(4) To what extent has the biography been documented?
(5) How does the biography compare with other biographies of the same
person?

CRITICISX 12v-107
 Critical Writing w.=.01. mOnnal=! ... WM. Now .0. dnw .401 OMMI, =.

Objectives Sviggeotsd Activities IReseiirc9 - sl!egi

...a.....ENNM....11100 .11 ..11111110MME.=0111.

6. He evaluates the a, The student reads an assigned review of a novel, and analyzes it
critic. by answering the following questions:

(1) What parts of the review are reporterial, and what parts are'
critical?
(2) Is the criticism documented with specific references? Cite i
proof.
(3) Is there both favorable and unfavorable criticism? Cite
specific examples.
(4) Divide the review into its three parts--beginning, middle, 1

and end - -and discuss what the author has included in each
part. Are summary and criticism interwoven or presented
separately?
(5) Discuss the review as a piece of interesting literature. :1
What has the author done to make his review interesting to !
!
read? I
C4
(6) How might a scientist's view have been different from the 1

author's review? What evidence is there in the review that

the author was not a scientist?

b. The student reads the review of a recent movie and compares the
I
techniques of reviewing a movie with those of reviewing a book.
(In what ways are they alike or different?) He discusses the con-
tent as well as the style.

CRITICISM 12P-108
 BEST
/Willett

Critical Writing
I
Objectives Suggested Activities Resource- %otes
.11
7. He demonstrates a. After reading an essay, the student infers the author's purpose (him
his ability to central idea) and evaluates his skill in stimulating n response from the
perceive component reader. He then analyzes his reaction to his ideas.
and relationships,
using techniques
of literary criti-: b. After reading an essay, the student analyzes its structure (the means
ciaMf. the author uses to achieve his purpose), considering these points.

(1) What are the main divisions of the essay and their relation to each
other?

(2) Now long and how complex are the paragraphs and what is their rela-
tion to the main point''

4!) How formal or informal is his language and his approach to his
reader?

The student writes a one-page essay describing situations in which he is

in a minority and situations in which he is in a majority.

CRITICISM 12P-109
 r

Critical Vriting =1110071..111

.1.M, NEP
.1!
Suggested Activities ...] Resource, - Vwter.
Objectives
+.0vm......0
8. He determines his a. The student recognizes the theme (or main idea) of a short story and
ability to per- relates it to a situation with which he is familiar.
ceive components
1
and relationships b. Given a short story to reads the student describes its setting and ex-
in short stories, plains why the setting is important to the story.
using techniques
!
of literary Given a short story and statements about the story, the student recog-
criticism. nizes the statements that best describe its conflict and the a7ate-
sent that best indicates its climax.

The student analyzes a short story to determine the point of view from
which it is told.

The student analyzes a short story to determine the author's attitude

toward the main charactea.

The student analyzes three ideas he received from reading a short story,
He indicates which idea he thinks the author considers the most impor-
tant.

Given a list of possible story plots, the student suggests possibilities

for their development.

Given a list of possible story plots and a list of several characters,

the student suggests the characters who might be appropriately included
in the development of the plot.

The student summarizes the main events of a science-fiction story or

novel.

The student interprets allusions made in the course of a science fiction

story or novel.

The student discusses a philosophical or ethical point raised in a

science fiction story or novel,

121'-110
CRITICISM
 BEST COPY AVAILABLE

Sritical Wetkn#
Suggested Activities Illerourcer Nrirte4
Objectives Mr NI! .11 OP ...mew

1.
.1.
Given a short story, the student determines the author's attitude toward
his subject, characters, and situation. lie identifies the clues that
led to his conclusion,
m. The student writes an original short story that includes all of the
major components (plot, character, point of view, tone, setting and
theme) and explains how he used them in his story.

9. He demonstrates After reading a novel, the student summarizes the important incidents in
his ability to the plot and recognizes the climax.
perceive component
and relationships The student describes the following elements of a given novel&
in novels, using (1) plot, (2) nutting, (3) point of view, and (4) characterization.
techniques of
literary criticism The student explains whether a novel contains examples of foreshadowing.
and interpretation. He recognizes and lists any examples it contains.

The student writes a paper explaining how the main events in a book sup-
port the theme and give examples of the author's main technique for
building the climax. (i.e, suspense, action, character-analysis, con-
flict).
The student explains how an author uses techniques of short-story writ-
ing to create an effective novel.
The student recognizes the central theme in a novel and explains how the
story illustrates it.

The student discusses a life situation described in a book he has read.

The student determines the setting of a novel and its effect on the
characters and the plot.

The student determines whether or not a novel contains symbolism and

interprets any example it contains.

CRITICI24 12P-111
 1111 gmam.m......m..

Objectives Suggested Activities 1Resources - Notes

The student analyzes the importance of the arrangement of events in a

Interpretation novel by listing the events in the order in which the author placed them
(cont.) and then rearranging the order of those he considers key scenes. lie
evaluates the effect of the rearrangement on the novel as a whole, on
the characters and their development, and on the reader.

After listing the main incidents in a novel, the student selects one and
writes an alternate incident that the author might have chosen to illus-
trate his point. Ho evaluates the effectiveness of the change on the
novel as a whole.

The student writes a different ending for the novel he has chosen, keep-
ing in mind the nature of the characters involved and the pattern of
events leading to the ending. He evaluates the effects of both the
author's ending and his.

The student discusses the central theme in a novel. Considering how the
novel illustrates it, and how the author might apply it to a contempo-
rary situation.

Given a work of science fiction that deals with techniques of mind con-
trol, the student recognizes the techniques that influence the behavior
of the main character.

Given two works of science fiction--one that pictures the future world
as a Utopia and the other that gives an opposite impression--the student
discusses how each deals with the following elements:
(1) freedom of the individual, (2) the family unit, (3) education,
(4) government, (5) work, and (6) leisure time.

The student writes a dictionary of vocabulary terms specific to a

science-fiction novel such as Out of the
eINIMMIM
Silent Planet. He gives the
word, its plural (if possible), and its meaning and tells what part of
speech it is.

CRITICISM
12P-112
 BEST COPY AVAILABLE

The student demonstrates that he can use thectstailastsuallailism.

1 Suggested Activitiep fienource! - Note,'
Objectives
4-------
hook, J. N.
1. He recognizes the NOTE TO THE TEACHER: Characteristics of News V'iting: The Tenculnu 1.1
difference between The purpose is to inform quickly, appeal to the reader's desire for 1 riuh !-Aht,,,1 invily5L.
1.
news and literary information and interest a wide and varying audience. thleu Ynrk: the it,,'.., )
writing. Press, 19',9.
I

2. The content must be factual and timely and must be based on facts 1

gathered by the reporter. 'Tanner, hvrn.ira R.

land other.,
3. The structure presents details in order of decreasing importance I nulish 9, 10, !I,
illustrated by the inverted pyramid (17 ). It presents the climax ana 12.
in the lead which also includes who, what, why, when, where, and Menlo lark, Collintni.,
sometimes how. Addison-plesles
Publishinq to.,
4. The term style usually refers to the journalist style shaped by a i968.
style manual, but may also refer loosely to technique or method of
expression; and is usually objective, simple and concise.
41 st, kr 1 .,i,-( h

a. The student clips and mounts three short news stories and draws a dia- ,h,..,--c...,A,-Y '.-
gram to show how each story is organized. (inverted pyramid, regular
pyramid, rectangle Jr combination)

b. The student draws aediagram to show how a particular short story is

organized.

c. 1. Choosing a news story and a short story, the student writes a brief
essay comparing the style of the two.

2. He writes the purpose of each.

3. He compares the content.

4. He compares the structure.

JOuRNALIai
12Q-113
 Journalism 1011-
Objectives Sugeested Activities J Resourcer

!Conlin, David A.
d. 1. The student clips and mounts the leads to five newspaper stories. iand George R. Herman.
He finds, underlines and numbers the five 11'...t (I) who, (2) what, Modern aLrmtr and
(3) where, (4) when and (5) why. Compositia
New York: A. :can
2. The student writes headlines for the lead.
;Book Co., 1967.
e. The student writes a lead for five stories about school events for the
local (or high school) paper including the 5 Wis. He writes a headline
for each lead.

f. The student writes a topic sentence that can be developed into an essay
for each of the above leads.

g Given a list of facts, the student chooses the 5 W's and writes an
appropriate lead.

2. He recognizes the The student clips a news article, mounts it, and labels the lead, the
order of the news narrative passages, the items of information, the quotations of people,
story. and explanations, He notes the descending order of importance.

Given copies of several different newspapers published the :ime day, the
students discuss the reasons for the differences in the handling of
several of the more important news stories.

c. at The students examine several papers that appeal to readers on the basis
of their religion, race, nationality, or occupation and discuss the
different ways in which the newspapers seem to handle the order of impor
tance. (Are any points played up or down because of the beliefs of the
majority of the readers? Are any details missing? Is there a different
in emphasis?)

JOURNALI34
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Objectives Suggested Activities Resources - Notes

.11.1
3. He recognizes and a. The student compares a follow-up article with the initial article. He
writes the follow- identifies the 5 V's in the initial article Laid determines which ones .Neuschule, Violet
up story. were logically deleted in the follow-up. land others.
Contemp.irary,
b. 1. The student finds a follow-up article and writes the general state - Englisk.
ment and the examples that support it. (de cosy draw "roof" from Morristown, New Jersey.
the genera statement using the examples as pillars supporting the Silver Burdett,
roof. ( fig ) He shows which pillars may be removed without 1973.
causing the roof to cave in.)
2. If the article has a second roof and set of pillars, the student
identifies those elements.

The student clips, mounts, and labels stories which illustrate each of
the major news values (1) timeliness, (2) proximity, (3) consequence,
(4) prominence, (5) unusualness, (6) conflict, (7) emotions and
(8) progress.

4. He writes sports The students (working alone or in small groups) make a list of jargon
stories. or cliches of sports writing.

Given scrambled facts about a sports event, the student uses the facts
to write a story covering the event. (He may use jargon or figurative
language.) He develops the lead with the 5 V's and relates the facts
in the order of importance.

The student writes a sports story for the local newspaper, giving pro-
minence to anything unusual that occurs or to any special part of the
tame program, such as half-time activities.

He clips from the newspaper, mounts and labels examples of ideas which
illustrate the use of the following features: score or outcome, specta-
cular plays, individual stars, significance of game, comparison of team,
background of game, cause of victory or defeat, size of crowd, name of
coach, name of competing teams, and weather conditions.

JulEINALIM 12Q-115
 MIMM1m.N.MMIIMM

Objectives Suggested Activities Resource: -

MINA. NMII.M.N. ..11111=111.010.1.

C. The student writes a sports story following the inverted pyramid struc-
61lock, Thomas C.
ture beginning with the mammary lead in which, in addition to the names and others.
of the teams and the when and where of the event, he includes whichever
one of the following factors significant enough to be included it, the
lead: (1) The score or outcome, (2) Significance of the outcome 111;11Pinil
Series, 9-
12. 1
(3) Spectacular plays,(4) Comparison of the teams, (5) Individual stars,
(6) Weather conditions and (7) Crowd and celebrations. INew York; The
Macmillan Co., 1969.

5. He writes news Given a news story in scrambled order (with the sentences numbered for
articles. easy reference) the student gives a sensible order for the paragraphs.
He notes the descending order of importance (The student's order may not
agree with the order of in the original article, especially with regard
to details; but he should be ready to defend his choices of order. His
may be as good as, if not better than, the original.)

The student writes a news story as it might appear in the'school or

local newspaper including information other than simple narrative.

The student writes a news story which might appear in a major newspaper,
inventing the incidents and background of facts for the story.

The student tests his news story with the following questions.
(1) Do I have all the facts?
(2) Did I verify these facts with my source?
(3) Have I checked the spelling of all names and are all names identi-
fied?
(4) Have I verified the dates with the calendar so that Friday is
September 26, for example?
(5) is the story written in the order of decreasing importance?
(6) Is the first paragraph short--25 to 30 words?

JOURNALISM
12(4,-116
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JournaLien
Objectives Suggested Activities Herourcer 17ty.4

(7) If there are too many 5 Ws or M's for one paragraph, are they
relegated to the second and even third paragraphs? I Polluch, Thomar t.
I and otherg.
(8) Are the first five or six words specific, interest-arousing, or
The Art of
both, if possible? 1

(9) If appropriate, is the lead written in a novelty fashion? York

New YoCommunicating.
(10) Does the lead merge smoothly with the first paragraph of the body? Macmillan Co., 1'

(11) Do all paragraphs follow one another in logical order, each one
tending in smoothly with the one preceding?
(12) Are the paragraphs short?
(13) Does each paragraph begin with a significant or interesting fact in
interesting, specific words?
(14) Is all editorializing avoided?
(15) Is the story concise! Can any words be eliminated or can any
sentence be t.ohtened by changing a sentence to a dependent clause,
a dependent clause to a phrase, a phrase to a word?
(16) Are there any unnecessary details?
(17) Have I obtained a direct quote or two, when possible, to add varlet)
and interest to the story?
(18) Is the vocabulary simple and specific?
(19) Is the story written interestingly, full of WOW, or is it merely a
straight, rather dull recital of facts.
(20) Are there misspelled words or grammatical errors?
(21) Are there style errors?
(22) Is the story clear in one reading.
(23) Are sentences short and clear?
(24) Would I be willing to have the story appear under my name:

JOUR:kW:4
121:417
 I

ow....MIIM111

Objectives I
Suggested Activities Neourco Nqtes

6. He writes the a. The student discusses the differences between the news story and the fea-;
feature story. ture story.

b. Given a list of subjects, the student checks the ones that would be good
subjects tor a feature story and states why.

The student clips and mounts three feature stories and answer the ques- I

Lions:

(1) What device does the writer use to capture interest immediately.
Where does the introduction end? Does the introduction contain any
answers to the 5 W's of lead?

(2) What is the purpose of paragraph 2? How does that paragraph relate
to the story as a whole?
(3) What is the central purpose of paragraph 3? What organization does
it have? Are there any sentences which do not seem to belong?
(4) What principle of organization is used in paragraph 4? How is the
paragraph tied to the preceding paragraph?
(5) And what repetition is found in the concluding paragraph? To what
previous paragraph does it relate?

The student writes a feature story on one of the following topics. His
story interests, informs, and entertains the reader. (His organization
will depend upon his subject and his purposed
4 (1) An after school job
* (2) The opening of a new radio or TV studio
4 (3) Tools of the trade
A (4) A personality profile (deals with more than outward appearance)
(5) Changing careers
AL(6) Personal accomplishment
(7) Anniversary (caste: -, Christmas, birthday, etc.)
(8) (Teacher-made topics)

JOUHNALISM 12Q-118
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AVAILABLE

Objectives 1
Suggested Activities ncrource!. - 11tes

7. He writes a lea- 'a. The students arrange to have one of the beat local reporters to conduct
ture story based an interview before the class in order to demonstrate good interviewing
on an interview techniques.
following correct
techniques for b. Students may take notes during the interview and write a brief interview
interviewing and story for diagnostic purposes.
for writing the
interview feature. a.* The students discuss the businesses, jobs and careers that are available
in the community. Discuss the various career interests of students whose
interest are not adaptable to the community.

ed. The student chooses a person representing his career interest and plans
an interview.
Example:
(1) The judge of juvenile court
(2) The oldest doctor
(3) The director of the city youth center
(4) A teacher (one who is retiring)
(5) A coach at a rival school
(6) A salesman who recently was promoted because of his universal sales
techniques
(7) President of a local department store
(8) The mayor
(9) and others

e. In planning the interview, the student makes an appointment either by

telephone or by letter. He arranges a time and place that are convenient
for the interviewer.

sia 6.1.s
f2Q-119
 Journalism
Objectives Suggested ActivitieF Besourc! - %qte
.
- . . 'V - - -__ _ - - - - _ -
f
In preparing for the interview, the student !earns ii' much ai possible
about the person to be interviewed: his position, his accomplishments,
his opinions, his likes and dislikes, etc. He learns as much as possible'
about the job the person holds. He considers the following questions:
1

1. About how many people work in this field?

2. Are these jobs in an expanding career area'
3. Are there any changes coming?
4. What exactly does the worker do?
5. Does the worker have to work closely with others?
6. What is unusual about the occupation?
7. Is it challenging? Why?
8. Is it satisfying? Why?
9. What are the special qualifications for the job?
10. How much education or training does a beginner need?
11. Does he have to have a license of any kind?
12. How does he go about getting this kind of job?
13. What are the advancement opportunities?
14. Are there related occupations in which many of the samejokills are
required?
15. Does the job affect personal life?

In preparing for the interview, the student draws up a list of thought

provoking questions. He (1) asks timely questions, (2) asks questions
of local interest, (3) avoids embarrising questions, (4) avoids yes and
no questions as much as possible, (5) asks questions that will bring out
the desired information and (6) writes key words of questions at the top
of the page of a small notebook so that he will not forget to ask
important questions.

The student conducts the interview. (1) He is on time, (2) He knows how
to pronounce correctly the interviewee's name, (3) He introduces him-
self by stating clearly his own name and purpose, (4) He begins the inter
view promptly, (5) He is friendly and courteous and tries to make the
interviewee feel that he is interested in him as well as in what he has
to say, (6) He avoids interrupting the interviewee and asks questions that
will allow the interviewee to do most of the talking, (7) He observes
the interviewee's facial expressions, mannerisms, and gestures,
JOURNALISM
I2Q-120

.41
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MAW
------,---
aajectives Suugerated Activities ReSre.rres %tote
0O711111...1.1110.11.1ww.... 4 111 .-
(8) He takes notes and has them verified before leaving, and (9) He
thanks the person for the interview.

Ii. The student writes the interview. (1) Ur selects and evaluates his
notes carefully, (2) He includes only interesting pertinent material
and avoids the obvious and such sterotype information as favorite foods,
colors, ry actors, etc., (3) He follows the order of decreasing impor-
tance (usually the dominant impression the interviewee left will be a
good beginning), (4) He may begin with a direct or indirect quotation
1
but a background, descriptive, or some other novelty lead is more effec3
tive, (5) He bridges the gap between the lead and the first paragraph
of the body, (6) He supports his lend in the body of the story (Inter-
views have no set pattern since they depend on the individuality of thei
interviewee and the originality of the interviewer.), (7) He does not
ra include questions that he aske0 during the interview, (fl) He avoids any
reference to himself, (9) He weaves characteristic expressions, manner -j
.
Cr, isms or gestures into the story. He avoids paragraphs in which he des-
cribes personality. (10) Ile uses synonyms for said to avoid monotony
and to suggest the attitude or personality of the interviewee. Synonyms
such as laughed, smiled, chuckled, roared, help to convey a person's
good humor and serve as transitional devices.

8. He writes editori- a. The student clips from the newspaper and mounts an example of each of
als. the four types of editorials. (1) Editorial of interpretation,
(2) Editorial of criticism, (3) Editorial of appreciation, commendationi
or tribute, (4) Editorial of entertainment.

b. The student labels each editorial and writes a one-sentence summary of

the content.

JOURNALISM 12Q1-121
 Objectives Suggested Activities ResourceF - Nr)tru
4111111 ...WEN ...VI .1=1. A= .0m

I c. The student analyzes each editorial using the following checklist:

(1) Are the form and style appropriate to the content and purpose':
(2) Does it have a purpose and does it accomplish that purpose?
(3) Does it make the reader think?
(4) Does it reflect the writer's originality and ingenuity?
(5) Is the writer clear, vigorous, direct, and simple?
(6) Is the dictation exact, not ambiguous?
(7) Does tne editorial reflect clear, logical thinking?
(8) Does it give evidence of accurate knowledge?
(9) Does it sound sincere?
(10) Does the opening sentences employ the principles used in any good
sales letter?
(11) Are the paragraphs comparatively short?
(12) is the editorial brief and pointed?
(13) Is the subject matter of significance?
(14) Does the editorial make its point without preaching?
He writes a brief discussion of each editorial commenting on how well or
how poorly the editorial conforms to the checklist.

Pd. The student writes an editorial on a matter that has significance to the
student, the school, or the community.

(1) The police force would be more effective if the policemen received
more money.

(2) That messy cafeteria

(3) No spirit here-- -

(4) The minority rules because the majority fails to vote.

(5) What is education2

rk4rch of Dimes (Makes significant by using local example of a per-

son who has received help.)
(7) thers
JOIWALISM 12Q-122
 BEST
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Journalism
Objectives Suggested Activities Resource:. -
.11111.

9. He writes The student writes human interest stories.

stories.
The student covers speeches and writes speech stories.

The student writes columns.

10. He demonstrates Given a copy of a draft story, the student uses copy reading symtals to
the ability to correct the errors.
copy read.
Suggested broad activities:

a. The class helps to prepare an issue of the school paper.

b. The students volunteer to work on local newspaper.

In reading a novel, drama, etc., students pretend they are reporters on

the spot and report action through news stories. They comment on situp-
tions by writing editorials, features, etc. They draw cartoons depicting
characters, or situations.

JOURNALIV. 12Q-123
R. The Research Paper: In writing the research paper, the student demonstrates his ability to locate material, evaluate
its worth, organize it lexically, and present it in n properly documented form.

Career Concept: Career development requires a. continuous and sequential series of preparations.

Suggested Activities Resource! *CltPN

Objectives

(Practical research techniques have been taught pre- .Warriner, John L.

1. He uses the NOTE TO THE TEACHER:
vfously; therefore, the special research paper unit is intended primarily et. al.
library facilities
for the college-bound student.) English Grammar
to v!o research.
I and Composition II.
The student explores the library to locate the tools and facilities for iHarcourt, Brace Ai
a.
research.
;Dallas: 1965.
Dewey Decimal Classification Recordings Micro-1 ishe
I pp. 457-472.
Card Catalog Almanacs Filmstrips
Reader's Guide Reference books Picture file
(Occupational, educational, financial) Conlin, David and
Herman, George H.
°b. Given a list of career "problems" that require his v.:e of the major tools Modern Grammar
the student searches to find "solutions" which he will later share with Composition
the class. American Book Co.
Dallas: 1967.
Example: The U.S. Dept. of Labor is lost among the shelves. Rescue it for
immediate use. pp. 247-294.

The services rendered by the U.S. Employment Security Office are a

Tanner, Bernard R.
mystery. Solve itl
English II.
The student prepares a library "career scavenger hunt" by submitting his Addison-Wesley
own questions about careers or workers: Publishing Co.
Menlo P1-ir41 Calif.
(1) Where can one learn to be a chiropractor? 1970. pp. 85-88.
(2) In which states can chiropractors not get a license to practice?
(3) What is an optometrist?
(4) What does a mud-engineer do? Boggs, W. Authur
"The Research Paper:
Career Point to Stress: Con and Pro."
English Journal.
The location, organization, and 'valuation of materials are directly Feb., 1958.
related to many occupational fields.

RE3EARTH 12R-124
 RFST COPY
AMIABLE

Research
Suggested Activities I Rerource Note,
Objectives
....1.11.-
:uopke, William 1...ted.)
2. He follows direc- The student uses a personalized "progress packet" including a sequential The Encyclopedia of
tions and observes plan of work, diagrams of research areas and library tools, examples of
Careerf, and
a time schedule in thesis statements, note and bibliography cards, and ti dated check list to Vocational Guidance
writing the keep his on progress co-ordinated with that of the large "working organ-
I
Vol. 11. 1967
research paper. ization". 'Doubleday & Company,
i Inc.
Chicago, 111. 1967.
The student uses a functional "research reference center" similar to that
diagramed (on the following page).

'Career Point to Stress:

t 4
Rules, regulations, policies, and procedures affect all careers.
P

RE3BARCH 12R-125
 .......111.

C
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NO _

PROM 'THROUGH RESEARCH

A PILGRIMS A

ithica
DEAD END
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04
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tibliogreqhti
(lenience Error's
VALLEY OF
THE SHADOW

"1
T 131.E
DSVLAY --....1
C r
models
eveyeric:Q
Mai el. a'
(....2.000-,tx
 BEST COPY MARE
S, The student writes a research paper.
planniu facilitates this preparation.
Career Concept: All careers require special preparation and
Resource. - ntes
Suggested Activities
Objectives ......now+111
walaa.awra
the,Kierzeh, John M.
(The student recognizes the distinctive qualities of
1. He locates sources' NOTE To TUE TEACHER: the writer's and Gibson, Walker.
of information on documented paper as they pertain to the intended reader, The Macmillan Hand-
basic
a variety of purpose, and the writer's responsibility. The student uses the
opinion in a formal, I Book of English.
topics suitable techniques of citing and crediting authoritative
The Macmillan Company
for research. documents.' paper. 1 New York: 19&5.
other references
The student uses the card catalog, Reader', Guide, and
ources for each of the Brier, Harry N.
in the library and makes a list of availabe
following topics. and Associates.
advantages and K-12 Guide for
'The cost of college technical training opportunities, Career
unions in the
disadvantages of junior college, Employment Security, labor Development into
the modeling profes-
United States, Beauty culture, the merchant marine, Local Curriculum.
sion.
infor-
The student records in correct bibliographical form the necessary
reference for
mation concerning each reference. After reading a two-page Munson, Harold L.
one-half page in length,
each topic, the student writes a priecis,at least Guidance Activities
writing.
in which he meets the standard criteria for this type of for Teachers of
English.
The students prepare a class bulletin board as follows: Science Research
such topics as Associates, Inc,
(I) Bring to class quotations from famous persons about
love, friendship, freedom. Recorder No. 5-134
1965.
(2) Make placards on which the quotation, the title of the selection,
and the author are printed.
(3) Arrange the placards under the appropriate captions.

'Career Point to Stress:

6
Documentation of facts are essential for all research workers.

12S-127
RE3BARCH
 heaearcll
Neriource! Nr)t es
Suggested Activities
Objectives

2. He limits topics The students discuss the procedure for limiting topics outlined below:
to allow scholarly
(General) (S ecific)
consideration.
Too broad Still too broad Narrow enou3h to begin

Automation Effects of auto- Recent job loss from automation

mation
The career problems of Oliver
Oliver Goldsmith Oliver Goldsmith's Goldsmith
failures
Incomes Wages compared to Wages compared to salaries by occupa-
salaries tion offering career preparation

CN1
Given a scrambled list of broad and narrow topics, the student distin-
guishes between the general and specific.
G (1) Books
S - (2) Shaw's humor
G (3) Poetry
G - (4) The novel
S - (5) My definition of poetry
G - (6) Byron's life
S - (7) Byron's death
G - (8) Astronauts
S - (9) John Glenn's Flight
G -(10) George Bernard Shaw

subjects for
The students discuss the suitability of the above topics as
research.

RESEARCH 12-12g
 BEST COPY MARE
Research
LI.ArCt.06c4.+ Suggested Activities Resources - Notes
4111.

3. He selects and NOM TO TUACULR: (Give the students a list of suitable broad topits. After Brewton, Jpihn I, toff ei.ol.
limits a topic giving time for consideration, ask students to indicate on a 4x6 (ard !heir paint] good -

for research. 1st, 2nd, and 3rd choices. Permit changes in topics for about three days Idsidlau Brothers, A Divs-
after library search has begun. Ls:ample: Charles Dickens Characters, .-ion of Double-day and
Winston Churchill, Labor Problems in 1..n91and.) Company, Ins
Atlanta, (woroia: 1914 .
a. To limit the topic and charge with purpose, the student -- pp. 1 31+ -1 r;(,-
(1) Writes on the 4x6 card under his final choice
as a topic, (Charles Dickens' characters)
"My purpose is to show that .fl

(2) Fills in the broad topic dhoice and then writes the fact about the
general topic that has impressed him most,
Result: My purpose is to show that some Charles Dickens' Characters express
the author's own opinion.

NOTE: (The teacher, anticipating the directions that students' interest will
run, jots questions under the statement and returns the following day:
Teacher's questions: Which characters? What opinions? Opinions about
what? Why':
112
Students answers: Children, oung ones. About roman suffering.
Social pr blems, poverty. B cause of poverty.)

b. After the sentence is written: "(My purpose is to show that) Charles

Dickens, who suffered from poverty in his childhook, created youthful
characters in his novels to draw attention to social problems," the
student draws a line through the "starter". (Result: Charles Dickens,
who suffered..., ")

c. The student refines his "thesis statement" and subsequently builds his
entire research project under it (Note: The t'tsis sentence is an
"umbrella" which must cover the entire research project.)

RESEARCH 12.S-129
 EsatArchL...
Suggested Activities Resources - Notes
WWW.O/PIMMOMMIPMEIWwW

(A review of reading skills would be beneficial here. A

4. He determines NOTE TO TEACHER:
whether there community survey to determine prmary research sources could precede re-
is sufficient search unit.)
source material
available. la The student compiles a working bibliography of available sources from--
consulting the card catalog, skimming chapter heading of boobs,
skimming sub.iect headings in Reader's Guidc, surveying resource
persons, interviews, listing museums, civic centers, public
displays, visiting chambers of commerce, state officers, federal
offices and services.

b. The student finds at least five rich sources of information before he

pursues a particular topic.
(Note: Once the topic is decided, the student must feel obligated to
pursue his chosen subject even though problems will arise.)

c. The student formulates a preliminary outline, wIlich will become the

finished "skeleton" of the paper, as follows:
(topic) have I learned?
(1) The student asks: What about -do I expect to learn?

(2) The student writes his answers as main outline headings.

"Winston Churchill's hobbies," using the general topic the student
asks, "What about Churchill's hobbies have I learned?

(3) The student writes his answers: I have learned what they were (I)
his attitude toward them (II)
what they did for him (III)
what he said abet them (IV)

(4) The student uses the same procedure to add sub-topics and details.

RESEARCH 12S-130
 BEST COPY AVAILABLE

Research
Objectives Suggested Activities Resources - Notem
--I

5. He takes complete NOTE TO THE TEACHER: (Note-taking procedures are reviewed here.) I

and accurate notes i

of investigations, a. Students paraphrase usable material on only one side of x6 note cards.
readings, and Also on these cards, he places the call number or location of the source,
sources on note page number (s), volume no. author, title, publisher, date c. publication
1
and bibliography date of periodicals, and a "slug" (key phrase telling what part of the
cards. outline this information develops.) Personal interviews must be noted in
a similar manner.

. The student quotes directly on the 'ards the exact words which he thinks
he may want to use verbatum. Note: (Review quoting directly and para-
phrasing here. The sign of direct quotations are quotation marks. This
material may be paraphrased later, but students must realize that to save
time many pages of reading can be paraphrased on few note cards. A code
number or letter in the lower right corner can save time when more than
one card is written from the same source. It is necessary to repeat only
the code number for each card, since the information for footnotes and
bibliography entries can be obtained from the bibliography card.

Author
call Title slug slug slug
no.

Paraphrase
or
quotation
10g) (3)
p. p. 28
fAis 19
t)(Bibliography card catalog full documentary information.)

RESEARCH 125-131
 Research
Objectives Suggested Activitiep Resource!' - Joni en
---]

c. Students punch holes in cards and insert rings for security and easy
Note cards manipulation.
(cont.)
d. The student writes on bibliography cards all information needed for the
footnotes and bibliography. Note to teacher: Review and reinforce
mechanics and procedure for documentation and discuss plagiarism.

call Author
no. Title (article}

date, publisher, place of

publication pages
ode number

6. He refines his out- a. The student reviews sentence and topic outlines, paying special 4en-
line, checking for tion to parallelism and balan,,le.
logical order of
content, parallel- The student reviews the standard methods of numbering, lettering, and
ism, and consis- punctuating outlines.
tency of form.
The student arranges the topics of his outline to determine the direction
that his paper will take.
 REST COPY
AVAIMBIE
1111 111414111.111 .111111.7
.11

!Resources . Notes
Suggested Activities
Objective,
OEN, ow. Awiwol 41111!.

