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DOCUMENT RESUME

ED 074 488

CS 200 358

TITLE

The English Language Arts and Basic Skills Programthe Bellevue Public Schools. Junior High Level.INSTITUTIONBellevue Public Schools, Wash.PUB BATEOct /2NOTE457p.Draft 2AVAILABLE PROBellevue Public Schools, District 405, 310 102ndAvenue, NF; Bellevue, Washington 98004 ($5.00)

EDRS PRICEDESCRIPTORSMF-$0.65 HC-$16.45Affective Objectives; Cognitive objectives;

*Composition Skills (Literary): Creative Writing:*Curriculum Guides; English; *Junior High Schools;*Language Arts, Language Skills; *Literature;,Literature Appreciation; Secondary Education; SpeeeValues; Vocabulary

ABSTRACT

This curriculum guide discusses an English languagearts and basic skills program for the junior high school level. Theprogram is designed to reflect the learner's point of view. Theauthors argue that education is not so much a matter of objectives

or-subject content as it is a matter of what happens to the student.Accordingly, this guide discusses teaching methods and activitiesthat reflect what happens to students when theyuse language. Theguide begins by discussing assumptions and.expectations of theprogramIt then describes activities that reflect stages ofalanguage cycle beginning when we become aware thata speaker orwriLer has said something to us. These stages, themajor divisionsofthe guide, are identified as (1)"the way others say things are,"(2)"the way I say things are," (3)"the way I say things might be,"(4)"the way I say th3cje should be," and (5)"the way I say I am." Theguide also includes a discussion of basic skills for the writingprogram and supplementary material (list of response techniques,communication skills for career education, teacher. reference guide,John Hersey"Hiroshima," creative writingnewspaper, notesonimprovisan), 1-hat may be used with the guide. [See CS 200 357 andCS 200 359 for related documents.] (Author/DI)

AS1017E1/871:390U.S. DEPARTMENT OF HEALTH.

EDUCATION & WELNAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORM, INATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILY

REPRESENT OFFICIAL OFFICE OF EDu

CATION POSITION OR POLICY

THE ENGLISH LANGUAGE ARTS AND BASIC SKILLS PROGRAM of the

Bellevue Public Schools

Draft Two

October, 1972

JUNIOR HIGH LEVEL

--PERMISSION TO REPRODUCE THIS COPY-

RIGHTED MATERIAL HAS SEEN GRANTED

BYBellevue Public

Schools, Wash.

TO ERIC AND ORGANItATIONS OPERATING

UNDER AGREEMENTS WITH THES. OFFICE

OF EDUCATION FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNERIn Production by Teachers of

Bellevue Public Schools

Bpllevue, Washington

James W. Sabol

Coordinator for English Language

Copyright

Bellevue Public Schools

1972

PREFACE TO THE SECOND EDITION

Draft Two of the Bellevue English Language Arts and Skills Program is a remarkable document.

Draft One was a considerable achievement in that

district-wide committees of teachers and parents could agree, even in a tentative way, upon a single set of Expectations for all students in the

Bellevue schools.

Having arrived at a first draft of these experiences in English, the amount of work that followed in writing sample activities, producing EEE kits, and correlating pages of New Directions in English, was truly prodigious. In the light of this great amount of work,Ifind it remarkable that the Curriculum Department and contributing teachers would, at the end of the first year, take the trouble to interview every teacher of English Language Arts in every building of the district, invite criticism, then go back to the drawing board to produce the .kind of program that even more nearly represents the wishes of the majority. This is a responsive and responsible process.In a democracy there can be no other way, andIconsider it a tribute to Bellevue teachers that they should embrace such a process in searching for better ways to teach children. Clearly, each of us has an obligation to help carry out this program. Teachers will need to work with it and contribute to it, department leaders and principals will need to help introduce and implement it, curriculum representatives will need to provide in-service training for it.

And none

of us should be surprised if it is neces5ary to revise the program again, and yet again, until we are satisfied that it represents the finest educa- tional experience possible for the students entrusted to our care.

William H. Morton

Superintendent of Schools

THINGS WE HOPE YOU WILL LIKE ABOUT DRAFT TWO

Last year we 9ave it a try and said tell us what

you think: Some teachers said that the Expectations are not clear enough, so wetried to rewrite them in the clearest possible language. Other teachers said that they sound too much like objectives, so wetried to rewrite them to be experiences as clearlyas possible. New teachers and practice teachers said thanks for giving us at leastsomething to go on. Parents said thank you for telling us what our children are supposedto learn.We hope we've done that again. The board of education said show us the basic skills, so we put all thebasic skills in one handy section behind itsown divider tab.

Principals said more in-service is needed,

so we have created a formatthat lends itself more readily to swapping ideas.

People who care about people said that the

program uses "his" and "he"when people of both sexes are meant.So the Expectations have been purged of chauvinist expressions, but not all of the activitieshaveyet been edited.

