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ABSTRACTDOCUMENT RESUME

TE 002 783

A Resource Bulletin for Teachers of En_lish: Grade Eight.Baltimore County Public Schools, Towson, Md. 71

404p.Baltimore Coun y Foard of Education, Towson, Maryland

21204 ($8.00)

MF-$0.65 HC-$16.45

Academic Achievement; Attitudes; Bulletins;Communication skills; *Course Content; CulturalEnrichment; *Educational Objectives; EducationalPrograms; *English Curriculum; EnvironmentalInfluences; Evaluation; *Grade 8; Junior High

Schools; Motivation Techniques; Reading Skills;*Resource Materials; Second Language Learning:Standards; Student Ability; Task Performance;

Teachers; Teaching Guides

This document is a guide for the junior high school

and is aimed at the average and above-average student in the regularEnglish program. Objectives of the English program, among others,

are: (1)to help pupils appreciate that language is the basis of all culture, (2)to provide opportunities in a natural setting for the

practice of communication skills which will promote desirable humanrelationships and effective group participation, CO to train inthose language competencies which promote success in school,

((4)to develop pupil motivation for greater proficiency in the use of language,

(5)to teach pupils to listen attentively and analyticallyand to evaluate what they hear, (6) to give pupils a sense ofsecurity in the use of their native tongue,(7) to develop competencein those reading skills and appreciations necessary for the

performance of school tasks,(8) to help pupils develop criticalattitudes and standards in evaluating and choosing among books and

periodicals,

(9)to provide pupils with opportunities for creativeexpression on the level of their capacities and interests, and (10)to promote awareness and u8e of the cultural facilities in themetropolitan community. The present program presents major units for

each grade, 7-9. (mq

U S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE.

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORDANITATION ORIGINATING II

POINTS OF VIEW OR OPINIONS

STATED DO NO1 NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCAlION POSITION OR POLICYBOARD OF FLUCATIDN OF BALTIMORE 00017

A REWURCE MUM/ FOR TEACHERS OF ENGLISH

GRAM EIGHT

Prepared by teachers in the Baltimore County Public Schools in 1967-1970 Workshops Stella H. Johnston, Supervisor of English, Chairman A. Mbrris Trent, Specialist in English, Chairman of 1969 Workshop

Jean C. Sisk, Coordinator of English

Benjamin P. Ebersole

Director of Curriculum

and Instructional Services

Joshua R. Wheeler

Superintendent

Morwson, Mhryland

1971Mary Kilen

Saterlie

Coordinator, Office of

Curriculum Development

Katherine M. Klier

Curriculum Consultant

Jerome Davis

Assistant Superintendent

in Instruction "PERMISSION TO REPRODUCE THIS

COPYRIGHTED MATERIAL HAS BEEN GRANTED

S

TO ERIC AND ORGANIZATIONS OPERATING

UNDER AGREEMENTS WITH THE U.S. OFFICE OF

EDUCATION. FURTHER REPRODUCTION OUTSIDE

THE ERIC SYSTEM REQUIRES PERMISSION OF

THE COPYRIGHT OWNER."

ECARD OF EDUCATION OF BALTIMORE 0JUNTY

Towson, Maryland 21204

H. Emslie Parks

President

Eugene C. Hess

Joseph N. McGowan

Vice President

Mrs. Robert L.

BerneyRichard W. Tracey,

Mrs. John M. Crocker

T. Bayard WilliamJr.

Alvin Loreck

Mrs. Richard K. WVerfel

Joshua R. Wheeler

Secretary-Treasurer and Superintendent of Schools

ACKNOWLEDGMENTS

ecial thanks are due Mrs. Florence Allard, Mrs. Alice Adams, Miss Patricia Condon, and Mrs. Constance Dewey for their secretarial assistance in the preparation of this publication. The units tn A RESOURCE BULLETE4 FOR TEACHERS OF ENGLISH were originally prepared wider the direction of

G. Alfred Holwig

Director of Curriculum

and Instructional Services (retired)

Milliam S. Sa

SuperintendentAnna G. Shepperd

Assistant Superintendent in

Instructional and Personnel

Services (retired

torius retired)

