Charles county Board of Education, La Plata, Md. - ERIC

DOCUMENT RESUME

ED 102 589 CS 201 886

TITLE English Language Arts, t".-12.INSTITUTION Calvert County Public Schools, Prince Frederick, Md.;

Charles county Board of Education, La Plata, Md.;Saint Mary's County Board of Education, Leonardtown,Md.

PUB DATE 73NOTE 504p.; Not available in hard copy due to marginal

legibility of original document

EDRS PRICE MF-$ 0.92 MC Not Available from EDRS. PLUS POSTAGEDESCRIPTORS Communication (Thought Transfer); *Curriculum Guides;

Elementary Secondary Education; *English Curriculum;*Language Arts; Language Skills; LiteratureAppreciation; Reading Skills; *Student CenteredCurriculum; Vocabulary

ABSTRACTThis curriculum guide suggests ways for teachers to

provide students with learning experiences which developcommunication skills and facilitate the learning of languageconcepts. The guide, whose design is process oriented and studentcentered, can be used as a basis for developing an individuallanguage arts program for every student. Eight conceptual statementsserve as the basis for the program: "language is symbolic" includes adiscussion of the uses and values of symbols; "language is used tocommunicate" discusses the importance of language in observing,listening, speaking, reading, and writing; "language changesconstantly" discusses geographic, social, and historical effects onlanguage; "language is a form of social behavior" discusses therelationship between culture and language; "language has power"discusses the use and misuse of language in the media; "language isstructured" discusses grammar, vocabulary and syntax; "language isbasically oral" discusses the effects of verbal and nonverbalexpression on oral language; and "written language is arepresentation of oral language discusses the relationship betweenoral and written language. (TS)

1973

BEST COPY AVAILABLE

U S DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONt HIS DOCUMENT HAS SEEN REPROOUCED EXA,LTLY AS RECEIVED FROMTHE PERSON OR OFMANIZATION ORIGINATINO IT POINTS OF VIEW OR OPtNtONSSTATED 00 NOT NECESSARILY REPR .SENT OFFICIAL NATIONAL INSitTuTE OFEDUCATION POSITION OR POLICY

ENGLISH LANGUAGE ARTSK-12

T.," fr 7111r 77BEST A171-11.2,1_,a,r4,

11-4")y*Uri.

04

O0Calvert County Public Schools, Prince Frederick, MarylandCharles County Public Schools, La Plata, MarylandSt. Mary's County Public Schools, Leonardtown, Maryland

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73

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Maryland State Department

Consultants

County Chairman

Primary K 2

Catherine Smith, ChaitmaaLoujeania JohnsonCarmelita B. SayoAnn E. SchumakerPam OraveczBecky WilesJacqueline B. Cardwell

Intermediate 3 - 5

&ebecca Davis, ChairmanEileen BondFlaine SaundersVirginia SettleDeidre BoothbyJoa,ca JohnsonLillie W. GrayMary Neal

School 6 - 8

Susan Lukas, ChairmanDoris S. ScriberJulia M. DavidRich KeilDartAvis NichuhonNancy W. Sullivan

Senik:r High 9 - 12

English Language Arts WorkshopWalter Mitchell SchoolJune 18 - July 6,1973

Roster

Mr.'Victor KotulakSpecialist in English

)r. Richard JantzUniversity Of Maryland

Miss Kathaleen KennedyRetired Principal Norwood SchoolBaltimore County

- Mrs. Mildred Pinion -Mr. Larry Anders -Mrs. Mary Neal -

Mr. James Ogden

Evange.ine Bennett, ChairmanL. ;brahamson

Marvt L. DennisEdie C. WashingtonRichard B. FranceMary DouglasJohnny Wiles 3

CalvertCharlesCharlesSt. Mary's

Calvert CountyCalvert CountySt. Mary's CountySt. Mary's CountySt. Mary's CountySt. Mary's CountyCalvert County

St. Mary's CountyCharles CountyCalvert CountyCharles CountyCharles CountyCharles CountyCalvert CountyCharles County

Charles CountySt. Mary's CountySt. Mary's CountySt. Mary's CountySt. Mary's CountyCharles CountyCharles County

Calvert CountyCharles .CountySt. Mary's CountyCharles CountyCalvert CountyCalvert CountySt. Mary's County

_ .

73

Participants

Introduction

Contents

Page

I

III

Philosophy IV

Concepts V

Skills 1

Glossary 19

Kindergarten - Grade 2

r3zades 3 - 5

Grades 6 - 8

Grades 9 - 12

4

Appendix A 1 -

Appendix B 1-

Appendix C 1 -

Appendix D I-

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IutrAuctiun

This curriculum g:::e suggestive rad.= than comprehensive. It does not

provide a complete language arts program. Rather, it suggests ways for the

teacher to provide learning experiences which develop communication skills

and which facilitate the learning of language concepts and understandings.

The design of the guide is process-oriented and student-centered, and teachers

can use the guide as a basis for dweloping anindividuallanguageartspragram

for each student.

Eight conceptual statements serve as the basis for the language arts

program. The ,..iddrstandings, learning experiences, and skills "., .t...eloped

in relation to each of the conceptual statements.

The K-12 Skills Chart includes those skills which are developed in a

language arts program. The lines on the chart indicate the grades in which the

skill is systematically introduced. A readiness for each skill is often

developed at an earlier grade.

The functional skills are marked with an asteriet and are considered basic

and should be mastered by the time a student leaves school.

A suggested checklist at the end of the skills chart CAMS be used to assess

-:,4,ress of each student.

Suggested assessment ac ivitiaslave been developed for-each concept

and iaclude several understandings with emphasis on the functional skills

the.` are indicated in the skills chart list.

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A conceptual language arts program with a student-centered emphasisencourages students to refine the communication skills needed in an in-creasingly complex and constantly changing society. The complexity ofthis society demands that vai.ae judgments be made and that these judgmentsbe communicated.

The social, emotional, and intellectual needs of each child influencethe development of both- practical communication skills and humanizingvalues. The school provides a learning environment through which the studentlearns varieties of acceptable usage and creative ways of expressingthought and emotion.

Consequently, we believe that an effective English language artsprogram based upon this philosophy proviees opportunities for the studentto develop:

an understanding of language as an integral part of culture andas the primary means of communication;

a sensitivity to the feelings and needs of others through anunderstanding of language and literature;

an understanding of the power of words;

an understanding, appreciation, and enjoyment of literature;

a positive self-concept;

effective reading skills;

skills for communicating in oral and written language withc' accuracy, and appropriateness;

.ftective study skills and work habits;

listening skills;

critical thinking skills and intellectual curiosity;

creative use of language;

criteria for making selections from the mass media.

IV

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TRI-COUNTY ENGLISH LANGUAGE ARTS

General Conceptual Statements K-12

I. Language is symbolic.

A. A symbol is an abstraction from reality.

B. Man is a symbol making animal.

C. The sound of the word may suggest its meaning.

D. Words in language may have symbolic reference.

E. Language is arbitrary: there is no natural connectionbetween word and its referent.

F. Language must be learned.

G. People can communicate non-verbally through the use oftime, placement in space, facial expressions, tou*, andgestures.

H. People can communicate through paralanguage.

II. Language is used to communicate.

A. Communication involves a sender, a message, and a receiver.

B. The message must be mutually understandable.

C. Language informs, influences, and entertains.

D. Language makes possible the transmission of perceptions andxperiences.

Language communication includes skills of impression andexpression in

1. Observing

2. Listening

3. Speaking

4. Reading

5. Wt_ting

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III. Language changes constan:.iy.

A. Language changes becuae of geographic and social setting.

1. All sl a is dialectal.

2. Dialects are vari ::s f)f langlage which differ fromeach other in pronunciation, vocabulary, and grammar.

3. Dialects reflect functional varieties or culturallevels of language.

a. Prestige dialect (Standard English) is a culturallevel spoken by emulated members of the population.

b. An in-group dialect is a functional variety usedto exclude norpomembe.s. 4ad to give identity to grc,17.cnembers.

4. Socialization processes and geographic isolation accountfor the development of different languages and of differ-ent dialects within a language.

5. Each individual has his own idiolect.

B. Language changes historically.

1. Words enter our language in many ways:

a. Coining words - Example: hot dog, kleenex

b. Borrowing foreigb expression - Example: pizza

c. Developing slang terms - Example: groovy

d. Clipping words - Example: phone

e. Compounding words - Example: baseball

F. Affixing - Example: cigar/ette

g. Blending - Example: smog

h. Forming acronyms - Examples: scuba

2. Meanings of words change by:

O. Generalization (wider) Example: hazard

b. Specialization (narrower) Example: meat

c Amelioration (better) Example: steward

d. Pejoration (worse) Example: fool

8VI

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IV. Language is a form of s. _..0

A. Appropriate language k..atterns vary according to the socialsetting in which they occur,

B. A speaker or writer ,..xlaiders the age, interests, and back-ground of the lists. e! reader.

C. Shifting loyalties and goals, 13,-,th personal and social, mo-tivate people to change language patterns.

D. Language reflects cu!t...re and is a part of one's personal experience.

E. Language usage reflects group and indiLdua) identity.

V. Language has power.

A. LanguaeA to a powerful iiisr...4umeet for influencing ancontrolling thoughts and actin:

B. Language usage requires care and responsibility.

C. Since all communication has implied respcnses, it is impor-tant that receivers recognize the tone of each message.

D. Language is influenced by mass media.

1. Mass media accelerate langusga coarunication,

2. Mass media increase the need for critical 1/Stoning.

3. Mass media increase the neei for staniards of-selection..

E. Words in a language have many meanings.

1. The power of language depends on the words that are chosenand their arrangement.

2. The context in which a word appears determines its meaning.

3. Tn. life and literature, words acquire a cluste_ of meaningson different levels of experience.

4. The connotation of words is more useful in persuadingpeople than the denotation of words.

L.. Words acquire connotation as a result of individual andgroup association and experiences with them.

The meaning most glneraliy agreed upon by users is thedenotati., meaning of the word.

VII

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VI. Language is structure,1; ii is sy.-ematic and complete.

A. Organization in language is necessary for meaningful communication.

B. The major grammatical device in English is word order arrangement.

C. Sentence order of ti.Lr, paragraph development.

D. The systematic use of pitch, stress, and Juncture affects meaning inoral communication.

E. Each language has lts own sound patterns, grammatical symbols,vocabulary, and syntax.

F. The language system of every cuiture is adequate for its needs butno language system defines reality.

G. Language systems allow ,_r expansion and glowth.

H. The fle4.bility of language makes it possib1e to express the ideasin many ways.

VII. Language is basically oral.

A. Oral language is first learned by imi,ation.

B. Oral language facilitates the open-ended exchange of ideas; writtenlanguage tends to crystallize ideas.

C. The intonation system of a language provides more exact clues to theweaning than any written representation can provide.

D. Verbal and non-verbal expression affects the meaning of oral language.

';ritten language is a representation of oral language.

A. The recording of language requires symbolization of sounds.

B. Written symbols cannot duplicate speech.

C. Spelling is the ordering of the written symbols of langdage.

D. To communicate in writiag it is necessary for the encoder and thedecoder to have a mutual understanding of the written symbol.

E. The decoding process in reading involves the interaction between the-ILI:oder or writer and the decoder or reader.

F. 2Lactuation indicates the intonational characteristics of the language.

G. T17,.; language of recorded literature reflects the culture of its time.

H. '0;:!1-..en language may be influenced by regional dialects.

VIII

Revised 6/27/73

ENGLISH LANGUAGE ARTS

TRI-COUNTY CURRICULUM

,tetiniT VA

for language Arts/L 412

Calvert. Charles and Sc. 14%

o:a:%es

ix

73

Distinguishes

* Identifies likenesses and differences in r,ounds:,

gross sounds

tine sounds

word sounds

Discriminates

and patterns oi

Identifies liken.es

v-:icabulary

s:ntax

patterns

*identifies voice

feeling

LISTENING

FLEMENTARY

S2CONDARY

wam

ilwaym

ellsam.121011.411

ulM

IDD

LE

SENIOR

6-1

4-

-cr

6 -8

9-12

rhythm, pitch, intensity,

sound

and differences in speech:

yr,

change signals as changes

it

directions

Anllyzes

Llates ,:s!.vitenmental sounds to specific

situ_tion

ident:f,,., main idea

.ient:tie

tune or mood

Determines sequence of events

DIStiflOi5.1.

various points of view

Predicts outcomes

Forms sensory images

Detects implication in language (inferences)

Evaluates

Selects information prom a variety of sources

such as TV, tapes, records, radio, people

Evaluates the organization of a presentation

Distinguishes between fact and fantasy

* Distinguishes between fact and opinion

Makes generalizations or draws conclusion

* Basic Functional Skills

1

7.

SPEARING

ELMEITART

SEQONDARY

r4 r4C

r,

1'MIDDLE

Singet

6-8

9-12

Spiaa

* Speaks clearly

Speaks fluently

Enunciates distinctly

* Transposes a non-verbal message into a verbal response

Uses newly acquired wards in colvetst.tions

Shif to the level of speech to f it the situation

Recognizes his own speech errors ard corrects thrj;

Describes attribute

of objects

Uses precise words

Gives emphasis to ideas by:

phrasing

stress

pause

rate

pitch

modulation

Substitutes original expressiom for cliches

and ha kneyed phrases

-s var.

sentence patterns

*c.presst-

thought as a verbal message

2ilanize9.

Tells

-,-wt one idea at a time

Keeps to topic under discussion

Asks relevant questions and make relevant

commonts

Summarizes ideas nnder iiscusaion

Spealts logically

Uses effective in/

ducL,.)ry and closing

statements ip toxin pretentatlon

Leads group discussions

Uses transitional expressions to aid the flow

a speech

Speaks from notes when needed

* Ude Functional Skills

2

F

iC

1

Nr-

1.1.1..11.11.

READING:

VOCABULARY SKILLS

Identifies

*Identifies written symbols with spoken language

Names the upper and lower case forms of the

letters of the alphabet, in and out of seouence

"akes aural and visual discriminations through

Auditory Perception:

gross sounds: rhymes;

1:1

likenesses and differences;

initial, final and medial

Z1

sounds

Picture-Obj zt Clues

Word Form Clues:

letter and word patterns: sight

vocabulary

Contextual Clues:

reading. on, recalling, and verifying

12.1Phonetic Analysis:

consonants, blends, diagraphs,

vtel sounds and vowel principles

Structural AT?Ims:

root words and inflectional

endings:

corpound words:

contractions:

orr'rjxes

suffixes;

syllnbication:

accent

ssociatr...s literal meanings with written symbols

ELD4ENTARY

r-414.1

Pi't"C

S rl1.2.3

SECONDAkY

MIDDLE

6-8

CompiHiends

Uses root t.:ords and affixes to derive meani::g

!nterprets Picturesoue language and specialized

vocau:driys

Perceives t1-.at words ray have multiple meanings:

makes selection appropriate to context

bistinguishes !)etween literal and figurative language

Sees implied meanings and draws inferences

Perceives connotative as well as denotative

qualities of words

Perceives levels of abstraction

Basic Functional Skills

..mem

ense.

SENIOR

9-12

73

READING:

VOCABULARY SKILLS (cont'd)

ti5.es Word References

Uses A picture dictionary

Uses the qictionary efficiel

for a variety of

purposes:

uses accelt, diacritLc: larks 8/V4 .2,tantinCia-

Ution keLis as aids to iTonunciatijt of words

studies mAtiple meanims snd makes a a-lectl:n

appropriate fc_ a given coatext

uses inf-.)rmatirn concernirg

speech,

CD

c.,

inflectional fcrms, Etymology, altcrGatit and

derived forms

c.f)

oUses thesaurus and gpecialized d_ti4e4areat

c

418

ELEMENTARY

SECONDARY

73

READING: CONPREHENSION

ILEMtNTARY

SECONDARY

MIDDLE,

6-8

SENIOR

9-12

Identifies

States main ideas and details "Auld in pictures,

States main ideas and details

ound in stories,

* States main ideas and details In other selections

* Places ideas in sequence

Identifies details related to a topic

Identifies main and sub-topics; notes specific

relationships between the two

Identifies such basic elements of a story as

plot, characters, dialogue, and setting

Identifies more complex story elements as climax,

characterization, conflict, style and theme.

Interprets

Recognizes, interprets, and responds to story mood

Responds to attitudes and moods of characters

Recognizes alternatives in story situations

Distinguishes personal motives and drives wich

influence character actions

Predicts outcomes based on statement and on

infe,.ence

* Makes generalizations

Makes comparisons

* Sees cause and effect relationships

Interprets meaning through word order in sentences

Discriminates between major and minor details

NM

I

4

7,READING: READING ALOUD IN AUDIEWE SITUATION

Re, Is audibly

.Uses acceptable pronunciation

Uses appropriate intonational patterns

GI

eaInterprets meaning through phrasing

Reads smoothly with speed appropriate for the

selection

ELMENTARY

r4r4

TS cf/

34 r41:1

I

a w'

esi

MIDDLE

6-8

SECONDARY

SENIOR

9-12

624"

20'

WRITING:

SENTENCE DEVELOPMENT

Trflmilfers sentence atterns from oral to written

*Writes basic patterns for varir-

prt."013eS

makes statements

MOO Vaildifes

expresses strong feeling or emotion

gives commands or mikes requests

form

Varies and expands basic sentence patterns

Uses subjects, predicates, complements

Rearranges sequence of sentence parts

Substitutes one kind of sevucture

for another - words, phrases, clauses

Combines ideas to show proper relationship

Coordinatjoa

Subordination

Selects strvetures to extend meani

asis

Word modifiers

Phrase modifiers

Clause modifiers

Words, phrases that rename

W4rds phrases, or clauses that give emphasis or

provide transition

Writes cletedy and concisely

Follows curralkpractice in use of punctuation and

capitalization

r..

ELEMENTARY

SECONDARY

SENIOR

9-12

4

7

3

WRITING:

PARAGRAPH DEVELOPMENT

ELEMENTARY

s-4$4

C41

Ti

14M

I C4

44irs

cs

SECONDARY

MIDDLE

SENIOR

C.2ME2121.

Relates ideas as teacher wri. .5 them

Writes related ideas

Applies sentence study skillt, when writing

paragraphs

Uses appropriate beginning sentence to lead into

main idea

Brings ideas to satisfactory conclusion

Observes principles of unity and coherence

Eliminates irrelevant ideas

Avoids indefinite "you" when la reference to

another person is clear

Avoids shifts in voice and mood

Avoids incorrect pronoun reference

Avoids indefinite use of the which clause

Uses appropriate tense for topic being discussed

Avoids illogical shift of tense

* Writes paragraph for specific: purpose

Develops indiViddaretyle

.Tgunizes

Writes related ideas in logical order using

paragraph form

Selects and narrows topic for single paragraph

development

Uses introductory topic sentence to aid

organization

Develops a paragraph with implied topic sentence

82 (1

OIL

27

I' .3

WRITING PARAGRAPH DEVELOPMENT (conit.)

ELEMENTARY

SECONDARY

I

'laces topic sentence in para-iraph to achieve

desired effect

Uses multi-paragraph compose.

.ns for development

of ideas

Uses transitional expressic;n:

within paragraphs

between paragraphs

Makes notes as guides for paragr4ph organization

Prepares outline for multi-lara3_aph orrizatiqn

Evaluates

Proofreads and corrects

Revises

i4'13e

Irt1:3

i4.)

I(N

I-.1*L

MIDDLE

6-8

4

299

STUDY SKILLS

Acquires information through re;. tag.

* Determines purpose for readir_

* Collects information from a va iety of sources

Uses parts of a book

title page

introduction

table of contents

list of illustrations

appendix

glossary

index

bibliography

Uses key words as clues when locating information

Uses other editorial aids

Psneeded:

footnotes, captions, marginal notes

Uses card and book catalogues

Uses atlases and other specialized references

Uses various guides to periodic literature

Skims fl- tentative identification of appropriate

materl_i

Adjusts reading rate to purpose

Acquires information through listenin

and observing

Identifies a sequence of ideas and selectS

those that are most important


10

MIDDLE

SECONDARY

MIDDLE

6-8

SENIOR

31.