7. He organizes the a. The student finds a large, secluded place to work. Usinq the
to
material collected : outline as a guide, he first stacks all cards according
stack
by sorting and main outline headings. He then checks cards of each
that supports or !

arranging note to determine that each contains information

cards with the develops the main idea in the outline. Finally, he arranges
outline. the cards to correspond to the planned order that the outline
indicates.

cards
(Note: Cards may be replaced on the ring with bibliography
being marked and put last.)
I

designated 1
b. The student pays special attention to the material
for the introduction, which is an expansion of the thesis
of the i
statement, and the conclusion, which is a restatement
account of
CC controlling idea. The conclusion includes an
inferences, and strong summariz-$
discoveries, generalizations,
experi-
ing assertions resulting from the student's research
ences.
researches;
c. Using the above procedure, the student detects and
to strengthen weak areas.

RESEkRCH 125-133
1111111111MIEWLIN.11.11 ........wiagaf...1.......0111110
Suggested Activities Resource Notes

The student uses what he has learned about sentence construction, parer- !
8. He writes a rough a.
draft of his paper graphing in expository writing, and appropriate mechanical devices when
writing his rough draft. (A review of punctuation and usage in indicated:
here as needed.)

When weak spots in content are observed, the student reinforces the
topics outlined through further research.

The thesis sentence is expanded into an introductory paragraph which

states the purpose of the paper and indicates the direction of its
development. (Ask and answer the questione,Why? How? When? To what
extent? etc.)
The outline is used as a guide for the sequence of paragraphs in the
body of the paper. These paragraphs should be "bridged" together with
the use of transitional devices that refer to the preceding paragraph as
follows:

Winston Churchill's key Introductory paragraph

hobbies

next paragraph ryet another hobby::

(another hobby which)

4-
(finally, the hobby Churchill's
(hobbies on the whole)

Concluding paragraph
 BEST COPY MAMIE

Objectives Suggested Activities --I ResourceF - Notes

ihierzek, John M.
d. The student gives special attention to the followinq:
;and Walker Gibson.
(I) The ellipsis (..., ....) indicating that something has been omitted *1 The Hacmillan
iHandbook of Inglish.
(2) Long and short quotations, (Usually Fever than 5 lines are double-
New York: The Mac-
spaced and enclosed with quotation marks. Five lines or more are
Imi11an Co., 1965.
single-spaced and indented.)
1pp. 149-201.
(3) Documentation:
The superscript is a number or another marking which indicates
that an explanation note or a source of material is located outside
the body of the paper.
The footnote is the explanation of the material cited. The
explanation may be at the bottom of the page, at the end of a chap-
ter, or at the end of the paper.
(4) Plagiarism (unauthorized use of another author's material).

9. He ret.ognizes and Given the following list of abbreviations, the students use dictionaries
uses special to determine the significance of each in regard to reporting research:
abbreviations in
written research. ibid. ed. sic.
loc. cit. etc. vol. or vols.
op. cit. f. or ff.
et. al. p. or pp.

RESEARCH 125.435
 Objectives Suggested Activities Resources - Notes
111.1.011 - OW000 --I

VD. The student re- a. After the student hoe written the rough draft of his paper, he carefully Aamot, Paul
vises his revises his composition before making the final copy. Attention should Composition Check-
! list 500,,
research paper. be given to both content and form.
'Composition Aids,
b. The student uses a check-list of common errors to make needed corrections Denson, Minn,

sentence fragment
comma fault, splice rook, 1. N.
choppy or awkward sentences
dangling modifiers The Teaching of
faulty word order High School English,
faulty parallelism Ronald Press,
lack of agreement New York.
tense shift
errors in case
faulty reference of pronouns

The student rewrites sentences to improve clarity and variety.

The student exchanges his rough draft with another to check punctuation
and capitalization errors.

. The student uses a model manuscript for to type or write his final copy.

RESEARCH
12S-l3G
 BEST
COPT
AMIIABIE
Research
Objectives Suggested Activities Resources - Nertes
.11 111.111.11117711. MaNt-,. I I 1 I 11. .10 7.1.111 410110.1,

11. He prepares a NOTE TO THE TEACHER: The student separated his bibliography cards from Guth, Hans P. and
note cards when he began the rough draft of him paper. He now lays the i
Schuster, Edgar H.
bibliography.
cards in an alphabetized column simulating a bibliography. Subsequently,. American History
the entries can be copied according to specifications of the chosen Today
authority. Students will understand at this point the value of having I
Webster Division
la
kept accurate information on bibliography cards as research progressed. McGraw-Hill Book Co.
I
Dallas: 1970.
The student lists all sources (ideally including a variety of library
PP. 354-358.
materials and primary sources such as interviews) according to the
specifications of the authority agreed upon.

Polluck, Thomas (lark

The student checks to determine that his bibliography contains only et. al.
sources that were actually cited in the footnotes of his paper. Our English
Language.
The Macmillan Co.
The student proofreads to correct errors in punctuation, indentation and New York: 1961.
spacing of his bibliography.

RESEARCH 125-137
 Resources - Notes
Objectives 411.1

' NOTE TO THE TEACHER: Using large posters or an overhead :rojector and trans- John Nellie et. 1.
12. He arranges the Building, Better
completed parencies, review with students the details of the manuscript forms that
numbering of pages, and Fgliah,2.
research paper in are to be observed including spacing, indentions, Harper and Row
its final form. acceptable means of correcting errors.
Publishers.
Now Yorks 1965.

to
The student arranges the parts of his completed paper according
models provided. The following order is customary: Conlin, David A. and
Herman, George R.
(1) Title page Modern Grammar and
Smosition.L.
(2) Statement of thesis and outline page
American Book Co.
Dallas: 1967.
(3) Body (includes all charts andillustrations)

(4) Bibliography

Whether to place the completed paper in a binder is a matter of individ-

ual chwice.

125 -138
RESEARCH
 BEST COPY AVAILABLE

'Resources N')t,
Objectives Suggested Activities
AIN
aim MENNEN&
NIENEMNINNENEMEN,

23. He proofreads the NOTE TO TEACHER: The student is responsible for the content and
finished paper. form of the final paper.

a. The student views models illustrating acceptable ways of correct

ing errors in typing or minor slips in mechanics.

b. As the student submits his finished paper, he reflects upon the

entire research experience in view of the following questions:

(1) Am I proud of this finished product?

(2) Does this paper represent my best effort?

(3) If this piece of work were a requirement of my job, would it

(the finished paper) constitute a recommendation for a pro-
motion?

NOTE TO TEACHER: Many teachers require that note cards and rough
drafts be submitted with the finished paper.

RESEARCH 12E-139
 dResource P - Notes
Suggested Activities
Objectives .A.NNINI

J. N. Hook
I The Teaching of
NOTE TO THE TEACHER: The following section on using grammatical
High School English,
for the teacher to 2nd ed.
principles correctly is inserted at this point The Ronald Press
New York: 1959.
use diagnostically. The grammar should be related directly to the

writing that the student does. If the teacher finds that the
Wolfe, Don N.
refer to the Creative Ways To
student needs more activities than are provided here, Teach English.
Excellent activities and lista The Odyssey Press Inc.`'
preceding guide and the textbook. New York, N.Y.: 1966
(pages 141-237).
of sources can be found in the books listed at the right.

N.C.T.E. (The
Commission on the
English Curriculum)
The English Language
Arts in the Secondary
School.
Appleton - Century -
Crofts, Inc.
New York: 1956.
 BEST COPY AVAILABLE

T. The student uses grammatical principles correctly in written language.

Education and individual potential interact to Influence career develo ent.
Career Concept:
Suggested Activities Resources - Notes
Objectives ..
The student recognizes the kinds and classes of nouns; Tanner, Bernard R.
I. He uses nouns a.
common and proper et al.
and pronouns Example: (1)
abstract and concrete English II.
correctly. (2)
Addison-Wesley
The student substitutes a pronoun for the nouns in given sentences. Publishing Co.
Menlo Park, tali!.
c. The student recognizes person case, and number of personal pronouns. 1970.

d. The student finds personal (and compound personal) pronouns and the Guth, Hans P. and
antecedent of each pronoun in a given group of sentencev: Schuster, Edgar H.
Example: After John and his father had sanded the table, they refinished it. American English
Today.
The student lists the indefinite pronouns. Webster Division/
McGraw-Hill Book Co.
. The student lists the demonstrative pronouns and demonstrates that he Dallas: 1970.
knows they refer to a definite person, place, or thing, by writing sen-
tences.
Polluck, Thomas Clark
The student recognizes interrogative pronouns in a given group of sen- et. al.
tences, Our English Language.
The Macmillan Co.
. The student recognizes the pronouns used to relate a clause to some other New York: 1961.
word in the sentence are relative pronouns in a given group of sentences.

Tanner, Bernard H.
(To reinforce - give students a group of sentences containing all kinds et. al.
of pronouns. Have students list the pronouns and tell what kind each English 9.
pronoun is.) Addison-Wesley
Publishing Co.
Menlo Park, Calif.

GRAN:IA?.
12T-141
 Suggested Activities -j Hesourcef - %Ae..
Objectives
01110=010
.11 Warriner, John E.
2. He uses verbs A. The student recognizes the five governing properties of verbs.
correctly. (c) number (d) mood (e) voice. r
English G:IMm:I.
(aj tense (b) person
and Composition 10.
Givers sentences with the verb in the active voice, students writes the Harcourt, Brace
verb in the passive voice (or vice-versa). and World Inc.
Dallas: 1965.
Given a group of sentences with the verb and its modifiers underlined,
the student rewrites the sentence replacing the underlined words with a
single verb that has the same meaning. Brewton, John 1..
et. Lb.
The student differentiates between transitive and intransitive verbs in UsinW Good English.
a given group of sentences. Laidlaw Brothers
Publishers,
Given selected sentences, the student recognizes verbs in the active Dallas: 1966.
voice and verbs in the passive voice. OZ

The student writes sentences using the following forms: (1) transitive John Mellic et. al.
verb, (2) intransitive verb, and (3) linking verb. The New Building,
Better English.
Given a list of sentences, the student underlines the progressive forms arper and Row
of the verb. Publishers.
New York: 1965.
Given a list of sentences, the student underlines emphatic forms.

Given a list of sentences, the student tells the tense of each verb: Pollock, Thomas C.
et. al.
(a) present, (b) historical present, (c) past, (d) future, (e) all per- The Macmillan English
fect tenses, and (f) progressive forms in chosen sentences. Series II.
The Macmillan Co.
New York: 1964.

GRAMMAR
121-142
 G ww *
Suggested Activitie^ HesourceF - Notes
Objectives
--I
1

3. He recognizes the a. Given a list of sentences, the student writes the verb and tells whether itiarriner, John L.
et. al.
mood of the verb. it is in the indicative, subjunctive, or imperative mood.
ymlish Grammar
1 and Composition.
b. The student lists the uses of each mood.
Harcourt, Brace and
World Inc.
New York: 1958.

4. He uses verbals The student recognizes verbals in written material.

correctly. hull, Dun M. and
The student underlines verbals in given sentences and labels each verbal Josie Lewis
as (1) participal, (2) gerund or (3) infinitive. 1..njoyingEnolisH 10.
L. W. Singer Co. -
The student writes sentences that contain each of the following kinds of Division of random
phrases: (1) participal phrase, (2) gerund phrase, and (3) infinitive House Inc.
phrase. Dallas, Texas: 1966.

The student explains orally how the sentences were improved with the use
of verbals.

Tanner, Bernard R.
5. He recognizes the a. Given sentences with underlined words, the students label each as one of
et. al.
parts of speech. the following: (1) Noun, (2) Verb, (3) Adjective, (4) Adverb, (5) Pre-
English 8.
position, (6) Conjunction, (7) Pronoun, and (8) Interjection.
Addison-Wesley
Publishing Co.
The student prepares a poster or chart showing that the same word may
Menlo Park, Calif.
serve as many parts of speech.
1970.
 Suggested Activities IRemource! - %AP.
Objectives
lion M. and
6. Re recognizes and : a. Given selected sentences, the student names the complete subject and
predicate. Lewis Joire.
uses parts of the
1.njoying Inilut2 9.
sentences. Cu.
b. Given selected sentences, the students label the following sentence partsl.The L. W. Sinner
;Division HI Random
1 (1) direct object, (2) objective complement, (3) indirect object,
(I,) subjective complement, (5) object of preposition, (b) appositive, illouse Inc.
j Uallas:
1
and (7) nominative absolute.
1
The student recognizes simple, compound, complex, and compound-complex
sentences in written material chosen by the teacher. Warriner, John L.
et.
The student recognizes adjective clauses, adverb clauses and noun clauses Lnglish Grammar and
in written material chosen by the teacher. Composition.
Harcourt, Brace h
. The student writes sentences that contain nouns used as each of the World Inc.
following: (1) subject, (2) direct object, (3) indirect object, Dallas: 196,',.
(4) subject complement, and (5) appositive.

. The student writes sentences using the following types of clause:

(1) independent or principal, (2) dependent or subordinate

The student writes compound, complex and compound-complex sentences.

The student writes sentences using correctly the comparative and super-
lative forms of adverbs and adjectives.

The student writes sentences using prepositional phrases and underlines

each phrase.

The student recognizes errors in the use of nouns, pronouns, adjectives,

adverbs, and verbs in written material.
relation-
The student recognizes sentence fragments, run-on sentences,
ships between clause and parallel structure in written material.

GRAFEAR
 BEST
COPY
AVAIABLI

-.. es-
firammar -.
At.

Sugges.ed Activities. Hirpource Ps-

Objectives
41=

The student writes a paragraph using the following kinds of ntrnces

and sentence elements: (l) compound sentence, (2) tomplex sentence,
(3) compound-complex sentence, inCluding a perticipal phrase, a gerund
phrase, an infinitive phrase, and an independent clause.

The student writes a paragraph in which he uses correctly the following

grammatical forms. !le underlines and identifies each form that he uses,
(1) Transitive verb, (2) Intransitive verb, (3) Linking verb, (Ii) Subject,}
(5) Direct object, (6) Indirect object, (7) Subjective complement,
(8) Appositive, (9) Comparative form of an adjective or adverb, (10) Supe
lative form of an adjective or adverb and (11) at least two prepositional
phrases.

'Career Point to Stress:

Correct grammatical usage in writing may be the only means of evaluation

by a prospective employer.

GaPJVAR 12T-14':
 SPECIAL COURSES

RESOURCES

SUPPIEMTARY CAREER ACTIVITIES

LAGNIAPPE
!
 A. The student studies classical and Nordic mythology to understand the allusions, themes and motifs
that recur in Occidental literature.

Objectives Suggested Activities Resources - Notes

--]

1. He identifies a. The student identifies the various creation theories, especially

characters and the Greek view. !Heroes, Gods, and
events. Monsters he Greek
b. The student identifies the major Greek and Roman gods and Myths. Spoken Arts,
goddesses. Inc., 310 North Ave..
New Rochelle, N.Y.
After reading selections such as The Iliad, The 04yesly, and 10601.
Jason and the Argonauts, the studentIrliTheTthe influence of the
gods in the lives of men. A Treasur of Greek
!litho ogy. 3 vol.
t. He identifies . The student identifies the characters and events in the Arthurian ORS Records, Inc.
and interprets legends, Robin Hood stories, the Oriental legends, and the Wonder IL Warren St.
literary myths. N.Y.C. 10007.
legends.
. The student uses the legends and myths to interpret allusions, The Twelve Labors of
themes, and motifs which continually recur in occidental literature. Seraairihd Other--
Adventures. Caedmon
. The student compares or contrasts a Nordic myth or an Arthurian Records, Inc. 505
legend with the modern treatment of well-known myths. 8th Ave. N.Y.C. 100lb.

. The student identifies modern critics' tendencies to find under- Homer:The Iliad and
lying myths in literature. the Odyssey. Spoker.
Arts, Inc. 310 Nom
Ave. New Rochelle,
N.Y. 10801.

The Fables of Aesop

lallom Aesop,
Spoken Arta, Inc.
310 North Ave. New
Rochelle, N.Y. 10801.

MYTHOLOGY
13A-1
 Suggested Activities Resources - Nnteb
Objectives
.1 -]

Additional Activities
Mythology
(cont.) 1. Read classical myths and legends either from Bulfinch's tholo or
from Edith Hamilton's Mythology. (Be sure yo;77griTat y the major Stories from the
Roman and Greek gods and goddesses.) 'Arabian Nights.
Spoken Arts, Inc.,
. Read and discuss in group participation The Odyssey. Analyze the role 310 North Ave.,
of the gods in the lives of men. I New Rochelle, N.Y.
10801.
3. List ways in which the Greek gods sometimes behaved like mortals.
Books
14. View the films on The Odyssey and discuss. Evslin, Bernard,
Dorothy Evslin and Ned
5. Discuss the effects of oracles and prophets in the lives of humans. Hoopes. Scholastic
Book Services
6. View the filmstrips on Greek mythology. Afterwards within group New York.
discussion, list points which prove this statement: The myth is the
embodiment of religion in ancient cultures. Also point out how Asimou, Issaac.
Greek mythology differs from that of earlier cultures. Words from the Myths
Houghton Mifflin;
Choose one of the Greek gods or goddesses for an in-depth study Boston, 1961
which includes how he originated, what human characteristics he had,
Bulfinch, Thomas
etc. (This may constitute either an oral or written report.)
Bulfinch's Mythology
Either in group discussion or in writing, compare creation theories Thomas Y. Crowell:
of mythology to creation as presented in the Bible. New York.

List similarities and differences between heroes of today and Greek f Potter, Robert R.
i

heroes, asking yourself if we revere the same types of people. Myths and Folk Tales
Around the World
10. Read and discuss readings of Arthurian legend. Globe, 19-3.

11. Participate in a large group, in-depth study of the term "chivalry" Graves, Robert
and its importance to Arthurian legends. Besides doing outside Greek Gods and Heroes
readings, collect pictures, shields, armor , coat of arm, etc. Tial:
Wordinate your efforts into a well-structured large group pre-
sentation. 13A-2
MYTHOLOGY
 BEST
COPY
AVAIIME

Objectives Suggested Activities Resources - Notes

Mythology
row 12. Compare in oral discussion or in writing the concept of love in 'Grant, Michael.
(cont.) Arthur's time with the concept of love today. 'WA of the Greeks
and ism--
13. Stuck/ the namee of the constellations and their relationship to NEITMW: New York,
mythology. 1962.

14. Read materials and learn about some of the early Mediterranean gods, !Graves, Robert.
such as the Phoenician or Egyptian deities. Write a paper or give an The Greek M rths
oral presentation illustrating the effect of these gods on Greek Pen Boo
mythology. Baltimore, 1955.

15. Study a play or painting done during the Renaissance for any other Hamilton, Edith.
period) which is based upon a Greek myth. Write a paper comparing the The Greek illsz to
play or painting to the myth. (You might compare the two versions of Western Ciiilizetion.
the story.) New Amerrai-LnaFi
New York, 1940.
16. Keep a notebook in which you record English words and phrases that
stem from Greek mythology. Hamilton, Edith.
The Greek Wait to
17. Gompose a football team using gods as players and explain your reasons Western Civilization
for placing each god at a particular position. (You could have New American Library:
opposing teams of Greek and Roman gods.) New York, 1918.

18. Draw illustrations of the gods and goddesses. Hays, H.R.

In the Beginning
19. Trace the use of mythological names in astrology. This could be G.P. Putnam'e Sons:
either an oral or written report. New York, 1963.

20. Write a paper or give an oral presentation in which you compare the Rose, H. J. A
Greek story of the creation of woman to the Biblical version, Handbook of Greek
explaining how womanhood is viewed in each. 17.17Ditton
New Tor c, 1959.
21. Write a paper on the festivals celebrated by ancient Greeks.

22. Read some Greek plays and report on them.

23. Explore African folk tales and mythology and report on these. 13A-3
MYTHOLOGY
 SuggePted Activities DeO0nrePP I4 PA
Objective,

Mythology
24. Study voodoo, its origins and effects. This could prove suitable ;Schwab, Gustay.
(cont.)
for a large group presentation. Gods and Heroes:
'Ea! and Epics of
25. Study the psychology of voodooism, prophecy, and witchcraft. :Ancient Greece.
IFtwcett TanLibrary:
26. Set up a mock Arthurian court. Within a group, assign students to New York, 1965.
be different knights of the Round Table. Select an offender to
be brought before the court and carry out his trial. Upadike, John.
The Centaur Knopf:
27. Write a paper on one Arthurian character after doing an in-depth (New NW: 7963.
study. Suggestions include Sir Gawain, Merlin, Guinevere, Lancelot,
and Sir Galahad. IGreece.Famett World
;017;7i: New York, 'lb'

28. Compare the Greek hero story of Theseus with English hero King 11965.
ew3
Arthur.

29. Make a chart showing "Beasts of the Zodiac," such as the one in Recordings
Jacobson, The First Book of tanks21 Beasts. "The Golden Age of
.Greece." mp 52 min
30. Make posters showing constellations such as Hercules, Orion, Pegasus, '16 mm.
or Perseus.
"The Gods of Mt.
31. Compare the Norse hero Sigurd in the "Volsunga Saga" with the German Olympus." fs with
hero Siegfried in the "Nibelungenlied," 1-12" 1p.

32. Discuss the reasons why some stories are called myths when they Films
are associated with men who actually existed. (Daniel Boone, I"Myths and Legends of
David Crockett, John Chapman, etc.) jAncient Greece and
Rome."
33. Compare one of the myths or folk tales which you have read about an
American hero with a biography that you have read about him.

34. Invent a story similar to one of the Aesop's Fables to explain a

familiar saying such as "A penny saved is a. penny earned" or "He who
laughs last, laughs best."

13A-4
MYTHOLOGY
 BEST COPY AMIABLE

Objectives Suggested Activities Resources - Notes

Mythology 35. Compare the adventures of Ulysses with those of Aeneas.

(cont.)
36. Draw a replica of Ulysees's ship or some other object associated
with a myth or hero story.

37. Write a short myth to explain the origin of some familiar object or
phenomena such as the first car, the first rose, or the first MOW

38. Read and report on the Greek and Roman myths about romances:

"Atlanta's Race" "Peramus and Thisbe"

"Cupid and Psyche" "Kelanger and the Wild Boar"
"Echo and Ni..rcissus" "Orpheus and Eurydice"
"Appollo and Daphne"

39. Read stories about:

Van Winkle Denial Boone

Johnny Appleseed Pecos Hill
Paul Bunyan Joe Itagarac
David Crockett Mike Fink
John Henry
*Make a report on the above stressing qualities on skills that made
each famous.

LO. Discuss the similarity of the deities' actions with those of man.
Discuss their physical form. Why is it true that man created his
gods in his own image?

41. Learn more about words used to name the musical instruments such
as the one on the Belle of Louisville. Find the derivation of
Calliope in the dictionary. What can you tell about these words:
cereal, sew:raptly, museum, siren, ainis, and janitor?

4 Make a poster to represent a product or word which has an allusion

to mythology.

MYTHOLOGY 43. Compare the various myths which explain the beginnings of the seasons. 13A-5
 Suggested Activities Resources - Notes
Objectives 1
Mythology 44. Make a chart of the different gods showing their similarities.
(cont.)
45. Relate the problems of early man and show how he solved them
through mythology.

46. Contrast modern man's knowledge of the universe with that of ancient
man' s .

47. Read a novel or play listed below and report on the allusions to
mythology.

MYTH NIGHT Shakespeare

AS YOU LIKE IT Shakespeare
MIDSUMMER NIGHT's DREAM Shakespeare
FAR FROM THE MADDING CROWD Hardy
TIME LAST OF THE WINE Mary Renault
DRAGON SEED Pearl S. Buck
A CONNECTICUT YANKEE Mark Twain
PUEBLO INDIAN FOLK STORIES C. F. Lummia
IDYLLS OF THE KING Alfred Tennyson
DON QUIXOTE Miguel DeCervantes
THE GORGON'S HEAD Nathaniel Hawthorne
THE ADVENTURES OF JOHNNY APPLESEED Henry Chaplin
ADAM BEDE George Elliot
THE EARTHLY PARADISE William Morris
CUSTOM OF THE COUNTRY Edith Wharton
TALE OF TWA) CITIES Charles Dickens
THE WONDER HOOK Nathaniel Hawthorne
COUNT OF MONTE CRISTO Alexander Dumos
WESTWARD Kingsley
IVANHOF Scott
LITTLE WOMEN Louisa Mae Alcott
THE MARBLE FAUN Hawthorne
MERCHANT OF VENICE Shakespeare
THE KING MUST DIE Mary Renault
BULLS /MOM THE SEA Mary Renault
HAMLET Shakespeare
:".YTPuL0GY Milton 13A -c)
PARADISE LOST
 BEST COPY NUM

Objectives Suggested Activities

Ws* leff NTIVOIOGY OF WESTERN WORLD

(cent.)
Background Outline

(Some Earliest Answers to Basic Questions)

A. The creation of the universe

1. Greek and Roman
2. Norse
3. (ionic
4. Jewish
5. American Indian
6. Oriental
B. The creation of man
1. Greek and Roman
2. Nome
3. Ciente
4. Jews
5. American Indian
6. Oriental
C. Man's search for identity
1. Greek and Roman
2. Norse
 9. The student studies the background of the Pile, the various types of )iterature in the Bible, and some
of the Biblical allusions that appear in western literature.

Suggested Activitiem Repourcev - Note.,

a. The student traces the development of the Bible 'rom its origins to
;. He demonstrates his' Films:
knowledge of the its present form.
The Bible as Livirt
background and
Literaturr.
structure of he
Bible. b. The student identifies the major characteristics and events in early
Jewish and Christian history.
The Dead Sea Scrolls

Biblical Masterpieces
2. He demonstrates his a. The student identifies characteristics of narrat..ves 11. :,ell'ete,1 Psalm 135 rr 30
understanding of t Biblical passages. min 17Tim b /w-
.ypes of literature
present in the Bibl . (1.) He lists major events taken from the books of Genesis through book of 4ditn, hush
Exodus as history. rec 1-12' 1p

(2.) He identifies accounts of major personalities in both testaments Psalms and David
as biography. Trc-171

(3.) He writes in his own words selected accounts of events involving

such major characters as Joseph, David, Samson and Delilah, and
David and Goliath. He uses appropriate techniques used in narra-
tion for this activity.

b. The student identifies the characteristics of the essay in selected New

Testament epistles.

c. The student identifies the major poetic qualities in selections from

the books of Job through the Songs of Solomon.

d. The student lists characteristics of the allegory in the parables of the

New Testament.

e. The student describes in a composition the major features of symbolism

in the Book of Revelations. (Apocalypse)

BIME 13B-8
 BM COPY AMIABLE
11.0.111 ew.NIMm1lMO. wIllim..11111M
- Objectives :.19qierte4 Acti%ities r. -
IM111011=1.111 er 11116.MIIIMINW diww

3. He identifies a. After reading Bunyan's filsirim's Progress, Milton's Paradise Lost,

Biblical allusions 1 Eliot's "Ash Wednesday," Lirmips "Proclamation," or Steven's
which appear in i "Sunday Morning," the student lists at least ten examples of
1
given selections. ' Biblical allusions appearing in the selections.

b. The student writes a paper offering explanations for the author's

1
use of the allusions.

ADDITIONAL ACTIVITIES:
1
(1) Draw an outline map of the Ancient Near East shooing points of
study such as Egypt, Caanan, Mt. Sinai, Red Sea, etc.
(2) Write a character sketch of an Old Testament patriarch, judge,
king, prophet, etc.
(3) Oompare and contrast the story of Saul with that of Macbeth.
Co: (6) Prepare a simple family tree tracing Biblical characters from
Abraham to David.
e.0 (5) Draw or paint pictures illustrating Biblical characters or
events.
(6) Using selected portions of Proverbs, Psalms, and Song of
Solomon, identify figures of speech and poetical sound devices.
(7) Listen to Old Testament stories on cassettes and prepare a
. written summary.

BILE
13B-9
 Th( !ltgien- tr:rveyr the ::tali:;
Career bricert Lnvironnenill vari,,M'vy
I
Suggested Activitiep Re aurce: - %rote,:
Objectives

*a. The student examines free press concept in the U.S. and foreign
1. He identifies
main functions of countries and compares laws with practice.
the newspaper.
When reading, writing, viewing, or listening, the student isolates
editorializing as opposed to factual accounts. He lists not only
obvious opinion, but also use of slanted words, exclusion of points,
and fallacious arguments.

itc. After examining the criteria for a good newspaper as listed by the
Associated Press Managing Editors Association, the student applies
this criteria to one of his choice and submits a written evaluation
of the paper.

2. He reads ads in fa. The student identifies the basic drives and desires to which
light of the advertising appeals.
relationship
between advertisin The student identifies common propaganda devices, such as fallacies,
and society. generalities, slanted words, in three media and compares them with
reasonable appeal.

. The student writes an advertisement with flexible grammar and

imaginative vocabulary that offers reasonable appeal.

. The student identifies mores determining good taste and offensive ads.

3. He examines the . The student compares the appeal of radio and television among
communication children, teenagers, and adults.
functions of
radio and televi- "b. After using radio and television newscasts to complement paper
eon as well as reading, the student identifies extra material used in broadcasts.
their entertain ant
functions and makes . The student itemizes programming differences in a radio newscast,
an evaluation of interview, disc jockey program, and a television newscast, humor show,
them. and sportscast.
13:-13
MAY.; MEDIA
 BEST COPY AVAILABLE

vbjectives Stag te^:' 4°I1 Ai t It f I ,f 4

- I - 1V
_ t 11.' _

4 1. After realiw rode set up by the hroadr.asters, the slii:#1.1

applies these codes to three type:; of proranr and write.:; an
evaluation of each program.

.. 4e considers a. The student prepares a list of criteria with which students in class
flims objectively, have been accepting and rojecting entertainmen4, films.
apart from
entertainment b. The student applies acceptable criteria to an entertaInnent fi1r1 ani
value. writes his assessment.

c. The student compares old movie codes to those ri,ontly adopted, using
at least two movies in the analysis.
1=mg
1

5. J compares the 'ta. The student denotes differences between a condenseJ article in
effect of make-up, Reader's rngest and the original article.
material and tone
of selected b. The student reads and identifies main features of a specialized
magazines. periodical selected by the individual.

.:*c. The student discerns and denotes the level of aceuracy of reporting
in such magazines as True and True Confessions.

d. The student interprets a news story told in Life magazine through

photos and captions. He does this in a 2-3 page composition.

*e. The student writes a comparison of a quick newspaper summary of we

important news event with a thorough magazine report of the same event.

He sees the *a. After a brief introduction to a cursory history o: electronics and 1

electronic devices its effects in our society, the student investigates and reports on at F

as having mass least three electronic devices which have an effect on mass '

communice.on communication.
qualities.

'..11
 Objective. Suggested Activities !crOurcet, ant en

a b. Using appropriate material, each student selects outside of class

one familiar object based on electronics and presents to hie peers
in class a description and explanation of this particular media
phenomenon.

MASS MEDIA
()Pie student studies Shakespeare to understand the elements which combined to make "The Bard" a major
playwright, to appreciate his place in the history of drama, to formulate criteria for r,valuating contemporary
dramatic presentations, and to recognize the universal quality of great art.