Committee Memb

1967 Workshop

Michael DeVita

Bruce Gair

Patricia Gardner

Eleanor Hesen

Norman Himelfarb

Violet King

Doris Mellor

Anna Massina

Fred Osing

Mhrgaret Park

Marian Sibley

Irene Wilcox

1969 Workshop -English

for Less Able Students

Morris Trent

Wesley Bone

Utlter Gover

Violet King

Rose Kottler

Robert West1969 Workshop

Wesley Bone

Michael DeVita

Bruce Gair

Patricia GardnerWilliam Kildow

Donald Maxwell

Jean Mulholland

Marian Sibley

Joseph Tivvis

Morris Trent

Robert West

1970 Workshop - English

for Less Able Students

Kathryn Dunkle

Bruce Gair

Paul Hester

James Hueaman

Donald Marani

Lauralee Tidmarch

31DRRTORD

The RESOURCE BULLETINS FOR TEACHERS OF ENGLISH, Grades 7, 8, and 9 represent the initial publications of a new program for junior high school

English.

The work on these bulletins was begun during the school year 1967 by a team of three teachers (Mrs. Marian Sibley, Mrs. Margaret Park, and Miss Patricia Gardner) and supervisors (Mrs. Stella Johnston, Miss Jean Sisk, and Mrs. Louella Woodward).

The importance of the task was explicitly

recognized by the Board of Education and the Superintendent's staff in their willingness to release the three teachers full time during the school year, February to June, In order to set up a sequence of units and a general guide for the summer workshop committee that finally produced the units presented in this publication. The units were experimental in the sense that they were tried out during the school year 1967-1968 and revised in a more permanent form during the summer of 1968. The framework of the program as a whole, however, is flexible enough to provide a more permanent curricular base, one capable of change and adaptation for a number of years. Because the junior high school program is not a revision of former courses of study in English, it reflects many of the most innovative ideas in the teaching of secondary English as well as the soundest and most successful methods and content of the past.

Above all, it represents a

pioneering attempt to establish a deliberately articulated sequence of progression in language skills, concepts, and attitudes for students of junior high school and middle school age. The Board of Education and the Superintendent extend their sincere appreciation to the members of the committee for the truly monumental task they accomplished during the school year and the summer workshop.

William S. &irtorius

Superintendent of Schools

Towson, Maryland

September 1969

GRADE EIGHT

CONTENTS

Introduction to the Program in English, Grades 7, 89 and 9 aaaaaa

Present Program

000000000S0 ** 000&* 000,000

Sequence of Units

.. 020 0a*00ap0a0 90000000

Unit Summary Charts

Adaptations in the Junior High School English Program for Students with

Verbal Difficultiesxl

Overview of the Junior,High School Language Program *xliv

Characteristics of Good Instruction in English

xlix UNITS

Words and Things

000000000.******* 00L-1

Not for the Timid

.F-1

Not for the Timid, Adaptations for Less

Able StudentsF-27

Regional and "Occupational"

Dialects.e..... 0 00L-11

Stories of Gods and Goddesses

M-1

Stories of

Gods and Goddesses, Adaptations for Less Able

Students......M-24

L-18

The Play's the Thing

D-1

The Play's the Thing,

Ada taons for Less Able StudentsD-29

The Story in the Poem

P-1 The Story in the Poem Adaptations for Less Able Students aae

What's News

NF-1

What's News?

Adaptations for Less Able StudentsNF-29

The Outsider

TH-1

The Outsider, Adaptations for Less Able Students

TH-27iv

Writing Codes and

Symbols

Recommended L1brry Reading

Appendices

Written Composition in the Junior Righ SchoolRLR-1 A-1

The Compo ition Sequence

*0000 OOaaA-2 The

Composition Folder0I000000***00A-4

Types of Composition Activities and Exercises

A-5

Composition Activities and Exercises

A-6 Language Concepts and Their Relationship to Literature and

Composition

a0.OOO00000I000A-16

The Language Sequence

OOOOOOOOOOOOOOOOOOOaA-17

A Basic List of General Language Concepts

..0.00.0000A-20 Language Understandings Applied to Literature and Composition .*A 24

