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SP 007 212

Language Arts Guide. Kindergarten-Level Twelve. Hazelwood School District, 80.

69 145p.

EDRS Price MF-$0.65 HC-$6.58 Creative wtiting, *Curriculum Guides, Debate, Dramatics, *Elementary School. Curriculum, *English, French, German, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Journalism, Kindergarten, *Language Arts, Latin, Listening, Reading, *Secondary Education, Spanish, Speaking, Writing

ABSTRACT GRADES OR AGES: Grade K-12. SUBJECT HATTER: Language

arts. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has seven sections: 1) listening (K-12); 2) speaking (K-12); 3) reading (K-12); 4) writing (K-12); 5) spacial areas, including speech, dramatics, debate, creative writing, Latin, Spanish, French, German, journalism, and reading efficiency, for grades 7-12; 6) suggested lesson patterns; and 7) bibliography of suggested professional readings. The guide is mimeographed and spiral bound with a soft cover. ODJFCTIVES AND ACTIVITIES: Specific objectives stated in terms of studunt behaviors are listed at the beginning of each unit. A list of suggested activities for helping to achieve the desired stud41nt behaviors is given for each unit. The lesson patterns give more deta.Aed examples of activities. INSTRUCTIONAL MATERIALS: Materials and resources are listed for each unit in the sections on special areas and lesson patterns, but not for the other sections. STUDENT ASSESSMENT: Evaluation questions are given for the other units in the section on special areas. Evaluation has been omitted from the other sections as it is intended that the meeting of the listed objectives should serve as a means of evaluation. (IBM)

LANGUAGE ARTS GUIDE KINDERGARTEN - LEVEL TWELVE

U.S. DEPARTMCNT OF HEALTH, EDUCE TIOM & WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRO. DUCE? EXACTLY AS FECEIVEO FROM THE PERSON OR ORGANIZATION OFIJGMATING IT POINTS OF VIEV/ OR OPINIONS STATED 00 NOT NECESSARILY

REPRESENT OFFICIAL OFFICE OF EDL! CATION POSITION OR POLICI

HAZELWOOD SCHOOL DIS1RICT 7071 HOWDSRIEELL ROAD

HAZELWOOD, XISSOURI

4.969 rsvissa

TABLE OF CONTENTS PREFACE COMMON MEADS OF LEARNING IN THE LANGUAGE ARTS ACKN0WLMGa2NTS INTRODUCTION-FOR THE TEACELM USING THIS GUIDE

I. LISTENING

Kindergarten

Level One

Level Two

Level Three

11

Level Your

Level Five

Level Six

Level Seven

Level Eight

Level Nine

Level Ten

Level Eleven

Level Twelve

II. SPEAKING Kindergarten Level One Level TUo Level Three Level Four Level Five Level Sic Level Seven Level Eight Level Nine Level Ten Level Eleven Level Twelve

READING Kindergarten

Level (,..e Level TUD

Level Three Level Four Level Five Level Six Level Seven Level tigttt Level Niue Level Tie Level Slopeem level Twelve

IV. 1111122Ne Itioderprtes Level One.... Level Two Level three Level reer Level live Levet Sin

e

Level km.

Level might Level Kee Level lie Level glove

Level %Wes

(

vi

ix

xi

xii

1 1 2 2 3 3

5 5 6 7 7

8 8 9 9

l1i0

11 12 13 13 14 15 16

17 18 19 20 21 22 23 24 25 26 27 28 29

)1 31 32 33 34 35 36 38 . 40 42 43 44 46

V. SPECIAL AREAS SPEECH Level Seven Level Eight Level Teu DRAMATICS Level Eleven DEBATE Level Twelve FOREIGN LANCJAGE Latin I Latin II Conversational Spanish -Level Seven Conversational Spanish -Level Eight Spanish I Spanish II Spanish III Spanish IV Conversational French-Level Seven Conversational French-Level Eight French I French II French III French IV German I German II German III JOURNALISM Curriculuc for Beginning Journalise -Level Eleven Curriculum for Advanced Journalism-Sigh School Newspaper Yearbook CREATIVE WRITING READTIG EFFICIENCY

VI. SUGGESTED LESSON PATTERNS Kindergarten-Composing an Experience Chart 8indergarten4sing a Finger Play

Level Ono-Ctspootag an Experience Chart

Level Two-Story Writing Level Three-Individual Story Levels rout, Five, and Six-Composing Process .Leval Four-Developing Listening Skills level Five-S:ry Telling level Six4eporta-Forma1 and Informal.. Level Seven-Teaching the Fundamentals ox Individual Reports Leval Seven-Spvaking4iroup II-Pronunciation and Diction

Level SennamIteeding-Growp I

Level Seven- Writing -Group III Level Seven, Eight, and Nima-ariting a Paragraph Level Seven, light, and Mias.Civative Writing

Levol Right-The Orel Report

Level Riett.Speaking

Level Eight-Writing-Group II

Level. Nine - Listening Level Nine - heading -Group ImOnit Plan for ROM AND JULIET Level NimemCompoeition Rued on Literature