Objectives Suggested Activities iResource,/ - Notes

1. He recognizes Note to Teacher;

that Shakespeare The material suggested in this section can be adapted to all levels Bateson, F.W., ed.
explored profound that study Shakespeare. However, eome of the activities should be The Cambrid e
ideas and reserved for advanced students who intend to make an intense study Biblio r of
dramatized human of the Shakespearean era, with emphasis on works of the Bard, the age Erjgp Literature.
values. in which he lived, the ideas (philosophies) which prevailed, the ege, England,
theater in which he worked, and the universality of his works. For 1938.
an especially competent group, the inclusion of Shakespeare's eminent
contemporaries, Jonson and Marlow, may be briefly introduced .

a. Students plan a "Roman Holiday", and through library research, films,

and pictures, prepare a thorough background for the study of Julius Recordings:
Caesar, (Aim to simulate a Roman street scene including levels of The Three Ravens
society, art and architecture, costumes, food venders, orators, etc.) SongrrrAr1=Deller,
. Approaching Julius Caesar as a political play, students classify Elizabethan and
characters as pro-Caesar (supporters of an autocratic ruler) or 177;671717MAc
pro-Brutus (supporters of a republic). Lines spoken by the commoners finTerdonsort
and to the commoners may be studied for political signifiance. Vanguard.

c. Having introduced Romeo and Juliet as a tragedy resulting from the Shakespeare Songs and
"generation gap," students read the play and discuss the effects of a Consort Music
break-down in communication or the plot. Point out similarities and Deller, RCA.
differences between social customs then and now. Discuss the Nurse
and "comic relief." Dances of Rowland
Julian Bream,
.d. Students "populate" a bulletin board with Shakespeare's characters. lutenist, RCA.
Short sketches of their occupations and distinguishing personal
qualities are added as reading progresses. Life in Shakespeare's
London, Spoken Arts
e. Students analyze Shakespeare's characters by discussing the N.T.
following questions:

1. Can we show some pity for Macbeth in Act V?

2. Was Lady Macbeth's swoon in Act II real or feigned?
3. Is Lady Macbeth stronger than Macbeth in some scenes?
1. What is the real "tragedy" of the play?
13D-13
SHAKESPEARE
 Suggested Activities Resources - Notes
Objectives

What causes Macbeth's mental torture? Contrast the effects of Recording:

Human values 5.
evil on Macbeth and Lady Macbeth. ''Macbeth" CaeiMan
(cont.)
What insights into human nature does Macbeth give? Records, N.Y.
6.

Students build a model of the Globe theater. Use as focal point for *en and Women of
a "radio" dramatisation on tape of scenes from plays. Make Shakespeare:,
miniature of Shakespeare's birthplace, dolls dressed as Shakespearean
characters, miniatures of London Bridge or of the Tower, etc.

Students compare Shakespeare's use of violence and the supernatural

mith that of present-day television and movie writers.

Students study Shakespeare's treatment of evil, suicide, the

pathology of the mind, the theme of revenge, the common man, the
misuse of power, and family problems.

Students bring to class a record or tape of the background music for the Tanner, B.A. and
2. He studies
recent movie of Romeo and Juliet. They read aloud appropriate passages others. English 9
Shakespeare's (Teacher's Ed.)
unique use of from the play, uiW-trermu-rs77or background.
Addison-Wesley Pub.
language. OD., Menlo Park, Calif
Student brings to class a record or tape of Tschiakovsky's Romeo and
Juliet Suite and of background music f/7. the movie of Romeo-iiiniliet.
Willen, Gerald, and
He explains -to the class the specific scenes that he assoc ites with
Victor B. Reed
passages of the music. The class discuss comparative reactions to the
A Casebook on
two musical selections andieor write papers explaining which selection
they feel is better suited to the mood of the play. Shakespeare's Sonnets
Crowell, N.Y., 1964.
c. Students create mock Elizabethan English as follows:
.The Speaking of
Substitute thee, 1125 thine for personal pronouns. (See Julius Shakeseeare's Veerrsee
1.
Caesar, Act I, sc. -1 and 2) Spoken Arts, New York.
2. Primary auxiliaries are changed to end with -st or -t.(wast, wert,
shalt, wilt)
3. Verbs in present and past tense end with -th and -st. (tea becomes
loth; die becomes diest.)
4. Naunciation'differences may be observed: ed's sounded
as one syllable (truse'd); ed's pronouncia-is separate syllables 13D-14
SHAKESPEARE
(an armed knight).
 BEST COPY AVAILABLE

f"'
Objectives Suggested Activities Resources - Notes

Loma. 5. After observing passages in the plays, students formulate Films:

(cont.) questions with appropriate answers in mock Elizabethan English. "The Lnglano of
They follow through with dialogues (conversational). Set Elizabeth" In.
aside one day to speak as Shakespeare would have spoken
(ez. "What Wouldet thou have me dol. English Liters.
6. The student takes a short scene from a familiar modern play and Lure: "The
converts it to mock Elizabethan English. Elizabethan Per-
7. The student writes a short original dialogue in mock Elizabethan iod" COR.
English. He selects a scene in which thou can be used as a form
of address in place of p.a. Macbeth: 'The
Politics of
Students list from books of famous quotations several of their Power" EBF.
favorites from Shakespeare. After considering phrases, word order,
amliesaning, students discuss reasons why the passages have Macbeth: "The
continued to live. Themes of Mac-
beth" OF.
LSI
1. Does it contain a universal truth about life?
2. Does it characterize human nature? Macbeth: "The
3. Is the imagery beautiful? Secretost Man"
4. Are the spoken sounds pleasing? EBF,
5. Does it express a mystery of life?
Shakespeare:
The student thinks of occasions when someone might quote a suitable "Soul of an Age"
line or two from the play, Macbeth (or any other play he has studied). MCC.
He memorizes the line and preparesto describe the situation to the
class. William Shakes-
Examples "Fair is foul and foul is fair." peare: "Back-
Regarding an umpire at a baseball game, I might say to ground for His
a friend, "What an umpire! To him 'fair is foul and foul Works" COR.
is fair.'"

13D-15
SHAKESPEARE
 Objectives Suggested Activities Reeources - Notes
--]

3. He learns the a. Students read a modern play or story that follows the Romeo and Juliet Halliday, F.E.
ecurcee of plot. (Two such plays are West Side Story, available in paperback, and A Shakespeare
Shakespeare's plot The Glass Rammer, printed in a September)1971 issue of Voice magazine.) Companion.
and studiea the Oompare the play with Shakespeare's play. Read GiErs Penguin, Baltimore,
playwrights Eve of St. Am !! and compare plot and characterization. Read selections 1964.
craftsmanship. Stoiies from Shakespeare or in Lamb's Tales from Shakespeare.
Make a written or oral report on readings; write a radio a
dramatization. "The World of
William Shakes-
Students read novels the setting of which is Renaissance Italy or peare" AIM.
Shakespearela England.
"Shakespeare's
Reports may be given orally in panels or individually about: World and
1. dating customs Shakespeare's
2. marriage customs London" AIM.
3. holiday celebrations
4, social gatherings, music "The Life of
5. banquet foods, drinks, entertainment William *Jhakes-
pearal, AIM.

"The Printing of
the Plays" AIM.

"Snakespeare's
Theater" AIM.

SHAKESPEARE 13D-16
 BEST COPY AVAILABLE

Ot ject ives Suggested Activities Resources - Notes

Craftsmanship c. Using the Freytag Formula, the student draws a diagram of

Shakespeare's plot structure and labelFthe parts. (This
(cont.) "how Lt, !WWI :A
diagram say be used to illustrate the dramatic structure of any
Shakespearean play.) ohakespeare tlay"
AI II.

"Jhakespeare's
.,tratford* AIM.

Great Writers:
Lihaxespeare:ahis
Life, His Times,
his Works, His
jtyle" FH,
climax "
(p vot) Shakespeare's
Theater: Pro-
Rising Action Falling action logue of the
Glove Tneater,"
''The Playhguse
Crwaes to London,'
In iting incident Act II The Globe theater;
bet,ign and
ei.ns tn.* -lion ;'
Act/l/
Exposition &ftermath Day at the Glulo,
Theater" EBEG.

"Great ,cenes
trom Macbeth" 4.E.

d. Students do research to learn sources of Shakespeare's plots. They

prepare maps and -1stumes showing the variety of cultures that "Macbeth" CR.
the Bard depicted.
"Ma.zbeth" RCA.
. Students make Imperative studies of the following:
1;hakespear::
I. Plutarch'. Lives and Shakespeare's characters. "Soul of an Are. "
2. Hollinshed's Chronicles and the plot of Macbeth. Cit.
3. George Bernard gE4177aesar and ShakespFeaWTi-Caeuar.
U. Hamlet and Aristotle's description of a "tragic hero".
5. The "classical" tragedies and those of Shakespeare.
6. Kyd'a Spahish Tragedy and Shakespeare's Hamlet.
13D-17
smAisamak.
woo

Suggested Activities jitesourcee - Notes

Objectives
1

Craftsmenship f. After considerable research, students report on changes in dramatic

conventions and devises transmitted from the Greeks to Romans, to !
(cont.)
Shakespeare, and on to modern playwrights. (Examples: deus es maces hina,
1

the three unities, comic relief, the use of the chorus:l

g. Students list what they feel to be the most dramatic moments of plays:
he appearance of Banquo's ghost, the assassination of Caesar, the
"dumb show" scene of Hamlet, the death of Romeo, etc.)

Students trace and discuss Shakespeare's use of symbolism.

(plants, animals, storms, stairs, sleep, blood, darkness, light, etc.)

a. In group participation, students produce a "To Tell the Truth" program. Knight, L.C.
4. He surveys
Choose three students to portray Shakespeare, Ben Jonson, and Sir Some Shakespearean 7"1
Shakespeare's Themes. Stanford CZ
critics from the Christopher Marlowe. Class members ask questions to each character
to determine who the real Shakespeare is. Univ. Press, 1954.
times of the Bard
to the present.
. Students list strengths and weaknesses of Shakespeare in writings Paul, Henry N.
The Royal of
of Ben Jonson, John Dryden, John Milton, Samuel T. Coleridge, and nu
George Bernard Shaw. Macbeth
Macmillan Co.,
Students prepare a chronological "critical commentary" of outstanding New York, 1950.
c.
Shakespearean critics. (Imagine that these critics are honored guests
Siegel, Paul N.
at a Shakespearean banquet.)
His Infinite Variety:
'
d. In a mock trial, students present their evidence for or against the majo73Egimare
Stratfordians gathered from researching the "Shakespeare COntroversy" Since Johnson.
of recent years. Lippincott,
Philadelphia, 1961s.
e. Students list the reasons that most critics give for Shakespeare's
Chute, Marchette.
continuing popularity.
Shakespeare of
London, Dutton, New
t3;771949.
SHAKESPEARE 13D-18
 BEST COPY AVAILABLE

-,Jjectives ell t :Vi iPS ; .

Critics
1. f. :students read such parodies as Twisted Tales from hakespeare
and discuss the significance of such treatment. (Loes it streNghen
.
or diminish the original piece of work? Wouln Lhakeveare r7inl such
1
parodies? What would he say to the writer?)

g. Students participate in making up a newspaper sheet which might

have been published during Shakespeare's day. The 8 x 11" sheets
should contain newspaper items appropriate to the times, short
reviews of the play, etc.

5. He observes the a. Students scan newspapers and magazines, listing the allusions to
varied present- Shakespeare and his works.
day treatment
of Shakespeare's b. After consulting literary and movie records for the past year,
work. students list the Shakesperean playa that were produced for the
movies and television.

c. Students do research and discuss the recent treatment (stage, movie,

television) of Shakespeare's comedies.

d. Students discuss the nature of comedy and tragedy on the American

stage and television, and comment on those of Shakespeare as they
are presently produced.

SHAKESPEARE 13D-19
 If American literature is to be truly representative of America, it must include the
literary contributions of every segment of the country and the ethnic minorities which
have not received adequate recognition in the past. A. bibliography of ethnic literature

is included in this guide in section 131 page 74.

Melvyn Goldberg makes the following statement in her article "American Ethnic Liter-
ature; An Approach for an Untracked High School Class," published in Ejittlle Journal,
December, 1972:
My hope is that future courses in American
literature will include all the worthwhile liter-
ature written by all Americans. But before the
day can come when minority literature is an inte-
gral part of American literature, teachers must
take the time and effort to become knowledgeable
in the area of cultural minorities and their
writings.

13E-190
AMERICAN WRITERS
 BEST COPY
AMIABLE
E. The student traces the growth and development of American literature from the colonial years to contemporary times.

Objectives Suggested Activities Resuurcer - Notes

1.
,
He identifies a. The student traces American literature to its European tradition. IFilm:
the ideas and "Captain John Smith,
attitudes that b. The student lists the distinguishing national characteristics of the 'Fourder of Virgibia"
produce.! the British people from Anglo-Saxon times to the seventeenth century that i(EBF). 20 min.
literature of influenced the thinking and attitudes of early Americans.
colonial America. t
Books:
c. The student realizes that the circumstances of colonial America were Beatty, B.C.
unique: William Byrd of
(11 The settlers transformed the old culture brought with them. Westover
(2) The settlers were culturally unaffected by the ancient Indian
civilization, Byrd, William.
(3) The settlers had little leisure time, but produced a bulk of A Journey to the
writings. Land of Eden.17i.
Mark Van Doren).
. The student realizes from Writings of Captain. John Smith that all the
American settler: were not motivated by spiritual and religious Murphy, Robert.
concerns. The Pond, 1951s.

e. Given selections from Bradford and Winthrop, the student recognizes Stowe, Harriet Beecher
the spiritual strength and practical insight of the early leaders. Dred.

1. Given selections by Jonathan Edwards, the student realizes the depth Thackeray, W. M.
and sincerity of spiritual motivation in the settlers. The student The yirginians,
compares or contrasts Edwards ideas with his own.
Wright, Louis B.
The student identifies and traces the key elements of tho Puritan The First Gentlemen
view from Bradford through Edwards. aVirginia.
. The student notes the influence of the Spenserean and metaphysical poets Record:
on the early American poets, (ex.) Anne Bradstreet and Edward Taylor. "Listen to Literature"
(Ginn).

i. He observes the a. Given selected re dings, the student sees that the colonies have more Books:
emerging American interest in econo-dcs, politics and rationalism. Bowden, Charles.
leadership, and
The Dungeon of the
recognizes some of b. Given selected readings, the student notes the new philosophical
the traits which Heart
outlooks.
define American
character.
AMERICAN WRITERS 13E-20
 Objectives Suggested Activities Resources - Notes

American character c. Given a selection from Benjamin Franklin, the student notes the Books:
(cont.) materialistic aspects of the American DP7eam: the shrewdness, industry, Bradford, William,
resourcefulness and common sense. Of P1 mouth
Planta on.
d. The student writes an essay drawing parallels between two Americans
who have appeared on the half-dollar. Franklin, symbol of American Fleming, Thomas J.
Enlightenment in the Age of Reason and J. F. Kennedy, champion of One Small Candle:
reason in the Age of the Atom. Parallels might be seen in their lives, The TriFia-T-First
philosophical outlooks, and versatile interests. (Attitudes toward Year in America.
education, journalism, writing, science, and civil rights.)
Miller, Perry.
e. Following Patrick Henry's technique of argumentation, the student The New England Mind..'i
writes a theme advocating some conviction which he holds important
or some issue in which he believes strongly. (He orgaiizes his points Mourt, George- OT
for coherence and unity and selects words carefully for their emotional Mourt's Relation.
effect.
* ex. (1) Certain courses do not belong in modern high schools. Nickerson, W. S.
(2) Students should be prepared to enter the world of work Land Hot 1620.
upon graduation.
(3) Conformity has practically eliminated intellectual Bacheller, Irving.
endeavor in the United States. In the Ditz! of Poor
(4) Modern advertising has hoodwinked the American public. Richard.

. The student analyzes in "The Crisis," Thomas Paine's sentence patterns Burlingame, Roger.
and word arrangements to arrive at one may in which Paine achieves his Benjamin Franklin.
effect. (How does he balance phrases, repeat words, create smooth
transitions?) Ford, Paul F.
The Many-Sided
The student writes an essay explaining why Thomas Paine was not Franklin.
elected to the Hall of Fame of Great Americans until 191.5.
Van Doren, Carl.
. The student writes a short essay in which he shows how "The Ballad Benjamin Franklin.
of the Kegs" indirectly expresses the American Dream theme.

AMERICAN WRITERS 13E-21

 BEST COPY AVAILABLE

Objectives Suggested Activities Resources - Notes

American character i. The student reads the songs of the revolution and notes that heroes of
(cont.) Laurence, I.
both sides are described and the sentiments of the people about them. A in
Ex. "Yankee Doodle," "Nathan Hale," "The Ballad of the Kegs." yi iamsburg.
In a well-organized essay the student summarizes Hector St. Jean de Fast: Howard.
Crevecoeur's definition of the New American. Citizen Tom Paine.
k. The student compares and contrasts Philip Freneau's attitude toward
Pearson, Hesheth
Indians with earlier writer's varying attitudes (Percy, Bertram, Smith, Tom Paine: Friend
Bradford). of Ma-MEd.
The student constructs a character sketch of George Washington based Films:
upon the views of Thomas Jefferson.
"American Literary
Heritage" MAC.
Provided with acme of the negative material from a few of the crude
satirical cartoons by Washington's British contemporaries and some "America Enters the
passages from debunking biographies, the student compares the Twentieth Oentury"
"American" Washington and the "New" Washimgton. He may make a Series; "The Jazz
personality collage depicting the "two" men. Age, Parts I and II".
The student compares Jefferson's and Hamilton's philosophy pertaining to
"The Innocent Years,
government. He discusses the effect of the two-party ayatem
Part I and II".
development that the Founding Fathers did not see. He discusses the
growth of the Executive power that has reached proportions undreamed
"The Great War, Parts
of by Hamilton, Jefferson, and their colleagues.
I and II".

The student considers the question "What then is the American?" and
"Life in the Thirties,
answers it by citing evidence from the writers of the Revolutionary Parts I and II."
Period.
"Not So Long Ago,
The student evaluates the principles of tolerance on which the country
Parts I and II" MOO.
was founded.
"American Literature:.
The student analyzes the purpose and effectiveness of satire.
The Westward Move-
ment".
AMERICAN WRITERS 13E-22
 Objectives Suggested Activities Resources - Notes

3. He recognizes a. The student finds background information of the Romantic Period and Film:
attempts to divides it into three phases: "American Literature:
break with the The Realists" 03R.
European tradition 1. A period of development (1770-1830)
as evidenced 2. Thirty years of dominance till the Civil War Records:
during the 3. A decade of decline and transition to realism. "American Poetry to
Romantic Period 1900, Vol. I and II"
of American b. The student lists the major new attitudes of American Romanticism. (Lexington).
Literature. Ex. (1) A new optimism prevailed.
(2) A stress on feeling and emotion rather than reason (Longfellow "Bryant-Emerson-
Hawthorne, Poe, Irving, Melville). Whittier-Longfellow"
(3) Individualism becomes prominent. (Emerson, Jefferson, (Educational).
Thoreau, Whittier)
(4) New attitude toward religion "Washington Irving" 01
(5) New attitudes toward women's rights, temperance, progressive (Lexington).
methods of education, universal peace, and genteelism.
(6) A glorification of the national ideals of freedom and "The Basic Writings of
republicanism. Ralph Waldo Emerson"
(Audio Bk).
c. The student recognizes that literary forms were affected by Romantic
attitudes. "Walden by Henry
David Thoreau"
. The student contrasts Bryant's deistic attitude toward death with the (Spoken Arts).
Puritan view expressed by Taylor and Edwards.
"The Pit and the
e. The student explains the structure of "To The Fringed Gentian" by Pendulum" (Spoken Arts).
William Cullen Bryant. (Introduction, orderly development of topic,
logical conclusion) "Tales of Hawthorne"
(Gaearion).
. The student analyzes Rip Van Winkle as representative of the American
character. He analyzes Dame Van Winkle. "The Gettysburg
Address" (NOTE).
The student compares Rip Van Winkle with Thurber's NalteritittT."
"Whitman Leaves of
Grass" (Ceedmon).

AMERICAN WRITERS lr-23

 BEST COPY AVAILABLE

Objectives Suggested Activities Resources - Notes

Records:
h. The student selects a person from history, literature, or contemporary "Poems and Letters
Romantic period
life who fits Emerson's definition of a nonconformist in "Self- of Emily Dickinson"
(cont.)
Reliance" and writes an essay showing clearly how the person fulfills (Caecknon).
the requirement.
"Mark Twain Tonight"
i. The student contrasts Emerson's view toward death in "Brahma" with (Columbia).
Bryantse in "Thanatopsis."
"The Best of Mark
The student writes an imaginary interview with Thoreau on the subject Twain" (Audio Bk).
of conformity in the United States today. What traditions and
conformities would Thoreau most likely criticize? Why? What might Films:
he say is undesirable about the mind's traveling the same "paths"? "American Literature
Early National Period"
k. The student uses Thoreau's quote, "Why level downward to our dullest (Cbronet).
perception always, and praise that as common sense?" as a springboard
for a composition in which he applies its relevance to modern times. "New England: Back-
(Tb what extent does this leveling process characterize modern ground of Literature"
education, entertainment, best sellers, periodicals, etc.) (Coronet).
Cu
Ui
The student researches various attempts to set up a utopian community "American Literature:
in the United States. (Harmony Society, Brook Farm, the Fourierists, The Westward Move-
Separatists, Millenerists, Shakers, etc.) ment" (Coronet).

m. Students prepare a board display to illustrate Thoreau's visual "Washington Irving"

imagery in Walden. (Pictures of New England countryside, plant life, (EBF).
animals, aTi could be used with quotations from Thoreau as
captions for pictures.) "Henry Wadsworth
Longfellow" (EBF).
n. The student reads a collection of Longfellow's poetry and distinguishes
the good poems (direct and spontaneous) from the ones that are too "Walt Whitman:
didactic, banal, and sentimental. Background for His
Works" (Coronet).
o. The student writes a short story about a place he has known, how it
looked and how he reacted to it. He might select a deserted house, a "Mark Twain Gives an
graveyard at night, a beach house in winter, a stalled car during a Interview" (Coronet).
thunderstorm, a boat adrift at night. He follows Poe's "The Pit and
the Pendulum" as a model, trying to maintain a consistent point of view
and to wake a specific response. 13E-24
AMERICAN WRITERS
 Objectives Suggested Activities Resources - Notes

p. The student reads short stories by Nathaniel Hawthorne and discusses: Filmstrips:
Romantic period
(1) The secret guilt in man "William Cullen
(cont.)
(2) Psychological revelations Bryant" (EBF).
(3) Symbolism
(4) The Faust legend as it is revealed in Hawthorne's works. "Washington Irving"
(EBF).
The student writes an analysii of a Melville work focusing on two
aspects: "Emerson's New
(1) Tone and style England" (Life).
(2) Implication of the theme.
"Henry Wadsworth
r. The student cites evidence that Whitman's free-verse techniques have Longfellow" (EBF).
influenced modern poets. He proves that the modern poets have followed
or distorted Whitman's model. "Edgar Allen Poe"
(EBF).
s. The student discusses in a short composition how the poems by Emily
Dickinson express the theme of individuality. "Walt Whitman" (EBF).

The student compares Bret Harte's prose description of a frontier cabin "Emily Dickinson"
to a picture of a cabin. (EBF).

u. The student compares the literary style of Mark Twain with that of Books;
Irvin& Emerson, and Hawthorne. Brooks, Van Wyek.
The Life of Emerson.
v. The student writes his own direct version of a Henry James story,
straight forwardly narrating the events of the story in chronological Perry, Bliss.
order. A comparison of his story and James' story will reveal Emerson Today.
something of James's complexity. (Note difference in content,
language, style, and implication.) Atkinson, Brooks.
Henry Thoreau: The
w. The student discusses the color imagery in Stephen Crane's "The Cosmic Yankee.
Open Boat." (Colors are used approximately 100 times. What colors
recur most often? Is there ambiguity? What consistency is found in Canley, Henry S.
their use? What support do colors give to Crane's theme?) Thoreau.

x. In a well-organized essay, the student explains the attitude of each Krutch, Joseph W.
of the following writers to nature: Bryant, Emerson, Thoreau, Long- Henry David Thoreau,
fellow, Whitman, Dickinson, and Crane. He refers to appropriate
selections to prove his points. 13E-25
AMERICAN WRITERS
 BEV
AYAIIABIE

Objectives :1A94;er-ted Activities Pesolirgen Ntep

..MNBINI/MMBO. 41MINIMMIMOIN1.011111116

y. In a well-planned essay, the student explains how each of the Clarke, Helen A.
following writers looked upon death: Bryant, Longfellow, 'Longfellow's Country.
Thureau, Dickinson, and Crane. He verifies his points.
'Dana, H. W. L.,
L. He recognizes the 1 a, The student gains insight into the lives of other Americans living :The Crai ie House:
characteristics and 1 under conditions very different from his own. :The
!
virtues of Americans :Longfellow.
Cbra
as revealed in o b. The student discovers boil,' the distinctiveness of these people has
regional writings. come about through their environment and conditions of living. ;Gorman, H. S.
'A Victorian American:
c. The student discovers that these people are very like the modern Henry W. Long'l=
American; that is, they have universal loyalties, loves, hates, and
other attitudes as well as regional ones. Wagen Knecht, Edward.
'Longfellow: A Full
d. The student discovers reasons for the peculiar power of literature iLength Portrait
1
1 as literature to reveal the thoughts, feelings, and the conditions of
living of these people. !Filmstrip-Records:
i"Ernest Hemingway:
I e. The student recoi ;es the noted works and authors that have revealed !Big Two-Hearted
these people. River" (2 filmstrips
12 records).
f. The student appreciates the importance of dialect in revealing
regional character. "Ernest Hemingway;
*The Man" (2 film-
5. He improves a. The student develops standards of judging between cheap and strips 2 records).
language-arts skills melodramatic stories and those of real value as literature.
as he reads the 1'Edgar Allan Poe"
short story. b. The student reads and takes notes in order to recognize the insights S3 filmstrips -
and events of each selection based on the topics being considered. records).

c. The student reads literature of various types, adjusting his method "Concord; A Nation'.,
of reading to his purpose. kbnscience" (2 film-
strips 2 records).
d. The student learns to use valuable reference sources in the library.

AMERICAN WRITERS 13E-26

 Objectives Suggested Activities Resourcep - Notes
--]

e. The student develops his vocabulary through wide reading and use of Filmstrip-Records:
Language-arts skills
context clues, through intelligent listening, and through the use "Part T - Ralph
(cont.)
of the dictionary. I Waldo Emerson."

f. The student participates in class discussion based on the problems and "Part II - Henry
ideas in the selection to help him arrive at an intelligent conclusion. David Thoreau."

g. The student organizes carefully and presents clearly and Lnterestingly "Jack London"
different kinds of reports on his individual findings. (2 filmstrips - 2
records).
h. The student tells an incident to prove a point in discussion.

i. The student listens to discussion in order to relate what is said to "The World of Mark
the topic. Twain" (2 filmstrips -
2 records). OD
The student listens for the main generalizations and relates incidents
and subpoints to them.
"Great Novels and
k. The student prepares interesting and original presentations for the Their Authors"
classsworking in groups and using contributions of each member. (L1 filmstrips - 2
records).
1. The student carries on informal conversational discussion. "Nathaniel Haw-
thorne: The Man and
fri. The student reads aloud stories and poems with real interpretation, His Works"
to share selections read or to prove a point. "The Scarlet Letter:
Analysis and
n. The students do choral reading of favorite poems. Evaluation"
"Mark Twain: The
o. The student uses new words frequently and chooses concrete and Man and His Works"
suggestive words to make his talks more interesting. "The Adventures of
Tom Sawyer: Analysis
p. The student eliminates from his speech, unacceptable usage and poor and Evaluation."
articulation, pronunciation, and enunciation.

The student states his purpose in writing and chooses and organizes his
ideas with the purpose in mind.
13E-27
AMERICAN WRITERS
 Resources - Notes
Objectives

Films:
Language-arts skills r. The student eummarizes in clear and logical form the ideas or the "What Does Huckle-
(cont.) central idea gained from reading and class discussion. berry Finn Say?".

e. The student writes reflectively about the characters using interesting "Art of Huckleberry
incidents. Finn."

The student uses concrete and suggestive words as the writer he reads "Huckleberry Finn
uses them. and the American
Experience."
The student outlines a topic and shove the relationship between the
outline and that which he writes. "Bartleby."

The student uses correct punctuation, spellirg, capitalization, and Magic Prison."
manuscript form in all written work.
"Thornton Wilder:
The student examines his sentences for completeness, clarity, acceptable Our Town and Our
usage, and effectiveness before asking anyone else to read what he Universe."
has written.
"Our Town and
Ourselves."
6. He explores the The student identifies the elements of plot by designating specific
short story and paragraphs which illustrate opening action, rising action, and falling Books:
its development action. Armour, Richard.
as America's The Classics
contribution to . The student analyzes theme and purpose of selected short stories. Reclia=1.
literature. McGraw-Hi 1, 1960.
The student describes the mood or atmosphere and tone of selected
stories. Hawthorne, Nathaniel.
The Scarlet Letter.
The student gives examples of various points of view from which selected AirmarT776F7----
stories are told.
Hemingway, Ernest.
Movable Feast.

13E-28
AMERICAN WRITERS
 Objectives Suugestef! Activities 111610 trf P Vritc
1111110.1

American short story 1

e. The student names the basic types of conflict found in selected Books;
(cont.) stories. Steinbeck, John.
The Pearl. Bantam,
f. The student recognizes figurative language and symbolism in T;457----
selected short stories.
Twain, Mark.
The student discusses the author's style in a selected story. 1 Adventures of
g.
1 Huckleberry Finn.
h. The student relates life experiences through insight gained from Airmont, 19627
short stories.
Twain, Mark.
. A Connecticut Yankee
In !mg Arthur's
(See Sec. 107A in Guide) Court;-AUGRE7-1962.

Lass, Abraham.
A Student's Guide to 0,0,4-4'
7. He demonstrates a. The student detects clues to purpose and style in essays and 52 American Figis. `"
ability to perceive articles. Washington Square
components and Press, 1966.
relationships in b. The student analyzes personality and ideas in essays, and
essays and articles information and facts in articles. Lass, Abraham.
using techniques of 12,000, English
literary criticism. Students.

Dobie, J.
8. He recognizes a. The student analyzes a person according to his background, purpose, The Ben Lilly Legend.
notable biographies and authority.
and histories of Faulkner, William.
modern literature. b. The student observes development of literary tradition. "The Bear"
"Two Soldiers."
c. The student relates authors and works with background of relevant
social, intellectual, political, and economic realities. Ellis, Webb.
A Teacher's Guide to
d. The student creates relationships between pz ent-times and Se cted Literary
writings which make historical events live. 71670775e

AMERICAN WRITERS 13E-29

 BEST COPY AYARME

Objectives Stotwc5.ted Activitiec lictn r. pit %tote.