73

STUDY SKILLS

ELEMENTARY

SECONDARY

* Relates, compares, and evaluates information gained

through listening and ob-qrving with that gained

from other sources of i

rmation.

Analyzes video and audio

esentations, e.g. films,

pictures, models,

and ot1-.ar graphic

materials concerned wici infrmatioa desired.

Selects and E%aluates Inloimati. a

Uxstingihe

ri.t trom t;ctioa

Distinguishr:s tact ttom A.inrun

Lause c4-id eitc

bzsed Qt.

(1,.,:a

ed

e

cA.4.11tes ;11_;Liv.drit?

-

r.:

ties

L.11.

t,;

.irie

dt t

.7 J de oi

:LtJv:4

L.t!cr

authcarlt-it',,

tirituLri,dtim

0,Pc

techn.lqus

ort:psigdndd

pe;:6"uctsion

L.

tccrinut4tIve quillit;

cit. words

Ev,

:usetuiness and material by checking

pelttnence tu t:pi

Selects material apptsiflate tot him

St. matizes and Organizes Information

Prepares tables of content 'p libilogtaihies,"ftd

graphic materials

Uses facts to make deductions and generalizations

F

MIDDLE

6-8

SENIOR

9-12,..

I

11

3

STUDY SKILLS

/2

Applies related writing skills whenusing

reerance.matvrials.

takes notes, avoiding pl.;iarism

prepares an outline

summarizes

paraphrases

reports

from simaie reference

from several ieferences

CRITICAL THINKING SKILLS

Defining

* States the problem

Agrees an the meaning of terms and expressions

Clarifies meaning

Establishes criteria

Hypothesizing

Seeks alternatives

Draws logical implications

Identifies hypothetical thirk!nL

States problems in "if-then" -hinking form

Predicts

Information Processing

* Identifies needed information

* Gathers information

SelectS relevant information

Seeks evidence

Organizes information

* Responds non-verbally to a verbal message

* Responds non-verbally to a non-verbal message

Inter? sting, Generalizing

A ItteLprets facts

Compares

Contrasts

Generalizes from evidence

Makes warranted inferences

Determines bias

Reasonina

Recognizes errors in logic

Justifies opinions (own and others)

Reaches logical conclusions

Recognizes unstated assumptions and values

Supports conclusions

* Determines cause and effect

Determines logical relationships


3a,)

ELEMENTARY

-SECONDARY

3713

CRITICAL THINKING SKILLS

Evaluatin&

Evaluates against criteria

Rates items, events, idea

Determines validity of ar:

Distinguishes fact from typ

* Decides whether statement5

Judges reliability of data

Evaluates conclusions (own

: :ants

nion

are true or false

anc others)

Applying

Tests conclusions and deductions'

Applies generalizations

Incorporates IlIdgments into behavior

1.43 3

39

'3

SPELLING-HANDWRITING

hears

writes

-.elates written symbols to si

an language

Relates sounds to letters

* Writes manaszript letters

Writes cursive letters

Writes with fluency and legibilit:

Writes letters in specific patterns to represent

spoken words

1Uses word analysis skills in spelling

auditory perception

structural analysis

phonetic analysis

Uses dictionary as arbiter 1

Refer to .gocabulary Skills, Pp. 3-4

4

SECONDARY

MIDDLE

SENIOR

6-8

9-12

41IS

'3

tl

,,gListens

"41

Listens to enjoy literatu7

in various forms

za,

44

Reads

Reads independently as a

,,isul:e-time activity

Reads varied materials of increasing complexity

144

co,

and literary value

4,11

Experiences cont,cLs with worlus other than

his own; supplements' reaity lith imagination

LIT

ER

AT

UR

E

EL

EM

EN

TA

RY

SECONDARY

MIDDLE

SENIOR

6-8

9-12

Appreciates

Sees subtle implications and connotations:

descriptive, verbal, behaviofal

Interprets literature through an understanding

of:

author's life and society in which he wrote

backgrounds of literature

lir-cary techniques

Appre.iates the various g nrea and their

stI,Ictures

ReacPeels empathy with

Ohdradteed

Reacts with increasing objectivity to ideas

ofa sensitive nature: political, social,

racial, religious

1,valuates motives for actions and reactions,

his own and those of oth.r people

Recognizes universality of human traits

1t,4%

4

t)

7S BASIC MINCTIONALSKILLS CHECKLIST

SKILL

IDENTIFIES LIKENESSES AND DIFFERENCES IN SOUNDSIDENTIFIES VOICE CHANGE SIGNALS AS CHANCES IN PEELINGFOLLOWS ORAL DIRECTIONSRELATES ENVIRONMENTAL SOUNDS TO SPECIFIC SITUATIONIDENTIFIES MAIN IDEADISTINGUISHES BETWEEN FACT AND OPINIONSPEAKS CLEARLYEXPRESSES A THOUGHT AS A VERBAL MESSAGEIDENTIFIES WRITTEN SYMBOLS WITH SPOKEN LANGUAGEMAKES AURAL AND VISUAL DISCRIMINATIONSASSOCIATES LITERAL MEANINGS WITH WRITTEN SYMBOLSPERCEIVES THAT WORDS MAY HAVE MULTIPLE MEANINGS: MAKES

SELECTION APPRCPRIATE TO CONTEXTPERCEIVES CONNOTATIVE AS WELL AS DENOTATIVE QUALITIES OF WORDSSTATES MAIN IDEAS AND DETAILS IN OTHER SELECTIONSPLACES IDEAS IN SEQUENCEMAKES GENERALIZATIONSSEES CAUSE AND EFFECT RELATIONSHIPS: READINGWRITES BASIC PATTERNS FOR VARIOUS PURPOSESWRITES PARAGRAPH FOR SPECIFIC PURPOSEDETERMINES PURPOSE FOR READINGCOLLECTS INFORMATION FROM A VARIETY OF SOURCESUSES PARTS OF A BOOKIDENTIFIES A SEQUENCE OF IDEAS AND SELECTS THOSE THAT ARE MOST IMPORTANTRECOGNIZES TECHNIQUES OF PROPAGANDA, AND PERSUASIONSTATES THE PROBLEM.1_31FIES NEEDED INFORMATIONGATHERS INFORMATIONRESPONDS NON-VERBALLY TO A VERBAL MESSAGERESeONDS NON- VERBALLY TO A NON-VERBAL MESSAGEINTERPRETS FACTSDETERMINES CAUSE AND EFFECT: THINKINGDECIDES WHETHER STATEMENTS ARE TRUE OR FALSEcfpn'ts fri.,:aiscitirr LETTERS

4 17

73BEST COPY AVAILABLE

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Suggestion for using the skills checklist

1. Across the top of your graph paper enter your class roster.

2. Down the left hand side of the graph paper list thP basic functionalskills. (These pages may be xeroxed.)

J. Diagnose each pupil using the assessment activities.

P11,:!r a check for each skill that a particular individual has

pupils with common skill deficiencies for instruction.

6. re-diagnose throughout the school year.

I s

4

73 BEST COPY AVAILABLE

GLOSSARY

acronym- a word formed from the Initial letter or letters of each of thesuccessive part or parts of a compound term; e.g. snafu, radar

affix - a bound morphemi wt: ...urq before or behind a base, e.g., uning

amelioration - improvement

connotation - the suggesting of a meaninal2La word apart from the thing

it explicit!), names or describes

convergent - moving toward union or uniform

denotation - a direct specific me -nicer

divergent - differing from each other or a standard

dialect - a variation of a language sufficiently different to be considered aseparate entity but not different enough to be classed as a separatelanguage

esperanto - an artificial international language based as far as possible onwords common to the chief European languages

general semantice - a branch of language study dealing with the idea thatlanguage has power and affects behavior

genre - a distinctive type of category of literary composition

rammar - the pronunciation formation of words and combination of words into

larger groups

symbol - diacritical markings and punctuation marks.

grapheme - the written representation of the sounds of a language; a letter orletters which represent a phoreme

extravagant exaggeration

*.c1 - the language or speech pattern of one individual at a particularperiod of his life

tale patterned bodily movements which accodopany speech

fte pauses or near pauses which connect various parts of a sentence

languaae - set of a_bitrary symbols (words) which are placed in orderly7,Aationship with one another according to conventions accepted and:rderstood by the speakers for the transmission of messages

linsaistic she scientific study of human language

metap17,r re of speech in which a word or a pheme literally denotingone kind of obje .t or idea is used in place of another to suggesta likeness or analagy'between then "(e.g., "the ship plows'the sei)

46 19

BEST COPY AVAILABLE

73

morpheme - the smallest meaningful uo,s in the structure of a word

paralanguage - non verbal c such as gestures or body language

pejoration - a word, suffix, a phra&e which tends to make worse

phoneme - the smallest siguificant unit of speech, the speech s.unds of alanguage

phonology - the study of the functih of speech sound

pitch - the highness or lowness of a sound - the frequency of the vibrationsof sound waves reaching the iltener'. cars.

rebus - a representa4on of words or syllaH.es by pictures ofwhose names resemble tho'intended words

stress - changes in a speaker's volume

syntax - that phrase of grammar - a series of rules or a set of directions forgenerating new sentences as well as patterns for the analysis ofexisting sentences

transformational gramnar - a series of rules or a set of directions forgenerating new sentences as well as patterns for the analysis ofexisting sentences.

2047

73

LEVEL gr2

CONCEPT I - LANGUAGE IS SYMBOLIC

Understandings

4.1110M

.11.011ftwaa....s..11110i

Na--- --

ti

A SYMBOL IS AN ABSTRACTION

2i

;a

,4c

FRO

M R

EA

LIT

Y

48

Learning Experiences

wrotilw

elow

The students:

look at themselves in a mirror and

describe what they see.

look at themselves in a mirror and

draw a picture to show what they.see

as a symbol of themselves. Thestud-

ents may give or write a list of

descriptive words of what they see.

describe the feeling, the smell or

the sound associated with an object

hidden in a bag or box

identify unknown object from descrip-

tion'given by 'another student or

by the teacher.

Behavioral Skills

The students

transposes a non- verbal,

message to Verbal response

describes attributes of

objects

identifies vritteasymbOls

with spoken language

justifies opinions (own)


an object

forma sensory images

makes generalizations or

draws-c,-nlu&ions

interprets facts

makes comparipoos

transposes a non-verbal

to a verbal responie

transposes a:non-verbal

to a verbal response


objects

4921

73

CONCEPT I - LANGUAGE IS SYMBOLI

Understanding

MAN IS A SYMBOL MAKING ANT -

MAL22

46

LEVEL K -2


The students:

discuss familiar symbols.

Example:

road signs, shape, colors

dramatize a given situation using

puppets or other- media.

Example: eating, f;leeping

draw pictures for a rebut story concerning

recent activities

tell a story about an aboxygt ?taw*

Example: an ink blot

Behavioral UAW

e studast:

makes genstalmations or atelt

conclusions

associates literal meghtd2 with

written symbol

expresses a th6U4ht sla a verbal-.

message

describes attributes et 41110doblit

distinguishes bavOsel fact Sud

fantasy

umkes aural and Vi it discriSt-

inatton thitOugi Ontestual dUis

forms sensory images

Aiwa a picture dictionary

51

.71


Understandings

LEVEL K"A


TR:: SOUNDS OF A WORD MA)

The students:

SUGGEST ITS MEANING

listen to pre-recorded sounds and match

them with appropriate picture

Example: the sound of a telephone with

the picture of a telephone

52

Behavioral Skills

The student:

identifies likenesses and

differences in sounds:

gross

forms sensory image

makes aural and visual discrtn-.

ination through auditory

perception: gross sound

5323

73

LEI,

K-2


Understandia s

WORDS HAVE SYMBOLIC REFER-

ENCE24

Lagalm

Ixoeriences

(e students:

Behavioral Skills

discuss objects that are not in tha room

in order to help them to better understand

list language makes it possible to communi-

cate with others

about things.whith they

have seen, but which are not present.

Example: rocket, giraffe, an apple,

a car

%

look at a list of words and tell about

what they visualize when they see the

words.

Example: fence, highway, dog, mother,

shoe, cookie

After the'discussion the students are

shown pictures in which the same objects

refer to specific things

Example:

a white fence, a dual

la(le highway

look at a picture and discuss it. As

they talk the teacher notes the words

they use. She then records some of then

on a chart or blackboard being sure that

some are nouns aad some are not. Students

underline the words which "name" the

objects in the picture (nouns)

The student:


gathers information

identifies written symbols


perceives that words may

have multiple meanings

interprets picturesque

language

formal densoty ltitagea



CONCEPT I - LANGUAGE IS SYMBO IC

LEVEL

Understandings

LANGUAGE IS ARBITRARY:

THERE IS NO NATURAL CONNEC-

rON BETWEEN THE WORD AND

IT'S REFERENT

Learning Exporiencss

as students:

play a game in which one student leaves

the room while the others decide on an

object to talk about calling it by

another name

Example: a trash can can be called

a "geezebo"

When the student who left the room re-

turns the others give clues about the

object selected using its new name

Variations:

More than one child may go out of

the room

The names of more than one object

in the room may be changed

discuss why a trash can is called

a trash can.

Couldn't it be called

a geezebo or something else?

Why

are you called John or Mary?

Do

you look like all boys namedJohn?

Could you be called something else?

draw individual pictures of a "creature"

giving it a one word name. They do not

show their pictures to anyone else. Each

child writes one sentence under his

picture using the name of the

-cre_ure"

Example: "my footuu is I in"

Behavioral Skills

The student:

4111M11111111...per

makes generalizations and

draws conclusions

asks relevant questions and

makes relevant comments

distinguishes between fact and

fantasy

expresses a thought as a verbal

vessage

expresses thoughts as a verbal

message

states main ideas sad dstails

found in pitztures

5?25

73CONCEPT I - LANGUAGE IS SYMBOLIC

Understandings

LANGUAGE IS ARB/TEARY:

THERE IS NO NATURAL CONNEC-

TION BETWEEN THE WORD AND

IT'S U

MW

LANGUAGE MUST BE LEARNED

26

/E/IIL2


The students:

Behavioral Skills

talk about the picture they have

drawn. Their attention may focus on

the idea that the word symbol means

nothing to the others until they know

what it stands for

put pictures on board or wall with

labels

childrenhave given them. The

children discuss whether or not chang-

.ng the

names w

ouldchange the att-

'4butes of their creature

listen to a tape recording of a baby

crying and making other sounds. Discuss

how babies everywhere first communicate

Example: crying because he is wet

or hungry

close their eyes and listel to rounds

around them. They list the -.ame, of

the things making tta soune4, and

discuss what would happen

there were

no names for the so',n,is. They may give

new names for the lour.ds wh...:h have

been made, (The s(nd ,)f an iirplaae ma)

be called wh!.zz)

The student:

relates ideas as teacher

writes them

transfers sentence patterns

from oral to written form

1


draws conclusion

writes clearly and concisely

relates ideas as teacher writes

them


differences in sounds

identifies voice change signals

as changes in feeling

ideniifls likenf,c4::es and

differences in soJada


relates environmental sound to

specific situation

59

LEY

Kr-2


Understandings


18461.00841111

Behutoral Skills-

PEOPLE CAN COMMUNICATE SON-

`,EREALLY THROUGH THE USE OF

PLACEMENT IN SPACE,

POUCH, FAC'AL EXPRESSION

LND GESTURES

OSE OF TIME

PLACEMENT OF TIME

The students:

read "A Cowboy Can" and then make simple

line drawings to -represent actions of

the cowboy's day

Example: cowboy getting out of bed

in morning, cowboy eating

breakfast

display the drawings in random order and

then discuss and place in sequence

make different pictures using two sets of

identical shapes consisting of rectangles,

squares, circles, triangles, and semi-

circles, and discuss their completed

products

describe how materials of different

textures feel

dramatize tactile situations

Exar.ple: v,tting the baby,hugging

a friend, shaking hands

60

10111,04110s

The student:

determines sequence of events

follows oral directions

makes generalizations and

draws concli:.sions


message into a verbal

response

forms sensoLy images

forms deny irages

expresses a thought as a

vrbal ,naisage

6127


Understandings

PEOPLE CAN COMMUNICATE NON-

VERBA:.1.1 THROUGH THE USE OF

TIME, PLACEMENT IN SPACE,

TOUCh, FACIAL EXPRESSIONS,

AND GESTURES

FACIAL EXPRESSIONS

GESTURES

PEOPLE CAN UMMUNICATE

T:

PAPA -.ANGUAGE

28

LEVEL 1C-_


T1

students:

62

dramatize a telephone conversation with

and without facial expressions to iden-

tify the differences in mood and mean-

ing

make body parts; head, two upper arms,

two lower arms with hands,

neck and

torso, two upper legs, and two

lower

legs with feet, they then position

the body parts to show

gestureA indi-

cating "yes ", "no", "stop",

"permission",

"come", "help".

draw picture from a given word or

sound. No other clues but the word are

givenExample: ShT

write three sentences about the meaning

of a given word or sound

Example: Ugh!

Behavior Skills

The student:

identifies tone and mood


verbal message


message into a verbal res-

ponse

identifies mood

forms sensory image

identifies tone or mood


verbal message

forms sensory image


Understandings

PEOPLE CAN COMMUNICATE

THOUGH PARA-LANGUAGE

LEVEL

-2


he Students:

6,1

listen to the teacher, Who will say

a word, such as, "Ouch". The

students will tell in his own

words what message the teacher got

across by saying "Ouch"

respond with one word to a given

set of circumstances

Example: "You are out in the

grass playing ball.

Your sister hits you

with a bat. What

would you say?"

Behavioral Skills

The student:


trausfera sentence pattern


writes basic patterns for

various purposes:

expresses strong feelings

of emotions

identifies voice change signals

as changes in feelings




verbal message


discriminates among rhythm,

pitch, intensity and patterns

:of sounds

expresses a thought qs a verbal

message

6;)29

73

Ulderstandinga


FROM REALITY

MAN IS A SYMBOL MAKING

ANIMAL

SOME SETS OP SOUNDS MAY I4AV

EVOCATIVE SYMBOLIC MEANING

WORDS HAVE SYMBOLIC REFERENCE

LANGUAGE MUST LE LEARNED

30

f5a

ASSESSMENT ACTI---" "2

CONCEPT I

LANGUAGE IS SYMBOLIC

6


The students:

listen to prerecordedsounds)rom

the

city and pre-recorded sounds from the

coun,xy. The teacher and

he students

discuss the different sounds and the

names for the sounds

students use magazines to find pictures

that represent the sound they heard.

Lao Lags collages are

formed. One for

city sounds and one for country sounds

The students tell why they placed each

picture in its specific area.

Behavioral Skills.

The student:


differences in sound:

gross sound

relates uavironment sound

:tp specific situation


verbal message

makes aural and visual

discriminations through

auditory perception

responds non-verbally to

a verbal messake

identifies treaded information

gathers information

collects information from

a variety of sweet'

makes generalizations

67

clesxlyf

73

LE

TCOLICKPIS XI -

LA

NG

UA

GE

Understandings

Learning Raperiances~

COMMUNICATION INVOLVES: A

SENDER, A MESSAGE, AND A.

RECEIVER

The students:

play the game "Simon Says". The teacher

encourages the children to elle specific.

'directions during the gene.

working in pairss sake a tape recording

of a short conversation dramatizing a

situation

Example:

a policeman telling a

driver to stop.

identify role and occupation in taped

conversation. Make a chart in the form

of a sender, message, receiver

Example:

sender

mealaee

receiver

policeman

Stop.

driver

child

Help!

fireman

child

It hurts!

doctor

give an oral presentation using a TV

consolepuppet theater.

Example: a weather forecast, an

advertisement, a news

report or personal ex-

perience.

discuss the purpose of the presentation

Behavioral, Skills

The students

follotWalredtions

speaks clearly

speaks clearly

keeps to topic under discussion

identifies main idea

identifies toneor mood


identifiels gain and sub-topics

notes specific relationship.

between to two-


verbal message

speaks c.early


6931

73

LE

CONCEPT II - LANGUAGE IS USED TO COMMUNICATE

Understandings

THE MESSAGE MUST BE MUTUALLY

!NDERSTANDABLE

32

K-2

Learning experiences

Behavioral Skilli;

The students:

discuss with the teacher how a rancher

identifies his cattle. The students

are

lead to discover that code is used by

ranchers, and that it is important to

use one.