A Point of View About Grammar

A-37

A Glossary of Grammatical Usage

A-38

Teaching Usa e

OOOOOOOO .88800a088A-48

The English Teacher's Professional Library

A-52

The paging code is as follows:

F -fiction unit mythology unit

P-poetry unit

themes unitD-drama unit language units NF -non-fiction unit RLR recommended library reading A -appendices

UTRODUCTZION TO THT PROGRAM IM EOGLISH

Grades 7, 8, 9

Back round of the Present Course

For the past twenty years, the Baltimore County program in English was correlated with the program in social studies, in a "Core" curriculum.In Core, English language skills of reading, writing, listening, and speaking were practiced and learned within the context of the social studies as well as in the literature units "outside the Core."

This arrangement had the

advantage of providing meaningful situations for skill maintenance, for all too often the teaching and maintaining of skills became sterile ends in them- selves.Because skills must always be considered as means to manipulate ideas, the social studies content provided an excellent ideological base for the use of communication abilities.

The re-examination of the County curricula, how-

ever, resulted in the return to the teaching of English as a separate disci- pline. Since 1965, when the change from Core to separate English and social studies programs was taking place, the teachers in grades seven, eight, and nine have -- with the help of supervisors and department heads -- pieced to- gether an English program utilizing the former literature units "outside the Core," the recommendations for teaching language concepts that were compiled during the summer workshop of 1965, and the suggestions for developing the language skills that were formerly related to social studies content. The need to provide a content of ideas within the field of English itself had become crucial by 1966.Fortunately, the Board of Education, the Superin- tendent and his staff, and the Director of Curriculum recognized the gravity of the situation; and for the first time in the history of the County three teachers were released full-time for curriculum work during the school year. These three teachers (Mrs. Margaret Park, Mrs. Marian Sibley, and Miss Patricia Gardner) worked with Mrs. Johnston, Mrs. Wbodward, and Miss Sisk from February to June to establish the general objectives of the junior high school English program, to project a sequence of units for the three grades, Fnd to write model units that could serve as examples of procednres for mem)ers of the summer workshop.The members of the workshop met several times during the spring, so that by the time the workshop began, each member understood his assignment. The units that appear in this guide are the results of these teachers' work, and although eulogies are not usually considered appropriate to introductions like this, it would be less than courteous not to comment on the devotion, tireless energies, professional attitudes, and ungrudging acceptance of supervisory criticism and help that these teachers exhibited. When one considers that in the fell of 1966, there was no junior high school course of study in English, the achievement of this relatively smnll committee of teachers is truly ramarkable. Extensive and excellent as these units were, however, they represented only the first stages of a complete program for grades 7, 8, and 9.The 1967 guide attempted, for example, to project a sequence of difficulty levels in exposi- tory reading, reading of literature, written composition, discussion and speech abilities, understanding and application of concepts about the English language -- a sequence, in short, that is "programed" from simple to complex and which was based on the most accurate and humane ideas about what constitutes a "good" English program that were currently available.

During the year 1967 and

1968, teachers tried out the proposed English curriculum in their classrooms and

reported back to the workshop committee for 1968 their reactions as to grade placement of particular content and The 1968 curriculum committee tightened sequences in both content and language skill development by relocating some units, e.g., placing the poetry unit "The Story in the Poem" in grade 8 and "The Sanses of the Poem" in grade 9, and by revising and redeveloping all the other units, excepting only the mythol- ogy units and the seventh grade poetry unit.

New language units, three short

ones on communication, on dialects and usage, and on the structure of the English language for each grade level, were projected.All of the units, whether liter- ature or language centered, provide for considerable flexibility in implementation. The present guide for the junior high school was prepared for the average and above-average student, for the "regular" English program.

While some of the

suggested activities are inappropriate for the slowest-moving sections, others can be adapted for use with below-average classes.In order to demonstrate how units for the less able can be structured closely to the regular program, thequotesdbs_dbs35.pdfusesText_40

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