.1==.011311
e. The student gains insight into human nature. Books:
Biography, history
(cont.)
Beauchamp, R. F.
Creative Approaches
(See 10-E Guide) to Readin 71ction.
American Education
Edu
Publications, 1968.
I

9. He analyzes a. The student develops insight about the place of drama in American Record:
I

American drama. life and literature. "Development of the

American Short Story."
b. The student demonstrates a knowledge of major %rierican playwrights
and significant developments in American drama.

c. The student evaluates the view of American life commonly

represented in drama.

d. The student analyzes the playwright's style through the use of the
following:
(1) Irony
(2) Symbolism
(3) Implication
(4) EleMents of conflict
(5) Elements of suspense
(6)- Development of theme

e. The student recognizes drama as an exposition of significant ideas.

f. The student discusses the following devices and their effect:

(1) Scenery
(2) Stage directions
(3) Flashback
(Zs) Characterization
(5) Casting
(6) Dialogue

(See 10-D and 12 in Guide)

13E-30
AMERICAN WRITERS
 0.
Ubjectives :,1g1mptied ActivitLe fl 1 f.(1, T I 11. -

10. He reads and Activities

interprets, in terms :
of variation in See supplementary activities beginning on the following page and
1
form and meter, section 1U-C.
selections from
American poets.

11. He is introduced a. The student is given a survey of the American novel from Cooper's
to the American "Leather Stocking Tales" through the romantic, realistic, regional,
novel and and naturalistic novels, to the contemporary novels.
encouraged to read
unabridged novels. b. See section 10-8 in Guide.
 BEST COPY AVAILABLE

Su9oes.ted Activities
- Objectives

SUPPLEMENTARY ACTIVITIES

1. Study and learn from appropriate texts significant distinctions

among the romantic, realistic, and modern literary periods and
the major trends of each period.

2. Listen to a lecture on major historical events of each period

and the relationship of these events to literary philosophy and
types of literature written during each period.

3. Read at least two short stories and three poems by Edgar Allan Poe
and discuss the aspects.of romanticism present in them.

Is. Read Poe's Philosophy of 031aposition and list guidelines Poe offers
44. for the writing of short stories and poetry.

5. In group participation, take one short story or poem by Poe and

analyze it by applying Poe's principles to the work.

6. Write a short analysis of a short story or poem by Poe which has

not been discussed. Use Poe's rules as your basis for analysis.

7. In group discussion, choose one poem or short story by Poe and scan
the selection. List specific words unfamiliar to you and locate
their definitions. Point out the effectiveness of these words to
Poe's purpose. (A good story to use is "The Fall of the House of
Usher," which contains such words as fantasmagoric.)

8. Listen to records and tapes of selected writings by Poe.

9. Read selected poetry by Walt Whitman and in your mind place bim
according to school of thought.

10. In group participation, discuss Whitman's poetry and arrive at a

statement of his central themes.
AMERICAN WRITERS
 Suggested Activities Resources - Notes

11. After reading more poetry by Whitman, write a short paper in

which you trace the'treatment of a central theme through various
poems.

12. Learn to compare Whitman to E.E. °innings by using 12,000 Students

and Their English Teachers,

13. Write a short paper in which you compare Whitman's philosophy to

Emerson's or Whitman's philosophy to that of Sandburg. Comparisons
of poetry by each poet should be included.

us. After reading selections by Henry David Thoreau, place him

according to school of thought.

15. Watch filmstrip on Thoreau.

16. In group participation, draw a charactmr analysis of Thoreau's

ideal man. Ask yourself if he differs from your image of an
ideal person, and d qs he differ from the ideal of Thoreau's
contemporaries.

17. Write a short paper comparing the philosophies of Wordsworth's

"The World Is Too Much With Us" and Thoreau's Walden.

18. Read Huckleberry Finn among other works by Mark Twain, such as
A Connecticut Yankee in lam Arthur's Court and other novels,
TrThrafartieTruiniing 71=Treras County," and other
tales and essays. (The teacher will read aloud from these works
from time to tlinej

19. Discuss in groups social criticism present in Twain'a writings.

Point out specific quotes to support your conclusions.

20. Watch filmstrip on Twain.

21. Write a paper in which you choose one area of social criticism and
trace Twain's treatment of it in one or more of his works.
13R-33
 SiTmsted Activities nesrwrrtAt. - Nute!.
Ubjectiven

22.
..
Read selected novels by Hemingway and place him according to school
of thought.

23. Watch filmstrips of Hemingway.

24. In groups, discuss specific issues of modern life treated by

Hemingway.

25. Read other novels by Hemingway and write a paper tracing the
treatment of one specific issue in two or more novels.

26. Read a biography of Hemingway and in a paper, correlate biographical

facts and events to facts and events in a specific novel. For added
1

information read Moveable Feast.

27. Read selected works by John Steinbeck. These may include such novels;
46 as Grapes of Wrath, The Pearl, Of Mice and Men, The Red Pony, and
short stories such as "Flight" and others. Place Steinbeck according!
to school of thought.

In group discussion, participate in surveying works by Steinbeck to I

28.
I
determine specific issues of modern life treated by the author.
I

29. Compare and contrast either orally or in a written report the views
of Hemingway and Steinbeck. I

30. Write a paper comparing either Hemingway or Steinbeck or both to

earlier writers in their attitudes toward life.

31. Read selected novels and short stories by Faulkner and classify
him as a romantic, realist, or a naturalist.

32. In group participation, dir -uss content of Faulkner's writings

and decide upon specific issues of modern life treated by Faulkner.

33. Watch filmstrip on Faulkner.

13E -31s
314. Compare either orally or in writing the attitude toward life of
AMERICAN WRITERS Faulkner to earlier writers.
 BEST COPY AVAII.ABLE

1111 liebn -
Objectivea JogeF t et! Act i i it ietit

35. In group discussion, compare Faulkner's attitudes and interest to

Twain's.

36. In class discussion trace the plot, setting, customs and pastimes
of characters, and attitude of characters in Our Town.

37. Prove that Our Town is American by citing specific quotes to support
this idea.

38. Watch the two films on Our Town which explain 'alder's experimental
staging techniques and his use of the Stage Manager. Discuss the
films.

39. List elements of setting and types of characters to illustrate

Wilder's use of Americana.

V. In oral discussion, list several universal themes. Pick out any

iliaversal themes present in Our Town and prove thtir presence by
quoting specific passages of dialogue.

41. (Students interested in music) Analyze Whitman's use of the

operatic forms, "aria" (solo melody) and "recitative" (conversational
declamation). Explain with details from "Out of the Cradle" exactly i

how the poet creates the musical effects with words and rhythms.
See Robert D. Faner's Walt Whitman and 2Eera (University of
Pennsylvania Press, 19777
i

42. A New York Times review (May 19, 1660) of the 1860 edition of
Leaves7rOrass said:"In his hearty sympathy, his wonderful intensity,
his fullness of epithet, the author shows that he is a man of
strong passion, vigorous in thought and earnest in purpose."
By citing examples from Whitman's poetry, prove the above.

AMERICAN WRITERS 13E-35

 BEST COPY AVAILABLE

11101, ..10 egr

Objectives :..1.t9oeFied Acti%ities

111101. 4111 voNnamm..01..+Munl. awnsamm
1

1 43. Analyze the metrical structure of one or more of Emily Dickinson's

poems. For example, compare her metric forms to those in hymns
(such as "0 Ood, Our Help in Ages Past"). Or discuss her use
of various types of rhymes (identical, vowel, imperfect, eye,
suspended). Thomas Johnson discusses the poet's use of rhyme and
meter in Chapter IV of his Emily Dickinson: An Interpretative
Biography (Harvard University Press, 1955).

Students might be asked to look up and then: compare several of

Dickinson's poems on the same topic. Thomas Johnson's index by
subject will be especially useful.

Students drawn to Emily. Dickinson's poetry will also be interested

in Eastward in Eden.

44. DID a dramatic reading of one of Poe's short stories.

ge4 45. Make a background sound effects to accompany one of Poe's short
46 stories or poems.
1

L6. Write your own horror story.

fs

I7. Read parodies from Richard Armour's The Classics Reclassified,

such as "The Scarlet Letter, an A for Effort," and "Moby Dick, ir

Strong Men Cry and Whales Blubber."

48. Working in groups, students write newspaper articles of 18th century

revolutionary events as if they were happening today. They could
include some ideas of Paine, Franklin, Bryant, Emerson, Thoreau, and
others as if they were being interviewed. They should use library
sources and history books to obtain details of the events. To
represent photographs, pictures could be drawn.

AYERICAN WRITERS 13E-36

 Si er.ted Activities flelsollrfes - Note,.
Objectives

49. Prepare an oral report which relates the effects of war on modern
society, especially using World War I, the Spanish Civil War and
Hemingway.

50. Make a montage of World Wars I and II, using pictures, headlines,
and original sketches. Collect songs of the era and make a taped
anthology. Collect an anthology of war poetry and prints of war
paintings.

51. Make a taped collection of war speeches by Churchill and Roosevelt.

52. Use the passage "No Man is an Island" from Donne and relate the
passage to Hemingway's title For Whom the Bells Toll.

'p 53, Explore Hemingway's loie of bullfighting, hunting, and other :70
adventures, and relate these loves to his philosophy that PJI

"Man is not Made for Defeat."

54. Make a travel booklet and illustrate it with maps, collected

pictures, drawings, tracing Hemingway's life and works.

55. Explore other post-World War I writers, including Fitzgerald,

Sinclair Lewis, and others.

56. Explore the relationship of Keats's "Beauty is truth, truth,

beauty...." to Faulkner's theme in "The Bear."

57. Discuss some of your early hunting experiences and explain how
they helped you mature.

58, Listen to hunting stories told by resource people in the community.

59. Read about Ben Lilly and discuss him 83 a Faulkner character.

60. Interview people to find out the background of the Catahoula

Hog Dog.
13E-37
AMERICAN WRITERS
F. The student traces the growth and development of the English language and literature from Anglo-Saxon
times through the present century.

Objectives Suggested Activities Resources - Notes

--]
1

SEQUENTIAL OUTLINE FOR ENGLISH LITERATURE

Note to Teacher: (This course is recommended for college-bound students.)

1. He recognizes a. The student studies the beginnings of the English language as a Films and Recordings:
the distinguishing separate idiom in the fifth century, recognizes its Germanic "Two Thousand Years
forms of Old background, and observes the fullness of inflections characterizing of Spoken Language:
English. Old English until 1066.
"Many Voices:
b. The student views facsimiles of Old English, noting the formation Adventures of English
of runic symbols and the Latin manuscripts prepared by monks. Literature."

c. The student identifies the later history of the Anglo-Saxons and their Le Norte D'Arthur:
language, concentrating on two prominent men: the Venerable Bede, a "English History:
monk of the northeast coast; and Alfred, king of Weesex in Southern Earliest Times to
England. He also-- 1066"

(1) Discusses the two branches of the Christian Church and indicates "Hero Legends"
the influence of both on Anglo-Saxon life. (incl. "King Arthur
(2) Locates the early centers of learning on a map of England. and the Magic Sword"),

"Heroes of Long Ago" ,

( incl. King Arthur).

"Knights of the Round

Table Part I" ("How
UN Is Round Table of
Today,"

"The Changing English

Language;'

13F-38
BRITISH WRITERS
 Objectives Suggested Activitier ifierourcep - Noteo.

2. He identifies a. The student realizes the historical significance in English Hovel:

the major periods literature beginning with the Anglo-Saxon Period; liviemary.
in the develop- the
The Eagli of AIMIN
ment of English 1. Examines the influence of geographic, ethni(, and historical itiant:11.
literature. factors on the literary development of Britain
2. Observes the people and literature of Engianu An comparison
to American life and literature of the past and present Ihecordings:
3. States the significance of the sea and its Effects unon the 1"Sir Gawain and the
beginning of literature Green Kright by the
Li. Recognizes a combined physical strength, courage, and a desire 'Pearl Poet:
to win renown plus the higher motive of service to humanity
through a study of Beowulf "Medieval Knights.
5. Analyzes Beowulf for understanding, vividness of impression,
and poetic qualities. "Medieval Manur:'
6. Studies Beowulf, analyzing the epic for narrative qualities, fJ1k
culture, heroic image, and mythological significance. "Medieval World?
7. Compares-Beowulf to Superman, Mohammed Ali, Evil Knievel.
Beowulf to Exodus. "Beowulf" Read by
8. Dramatizes episodes from Beowulf. Norman Davis and
Nevill Coghill.
The student displays a kncwledge of the relationship between English
history and literature: "Understanding
Chaucer and the
1. Listens to lectures and recordings on Anglo-Saxon history, customs, Canterbury Tales.?
religion, language, etc.
2. Views films, filmstrips, pictures depicting the period. "Geoffrey Chaucer:
3. Writes a parody of Beowulf, starring Peter Sellers or Eliott Gould. Selections from the
Canterbury Tales" Read
c. The student outlines the major events of the Medieval Period that by Norman Davis and
affected language and literature: Nevill Coghill.

1. Relates the changes and flexibility of language with the span "English and Scottish
of four hundred years (1066-1485): Popular Ballads"
(Child).
a. Recognizes the influence of French and Latin on English.
b. Detects some of the reasons why spelling is often unphonetic
today.
BaITISH WRITERS 13F-39
 BEST COPY AVAIL

Objectives Suggested Activities Resources - Notes

.........11.-Min.

c. Interprets satire and stresses poetic and humorous realism. Recordings and Films:
Major periods
(cont.) 'ofBackground
2. Recognizes Chaucer as "father of English literature":
'of Literature"
a. Appraises Chaucer's life and contributions to literature and the
English language. (Common man, realism, satire, humor.) i"English Literature.
b. Contrasts Chaucer's characters with conditions of life in the 1Chaucer xid %he
middle ages. (Crusades, occupations, middle class, the Church.) IMedieval Periodf
c. Recognizes The Canterbury Tales as short stories ("The
Pandorer's Tale"). Dramatizes a tale. "Classics of Medieval
English Literature"
3. Perceives the importance of the Arthurian legends in later (incl. "Sir Gawain
literature. and The Green Knight",
"Morte D'Arthur").
L. Studies the medieval ballad:
"Gawain and the Green
a. Recognizes the ballad as the literature of common people. Knight & Pearl,
b. Recognizes the distinctive qualities of the ballad. dialogues, in Middle
English" (incl.
*S. Discusses the literary significance of the medieval romance, original text and
the bestiary, and Church plays, the trade guilds dramatizations, modern translation).
the cult of courtly love, etc.

6. Reports on the significance of the following events on English

language and literature: AudioVisual Materials:

a. Wycliffe's translation of the Bible. "The Poetic Experience

b. Wars of the Roses
c. Establishment of Caxton's printing press. "An Audio Visual
History of English
Literature:,

"Music and English

Literature:

BRITISH WRITERS 13F-40

 Suggested Activities jfirpourceF - ?intim
Objectives

d. The student applies Renaissance to aspects of Elizabethan life, Film:

Major periods "English Literature:
literature, and the arts:
(cont.) The Elizabethan
1. Notea Spenser's ("the poet's poet") great influence on later PeriodY
literature.
2. Analyzes twin poems of Raleigh and Marlowe, noting romanticism
and realism. Filmstrip:
Oompares Shakespeare's influence, motive, and philosophy on "Life in Elizabethan
3.
writing in his day with present day philosophies:

(4) Develops theories involving factors which influenced Audiovisual Materials

Shakespeare's purpose, theme, plot, and characterization. "For The English
(b) Obtains information about London, Elizabethan reign, Tradition; Poetry,"
playhouses and theaters, critics and authors.
(c) Notes the importance of the couplet of Shakespeare's sonnets "General Rackgroundr
and the difference in mood of various Shakespearian sonnets.
(d) Gains insight into the concept of tragedy, its origins and "The England of c"D
development throuda the study of Macbeth. Elizabeth!:

Notes Jonson's formal tragedies, satirical comedies, and reads "How to Read Poetry."
4.
some of his lyrical poems.
"Literature
5. Acquires new words of strength and power, an understanding of the Appreciation: English
great flowering of the English language in the sixteenth century, Lyrics:
a comprehension of familiar phrases of Shakespeare, and an
appreciation of vigor and exuberance in speech. "Painter and Poet,
No. 1: Twa Oorbies;
Notes the beginning of English literary criticism with the Spring and Winter,"
6.
writings 0' S&1 Philip Sidney and Ben Jonson.
"England During the
Recognizes the budding of the scientific spirit in the life and Reign of Queen
* 7.
work of Francis Bacon and notes its effect on the language and lizabethr
literature.

13F-hl
BRITISH WRITERS
 BfSI COPY WAN

am.
.1110.11.11MEN.10.11

Who:tiros Suggested Activities Resourcer - Al*tee

I
8. Analyzes the impact of the King James Bible on Englieh life, "How to Read a
Major periods
language and literature. Narrative Poser
(cont.)

The student recognizes that seventeenth century domestic disasters, "Life in Elizabethan
political upheaval, religious conflict, and intellectual turmoil LondonP
contributed to varied literary efforts:
"Biblical Masterpieces:
Comparee and contrasts Cavaliers with Puritans in appearance, Psalm l39,"
1.
philosophy, attitudes, etc.
Evaluates D'nne's works, noting his philosophy and figurative "Book of Judith,
2.
Ruth':
language.
3. Notes Milton's emphasis on political and religious trends;
"Psalms and David"
(a) Identifies the use of symbols, allus_lns, figurative
language and imagery in Hilton's poetry.
Films:
(b) Recognizes the significance of Milton's comments in his
"English Literature:
pamphlets.
The Seventeenth
(c) Discusses Milton's"liberarideas on divorce, freedom of
Century"(incl.
press, etc.
Puritan writers).

4. Criticizes the great allegory The Pil rim's Pro rase

5. Deicribes how Dryden's change of re ig ous an roya allegiance
Recordings:
influenced the literary world, causing that period to be named
"Poetry of Milton"
the "Age of Dryden: Read by Anthony
6. Traces through library research what happened to the English
Quayle.
theatre from Shakespeare's death to the Glorious Revolution.
7. Traces the continuous shifting of political power from the
"divine right" monarchy to the people.
"Milton: Paradise
Lost, Books II and
8. Evaluates Samuel Pepys' 1ga, noting its literary, social, and
III" Read by
historical significance. Anthony Quayle.

"Extracts from the

Diary of Samuel Pepys:

BRITISH WRITERS 13F-42

 Objectives Suggested Activities Resources - Notes

f. Students study the changes in eighteenth century English life that Films:
Major periods "English Literature:
influenced the language, literature and arts of the period:
(cont.)
The Eighteenth
1. Observe the three periods of Classicism: Century" (incl.
"The Coming Tide" (French influence during the Restoration) Swift, Fielding).
"The Full Tide" (The Augustan Age)
"The Ebbing Tide" (The Age of Johnson). Recordings:
2. Discover that satire in verse and in prose, was the vehicle for "Eighteenth Century
many critics of etiquette, fashiGn, education, government, and Poetry and Drama"
religion. Read by Max Adriar.,
3. Recognizes the various levels of satire--from light, impersonal Claire Bloom, Anthony
mockery to bitter, cruel ridicule. Quayle, and others.
4. Recognizes the philosophies and writing styles of Pope, Swift,
Defoe, Steele, Addison, Johnson, Boswell, Goldsmith, Gray, and "She Stoops to
Burns. Conquer?
5. Discusses the rise in dictionaries and the standardization of
grammar and spelling. "Gay: The BeggarIB
6. Defines the journalistic method as a new literary device. Operal
7. Relates the eighteenth-century novel to the modern novel.
* 8. Describes the influence of the age on music, painting, architecture, "Swift, Gulliver's
and interior decoration. Travels: A Voyage
9 Explains Goldsmith's numerous career failures. to Lilliput" Read
10. Recognizes in the writings of Goldsmith, Gray, and Burns the by Anthony ,4uttyle.
beginning of the Romantic movement.
"Robert Burns in
The student identifies the principal tenets of the Romantic period; Poetry, Song, and
Prose" Performed
1. Contrasts Neo-classicism and Romanticism as the movement's affected and arranged by
the various aspects of life. Arnold Johnston.
2. Expresses the meaning of Romanticism as found in the poetry of the
Romantic Age.
3. Explains how Romanticism was a reaction to Neo-classicism.
4. Discussed' the poetry of each romantic poet keeping these points in
mind: theme of Individual poems, poetic structure, poetic elements
present, etc. (Note how the philosophy of individual poems reflects
the philosophy of the romantic school of thought.) 13F-43
3RITISH 4RITEUS
 ifST COPY AV411491.f

Objectives Suggested Activities Berource,: - Nnteh

--I

Major periods 5. Relates romanticism to twentieth-century thought. Audiovisual Materials:

*6. Lists the influences of nineteenth century industrial,
(cont.) "For The English
agricultural, and political changes on the romantic writings, Tradition: Fiction
after reading background materials and selected romantic writings Appreciation"
7. Perceives the use of figurative language.
8. Interprets references, symbols, and implications. "Literature
9. Realizes the mood and spirit expressed in the poems.
Appreciation: How
10. Appraises the idea that the Romantics (Wordsworth, Ooleridge, to Read Novels:'
Lamb, Scott, Byron, Shelley, and Keats) were looking at the
world in new and striking ways. "Literature
Appreciation: Stories!"

"The Novel: What It

Is, What It's About,
Cit What It Wear
1.7%
"How To Read
Literature Series:
How to Read a Short
Store

"Understanding and
Appreciation of the
Novel"

"Understanding and
Appreciation of The
Short Story.'

13F -ti
BRITISH WRITERS
 I-.Aqqested Activities Reso.Jfer Note,'
Objectives
01,11
1 h. The student identifies the Victorian Age as a complexity of good Filmstrip - Record
Major periods 1
4
writers--novelists, historians, religious writers, essayists, poets, Sets
(cont.)
scientists, and short-story writers: i"The Romantic Age in
English."
*1. Summarizes the political, economic, and social background
which affected the literature of the age. iFilm
2. Identifies the didactic and utilitarian purposes and concept! '
"English Literature:
in much of the literature of the age. The Romantic Period"
1 3. Studies background material on the Victorian Period, noting the '(incl. Wordsworth,
prevailing attitudes of the people, customs, pastimes, Cbleridge, Scott).
influence of Queen Victoria, etc.
h. Reads from selected Victorian writers such as Tennyson, Browning, Books
Dickens, Arnold, Hardy, and Kipling. Penkins, David. The
5. Explains the distinctive philosophy of a writer referred to as 14uest for Permanance:),,
"Victorian." )The Symbolism76T--
*6. Realizes the novel is still one of the most popular kinds of .Wordsworth, Shale
leisure reading. ina-KREE: Cam ridge:
7. Recognizes stylistic effects in prose. Harvard Univ. Press,
8. Applies the meaning of the word Victorian to various aspects of 1965.
life then and now.
9. Develops new skills in reading and appreciation of poetry. sThorpe, Clarence D.,
1

10. Compares the English short story to the American short story and others. The
according to literary form. 1Major English
11. Discovers the works of such scientists as Huxley; historians IRomantic Poets.
and essayists -- Macaulay and Carlyle; educators--Arnold; !Carbondale: So. Ill.
religious writers--Newman; novelists -- Dickens, Thackeray, 'Univ. Press., 1957.
1
Eliot, and Hardy; short-story writers--Kipling and Stevenson;
poets--Tennyson, the Brownings, Arnold, Hopkins, and the .Recordings
Rosettis; and other writers--Carroll and Gilbert. "Lamb Essays of Elia"
Read by Martin Donegan
"A Dissertation upon
Roast Pig, A
Bachelor's Complaint,
All Fbols' Day."

BRITISH WRITERS 13F-16

 BEST COPY AVAILABLE

t
Objectives Suggested Activities Ifierourcef - Notes

1.
Filmstrips:
Ma, or periods The student traces the effect of democracy, science, industry on
contemporary thought: "Charles Dickens:
(cont.) The Man and his works"
1.
"A Tale of Two
Lists the influences of politics in the poetry of the Irish
Cities: Analysis and
Renaissance when given selected readings.
2. Writes about the change of England's position in the modern Evaluation:
world as it is reflected in selected contemporary literary
Films:
works by T. S. Eliot, George Bernard Shaw or other selected
writers. "Early Victorian
3. England and Charles
Identifies the beginning of the short story which was just
Dickens:
developing in England in the late nineteenth century.

(a) "English Literature:

Interprets the short story's graphic value in picturing
people of widely differing backgrounds. The Victorian Period"
(b)
(incl. Dickens, the
Describes the short story's psychological value in explaining
Bronte sisters,
the characters' attitudes and actions.
(c) Hardy).
CZ Follows plot, perceives the description or setting of the
action, and approaches the story with mature insight and
"A Dickens Chronicle
critical appreciation.
Parts I and
4. Identifies new tendencies in poetry which mark it as distinct
"Early Victorian Eng-
from the poetry of the past*.
land and Charles
Dickens!'
(a) Recognizes poetry's broader subject matter, its greater
freedom of form, and its use of symbolism.
(b)
"(treat Expectations I?
Distinguishes between poetry and prose and detects the
varying purposes and moods of poetry, the standard meters
"Great Expectations
and stanza forms, and the use of figurative language.
(c) Outlines methods in which modern poetry presents a new and
different point of view from past poetry.
"Great Expectations
(d) Discovers which world events have greatly affected the poetry
of this century, and how.
"Miss Havisham:
(e) Observes the widely differing subjects and style3 among
modern British poets.

13F-46
BRITISH dPITERS
 Objectives Suggested Activities Resources - NntPs
---1 1.7
Films:
5. Identifies the reasons for the marked popularity of biographical "The Mayor of
Major periods
writing; illustrates how the essay has been affected by the Casterbridge
(cont.)
increase in periodicals and the impact of great world events, Return of the
'Native"
'Native" by Thomas
(a) Distinguishes between fictionalized biography and the Hardy.
biographical novel.
(b) Distinguishes between an essay and an article. "English Literature:
(c) Recognizes two types of essays: the familiar or informal The Victorian
and the serious or informative essay. Period'

6. Identifies how and why drama evolved from the trivial writing Filmstrips:
of the nineteenth century to the significant and vital plays of "The British Isles;'
the twentieth centurY:.
"Great Britain: The
(a) Notes the effect of the motion picture and television upon Country and its
methods of writing and producing plays. People
(b) Detects the similarity of trends in drama of England to
those of the United States and the interplay of ideas in Recordings:
and the unity of the English-speaking world. "Man of the Century:
(c) Notes the English playwrights of the twentieth century.

"Churchill: In His
Own Voice;'

"Winston Churchill"

"Anthology of English
Verse, Vol. I!

"Anthology of 20th
Century English
Poetry, Part V:

"The Rubaiyat of
Omar Khayyam" Read by
Khigh Dhiegh.

BRITISH WRITERS 13F-47

 Objectives Suggested Activities Resourcep - Notes
--] .1M.
Major periods The student expands his thinking and demonstrates his depth of "Wilde: The Impor-
(cont.) comprehension: tance of Being
Earnest?
1. Identifies distinguishing characteristics of the literature of
each period. "Oscar Wilde: The
2. Compares and contrasts the epics "Beowulf" and Milton's Canterville Ghost"
"Paradise Lost." Read by AnCwony
3. After reading Chaucer's "Prologue to the Canterbury Tales,"
describes the author's style, diction, characters and form.
Li. Identifies characteristics of the short story in "The "Conrad: Heart of
Pardoner's Tale' Darkness" (abridged)
5. Describes the Elizabethan theatre as it relates to the production Read by Anthony
of varicJs types of plays written by Shakespeare: history, tragedy Quayle.
and comedy.
6. Elects to read one of the above types of plays and points out "Stevenson: Dr. Jekyll
techniques of characterization used by Shakespeare. and Mr. Hyde" (part).
7. Identifies examples of the Corpe Diem theme of Cavalier literature. Read by Quayle.
8. Defines and gives examples of allegory as found in Runyan's
Pil rim's Progress, "Doyle, Stories of
9. Given se ected readings from the Ki_LE1 James Version of the Bible, Sherlock Holmes: A
he identifies the fullowing types of literature found in the Bible: Scandal in Bohemia"
history, narrative, poetry, parables Read by Basil
10. When given selected poems, he identifies the literary forms and Rathbone.
devices in English songs and sonnets.
*11. Lists the pilgrims of Chaucer's Prologue to the Canterbury Tales, "Stories of Sherlock
indicates the trade or profession of each, and finds a modern Holmes: The Adven-
counterpart. ture of the Speck-
*12. Researches play production in Shakespeare's day, lists the led Band: The Final
various types of workers required, and compares the social and Problem" Read by
economic status of those careers to their modern counterparts. Basil Rathbone.

"Stories of Sherlock
Holmes: The Red-
headed League" Read
by Basil Rathbone.

13F-48
BRITISH WRITERS
 Objectives Suggested Activities Resourcet. - Notes

Development of English Literature Checklist I"Kipling: Barrack

Major periods k.
Room Ballads and
(cont.)
Other Poems':
The Student--

Appraises the development of historical English literature, Recordings:

beginning with the Anglo-Saxon Period. 1"Kipling: The Man
Who Would Be King"
Outlines the major events of the Medieval Period. Read by Anthony
Quayle.
Visualizes Renaissance aspects of life, literature, and the
"Short Stories of
arts in Elizabethan times.
Saki" Read by George
Evaluates political, religious, and intellectual effects upon Rose.
English literature.
"Tales of Mystery
and Terror: Dracula, .1.4

Analyzes the use of satire in poetry and prose.

Frankenstein, Dr.
Perceives Romanticism as a literary style. Jekyll and Mr. Hyde,
he Monkey's Paw, A
Interprets the types of writing of the Victorian authors and Terribly Strange Bed';
their contributions to that form of literature,
Drama-
tizations of Robin-
litta ar21192

MD, Around the

World in 80 1111§,
20.000 Leagues under
the Sea, Treasure
lslandt Kidnapped,
Captains Courageous,
imp Ilmjat. World,
The,Time Machine,

13F-49
BRITISH WRITERS
 BEST COPY
AYAME

Ubjectives Suggested ArtIvities ACSIII.rf-Pf VAPS

1
! 711..11
Note to the teacher:

The need for multicultural learning and world understanding

is more crucial today than it has been at any other time in the
history of mankind. The teacher of English can do much to fulfil
this need through studies in world literature, which leads to
cultural and racial appreciation. He must know the literature to
be taught and understand the literary environment which produced
it. He must know the significant facts about the history and
culture of the writers, and understand their national or racial
experience in order to comprehend the significance of their writ-
ings. Cross-cultural understanding through the study of master-
pieces of world literature can expand the intellectual and
cultural outlooks of students. It can acquaint them with age-old
literary themes, and varying cultures, thus giving them greater
appreciation for world cultures as they relate to all mankind.

World Literature I 13-G-50

 BEST COPY MAILABLE

G. The student identifies universal characteristics of notable world literature.

Objectives Suggested Activities flesollirres Ns/te.

1. He identifies uni- a. After reading representative masterpieces of world literature, the

vernal elements in
student discusses the author's use of such basic elements as:
world literature.
plot, setting, tone, point of view, charaterization etc.

b. The student compares add contrasts the elements found in notable

literature of different historical periods and countries with elements
found in modern selections which he has studied.

c. From a given literature selection, the student selects a character who

found positive answers to his quest for identity.

d. From assigned selections, the student chooses a character and shows

how he seems to be undergoing a search for wisdom in a given selection.

e. After reading an assigned selection, the student discusses a major

character's conflicts and shows how his handling of it reveals his
character.

After reading given selection, the student chooses a major character,

and compares the conflict he faces with a conflict experienced by a
person in real life.

In an assigned selection, the student chooses an important symbolic

element which appears in the selection (a character, an action or a
World Literature situation), and shows the relationship of this element to a central
13-G0-51
theme in the selection.
 Objectives .iii94aerated Activities Peso' r' rim - \ le%
Universal elementa
Ih. After reading a given selection containing allusions, the student
(cort.)
identifies one and explains how it contributes to the meaning of the
work.