Example: cowboy code

- A+11,GZ, 14

look at pictures which depict action.

Example: sleeping, walking, running.

Item another group of pictures

one child

selects a picture which corresponds with

an example shown. Through the clues he

gives in describing his picture the other

students ideaLiry it with the matching

example

emphasize the idea that the code must

be understood by the receiver

as well

as the sender

look at,well known symbols, discuss

their meanings, and. suggest reasons

*by they are easily understood.

Example: flag, skull and

crofts-

bones; heart, dollar

sign, donkey, elephant

70

The student:

evaluates information froma

variety of souices

Example: people

makes aural and visual discrimina-

tions:*associates literal meanings

with written symbols


message

speaks clearly

identifies written symbols with

spoken language

writes related ideas

determines ,.queu-e of events

identifies written-aymhola -nth

spoken language

makes aural and visual discriMin-

atione through picture-objects

clues

It

1

CONCEPT II - LANGUAGE IS USED TO CANT

Understandings

LANGUAGE INFORMS, INFLUENCES,

MD ENTERTAINS

INFLUENCES

ENTERTAINS

IS

K-2

LearnigeBOieiiences

A*

Behavioral Skills

The students:

bring in empty cereql boxes. Each student

tells why his =their buys a particular

kind of cereal. The children then discuss

ways in which one cereal may be described

so that people would buy it

Ideas ex-

pressed might include: its taste, and/or

appearance, prizes included in the box,

pictures on the outside of the box,

coupons, TV personality advertising,

and price.

listen to pre-recorded animal sounds.

They pretend to be the animals they

hear.

to

The student:

distinguishes various points of

view

evaluates information from people

speaks clearly

describes attributes of object




differences in sounds: gross

relates environmental sounds

to specific situation


7333

8

73

LEViss.

CONCEPT II - LANGUAGE IS LTSPMT 3 --COMUNICATE

)

Understandings

LANGUAGE INFORMS., INFLUENCES

AND ENTERTAINS.

34

INFORMS

-?7,1

Learning Experietdes

b

Behavioral. Skills

The students:

7.4

listen to a recorded short story. After

the story-they listen to questions which

are time-lagged-to allow the students to

draw pictures representing the answers to

the question.

Example: Mother sent John to the store.

She wanted him to buy six

apples. John brought the

apples home in his wagon.

question: Where did John go?

Whit did he buy?

In what did he put the apples?

The student:


forms sensory iiagos

evaluates information from tapes

.

states main ideasa0 detAils'

fount in stories

uses facts to make deductions

and genrealizations.

LEVY

2

CONCEPT II - LANGUAGE IS USED TO COMMUNICATE'

Understandings

LANGUAGE MAKES POSSIBLE THE

TRANSMISSION OF PERCEPTIONS

AND EXPERIENCES


he students:

taste different kinds of fruits.

Example: passion fruit, ugli fruit

pomegranate, fig, kiwi fruit,

quinca.Aate,

talk about how each fruit tasted and

how they may have felt afk:er tasting

each kind

complete similies using descriptive

words.Example: as soft as

it flew like a

it fell like a

place a variety of objects on the

overhead projector and identify

each object by looking at its shadow

76

Behavioral Skills

The student:

exp.sses a thought as a verbal

message

describes attributes of objects

makes generalizations or draws

conclusions

identiaes likenesses and differ-

ences in speech: vocabulary


makes generalizations and draws

conclusions

makes visual discriminations

through picture object clues

makes generalizations and dims

conclusions

77.

r4

73

tuvrCONCEPT II - LANGUAGE IS USED TO-COMMUNICATE

Understa ndings


Behavioral Skills

LANGUAGE COMMUNICATION IN-

CLUDES SKILLS OF IMPRESSIONS

AM) EXPRESSIONS IN

36

OBSERVING

SPEAKING

LISTENING

READING

WRITING

:heme and watch some type of observation.

js4ter

e.-,:'yti'xample: weather, seed growth, live

animals, terrariums and

1aquariums

Note: records, charts, or diaries

which show growth, movement

and/or changes may be kept

view a filmstrip without sound, then

, create

and tell a story appropriate to

the content of the filmstrip

Follow-up: Students draw pictures to

illustrate the oral inter-

pretation

The student:

detertines sequence of events

draws conclusions

descfibes attributes of objects

sees cause and effect relationships

makes comparisons

predicts outcomes

speaks clearly

identifies needed information

expresses a thought as a varbel

message

keeps the topic under discussion


transfers sentence patterns from

oral to written

writes related ides

LEVE


Understandings


CLUDES SKILLS OF IMPRESSIONS

AND EXPRESSIONS IN

OBSERVING

LISTENING

SPEAKING

READING'

WRITING

2


Behavioral Skills

the students:

develop a sentence from a given pattern by

using pictures

Example: I see children.

I see Indian children.

I see Indian children dancilg.

maks'a consonant picture dictionary by

pasting pictures of representive objects

on pages with the appropriate initial

consonant

80

The student:

transposes a non-verbal message into

a verbal response

identifies main ideas

identifies details related to topics

makes aural and visual discrimina-

tions through

picture-object clues

contextual clues

interprets meaning through phrasing

identifies likenesses and differences

in sounds

fine sounds

relates sout:u to letters

makes aural and visual discrim-

inations through

auditory perception

uses a picture dictionary

selects relevant information.

collects information frost a variety

of sources

37

3

Understandings

ASSE

SSME

NT

AC

iiVIT

Y

CONCEPT II

LANGUAGE IS USED TO COMMUNICATE

rnIVU

NIC

AT

ION

INVOLVES A

SENDER, A MESSAGE, AND A

RECEIVER

THE MESSAGE MUST BE

MUTUALLY UNDERSTANDABLE

LANGUAGE INFORMS, INFLUEN-.

CES, AND ENTERTAINS

LANGUAGE MAKES POSSIBLE

THE TRANSMISSION OF PER-

CEPTIONS AND EXPERIENCES

LANGUAGE COMMUNICATION

INCLUDES iXILLS OF Ili-

PRESSIO" 11D EXPRESSION

IN:

1. Observing

2. Listening

3. Speaking

4. Reading

5. Writing

3g


The students:

plan a filmstrip of a favorite story.

each writes a part of the story in his

cwn words on a large sheet of paper.

82

1111 follow the written story with a

picture

illustrate his part of the story.

put the pictures and writing together

and make the filmstrip.

record the complete story on a tape

or a video tape.

send written invitations to another

class to come and view the pro-

duction

Behavioral Skills

The student:

states the problem


various purposes

states main ideas and details

writes paragraph for specific

purpose

identifies .vain idea

responds non-verbally to

a verbal message

interprets facts

places ideas in sequence

determines cause and effect

speaks clearly

identifies

ttan symbol

with 'spoien- language

writes m

anuscript letters

LEVEL X-k

CONCEPT III - LANGUAGE CHANGES CONSTANTLY

Understandings

I SE

IN 46

IIIN

MI


IQ

LANGUAGE CHANGES BECAUSE OF.

The students:

GEOGRAPHIC AND SOCIAL SETTING

make pancakes, recognize, and identify

regional names of the same product.

1;e

ALL SPEECH IS DIALECTAL

8a

DIALECTS ARE VARIETIES.

OF LANGUAGE WHICH DIFFER

FROM EACH OTHER IN PRO-

NUNCIATION, VOCABULARY,

AND GRAM.

AU IN-GROUPDI4LECT IS

A PUNCT/ONAL VARIETY

USED TO EXCLUDE NON-

MEMBERS 'AND.TO GIVE

IDENTIFICATION TO

GROUP MEMBERS.

form small in-groups representing

people of different dialects.

Example: watermen, members of

the military, and

tobacco farmers.

form stall in-groups with each group

developing its own code words which

distinguishes it from the other groups.

The students role play social scenes

using the code language.

Behavioral Skilli

The student;


differences in speech:

vocabulary

ward meaning


evaluates information from

a variety of sources suet

as people



vocabulary

word meaning


differanills in sounds:

word sounds

A




-differences in speech:

vocabulary

meaning


perceives that

words m

ayhave

multiple, meanings

39-

LEVEL K-2

CONCEPT III - LANGUAGE CHANGES*CONSTANTLY

Understandings

Learning Experidnces

LANGAUGE CHANGES BECAUSE OF

iIhe

students:

.GEOGRAPHIC AND SOCIAL SETTING

SOCIALIZATION PROCESESS

AND GEOGRAPHIC ISO-

LATION

AC

CO

UN

TFOR

TH

EDEVELOPMENT OF DTP;

PERENT LANGUAGES

AN

DOF

DIFFERENT DIALECTS WITH-

IN A LANGUAGE.

LANGUAGE CHANGES HISTORICALLY

WORDS ENTER OUR LANGUAGE

IN MANY WAYS

COMPOUNDING

WORDS ENTER OUR

LANGUAGE IN MANY

WAYSCOINING

40

listen to selected readings from dif-

ferent regions of the United States and

discuss the differences in dialect.

Example: Mid-West, New England, and

the South

Use names of commercial products from

newspaper and magazine ads to make

compound words.

discover how the names of objects have

changed by talking to people and look-

ing throe

books. Example: sofa,

couch, di'-a, victrola, phonombh;

hi-fi, horseless carriage, automobile,

car

Behavioral Skills

The student:

identifies likenesses and dif-

ference in sounds:

fine sounds

discriminates among rhythm

and patterns of sound


evaluates information frdm

a variety of sources:

magazines

newspapers



structural analysis:

compound words

uses root words to derive

meaning

gathers information

selects information from

a variety of sources

identifies likeness and


vocabulary

mikes generalization and

draws conclusions

"Pt

CONCEPT III - LANGUAGE affemilMESIOTLY

Understandings


WORDS ENTER OUR LANG-

UAGE IN MANY WAYS,

AFFIXING

LEVE

2


Behavioral Skills

WORDS ENTER OUP

LANGUAGE IN MANY

WAYSBORROWING FOR-

EIGN EXPRESSIONS

ne students:

pantomime changes in words using pre-

fixes or suffixes. Example: happy and

unhappy

use pictures to show relationships to

the root word. Example: young,

younger, youngest

listen to a child from another country

giving the nameb of familiar things in

foreign language

I

The student:


discrimination through

structural analysis



patterns


makes aural and visual dis-

crimination through struc-

tural analysis



word sounds

Uses root words and affixes

to derive meaning

Uses root words and affixes to

derive meaning


language and specialized

vocabulary



fine sounds

identifies likenissas and


vocabulary

41

ASSESSMENT ACTIVIT'

-2

CONCEPT III

LANGUAGE CHANGES CONSTNATLY

Understnadings



42

the students:

discuss different ways of travelling,

past and present, through filmstrips,

books, records, TV, and tapes.

set up a display and label the dif-

ferent modes of transportation

prepare a progressive picture chart

showing a simple time line of one mode

of transportation.

label each picture using a date and

name to show the change through the

years.

Example:

1770 - Cugnot's Steamer

1865 - Roper Steam Carriage

1885 - Benz Gas Carriage

1896 - Ford

1900 - Riker Electric

1908 - Model T

Behavioral Skills

The student:

identifies-needed information

gathers information



determines purpose fur

reading

associates literal meanings

with written symbol


interprets facts


writes manuscript letter

LEVEL K-2

CONCEPT IV - LANGUAGE IS A FORM OF

SOCIAL BEHAVIOR

UnAerstandings


Behavioral Skills

APPROPRIATE LANGUAGE

.The students:

PATTERNS VARY ACCORDING TO

Tol SOCIAL SETTING IN WHICH

compose two group letters one to a sick

classmate and the other

a business letter.

&temple: information for

a field trip

requisition for supplies and

materials from the cafeteria

or library. They compare the

1language patterns and discuss

the appropriateness of each

1.41

THEY OCCUR

11.4am

:5

8

dramatize introductions betvean

a child

and people of various walks of life.

Example: an introduction toa new

chili, a doctor, a clergy-

man, a grandmother, a teenager.

9 2

The student:

expresa-a thought as a vettuki.

message

makes comparisons

contrasts

relates ideas as teacher writes

them



follows current practice inuse of

punctuation and capitalization

writes letters in specific patterns

to represent spoken words

speaks clearly

shifts the level of speech

to fit

the situation

identifies tone and mood

vappatisoop

contrasts

43

73

LEVEL 6.-2

CONCEPT IV

- LANGUAGE IS A FORM OF SOCIAL BEHAVIOR

UnderOings

LANGUAGE REFLECTS CULTURE

AN IS A PART OF ONE'S

PEi.SONAL EXPERIENCE

4

LANGUAGE USAGE REFLECTS

GROUP AND INDIVIDUAL

IDENTITY

44


ne students:

talk about playground experiences tfighting,

games, and newly found articles) and

discuss the different means of expression

used in each experience

portray different roles using hats to

motivate dramatization.

Example: baby bonnets, farmer's straw

hat, Mexican sombrero, nurse's

hat, fireman's hat

Behavioral Skills

The student:


verbal message

Lakes generalizations or

draws conclusions

states the problem

distinguishes various points

of view


ferences in speech:

vocabulary - patterns

shifts the 1-vel cf speech to

fit the situacion

makes comparisons and general

izations

73

LEVEL

CONCEPT IV - LANGUAGE IS ATORMHOF-SOCIAL:BEHAVIOR

CO

Understandings

A SPEAKER OR WRITER CONSID-

ERS THE AGE, INTERESTS, AND

BACKGROUND OF THE LISTENERS

OR READERS

SHIFTING LOYALTIES AND GOALS

BOTH PERSONAL AND SOCIAL,

MOTIVATE PEOPLE TO CHANGE

LANGUAGE PATTERNS


Behavioral Skills

The students:

listen to selections from books written by

.the same author for different age levels

,and discuss the differences pertaining to

'age, interests, and background

Example: Blueberries for Sal and

Homer Pride by Rober McCloskey,

or Just So Stories and The

Jungle ETA by Rudyard Kipling.

complete a job application form for class-

,room helpers.

Example:

Name

Age

Job

Phone

Why do you want the job?

Address

The student:


ferences in speech:

vocabulary

syntax

patterns


distinguishes between fact

and fantasy

evaluates the organization of a

presentation

makes comparisons

listens to enjoy literature in

various forms

writes manuscript letters


selects relevant information


decides whether statements

true or false

73

ASSE

SSME

NT

AC

TIV

ITY

K

CONCEPT IV

LANGUAGE IS

AFORM OF SOCIAL BEHAVIOR

Understandings


Behavioral Skills

APPROPRIATE LANGUAGE PATTERNS

VARY ACCORDING TO THE SOCIAL

SETTING IN WHICH THEY OCCUR

A SPEAKER OR WRITER CONSIDERS

THE AGE, INTERESTS, AND BACK-

GROUND OP THE LISTENER OR

READER




LANGUAGE PATTERNS.

LANGUAGE REFLECTS CULTURE AND

IS A PART OF ONE'S PERSONAL

EXPERIENCE.

LANGUAGE USAGE REFLECTS GROUP

AND INDIVIDUAL IDENTITY

46

The students:

write a name of a storybook character,

occupation title, or family member on a

strip of paper. All slips are placed in

a container and each student draws a slip

role play the title written on the slip

guess whomeach child is trying to

portray.

write an experience story about the

character they liked best.

The student:





Identifies main idea

speaks clearly

expresses a thought as

verbal message


writes basic patterns

for various purpose

writes paragraph

for speci4c purpose

99

CO

Nt.u,

- LANGUOR

41#401119AR

Understandings

LANGUAGE IS A POWERPUL

IN-

STRUMENT

FOR

'CO

NT

RO

LA

G:::,

MUCKS AND ACTIONS

LANGUAGE USAGE REQUIRES CARE

AND RESPONSIBILITY

LEVEL K -2


The students:

pretend they are salesmen.

Example: Three students attempt to sell

a box of crayons. The cinss

decides from which salesman

they would buy. They discuss

the reasons why they chose a

particular salesman

play a game in which one student is blind-

folded while another student attempts to

fallow the directions to a specific dest-

ination

Behavioral Skills

he student:

discribes att.abutes of objects

evaluates information from a variety

of sources such as people

decides whether statements are true

or false


message

makes comparisons

makes generalizations of draws con-

clusions

justifies opinions

speaks clearly

rates items


speaks cletv-ly


reaponde-nowiraelfallirltrarverbar

message

47

LEVEL K-2

:earning Experiences

Behavior Skills

SINCE ALL COMMUNICATION HAS

IMPLIED RESPONSES, IT IS

IMPORTANT THAT RECEIVERS

RECOGNIZE THE TONE OF EACH

MESSAGE

8LANGUAGE IS INFLUENCED BY

MASS MEDIA

48

The students:

are introduced to The House of Four

Seasons by Roger Duvoisin. They discuss

the changes in the house in the different

seasonal:

Follow-up The students draw a pic-

ture of a house depicting

a season. Teacher or

students label the pic-

ture according to the sug-

gested season.

talk about where they have heard the

following expressions:

"What you see is what you get."

"Sock it to me!"

"Dingbat!"

"I can't believe I ate the whole thing:"

"Thanks, I needed that."

"Try it sp190.011- like it . "

after the discussion the teacher directs

the attentiordof the student to the in.-

fluetwe of as

media on today's com-

municationv. Students may also develop

a list of media.

The student:


makes comparisons'







interprets connotative quality

of words

agrees on the meaning of terms and

expressions

73

CONCEPT V - LANGUAGE HAS POWER

Understandings

7.

WORDS IN A LANGUAGE ENVIr

MANY MEANINGS

The power of language

depends on the words that

are chosen and their ar-

rangement

The context in which

word appears determines

its meaning

LEVEL K -2


Tl

students:

write a word in a form that illustrates its

meaning.

Example:

KC

O e

S)4A ta<

Yvc_

Follow-up: make a poster using these

words.

interpret the many meanings of a given

word through contextual clues.

Example:

We get water from the spring.

The flowers bloom in the spring.

I have a spring in my bed.

My father smokes Spring cigarettes

The plants Elprim up when the

weather is warm.

NE

1.1110911.11.11111111..11.

Behavioral Skills

e student:




criminations through word

form cluessletter patterns

associates literal meanings with

written symbols

writes letters in specific patterns

to represent spoken words

detects implications of language

perceives that words may have

multiple meaning;

makes selection appropriate

to context


crimination through contextual

clues

interprets meaning through

phrasing

49

73

ASSESSMENT ACTIVITY r.-2

CONCEPT V

LANGUAGE HAS POWER

Understandings

LANGUAGE IS A POWERFUL

INSTRUMENT FOR INFLUENCING

AND/OR CONTROLLING THOUGHTS

AND ACTIONS.

11 LANGUAGE USAGE REQUIRES CARE

AND RESPONSIBILITY.

mc


IMPLIED RESPONSES, IT XS

,_


13RECOGNIZE THE TONE OF EACH

!t.O0

MESSAGE.

'LANGUAGE IS INFLUENCED BY MASS

MEDIA

50


Behavioral Skills

The students:

listen to the teacher read the story

"Chicken LIttle."

dramatize the story.

compare the method Chicken Little used

to spread his message with the modern

day methods of relaying messages.

'.4

+O

P

The student:

identifies voice

chfinge signals as

change in feeling


distinguishes between

facts and opinion

speaks clearly

expresses a thought

as a verbal message

recognizes techniques

of propaganda and

persuasion

interprets facts

sees cause and effect

relationships

107

73

LEVEL Itf.2

CONCEPT VT. - LANGUAGE IS S

UCIURED: IT IS SYSTEMATIC AND COMPLECE

Understanlings

ORGANIZATION IN LANGUAGE IS

NECESSARI. FOR MEANINGFUL

COMUNICATTON


Behavioral Skills

The students:

look at a picture of a small community to

identify familiar nouns

wake a list of adjectives that describes

the nouns in the picture of a small com-

munity

dramatize verbs

Example: jumping, running eating,

walking.

discuss the meaning of action verbs. From

a list of action verbs choose one verb

and draw a picture representing the

action and label it. Make a collage of

an action picture

11$

The student:

identifies likenesses.and

ferences in speech:

vocabulary



written symbols


ferences in speech:

vocabulary



identifies likeness ar.d dif-

ferences in speech:

vocabulary



message



form* sensory images



to,

51

73

LEVEL K -2

CONCEPT VI - LANGUAGE IS'STRUCTURED:-IT IS SYSTEMATIC AN)) COMPLETE

Understandings


Behavior Skills

.THE MAJOR GRAMMATICAL DEVICE

IN ENGLISH IS WORD ORDER

ARRANGEMENT

The students:

re-arrange

meaning.