Level Kiso-Dovolopoont of Paragraph by Comparison

Writing - Suggested for Junior High Composition

Level Tea - Writing the Paragraph

Level Ten-Reading sad Writing Level Tea-Pitfalls of Listening-Propaganda

Level Too.Roodioi a Mystery Story Level Too- Library Unit

Level feerWritiavDevelopment of Descriptive Paragraph

Level Amen-Morleoliwo 'holm for Effective COmmmnicetion Level liaven-Vritiag-bagpeted Leeson Pattertmfteearch Projects Level Slovvot-Looros PIttorodUe Clan=

Level toolvo-nase liasys end Writing Precis

Level leelveMReadiagmiPootrY Level Twolvome Critical Paper

Level hoolvo-Writiog-loprovesevat in Written Repression

3

iv

49 50 51

53

55

57 58 58 59 60 61 63 64 65 66 67 68 68 69 70 71 71

72 73 73 74 76

78 78 79 79 80 80 82 82 83 84 84 85 86 87 88 88 89 90 ,.. 91 93 94 95 97 96 99 100 100 102 103 105 106

lgg 110 111 112

SUO0-2.STLM LESSON PATTERNS-SPECIAL AREAS

Level Seven -Speech -Mechanics of Speech

.

113

Leval Eight -Speech-Broadosating (Optional Unit)

114

Level Eight-Conversational Spanish

116

Spanish I

118

Spanish II

119

Trench I-Lesson Pattern for One Week

122

VII. BIBLIOORAPHY

,vofessional Readings

124

Periodicals

126

Supplement to Professional Reading

127

OMMON LEARNINGS

11

11

HAZELWOOD

11

SCHOOL

DISTRICT

11

Il

11

Il

KINDERGARTEN

1

PREFACE

These general guidelinea are designed to facilitate the learning process which is a continuous development on the pat of th:, learner. With the realization that all do not learn at the same rate, or with the same capability, the teacher must be cogaizant of individual differences. To commnicate man's heritage from generation to goner tion and to insure an orderly development of human civilization, there is common knowledge that must be learned by each generation. It is the intention to instill in the very young these common learninga and, in a sequential manner, guide their 4evslopmeat through the various levels of learning. In the broadest sense knowledge may be thought of as those concepts, attitudes, skills, and farts that provide ar individual with en understanding of ids heritage to the present, and to guide hie endeavors in the future. The teaching-learning process will be determined by the knowledge to be learned and the capability of an individual to ?earn that knowledge. The teacher ie one of the key figures in accomplishing the purpoae of the school. Teaching is an art utilized by one individual to influence another individual toward inquiry into, and &equitation of knowledge. Thus, the teacher is a mature, professional individual guiding the learning process to assure maximum growth and development of the individual student. The other key role in the teaching-learning process is that of the learner. This key person may be towelled as en active participant in processes toward inquiry into, and the acquisition of knowledge. Participation in these processes involves self - responsibility for learning on the part of the individual to the limit of his or her capabilities. As an individual progresses through the years of formal elementary and secondary education, the knowledge outlined in the guidelines le to be exemplified on various levels. That ie, the sequence of instructional and learning activities are aimed at the continuous development of the common threads of learning in depth and breadth on the various levels. The concepts, attitudes, &kills, and facts as outlined in the guidelines are ca be taught to children within the scope of their understanding throughout the shool in grades kindergarten through twelve.

6

vi

COMMON THREADS OF LEARNING

I. LISTENING

LANGUAGE ARTS

A. Learn to adapt one's self to a listening situation: 1. Adapt physically 2. Adapt mentally 3. Adapt socially

B. Learn to critically observe, analyze,

heard:

synthesize, assimilate, and react to what is

1. Recognize a /speaker's background

2.

Recognize

the

speaker's

as reflected directly technique of persuasion

or

indirectly

in

his

speech

3. Interpret the spoken word

4. Draw inferences

5. Evaluate and react in the light of the individual's needs and purpoeas

C. Learn discriminative and appreciative listening: 1. Develop auditory discrimination through mass media. 2. Refine auditory perception 3. Realise aesthetic values through listening

D. Learn to listen to fulfill a purpose: 1. Adapt to auditory stimuli

2. Become involved with auditory stimuli

E. Learn to become aware of Ones humanitarian obligations II. SPEAKI:10

A. Learn the mechanics of speaking: 1, Use proper enunciation 2. Use correct prormuciation 3. Use inflection 4. Use modulation 5. Use tempo 6. Use voice projection 7. 030 gesticulation

3. Learn to organism .se's thoup*ts before speaking: 1. Define one's purpose

2. Determine knowledge about one's purpose 3. Determine ;:,par sequence ci ideas

C.

Learn to purpuot

smarmy

one's

thoughts

precisely,

and/or

concisely

in

accordance

with

one's

1. Select vocabulary

2. Use muted language

3. gee proper syntax

4. Use voice mechanics

" D. Learn aesthetic discrimination of self - expression through spooking: 1. Refine diction ' 2. Re'llise the vane of aesthetics for self and otters 3. C..,... sad/or treat subject

R. Leas to develop adaptability to speaking in various situations: 1. bee language appropriately

2. Dowse sensitive to the audios.*

3. Cosaider the dignity mud worth of others

4.

Dederatend opeielogical speaking aituatices

implications

in

developing

adoptability

to

various

F. Leers to become aware (domes humanitarian obligations

7

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