2. He identifies and Given specific selections of notable literature to read, the student
analyses universal
identifies universal themes which exist in world literature. Such as:
themes in notable
world literature. (1) Conflict of wills
(2) Making choices
(3) Social criticism
(4) War and peace
(5) Death
(6) The nature of God

b. The student discusses the universal themes in literature in terms of

the following:
(1) What similar incidents in your life can you recall?
(2) What historical incidents are parallel?
(3) What are some of the major problems faced by human beings?
(4) What problems faced are peculiar to twentieth century?

c. The student chooses a quotation from a given author, and explains in

writing what the author meant by the quotation.

World Literature 13-G-52

 Objectives Suggested Activities Besonrres - Nt)tire

3. He identifies a. Given selections of different historical periods, the student compares

similarities and and contrasts literature of the past with modern selections.
differences in world'
literature of
different historical
b. The student reads given selections from different-historical periods
periods.
and points out ways in which the selection reflects the mood and tempo
of the period.

C. When given selected works to study, the student points out social
trends which are reflected in world literature.

d. After reading two novels, one modern and one Victorian, the student
discusses the advantages and disadvantages of the broader scope of the
CA; Victorian novel.
C.

4. He points out rela- a. Given literary masterpieces and works of art from the same historical
tionships between
period or based upon the same subject, the student points out relation-
notable art, litera-
ture, and media. ships between the two.

b. After reading a given literary work and seeing a stage or screen ver-
sion, the student writes a critical review in which he compares and
contrasts each medium in terms of how much it contributed, for him, to
the works message or impact.

13-G-53
World Literature
 a

PeFourres Niove
Suggested Activities
Ubj*ctives

literary
Notable art, litera- The student discovers and recreates relationships between a
ture, and media collage,;
work and any other art form of his own raking- -for example - a
(cont.)
a photograph, a drawing or a film.

13-6-54
World Literature
 BEST COPY HARARE
BIBLIOGRAPHY

Berkley, James et. al.

Patterns of Literature. The L. V. Singer Company, Inc. Dallas: 1969.

Buck, Phi to M. Jr. and Hazel Stewart Alberson.

An Anthology of World Literature. Macmillan Company, 3rd revied.

Laird, Charlton (ed.).

The World Through Literature. Appleton-Century-Crofts, Inc.

Rose, H. J.
Handbook of Greek Literature. Dutton Everyman.

Hamilton, Edith.
The Roman ft: to Western Civilization. Mentor Books.

Keene, Donald.
Anthology, of ,Japanese. Grove Press, Inc.
tz Creel, H. G.
C.; Mentor Books.
Chinese Thought: From Confucius to Mao yse-Tung,

Ting Yi.
A short ,History,21rodern,Chinese,IgitisreAgia. Language Press.

Brenan, G.
The Literature of the Spanish &2211 From Roman Times to the Present az.
Cambridge University Press.

Symonds, John Addington.

Italian Literature. Holt, Rinehart and Winston, Inc.

Cairns, Huntington.
French Literature and Its Masters. Alfred A. Knopf, Inc.

Waite, V.
An Approach to French Literature. G. G. Herrap.

World Literature
 Lange, Victor.
Modern German Literature, 229712112. Cornell University Press.

Robertson, John.
A Blistort of German Literature. Edinburgh: Blackwood.

Hare, R.
Russian Literature: From Pushkin to the Present Dm. Methuen.

Arnold, Edwin.
The Light of Asia. Fortress Press.

Larsen, H. A.
Scandinavian Literature. American Library Association.

Boyd, Ernest.
Ireland's Literary Renaissance.

World Literature 13-G-56

 H. The student acquires communication
.11 skills and personal qualities needed in business Lnulish.
Ubjectives !%:igOe5-ted Rut() fig . \ 1..(
4WWWWwwWWW. Wwwww
nrouNo

1. He writes all types! Note to the teacher:

of business letters' I

1
with proficiency (This course is designed for the business-bound student. The skills
I

in mechanics and i of basic English will be reinforced and expanded. The student will have an .

content.
in-depth study of the four communication areas: speaking, writing, listen-
, , ng, and reading. Business spelling and vocabulary will be emphasized.

! The student will receive training in all areas of letter writing. Indepen-
dent work projects will give the student practice in the four areas of
) communication.)

When given specified situations, the student writes the following type*
1

of letters: inquiry, acknowledgement, claim, adjustment, credit,

collection, sales, order, follow-up, public relations, thank-you,
.1A, I

C% application, and simple memos.

i
GC

'b. When given letters containing trite expressions, the student rewrites
to eliminate inappropriate words and phrases.

The student corrects all spelling and punctuation errors in teacher-

'

prepared business-letter drills.

rd. Through the use of selected business-oriented spelling lista and

vocabulary drills, the student achieves variety of word usage as he
writes,
1

13-N-57
BUSINESS ENGLISH
 Pusot.rprit. NtC,
S:#943erated Activities
Objectives 10 1 I. .1 M. M1111.111.1=11 MEM.
.1111. M..

established conventions of fora

The student consistently observes the
Business letters
and content.
(cont.)

Career Point to Stress

harmonious relation-
Occupational satisfaction is dependent on a
ship between work and work environment.

13-H-58
811SNESS ENGLISH
 BEST COPY AVAILABLE

Objectives SugoePted Activities Resola..uft - Nt,teL

2. He uses appropriated a. The student locates the special features of a dictionary that facili-
reference books to
tates its use:
locate desired
information.
preface signs and symbols
explanatory notes alphabets of foreign languages
pronunciation guide typography
standard usage guide tables of weights and measures
spelling rules foreign monetary units
abbreviations foreign words and phrases
proper names synonyms and antonyms

6b. When given specific situations requiring their use, the stud_t locate
desired information in the following reference books: the dictionary,
the secretarial handbook, telephone directory, books of etiquette, and
travel guides.

Given three periodicals and one nevapaper, the student examines them
and writes an evaluation of pertinent information he finds that will
prove of possible value in his business communications.

BUSINESS ENGLISH 13-H-59

 Pusn,.r.ls I
Actisatie.s
Objectives aamn...01MOMIN,....

developing
3. He demonstrates The student composes and follows through with activities
oral language specialized skills as required in introductions, telephone converse-
skills required in
business situations: tions, dictations, and video-tape recorded interviews.

voice flexibi-
01b. Using selected exercises, the student orally practices
Iity, enuncmation, and pronunciation.

?Pc. The student prepares and gives three to five-minute demonstrations

exemplifying each of the skills needed in business situations.

is
4. He exhibits personaita. The student demonstrates by being appropriately dressed that he
qualities aware of the importance of personal appearance at a place of business.
appropriate for
places of
business. lists
41). The student prepares a scrapbook containing pictures, notes, and
of "do,eand"donsts" that can serve as a guide for appropriate busines
office deportment and appearance.

13-H-60
EFUSINESS ENGLISH
 The student demonstrates the ability to pursue independent study.
!,.39gested Activities heSeirreS NIOLCS..
Objectives
nwwww/1.1...s.

1. Behavorial objectives ! Note tattle teacher; SEMINAR

will vary with
individual projects; 1
(The advanced seminar course is intended for the senior student who
however, he uses all 1
has a keen interest in the humanities, who demonstrates a high degree of
language arts Skills I

with a high degree of intellectual ability, who can work independently, and who possesses coupe-
proficiency. tence in oral and written expression. He is expected to establish a definitl
project for exploration, to set the goal he aims to achieve, and to state
his procedtres for attaining the agreed-upon goal. The entire seminar pro-
ject takes shape through consultation between student and teacher and is
executed under the teacher's guidance.)

a. The student studies a selected group of British and/or American novels,

draws comparisons of themes, views of life, techniques, and basic
elements, and prepares oral or written reports to share with class-
mates.

b. The student does an inter-disciplinary study based on the humanities

in which he combines the study of history, art and literature of a
given period. (Paper submitted to culminate study)

c. The student does an inter-disciplinary study involving a new look at

poetry, music, film, theater, painting and architecture as expressions
of the human spirit throughout the ages and in the contemporary world.

d. The students research and plan for an artistic production on a given

theme or work requiring independent and group research, planning and

SEMINAR producing. 13-1-61

 Objectives S:iugerted Acti%ities Resnrr.(m. -

Language arta skills e. The student sakes a study of national literature of selected countries'
other than America or Britian, or a concentrated study of one author 1
(cont.)
such as Faulkner, Williams, Shaw, or Hemingway.

f. The student traces

(1) The Byronic hero through literature.
(2) The "Flying Dutchman" theme through literature.
1

(3) The "Selling of one's Soul to the Devil" through literature.

(4) The appeal of the sea through British and/or American literature. 1

(5) The themes of revenge through several plays and/or novels.

(6) The heroic image from the super-hero of the epic to the modern
8
anti-hem,
(7) The evolution of democratic thinking in English literature from
Caedmon through Piers the Plowman, Everyman, Chaucer's Prologue
to Canterbury Tales, Sir Thomas More, and into the English
Renaissance.
(8) The major themes of American writers (values, independence, humor,
justice, pursuit of frontiers, etc.)
(9) The four basic types of allusions in several major pieces of
literature, noting the author's special choices and uses.
(Chaucer, Milton, George Eliot, O'Henry, Melville, etc.)

(10) Dramatic techniques and conventions from the Greek tragedians

through Seneca, Elizabethan dramatists and on to modern times.

SEMINAR
13-1-62
 BEST COPY AVAILABLE

-----------_
Objectives :1;sgsmp-ted Activitiett 1ifr,n1 rreF it's
--------

Language arta 4kills ;Pepte: (Students may trace predominant themes through Irish literature,

(cont.) American Western literature, Black literature, Russirn literature,

Contemporary Southern writing, etc.)

g. Using Lyrical Ballads as a point of departure, the student studies the

Romantic Period in depth to discover the philosophy of the movement and'
to determine whether the Romantic writers "practiced what they
preached."
1

,h. The student makes a study of satirical writings (one or more historical,
periods), observing authnrl' techniques, subjects satirized, and the
effects of the satire.

i. The student makes a study of the didactic use of chosen pieces of

literature, prose and poetry.

j. The student studies the types of allegory, including the parable and
fable, through the reading and analysis of such works as Pilgrim's
Progress, The Old Man and The Sea, Animal Farm, and Jcnathan Livinston !

§2211213:

k. The student makes a study of irony appearing in selected poems, short

stories, novels, plays, and non-fiction. He classifies the various
ironical tones in their context and places the examples in categories
(gentle, lighthearted, fun-poking, thought-provoking, bitter, vicious,
etc.). 13-1-63
SEMINAR
 Objectives a:iqqet-ted Activities !,,elris
..=.1
Language arts skills
I 1. The student considers the lrve theme in several pieces and types of
(cont.) literature, noting the kinds c' love, how the emotion is used by I

author as a motivating force on character, a device for complicating

plot, etc. He also notes the effects of accompanying emotions (envy,
jealousy, etc.)

From the works of such authors as Tennessee gilliams, Ernest Hemingway,'

Carson McCullens, J. D. Salinger, and John steinbeck, the student
analyzes characters who can be considered "alienated individuals."
(Definition: "An alienated individual is one who feels separated from
an individual, a group, or a society.")

13-1-64
SMINAR
 BEST COPY AVAILABLE

The student participates in various activities to reinforce and expand the material :;ludie.!.
------- 1,14.,,(1 4 s. f.
:A!lqczatell
Jbjectivea

SUPPLEMENTARY ACTIVITIES

1. Have students listen to political candidates and note any

grammatical errors. (Were the errors made intentionally? If so,
why?) Bring clippings from newspapers showing errors not caught
proofreaders.

2. The baseball game is a favorite. Have two teams. A right answer to

a question on grammar (or something else) is a single; a wrong
answer is an out.

3. Use creative dramatics to review adverbs and verbs. Taking turn:;

as "It," each student acts out his choice of a strong verb with its
modifier. Other students guess the verb and the modi fier.

h. Frequently copy students' sentences on the board and ask, "How may
this be improved?" (Not "What is wrong with this?")

5. Have students read a short selection by Ernest Hemingway and note

his use of nouns and verbs.

6. To generate and maintain student interest, all bulletin displays

should reflect organization and variety. The items should be
mounted neatly and given focus individually, preferably by the
addition of teacher commentary typed on cards.
BELOW ARE TWENTY SUGGESTIONS FOR USING BULLETIN :MARLS TO GOOD
ADVANTAGE.
1

I (1) Book jackets, provided they are grouped around theme units
and are taken down often i

(2) Volunteer student art work illus4.rating books read out of class
i Professional book reviews clipped out of Sunday supplements,
1
(3) i

magazines, etc.
(4) Facsimile reproductions of original manuscripts of famous
writers, past and present
(5) Reviews of plays and motion pictures based upon published books
(6) Announcements of forthcoming radio and television programs
1
SUPPLEMENTARY f featuring book talks
13-J-65
ACTIVITIES
 11 !!lerted Artivities Nesn ra44. Vitt.*
Objectives
ma. =1111........

(7) Pictures of prominent authors, with brief biographical rotes

appended, including titles of books written
(8) printed informal interviews with authors; possibly some
enterprising students may undertake the job of calling upon
a writer and recording the conversation
(9) Illustrated outlines of a book manufacturing process (available
from many publishers)
(10) Lists of newly arrived books in the school or public library,
with accompanying brief blurbs
(11) aippings from magazines and newspapers featuring articles on the
skills of reading
(12) Published statements by prominent people about books and
reading
1
(13) Publishers' brochures describing new books
1
(1h) Lists and descriptions of valuable reference works (perhaps
prepared by school librarian)
(15) Pulitzer and Nobel prize winners in literature as they are
represented in the award-winning citations or in published
articles
(16) Outstanding student-written reports
(17) Newspaper clippings showing weekly best-seller lists
(fiction and nonfiction)
(18) Pages cut out of book club brochures describing the contents
of selections
(19) Movie stills of releases based upon popular books (available
through most screen studios)
(20) Background shots clipped from magazines depicting lands and
people featured in particular books.

; 7. For a word to become an active part of a student's vocabulary, it must

be used. Among useful manipulative activities: (1) give the antonym
of the word; (2) ask a question using the word (e.g., "Is it
inevitable that the Yankees will win the pennant this year?");
OT compare the meanings of words (e.g., "Is a person who is
vigilant ever cowardly?"); (4) supply another form of the word (e.g.,
"imply," "implication"); (5) name contexts suitable for the use of the
word (e.g., "marauders" could be used for pillaging soldiers, for
pirates swooping down on a coastal village, for some of the Danish 13 -66
SUPPLEMENTARY ACTIVITIES
invaders of medieval England).
 BEST COPY
AVNIABIE
almall11.010
J4q !.11 ! 1. r.
x,29 9c6ted Arti%lt:e
Objectives
6111111111.1110 .11IIM.M.I.IM..ID
111.
6. A thorough discussion of the techniques of increasing one's
vocabulary through reading is presented. To illustrate the major
points, three groups of words are selected from the book.
(1) "Blockbusters"--12 very unusual words are arranged in a matching
exercise to challenge the reader to work out the meanings
through the context. What to do about such words generally
is also explained. Answers are supplied.
(2) "Tough ones"--18 words of more than average difficulty are
defined and again the reader is told how to approach these.
(3) "Worth mastering"--finally, 50 words that are used regularly
by educated people are presented in a multiple choice exercise
and a systematic learning procedure is described and richly
illustrated.

9.'-Frequent reference to the vocabulary exercises should enable the

student to develop a sensible attitude toward word problems in the
books he reads. The realization that not all words must be grasped
on the spot is often a critical factor in encouraging a reader to
GC attempt a book that is more challenging than his customary fare.

10. Students can be encouraged to use their "new" words in reports and
compositions.

'11. The sample vocabulary paragraphs illustrated in the vocabulary section

can become class projects combining composition skills and word study.
1

!12. Let students agree upon a short list of words that must never be
misspelled. This list may gradually be enlarged. Let students
determine what would be a fair penalty if one of these words is
misspelled.

Exercises in p ofreading, requiring students to look carefully at

every word, some value. Even more valuable is insistence that
students proo ad their own written work. Sometimes their
reading the work slowly aloud will help them to catch spelling errors
they would otherwise miss.
13-J-67
SUPPLEMENTARY ACTIVITIES:
we, op 1111.11MIN.P. VVNA.Isvg %.(o.
Objectives 19sircted Activities
IMINNINE.111

:.i.. From newspapers select and number short, interesting items with
better than ordinary headlines and corresponding articles for
purposes of identification, cut off the headlines, and distribute
the articles, giving easiest reading matter to poorest students.
Headlines are kept at the teacher's desk. Each student reads his
numbered article and writes an original headline for it. As the
t
and
teacher calls numbers each student reads his article to the class
the headline he has written. Then the teacher reads the one which was
comments as to '

in the newspaper. The class compares them and makes

composition, relevancy, and word choice.

15. Students are given paragraphs of simple instructions for doing

something that may be performed in the classroom. Each 4oes
exactly what his instructions tell him.

Students read an untitled paragraph. Each suggests an appropriate

16.
title.

17. Direct experience helps to clarify meaning. Thus, one class

visited a newspaper plant and then read articles on how newspapers,
magazines, and books are printed. The material was comprehensible
because the students had something tangible to which to relate the
words on the page.

18. To increase power to understand details, students may read a

passage that contains many sensory images, and find words or
phrases suggesting pictures, odors, sounds, tastes, or feelings.

19. Students may read two short articles about different inventions
alike
(or people, countries, etc.) and then decide how they are
and how they differ.
person's actions.
20. the teacher prepares short paragraphs describing a
Students decide the person's purpose in acting thus. For instance,
Ralph was invited to a dance. He washed his father's car,
1 that he
volunteered to help his mother, and remarked to his father
wished he could take Jane to the dance. Why did Ralph do these
13-J-68
SUPPLEMENTARY ACTIVITIES. things?
 REST COPY
AYAIAL
:-.AT;c1,ted Henn. - t et
WirctiveA

21. In one column are several half-sentences; in a second column are the
half-sentences needed to complete the first ones. Students are to
find in the second column the words that logically complete each
sentence.

22. Students write one-paragraph themes, each student describing some

other member of the class. When themes are read, everybody tries
1
to guess which student is being described.

23. Help students to differentiate opinion from fact. For this purpose,
discuss statements like these: (1) Our basketball team lost
twenty games and won five this season. (2) Our basketball team
had a poor season. (3) Our coach is not a good coach. (4) Lack of
student support cost us several victories.
Ca
2l. Discuss inductive thinking, reaching a conclusion or generalization
on the basis of several bits of evidence. The classic example:
Came home at night. Flipped light switch--no light. Switched
another--no light. Other houses dark. Clock is stopped. What
has happened?

25. Discuss deductive thinking as a process of testing a conclusion or

1
generalization. Use a specific example.

26. Mercury automobles, Atlas tires, Jupiter and Thor missiles,

Venus pencils and the like may help students to see that remnants of
Greek and Ronan mythology still exist.

27. Teach students to read magazine articles critically by (1) reading i

a controversial article and then having a panel find and present

ithe arguments on the side not favored by the author, (2) examining )

the editorial policies of a magazine, (3) studying the author's 1

competence in writing authoritatively on the subject he has

chosen. I

I !

SUPPLEMENTARY ACTIVITIES 13-4-69

 ReSO,r.'p4. %,$te.s.
S:luclepted Acti%Itiwk
Objectives
I
1

length, are quoted

. 26. Brief excerpts, rarely more than a paragraph in I
have analyzed the
from pieces written by outstanding critics who
Excerpts are
I
book and the author's strengths and weaknesses. .
characterization, style,
I
grouped around specific writing skills --
possible, conflicting
plot development, verisimilitudeand, wherever comment is added,
1 views are juxtaposed. Then an original editorial
the skills and ideas
directing the reader to do hie own analysis of
send the reader back to
1 in question. Specific page references
statements. No
selected passages to verify or refute a critic's
stimulated into
conclusions are drawn for the student, but he is
values. (In most cases,
making independent decisions about literary
i
1
at least 12-16 critical excerpts are used.)
his visual grasp of
I 29. An excellent way to train a reader to sharpen
he is a director of
the action of a play is.to ask him to pretend
a scene. Typical questions might be as follows;
line--calmly, angrily,
(a) 'How should the character speak this
soulfully, lightly, etc?
(b) What should the
character be doing as he says this? Should he
where should he
stand still or move about? If he should move,
What facial expression
go? What should he do with his hands?
should he effect? 1
or
(c) What suggestions would you offer to heighten humor, suspense, 1
not have
dramatic climax that even the writer of the pray may
implied at a particular point?
insertion of
(d) Where in the dialogue would you recommend the
somewhat lengthy pauses to increase the effect?
of sputtering
(e) When should certain lines be delivered in a sort
or stammering manner?
1
1
few words what a prose
33. Cite examples to show that a poet can say in a
To what 1
I writer might need a paragraph or a whole page to cover.
i effective to have made
I
extent, if at all, would it have been more
central idea or theme of the
the point in prose? In considering the
unusual about the poet's
1 poem (assuming it has one), what is there
1
point of view or his conclusion. 13-3-70
i

SUPPLEMENTARY ACTIVITIES
 BEST co AVARAiti
butmcsted Activities Pescwr.rA -
Objectives
Al=.

31. Have students construct metaphors to describe things namPd by the

teacher, for example, clouds passing over the moon.

i 32. Have students match things that have something in common, for
example:

(1) sand dunes (a) happy laughter

(2) fog (b) jet propulsion
(3) a calm pond (c) roller coaster
(t1) a sneeze (d) a gray cat
Benny Goodman's (e) a freshly ironed
(5)
"I Got Rhythm" handkerchief

1 33. Talk about the difference between a "black cat" (literal) and a
"warm
"black look" (figurative). Other examples: "warm hands,"
heart"; "roaring lion," "roaring fire"; "break my leg," "break
my heart," (or "my word"). Have students use words like these
both literally and figuratively: "sea," "root," "anchor," "hound,"
"crown," "tower," "mountain," "river."
1

34. Talk about favorable and unfavorable metaphors applied to people;

1
for example, a girl may be a "peach," a "lemon," the "apple
someone's eye." A man may be a "fox," a "pig,"a"snake in the grass,"
a "mule," a "sheep," a "lion in battle," a "jackal," s"sly dog," or a
"gay dog."

35. Read Elizabeth Browning's sonnet "How DO I Love Thee?", Elizabeth

i
GOatsworth's "Swift Things Are Beautiful," and listen to "My
i
Favorite Things" from Sound of Music. Then make a list of things
.
that you enjoy or reasons for liking a specific person. Rewrite
your list in poetic form.

30. Complete an extra project in poetry by memorizing at least three of

your favorite poems or by writing several original poems.

13-J-71
SUPPLEMENTARY ACTIVITIES
foossommtamo......ar
;%ctivities fm. 1 ta
Objectives

37. After reading a poem like Noyes's "The Highwayman," count the
number of words in the poem. Then write it as a short story, not
using any of Noyes's key phrases and not exceeding his number of
words. Read the prose versions in class or in small groups,
noticing which version makes more effective use of language.

38. Read Whittier's ';tin Small Voice of Calm." Then reread it with
its musical setting (Episcopal hymnal), noticing how lines and
words were altered to fit the music, or find another poem that was
adapted to a musical setting, noticing how a poem can be changed
slightly for use with musir.

39. Arrange your own poem to music. Using a poem you especially like,
find a musical setting (either classical or pop) that you think
appropriate to the poem. Using a record player, practice reading
:
the poem with slight alterations to make words and music fit. Tape
your words and nusie and discuss effectiveness with the class.

1s0. After reading several poems on the same theme, choose the one fou
feel is most effective. Support your choice by comparing and
contrasting your poem with the others, referring directly to the
text of each poem.

hi. Read the first few verses of Genesis. Then read James Weldon
Johnson's "The Creation." (One source is Adventures in American
Literature.) Notice similarities. oorrnentdirferencers,
noticing especially the differences in vaiwpoint and purpose.

I 42. Play a record of "The Creation" from the collection God's Trombones.
Discuss the effectiveness of the sound effects.
1

After using the filstrips"What To Look For in Poetry, "" apply

! 43.
skills presented to additional poems.

1,
41 4. From poems that you like, find examples of figures of speech,
including simile, metaphor, personification, and apostrophe. 13-J-72
SUPPLEMENTARY ACTIVITIES' Illustrate with pictures or original art work.
 IDEAS TO TEST

You have probably been urged to know your students. See what you can find out by asking them
to respond orally or in writing to one or more of the following questions:

1. Explain briefly what you like and dislike about English as a school subject, and why.

2. What have you read the last two weeks that was not required reading in any of your classes?

3. If you have a favorite school subject, explaill why it is a favorite.

* 4. Without giving names, what are some of the qualities of your best teachers?

x 5. What occupation mould you like to follow? Why?

6. What are your strongest prejudices? How did you acquire them?

7. What is literature? What can you learn from literature?

8. What are the goals English teachers try to help you achieve?
C4
GC i 9. Why do you or why don't you like to compete with fellow students in winning good grades in
English?

10. DD you think English teachers' examinations test the progress you Lave made in reading,
writing, speaking, and listening?

i 11. What is the meaning of philosophy of life? Why can't you avoid having one?

SUPPLEMENTARY ACTIVITIES 13,1-73

 Suggeot,..d Activities Re moor'. - Nt,teg
Objectives .11111111111111
Test on following directions
Name

1. Dead carefully ell of the following directions before doing anything.

Print your name, last name first, on the top line following the word
"Nome."
3. Draw circle around the word "all" in direction 1. i

4. Underline the word "name" in direction 2.

I
5. In direction number 4, draw a circle around the word "underline" and in 1

direction number 1, cross out the word "anything."

6. Now dray a circle around the title of this paper.
7. Circle the numbers of directions 1, 2, 3, and 5, and put an I over
number 6.
8. In direction number 7, circle the even numbers, and underline the odd
numbers. Put a circle around the number 4 in the fifth direction.
9. Write "I can follow directions" above the title of this test. Start
directly over the word "test."
10. Underline the sentence you have just written.
11. Draw a square about ) inch inside the upper right hand corner of this
paper. Draw a circle around the square.
112. Cross out the numbers 8 through 12. Now circle the same numbers.
113. Put an Z in the square inside the circle in the upper right hand corner.
14. In the space under the last direction on this paper, copy neatly, in
writing, direction number 1.
'15. Now that you have read all of the directions as stated in direction num-
ber one, follow direction number two only. Do not follow any of the
other directions.
16. Please do not give this test away by any comment or exclamation. If you
have read this far, just pretend that you are still writing.

13-J-74
SUPPLEMENTARY ACTIVITIES
 WORLD LITERATURE: SUPPLDIENTARYRESOTIPa

SUGGESTED REAUffNCS

Classical Fiction

Adventures of Huckleberry Finn, Mark Twii!,

Adam Bede, George Eliot
The Aeneid, Vergil
Adventures of Tom Sawyer, Mark Twain
The Abe of Innocence, hdith Wharton
Aesop's Fables, Aesop The Ambassadors, Henry James
Alice Adams, Booth Tarkington
Anna Karenina, Leo Tolstoy
The American, Henry James Ben Hur, Lvi Wallace
Around the World in Eighty Days, Jules Verne
Beowulf
Benito Cereno, Herman Melville
The Black Arrow, R. L. Stevenson
Billy Budd and Typee, Herman Melville
Brothers Karama%ov, Destoyevsky
Black Beauty, Anna Sewell
Captains Courageous, Rudyard Kipling
7.andide, Voltaire Count of Monte Cristo, Alexandre Dumas
Connecticut Yankee in King Arthur's Court, Mark Twain
Crime and Punishment, Fyodor Dostoyevsky
DaWieclarles Dickens
The Divine Comedy, Dante
Deerslayer, J. F. Cooper Da, B: am Stoker
Lon Quixote, M. DeCervantes
Ethan Frome, Edith ,Marton
Emma, Jane Austen
Fathers and Sons, Ivan Turgenev
CO Far From the Madding Crowd, Thomas Hardy
Green Mansions, W. H. Hudson
CC Frankenstein, Mary W. Shelley
Hard Times, Charles Dickens
Gu liver's Travels, Jonathan Swift
Heart of Darkness /The Secret Sharer, Joseph Conrad Henry Esmond, 4m. M. Thackeray
House of Seven Gables, Nathaniel Hawthorne
The Hound of the Baskervilles, A. Conan Doyle
Ivanhoe, Sir Walter Scott
Hunchback of Notre Dame, Victor Hugo
Joseph Andrews, Henry Fielding
Jane Eyre, Charlotte Bronte the Obscure, Thomas Hardy
Journal of the Plague Year, Daniel Defoe Kidnapped, R. L: Stevenson
The Jungle Books, Rudyard Kipling King Solomon's Mines, Rider Haggard
Kim, Rudyard Kipling Les Miserables, 'Victor Hugo
Last of the Mohicans, J. F. Cooper
Little Women, Louisa May Alcott
Life on the Mississippi, Mark Twain Lorna Doone, R. D. Blackmore
Lord Jim Joseph Conrad Mansfield Park, Jane Austen
Maggie and Other Stories, Stephen Crane
The Varble Faun, Nathaniel Hawthorne Master of Ballantrae, R. L. Stevenson
Mayor of Casterbridge, Thomas Hardy The Mill on the Floss, Geroge Eliot
Moll Flanders, Daniel Defoe
Molly Dick, Herman Melville
Morte d'Arthur, Thomas Malory The Moonstone, Wilkie Collins
Joseph Obnrad Northanger Abbey, Jane Austen
11222MIL21:1112ALTS1
0 iver Twist, Charles Dickens Omoo, Herman Melville
The Ore on Trail, Francis Parkman The Pathfinder, J. F. Cooper
enro Persuasion, Jane Austen
arkington
13-K-75

RESOURCES
 The Pickwick Pa ers, Charles aickens Picture of Dorian Gra Oscar Wilde
Pi grim s Progress, John Bunyan Portrait o a La livnry James
Pride and Prejudice, Jane Austen Prince and the Pauper, Mark :'wain
Pudd'nhead Wilson, Mark Twain ,Inentin Du-ward, air Walter 3cott
Quo Vadis?, Henryk Sienkiewicz Ramona, Helen Hurt Jackoon
The Red and the Black, Stendhal Red !3adge of Courage, Stephen ;rane
Return of the Native, Thomas Hardy The Rise of Silas La ham, William D. Howells
Robinson Crusoe, Daniel Defoe 3caramouche, Ra ae Sab tini
Scarlet Letter, Nathaniel Hawthorne The Scarlet Pimpernel, Baroness Orrzy
Sense and Sensibility, Jane Austen Strange Case Dr. Jekyl & Mr. Hyde, h. L. Stevenson
Swiss Family Robinson, Johann Wyss Tale of Two lities, lharles Dickens
Tess of the WUrbervilles, Thomas Hardy The Three Musketeers, Alexander Dumas
Tom Jones, Henry Fie' Torn Sawyer Abroan and Tom Sawyer Detective, Mark Twain
Treasure Island, R. L. Stevenson Tristram Shandy, Laurence Sterne
Turn of the Screw/Daisy Miller, Henry James Typhoon, Joseph Conrad
Uncle Tom's Cabin, Harriet Beecher Stowe Vanity Fair, Wm. M. Thackeray
Vicar of Wakefield, Oliber Goldsmith War and Pea,e, Leo Tolstoy
Washington Square, Henry James The W of All Flesh, Samuel Butler
Wuthering Heights, Emily Bronte

Non-Fiction

Aku-Aku, Thor Heyerdahl Annapurna, Maurice Herzog

TrYla Blood, Truman Capote collision Course, Alvin Moscow
WWTERRErie Sixth Ha piness, Alan Burgess The Man Who Never Was, Ewen Montagu
A Night to Remem rmeter Lord A Spy Who Came in From the Gold, laCanne