Example:

scrambled words so they have

really, fried, taste, does,

good, chicken, the, hamburger,

ate, Mary

identify the noun-verb pattern by

composing Subject- predicate sentences

Example: Boys play.

Fish swim.

The student:


ferences in speech: syntax

writes basic patterns for various

purposes


word order in sentences

identifies the likenesses and

differences in speech: syntax


various purposes

r

LEVEL K2

CONCEPT VI - LANGUAGEM"STRUCTUREIWIT IS SYSTEMATIC AND wAPLETE

Understandings

SENTENCE ORDER AFFECTS PARA-

The students:

GRAPH DEVELOPHPRZ-

1

look at four pictures. They dictate a sen-

tence for each picture to the teacher,

then individually write the sentences in

sequential order to tell the story about

the pictures.

I

I

listen to the reading of a short, but

exciting story that is unfamiliar to

them. The teacher stops just before tits

and and asks tells -faLmillag umetions

How do you thliir thi

the teacher then finishes reading story

and asks the following question: How

did you like the way the story ended?

2

Behavioral Skills

student:


in other selections


-rilates'idass-aa-ttacher

writes them

relates written symbols to

spoken language



predicts outcomes


and opinion

53

:1

73CONCEPT VI - LANGUAGE

Understandings

THE SYSTEMATIC USE OF PITCH,

STRESS, AND JUNCTURE AFFECTS

MEANIVGIN ORAL COMMUNICATION

54

LEVEL K-2


The students:

Behavioral Skills

make picture puppets of favorite story book

or TV characters drawn or cut from maga-

zines fastened to popsicle sticks. They

present a convincing story to the audience

by making their voices sound like the

characher's voice.

Example: a bear - low and growling

little girl - high and low

old lady - quivering and frail

use flash cards showing a period, question

mark and an exclamation point. A child

flashes a card and selects someone to give

&sentence with the appropriate inflection.

Each time a child gives a sentence he be-

comes the leader.

it

The student:

speaks clearly

gives emphasis to ideas by;

stress

pitch

modulation


message

enunciates distinctly

relates written symbol to

spoken language

transposes a non-verbal message

into a verbal response

73

CONCEPT VI - LANGUAGE

Understandings

EACH LANGUAGE RAS ITS OWN

SoUND PATTERN, GRAMMATICAL

SYMBOLS, VOCABULARY, AND

SYNTAX

THE LANGUACE SYSTEM OF EMT:

CULTURE IS ADEQUATE FOR ITS

NEEDS

...Lbva. Kr-2


The students:

identify with the teacher the three parts

of a train.

Example: engine, car, caboose

The teacber helps them recognize that moat

words are like a train - having a beginn-

ing, middle and end.

match words in English to words of

another language

Example: mother - mutter - madre

good morning - Bonjour -

Buenos Dias

discuss the importance of different

word* used to identify particular

aspects'ilf.ebituse.

Example: In the U.S. we

many

words to describe ice

cream

The Eskimos have differ-

ent words for snow or

sled

The Orient his differ,

ent words for rice

.

Why are different words needed?

144

Behavioral Skills

The student:

,Y

iy wt.,


ferences In sounds: fins

makea auditory discrimination

through likenesses and differ-

ences in initial final and medial

sounds

makes aural and visual discrimin

ations through auditory perception,

initial final and medial sounds

identifies likenesses and dif7

fereaces in sounds: words

makes aural visual discriminatione

through: word form clues

letter - word petterva,

makes generalizations and cfraw$

conclusions


ferences in speech: vocabulary

forms smeary images

SS

73

LEVEL K -2

CONCEPT VI - LANGUAGE IS STRUCTURED: IT'IS SYSTEMATIC AND COMPLETE

Understandings


LANGUAGE SYSTEMS ALLOW FOR

The students:

EXPANSION AND GROWTH

THE FLEXIBILITY Oit LANGUAGE

MAKES IT POSSIBLE TO EXPRESS

IDEAS IN MANY WAYS

56

find current fashions in catalogues,

magazines, and newspapers. Make a chart

and label the fashions:

Example: mini, maxi, body suit,

clogs, granny, smocks

Follow -up with a fashion show

look at pictures depicting emotional

situations and tell what emotion the

pictures convey. Then express the em-

otion in as many ways as possible.

Example: The boy is sad.

The boy is unhappy.

Behavioral Skills

The student:

collects information from a

variety of sources

selects information from a

variety of sources



relates ideas.as teacher writes

them


makes aural and visual disc-

rimination through:

picture object

clues

perceives connotative and deno-

tative qualities of words

119

73ASSESSMENT

WITY K -2

CONCEPT VI

LANGUAGE IS STRUCTURED: IT IS SYSTEMATIC AND COMPLETE

Understandings


NECESSARY FOR MEANINGFUL COM

24UNICATION.

THE MAJOR GRAMMATICAL DEVICE


ARRANGEMENT.


GRAPH DEVELOPMENT.

EACH LANGUAGE SYSTEM HAS

ITS OWN SOUND PATTERN

GRAMMATICAL SYMBOLS,

VOCABULARY AND SYNTAX.

THE FLEXIBILITY OF LANGUAGE

MAKES IT POSSIBLE TO EXPRESS.

IDEAS IN MANY WAYS.


The students:

rearrange sentences drawn from a

"surprise box" in various meaningful

sequences.

discuss the reasons for the sequence

(interest, importance, chronology,

unusual circumstances, life style).

Example:

Get up.

Eat breakfast.

Get dressed

Watch T.V.

Go to school.

Eat lunch.

Play outside.

Eat dinner.

Put on pajamas.

Go to bed.

140

Behavioral Skills

The student...4

identifies a secisuence

of ideas and selects those

that are most important

identifies written

symbols with spoken

language


fact and opinion


121.

57

73

LEVEL K -2

CONCEPT VII - LANGUAGE IS BASICALLY ORAL

Understandings

ORAL LANGUAGE IS FIRST

LEARNED BY IMITATION

58


The students:

12i

look at picture of Sammy Snake. The

teacher explains to the students that

Sammy Snake makes a s-s-s sound. The

students are asked to make the sound

after her.

learn a fingerplay and discuss how it

was learned

Behavioral Skills

The student:



fine sounds

recognizes his own speech errors

and corrects them



discriminations through auditory

perception:

initial, final and medial sounds

uses newly acciAred words in

conversations

makes generslizations


speaks clearly

123

73CONCEPT VII - LANGUAGE

Understandings



ORAL LANGUAGE FACILITATES

THE OPEN-ENDED EXCHANGE OP

IDEAS: WRITTEN LANGUAGES

TENDS TO CRYSTALLIZE IDEAS

LEVEL I-2


The Students:

discuss the following questions:

How does a new baby get his mother's

attention?

What are some words a new baby learns to-

say?

How do you think the baby learns these

words?

What have you done to help your little

brother or sister to learn new words?

Follow-up with stories introducing foreigh

expressions.

Example: "Pablo" and Pdblo's Birthday

Party" in Allyn and Bacon's

Our Town

Meted to the ref:dint* A story. A student

retells the story whil4 ottiers listen to

compars the incidents heard.

Example: What incidents were added or

omitted in the telling of the

story?

134

Behavioral Skills

StUdiliftt:

keeps the topic under discussion

asks relevant questions and makes

relevant comments

sees cduie and effect relationship


message


12459

73CONCEPT VII - LANGUAGE IS B

Understandings

THE INTONATION SYST4 OF A

LANGUAGE PROVIDES MORE ENACT

CLUES THAN ANY WRITTEN REP-

RESENTATION CAN PROVIDE

VERBAL AND NON-VERBAL EXPRES-

SION AFFECTS THE MEANING OF

ORAL LANGUAGE

60

SICALLY"ORAL

LEVEL K-2


The students:

look at familiar

Example: yes,

The students say

own intonation"73

words on the board.

Look, sit down.

the words giving their

pantoiime a story or poem.

Example: "Winnie the Pooh" "Gingerbread

Man", "Three Pigs".

They ask the audience to describe what is

happening. Then the players act the story

again with words.

Behavioral Skills

The student:

14 identifies tone and mood

gives emphasis to ideas by:

stress

pitch

modulation

identifies voice change, signals as

changes in feeling

identifies voice change signals as

changes in feeling

responds non-verbally to a verbal

tie

age

early

thy with characters

1.4

73

wovs.w

asim.pilip.a.m

eramosaye*sew

asupwastrsesim

mil,m

iwo

Understanding

vimM

mrm

mIM

PWO

W.I..m

Om

wrw

w*.idrlaro,ow

lmm

mm

r.o.V.O

.W

ORAL LANGUAGE LACILITATES THE

OPEN-ENDED EXCHANGE OF IDEAS,

VRITTEN LANGUAGE TENDS TO

CRYSTALLIZE IDEAS.

THE INTONATIONS SYSTEM Of A

iANGUAGE PROVIDES MORE EXACT

JJES TO THE MEANING

ANY

1ITTEN REPRESENTATIC:: CAN

MEANING IS AFFECIEb BY VERBAL

AND NON-VERBAL EXPRESSION.

4,r

ASSESSMENT ACTIVITY K-2

CONCEPT VII

LANGUAIA IS BASICALLY ORAL

Leaning Experiences

The students.:

ptesent one poem tn story 3 ways

oral reading, Qral dramatization

and pantomime.

discuss which of the presenta-

tions is most effective and why,

la*

r

Behavioral Skills

The student:

speaks clearly

responds non-verball:1

to a verbal message

139

identifies voice change

signals as uhavges in

feeling

identifies written

symbols with spoken

language, states main

idea


61

73

LEVEL K-i

CONCEPT VIII - WRITTEN LANGUAGE ?S .A REPRESENTATION OR ORAL LANGUAGE

Understandings

THE RECORDING OF LANGUAGE

11

REQUIRES SYMBOLIZATION OF

SOUNDS

Qmili

igc

rlWRITTEN SYMBOLS CANNOT

DUPLICATE SPEECH

62


The students:

Behavia a,

tecognize the letters of the alphabet

through kinesthic experiences

Example: Sandpaper letters, salt trays,

clay, and flocked letters

identify and match capital and lower-case

letters.

look at the words as the teacher

pronounces them. sea - see

The students identify other words which

sound alike but do not look alike

make a chart with two columns. In one

column the "a" sound is represented by

the letter "c" and in the other column

the "a" sound is represented by the

letter "s". Discuss that written lang-

uage.folloWs spoken" language. Writing

is only an attempt to represent speech.

144

The studentili'

forms sensory

ges

names the upper and lower case

letters of the alphabet in and out

of sequence

makes visual, discrimination through

word form clues letter patterns

makes comparisons

identifies likenesses and differemesoo.,

in sound:

fine sounds

makes aural and visual discrimination'

through

auditory perception,

initial, final, and

medial

identifies written symbols with spoken

language

131

73

LEVEL K-2

CONCEPT VIII - WRITTEN LANGUAGE

IS A REPRESENTATION OF ORAL LANGUAGE

Understandings


SPELLING IS THE ORDERING OP

11

THE WRITTEN SYMBOLS OF

LANGUAGE

TO COMMUNICATE IN WRITING IT

IS NECESSARY FOR THE ENCODER

AND THE DECODER TO HAVE A

MUTUAL UNDERSTANDING OF THE

WRITTEN SYMBOL

The students:

unsciambLe a list ,A scrambled

words-

Example: abd - bad

ebd - bed

udb - bud

will use a simple crossword puzzle to com-

plete sentences using their spelling

words-

Example:

1. We sleep in

a.BEDOOR

2. We open a

paint pictures and put their names on

them.

They divide into groups of five ana, ex-

change the pictures. Each student

tells

what he thinks his friends picture is

about. The picture goes back to the

original painter who tells what he

considers his picture to be.

Behaviutal SkIlls

The student:

sierwiorM

del .-ftier. .1

relates written symbols to spoken

language

relatrs sounds to letters

writes letters in specitic patterns

to represent spoken cards


draws conclusions

makes aural and visual discriminations

through:contextual clues


verbal

message


speaks clearly

justifies opinions



language

13363

73

LEVEL K-2

CONCEPT /Ill:- WRITTEN LANGUAGE IS

A REPRESENTATION OF ORAL LANGUAGE

Understandings


Behavioral Skills

THE DECODING PROCESS IN

READING INVOLVES THE INTER-

ACTION BETWEE*THE ENCODER

11

OR WRITER AND !THE DECODER

OR READER

PUNCTUATION INDICAJES THE

INTONATIONAL CHARACTERIS-

TICS OF THE LANGUAGE

THE LANGUAGE OF RECORDED LIT-

EMU= REFLECTS THE CULTURE

OP ITS TIME

64

The students:

change colors on a transparency showing

a picture of a clown- As

the colors are

changed they discuss how

the colors used

help us know how the

clown feels

listen to a tape. The students indi-

cate where punctuation is

used- This

may be done by

children raising hands

or by marking written copies

of the

story.

listen to an original Grimm's fairy

tale, and compare it to the same

tale

written by Walt Disney.

The student:




identifies tone ,or mood

justifies opinions (own, oth:ts)


a change in feeling

follows current practice in use of



in word sounds

identifies tone or mood,

identifies Likenesses and differences

in speech:

vocabulary

syntax

makes comparisons

distinguishes various points of view

73

LEVEL K-2

CONCEPT VII - WRITTEN LANGUAGE IS A REPRESENTATION OF ORAL LANGUAGE

Understandings

THE LANGUAGE OR RECORDED LIT-

ERATURE REFLECTS THE CULTURE

OF ITS TIME

3WRITTEN LANGUAGE MAY BE

INFLUENCED BY REGIONAL

DIALECTS


Behavioral Skills

he students:

listen to stories or poems written in

regional dialects and discuss the

differences in the way the characters

express themselves.

Example: Ezra Keats 7Aparallats-3

or Whistle for Willie- -

Robert McCloskey

- Make

linfor Ducklings or Otle

horning in MaineLLyn

Ward - The Biggest Bear.

13

The student:

experiences contacts with worlds

other than his own; supplements

reality with imagination

evaluates motives for actions and

reetions--

his own and those

of other people

listens to enjoy literatur'in various

forms


in sounds:

word sounds


in spmech;

vocabulary

makes comparisons


various forms

65

$

7?Understandings

ASSESSMENT ACTIVITY K-2

CONCEPT VIII

WRITTEN LANGUAGE IS A REPRESENTATION OF ORAL LANGUAGE

IleseriggilaiMII.R

OM

INI4411r

Behavioral Skills

=IP THE RECORDING OF LANGUAGE

REQUIRES SYMBOLIZATION OF

SOUNDS

id- WRITTEN SYMBOLS CANNOT

DUPLIC.1.TE SPEECH

:iPIi.LING IF THE ORT

Ok

BITTEN SYloeOLS 01

LANGUAGE

TO

CO

MU

NIC

AT

EW

RIT

/No

IT IS NECESSARY rOR THE

ENCODER AND THE DECODER

TO HAVE A MUTUAL UNDERSTAND -

INC

rt

:::E -7ITTEN SYMBOL.

THE DECODING PROCESS IN

READING INVOLVES THE IN-

TERACTION :BETWEEN THE

ENCODEROR TAMER AND

THE DECODER OR READER

PUNCTUATION INDICATES THE

INTONATIONAL CHARACTER-

ISTICS OF THE LANGUAGE

THE LANGUAGE OF RECORDED

LITERATURE REFLECT!' THE

CULTURE OP ITS TIME

WRITTEN LANGUAGE MAY BF

INFLUENCED BY REGIONAL

DIALECTS.

66

The students:

make an iadividual language book- The book

could be divided into sections covering all

aspects of language which have been applied

during the year- The book could include a

table cfrt

contents, alphabetizing, cap-

itatlzati.)n, punctuation,

ph(JaerILskills,

compound words, to:atractics.ns, pcssessives,

homonyms, synonyms. antcny:ils,

,..c words,

rhyming words, pre,11es -Lrld suffixes

syllabication, Jerb agreement, short ex-

perience stories and section on auditory

discrimination-

list their favorite poems, stories

nursery rhymes, and records to be

placed in their books. Each student

will take his book home and use it

as a future reference.

e student:

identities likenesses and differences

in sound:

gtGss sounds

fine sounds

word sounds

identifies vcice change signals

as changes in feeling



to spe ilic situation

16-entities writt=en symbols

w,, .h spoken 1,nguage

makes orai and visual


auditory perception:

gross sounds

rNmes

likenesses and differences

initial sounds

final sounds

medial sounds

picture - object clues wotd

clues:

letter and word patterns

sight vocabulary

73

Understandings

11.10061...i.

ASSESSMENT ACTIVITY K -2

CONCEPT VIII


140


Behavioral Skills

The student:(Oont:)

discriminates through

contextual Clues:

reading on

recalling

verifying

phonetic analysis:

consonants

blends

diagrapha

vowel sounds

vowel principles

structural analysis:

root words

inflectional endings

compound words

contractions

prefixes

suffixes

syllabication


written symbols


multiple meanings

perceives connotative as well as

denotative qualities of words



purposes

writes paragraph for specific pur-

pose

14167

73ASSESSMENT ACTIVITY K-Z

CONCEPT VIII


Understandings


Behavioral Skills

68142

The student: (cont.)

collects information from a variety

of sources

identifies a sequence of ideas and

selects those that are most important

uses parts of a book

gathers information


143

.- -1- '

73

ASS.. oMENT ACTIVITY 3-5

CONCEPT I


Understanding

A SYNBOL IS AN ABSTRACTION

FROM REALITY

MAN IS A SYMBOL MAKING ANIMAL

WORDS HAVE SYMBOLIC REFERENCE

LANGUAGE IS ARBITRARY: THERE

IS NO NATURAL CONNECTION BE-

"MTh I'M WORD AND IT!,


Learning

x erience

The students:

design a map of their classroom

as it is

or as they would. like it to be on graph

paper using their own symbols for both

the movable and immovable objects.

Acommittee measures the classroom and

its objects (desks, sink) to determine

the standard scale to be used by all

students. (Example: one square equals

one foot)

All lettering on the map will

be in manuscript.

They create and show their individual

legends on their maps

They label the directions

- north, south,

east, west - on their maps.

listen to a teacher-made tape of sounds

in the classroom.

Examples: pencil being

sharpened, water running in the sink,

writing on the blackboard, the intercom,

the bell ringing.

They identify the

sounds and mark on their maps the loca-

tion of the places from where the sounds

originated.

They use directional words

to locate the origin of the sounds on

their maps.

show and explain their design to the

class.

write a paragraph explaining why they

chose the particular design for their

classroom.

144

Behavioral Skills

The student:








gathers information




to specific

responds non-verbally to a

non-verbal message

speaks clearly


verbal message




various purposes


purpose

US'

69

73CONCEPT I

- LANGUAGE IS SYMBOLIC

Understandings

A SYMBOL IS A REPRESENTATION

OF THE REAL THING

70

Level

3-5


The students:

examine map symbols, international road

signs, and morse code to become familiar

with various kinds of symbols.

make a map using symbols and legends

write secret messages in code

identify math symbols> ,<, =,

x, u,n ,n, by completing number

sentences with the correct symbol.

Example: 1006

make a map using symbols and legends

write secret messages in code

locate and read books containing the

rebus form.

Compose sentences and

short stories illustrating the

rebus.

behavioral Skills

The student:


a verbal message


of sources

applies generalizations




spoken language

associates literal meaning with

written symbols

draws logical 4mplications


73

Yi

LEVEL 3-5


Understandings

LearnIng Experiences

Behavioral Skills

THE SOUNDS OF THE WORD MAY

SUGGEST ITS mgANING"

8

s.