Everybody said you have too many ac

not enough in later sections. in all sections.ivities for the first sections but

So we tried to get more activities

Most people said it's an entertaining if not proven idea that there canbe just a single set of expectations K-12, sowe kept just one list hoping that English really is the same subject K -l2. Nearly everybody said it's a good idea to have published a program based on the exchange of,ideas around common Expectations and not try to tell us how to teach, so we kept that feature.

Some things we still haven't -solved:

We still don't know the best order for the

ectations so you'll have to make your own sequence.

We still need

manymore activitieso we encourage you tcon- tribute them. We still are very far behind on the production of triple E kits. Aftzr publication of this notebook, in-service and kit production are our next priors

English

andPeople

Who Planned It All

Coordinating Council Members from 1969 to 1972

unior High School Department Representatives

John Abrams

Ralph Allen

Sharon Bailey

Sandra Clark

Richard Curdy

Mary Ann Eschbach

Peg Foltz

James Hall

Walter Hopkins

Taubie Keller

Mickey Main

Steven Meredith

Rick Moulden

Beverly Pelto

Elwood Rice

Maxine Singletary

William Spieth

Janet Sutherland

Richard Ward

David Weld

Derek WhitmarshRingdall Junior High School

Ashwood Elementary School

Parent, North Zone

Sammamish High School

Bellevue High School

Parent, West Zone

Lake Hills Elementary School

Interlake High School

Sammamish'High School.

Tyee Junior High School

Parent, East Zone

Odle Junior High School

Bellevue Junior High School

Chinook Junior High School

Highland Junior High School

TillicuM Junior High School

Tillicum Junior High School

Interlake High School

Off Campus High School

Hyak Junior High School

Tillicum Junior High School

Space does not afford mention by name of all the individual parents, consultants, teachers, and students who have con- tributed their thinking to this program through-coffee hours, faculty meetings, department meetings, and committee meetings. The district's debt, however, would be incompletely recorded without grateful acknowledgement to the following groups:

Central Washington State College

Consortium of Washington Education Centers

Curriculum Through Community Planning Group

District English Language Advisory Committee

Direction for the Seventies English Language Study Group

English instructional Materials Committee

National Council of Teachers of English

Presidents Group and Individual Chapters of PTA and PFD

Regional Composition Project

Washington State Council of Teachers of English

Washington State Supervisor of English Language Arts and

Reading

CONTRIBUTORS AND PARTICIPANTS

People Who Offered Contributions

Lynda Anthony

Tom Bentler

Ray Bergman

James Creevy

Fran Drake

Mike Duffy

Peg Foltz

Nancy Jones

Tia McClure

Kathy McKee

Rick Moulden

Judy Munger

Ron Munson

Linda Oman

Evelyn Smith

Rita Smith

Janet Sutherland

David Weld

John Wilson

Bob WoodNewport High School

Enatai Elementary School

Ringdall Junior High:School

Tillicum Junior High School

Newport High School

Newport High School

Lake Hills Elementary

Interlake High School

Newport High School

Hillaire Elementary School

Bellevue Junior High School

Newport High School

Lake Heights Elementary School

Lake Hills Elementary School

Enatai Elementary School

Newport High School

Interlake High School

Hyak Junior High School

Ringdall Junior High School

Enatai Elementary School

Co 1 rved as General Editors and

Donna Dent

EducationalServicesCenterJeanne OlsonEducationalServicesCenter

Elizabeth Parks

EducationalServicesCenter

C. May SheselyEducationalServicesCenter

f2.2.ple Who Drafted and Red a

James Creevy

Sandra Clark

JaMes Hail

Elissa Hendrey

Nancy Jones

Margery Kohn

Janice McColaugh

Kathy McKee

Rick Moulden

Judy Munger

Cyndy Rekdal

Elwood Rice

Christina Volkmann

David Weld

Derek Whitmarshed theectations

Tillicum Junior High School

Sammamish High School

Interlake High School.

Newport High School

Interlake High School

Ardmore Elementary School

Lake Heights Elementary School

Hillaire Elementary School

Bellevue Junior High School

NeWport High School

Lake Hills Elementary School

Highland Junior High School

Eastgate Elementary School

-Hyak Junior High School

Tillicum Junior High School

A FEW WORDS ABOUT THOSE RED INDEX TABS

The organization of this year's edition of the program is an attempt to reflect the learner's point of view.For the learner, school is not so much a matter of objectives or subject cantent, as it is a matter of what happens to us. "Today, the teacher read to us." "Yesterday, she took us for a walk.""Tomorrow, she's going to put us into groups."

The index tabs represent what ha

ens to us when we use language.In a common instance, a language cycle begins when we become aware that a speaker or a writer has said something to us.

We respond--in the most generalized terms- -

by saying (1) That's the way he says things are

Then we are

inclined to add (2) This is how I say things are

In doing

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