Modern Fiction

Absalom, Absalom, William Faulkner Across Five Aprils, Irene Hunt

A Death in the Family, James Agee Advise and Consent, Allen Drury
African Queen, C. S. Forester The Agony and the Ecstasy, Irving Stone
Airport, Arthur Hailey Alas Babylon, Pat Frank
All the King's Men, Robert Penn Warren All quiet on the Western Front, Erich Maria Remarque
An American Tragedy, Theodore Dreiser The Andromeda Strain, Michael Crichton
And Then There Were None, Agatha Christie Animal Farm, George Orwell
Anne of a Thousand Days, Edward Fenton Anthem, Ayn Rand
April Morning, Howard Fast Arrowsmith, Sinclair Lewis
As I Lay Arins, William Faulkner SEETE7-5Inclair Lewis
Bell for Adano, John Hersey Big Doc's Girl, Mary Medearis
Black Like me, John Howard Griffin Brave New World, Aldous Huxley
Bridge at Andau, James Michener Bridge or ran Luis Rey, Thornton Wilder
13-K-76
RESOURCES
 BEST COPY AVAIIABLE

Bridge Over the River Kwai, Pierre Boulle Bridges at Toko-Ri, James Michener
The Bull from the Sea, Mary Renault The Caine Mutiny, Herman Wouk
7.5a1;1167WWWIte Fang, Jack London Cannery Row, John Steinbeck
The Cardinal, Henry Robinson Catcher in the Rye, J. L. Salinger
Catch-22, Joseph Heller Cherokee Strip, Marquis James
The Chosen, Chaim Potok Christy, Catherine Marshall
Cimarron, Edna Ferber The Citadel, A. J. Cronin
TitraiiTom Paine, Howard Fast The Contender, Robert Lipeyte
The Cool World, Warren Miller The Cross and the Switchblade, David dilkerson
'"he Cruel Sen Nicholas Monsarrat evedCountCrTheB, Alin Paton
7gtisatTriotsn, Arthur Koestler
Seat Comes to the Archbishop, Willa Dither Demian, Herman Hesse
Doctor Zhivago, Boris Pasternak Dudeworth, Sinclair Lewis
Drop-out, Jeanette Eyerly EFURETang the Mohawk, Walter Edmonds
Durango Street, Frank Bonham East of Eden, John Steinbeck
Elmer Gantry, Sinclair Lewis Ever Thin But Mone , Sam Levenson
Exodus, Leon Uris Fail-S e, Eugene Burdick & Harvey Wheeler
A Farewell to Arms, Ernest Hemingway The Fire Next Time, James Baldwin
The Fixer, Bernard Malamud Flight of the Falcon, Daphne DuMaurier
Flowers Algernon, Danie: Keyes For Whom the Bell Tolls, Ernest Hemingway
Franny and Zooey, J. D. Salinger Freedom Road, Howard Fast
liants in the Earth, 0. E. Rolyaag The Girl Inside, Jeanette Eyerly
WYRI7115717RROuntain, James Baldwin God Bless You, Mr. Rosewater, Kurt Vonnegut, Jr.
^god Is '1.y Co-Pilot, Col. Robert L. Scott The Good Earth, Pearl S. Buck
loodloyel Mr. Chips, James Hilton Good Morning, Miss DOW, Francis Gray Patton
"Nnlf W:th the Wind, Margaret Mitchell Grapes of Wrath, John Steinbeck
Gtsby, F. Scott Fitzgerald The Guns of Navarone, Alistair MacLean
Hawaii. James Michener The Heart Is a Lonely Hunter, Carson McCulley&
H.die: Flower, Pearl S. Buck High Wind in Jamaica, Richard Hughes
4'rushima, John Hersey Hotel, Arthur Halley
Vararrthe Strand, Daphne DiMaurier The Human Comedy, William Saroyan
The tee Palace, Edna Ferber I'm Really Dragged But Nothing Gets Me Down, Nat Hentoff
Immortal Wife, Irving Stone I Never Promised You a Rose Garden, Hannah Green
In Dubious Battle, John Steinbeck Imperial Woman, Pearl S. Buck
Invisible Man, Ralph Ellison It Can't Happen Here, Sinclair Lewis
Johnny Tremain, Esther Forbes Joy in the Morning, Betty Smith
Jubilee, Margaret Walker The Jungle, Upton Sinclair
Keys cir the Kingdom, A. J. Cranin The King Must Die, Mary Renault
The Last Hurrah, Edwin O'Connor The Learning Tree, Gorden ?arks
Letter from Peking, Pearl 3. Buck Life with Father and Life with Mother, Clarence Day
Light in the Forest, Cbnrad Richter Tlirt=erre7fie FieWNTIITNE7EEarrett
13-K-77
RESOURCES
 The Lively Lady, Kenneth Roberts
Little Big Man, Berger Look Homeward Angel, Thomas Wolfe
The Living Reed, Pearl S. Buck Lost Horizon, James Hilton
Lord of the Flies, William Golding Love Story, Eric Segal
love Is Eternal, Irving Stone Douglas
Magnificent Obseaston, Lloyd
Theloved One, Evelyn Waugh Mama's Bank Accouecmgatbryn Forbes
Main Street, Sinclair Lewis IM3701707MIRrar, Herman Wouk
TrieSargaz the Promised Land, Claude Brown Mila l8, Leon Vila
Member of tle Wedding, Carson McCullers Iiirg;n and Sixpence, Somerset Maugham
Mrs. Mikes/thaw& Benedict Freemen The Mouse That Roared, Leonard Wibberley
ATTMeris DMA, John Steinbeck U.Name is Aram, William Saroyan
My Antonia, Villa Gather Native Son, Richard Wright
Charles Nordoff &James Hall
ItirELVVilifiL32otint, raliEnrCamp David, Fletcher Knebel
Kemal& Markandaya
eaeve, The Nitty Gritty, Frank Bonham
George Orwell Northwest Passage, Kenneth Roberts
No dy Knows My Name, James Baldwin The Octopus, Frank Norris
The Nun's Story, Kathryn Hulme Of Mice and Men, John Steinbeck
Of Human Bondage, Somerset Maugham O1 Ye Gipson
The Old Man and the Sea, Ernest Hemingway _...2TtleCticelingntureling, T. H. White
On the Beach, Nevil Shute The Outsiders, S. E. Hinton
O Pioneers., Willa Cather A Passage to India, E. M. Forster
3E=-BolTeOuIneident, Walter Clark The Pearl, John Steinbeck
A Pat& of Blue, Elizabeth Kata PUTEITEdrienne Richards
VTOTEFairr Buck NEE-Counter Point, Aldous Huxley
The Pit, Frank Norris as a Young Man, James Joyce
APor---tr---7=itoitc--,g7rtist
war of No Return, John Marquand The President's Lady, Irving Stone
The Power and the Glory, Graham- Greene The Razor's Edge, Somerset Maugham
Random Harvest, James Hilton The Red Pon , John Steinbeck
Rebecci7M5E6 D2l4aurier Run Si ant Run Deep, Edward Beach
The Robe, Lloyd C. Douglas A Separate Peace, John Knowles
The Sea Wolf, Jack London Seventeen, Booth Tarkington
Seven Days in May, Fletcher Knebel Show Boat, Sdna Ferber
Shane, Jack Schaefer 1173117gr Chalice, Thomas B. Costain
Siddhartha, Hermann Hesse Sister Cw-zie, Theodore Ereiser
A Single Pebble, John Hersey Sons and Lovers, D. H. Lawrence
Sons, Pearl S. Buck South Town, Lorenz Graham
The Sound and the Fury, William Faulkner The Sun Rises, Ernest Hemingway
The Stranger, Albert Cmmus Teahouse of the Au at Moon, Vern Sneider
'Saltwater, Paul Annixter Tender is the Nig F. Scott Fitzgerald
WM Me fait You Love Me, Junie Moon, Marjorie Kellogg
This Side of Paradise, F. Scott Fitzgerald
This Hallowed Ground, Bruce Catton To Kill altockin$574, Harper Lee
To Have ancrIFT02; Mary Johnston 13-K-78

FIESOURCES
 To S.,. ivith Love, E. R. Braithwaite Topaz, Leon !iris
Tortillb flat, John Steinbeck True Grit, Charles Portis
The Ugly American, William LedererA Eugene Burdick The Unchosen, Nan Gilbert
Up the bown Staircase, Bel Kaufman PIEETINGas Moore
The Virginian, Owen Wister Von Ryan's Express, David destheimpr
fie wall, John Hersey West Side Story, Irving Shulman
267776 Legends Die, Hal Borland Winesburg, Ohio, Sherwood Anderson
The Yearling, Marjorie Rawlings

Leisure Reading

Accent on April, Betty Cavanna Adventures of Sherlock Holmes, Sir Authur Conan Doyle
Banner in the Sky, James Ullman allIaly_L-GBasebame, Joe Garagiola
Tiger, Patrick O'Connor Born Free, Joy Adamson
The Boy Next Door, Betty Cavanna Big Trouble, Rosamond Du Jardin
Ma Garth, Gwen Bristow Class Rin , Rosamond Du Jardin
01-7a1 M113, Henry Pelsen Cress De ahanty, Jessamyn West
Daddy-Long Legs, Jean Webster Dandelion Wine, Ray Bradbury
The of the Dr Race, Phillip Harkins DatTTOTWane, Betty Cayenne
Deep Summer, wen Br stow IMe7171707Eave, Betty Cavanna
Gordon Freshman, Anne Emery Gordon Junior, Anne Emery
Double Date, oeamond Du Jardin Dou le Feature, Rosamond Du Jardin
Drag Strip, William Gault Forever Free, Joy Adamson
The Friendly Persuasion, Jeseamyn Nest The GiiirEicape, Paul Brickhill
WerrailliOntB2Eda Gwen Bristow Harlem Summer, Mary Vroman
The HauntingCifHill Hause, Shirley Jackson Hot Rod, Henry Felsen
The Incredible Journey, Shelia Burnford Jazz Country, :oat Hentoff
Jubilee Trail, Gwen Bristow A Lantern in Her Hand, Bess Aldrich
ErviTEFFeirJoy Adamson Marsha, Margaret Craig
Meet theme, Lenora Veber Me can Road Race, Patrick O'Connor
The Moon-Spinners, Mary Stewart My Friend Flicks, Mary O'Hara
Nine Coaches Waiting, Mary Stewart No Time For Ser eante, Mac Hyman
Now That I'm Sixteen, Margaret Craig Please Don t at the Daisies, Jean Kerr
The Pushcart War, Jean Merrill The Quality of Courage, hickey Mantle
War7TEOTEE North Road Rocket, Henry Gregor Felsen
Senior Prom, Rosamond Du Jardin e.,..arishcnave, Geoffrey Household
edwa thallen e, William Gault aiiaT11544Hiiiiy Felsen
Thum er Road, Wi iam Gault Trish, Margaret Craig
Wriave Ariays Lived in the Jastle, Shirley Jackson

13-K-79
RESOURCES
 Science Fiction

Childhood's End, Arthur C. Clarke Fahrenheit 161, Ray Bradbury

, Isaac Asimov T e Fe oars of the Ain , J.R.R. Tolkien
ort c ence Fiction Tales, Isaac Aeimov and Groff 715iRTKaroziihiMb641,117G. Wells
WailitEriON1771,11Moon, Jules Verne
Malin
The Hobbit, J.R.R.Tolkien figrIDONGIYORTTEL7TWI'radbury
The Infinite Man, Daniel Galouye I17777117TERcis, H. G. Wells
Journey to the Center of the Earth, Jules Verne Looking Backward, Edward Belamy
Martian Chronicles, Ray Bradbury More Stories From the Twili ht Zone, Rod 1terling
New Stories from Twi fight Zone, Rod Sterling
Mysterious Island, Jules Verne
Out of the Silent Planet, C. S. Lewis Return of the King, J.R.R. Tolkien
Stories from the Twilight Zone, Rod Sterling Time Machine, H. G. Wells
0, Leagues Under the Sea, Jules Verne
The Two Towers, J.R.R. Tolkien
2001: A Space Odesey, Arthur Clarke

Drama-Shakespeare

Four Great Comedies, William Shakespeare Four Great Tragedies, William Shakespeare
Hamlet, William Shakespeare King Lear, William Shakespeare
A Midsummer_ Night',s William Shakespeare
The Merchant of Venice, William Shakespeare
Romeo and ,f fist, William Shakespeare
Othello, William Shakespeare
The William Shakespeare

Drama-Other

The American Dream/The Zoo Stu , Edward Albee Becket, Jean Anouilh
T-------AbleIRWAWEeldiabirlilii'i;Titiri-Vidal, Ed.
NrEFUcible, Arthur Miller
Cyrano De Bergerac, Edmond Ro stand Death of a Salesman, Arthur Miller
Great Comedies, Barnet, Berman, Burto, eds.
Doctor Faustus, Christopher Marlowe
The cfm;
manthvis
Twelfth Hight
The Miser
n"---eggar's
Importance ot-Bitii.s Ernest
Uncle Yanya
Arms and the Man

13-K-80
 BEST COPY AVAILABLE

Fariou3 American sittri Henry Hewes, ed.

Great Trageuies, Barnet, Berman, Burto, eds.
Prometheus Bound The Skin of Our Teeth
Oedipus The King Hone of the Brave
Oedipus at Colonus All My Sons
Antigone Lost in the Stars
Hippolytus The Matchsiaker
Kin Lear Fesrous American Pia s of the 193')'s, Harold Clurman, ed.
Goats The T e of Your L e a yroan
M Julie Idiot's Deli ht/Robert Sherwood
onargi Strand Awake and Sin & C ord Odets
Desire Under the Elms End of Summer/504. Behrman
Fifteen American One-Act Plays, Paul Kozelka Five Great FL's, Henrik Ibsen
The Glass Menagerie, Tennessee Williams A DolI's House
ylls of the Kincand Camelot, Allan Knee, ed. Ghosts
Inherit the Wind, Jerome Lawrence & Hobert E. Lee An Enemy of the People
Jam, Archibald Macleish The Wild Duck
Long Dew's Journey into Night, Eugene O'Neill Peer Gynt
A "an for All Seasons, Robert Bolt Miracle Worker, William Gibson
My Fair Lady, Alan J. Lerner Pymalion, Bernard Shaw
A Raisin in the Sun, Lorraine Hansberry Saint Joan, Bernard Shaw
Great Modern Plays Sunrise Campobello, Dore Schary
Red Roses For He Three Comedies of American Famil Life, Joseph Mersand, ed.
Yrs. Warren's Profession I Remember Mama
Three Sisters Life With Father
T e Master Builder You Can't Take It With You
Two Plays, Eugene O'Neill Waiting for Godot, Samuel Beckett
Strange Interlude
Mourning Becomes Electra

Mythology

3ulfinch's Mythology, Thonas Buff inch Gods, Heroea and Men of Ancient Greece, W.H.D. House
aytholngx, Edith Hamilton
 Anthologise aid Short Stories

in African Treasur , Langston Hughes Black Voices, Abraham Chapman

.
ete tortes of Mark Twain Ed. Charles Heider areness, Ned Hoopes & Richard Peck, eds.
t.11:711Kirt;rrirga:ar A an ty Great 537.1 Stories, Milton Irene, ed.
T.use o Ua er an Other Tales, treat American Short Stories, .1 & M Stegner, eds.
Pdgar Allan Poe Great English Short Stories, Isherwood, ed.
Great Short Stories of Stevenson, Robert Louis Stevenson Great Tales of Action and Adventure, George Bennett, ed.
We Le end of Sloe Hoflow and Other Selections from Nine Stories, J. D. Salinger
e lane 085 0 t e Long Lance UPTIWITIE;Ft Stories, 0' Henry
Runner, ti itoe Pos's Tales of t irstery and Terror, Edgar Allan Poe
Point Departure, Robert S. Gold ger Goodman
Si x Great Modern Short Novels _ATIIIEtuglillatinatEa Ten Modern American Short Stories, David Sohn, ea.
and Other Stories, Ernestrigangway Ten Top Stories, David A. Sohn
Three Famous Short Novels, William Faulkner Twent Grand Short Stories Twice-Told Tales & Other
Unc e Tom s Children, Richard Wright Short Stories, Nathanie Hawthorne

Biographies
1*
Anna and the K of Siam, Margaret Landon Anne Frank Dia of a Youngjaill
arms Franklin, Benjamin Franklin The Auto o ra o an Ex-OiLiFid Man, James U. Johnson
ack Bo , Richard Wright Cheaper by the Dozen, Gi breth and Gilbreth
A oice of Weapons, Gordon Parks Daybreak, Joan Baez
LeaiE Be Not Proud, John Gunther Deliver Us From Evil, Thomas A. Dooley M.D.
Doctor Geor e Washin n Carver, Graham-Libscomb From Ghetto to Glory, Bob Gibson with Phil Pepe
Green H s of rice, Ernest Hemingway Helen Keller: The Story of My Life, Helen Keller
177fM7MITCTayeirs I Will Try, Legson Wire
Jackie Robinson Milton Shapiro The Jim Thorpe Story, Gene Schoor
Karen, Marie Killilea IITEIWWitches, Ralph Moody
Madame Curie, Eve Curie 17570374,i-1715Ei. Morning, Marian Anderson
My Shadow Ran Fast, Bill Sands The Night They Burned the Mountain, Dr. Torn Dooley
Patton, Ira Peck Profiles in Coura e2 John F. Kennedy
Pro quarterback, Y. A. Tittle PT , Robert J. Donovan

Rommel, The Desert Fox, Desmond Young MIZE;6, Louis Armstrong

The Sto of the Tra Farm' Sin rs Maria Augusta Trapp WaVir.--Anne Sullivan, Helen Keller
Soun. Music T rea Tat Runs So True Jesse Stuart
Two Years Before the Mast, Richard Dana Up Fromglavery,13.--ooiington
View from the Rim, Willis Reed Who Gets the Drumstick, Beardsley
criTlt.ciiiiU711a27 George Sullivan rota
Witrn g."----rLo ren, Marie Killilea
Yes, I Can, Sammy Davis, Jr.

13-K-82
 Political
Herlin Diary, William Shirer Iby Bishop
The Longest Day, Oornelius Ryan The Makinc of the President 190), Theodore ',Mite
The Making of the President 1964, Theodore White The Makin- of the President 196g, Theodore White
The Rise and Fall of The Third Reich, William Shirer Hoover's F.B.I., Wi iam Turner
The Valachi Papers, Peter Maas

13-X-83
 Black Literature

Paperback source: The Perfertion Fore' company

21h West Eight Street
Logan, Iowa 51546

The Adventures of Negro Cowboys, Philip Durham and African Myths and Tales, Susan Feldman
Everete L. Jones Africa Yesterday and Today, Clark D. Moore and Mnn Dunbar
AWers Motel Incident, John Hersey Black Elk Speaks, John G. Neihardt
Black Like Me, John Howard Griffin Black Protest: History, Documents and Andlynirj 1015
Cane, Jean Tooner to Present
ZWErt You Hear Me Talking to You, Caroline Mirthes The 51737g171s of Nat Turner, William _Aryan
The Contender, Robert Lipsyte The cool World, Warren Miller
Iry, The Beloved Country, Alan Paton The Day of the Drones, A.M. Lirhtner
Dr. George Washington Carver, Shirley Graham and Druanco Street, Frank ionhan
Gecrge Lipscomb Five Smooth atones, Ann Fairbairn
Freedom Road, Howard Fast From Ghetto to Glor : The Stoat- of Bob Gibson, Bob
IL the Mecca, Gwendolyn Brooks Gibson and Phi Pepe
Selected Poems, Gwendolyn Brooks Dr. Geara2mhinril2n ,Carvers Scientist, Shirley
E2L1122102nA_PlIAE2125gih21±1/11512_ Shirley Graham Graham
Story Graham Afro-American Authors, 4illiam AdAns
The Negro Novel in America, Robert Bone Giovanni's Room, James Baldwin
Color, Countee Cullen Negro Short Stories, John Herrick Clarke
Black Voices, Abraham Chapman (ed.) The Black American Experience, Frances S. Freedman
The Fire Next Time, James Baldwin Dark ?de
Selected Poems, Langston Hughes h°1 "h..aLatterica, Janes
EManue an Teo re Grass
Short Stories by Negro Writers, Langston Hughes The Autobiogrvfiy, Malcom X
From the Back o Bus, Dick Gregory Go Tell It On the Aountaint Janes Baldwin.
Know Why the Caged Bird Sings, Maya Anrelnu In the Heat of thefiht, John Ball
Invisible Ralph Ellison Jackie Robinson, MlitiinJ. Shapiro
The Learning Tree, Gordon Parks The Lilies of the Field, William Barrett
The Man, Irving Wallace Manchild in the Progg;d Land, Claude Brown
Many Thousand Gone, Ronald L. Fair Ey Lord, What 42....1.Moriin, Marian Anderson
Larrative of the Life of Frederic Douglass, An ha
Native Son, Ricrd Wright
American Slave, Frederick Douglass R---19:1 rime e in America, C. Eric Lincoln
New Equality, Nat Hentoff The Nitty Gr tty, Frank Bonham
?nobody Knows My Name, James Baldwin Notes of a Native Son, James Baldwin
A Raisin in the Sun, Lorraine Hansberry WiTilrfantiWiaartin Luther King
Satchme, Units Armstrong Strength to Love, Martin Luther King
TWOU:six Children, Herbert Kohl This Is My Country, Too, John A. Williams
To Be Young and Gifted and Black, Lorraine Hansberry To Kill A Mockingbird, Harper Lee

RESOURCES i3 -K -87
 BEST COPY AVAILABLE

Black Literature (cont.)

Troubled Summer, Ben Haas
To Sir, With Love, E. R. Braithwaite
The Way To Be, James Herndon
It nosed
Up From Slavery, Booker T. Washington
Where Do We Go From Here, Martin Luther King
When Rainclouds Gather, Beanie Head
American Literature Poetry, Darwin T. Turner (ed.)
Wilt Chamberlain, George Sullivan
God's Trombonea, James Weldon Johnson Black Boy, Richard Wright
Selected Poems of Claude McKay, Claude McKay
UnderstantheNemBlackPoet.....sMim:Blackechand
us c As Poet c Re erencee, Step en en erson Ethnic Writers in America, Myron Simon
ack
Sidnefr'oiteMT7WuzJoey,urnCarolyn Ewers The Scholastic Black Literature Series - The Scene
The Journey, The Search, The Black Hero, Black
The ComPiete Poems of Paul Laurence Dunbar, Paul
Writers, PlacrligiFgaiv7477-WIna Murray and Robert
Laurence Dunbar
Montage of a Dream Deferred, Langston Hughes TGEF(editors)
aton Hughes: A Bio 2 Milton Meltzer
On These I Stand, 0ountee Callen
Voices ron t e Mac er ence, S. Shanker
The Black Poets (anthology, D. Randall (ed.)
Afro-American Literature, Riverside Literature Series Black Viewpoints, A.C. L ttleton and Burger (editors)
MI Life As Black and White Man, Jesse Owens

Ethnic Groups Literature Source: Goldberg, Melvyn. "American

Ethnic Literature: An Approach For An
Untracked High School Class," En lisshh
Journal, (December, 1972) Vo.
figg79.
Haslan, Gerald. "Who Jpeaks For The
Earth," En lish Journal (January, 1973)
Vol. 62, Number 1, pp. 42-48.

Indian Literature

ouster Died For Your Sins: An Indian Manifesto, Deloria Geronimo: His Own Story, Geronimo
Uine, Jr. Ishu in Two Worlds, Theodora Kroeber
:)iiTheriatRatiountain, Momaday N. Scott House Made of &awn, Momaday N. Scott
BaelThcElkaiilmieizCg---the Life of a Holy Man of American Indian Prose and Poetry, Margot Astrov (ed.)
Gglala Sioux, John G. Neilhardt Kaibak, Recollections of Navajo Girlhood, Kay Bennet
When The Lei ;enls Die, Hal Borland Laughing Boy, Oliver LaFarge
Wak' Kon - Tak, John Joseph Mathews House Made of Dawn, Momaday N. Scott
uheyenne Autumn, l4ari Sandoz
The New Way to Rainy Mountain, Momaday N. Scott
13-K-88
RESOURCES
Indian Literature (cont.)

Indians of the Americas, John Collier The Loon Feather, Lola Fuller
The Ordeal of Running Standing, Thomas Fall The Story Catcher, Vari Sondoz

Jewish Literature

The Chosen, Chaim Potok Joel Is The Youngest, Judity Ish-Kishor

TRW6731 Us, Claude Berri M Glorious Brothers, Howard Fast
Diary of A Young Girl, Anne Frank The Mpg/ Barrel, Bernard Malamud
Goodbye, Columbus and other Stories, Philip Roth
The Chosen, Chaim Potok

Oriential-American Literature

Issei and Nisei: The Internment Year, Daisuke Kitagawa

Nisei: The Quiet Americans, Bill Hosokawa
Fifth Chinese Daughter, Jode Snow Wong
The Japanese Americans, Harry Kitano
Chinatown Family, Lin Yutang

Mexican-American Literature

The Mexican-Alerican: Past, :sjPient and Future, Anthology of Mexican Poetry, Octavio Paz
El ksyejo/The Mirror: Selected Mexican-American
Julwin Nava
Literature, V. Romano and I. Octavio (editors)
La Raza/The Forgotten Americans, Julion Samora (ed.)
Chicano, Richard Vasquez

A Selected Teacher's Bibliography

Negro Playwrights in the American Theater, Doris Great Negroes Past and Present, Russell L. Alams
Afro-American Literature: Drama, Fiction, Non- fiction,
Abramson
I an the Darker Bother: An Anthology of Poems by nliam Adams, Peter Conn and Barry Stephan (editors
The Black American Writer: Vol. 1 - Fiction: Vol. II
Negroe-Americans, Arnold Adoff
Adaptations Especially for Ghetto High School Students Poetry and Drama, ;iT.E. BiLsby (717---
of Forgotten Black Men and Women: In Chains to 91ack Fo,ilenttoAnth(.._11012._.estIhichk-xvludeetr:Asuler
Louisiana: Solomon Northup's Story; The Slave Who Black Poets, Dudley Randall
A Blac uaret: Four New Black Pays Ly m?1, ;ai;wc.1,
Bought His Freedom: Equianos Stogy
The Black Tradition in American Fiction (A Collection of Ronald Milner Ed Bullins and Leroi Jonec
Black voicesrkhiEOlo of Afro-American Literature
2 Novels, Plays, Poems, and Short stories by Blacks)
Robert Bone New Negro Poets, Langsten Hughes (ed.)
The Negro hovel in America, 13-K-89

RESOURCES
 A Selected Teacher's Bibliography (cont.)
Selected Poems, Langston Hughes
The Poetr of the Ne ro 1746-1970 Langston Hughes and
A Pleasant Encounter, and other Poems, L.H. Janes
Arna Bontemp editors
Black Folktales, Julius Lester
The Black Experience: An Anthology of American Literature
for the 19/0's, Francis E. Kearns-ted.)
The Negrain the United States, A Selected Bibliography,
Dorothy B. Porter
wHzlioahicalChecIt;orthAranc1ist Famous American Ne ro Poets, Charlemae H. Rolling
of Their Writs, Dorothy B. Porter t e Teachin of Literature
Modern Short Biographies, Henry I. Christ Theory an Pract ce
by Afro-Americans, Darwin T. Turner and Barbara Dodds
"The Themes of Black Literature: A Response and
Continuation." Ohio English Bulletin, 12 (September "Black Literature in High Schools in Illinois (English
Teachers Speak for Themselves) Illinois English
1971), David B. Buzzard
Bulletin 58 (May, 1970), Wilmer A. Lamar
et.al. Black Studies in Independent Schools, S.L. Zitin
WO-American Experience Program - June 1960 - May 1970. et.al. "A Course Guide for Afro-American Literature."
Report
Ronald L. Gearring
An Eva
The Afro-American - His Literature and Music, Judith "A Guide for Teaching the Contributions of the Negro
Author to American Literature," Eugene Simon
Lefkowits
"Black Literature in the English Classroom," En lisp Current Bibliography on Literature by and About
Journal, (January, 1973) Vol. 62, Number I Blacks, Cecilia A. Willis
The Negro in America: A Biblio a h , Elizabeth W. Miller
571E9455 Blacks in America. A C rono o an Fact Book,
t4 Resource Book on Slavery
Irvin J. S oan
Black America, John F. Szwed (ed.)
Or Director of Afro-American Resources, Walter Schatz (ed.) An Annotated Bibliogrlptir for Teaching Afro-American
Lgstal:ABibliortLiterature, Richard Studies and Oollege Levels, John C.B. Bigala
Tirotta
 related to language arts;
The following poster will arouse student interest in occupations

Occupations-Subject Posters. Chronicle Guidance Publications.

English, Written.