4

The students:

listen to a tape recording of various

sounds and match the sounds with wards.

Example: door buzzer-buz, bass drum

boom, alka salczeI.-fizz

bring In objects that make sounds in

which the meaning of the word is iLl-

ustrated.

Example: toy car (v-room), gum,

balloon (pop)

think of names for a new breakfast

cereal, a new soft drink, a new Loy,

or a new appliance. They then write a

sl.sgan and/or draw an illustration

of the new product on a balloon,

poster paper, handkerchief, paper

towel

view a film or filmstrip WiC;.)-t

words. Discuss what it is about

through the use of facial expres

sicis and actions. View it again

with words and compare the dif-

ferences.

Example: Evan's Corner".

148

the st.Ident:


ferences in sounds.

generalizes from evidence



develops individual style

brings ideas to sat.,siactory

conclusions

determines logical relationships


responds to attitudes and moods

of characters.


conclusions

makes comparisons

draws logical implications

justifies opinions

14971


Understandings

LEVEL 3-5



IS NO NATURAL CONNECTION LE-

TWEEN THE. WORD AND ITS REF-

gRENT

72

The students:

Behavioral Skills

look at unfamilar objects.

Example: avocado, piece of mod step-

ture; abstract painting.

Suggest names for each object and write

them an the board. Compare the suggested

names with the given name of eacL object.

look at two children having the same

first name.

Example: Jame., Thomas and Mary. Dis-

cover that the name is only a label and

not a physical description.

listen to the poem "Jar" by Harold

Longman. Discuss the different ways

the word jar is ueed. Write a poem

expressing various ways in which one

of the following words is used. mean,

duck, bark, box, iron, part, pound,

ring, and roll.

Example: cool - a groovy person

rock - a kind of music

pad - where you live

The student:

perceives levels of abstractions

justifies opinions

makes comparisons


makes comparisons

sumarizes ideas under discussion

tells about one idea at a time

recognizes unstated assumptions and ---

values

makes comparisons

gathers information

sumwarizes ideas under discussion


discriminates among rhythm, pitch,

intensity, and patterns of sounds


purposes


punctuation ard capitalization.

73CONCEPT I - LANGUAGE IS S

Understandings

OL IC

LEVEL 3-5


!.11

LA1GUCE IS ARBITRARY: THERE

E IS NO NATUPAL

CONNECTION BE-

QTWEEN THE WORD AND ITS RE-

FERENT

s-2ri

CC

)


The students:

Mly*,./.04"...ter

make dictionaries

dictionaries of words they use with

meanings that are not in the dictionary.

Create sentences that illustrate these

new meanings.

write an invitation to someone who

speaks a foreign language asking that

person to visit the class. Ask the

resource person to name objects in

the room using his language

pretend that while visiting a country

were another language is spoken, they

become hungry and go to a restaurant to

order something to eat. The students

discuss the icusitatiQn 'hat c:imeb

from nct being able

...111........411 11....

Behaitioral Skills

The student:

perceives that wt rds alay have multiple

meanings

gathers informatitin

makes selv,Aiors

opriateatdCon-

)

writes basic patterns foi va

purposes

text

writes paragraphs for specific pu;-

poses


uses newly acquired words


into a verbal Lesponse

uses pro. LFR

deter,iine


Understandings

Allayps.....11N

1.110111...0"New

or

PEOPLE CLN COMMUNICATE NON-

VERBALLY THROUGH THE USE 07

iTIME, PLACEMENT IN SPACE,

TOW% FACIAL EXPRESSIONS,

AND GESTURES

PEOPLE COMUNICATE THROUGH

PARA-LANGUAGE

74

LEVEL


The students:

draw blank faces and put in the features

that would communicate various ideas and

eootions.

Example: happy, sad, cheerful

pantomipe gestu :.es and expressions of

people in various occupations.

Example: policeman, painter, soldier

pantomime messages they have made up

(charades)

state simple phrases in various

ational patterns to alter their

ings.Examples: "oh, Mother", "No"

are going to have

today", and "What

having for dinner,

inton-

mean-

"We

a test

are we

Mother?"

pronounce words twice changing stress

from the first to the second syllable,

and tell how the stress changes mean-

ing.Example: present, record, refuse,

desert, object

144-

Behavioral Skills

The student:

iGentifies mood

transposer a non-verbal massge into

a verbal response

identifies mood

interprets facts

identifies voice change sigials


gives emphasis to ideas by

phrasing stress, pause, rat

pitch, and modulatiop


gives meaning and emphasis to ideps

by using stress

73

CONCEFT I - LANGUAGE IS SYMBOLIC

Understdings

;WEL 3-5

-1.--Learning E:periences

Behavioral Skills

PEOPLE COMMUNICATE Taw:4191A

.

PARA-LANGUAGE

=8

The students:

look at words or pairs of words, read

them aloud and discuss differences in

their meanings because of changes in

stress and juncture.

Example: I scream - ice cream;

see Mable - seem able;

Annapolis - an apple is

an.ounce - announce

,11

The student:

discriminates among rhythm, pitch

intensity, and pattern of sounds

ii generalizes from evidence

t.C6

ittrr75

LEVEL


Understandings


Behavioral Skills

COMMUNICATION I

LVES A

SENDER, MESS

RECEIVER

76

The students

make telephones from strings and cans to

telephone kit may also be used) to sand

messages to each other demonstrating

the

necessity of having a sender, a message,

and a receiver for communication.

list, discuss, and demonstrate ways of

communicating.

Example: smoke signals, morse code,

hand signals, pigeon, body

movements, signs.

The student:

speaks clearly



conclusions

s..mmarizes ideas under discussion


of sources

follow, oral directions


language

transposes non-verbal message to

verbal response

73

LEVEL 3-5

CONCEP1 II - LANGUAGE IS USED TO COMMUNICATE

Understandings


LATHE MESSAGE MUST BE MUTUALLY

!UNDERSTANDABLE

wc

au

ca

ao

01

,

The students:

read and interpret message in code from

sentence strips distributed by the teac-

her. They discuss the codes used.

Examples: A=1, B=2, C=3, Z=26

make up a code of their own

Example - messages

invite a resource person from a school

for the deaf or a similar institute to

demonstrate communication by hand

signals

working in small groups write four or five

clues for a "treasure hunt". Each set of

clues is duplicated and distributed to

the groups. Using the clues each group

goes on a treasure hunt.

Behavioral Skiiis

The student:

transposes a nonverbal message into

a verbal response


purposes

varies and expands basic sentence

patterns by substituting one kind of

structure for another


a verbal response


spoken language

receives information from a variety

of sources


a verbal response

follows current practice in capitali-

zation and punctuation


follows directions

77

73

LEVEL 3 -3

CONCEPT II - LANGUAGE IS USED TO

COMMUNICATE

Understandings


C3

UNDERSTANDABLE

,

CM

LANGUAGE INFORMS, INFLUENCES

AND ENTERTAINS

78


The students:

discuss the clues in terms of how clear

the directions were

bring in and discuss the parts of a

newspaper.Tell which parts informs

(factual articles), influences (ads,

editorials), or entertains (comics)

make posters, collages, or bulletin

board displays from newspaper clip-

pings of how language informs, in-

fluences, and entertains

visit the media center &n4 listen to the

media generalist discuss the kinds of

references that may inform

Behavioral Skills

The student

write,, basic patteims for various

purposes

speaks clearly

interprets facts


detects implication in language

(inferences)

identifies techniques of propaganda

and persuaSion

determines between fact and opinion

selects Aaterial appropriate for him

decides whether statements are true

or false

receives informat1,44 from a variety of

Sources

16"

3


Understandings

.111M

LEVEL 3-5


Behavioral Skills

LANGUAGE INFORMS, INCLUENCES

The students:

AND ENTERTAINS

1.6

reverse the roles of characters in a

f..miliar fairy tale.

Example: Cinderella's stepmother is

good instead of evil, Little

Red Riding Hood wants her

grandmother to be eaten

Dramatize tke new story.

invite a member of the staff of a local

newspaper to discuss the script,

format,±

and parts of a newspaper. They may then

visit a local newspaper plant. As a

follow-up activity the class may write

its 'own cleat:rows newspaper.

The student:

identifies basic elements of a story/

responds to attitudes and moods of

rAdig

characters

recognizes alternatives in story

situations

sees implied meaning and draws in-

ferences


purposes

selects structures to extend meaning

or add emphasis





applies sentence study skills when

writing paragraphs

receives inforL4ation from a. variety

of sources

79

73

3-5


Understandings


Behavioral Skills


THE TRANSMISSION OF PERCEP-

TIONS AND EXPERIENCES

80

The students:

1 WI

look at a situation picture and speculate

on the events that led up to the picture.

Write or tape stories based upon a sim-

ilar picture.

Example: frightened child sitting up-

right in bed.

listen to a story and illustrate a

character based on the description

given in the story

The studetn:




conclusions

transposes a thought into a verbal

and/or written message


speaks clearly

write basic patterns for various

purposes




forms sensory imagls



chn.actera

distinguishes between major and minor

details

CONCEPT II - LANGUAGE IS USED

Understandings




LEVEL 3-5

TO COMMUNICATE

The students:

take a page that contains a happy face and

a pad face. Complete the statement

I was happy when

I was sad when

Happiness is

look and taste some unusual or exotic

foodd. discuss the appearands, taste,

and their impressions of the food.

Example: chocolate covered ants,

rattlesnake meat, caviar.

Behavioral Skills

The student:

interprets facts


transfers sentence patterns from

oral to written form

expresses strong feeling or emotions





uses appropriate beginning sentence

to lead into main idea

bring ideas to satisfaci.ory con-

clusion

formb sensory images


transfers sentence pattern from oral

to written form

81

73

LEVEL 3-5


Understandings





CLUDES SKILLS OF DIMS-

SION AND EXPRESSION IN:

82

OBSERVING

LISTENING

SPEAKING

READING

WRITING


The students:

Behavioral Skills

work in small groups. A member of the

group draws and describes an object.,

figure, or picture to the group. The

members of the group draw what he

describes and then compare their

pictures to the original.

view WETA program. "Stories Withwvt

Words". After viewing discuss their

impressions of scenes and events.

Interpret the significance of scenes

and events.

171

The student:


purposes

follows current practice of punct-

uation and capitalization

speaks clearly




conclusions

tells about one idea.at a time

predicts outcomes based on statement

and inference

states main idcw_ and details found

in pictures


identifies details related to a topic


characters

discriminates between major and minor

details

73

ASSESSMENT ACTIVITY 3-5

CONCEPT II


Understandings


Behavioral Skills

COMITCNIGATION INVOLVES A


RECEIVER

THE MESSAGE MUST BE MUT-

UALLY UNDERSTANDABLE.

LANGUAGE MAKES POSSIELE

THE TRANSMISSION OF

PERCEPTION AND EXPEa-

IENCES


INCLUDES SKILLS OF IN-

PRESSION AND EXPRESSION

IN

1. OBSERVING

2. LISTENING

3. READING

4. SPEAKING

5. WRITING

1 7.'4

The students:

make a school newspaper. They discuss

which parts of a newspaper to have in

their school paper. Examples: current

news, sports, editorials, comics,

social page, amusements, advertise-

ments. They decide on which section

of the newspaper they would like

to work. Each coaaaittee collects,

organizes, writes, and edits infor-

mation related to its section. They

then compile this information into a

format for printing.

The student:




and opinion

speaks clearly


verbal message



associate' literal meaning



multiple meanings

perceives connotative as

well as denotative qualities

of words



writes barite patterns for

various purposes


purpose

Illopllects'iriformation

from a

jibriety of sources

83

73

Understandings


CONCEPT II


J.,eaining Experiences

Behav;oral Skills


identifies a sequence of ideas

selects those that are most ime.

portant

recognizes techniques of

propaganda and persuasion

states the problem


gathers information

interprets facts



are true or false

3CONCEPT III - LANGUAGE CHANGES CONSTANTLY

Und2rgtanditi.gs

LEVEL 3-5

Behavioral Skills

LANGUAGE CHANGES BECAUSE OF


All speech is dialectal

Dialects are varieties of

language which differ from

each other in pronuncia-

tion, vocabulary, and

grammer

The students

listen to a story, record, or tape of

distinct dialects and note the dif-

ferences between the dilectal vocabu-

lary and their own.

Example: Newberry Filmstrip "Straw-

berry Girl", and other books by Lois

Lenski, Mark Twain books and:records.

discuss variations in pronunciation

within the class using the words

greasy, aunt, vase, white, going;

dance, hog, orange, news, idea,

roof, iron

._

listen to selections .read by

other students and Identify the

reader by voice alone

The student:

receives information from a variety

of sources such as TV, tapes, records

ratio, people


in speech

interprets facts

compares

contrasts


in speech:vocabulary

syntax

patterns


conclusions


in speech

reaches logical conclusion

4 i

73

LEVEL 3-5

CONCEPT III - LANGUAGE CHANGES

CONSTANTLY (con't)

Understandings

Dialects refl..i.ct func-

tional varieties or cul-

tural levels of language

Prestige dialect (S-.an-

dard English) is a cul-

tural level spoken by

emulated members of the

population.

Socialization processes and

geographic isolation ac-

couni; f:r the development

of different languages and

of different dialects with-

in a language


Behavioral Skills

The students:

use role playing

and puppet shows to

show how people speak in

different

social situations.

Example: sport huddle, contrast

peer greeting with

greeting an adult, com-

mittee to extend invita-

tion to resource person

to visit classroom

compare words that vary

according

to geographic location.

These words may

be used on a chart, in a word bank,

or in a story.

Students identity

sections of the country that

used

each tern.

Example: creek, stream, soda pop,

soft driaLs bag, sack,

frying

pan, bun, sweat

roll,

seesaw, tetertotter,

rid-

ing horse, pancakes, hot

cakes, friddle cakes,

flapjacks.

The student:

evaluates organization of presenta-

tion


conclusions

shifts the level of speech to fit

the situation

speaks clearly

agrees on the meaning of terms

and

expressions




conclusions

makes comparisons

relates the written symbol to the

spoken language


73CONCEPT

III LANGUAGE CHANGES CONSTANTLY

Understandings

LEVEL 3-5


Behavioral Skills

LANGUAGE CHANGES

HITTORIc;-iLY

Wt-fcd3 enter our language

in many ways:

Coining words (hot dugs

kIeenex)

Borrowing foreign

-

pressions _(pizza)

Dcvel.op slang te:ms

(grcovy):

04PPixig words (phone)

Compounding w*ds

I

(baseball)

Fixing (,-Jiga-fiettej

Blending (smog)

Forming acronyms

(8Q-U-44,A)

I

The students:

listen and discuss the poem "Me" by

William Saroyan as an inrroduction_to .the

history of words.

make up skits cuiJing ways in wraith

they think words may have originated

look up their first and/or last names.

in the unabridged dictionary or book

of names to find their origin

The student:

"identities main idea

determines sequence of

events

predict§ outcomes

-makes generalizations and draws

conclusions

speaks clearly

tests conclusions and deductions

combine animal names to create new names

and then draw or paint pictures to

illustrate how the "new" animal might

look.Example: eleduck (elephant/duck),-

bufferilla (buffalo /gorilla)

uses specialized references.

Ja3es the dictionary effectively

for

a variety of purposes

uses facts to make deduction

and

generalizations

73

CONCEPT III - LANGUAGE CHANGES

CONSTANTLY

Understandings


Meaning of words change

by:Generalization (hazard)

Specialization (meat)

Amelioration (stewart)

Pejorative (fool)

88

1ft

LEVEL 3-5

Language Experiences

The students:

rI

'311' '

view filmstrips, magazines, newspapers,

and examples of specific events of

happenings and list words that have

de.;

veloped from these.

Example:

.space,

programastronaut, satel4ite,

space capsule, sky lab

ittliL2SRAEtE#- speed, grass,

po;,

horse

movement .,. hippie, flower-child,

ecology, Jesuswifelie

fad - hehlth foods, natural goods,

maxi, mini, :micro, sizzler

medicine - electro cardiogram,

artificial organs, rejection,

acupuncture, pace-maker,

trampleat, sickle tell

Behavioral Skills

The student:

interprets pietureaque language and

specialized vocabularies

relate writtsn symbol to spoken

=

language


of sources

..

"

skims for tentative information of

app5opriate miterial

.

r7p:r'1..1:?:1*r'-.'

VT

. 7 :r4c1-

r-

,

ASSESSMENrACTI

3-5

CONCEPT J.11

LANGUAGE CHANGES CONSTANTLY

Understandings


Behavioral Skills

LtiNGUAriE CHANGES BECAUSE OF

GEOGRAPHLC AND SOCIAL SETTINGS

LANCU GE CHANGES HISTORICALLY

Al

The students:

bring in objects or pictures

of objects

from the past with names that

have

.

changed historically. Examples:

steam

iron-flat iron, peanut-goober, dragon

fly-darning needle, snakedoctor-

mosquito hawk,

glasses-spectacles,

--

stream-creek, brook-branch-kill,

basin-sink, crib-cradle,

car-horselesa

carriage.

research and write a report

including the following

information

about their objects: various namesof

the object, origin of the wurect,

-

orifsttraUthsrolojeety'its uaes, lta

design,,cad change" in the design.

1

U.

The student:



have

multiple meanings; makesselea-

tiOn,appropria5e to context-

.

diatinguiehesbe

een fact

And (*Luton

yokes aural and visual dis-

eriminations throught auditory

perceptions picture-object clues*

egad; form acmes contextual. elues.

*wale clues* Ossetic- recterites

structural

amaliits.

Slita Linda 14714 dePtita

inattar 04144ogos

writes basic pettetos for

"r19" run,"

determines purpose

for reading

,

-

collects information fro*

'

variety of ecimroal

,[:`"

%Ili*

'of

bcrgc,

-identifies a sequence of ideas

and solootta th?"laol that, are 'fIMIlr

important

485


CONCEPT III

LANGUAGE CHANGES rONSTANTLY

(1:011i;

Undserstandings

90

1'8.4f The students:

Propene thells-flAdifts'brilly.'

to the rest of the class

'let ep a-messun'showing the

objects and information. Their

they write invitations to other

4sses to visit their museum

4

1,1

Behavioral Skills

The student:

identifies needed informatiani

gathers information

interprets facts

speaks clearly


verbal message

takes generalisations

sees cease and effect

relationship,

determines Mulls and effect




purpose

7

LEVEL 3-5

CONCEPT IV - LANGUAGE IS AFORM OF SOCIAL BEHAVIOR

Understandings


Behavior Skills

APPROPRIATE LANGUAGE PAT--

TERNS VARY ACCORDING TO THE

SOCIAL SETTING IN WHICH THEY

OCCUR

L./

1

The students:

create conversations which occur

in

various social settings. They

then

present them to the class

in a role-

playing situation.

Examples: Greeting a visitor,

interviewing community

people, playing togeth-

er on the playground.

write letters to friends

and bus-

iness organizations, and compare

the different forms of letter

writing.

role-play various ways in which

they

might apply for a job.

Examples:.Batboy, circus performer

fashion show model, cut-

ting lawns, babyaitting,

walking a pot, tutoring.

165

The student:

speaks clearly

speaks fluently

shifts tile level of speech to fit

the situation

compares

contrasts

establithes criteria

uses varied sentence

patterus


writes paragraphs for specific purpose

compares

contrasts

establishes criteria

seeks alternatives

stabilities 4riteria

UMW effective introductory and

closing statements in formal

preeentatios

asks relevent questions and makes

relevant comments

speaks clearly and logically

16991

73

LEVT

1-5

CONCEPT IV - LANGUAGE IS A FORM

OF SOCIAL BEHAV11...A

Understandings

A SPEAKER OR WRITER

CONSIDERS


GROUND OF THE LISTENER OR

READER

92


Behavioral Skills

The students:

discuss the interests and background

of

primary pupils-

Students then write in-

dividual books for primary pupils.