Useful publications related to vocations include the following:

Actor-Actress. Careers. 1962

1960
Jobs in the Performing Arta. Science Research Associates. Armiociation of Advertising Ageliel,
The Advertising Business and Its Career Opportunities. American
200 Park Avenue, New York 17. 1911
Advertising Workers. Science Research Associates. 1960.
ortunities in News a er Careers. Vocational Guidance Manuals. 1960.
Technical Writer. Chronic e Guidance Publications. 1964. Special Libraries Association, 31
Putting KnoWledge to Work- -The Profession of Special Librarian.
East 10th Street, New York 3. 1960.
29 East 21st Street, New York 10. 1963.
Your Future as a Librarian. Clarke, J.D. Richards Rosen, Inc., Educational Oouncil,
Career Opportunities in the Printing Industry. Graphic Arts Industry, Inc.,
1411 K Street, N.W., Washington 5, D.C. 1962.
Radio and Television Announcers. Careers. 1962.
Foresman. Chaps. 6,7.
Success in College. Coleman, Libaw, Martinson, Scott,
Charting Your Job Future. Lambert L. Gilles. SRA.
Occupations and Careers. Walter J. Greenleaf. McGraw-Hill.
American Personnel and Guidance Assn.
How to Express Yourself Vocationally.
Choosing Your Career. J. Anthony Humphreys. SRA
Jobs in Clerical Work. SRA
Jobs in Publishing. SRA
Jobs in Selling. SRA
Jobs in the Performing Arta. SRA. Chap. VI.
You: Today and Tomorrow. Martin R. Katz. Educational Testing Service.
Exploring the World of Jobs. Donald E. Kitch. SRA
Building Your Life. Judson T. Landis. Prentice-Hall. information - - dealing with a variety
Messner Career Books (biography, career fiction, career background
of specific careers).
Handbook of Job Facts. James Murphy. SRA
SRA.
Planning Your Job Future. Emery Stoops and Lucile Rosenheim.
Government Printing Office.
Job Guide for Young Workers. U.S. Department of Labor.
Government Printing Office.
Occupational Outlook Handbook. U.S. Department of Labor.
Why Work? General Electric.
13-e-91
RESOURCES
 BEST COPY AVAILABLE

SELECTED MODERN PLAYS FOR CLASSROOM USE

Grade 9

One-act plays,

The Valiant, Holworthy Hall and Robert Middlemas A Shi nt of Mute Fate, L. Crutchfield
Trifles, Susan Glaspell T e Devil and Daniel Webster, Stephen Vincent Benet
The Will, James M. Barrie Two Crooks and a Ladd, Eugene Pillot
igawribd the Jacobin, Booth Tarkington T er Apo , Jean Giraudoux
A Night at an Inn, Lord Dunsany The Mother, Paddy Chayevsky
TI and radio plays ffirWiiii; Robert Nathan
Invasion from Mars, H. G. Wells Visit from a Small Planet, Gore Vidal
Out of Control, William Bruckner

Three-act plays

I Remember Mama, John Van Druten le Street, Rudolf Besier

10, Life with Father, Howard Lindsay and Russell Crouse- The King and I, Richard Rodgers and Oscar Hammerstein II
c West Side Story, Arthur Laurents, Leonard Bernstein, The Hasty Heart, John Patrick
and Stephen Sondheim Abe Lincoln in Illinois, Robert Sherwood
The Late Christopher Bean, Sidney Howard TAhneti:elornre::::

Grade 10

The Miracle Worker, William Gibson "The Desperate Hours," Joseph Hayes
Sunrise at Campobello, Dore Schary The Diary of Anne Frank, France Goodrich and Albert
Yellow Jack, Sidney Howard Hackett
The Admirable Crichton, James M. Barrie Journey's End, R. C. Sherriff
The Winslow Boy, Terence Rattigan Ah, WildernessI,Eugene O'Neill
Teahouse of the August Moon, John Patrick and Vern Ten Little Indians, Agatha Christie
Snider A Majority of One, Leonard Spigelgass
Watch on the Rhine, Lillian Hellman Romanov and-Taret, Peter Ustinov
Twelve Angr; Men, Reginald Rose Pygmalion; Arms and the Man, George Bernard Shaw
She Stoops to Conquer, Oliver Goldsmith

13-K-84
RESOURCES
Grade 11

The Emperor Jones, Eugene O'Neill The Adding Machine, Street Seene, Elmer Rice
Inherit the Wind, Lawrence and Lee The Glass Menagerie, Tennessee Williams
The Green Pastures, Marc Connelly The L tt e Foxes, Lillian Hellman
A Raisin in the Sun, Lorraine Hansberry The Silver Cord, Sidney Howard
Death Takes a Holiday, Walter Ferris A Bell for Adano, Paul Osborn
Our Town- Skin of our Teeth, Thornton Wilder All My Sons; The Crucible, Arthur Miller
Of Mice and Men, John Steinbeck The Time of Your Life, William Saroyan
What Price Glory?, Maxwell Anderson and Laurence Billy Budd, Louis Gorse and Robert Chapman
Stallings The Andersonville Trial, Saul Levitt
The Caine Mutiny Court Martial, Herman Walk Member of the Wedding, Carson McCullers
Home o the Brave, Arthur Laurents The Scarecrow, Percy MacKaye

Grade 12

Victoria Regina, Laurence Housman Cyrano de Bergerac, Edmond Rostand

Caesar and Cleopatra, Saint Joan, or Barbara,
A Doll's House, The Wild Duck, An Enemy of the People,
Henrik Ibsen G. B. Shaw
The Cherry Orchard, Anton Chekhov The Corn Is Green, Emlyn Williams
Death of a Salesman, Arthur Miller Medea, Robinson Jeffers
Darkness at Noon, Sidney Kingsley Winterset, Elizabeth the Queen, Mary of Scotland,
A Man for All Seasons, Robert Bolt Maxwell Anderson
The Mad Woman of Chaillot, Jean Giraudoux The Importance of Being Earnest, Oscar Wilde
R. U. R., Karel Capek Murder in the Cathedral, T. S. Eliot
Becket, Jean Anouilh Blood WeddinG, Frederico Garcia Lorca
Beyond the Horizon, The Hair Am, Mourning Becomes The Circlet Somerset Maugham
Electra, Eugene 0 Neil. J. B., Archibald MacLeish
The Visit, Friedrich Daerrenmatt Dear Brutus, J. M. Barrie
Rosencrantz and Guildenstern Are Head, Tom Stoppard Tire=is.ar, The Chairs, Eugene Ionesco
No Exit, Jean Paul Sartre The Royal-Huntof 1173g7Feter Shaffer
TETTEgool for Scandal, The Rivals, Richard Sheridan Oedipus the King, Sophocles
Tartuffe, Moliere The Zoo Story, Edward Albee

13-E-85
RESOURCES
 Y

USEFUL COLLECTIONS OF SHORT STORIES

Animal Stories, Nell Murphy (Ed.) (New York: Dell, 1965).

Twenty-two stories, some for younger readers, some sophisticated.
Best Short Stories b Na Writers, Langston Hughes (Ed.) (Boston: Little, Brown, 1967).
A at -d co action of twentieth-century selections.
nd Belief, Richard J. Hurley (Ed.) (New York: Scholastic Book Services, 1966).
once fiction tales.
Bi& Woods (New York: Random House, 1955).
The hunting stories of William Faulkner. Contains "The Bear," "The Old People," "A Bear Hunt,"
"Race at Morning." Excellent for use in the eleventh and twelfth grades.
Hit Parade of Sports Stories, Dick Friendlich (Ed.) (New York: Scholastic Book Services, 1966).
Varied sports are represented, with both female and male protagonists.
The Hunting Horn, Paul Annixter (Ed.) (New York: Hill & Wang, 1957).
A fine collection of dog stories.
Out West, Jack Schaefer (Ed.) (Boston: Houghton Mifflin, 1955).
An unusual and varied collection of quality western stories, edited by the author of Shane.
Pioneers-West, Don Ward (Ed.) (New York: Dell, 1966).
---REINPFTrontier stories, mostly byname writers.
Point of Departure, Robert S. Gold (Ed.) (New York: Dell, 1967).
ora. Nineteen stories of "youth and discovery" by modern name writers.
Stories, Frank G. Jennings and Charles J. Calitri (Eds.) (New York: Harcourt, Brace & World, 1957).
A splendid collection, highly varied :n form, theme, and difficulty, with a good teacher's edition.
Stories for the Dead of Night, Don Opngouli (Ed.) (New York: Dell, 1957).
A collection of horror suspense by modern writers.
Stories for Youth, A.H. Lass and Arnold Horowitz (Eds.) (New York: McGraw-Hill, 1950).
The stress is on human values--one of the best anthologies for teenagers.
The Sto : A Critical Antholo , Mark Schorer (Ed.) (Englewood Cliffs, N.J.: Prentice-Hall, 1950).
A resource or the teacher. Furnishes insight into the art of the short story and contains
some directly teachable material.
Tales Out of School, M. Jerry Weiss (Ed.) (New York: Dell, 1967).
Humorous ac stories.
Tomorrow the Stars, Robert Heinlein (Ed.) (New York: Ibubltjaday, 1952).
Fourteen good science fiction stories.
Treasury of Great Ghost Stories, Ira Peck (Ed.) (New York: Popular Library, 1965). Classic stories of dark fantasy.
Twenty Grand, Ernestine Taggard (Ed.) (New York: Bantam Books, 1962).
A group of stories with great range in subtlety and variety. Several involve teenagers.
Young Love, Marvin E. Karp (Ed.) (New York: Popular Library, 1965).
Ten stories of first experiences with love, featuring John Updike, Eudora Welty, Jessamyn West, and others.
YouthiouthYouth A.B. Tibbets (Ed.) (New York: Franklin Watts, 1955).
----A-lifilliafitCOIlection of stories dealing with the problems of adolescence.

13-K-86
RESOURCES
 Publications related to vocations (cont.)

Why Worry About a Career? General Electric.

Our World of Work. Seymour L. Wolfbein and Harold Goldstein. SRA.
Your Future Is What You Make It. National Assn. of Manufactures.
Career Choice--When? N.H. Atkins. Methods and Materials Press.
Occupational Information. Max Baer and Edward C. Roeber. SRA.
The Champaign Guidance Charts. Champaign Senior High School.
Occupational Information. Robert Hoppock. McGraw-Hill.
Jobs for You. Hubert Houghton. Oxford.
How to Conduct a Field Trip. Adelene E. Howland. National Council for the Social Studies.
49-54. Theodore Josephs.
"Group Guidance in the Subject Classroom," High Points, 36 (March 1956),
Teacher's Guide to You: Today and Tomorrow. Martin R. Katz. Educational Testing Service. Chap. VI.
"Engineers, Atomic Energy and English," English Journal, 48 ( March 1959), 132-35 f. Delores, Landrenan.
NVGA Bibb.° rah of Current Occ ational Literature. American Personnel and Guidance Assn.
Occu ational Outlook uarter .Government Printing Office. Annual subscription.
Occupational Slide Rule a career wheel). Northeastern Univ.
'ccu ational Information: Its Develo ent and A lication. Carroll L. Shartle. Prentice-Hall.
Dictionary of Occupations Tit es. U.S. Department of La r. Government Printing Office.
Government Printing Office.
Estimates of Worker Trait Requirements for 4000 Jobs. U.S. Department of Labor.
4:1 Manpower--Challenge of the 190s.16epartmentof Labor. Government Printing Office.
Occupational Outlook Handbook. U.S. Department of Labor. Government Printing Office.
Selected Reference List of Fictional Career Books. U.S. Office of Education. Government Printing Office.
Using Guest Speakers in Class. Institute of Life Insurance.

Visual Aids

Films
"Choosing Your Occupation." Coronet.
"The F.B.I." N.Y. Univ.
"How txo Investigate Vocations." Coronet.
'The Librarian." Indiana Univ.
"Mringanga," Association.
"Right Touch." International Business Machines Corp.
"The Secretary: A Normal Day." Coronet.
"Selling as a Career." Coronet.
"Summer of Decision." Association.
"Finding the Right Job." Coronet.
"Getting a Job." Encyclopaedia Britannica.
"Personal Qualities for Job Success." Coronet.
"You and Your Work." Coronet.
13-K-92
RESOURCES
 5. Committee reports
6. Unfinished business
7. New business
8. Adjournment
discussion and action. An organization
S. Motions--a proposal offered to the membership for
transacts all its business at meetings through motions.
Examples: I move that we publish a monthly bulletin.
I move we adjourn.
Steps in making a motion
chair. If two or more members
1. A member requests and receives recognition by the
who addressed him first.
rise at the same time, the chair recognizes the one
Member: "Mr. Chairman."
Chair: "Mr. Jones."
"I move that our club have a Christmas party."
2. The member states his motion - Member: seconded before they can be
3. Another member seconds the motion. All motions must be
considered.
words.
4. The chair repeats the motion using the original Is there any
Chair: "It is moved and seconded that our club hold a Christmas party.
discussion?
5. Members discuss the motion.
the motion.
6. When the discussion is finished, the chair repeats
"aye." Those opposed, say
7. The chair puts the motion to a vote. "-All in favor, say
"no," If a vote is taken by
8. The chair announces the result. "The motion is carried."
the exact count.
a show of hands or by ballot, the chair may announce

C. Two types of motions

It has to do with matters of
1. Main motions--bring new business before a meeting.
project, purchase equipment, etc.,
substance. Motions to run a money-raising
amended. Only one main motion may be
are main motions. They can be debated and
considered at a time. handling main motions.
the procedure of a meeting or ways of
2. Procedural motions--establish adjourn are examples of pro-
Motions to postpone consideration of a question or to
There may be several procedural
cedural motions. Most of these cannot be amended.
motions before a meeting at one time.
a. adjourn
b. motion
c. close debate
d. refer to committee

13-L-95

Lagniappe
 Filmstrips
"Adjusting to the Job." McGraw-Hill.
"First Job." McGraw-Hill.
"Getting the Job." Social Living.
"Holding the Job." Social Living.
"How to Get a Job and Keep It." Essential Education.
"Job Growth." McGraw-Hill.
"How to Make a Career Decision." Essential Education.
niet'a Look at Careers." Essential Education.

RESOURCES
 PARLIAMENTARY PROCEDURE

All organizations, except those wh:ch are very small and informal, conduct their meetings
iccording to a code known as RULES OF ORDER or PARLIAMENTARY PROCEDURE.

Parliamentary procedure protects the rights of all and enables individuals to work together
efficiently. It is a means of determining the will of the
majority and at the same time
safeguarding the rights of the minority.

I. Elections
A. Officers
1. Elected according to the method prescribed in an organization's constitution and
performs duties set forth in the constitution.
a. May be nominated by a nominating committee.
b. May be nominated from the floor by members.
c. Nominations need not be seconded.
d. Elections are usually held immediately after nominations are closed.
e. Majority vote is usually required unless otherwise stated in by-laws. If none
receives a majority, a new vote must be mode, limited to the two candidates
who receive the highest number of votes on the first ballot.
f. Officers may be elected by open or secret ballot.
%Or

B. Duties of officers
1. President--presides over meetings, appoint committees, call special meetings, sees
that organization's constitution and by-laws are observed.
2. Vice-President--acts in place of president when he is absent, may
have other
duties specified in constitution.
3. Secretary--notifies members of meetings takes minutes, keeps attendance records,
answers letters as president directs.
4. Treasurer--receives dues and other income, pays club's
bills, keeps a record of
all receipts and disbursements, gives financial reports at meetings.

II. Club Business

A. Order of business (regular procedure)
1. Call to order
2. Roll call
3. Reading of minutes of previous meeting
4. Treasurer's report

i3 -L-94
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 4

BEST COPY HAIRE

3. Amending a motion - -main motions may; be amended. Not more than one Amendment may be
considered at a time. Another amendment may be proposed after the first has been
disposed.
a. A main motion may be amended by adding, striking out, or substituting words.
Example: I move to amend the original motion by adding the word "monthly" before
"dance." I move to amend the original by striking out the word "new." 1 move to
amend the original motion by substituting the word "semiannual" in place of "annual."
4. Motion to adjourn--the purpose of this motion is to bring the meeting to an end.
It cannot be debated or amended and must be put to a vote as soon as seconded.
I move we adjourn.
I move that this meeting adjourn.
5. Motion to table--the purpose of this motion is to stop consideration of a main
motion at least for the time being. If a motion to table an issue is passed, the
main motion is put aside indefinitely. It may be reconsidered at some future time
if a motion to "take from the table" is passed.
6. Move to close debate--the purpose of this motion is to cut off discussion and bring
a question to vote. This motion used to be called the "previous question," but
because the term was confusing it-is now called the Imntion to close debate." This
motion may not be debated or amended. It requires a 2/3 vote for adoption.
(notice- -any motion that restricts freedom of speech requires 2/3 motion to protect
minority rights.) I move to close debate and vote on this question at once.
I move that debate on the pending motion be closed and that we vote at once.
7. Motion to refer to committee--purpose of this motion is to assign a question to a
committee for study and report. Unlike the foregoing procedure motions, the motion
to refer to committee can be debated and amended.
MOTION: I move that this question be referred to committee.
AMENDMENT: I move that the motion be amended by adding the words "and that the
committee report its findings at our next meeting."

D. Point of order--A point of order is an objection to a violation of parliamentary proce-

dure. Its purpose is to require members to comply with rules of order. IT IS NOT A
MOTION AND REQUIRES NO SECOND AND NO VOTE. Typical points of order are:
1. Absence of a quorum
2. Irrelevant remarks by a speaker
3. Notion which violates club's constitution
MEMBER: Mr. Chairman, I rise to a point of order
CHAIR; State your point of order
MEMBER: I make the point of order that the meeting is so noisy the speaker cannot be beard.
CHAIR: The point is well taken and the meeting will come to order

Lagniappe 13-L-96
 NOVEL3
TEACHING SUGGESTIONS FUR SELECTED MODEM
from Literature Study in the High Schools,
3rd ed., 'ty Night L. Burton

Shane by Jack Schaefer (eighth or ninth grade)

I. The Novel following plot incidents in the order in which they

A. Outline the novel by arranging the
occurred.
cultivator.
1. Ledyard tries to overcharge for the
2. Shane fights Chris
and breaks his arm.
threaten Joe.
3. Fletcher and Wilson come to the ranch and
Morgan and Curly.
4. Shane and Joe fight and goes to town.
5. Shane knocks out Joe, straps on his gun,
Wilson,
6. Fletcher returns with the gunslinger Stark soda pop.
walks off with cherry
7. Shane meets Chris and
8. Shane arrives at the Starrett ranch.
and Fletcher.
9. Shane's gunfights with Stark Wilson
kept in his blanket.
10. Bob discovers Shane's gun
take Shane's place.
11. Chris comes back to the Starretts to
in removing the stump.
12. Shane and Joe cooperate
13. Shane shows Bob how to use a gun.
Is the
of the book. Be able to justify your statement.
B. Choose one of these as the turning point
turning point the same as the climax of this novel?
each. What is the relationship
C. Describe the following characters in two or three sentences
of the characters to each other?
1. Marian Starrett
2. Joe Starrett
3. Red Marlin
Z. Chris
5. Stark Wilson
6. Henry Fletcher
been? What was Shane running away from? Cite
D. What do you think Shane's past life had
evidence in the book for your answer.
Shane as a symbol. What does he represent?
E. After reviewing the concept of a "symbol," consider
an idea or a human quality?
Do any of the other characters represent
in general.
which Shane changed the lives of the Starretts and the homesteaders
F. List several ways in
after the end of the book?
G. What do you think happened to Shane 13-L-99
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Shane (cont.)
BEST COPY ANNE
II. Collateral Work
A. Describe in an essay how the novel might have been written from a point of view other than that
of a young boy.

B. Compare the hero Shane with one of the following characters. You should tell how Shane is
similar to and different from one of these heroes:
1. Matt Dillon (or a similar TV hero)
2. Robin Hood
3. Davy Crockett

A Separate Peace by John Knowles (tenth or eleventh grade)

I. The Novel
177R677rs the main character or protagonist? Is this a study of Finny or of Gene?

B. Do we really get to know Gene? Is he left shadowy purposely? What is his motivation in
pushing Finny off the tree? What mistake does he make about his relationship with Finny?
Does he ever understand Finny?

C. Consider the "roundness" of other characters such as Leper and Brinker. What do they represent?

D. What is the significance of Leper's going to war? Discuss the meaning of the later meeting of
Leper and Gene.

E. What is the theme of the book? What is the significance of the title? What "separate peace" is
negotiated? What symbolic moment is tied to the theme? Cite passages that further the theme.

II. Collateral Work

i7Wite an essay discussing the novel in relation to a theme of conflict between innocence and reality.

B. Any of the following is suitable for small-group reading and oral presentation in its relation to
A Separate Peace:
1. Joseph Conrad, The Secret Sharer.
2. Herman Helville,IIIITEarm---
3. J.D. Salinger, The Catcher in the Bye.

13L-100
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ASeerVIllse (cons.)
for individual reading, with oral or written reports,
C. Other related novels for group reading or
include:
1. Dorothy Baker, Young, Man with a Horn.
2. Henry Fielding, Tom Jones.
3. Rimer Godden, Green gage Summer.
4. James Joyce, Portraitot e Artist sas22founMan.
5. Conrad Richter, A Light t orest.
6. Betty Smith, A Tree Grows in Brooklyn.
7. John Steinbeck, East of Eden.

The Old Man and the Sea by Ernest Hemingway (tenth or eleventh grade)

I. The Novel Consider Aristotle's definition,

A. Is this a tragic novel? In what sense is the novel tragic?
for example.

Is this work a novel of affirmation? in what sense?

B.
In what ways is he an extraordinary man? Does he
C. Is Santiago a hero? a tragic hero? an epic hero?
he like them?
differ from other Hemingway heroes, or in what ways is

D. Is there allegory here? Is there a theme?

E. What is the significance of Santiago's experience to others?

F. What is the relationship between the boy and the old man?
and nature?
G. What does the novel say about the relationship between man

H. Is there religious symbolism pervading the novel?

of the great fish, the lions
I. Discuss the possible meanings of the sharks, the skeleton
in Santiago's dream.
Hemingway's unique style in the novel:
J. Find specific examples of the following aspects of
1. Use of simple and compound sentences
authenticity of detail
2. Naturalistic concern for
3. Sparse, objective, masculine tone and over-all style.
13-L-101
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 The old Man and the Sea (cont.)

II. Collateral Work honorable, honest man

Write an essay in which you consider the novel in relation to the following: The struggles only to lose.
is scarred and battered by the forces of existence.
He realizes the futility but
in the struggle, man reveals his stature and
In the struggle, however, is the only meaning of life, and
in the face of the adversity of life?
dignity. Is Hemingway's final theme dealing with the dignity of man

The Ox -Haw Incident by Walter Van Tilburg Clark (eleventh grade)

I. The Novel Would

A. Re the time and place of the novel to the conflict with the character or characters.
the theme of the book be meaningless if the time or the place were changed?
Is there a main character
D. What is the nature of the characters that brings them into conflict?
What characters
or a protagonist? Are the characters representative of a minority group?
representative of all mankind?
)4. attitudes and
C. Is the conflict with other men as individuals--as groups-or with intangible
Omfi
institutions within the society?
control the outcome?
'D. What is the outcome of the conflict? To what extent does the character
To what extent does "fate" or destiny control the outcome?

E. How does the author feel about man ar indicated by this work?

F. How does the author present the ideas? Does he interpret the actions and situations of the
character?

G. 1 the conflict in the novel a contemporary problem? Is the conflict also one that has always
been present?

II. Collateral Work

Accept the hypothesis that this novel is an allegory of humanity approaching the democratic life. In
an essay choose three of the following characters and defend or reject them as representing the characteristics
listed below.
Art: Everyman. Gil: The good-natured, simple but emotional type.
Fernley: Meanness and viciousness. Canby: Vested neutrality.

13-L-102
Lagninppf
The Ox-Box Incident (cont.)

Davies: The ineffectual, liberal, Osgood: The ineffectual representative of

intellectual reformer. religion.
Smith: The status-seeker. Gabe: The completely stupid follower.
Mapes: Organized religion that has become Tetley: The fascist.
corrupt.

The Bridge of San Luis Au by Thorton Wilder (terth or eleventh grade)

I. The Novel
thus indicating perhaps a
A. The setting is significant in that it is remote in time and place,
that the reader looks for meaning in
romantic outlook. The idea of universality is implied so
period in history.
terms of pervasive ideas rather than specific commentary on a certain
The author
B. The inner life and the outer life of the characters are narrated with objectivity.
makes no didactic commentary.

The concept of truth presented is that of an absolute or divine truth.

Each character, having
D. The universe is viewed as having a plan or an ordering by a divine being.
reached a kind of climax in his life, had to die. Love is regarded not as an entity in itself but
The love as a link is enough; it acts
as a link--love links the living and the dead through memory.
as a kind of end by being a means.
The view is not
E. Man is viewed as having relatively little free will and control of his destiny.
the universe.
pessimistic, however, but positive, since love is central in the order of
into the characters of Uncle Pio,
F. Art and the imagination and the "poetic view of experience" enter
into the literary letter
who has a need to create; Perichole, the actress; and to some extent
function of the arts and the beauty of
writing of Dona Maria. Implied in the work are ideas on the
the imagination.
not completed - -hut the existence of
G. Generally the novel discusses manifest forms of love--love that is
good in itself would place Wilder
the love is enough. Thus, the idea of unfulfilled love as
generally in the romantic mode.

13-L-103
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 BEST COPY AVAILABLE
The Bridge of San Luisiu (cont.)

II. Collateral Work

A. Speculate on what would have been the fate of a character had the bridge fallen. Remain
faithful to the character as portrayed in the novel.

B. Discuss the symbolism of the bridge in these terms:

1. Its calamity brought forth a revelation of love among men. These five accident victims
are raised to a "universal" level through their means of proving this love in Juniper's
investigation.
2. The bridge not only brings together suffering humanity but closes the gap between this
world and the next.

The Bridge over the River Kwai by Pierre Boulle (tWelfth grade)

I. The Novel
A. Consider the novel in the tragic-ironic mode. Is Colonel Nicholson a tragic hero? Consider
these four typical situations of the tragic hero in relation to Colonel Nicholson:
1. The hero's role is basically but not solely a guilty one.
2. While above the average man, the hero is not completely good and just.
3. The hero is destroyed through fate or external evil, but he is not overcome with this evil.
his
4. From one point of view the hero's action is guilty. From another point of view
action is innocent.

B. COnsider the symbolism of the bridge. For each of the separate characters, the bridge
takes on a personal meaning. The construction of the bridge may be in a larger sense considered
as a means of artistic expression or as creativity. Relate each of the following statements
about art to the individual perceptions of the bridge in the novel.
1. Art is an expression of the reality of the spirit.
2. Art is a social sharing of man's best experiences.
3. Art is the language of emotional attitude.
4. Art is the imaginative expression of a wish.
5. Art is a secondhand copy of reality.
6. Art is the play of the man.

C. Consider the novel in a unit dealing with war in literature.

1. Discuss the setting historically and geographically and its significance.
2. Discuss the effect of war on an individual character and/Or a particular group.
3. Discuss the conflict or conflicts in the novel. Is there resolution?
13-L-104
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The Bridge over the River Kwai (cont.)

h. Does man have a choice as to his fate in this novel? Can the characters change their destinies?
5. What seems to be the author's point of view toward the issue of war?
6. How is the story told? Who tells it? Is it told in chronological order, by flashback
technique, or the like?
7. Discuss the author's use of symbolism and of figurative language.
8. Can you see any relation of the structure or form of the novel to its effectiveness in
communicating the theme?

II. Collateral Work

Oonsidenovella presentation of man in relationship to the universe. In an essay discuss one of the
following concepts in connection with the novel.

A. "Men are continually in competition for honor and dignity"--Thomaa Hobbes

B. "Man is wholly and throughout but patch and motley"--Michel de Montaigne

C. "Man in nature is the mean between nothing and everything"--Blaise Pascal

D. "All events are interdependent and necessary"--Benedict Spinoza

E. "Perceptions are according to the'measure of the universe"--Francis Bacon

F. "Struggle is an indispensable accompaniment of progress"--Immanuel Kant

G. "Man functions as an harmoniously operating 'divine machine' in a 'beat of all possible worlds"
Wilhelm Leibnitz
H. "Things are good or evil only in reference to pleasure or pain"--John Locke

I. "A cause contains as much reality as its effect " - -Rene Descartes

J. "Good is obtained by harmonizing ideals and natural objects"--Plato

Cry, the Beloved Country by Alan Paton (twelfth grade)

I. The Hovel
ITTEi7articular novel there seam to be nine characterstwo main characters and seven very important
could be
minor characters, who should be considered separately and individually. The following questions
ask. i in general about each:
13-L-105
Lagniappe
 Cry, the Beloved Country (cont.)

A. What kind of person is he or she?

B. Describe this person, in particular the clothing and the environment.

C. Briefly give his importance in the novel.

D. Show the interrelationship among these characters.

1. Stephen Kumalo
Is he kind or unkind, patient or short-tempered, generous or selfish? Back up your opinion
with examples. Did you feel sympathetic toward him? Would you say he is the main character- -
why?
2. James Jarvis
What do you learn about James Jarvis in Chapters 18 and 19? Does he know his son? What'sort
of man does he portray? What do you think he felt upon learning of his son's death? Is
there a great change in his attitude? Gould this man be typical of the white man in Africa?
3. Arthur Jarvis
Did we meet or read of this character? Could he be considered a living character or one we
46 meet through the eyes of other characters? Why was he important? What was his contribution?
14. Haimangu
to Would you say this character was interesting? What do you think he means when he says,
"I am a weak and sinful man, but God put His hands on me, that is all"? Why was he kind to
Kumalo? What does this show about his character?
5. Absalom
How do we know this character? What do we learn about him from the interview at the prison?
during the trial? before he dies? What does this character contribute to the novel?
6. Gertrude
What is your opinion of this character? Did she really repent or not? When she left, did
you believe that she was going to become a nun? Why or why not?
7. The young white man at the prison
Why is this man important? Is he honestly helpful or does he want to keep from failing or
having the sense of failure in this case? What is his attitude in general?
8. John Kumalo
What sort of person is he? Why was he cruel to his brother? What was his general attitude?
What happened in the last meeting between the two brothers? What was your opinion of this
event?

13-L-106
Lagniappe
Cry, the Beloved Country (cont.)

9. Stephen's wife
Though this character is mentioned in only two places, why should she be considered
What is Paton saying about her when he writes, "Then
a very important minor character?
she sat down at his table, and put her head on it, and was silent, with the patient
suffering of black women, with the suffering of oxen, with the suffering of any that
are mute"? What more do we learn about her in Book III?

II. Oollatcral Work

A. Discuss the thread of fear that runs throughout the novel.

B. In an essay discuss the paradoxical statements that are made in the novel:
1. In Chapter 6, Maimangu's statement: "I am not a man for segregation, but it is a pity that
we are not apart."
2. In Chapter 22, the paradox concerning the law, justice, and being just.
"I do not
3. When Jarvis, in Chapter 32, learns that there is to be no mercy, he says:
understand these matters, but otherwise I understand completely."

Lord of the Flies by William Golding (twelfth grade)

I. Preparation
A. Discuss the possibility and plausibility that the events told in the story could actually
occur in this nuclear age.

E. Instruct the students to read the novel so they can visualize the problem and the actions and
decisions made to overcome it, evaluate these actions, and offer alternatives based on their
own viewpoint and experience.
C. Define the British expressions that might present problems in reading and understanding the
novel.

II. The Novel

A. Chapter 1
1. How is the glamour of the situation and the island conveyed to the reader?
2. What suggestions are there that this glamour may be an illusion?
3. How successful is the beginning government likely to be, and why?

B. Chapter 2
1. How secure are the rules of government and on what are they based? 13-L.107

Lagniappe
Lord of the Flies (cont.)

2. Why do the characters feel that the other side of the island is unfriendly?
3. Where does the blame for the child's death lie?

C. Chapter 3
1. How would you describe the nature of the conflict between Jack and Ralph?
2. What is the nature of Simon's experience and feeling?

D. Chapter 4
Can degrees of seriousness and danger be distinguished?

E. Chapter 5
1. What are the expressed attitudes toward the "beast" and what attitudes to life as a
whole do they imply?
2. What does "Man's essential illness" mean to Simon?

F. Chapter 6
1. What is happening to the importance of the rescue?
2. What does the sign from the adult world mean?

G. Chapter 7
1. What is the difference in Ralph's view of themselves and of the sea? Why does it
produce such strain?
2. Why is the ritual dance in this chapter different from other ritual dances?
3. What is the effect of schoolboy language at this point?

H. Chapter 8
In what ways can we now see that this novel is more than a boy's adventure story?

I. Chapter 9
What on the mountain is a sign of man's inhumanity to man?

J. Chapter 10
Why do none of the children fully recognize what they have done and its significance?

K. Chapter 11
1. What is the full symbolic meaning of the conch?
2. What power and desire have finally been liberated in the children?

L. Chapter 12
Is the conclusion just a trick to make a happy ending, or does it serve deeper purposes?
Lagniappe
Lord of the Flies (cont.)

III. Collateral Work

specific
Relate one of-Efie following statements to the novel. Accept or reject the statement, using
illustrations from the novel as evidence for your conclusion.

A. A democratic society must be mutually organized for the survival of all the members.

B. Each member must contribute to the general welfare of all.

C. Leadership in a democratic organization entails a responsibility to all members.

experienced or less
D. The more capable members must assume the guidance and control of the less
capable members.

E. Cooperation in a democratic society must be maintained or chaos will result.

13-1,109
Lagniappe
 a.

BEST COPY AVAILABLE

CAREER CONCEPTS
A. Early awareness of careers is the prelude to future development.

B. The individual in the born resource of society.

1. Individuals have many kinds of careers.

2. Occupations contribute to societies progress.
3. Meaningful, rewarding careers are available to every individual.

C. Work is basic t, human development.

4. Careers require different knowledge, abilities, attitudes and talents.

5. Individuals have different abilities, interests, needs and values.
6. Individuals seek careers for varied reasons.

O. Careers are opportunities for accommodating differences in human development.

7. Careers can be grouped into clusters.

Q, 8, Different careers are interrelated.
9. Every career requires some special preparation and a plan of special preparation
10. Individual careers may change as individuals change throughout life.

E. Environment variability requires variable opportunity.

11. Individuals say be suited for several different careers.

12. World changes, conditions, and environment, affect careers.
13. Individuals adapt to world changes and environments.
14. Careers have different levels of responsibility.
15. An individual's career and careers of others are affected by the individual's
ability to relate with other individuals.
16. Rules, regulations, policies and procedures affect all careers.

CAREER 13-14-110
 JOB CLUSTERS
a
1. Construction Occupations Cluster U. Agri-Business and Natural Resources Occupations
:luster
a. Asbestos and Insulating workers
b. Bricklayers a. Conservation
c. Carpenters b. Ecology
d. Electricians c. Electric power industry
e. Cement masons (cement and concrete finishers) d. Farming, dairying
f. Marble setters, tile setters, and terrazzo workers e. Forestry
g. Operating engineers (construction machinery f. Machinery (farm equipment)
operators) g. Mining
h. Painters and paperhangers II. Natural gas
i. Plasterers i. Petroleum
j. Plumbers and pipefitters
k. Roofers 5. Marine Science Occupations Cluster
1. Structural, ornamental, and reinforcing-
iron workers a. Fisheries development
b. Forecasting weather
2. Manufacturing Occupations Cluster c. National defense
d. Plant and animal life
a. Aircraft, missile, and spacecraft
manufacturing 6. Environmental Occupations Cluster
b. Aluminum industry
c. Baking industry a. Oonservation
d. Electronics manufacturing b. Ecology
e. Industrial chemical indUstry
f. Paper and allied products industries 7. Business and Office Occupations Cluster
g. Petroleum refining
a. Accounting
3. Transportation Occupations Cluster b. Advertising workers
c. Business law
a. Civil aviation d. Marketing research
b. Merchant Marine occupation e. Office workers
c. Railroads f. Personnel workers
d. Trucking industry g. Public relations workers

CAREER 13-M-ill
 JOB CLUSTERS (cont.)

8. Marketing and Distribution Occupations Cluster 12. Public Services Occupations Cluster

a. Marketing research a. Civil service employees

b. Wholesale and Retail distribution b. Librarians
c. Trade c. Nutritionists
d. Public Health nurses
9. Ommunications and Media Occupations Cluster e. Public relations workers
f. Public Utilities
a. Newspapers - printing and writing g. Sanitarians
b. Radio
c. Technology 13. Health Occupations Cluster
d. Television
a. Chiropractor
10. Hospitality and Recreation Occupations Cluster b. Dental hygienist
c. Dentists
a. Camps d. Dietician
b. Hospitals e. Hospital adminstrator
c. Indoor recreation centers f. Medical technologists
Ab.
d. Industry g. Nurses
e. Playgrounds h. Optometrist
!MIA
i. Osteopathic physician
11. Personal Service Occupations Cluster j. Pharmacists
k. Physicians
a. Barbers 1. Veterinarian
b. Building custodians m. X-ray technician
c. Cooks and chefs
d. Cosmetologists 14. Consumer and Homemaking Occupations Cluster
e. Firefighters
f. Guards and watchmen a. Cooperative Extension Service
g. Hospital attendants b. Communications
h. Models c. Department stores
i. Police officers d. Federal Government - U.S. Dept.of Agriculture
j. Private household worders e. Financial institutions
k. Social seAkices workers 4. Food manufacturers
g. Private business
h. Research
JOB CLUSTERS (cont.)

14. Consumer and Homemaking Occupations Cluster (cont.)

i. Social Welfare
j. Teacher

15. Fine Arts and Humanities Occupations Cluster

a. Cbmmercial artists
b. Industrial designers
c. Interior designers and decorators
d. Performing artists
e. Social scientists
f. Teaching

13-M-113
 CAREERS RELATED TO ENGLISH AND LANGUAGE ARTS

Business
Levels Service Clerican and Science and Outdoor General Arts and
Sales iTechnoloci_ Cultural Entertainment
4

Reading Advertising Technical Sports Lawyers Lecturer

Specialist Manager Writer Writer Editor Author
Speech Public Clergyman Continuity Writer
I Therapist Relations English and Actor
Sales Language, Dramatic Critic
LA. or above Engineer Art Teacher Scenario Writer
Traffic Foreign
Manager Correspondent
Tutor
Journalist

Interpreter Retail Cryptographer Radio Script Writer

cn Translator Manager Announcer
II Salesman Reporter
1.S. plus Sales Librarian
'ethnical Person
Secretary

Customs Auctioneer Telephone Copy-writer

Inspector Demonstrator Operator
III Immigration Buyer Printer
I.S. Graduate Inspector Floorwalker
Sales Clerks
.
Foreign
Exchange
Clerk
Stenographers
...._____........----
IV
Jess than Proofreader
I.S. Graduate
Vier"
41.......................................r.v.i, 4, a
Ajre.A.491
L anw.
 CAREER DEVELOPMENT, 7-12

An understanding of self is important throughout life.

GRADE LEVELS EMPHASIZE IN GRADES 7-9 EMPHASIZE IN GRADES 10-12

Behavioral The student should... The student should...

Ob ectives
1. recognize the need for continuous 1. appraise and accept his own abilities,
self-appraisal in a diversified interests, attitudes and values.
society. 2. organize self-appraisal information into
recognize responsibility for self- categories of strengths and limitations.
direction.
3. review personal attributes necessary
to obtain and maintain a job.

Learnin& 1. Read and discuss All About You . Individually prepare and present a speech
Activities (booklet). on one of your interests.
2. View and discuss film,"Choosing Your . Individually complete Personal Profiles,
Occupation." using Sextant materials.
3. View and discuss filmstrip, "Tour 3. Write autobiographies including paragraphs on
Personality The You Others Know." abilities, interests, aspirations.
h. Read and discuss Discovering Yourself 14. Individually discuss your school record with
(booklet). your counselor to help identify strengths and
5. Discuss and define "self direction," and limitations.
"responsibility." 5. Individually list strengths and limitations
6. Individually list things you did in one based on both school and non-school experience,
day.that demonstrated self direction and and relate these to the world of ork, using
explain your reasons for doing them. materials in guidance resource center.
7. View and discuss films, "What You Should
Know Before You Go To Work" and "Getting
and Keeping Tour First Job."
8. Listen to a counselor or personnel direc-
tor talk about attributes employers
look for in hiring and promoting people.
 RR COPY AVAIL48LE

An understanding rou hout life. (cont.)

GRAZE LEVELS EMPHASIZE IN GRADES 7-9 EMPHASIZE IN GRACES 10-12

1. Booklet, All About You - SRA; 1. Sextant Series - Sextant Systems, Inc.
Resources
Film, "Choosing Your Occupation - 2. Booklet, Understanding Yourself - SRA.
Coronet; Filmstrip, "Your Person- 3. School records,
ality, The You Others Know" - Guild. School counselor,
ASSOC. Guidance Resource Center.
2. Booklet, Discovering Yourself - SRA;
Filmstrips, "What You Should Know
Before You Go To Work," and "Getting
and Keeping Your First Job" - Quid.
Assoc.; Resource people: School
)ounselor, Employment Counselor,
Personnel Directors.

Curriculum
Oonsideration English Speech and English

Outcomes The student should... The student should...

1. recognize the need for continued 1. be able to assess his abilities, traits,
iJ interests and needs.
self appraisal.
2. gain an insight as to what makes him 2. develop a realistic attitude toward self.
the way he is and what makes others 3. become more realistic regarding his
the way they are. abilities.
3. realize that he can direct himself to 4. have organized his thinking regarding his
a great extent. strengths and limitations.
4. gain an awareness of characteristic's
necessary to obtain and keep a job in
addition to specific skills.

1. Quality of discussions. . Jounselor-student evaluation of completed

Evaluation
2. Quality of discussions and list of personal profile.
self-directed behavior. . Counselor-student evaluation of school record.
Quality of discussion re: films and Self insights shown in assessment of
3.
reaction to speakers. strengths and limitations.

13-M-116
CAREER
 Sample Activities Developing Career Concepts throuu Vile Language Arts

A. EARLY AWARENESS OF CAREER IS THE PRELUDE TO FUTURE ACHIEVEMENT

Listening Activities Reading Activities Writing Activities Speaking Activities

Visit supermarket, con- 1. Practice reading ex- 1. Copy an experience 1. Show pictures of
struction site, fire perience charts. story written by workers and have
station, or any other 2. Display picture books the teacher. students identify a
job and have students pertaining to the 2. Copy names of few each day.
listen to workers ex- world of work in the parents and their 2. Role play a kind
plain their responsi- reading center for jobs. telephone operator
bility. students to browse. 3. Copy names of helping a child who
Participate in role- 3. Classify workers by school workers is home alone.
Stage playing sitstations the clothes they wear. and their jobs. 3. Participate in com-
1 to follow directions.
posing experience
Listen to school
story charts after e
workers.
field trip.
Listen to parents ex«
plain their responsi-
bility on their job..
.INOMMIMIEM

Listen to the reports 1. Read library books 1. Write the various 1. Identify the variety
of class members con- pertaining to the occupations that of occupations that
cerning occupations various holidays. contribute to holi- contribute to holiday
that contribute to 2. Exchange letters for day celebrations. celebrations and des-
holiday celebrations. oral reading. 2. Imagine students in cribe some ways in
Interview parents 3. Read a book concern- the class as the
Stage which these occupations
about different stores ing a job you find shopkeepers. Write
11 they patronize. are interdependent.
interesting. a letter to one of Role play telephone
Listen to workers
these shopkeepers conversations about
explain their jobs and asking for some goods and services.
the reasons for seeking service or merchan-
that job. Interview a worker.
dise.
3. Write an outline to
follow in interview-
ing a worker.

CAREER 13-M1,-117
 AST COPY MADIM
A. EARLY AWARENESS OF CAREER IS THE PRELUDE TO FUTURE ACHIEVEMENT
(Cont.)

.., -
Listening Activities ading Activities Writing Activities Speaking Activities

1. Invite individuals 1. Research several 1. Write up a report 1. Give an oral report to the
who represent a jobs of interest. of your findings. group.
crows section of Read career briefs, 2. Write an autobio- 2. Create a skit from readings.
the occupational biographies, and graphy.including
structure to speak. fiction. a career interest.
2. Listen to tape 3. Record interviews
ige recordings of with different
A various workers workers.
describing their 4. Write a story about
occupations. what the world would
be like if there
were no
occupation.

1. Listen to a panel 1. Survey the want- 1. Make a job analysis 1. Practice a job interview.
of former students ad section of the using a prepared 2. Survey the workers i- your
WO who are currently local newspaper guide. neighborhood and compile your
I employed. and make a list 2. Write thank-you lists. Categorize workers in
of the variety of letters to the job clusters. Discuss the types
jobs that are participants on of work done in the community.
. available. the panel.
 B. THE INDIVIDUAL IS THE BOHN RESOURCE OF SOCIETY

istening Activities Reading Activities Writing Activities Speaking Activities

Listen to peers i. Read picture 1. Write a list of 1. Tell what you feel you
tell about their story books about your good points can be proud of about
good points, famous people from the teacher's yourself.
and their contri- list. 2. Discuss jobs done at
butions to others. 2. Compose with the home. (Variation;
Stage 2. Find pictures of teacher's help pantomime job; students
1 jobs (in magazines) a letter to the pose questions about
not yet discussed local radio or details.
in class. (Talk TV station re-
about these.) questing a
visitation date.
Z

N
1. Listen to workers 1. Read about jobs that 1. Write about current 1. State how your interests
discuss their are available and interests and abili- and abilities will con-
occupations in needed in your area. ties. tribute to society's
terms of contri- 2. Read biographies 2. Write a letter to a progress.
buting to society's about people who famous person and
Stage progress. became famous ask "What do you
11 e Let a well-knoin through their work, like best about
person describe your job?"
his work to the
group.
 PEST COPY AVAIIARE

B. THE INDIVIDUAL IS THE BORN RESOURCE OF SOCIETY

(Cont.)

-.11, r
Listening Activities Reading Activities Writing Activities Speaking Activities

1. Listen to a counse- 1. Read such booklets 1. List things you did 1. Discuss "self-direc-
lor or pt:sonnel as: All About You, in one day that tion" and responsi-
director talk Discovering Your- demonstrated self bility."
about attributes self, etc. direction and 2. Discuss booklets
employers look for Tg Guidance explain your read concerning self.
Stage Series) reasons for doing
in hiring and pro-
111
noting people. them.

.---------.41.- ....-
1. Listen to a worker 1. Research various 1. Prepare a speech 1. Present a speech on
identify several occupations that on one of your your interests to
satisfying alterna- contribute to interests. the group.
tives that could society's pro- 2. Discuss your school
Stage record with your
utilize his talents. press.
IV counselor to help
identify strengths and
limitations.
 C. WORK IS BASIC TO HUMAN DEVELOPMENT

Listening Activities Reading Activities Writing Activities Speaking Activities

1. Listen to parents 1. Read picture books 1. Write from a list I. Discuss why people
and school workers and find out why the reasons why work.
tell the reasons people work. people work. 2. Discuss "Who Am I?" -
they vork. 2. Read and discuss the 2. Complete open- My Outside-Self/My
Stage poem, "Robert, Who ended sentences: Inside-Self -
I Is Often a Stranger I can a. Name? Color of
To Himself," I can't eyes? Size? etc.
Gwendolyn Brooks, b. What makes me sad?
from Bronzeville What makes me happy?
Do s and Girls. Do I like myself?
Do I like other
people?
Do other people like
ise1 etc.

I. Listen to counselor 1. Read a story designed 1. Write a short story I. Discuss how personal
discuss traits to teach human values. that describes your characteristics affect
necessary for work (e. gls The Human interests and your career choice.
success. Value Series, Steck- attitudes toward 2. Discuss individual
Stage vaugRn Co.) work and success. differences in abilities,
11 2. Collect magazine pie- 2. List several habits interests, attitudes,
tures portraying and attributes that and values.
people at work, help you get along
Write captions of the with other people.
abilities and atti-
tudes you interpret
in the picture.
 C. WORK IS BASIC TO HUMAN DEVELOPMENT BEST COPY HAIM
(Cont.)

Listening Activities Heading Activities Writing Activities Speaking Activities

1. Listen to partici- 1. Read a biography. 1. Prepare a chart 1. Role pla n character,

pants role play one Prepare a career comparing your depicting known inter-
incident of success ladder, reporting qualifications eats and attitudes of
and one incident of each step taken (interests, different class members
failure in their by the character aptitudes, etc.) and ask the class to
own life experience, in the story. for a tentative guess who is being
dramatizing the occupational choice portrayed.
Stage effect these had on with those listed
111 their personal in the Occu ational
characteristics. Outlook Handbook,
as appropriate
for that occupa-
tion.
..
..-----
1. Listen to a worker 1. Prepare a report of 1. List five people 1. Interview a worker in
who is 90 years personal and physi- in history or three different occupa-
old or more, and cal traits required literature or tions and compare your
learn what life in the occupation whom you know, interests, abilities,
experiences have of your choice; who have been aptitudes, values and
Stage affected his career References: successful in attitudes to those of
1V
development (values, Guide to Careers more than one the worker.
attitudes, abilities, Through Vocational_ occupation.
aptitudes, etc.). Training 2. Write an essay
Occupational, about an experi-
Outlook Handbook ence you have had
Encyclopedia of which has affected
Careers and Voc. your personal
Guidance. characteristics.
-....
 D. CAREERS ARE OPPORTUNITIES FOR ACCOMMODATING DIFFERENCES IN HUMAN DEVELOPMENT

Listening Activities Reading Activities Writing Activities Speaking Activities

1. Listen to a worker 1, Read about job 1. Write the nftmes 1. Discuss what each worker
from an occupa- families (groups of an occupational does in his job using an
tional family of jobs in a par- family, occupational family.
under study give titular field). For example, health
Stage job demonstra- occupations--nurses,
1 tion. doctors, druggists, lab
technicians.

1. Listen to students 1. After classifying 1. Write a play about 1. Talk to parents or some
describe how skills thirty familiar someone who did older person, or look in
taught in reading, occupations listed not take the res- an old newspaper or
math, and spelling on the board into ponsibility for magazine, and name one
would be necessary your own system, his career explore- job that is no longer in
in each of three read your classi- tion and choice. existence, and one that
Stage
11 occupations. fication to others 2, Develop a chart of has changed, and explain
(1 skilled, 1 tech- in the class. De- personal traits: a possible reason.
racial, 1 proles- tide how your class- courtesy, initia-
sional) ification differed tire, cooperation,
from 15 Job Clusters honesty, neatness,
of U. S. Office etc. Rate your-
Classification. self above-average,
average, below.
average.

/
 BEST COPY HARARE

D. CAREERS ARE OPPORTUNITIES FOR ACCOMMODATING DIFELRENCES IN HUMAN DEVLIAJPMENT

(Cont.)

Listening Activities Reading Activities Writing Activities Speaking Activities

---
i. Listen to pcoplo 1. Research three career 1.. Describe in writ- 1. Participate in a
from at least choices in three ing the nature of class discussion of
three training sites clusters in the your tentative findings in DOT and
which you right uti- Dictionary of Occupa- occupational choice. OOH.
Stage
line in preparing tional Titles and/or 2. Prepare a list of 2. Interview a high
111
for an occupation Occupational Outlook questions on course school student on
which you are inter- Handbook. offerings to ask a curricular and extra-
ested in exploring. 2. Help a younger child high school counse- curricular programs
improve his reading lor. available.
(with teacher guid- 3. Plan a four-year 3. Discuss (and classify
ance). high school pro- on board) occupations
gram which corres- consisting of contact
ponds to your ten- with things, ideas,
tative career. people.

i. Listen to students 1. tsearch those 1. List three occupa- 1. Interview a person

classify familiar occupations that tions you might who is working in
occupations into a would utilize the consider entering, two of your tentative
classification sirs- skills in each of and prepare a career choices, and
tem and compare their your subjects. course of study find out how his job
classification with 2. Name five institu- from your present has changed in the
the U. S. Office tions of higher grade to job entry. last five years.
Classification. learning where you 2. Interview 3 people
2. Listen to someone might secure special who employ atenogra-
who has taken a training for a phers and find out
course by corres- career you're consi- qualifications they
pondence to tell how dering. Consult demand of applicants
it has helped him. the catalogs; com- for positions.
pute the coat of
attendance.

13-M-124
 E. ENVIRONMENTAL VARIAnit.rry REQUIRES VARIABLE OPPORTUNITY

Listening Activities Reading Activities Writing Activities Speaking Activities

..
,

Listen to a worker 1. Read from a chart 1. Write several 1. Talk to parents or

1.
outline his duties, the rules and qualities that some older person
regulations made you think will and discuss certain
rules, regulations
by the class and help you get occupations which
and policies of
compare these along with have changed in the
his job.
with a worker's others, community.
Stage
1 rules and regu-
lations.

Listen to an employer 1. Read about a famous 1. List two per- 1. Present a play or
1.
discuss the specific person who exhibits sonal quali- tell a story about
traits that are en ability you hold ties you can a group of workers
develop to help working together, N
essential for an in high regard.
When you give your you work with and how they get 1
employee to succeed
ih his plant or report, tell why others and demon- along. Conclude
business. you chose the per- strate your commit- by expressing the
Stage son you did. ment by using them different levels
11 in the classroom, of responsibility,
2. Explain how one
job has been changed
by automation.

CAREER 13-M-125
 Bat copy AVAILABLE
E. EWVIRONMENTAL VARIABILITY REQUIRES VARIABLE OPPORTUNITY
(Cont.)

Writing Activities Speaking Activities

Listening Activities Reading Activities

1. Analyze your own 1. Interview school

Listen to someone who 1. Research at least 5
I. workers and deter-
job fields which characteristics as
has traveled or worked mine how the
have come into they relate to your
abroad. (Perhaps a worker's job des-
existence since work environment at
teacher, parent, or cription compares
1950. Report find- school, at home or
serviceman could be with his official
ings to the class. in the community,
invited.) job description.
. Study and discuss a identify one area
2. Listen to a report 2. Name three advan-
St age sample letter of of incompatibility
(by students) of the tages and three
111 job application and outline a plan
physical characteris- disadvantages of
provided by the for achieving har-
tics, work, dietary working on foreign
teacher. mony.
habits of people in soil.
countries outside the
U. S.

Research rules, regu- 1. Write an analysis of 1. Interview the

. Listen to a person who .
how your two tenta- personnel managers
is working in two of lations, policies
tive career choices of two industries
your tentative career and procedures that
could advance techno- which have been
choices, and find out affect your two
logically, and advance influenced by
levels of responsibi- tentative career
ideas of how this technological
lity; world change, choices.
would affect you, and advances to ascer-
conditions, and tain the influence
Stage environment that then plan strategies
1V for additional train- of technology on
affect the careers; employment.
ing, etc.
human relationships
which exist, etc.
 Supplementary Career Activities

student selects one

1. Occupational Licensing - Given a list of occupations requiring licensing, each
restrictions are required and
to explore in depth. He explains why such
what effects they have on workers.
Ask
Societal Changes Have students list jobs or occupations that have become obsolete.
2. affected
the class to determine in group discussion what societal changes
these jobs.
and function of
3. Unions - Guide students in investigating the history, structure,
responsibility of members and leaders,
unions. Have students discuss the
disadvantages of union
what jobs are available and the advantages and
membership.
numbers. The
4. Social Security - Have students explore the importance of social security
materials and
students interview parents and employers, read available
Have all eligi-
possibly invite som:cne from the Social Security Office.
ble students apply iur a social security card.
with the class. In
5. Music World Have students bring their favorite recording to share
such record-
oral discussions explore student knowledge and ideas about how
this production (compo-
ings are produced. Discuss occupations related to
vocalist, studio
ser, lyricist, arranger, conductor, instrumentalist,
engineer and managers, promotors, manufacturers, advertisers, jacket
jockeys,
designers, publicists, distributors, music-store proprietors, disc
occupations and place them in the order in
etc.). Have students list these
which they contributed to the recording. Initiate group discussion about
the pros and cons of careers in the music industry. Ask such questions
What happens to musicians who do
as: What are the chances of success?
Are they all
not succeed? What happens to musicians who become stars?
affected in the same way?

6. Vocation and interests, each as a

Have students discuss the potential of hobbies and
9M. various ways
Avocation vocation and an avocation. Guide the class in recognizing
well-roundedi
in which avocations can be combined with a vocation to make a
individuals who have neglec-
rewarding life. Ask students for examples of
Discuss with the class
ted their vocations in favor of ti.eir avocation.
13-M-127
CAREER
 EST I !NAM
Supplementary Career Activities (cont.)

why these situations came about and how might they be altered.

7. Driver Education - Students taking driver education might explore the occupations in which
driving skills are used* A class project might include making an occupa-
tional handbook containing information about training, responsibilities,
working hours, salaries and training depicting the range of occupations and
vehicles each uses (cab, truck, tractor, racing cars, motorcycle, ambulance,
etc.). Writing and presenting skits depicting the life styles of each kind
of worker can be added to this activity.

8. Technical Language - In a typing class initiate en irvestigation of various printed matter con-
taining highly technical language. It may not be a requirement that students
understand the material, but it could be most boring to type materials that
are not understood. With this in mind, give students materials related to
their chosen employment.

9. Industrial - During a group study of different kinds of retail work, plan en activity
Occupations that will enable students to experience several of the occupations that were
explored. The class might rent space in a building and run a resale store.
The students will buy articles from the general public, and resell them at
a profit. They plan their margin of profit based upon overhead expense.
Set up a personnel office where students apply for jobs (manager, accountant,
payroll clerk, supervisors, clerks, cashiers, stockroom assistants, security
guards, publicity and advertising, etc.). From time to time have review
sessions where students may identify problems. Discuss employment policies,
wage increases, profit sharing, dress code, need of a union, etc. and work
them out in bargaining sessions.

10. Unusual Occupations - Have students develop a list of occupations they feel are unusual. Suggest
that each student selectone of the occupations to explore in greater depth,
giving information on training required, amount and regularity of income and
working condition. The students will discuss before the class their attri-
butes; positive or negative, in relation to the occupation.
 EXPLORING AN OCCUPATION

1. What is the title of the occupation?

2. In which firma or businesses is employment available?

(b) people, or (c) things? What activities does
3. Does the worker work with (a) ideas (data),
he perform in relation to these categories?

1. How is the employer benefited by the worker?

worker? (Required or desired)
5. What qualifications or preparation is needed by the
(Pay, satisfaction, work values and interests)
6. What benefits are received by the worker?

7. What opportmities are there for advancement?

8. 13 the need for the occupation increasing or decreasing?

9. What are the working conditions and environment?

10. What personal characteristics are helpful for workers to have?

of this occupation?
11. What are the specific advantages and disadvantages

12. Would you like to be employed fin this occupation?

CAREER
 WANT-AD WORDS AND THEIR ABBREVIATIONS

adv. advertising H.S. high school

aft. after hvy. heavy
a.m. morning incl. including
appt. appointment ind. industrial
asst. assistant (helper) Jr. Junior (beginner or assistant)
bet. between lic. license
bgn. begin or beginning lt. light (a little)
bldg. building mach. machine
bus. business maint. maintenance
clk.- clerk manuf. manufacturing (making things)
Co. company mech. mechanic or mechanical
coll. college med. medical
comm. commission (pay based on mgr. manager
how much business you do) mo. month
const. construction nec. necessary (must have)
corp. corporation (big company) op., oper. operate or operator
dept. department pd. paid
dir. director p.m. afternoon or evenings
div. division (part of a pref. prefer
company) pt. part or part-time
elec. electric refs. references
empl. employment eel, salary
eqpt. equipment secy. secretary
etc. and so on sh. shorthand
eves. evenings sr. senior
exc. excellent temp. temporary
exp. experience trnee. trainee (beginner
ext. extension (some telephones typ. typing or typist
have an extension number) U-W Underwriter (insurance salesman)
ftr. future wk. week or work
gd. good wkr. worke,
gen. general wpm. words per minute
grad. graduate yr. year
hosp. hospital
hqtrs. headquarters (main office)
hr. hour
hrly. hourly

CAREER 13-M-130
 A Checklist for Evaluation of the Curriculum

Guide in Language Arta

(K-12)

Below is a checklist that will be helpful in revising the guide. Use the scale
below to check the degree to which the following characteristics are exhibited
in the guides. (5 indicates the highest degree.)

2 3 4

1. To what extent have you made use of this guide?

2. Objectives are stated in simple, concise terms.

3. Objectives provide for local needs and conditions.

3
4. Objectives are in terms of actual expected achievement,

5. The sequence of objectives is psychologically sound.

6. Objectives in the guide are in harmony with objectives

of the school. ...

Procedures and activities are directly related to the

objectives.

8. Procedures and content are adaptable for both slow and

rapid learners.

9. Suggestions for pupil-teacher planning are included.

4
C-1
 T

1 2
10. Examples of meaningful application of the language arts
within the experience of the students are given,
.
11. Curriculum activities suggested are geared to the needs,
interests, and maturity levels of students,

12. Career activities suggested are geared to the needs, in-

terests, and maturity level of students.

13. Career activities are related to curriculum objectives

and activities,
i

. 4 .

14, Career activities are related to generally accepted con- 1

cepts of career development,
1

15. Career activities and procedures suggested help each stu-

dent to develop a clearer perception of himself as a
person of worth with a realistic and positive attitude
toward becoming a productive worker.
A
I

16, Mphasis is on the change in the student, rather than the

factual content,
11 4

17. In general, this guide provides a resource of how career

education can be integrated with the language arts curri- 1

culum,
I I

Note:
A. Please offer specific suggestions for improving characteristics rated
1, 2, or 3. (Use additional sheets, if necessary.)
 01110111

B. What could be added, changed, or deleted to improve tho final draft?

 1 4

C I t El COACtP? CUMM&LATIUM CHM Ur COPY HARARE

s.A.AL. I Giti i
SuC101.1. SIUDILS 21411222irt ICS WAWA urts 1L.AL:111
CAILLM COPC41023 12.61C LAM.. Au: Wit 111.11:1611

spa Sfrowindart Section POMO.

irk, emoremees .f eerier* I. the retel 1.112 It
5-2-23 Pre-I
felons achwevamest. ...1,2,7,406,14,20,21,22,25,24,20.12 4 / 1102,1.7.
39,40.44.45. :1.:t 21
a- 601,18,22,31,42,46,5h 17,29
3--11,2(10,2*,12,25. 34
-Tr-77.
4.-20,4,),12,19,14,20,21,22,24,2502,
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5-100,19.1)04.
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Russian:
50,51,52,51.540,- -ETTY:
11--1,),4,11,s5,14,17,19,30131.12123,25.
ae. Owlish!
22 -.12,4,110.10m.
18----1ia18/8185.58,31. 100
13--212,111,112,21),214,113,216,117,218,
127,128,221,130,131. :It

124
11111.1110'
Section Popes 142
1- 21,23,25, 13,2405,
The iodividual is the %own resource of
27.2800 16,11.21.
society. 1...16.11(.19,2n.23.23,25020404040.44, :a
45.
2 -- 11,14,22,31,42,16,17,31.
4,16,22,511, 5 --1,2,102,24.
4-2,5,32,13,21,22,2502. :". N14
1 Irdioiduale have :any kinds of 1-1-12
careers. 2-2-3 102,106,114,
122.1)002U C--ln.19,20,22. :1*
3-6-11 71,1:5
7 1,20.13,15,19,21,27,24,2709,4n.44, trfneh
49.50.51.52.57,54,55.
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svoiltibto to every indivi- 114,115,116,119,120,127,120,129,13Q.
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1-16,10,21,22,27,25.27.34.0.40.45.
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t

A Checklist for Evaluation of the Curriculum

Guide in Language Arts

(K-12)

Belou is a checklist that will be helpful in revising the guide. Use the scale
below to check t!-(1 degree to which the following characteristics are exhibited
in the guides. (5 indicates the highest degree.)
. I

1 1
2 3 1
14

1. To what extent have you made use of this guide?

2. Objectives are stated in simple, concise terms,

_ ,,.........o
3. Objectives provide for local needs and conditions.

4 Objedtives are in terms of actual expected achievement.

,
5. The sequence of objectives is psychologically sound.

6. Objectives in the guide are in harmony with objectives

of the school. .1b. , Air ...
7, Procedures and activities are directly related to the
objectives. 4,411
8. Procedures and content are adaptable for both slow and
rapid learners,

9. Suggestions for pupil- teacher planning are included.

_k_
C-1
 10. Examples of meaningful application of the language arts
within the experience of the students are given.

11. Curriculum activities suggested are geared to the needs,

interests, and maturity levels of students.

12. Career activities suggested are geared to the needs, in-

terests, and maturity level of students.
ow.*

13. Career activities are related to curriculum objectives

and activities.
OHOMIM111101.011114

Career activities are related to generally accepted con-

cepts of career development.

Career activities and procedures suggested help each stu-

dent to develop a clearer perception of himself as a
person of worth with a realistic and positive attitude
afib toward becoming a productive worker.
biu
16. Milphasis is on the change in the student, rather than the
factual content.

17. In general, this guide provides a resource of how career

education can be integrated with the language arts curri-
culum,
1

Note:
A. Please offer specific suggestions for improving characteristics rated
1,-2, or 3. (Use additional sheets, if necessary.)

C-2
4*

8. What could be added, changed, or deleted to improve tho final draft?