The student:

speaks clearly

uses precise words

keeps to the topic under

discussion


conclusions


purposes

organizes information


capitalization and punctuation

proofreads and corrects

writes related ideas in logical

order using paragraph fora



1 91

7LEVE/

CONCEPT IV -LANGUAGE IS A FORM OF

SOCIAL BEHAVIOR

Understandtngs

SHIFTING LOYALTIES AND GOALS,

R.


rOT7VATE PEOPLE TO CHANGE

LAN(.;UAE PATTERN.

A.

8

LANGUAGE REFLECTS CULIURE ANT)


EXPERIENCE


The students:

discuss the different vocabularies

used

by various in groups and through

role

playing show that language changes in

each group.

Example: Little League, Brownies,

Glee Club, Church Youth

organizations

read and discuss biographies or

autobio-

graphies. They then write and ta:21:azord

their own autobiographies.

I9

Behavioral Skills

The student:



conclusions


makes relevant comment


uses specialized

references

speaks clearly


decides whether statements are

true or false

writes paragraphs for specific

purposes


spoken language

determines purpose for reading

identifies needed information93

73

LEVEL 3-5

CONCEPT IV - LANGUAGE IS A

FORM OF SOCIAL BEHAVIOR

Understandings


GROUP AND INDIVIDUAL IDENTITY


The students:

divide into two groups to form clubs which

develop secret terms and phrases. Then ea-

ch group tries to interpret terms and

phrases of the other groups. The students

discuss how the language reflects the

identity of a particular group.

Behavioral Skills

The student:

speaks clearly


conclusions


message

73ASSESSMENT ACTIVITY 3-5

CONCEPT IV

LANGUAGE IS A FORM OF SOCIAL BEHAVIOR

Understandings


Behavioral Skills



SETTING IN WHICH THEY OCCUR.



GROUND OF THE LISTENER UR

READER


BOTH PERSONAL AZ. SOCIAL, MO-

TIVATE PEOPLE TO CHANGE LAN-

GUAGE PATTERNS.

LANGUAGE REFLECTS CULTURE AND


EXPERIElia

.

LANGUAGE USAGE REFLECTS GROUP

AND INDIVZJUAL IDENTITY.

The students:

write and present a play about "A Day

with Johnny" showing different scenes.

Example: a) Mother awakening Johnny,

b) breakfast with his famtly, c) a bus

trip with strangers, d)-a visit with his

grandparents, e) a bus trip back with

his friends, f) playing baseball with

his friends, g) greeting his father at

the end of the day, h) babysitting his

younger siblings

194

The student:


signals as changes in feeling



to specific situations


speaks clearly


verbal massage



or words



various purposes


purpose


verbal message

ressond nonverbally to a

nonwVerbal message


CONC '.?T V - LANGUAGE HAS

Understandings

LEVEL 3-5

OWER


Beha .oral Skills

LANGUAGE IS A POWERFUL IN-

STRL7.47:.;.7 FOR INI,IUENCING

AND, °:%R CONTROLLING THOUGHTS


AND RESPONSIBILITY

96

The students:

arrange mock interviews with

historical or

fictional characters who try to influence

:he student to read literature about them.

Example: George Washington, Benjamin

Franklin, Columbus, Humpty

Dumpty, Jack and the Beanstalk

compile lists of words selected that

creitte certain pleasant or unpleasant

feelings.

Example: birthday, picnic, field trip,

accident,, homework, garbage,

They then tell why4 particular word caused

a pleasant or

unpleasant feeling.

1911

The student:

expresses a Ch:iught as a verbal

a3

response

on

shifts the level of speech tbblit the

situation

recognizes techniques of persuasion


determines validity of arguments

distinguishes fact from opinion

detects implication in language

expresses a thought

asik verbal

message


purposes

reaches logical conclusions

preceives connotative as well as


199

CONCF?- v - LANGUAGE HAS POWER

Undetstaadings

**LAI,GUAGE IS A POWERFUL ka.

STRI:MENT FOR INFLUENCING

ANI.),G9 CONTROLLING THOUGHTS

AD ACTION:

LEVEL 3-S

The students:

write letters to persuadefriends to do

s:m...1thing they particularly withthen to

do.Examplo: playa certain same, to to see

a movie, view one T.V. pro-

gram instead of another

conduct a mock election. The choossitoandl-b

dates will write And present their

campaign speeehes

to

Ikehavioral Skills

The student:


response

shifts the level of.speech to fit

the situation

.reedgnizes techniques of

parsuasion




detects lisgicatIon in language

expresses a thought as averbal

response


the situation

recognises techniques of persuasion




detects implications in language

97

73


Understandings

LEVELS 3-5



The students:

AND RESPONSIBILITY

Behavioral Skills

listen to the story "The Boy Who Cried Wolf"

and discuss the influence the words had on

the villagers.


say the same words or phrases with


different emphasis.



Example:

Be quiet! Oh, be quiet;

MESSAGI

strike!

Students then listen to the differences in

phrases and discuss the actions suggested

by each

98

202

The student:


uses facts to make deductions and

generalizations

recognizes unstated assumptions

and values

incorporates judgements into

behavior

identifies:likenesses and differences

in sound

discriminates likenesses and differ-

ences in speech


changes in feeling



speaks clearly


message

2v3

73

CONCEPT V

-LANGUAGE HAS POWER

Understandings

LEVEL 3-5


Behavioral Skills


IMPLIED RESPONSES, TT IS



MESSAGE

The students:

make a booklet of command phrases to

be

interpreted by other readers.

Example:

Get Toing, get away

20+

it

The student:

identifies likenesses-and

differences in sound

discriminates likenesses and

differences in speech

identifies voice change in




speaks clearly


verbal message

writes clearly and con-

cisely



perceives that words have

multiple meanings

writes basic Patterns for

various purposes

20599

73


Understandings

LEVEL

.S


Behavioral Skills

LANGUAGE IS INFLUENCED

BY MASS MEDIA

100

The students:

listen to several examples of expressions

from mass media that have become a part

of our jargon.

They then identify the orig-

inal source of these expressions.

Students

also discuss how TV shows

have affected our

language.

Example: "The devil made me do it",

""per Fly" "rey, hey, hey"

Fat Albert, "What you see is

what you get".

examine headlines from current newspapers

which are mounted on a bulletin board.

They then read or listen to the article

for each headline and note how the infor-

mation given compares with the headline.

They discuss how the headline is used

on an eye catching device and may not

necessarily relate to the article itself.

The student:

receives information from a

variety of sources such as TV,

tapes, records, radio, -,eople

uses newly acquired words in

conversation

interprets Picturesque language

and specialized vocabularies


spoken language

associated literal meaning with

written symbols


interprets facts

compares

determines bias

2107

73

CONCEIT V - LANGUAGE VAS POWER

Understandings

LANGUAGE IS /11FLUENCED BY

MASS MEDIA

Mabs media accelerates

language communication

Mass media increases tha

need for critical li,tesing

mass media increases the

need for standard, of

selection

LEM 34

Learning inature

Behavioral Skills

lb* *taunt:

The students:

discuss various methods of communication.

and make a scrap book showing past and

present methods of communication

tell or dramatist the wtys

la which

an lad.

p'tact maim*

sistabe emit

to aamber of the twill

is tile WM

WM

.a posO

mottor a ter

block*imp. ilsolges

atothow tom

* MU

M 2i 4111111iiiit m

arurps

was fa m

000llkso W.44141

listen to famillet cieseimidektera.

lizemplet strews iike* dice

3asitss

in a &sat

*tiger la

your -tame - bee' VOW ple

feel like a nue-,

2operiolMargarine.

Students then think about whet is istesded

in the massage and decide what should be

some standard for selection ofproducts.


message

compares

contrasts

Wafts the

level

ofspeech to fit

.the eitsstion

deassmisse

UM

W sad

effect

isamplsee 'mu is

logia

decides Idietber statements are true

or lass

incorporates judgements into behavior

judges reliability of data

preceivea connotative as well as


cosan V - LANGUAGE RAS PO

'ER

Understandings

WORDS IN ANGUAGE HAVE MANY

MEANENGS

The pwer

language de-

pends on the words that are

chosen and their arrange-

ment

The context in which a word

appears determines Lts mean-

ing

In life and liter,:ature,

words acquire a cluster of

meanings on different

levels of experience.

The connotation of words is

more useful inpersuading

people than the denotation

of words.

Words acquire connota-

tions as a result of

individual and group

associations and ex-

periences with them.

The meaning most generally

agreed upon by users is

the denotative meaning

of the word.

LEVEL

3-5

Lerirning ExParience9

The students:

make two sketches to

illustrate a

comics phrase, with one

skttclx Showing

the literal Meaning, anti theother

showing itgutative meaning

Examples "put your toot IS four

40441"

write stories sagasinke

etWee

of SWUM

fleassive ipbssess«bem

Ple:,141,.01 swaps.

t can in 4, sue

;Oot

your

am hem

Behavioral Skills

student:

compares

contrasts


dOSSOWNWOMoqualities of words

detect' implication in language

substitutes original expressions

bre cliches and hackneyed phrases

mites basic patterns for various

gomposes

'vital related ideas


makes warranted inferences

73

Understandings

ASSESSHER2 ACTIVITY 3-3

CONCEPT V

LANCUAGE RAS POWER

LANCJAt2 IS A POWERFUL INSTRU-

MENT iOR INFLUENCING AND

CONTROLLING THOUGHTS AND

ACTIONS


AND RESPONSIBILITY

SINCE ALL COMMUNIC :ION aAs



RECOGNIZE THE TOI;E OF EACH

MESSAGE

LANGUAGE IS INFLUENCED BY

MASS MEDIA

WORDS IN A LANGUAGE HAVE

MANY MEANINGS

e students:

wzite skits emulating the roles of

famous T,V. personalities and familiar

commercials. They tape sound effects.

They then design a trans to be used as

a giant T,V. fiet

using their classroom as a T.V.

studio,

they present their skits and commercials

(responsibility for script writing,

castinL4 erasing, productions com

mercials, should to delegated to coo.

mittees or individuals.)

1,12

The student:



,d1.6


to specific situations



variety

ofMaureen; T.Q.

tepee,

'scolds

distinsololos between hitt

and opinion

arias clearly

expresses a thought as $

verbal message


multiple meanings


in other eelections

places in sequence



various purposes


14rcpagandaand Persuasion ,

73

ASSESSMENT ACTIViiY 3-5

CONCEPT V

LANGUAGE HAS POWER

(can't.)

Understandings

Leaming Experiences

Behavioral Skills


interprets facts -decides

whether statements axe true

or false

LEVEL 3-5

CONCEPT VI - LANGUAGE IS

SUCTURED IT IS SYSTEMATICAND COMPLETE

Understandings


NECESSARY FOR MEANINGFUL

COMMUNICATION


Behavioral Skills

The students:

name objects

they see in the classroom.

As the teacher lists

them on the board,

they discuss the fact

that all the

words are nouns.

work in groups. The

leader selects

six letters of the

alphabet. The

players suggest a noun and

modifying

adjective beginning with that

letter.

Example: F - friendly fellow

(person)

frozen forest - (piece)

funny face

(thingY

form rhyming nouns with their

modifiers by making up rhymes to

fit

non-rhyming descriptions given.

214

Examples:

high school homecoming queen -

teen queen

slender James - slim Jim.

overweight Kitten - fat cat

small hot dog - teeny weiner

a happy father -

glad dad

smart lady -

slick chick

mongrel's house - mutt's but

store that sells mops - mop

shop

The student:

speaks clearly



spoken language


spoken language


speaks clearly


spoken languages

makes aural and visualdiscriminations

through auditory perception

identifies likeness and differences

in sound

makes comparlsons

2.1.7105

73

LEVEL 3-5


STRUCTURED* IT IS SYSTEMATIC AND COMPLETE

Understandings


=11.


The students:

wc


COMN1CATION

106

add a proper noun for each common noun

in a list.

Example: friend - Jane

holiday - Christmas

president - Richard Nixon

(common and proper nouns)

listen to the poem "Our FunnyLanguage"

tram Our English Language

Level 5,

American Book Company, and then

discuss the ways in which words are

made plural. (aingulai and plural)

select partners. One student gives

a sentence using the

singular fora.

His partner gives the same sentence

in the plural form.

Example:

The boy walked down the street.

The boys walked down the street.

Use all plural forma including

irregular forms.

cut pictures from magazines

and news-

papers and place themunder the cap-

tions of persona, places, things, on

a bulletin board.

Behavioral Skills

The student:

uses concise words

selects structures to extend

meanings


spoken language

makes comparisons

makes aural and visual discrimination

through the use of word form clues

and structural analysis

speaks clearly

makes aural and visual discrimination

through the use of word form clues

and structural analysis


conclusions

summarizes and organizes information

219

/3

teNCEPT

Understandings

LEMIL

LANGUAGE IS STRUCTURED IT IS SYSTEMATIC AND COOL=

11{11101.01041.

pgpgORGANIZATION IN LANGUAGE IS

nE(21-1ARY 2CR MEANINGFUL COM-

WjNiCh11.3N

CC

a


The students:

Liaten to sentences given by the teacher

and write the possessives to substitute

teL pas or the sentence.

EKamilie: The bask at the la

is

loud:

Td-iir; bark)

The

cat owned ty a

father

is old.

(Lather's car)

divide into two teams. The teacher

gives sentence fragments. A member

of one team goes to the board aad

writes the possessive fotm

(class

pencil sharpener, Bob's gloves).

Ii the tom is written correctly

the team scores a point.

Examples:

"The pencil sharpener be-

longing to our clans" or

"Those gloves belonging to

Bob".

read a paragraph with all the adject-

tives underlined, and discuss how

the words are alike. If the word

adjective is unknown the teacher

introduces it.

2

Behavioral Skills

student:

discriminates between major and

minor details


spoken language.



spoken language


discriminates between major and

minor details



spoken language

identifies details



selects and evaluates information

241107

li!

auE

mc

Understana;.ngs

73

LEVEL 3-5


TRUCTURED IT IS SYSTEMATIC AND COMPLETE


Behavioral Skills



CWUNICATION

The

students:

circle all the adjectives in a

paragraph or several paragraphs.

write paragraphs using as many

adjectives as possible. Students may

exchange paragraphs with each other.

EaLh student lists the adjective he

finds in the paragraph he is reading.

He then writes his own paragraph using

the same adjectives his friend has need.

Students may then compare the different

ways in which the same adjectives have

been used

choose three classmates to stand

together to show differences in

height. Discuss the differences

in terms of tall, taller, and

tallest. Students note the dif-

ferent endings added and the dif-

ferences they caused in meaning.

look at a picture of three girls

of different size, height, color

clothes, and shoes and write

as many comparative sentences about

the girls as they can.

The student:



spoken language


writes a paragraph for specific

purpose


makes comparisons


through structural analysis:

endings, root words.

makes visual discrimination through

picture clues

writesbasic

patterns for various

purposes

writes clearly and precisely.

73CO

NC

EPT

VI -

IS STIT

Understandings

OR

GA

NIZ

AT

ION

INLANGUAGE IS

RN

EC

ESSA

RY

roR MEANINGYOL

zm

wc

CO

MM

UN

ICA

TIO

N

s student/itlocate sentences coatalsisi two or WV,

adjectives. They writs tress,

cbanling

only

a.* adjectiVah T

hey sbsa ofiscasehow the picture formed

teaseledchdsges vhatt only the advictivsa pitchanged.

start a collecrios. of

effect.

Jc:scriprlve worts bat ceggIMS

VO

Ato place of nicer pretty&

Ida& W

as&goods sad other overw

orkedw

eds. 'beyUse the

dictissari to find synonyms*

play ftbsseribar*. Throe as

feetchildren ex*

nitle

sat laws tint tam

.T

he rest of the o.tsatrealects we

object. The "its*

MIM

I Ali W

OO

Sthe object by

esisieg desindbleigquestions.

sit in a circle with their eyes

closed. The teacher passes severd

objects around such ss cloves, onion*,

vinegar, perfume, motor oil.

The

students write as many words

fnone minute as

they can to describe

each small without using good or

nice.

Adaptation - each child might to given

a different substance to

describe.

22

Ilebarbinat 0111s

The stuisatt

interprets meaning through word

order in seStences

uses

subjects, predicetssicom

pliseatew

rites basic possum for various

pwrysitoo

wits, related Sias

vimM

ettessirt effisiantlyL

et * yetiety at purgesss,

uses veiled misses patens

eft Itidinellit 4111110101111seas V

ISCIIII6 W

WI

dimiesibes attribute, at object*

war! pada* U

MW




fuse sensory imps

sakes generalisations or draws

conclusions

2 24109

77

LEVEL 3-

CONCEPT VI - LANGUAGE IS irRUCTURED;

rr IS SYSTEMATIC AND COMPLETE

Understandings



IAA

itCOMMUNICATION

=lb

vom

co

CA

110


The students:

make "Word Snapshots" by witting

descz.ptions about one person.

Word

desctiptiQ,ns could includsinformation

abc/ut physical appearances behaviorp

talent, pecEwnaiity, activitleesand

other traits.

examples:

physical oppeszauce

bzows oyes

behavior - good

talent - baseball elems

activities or interests - athletics

personality

good matured

other - cj ever.

choose cards with action oozes orthes.

Examplest clap, leap4 weal.

Bach

student pantausizeshis ectinees andthe

others identify the satirist volt beige

pautowaged.A

lint

le made of the

verbs on a chart emiked 92044140tand

past. The student*

discuss the fore

of the verb sifter au action IA come)

plotted.

244

Example:Present

Past

leap

leaped

clap

clapped

walk

walked

Iehavioral Skills

The student:

makes generaiizations

was precise "Rude

writes related idess

recognizes universality of

human traits

ease aural and visual discriminations

associates literal area; ins with

'written whole

summarizes ideas under discussion

22?

73

LUIL 3-

v: - LANQUAGE iS SI UCTURED; IT IS StSTIDAATIu, cucu

O;

$£E

Uneerstndlngs

Learning, Experiences

ORGALZATION IN LANGUAGE 13 1

Th

students:

NE

CE

SSAR

Y SC

R M

EA

NIN

GE

ZIL

CO

N-FSN

:t

riNcomplete a sentence by adding the

correct forst of the verb. they them

cb,:,nge the fora of the seem from

singular to plural and complete the

aemtmcs with the correct faits of tie

verb. The students discus, bow

the verb changes whys tie sass cissos

fxum eingular to pletel4

Example:

The aurae U

MW

IOU

sleek

IX* w

oo lamb um

The lemon

am&

sowe

tote

The lemons Amoi mese.

look up the verbs on tbeiX

chaste

in the dictionary, and not* the fact

that the worda they find

in thedict-

ionary are the "root" words.

play the game "Hale to provide oral

practice in the proper use of auxiliary

worda.(Game Directions) Choose seven

children to hold up verb cards. Choose

seven other children tohold up help-

ing word cards. Each child holding a

verb card in turn holds up his word

to the class and says, "Do I need

help? Does anyone want to help me?"

If the word on the card needs a

helping word, the pupils holding the

helping words raise their cards.

Behavioral Skills

The atudaut:

sass gensralizatiols and draws

conclasioss

use pr44110 verde

seee tie dictionaryefficiently

for a variety of purposesuse inforestios concerning parte

of speech


conclusions

uses information concerning parts of

speech

makes generalizatione

uses precise words

29

Ili

71

LEVEL 3-5

CONCEPI VI - LANGUAGE IS STRUCTURT15 IT IS SYSTEMATIC AND

COMPLETR

L41

Understandings

ze

=ft

OBI,ANTZATION IN LANGUAGE IS

mc

NECESSARY F3R .1EAN1NGFUL

commuN;caTio

112

Lear ning

Experiences

The students: (cont.)

Chose another child from the class to

71Firch the atb with a helping word and

the varb and a helping word in a

sentence.

ar.k

a cuen of another student who

u!sp,:nds by

another form of the

sane verb.

Example: "I saw a jet bomber. What

have you seen, Mary?" Mary answers

by saying, "I have

a.11

Mary then asks a question of another

child using the verbs saw and have seen

and the game continues.

change several positive sentences into

negative sentences by adding the word

"not." They then discuss what happens

to the moaning of each sentence when

"not" is added.

2'ill"

Behavioral Skills


substitutes one kind of sv:uctune

for another


uses precise words

uses information concerning parts

of speech


purposes


patterns

substitutes one kind of structure

for another


of speech

uses varied sentencs patterns

231

LEVEL 3-

- LANGUAGE

I$ STRUCTURED- IT IS

SYSTEMATIA,

CQMPLEIT

Understandings

ORuANIZAT.:ON IN LANGUAGE IS

NECE7iA77 7--OR MEAN1NGfUL


Behavioral Skills

,ne students:

using the sentence

"You can run" list

woods that can be placed atter run

make the sentence tell more.

The

coacher

asks: "Are the words you

suggested adjectives? If not, why

not?

What might they be?"

Lomplete the blanks in sentences.

Example:

We talk in a quiet way,

We talk

.(quietly)

complete a work sheet which contain*

two word sentences by

furnishing a

word that tells now. They

then discuss

how these give a reader a more exact

picture.

circle the adverbs in a paragraph.

They orally, experiment with moving

the adverbs to another positionin

the sentence.

write three noun-verb sentences

and

three noun-verb-noun sentences.

One

student reads aloud one of his sen-

tences and calls on a

volunteer to add

an adverb to the sentence.

2 1wi

The student:

uses precisewords

uses varied sentence

patterns

uses information

concerning parts

of speech


for another

selects structure to extend

meaning or add emphasis

uses structure to

extend meaning

or add emphasis

rearranges sequence of sentence

parts


meaning


purposes


patterns

2 ir113

73LEM

3

- LANGUAGE/S

STR

UC

lara112_1SSYSTEMATIC AND COMPLETE

un.dcsvandings

(AIZATION IN LANGUAGE IS

Nhk'::-=Se

FOR tEANINGrUt

114


he students:

Behavioral Skills

Label 'm

echart huww, another chart

wi-kec, and a third chartwhere. The

,iudents wrxc.e apvcopriate adverbs on.

(La.-7.h

chart.

_at the following sentences

and

patethem. Row are they the same?

d,t4 are they difterent? The students

di:sc,Jss the definitioa of a con-

traction.

I am a student.

I'm a student.

The book is not here,

The

bookisn't here.

I have a penny.

IfTe a penny.

look at a list of contractions and

write the two words which formed the

contractions. WA the letter or

letters omitted.

1,34

Examples

wouldn't - would not -

ocan't - can

not - no

I'll - I will - wi

The student:

-wer........um

kowelyeam

emem

-ro as....=arnlow

.

uses precise words


of speech


identities written syMbols with

spoken language


structural analysis

relates written symbols with spoken

language


spoken language


structural analysis

relates written symbol to spoken

languages


punctuation

23.5-

LEVEL

'

LANi t,

LLisucy;:titiir Is SYSTEX.

: AND COMPLETE

L.-N

a.'...

23

Leatn11.4 EK-pet iaces

st ut7i..S tt

BehavioTa

Skil)s

-1

phrEt6e

blu:4-.,1

(41 a oltt, shetrIt

.yt.

*aid (Nee :-e}

11,A4 445

Clittyltiii

They hitva (ehey'vm)

dhe (,-.aittaf.:r_i.:,n41

tenvu,,cgot i.n the

b&stil

L( ,Aets

wLite the ootd

f,-;:m the curattacti,;o

substitute conttaction tor

underlitad

wot,:3 in, given sentence.

Ex=xlyie:

I do not fiave a cat.Wet)

Mary was not here on

!loads,.

twaart)

Ha is /ate today.

(He's)

read

cards containing words that may

have several meanings and

divide the

cards among teams.

Example: run, spring, pen.

The student:

1..111110.y1

pzict (o

punctuaLlun

mikes

disLtimintion uhtLugh

attuctutal saalysis

.urrcalt practise in use of

punctuatit

associates written symbols

with :gal

language

makes vixual discrimination

through

structural analysis

follciws currant practice in use

of

punctuation

associates written symbols

with oral

/anguagi

makes visual discrimination

through

structural analysis

perceives words may have multiple

meanings

makes selections appropriate to

context

237125

LEVEL 3,

-sr

- LANGUAGE

IS STRUCTURED. IT IS

SYSTEMA1

am) MUTE

-Crdettandings

ORGANTZaTION IN LANGUAGE

IS

NECZSEA

AEAr.:7.NCATL

COICAUi

116


Behavioral Skills

-101111100.....1114.041,11.

The students.: (,cant..)

They then dreide the cards among

tec2s. Using die':ionaries

the teams

ilnd ai :.any meanings as

possible for

their w,rdi, and write shortparagraphs

"ciue meanings"....te "stump" the

other teams.

Sz,izupI::: Sometimes you seetbls in

Sometimes chtld:eu do

What. is the word? (run)

Listen to the Leading ot a

paragraph

which contains no pronouns.

The

students deduce that the paragraph

would be more interesting if

fewer

nouns were used. They

then replace

some of the

nouns with pronouns.

look at words to which a prefix

has been added

discuss how the prefix changes

the

meaning of the word.

asS

Examples: clean - unclean

tidy - untidy


uses the dictior.ary

effciently

for a varietyof purposes

aakes generalizations


for various

purposes


through structural analysis

uses root words and

affixes to derive

meaning

uses informationconcerning parts of

speech

selects structure to extend meaning

or add emphasis

73

CO

NC

EPT

VI - L

AN

GU

AG

E IS

Understandings

0814Y RATION IN TANGUAGS

ISN

EC

E(.7-4.1: PO

ME

AN

ING

FUL

004JKL

CA

TIO

N

UM

3-CTURBS

ITIS St

IC

Learning Itgpariesees

The stud vita:

look at a lint of words w

ith'R

uffianaided sad discuss the ussulas

at thesufIxasple: vitastuiass itsSitaeivie

amnia** urb401,04

Behavioral Skills

Via student:

sakesaural

**Avisual discriminations

through structural asalysis

uses root wordsand Mims

toderive

weastni

as3*cts stroature to suktaad-ssaalogor 41 ice*

73

Li

3-5

CO

NC

EPT

VI - L

AN

GU

AG

E IS

STR

UC

TU

RE

DL

E IS SY

ST,64303

Understandings


IN ENGLISH IS WORD ORDER.

ARRANGEMENT

118


The students:

listen to "Our Inights of

Speech" in

Our L3nRuage Toga, Level 5, American

Book Co and discutis the generaiization

that nouns and verbs work

together.

Each is important in a sentence.

Stud-

ents match the nounand its markers

with the verb and its auxiliaries to

make a sentence.

Example:

1. The king

2. were marching

2. Many soldiers

3. are flawing

3. Those rivers

1. is thinking

match subjects and predicates

to make

compiete sentences.

Example:

1. Many poets 4. in made up of

2. The monkey

colors

3. My father

3. works in a bank

4. liraiibuy

1. writs! childrentie

poetry

2. climbed up the

vine

Behavioral Skills

The student:


identifies tone

and mood

distinguishes various points of

view

makes comparisons


parts


combines ideas to show proper

relationship.

LE'

3-5

k.JNCEPT VI - LNAGUAGE IS STRUCTURED ITIS SYSTmAIIC AND COMPLETE

Understandings


La


La


5 ARRANGEMENT

;2

=ym,

mc

f.13

cm

The students:

listen to four students. One says,

"I saw a man cut his leg." Another asks

"How did it happen?", Another says, "I

can't stand the sight of blood!" These

sentences are written atbe board., ani._

the students answer the following

questions:

Which person is using a command

sentence? Which one is using a

statement? Which one is Wang a

question? Did anyone spook with strong

feeling? After eak saitasea. put the

word which correctly identifies tbe

kind of sentences it is

Example:

Tell us about it. (casommi)

Now did ithaptea? (question

I saw a man cut his leg. (stataneat)

I can't stand the sight of blood:

(exclamation)

make up riddles about pescuation

practices and motion marks.

Example:

I am little And round.

/ belong at tha end of a

telling sentence.

What am I? (a period)

144

Behavioral Skills

The student:


in sound


changes in feeling


punctuation aid caitilizitian

'allows current practices in use

of

writes assay and concisely

draws conclusions

24

119

CONCEPT V

- LA

NG

AC

E 13

LE

W344

VCTURED

IT IS SYS

IC

Unasrstandings

Learning Esperiences

ThE MAJOR GRAMMATICAL DEVI=

The studeuts:

IN ENG ILA IS WORD ORDER

ARRANCEMEJT

120

Debevierel Skills

told a aheet of paper into four

sections and draw a bear in the

tttat section, a brown beat in

the seLond section, a large brown

bear in the third section, and a

large brown bear climbins a tree

in the tourth section. Students

compete the drawings in a series,

They thenwrite a sentence for each

drawing and dismal& how the sentence

grow as the pictures become mote

detaile41.

write adjectives about an animal that

is brought into the classroom. They

then compare the range of adjectives

used and write a paragraph about the

animals using the adjectives.

name objects in the roomand show where

they are located.

Example:

Child names clock. Where is it?

On the wall.

Child stands under it. The class

says: Re is under the clock.

look at pictures and tell where

objects are located

The student:


patterns

selects structures to

extend. mean

or

addemphasis

preceivea level* of abstraction

describes attributea of-ohlects

silken comparisona

writes related ideas in:legical order

using paragraphform

writes

paragraph. forspecific purposes

bees informatfee

-concerning petteimi speech

uses precise gads

selects structure to =tend meanie.

or add easphael*

makes generalisation.

247

73

LIVE

5

CONCEPT V/ - LANGUAGE IS STRUCTVRED0 IT ISSYSTEMATIC MD WOWS

Understandings

THE MAJOR GRAMMATICAL DI

CE

IN ENGLISH IS WORD

OR

DE

R

AR

RA

NG

E1V

T

students: (cant.j

complete sentences printed on strips by

Wins

prapositiosal p§ivos

Estmplet its &ea

wentjatikjkihanste

.Thsesailajajaisair,

fled tire

sistipsetioniei #st statAssists

and rewrite the seeseacee amaill*$

thestotemests to foestiose

wins tbe

crust paratoattin ad capitaltatias,

!bnielia03T

he WA

.MS

sates M die eaftiarb

We the W

ok setae se dmharken

The bosses vas tom

s 4s.law

tto boas We *ad

41I los ate Wes to O

s skallasm

e se peas se abo 00**/us" - dlaseliewday tin titatisesta as eseattaus'T

haw O

we aisivisa tlis outlaw

* or orbsew set its paintl!WArso owl

3t taws N

kligtuawar

io the

1.41f

t..

Whaviotill

The etudauts tccat.)

tallow *tali direettons

Writes cleatiy 404 400.41447

AisisSilitalita

study skills

VbA

lti

WU

* ognswejtalittio #

boo of4*.t*ialeatisi

fel21441 0'44 Onetime

ihemeelatas

Ufttalim

atinits with

vidttoi fip404.mynas eleeny eM eanctmely

iitstilies mime Ilyebols vita spoken

lassumus

takes visual dincrialcarions through

word forte clues and contszt clues

249121

73

LEVEL.

CWNT,EPT

- LANGUAGE

IS STRUCTURED; IT IS SYSTEMATIC AND

COMPLETE

Undersraadings


gTHE -.*A2OF GRAMMATICAL DEVICE


sliE

IN E-':;(,!! IS WORD ORDER

Zug

mc

ARRAM;EXENf

122

EAample:

igtw came with ycut

It was James.

He is unhappy

Why is he hers

Are you going?

Isn't it too cold to go swimming?

underlins the words that axe the

"signal words" in given sentences that

ask questions.

21

Example:

Where are the boys going?

What is Jack doing?

Bcw are you going to the party?

lity. did he leave?

Did you call your mother?

Behavioral Skills


Mi..1.111.1p01.10[4.0110

identifies written symbols with spoken

language

follows directions



written symbols

251.

LEVEL

a

CuNCEPT idt - LANGUAGE I: STRUCTURED

IT IS SYSTEMATIC AND COMPLETE

Understandings

11

SENTENCE ORDER AFFECTS

EPARAGRAPH DEVELOPMENT

ikT

cc


The students:

rearrange letters to form words, words

to form sentences, and sentences to

form paragraphs.

Examples:

atcs - cats

acts

a built John birdhouse

John built a bitikouse.

As I came downistaigs, our est Minnie

came to greet me. Men I poured soma

milk for Minnie. Yesterday swain I

got up before anyone else in tke family.

First I went outside to get the milk

and paper.

Yesterday morning I got up before any-

one else in the family. lie X (14100

downstairs, our cat Einnle c404 to greet

me. ?fret I vent outside to gat

the

and paper. Than I poured some milk for

Minnie .

find the main ideas in several

paragraphs

find the sentences that do not belong,

in paragraphs

Behavioral Skills

The student:


spoken language

rearranges sequence of sentence parts


purpnses

places ideas iu sequence




identifies details

related to a topic-

2 3123

73,

CONcEfil V/ - LANGUAGE 1

Cadetstentilmis

stralICE ORL* APPECTS

124

DE

VE

LO

PKE

IT

2ti

3-5STRUCTURED' IT IS S/STEMATIC AND

COMPLETE


.01.1.....10

The student;

write patagrapbes then scramble the

eatences tor classmates CO put Is

order

Rebevioral Skills

The

atudasol

applies lintatiCS study stills when

vatting paragraphs

places idiots IS siqmanas

smitea related iOtas i

logisal

saquetwa 146)42441:4P fcma

73

LEVEL 3-5


STRUCTURED' IT IS SYSTEMATIC

AND CO APLETE

Understandings

11

THE SYSTEMATIC USE OPPITCH,

rie


:mit

mc

MEANING IN ORAL

COMMUNICATION


The students:

read the same sentence

in different

ways.

Example: Johnny, come

here.

JOHNNY! Come here.

Johnny, COME HERE.

compare the reading

of a story without,

then with the use of

expression. They

read selections todemonstrate the

effect of expression upon

meaning.

1

Behavioral Skills

The student:

discriminates among rhythm,

pitch,

intensity

.identifies voice changes as

changes

in feeling


gives emphasis toideas by pitch,

stress, pause

gives emphasis to

ideas by pitch,

stress, pause

identifies voice chances as

changes

in feeling*

257125

73

LE'

34

CONCEPT VI - LANGUAGE IS STECTERI

IT IS SYSTEMATIC

Understandings


ACU-UnGUAGE HAS ITS OWN

SOUND Y ?TTERNS, GRAMMATICAL

SYMBOLS, ,VOCABULARY,

OR

SYNTAX.

126

The students:

258

look at the sentence win=

in a foreign Langone as the

teacher translates it. They

then

discuss why the sentence sounds

strange, and theorder of the

words in the sentence.

Example:

Je desire du papier bleats,

I want some paper whiff

Behavioral Skills

The student:

259

identifies likeness and,difforences

issimndo

identifies likeness and difteimies

in *peach

makes isezterelizatiena or dream

conclusions

73

LEVEL 0"-'41

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS

SYSTEMATIC AND COMPLETE

Understandings


i

THE LAW;UAGE SYSTEM OF EVERY

CULTURE

ftDEQUATE FOR ITS

NEEDS BUT NO 'ANGUAGE

SYSTEM DErINES REALITY.

The students:

cell how they would send a message to

a neighboring tribe if they sera

Indians or in the jungle- They than

discuss how they send sassaps to their

neighbors or relatives who usy live

another place is America. lbsy discuss

the concept that each pow 11144

system that is adequate for its Mt

purpose

260

Behavioral Skills

The student:


a verbal message


intensity, patterns of sounds

identifies likeness's and differences

in gross and find sounds


conclusions

261127

73

LEV..

3-5

CONCEPT VI - LANGUAGE IS STRUCTLTREDI IT IS SYSTEMATIC AND COMPLETE

Understandings

LANGUAGE SYSTEMS ALLOW, FOR

gEXPANSION AND GROWTH

cc

a

128


Behavioral Skills

The students:

1The student:

combine two short sentences into a

variety of newsentencsa

26%

Example:

The worm

La w

iggly.The worm is in tba

The wiggly

wars Si Satbis apple.

The wormis gm

WU

is t.


patterns

263

LE" 3-5

CONCEPT VI - LANGAUGE IS STRUCTURED

IT IS SYS',..

alTDU AND COMPLETE

Understandings


-....-Behavioral Skills



;DES IN MANY WAYS

The students:

look at. a sentence on the board

containing an over worked word.

Example: quick, pretty

students writs 411 many synonyms as the,

can for th0 words quick and pretty or

other adjectivas needed iu written work.

The dictionary or ths thwart* a

used 46 $ sasoune

264

The student:

uses precise words

uses the thesaurus and dictionary

242105

129

3

Understandings

ASSESSMENT AC1-.-:Y 3 -S

CONCEPT VI

LANGUAGE IS STRUCTURED; IT

IS SYSTEMATIC AND COMPLETE

ORGAN.ZATIGN IN LANGUAGE IS

NECESSARY FOR MEANINGFUL COM-

MUNICATION

THE MAJOR GRAMMATICALDEVICE


ARRANGEMENT



EACH LANGUAGE HAS ITS OWN

SOUND PATTERNS, GRAMMATICAL

SYMBOLS, VOCABULARY AND SYNTAX

130

Learnin4

Experiences

he students:

unscramble letters to make words.

They

unscramble the words to make sentences.

They put these sentences 1.n sequence

to

make paragraphs. They rewrite

the par-

agraph using correct punctuation

and

c.apitalization, The students circle

the

words that are usedas nouns in

each

sentence. They underline

the verbs in

each sentence. (Follow a

similar pro,.

cedure for the other parts of

speech.)

265

Behavioral Skills

The

studenti





perceives connotative

ai well

as denotative

qualities of

words.


makes generalisations


various purposes

writes paragraphs for speci-

fic purpoles


non-verbal message

267

73


Understanings


LEARNED BY DILUTION


THE OPEN-ENDED EXCHANGE OF

IDEAS: WRITTEN LANGUAGE TENDS

TO CRYSTALLIZE IDEAS

LEVEL

3


Behavioral Skills

The students:

sing the song "Three Blind Mice" in

English and listen-to the-osimmutomied in

They learn the song in Spanish

by imitating the tape.

Spanish version:

Tres ratonea cies*.

Ties ratones ciegos

Ven comp corren

Ven coma corren

Corren detrae de la espepa ranchero

Quien corto sus colas con un cuchillos

James haveis viato una ewe iguai,

A los tree ratans cietoa

individually make a list of rules for

safety. Then each student reads his

rules to the class. The students then

discuss and evaluate the rules, and, a

general list of rules is made for the

class.

Example; bicycle, bus, swimming

2qS

The student:

identifies likenesses in sound


in speech: vocabulary, syntax,

patterns


speaks clearly

identifies maim idea,



makes generalisations and draws

conclusions

keeps to topic under-discussion

summarises ideas under discussion


269131

'3

CONCEPT VII - LANGUAGE IS BASTCALLY ORAL

_

Understandings

TH

E IN

TO

NA

TIO

N SIST

Eti O

P ALANGUAGE PROVIDES MORE EXACT

TO THE MEANING THAN

Inzu REPRESENTATION

CAN PROVIDE

A

132

laaVZIA 3-5


lebietimeal

Skills

The students:

say the void "hello" scrith,different

intonations to express each of the

following:

a. I'm vac), pleased to sea you.

b. I'm indifferent about seeing you.

c. I don't want to sea you.

d. I'm angry with you.

write and present a puppet play from

a well known story

illaSgSgal

Choose a story that does not have too

many chars ors.

Examples: "Aladdin", "Paul Sdnyan"

"Little Jahn

saidRobin

BOW.

Divide the class into groups. Each

group writes the "script" for one (mete.

Soze children way teed iines while

othera work the puppstm. Alter the

presentation the else* tiscuseea why

a person needs to be especially

careful about voice intonation when

giving a puppet play.

Thestudett

?identifies voice change as changes

.feeling


gives emphasis to ideas by stress

and pitch

relates, co

area, and evaluates

information gained through listen--

Ins and observing vrith that gained

from other sources Of information


the situation


purposes

develops individual Style

experiences

contscis Vith

Varlet

other than his Irwin supplements

aality with imagination

listens to enjoy literature In

various forma

271

73

CONCEPT VII - LANGUAGE IS BASICALLY

ORAL

LEVE

5

Understandings


Behavioral Skills

VERBAL AND NON-VERBAL EX-

PRESSION AFFECTS THE MEANING

OF ORAL LANGUAGE

Theitudents:

pretend they are different animals.

They

use their voices and gestures

to show the

animals as brave /atraid.

They then discuss

how the soLnds and gestures showdir-

ferent meanings.

dramatize a story without using gestures.

Then they re-dramatise the story

using

gestures and words.

They discuss which ver-

sion they like best

444 it1ty.

2'01

The student:

identifies Lune or mood

gives empasis to ideas by stress,

pitch, modulation


gives emphasis to ideas by stress,:

pitch, modulation

relates, cosperes and evaluates

information gained through listening

and observing

273

133

N-----

-a- .... ..-

Undatstandlrigs

.1.2417eli111114J.0...

RORAL

IS FIRST

:4110

cc

LEARNED BY EMTATION.

THE INTONATION SYSTEM

AIANGUAGE PROVIDES MOR': EXAC1

CLUES TO THE MEkNiNG 'AAN

ANY WRITTEN REPRESE1 'AILO

CAN PROVIDE-

MEANING IS AFFECTED BY VERBAL

AND NON-VERBAL EXPRESSION

NON-VERBAL EXPRESSION AFFECTS

THE MEANING OF ORAL LANGUAGE.

134

ASSESS EMEUT AC'

/TY 3-5

CONCEPT VL

LANGUAGE IS BASICALLY ORAL

...taximpage. L

earning Experiences

The students:

listen t-; a teacher-made tape of the

conversation between Little Red Riding

Hood and the Woit in several languages.

They becAne lamillar with the vatious

tanguage.i on the cape they then drama-

ze the entire st:LtysubsEituung the

phtaset they learned in other languages

tur the English phxasts.

Examples: "Where are you goinga little

girls?" German "Wohin what du,

Kleines Haddienr

(LINElau and Ira To No

Lt,

Book 3,

Scott, Poteaman, and Co p, 1969, p, 258)

Behavioral Skills

The student:





toilcms oral directions


variety bf sources: T.,.

tepees records

speaks clearly

expresses a though as a verbal

massage


criminations through auditory

perception:

groat afourels1 rhyseet

likamesaes and differences

initial, final and medial

sounds

sees cause and effect rela-

tionships


and selects those that are

most important

275

LEVEL 3-5

CONCEPT VIII - WRITTEN LANGUAGE ISA REPRESENTAT/ON OF ORALLANGUAGE

Understandings

THE RECORDING OP LANGUAGE

REQUIRFS SYMBOLIZATION OF

SOUNDS

274


The students:

view printing as

of Colonial America,

and discuss how -code symbolizationhas

changed.

Example: New England Primers Declaration

of Independence, Bill ofRights

..

;13

view and discuss aemplee of otheraApher

bets, noting tpieustrities and

diffirgelMle.

ElemC.s_anta Sc look

Addisott

p. 136)

Behavioral Experiences

The student:


spoken language


makes comparisons

speaks clearly

expresses a thought in averbal

mama

reins la c4. isplicatio*

written sym

bols vit.,o a%

tatguago

man

generalizations

alba comparison,

oinks clearly'

expresses a Ocusbt

as a verbal

417.

*maga


27713S

LEVEL 3-5

CO

NC

EPT

LA

NG

UA

GE

ittSR

EB

EM

AT

ION

OF (T

RA

LO

Understandings

WRITTEN SYMBOLS CANNOT DUB-

LICATE SPEECH

Rt

8

136

Learning

Xxperiences

The students:

278

read sentences

written on

cards. They

try to show the motions orfeelings of

the people through gestures and facial

expressions. --I..,Examples: %make said Eileen very

excitedly; "Where have you

been?" asked Dee to her son

very angrily;

"School's out!"

shouted Elaine

listen to a tape with

variousadds. Then

each student writes is short paraptaphuti-

Using the sounds. They read OW pima-

graphs and discuss the various approaches

to the meaning of the sounds.

Example: baby crying, ouch, Imam

good.

IMIhaviotal Skills

The student:

Identifies voice change signals As-

changes in feeling

expresses a tbought as averbal

siessage

gives emphasis to ideas by stress,

pitch, pause, modulation

itauttfies tone or mood

agrees on the meaning

of

terms .and

upreesions

relates envirenmental sounds to ape -

cific situation

:writes paragraphs for specific

purposeN


279

73

LEVEL .. -5

CONCEPT VIII - WRITTEN

LANGUAGE IS A REPRESENTATIONOF ORAL TANGUAGE

Understandings


Behavioral Skills

SPELLING IS THE ORDERING OP

THE WRITTEN SYMBOLS OF

LAN-

GUAGE

TO COMMUNICATE INWRITING

IT IS NECESSARY FORTHE EN-

CODER AND THE DECODERTO

HAVE A MUTUAL

UNDERSTANDING

OF THE WRITTEN

SYMBOL

The students:

play the games

"Spill and Spell",

"Scrabble",

crossword puzzles, play the game

"Accurate

Anagrams".

Directions: Make large cardswith a big

letter printed on each

and with string

attached to tie around the

player's neck.

Arrangf-the pupils in groupa sothat

every player can see

the letters on. the

cards of all pupils inthe group.-Mben

they nay "Go" everybody

tries to joint

other players in order tospill words.

When a word is meds

the group goes to

the score keeper, lobo Oreseach player

One point. They

ii.bon ampere's. did try

to form new words.

The tssallithi

tMmost points afterfive stiff vise.

at the end of

the day make upsubstitute

words for chalkboard,

chalk, book, pencil,

desk, eraser, and papa.

The following

day use the substitutewords. Than they

discuss their impressions

about the exp-

erience. They also

discuss what would have

happened if each child

had been allowed

to make up his own

list

The student:

uses word analysis

skills in spelling

writes letters in specific

patterns

to represent the spokenword

relates sounds to letters

uses structuralanalysis skills in

spelling

relates written symbols t^,govt

language

t.

;A,

uses newly

acquired words in.coover-

sation

e

agrees to themeaning of terms and

expressions

recognizes his own speech errors

and corrects them

77LEVEL

LOn;BP

- WRITTENLANGUAGE IS AREPRESENTATIOm yr JRAL LANGUAGE

Understandings


Behavioral Skills

TO COMMUNICATE IN

WRITING IT

za

IS NECE SAY

TAV ru ENCODER

=.1

a=

AND THE :LuJIJER 10

HAVE A

'Am'

MUTUAL UNDEa3.LANDING

OF THE

D.

WRITTEN SYMBOL

THE DECODING PROCESS

IN ItZAD-

ING INVOLVES THE

INTEW-CIION

BETWEEN THE ENCODER ORWRI-

TER AND THE DECODEROR READ-

ER

138

The students:

select partners andtogether they design a

.nitten sign language-

Messages are sent to

each Grvar using the new

lorltren symbols.

read and discuss anambiguous sentence

taken ci4t of context.

Exampis: "I caught a big Or 3.*Yesterday".

Then they read the entirepassage todet-

ermine the intendedmeaning of tha asap

tence.

gather information oninteresting twice

and record it for

claseputea to use.

Example: photosyntheiis,

Ins13.ding home,

Daniel Boone, insects

282.164.

The student:


spoken

language


into

a verbal response

identifies the main idea

perceiyel

that words may have

multipie meanings

makes selections appropriate

to

context

makes generalisations

makes comparisons


collects information from avariety

of sources

uses partsof a book

Uses carrel

and book catalogs

llTHE DECODING PROCESS IN

READING IN

THE INTER -

ACTION BET1;.i.EN THE ENCODER

cc

....

OR WRITER AND [HE DECODER

gitOR READER

1.-

ti

73

LEVEL

;

CONCEPT

- WRITTEN LANGUAGE

IS A REPRESENTATION OF ORALLANGUAGE

Understandings


INTONATIONAL CHARACTERISTICS

OF THE LANGUAGE


The students

dedign a poster of signalsthat give

meaning to sentences.

Each signal mai

be illustrated with stick figureswith

appropriate facial expressions.

Example: period, question mask',

exclamation point

choose a paragraph to tape.

Read it

twice, once with as

little stress or

'

pause as possible

and the second time

with all the voice signals

needed to

give correct meaning

to the sentences.

The students then listen to

the re-

cordings and discuss

their impres-

sions of each.

Behavioral kills

The student:

skims for tentative identificationof

appropriate material


applies related writingskills when

using referencematerials

takes notes, avoiding plagiarism

prepares anoutline

summarises

reports

from several references.

perceives

levels of abstraction



changes in feeling



written symbols

speaks clearly

139

LEVI

5

=CUT VIII -. WMTMI

AGE IS A

OEN ORAL LANGUAGE

Understandings


THE LANGUAGE OF RECORDED LIT- The students:

MATURE REFLECTS THE CULTURE

OF ITS TIME

WRITTEN LANGUAGE KAY BE IN-

FLUENCED BY REGIONAL DIA-

LECTS

140

read literal translation from "Aesop's

Fables" and compare the language used

in the stories with the language of

today.

rewrite an old fairy tale using modern

language and slang.

Examples: "Goldilocke and the Three

Bears"

"Snow White and the Seven

Dwarfs"

"Three Billy

Goats Gruff"

86

Behavioral Skills

The student:


in speech - vocabulary

syntax

patterns

listens to enjoy literatUre in

various forms

compares

interprets facts

agrees on the meanings a terms

and

expressions


for variouspurposes


writes related ideas in logical order

using paragraph forms

detare*nea purpose for reading

287

73,^1allim

illa.1,101.....-.411111.

Uadetstzradings

fi4:;;;

lANGUka RE-I

oi SUU-

NDS

ASSESSIDOW

APPT

IL/7 344

CC

ISCW

WRITTEN LANGUAGE IS A.REPRESENTATION OP ORAL LANGUAGE


WR111R4

CATE SPECS

£0 COMMUN4CATE

IS NECESSARIJORTn_

AND THE DECODER TO

HAVE A

MUTUAL UNDERSTANDING OF

TILE

WRITTEN SYMBOL,

TH3 DECODING nOCISS INRIAD-

LNG rNvavas THEINTEROMR

BETWEEN THE ENCODER

'mvalint

AND TER mom OP REAM

PUNCTU41ION INDICATES TUE

IN-

TONATZOMI CHARACTERIST/CS

OP TEl LOWAGB

The student

ii&cen r c,a teachermade tape

of a

pacagzapn Ca a Etc -.

They then replay

rhe tap;

ttiz

dictted par4-

gLa.ph

iiLcty with cha stivoptlate

crad pti.r4tua.0n.

68

BehaviRral Skills

The student:


Eignala as :Alarges in feeling

tallows crl directions

identifies written cymbals


associates Litera/ meanings

with written symbolm

rakes- generalisations

rewinds non-veTbally to

averbal m

osso

2892151.

/41

*1-

1


Understandings

4

Learning

Experiences

BA"lviorst skins

MA

NIS A SYMBOL MAKING AN/MAL Thestudents&

r.

bring copies of two abstract paintings.

depicting contrasting moods. Eltamplet

say

and peace, love and hate. 'hey

note how an artists choiceof ditight

it

color depicts different emotiome-dad

concepts. Students then thinkof con-

cepts or emotions and try to

depict

them with designs or colors.

Example: war or passion -red, death

or poispn-skull and cross-

bones.

researchChinese calligraphy to find the'

Molt difference.; betw

een the English

language and theCblidese language in

emit w

ritten fora. They

locate theC

hinese theractors for ordinary words

such as an moo, O

ld 3.01*.Students

nay learn how their m

ien erew

rit-ten in C

hinese characters. A resource

person may be invited ti

4411118111Strin.

this feats a writing.

The stUdist:

recognises universalitiea

!mum

traits

selects material

oppropristo for

states main ideas end details

founC:

in pictures

recognizes) interprets

andrespond,

to story mood

responds non-verbally to a non-

verbal message

justifies opinions (own and others)

.relates written symbols to spoken

language

Identifies needed information

compares

states the problem

collects information from a variety.

of sources

-41,e4

173

LEVY

1-8

CONCEPT / - LANGUAGE IS SYMBOLIC

Understandings


FROM REALITY

MAN IS A SYMBOL-MARING ANIMAL

143


The students:

examine hobo symbols

(SmithsoniansApril

1972) and international road signs. They'

write their own meanings for these

symbols

and then compare thesemianiagswith the

actual meanings.

devise their own code or language

and

write a message using the code. They

may then exchange messages

with other

students and decode them.'

The students:

take a card from a box and drat pictures

of the message without the use of any

words. Each student iltplays his message

and other members'of the class tellwhat

the massage relates. Note: The teacher

will prepare the cards with verbal mean-

ings as:

292194

Wrong Way

Fire Alarm

No Smoking

Hospital

No Sating

One Way

No Trssspassiag

No Hunting

No swimming

Reap out

Deep water

Closed Highway

Behavior

student:

1 Skills



makes generalisations or drams,

conclusions

identifies written symbol. with

spoken language


relates written symbols to spoken-

language


writes "-Utters

in vedifizpatterns to'repreSeMitsOoken words

-


spoken language

The student:


distinguishes between literal and

figuestive language

sees implied meanings anddraws

inferences


message

73

CONCEPT I - LANGUAGE IS

SYMBOLIC

Understandings

LANGUAGE IS ARBITRARY.

THERE

IS NO NATURAL

CONNECTION BB-

mezos TWEEN AWORD AND ITS REFERENT

me

LEVE1

Learniig Experiences'

The students:

294

421'2 think of words in as many

languages Ai

possible which represent onameaning,

Example: yes, 'iih huh, si,

out, and

ya.

match column B withcalm:4A from the

viewpoints of a rabbit, a cave-man,

an

Eskimo and Kama*.

(ftmala was a child

raised by wolves inIndia from about

6 months to 12 years

of age).

Afire

knife

rabbit

wolf

cave-man

Eskimo

ice

1) danger

2)war

3)food

4)friend

5)enemy

6)tool

7)homa

8)cold

Students than discusshow words in

column A differ in meaningfor

different animals anddifferent

people.

examine Esperanto or some

other pro-

posed international

language and com-

pare it with

English

The student:


have

multiple neolings

perceivesconnotativeas well as


collects

inform/0ton, fro* a variety

of sources



supports conclusions

justifies opinions (others andown)

relates written symbols tospoken

language


identifies written symbolswith

language

73

CONCEPT /

LANGUAGE IS SYM

Understandings

THE SOUND OF THE WORD MAY

SUGGEST ITS MEANING

LIC

LEI.

6-8


The studentst

read the following open ended story and

notice the examples of womatopoeia whith

have been underlined. "Rangu slow be parted

the swishipe blades of.elephant grass in

order to get a better view of the baby

rhinoceros. The tiny bleats were becoming

weaker nov as it continued to flop about

helplessly in the blazing African sun. It

was injured. A steel trap was, clinched

tightly to the infant's 'leg." Swarms-'of

black flies buzzed around the rhino while

overhead whirred several hungry vultures."

They then complete this story by pro-

viding as many different examples of

onomatopcdia as they can and continue to

underline

each.one.

The boy desperately wanted to free the

little rhino, but Rangu was shaking

with. fear. He knew that this valley was

filled with danger, for the great cats

often made their dinners here. The-rhino's

mother could not be very far away. What

if she returned while Range was freeing

her calf from the trap?

Rangu decided that he must free the

rhinoceros, for death would not wait

for the return of the mother. As Rangu

climbed carefully down the steep walls

of the valley, the thumpinxof his heart

filled his ears. Suddenly a hissing roar

filled the valley.

The student:

identifies likenessei and dillsr-

(Incas in speech

relates environmental soundt

specific situation


0


patterns

f

follows current practice in the

use of punctuation and capitaliza-

tion


pose

217

44* 4

CONCEPT I - LANGUAGE IS

SYMBOLIC

Understandings

LEVEL

PEOPLE CAN COMMUNICATENON-

VERBALLY THROUGH THE USE OF

TIME, PLACEMENT

IN SPACE,

TOUCH, FACIAL EXPRESSIONS,

AND GESTURES

The students:

work in groups to create a

pantpnime

which tells a story.

Students then

write short paragraphs

telling what

each skit was about. Their

different

interpretations may be read'aloud.

are asked towatch a football, base-

ball, or basketball game and notethe

signals a teferee or an umpire uses

during the game. They then ask some-

one or consult

reference books to

learn the meanings of the signals.

Students demonstrate the signals

for

their classmates to identify

brainstorm aspects of the

following

question: How can we communicate

non-verbally through the use of

time,

placement in space, touch,

facial

expressions, and gestures?

98294

The student:

.recognizes, interprets, and

a-

sponds to story

MOod

identifies such basic elements

of:a story as plot,

characters, dia.--

logue and setting

recognizes thelimitations of

not.- verballanguage

feels empathy with characters

relates, compares, and evaluates

information gained through lis-

tening and observing with that

gaited from other sources of in-

formation.

gathers information from a

variety of sources



agrees on the meaningof terms

and expressions.

speaks clearly



evaluates conclusions

eummarizes ideas underdiscussion

07a#

299146

73

CONCEPT I - LANGUAGE I

Understandings

SOL/C

LEVEL

PEOPLE CAN COMMUN/CATE NON-

VERBALLY THROUGH THE

USE

OF

TINE, PLACEMENT IN SPACE,

TOUCH, FACIAL EXPRESSIONg,

AND GESTURES

147

3012

The students:

experiment with ac-.-a gestures whichwhen

accompanied with speech give fuller mean-

ings. Each member of the, class,

without

telling hilt choice, selects one of the

statements from the list below.

Viking

turns, each member of the

class gives

a silentdemonstration of the gesture

he thinks goes with the statement he

has

chosen. The other members have no more

than three tries to guess which statement,

is being demonstrated.

After a correct

guess, the performingstudent repeats

the original gesture, and makes the

statement which goes along withit. After

each wrong guess, the person who

maile

the error must perform the gesture

along

with the statement he thought wentwith

the gesture. Following three wrong sues-

ses,.the original performercombines the

gesture with his chosen statement.

The

students discuss any performance in

..hich gesture and statement do riot

sem matched.

1. You bum! You struck out with thebases

loaded!

2. l'illOorrisd.

3. Look, you can trust se.

4.

Lisa" dd yon isont'it' oar at!

5.

Bow

was

I to know!

6. Speak up! I can't hear you

7. Usk!

Amouse

8. Get out and stay

out!

9. Everything is Ap-Ok!

10. This fish was this big!

11. Revs a seat.

Behavioral Ski/ls

The student:

identifies the speaker's purpose

transposes a norp-verbal sessageinto

a verbalresponse

predicts outcomes based on ino.

ference

responds non-verbal1y to a

verbal message

73CONCEPT I - LANGUAGE IS S

L C

Understandings

Behavioral Skills



TIME, PLACEMENT IN SPACE,

TOUCH, FACIAL EXPRESSIONS

AND GESTURES

30:4

12- Stay away from me!

13. Who? Mel

14. I've had it up to here with your

nonsense!

15. You naughty girl!

The students:

pretend they are lost in a strangecity

and can not speak the language.

Tiey

need a bus to gat totbehistorical

area of the city and must

ask a stran-

ger for help.

Students suggetst ways

they can communicate without

words.

pretend that they have lost their

voices. They meet

afriend on the street

and ask him to go to the movies

with

them and then to get an ice cream

soda.

pretend that they are opining a

trunk that

has not been opened for several years.

Each student describes

in motto

1w_

each object that he

"removes" from

the trunk.

pentontos directions for playing-baseballs

football, or another game for SOU40140who

has never heard of it.

pretend that they are famons.stage

sad

screen personalitieswho are Mum-

ing to

theirhometown for a vieit.

The etudenti

responds non-verbally to a non

verbal message


message

recognizes, interpratei.and res-

ponds to story mood

responds to attitudes and mode

of characters

303148.

: )

ASszssk.arr LVIIi

6L-86',"

COCUT I

-

ISSYMBOL/t

Leatning gx2eriences

A S=OL.L'.3. AN A3MACTION

vilOn

L. St3O

AKi

AN:AAL

OF A °,-;()?_1)

ti.

t

wite a f.encence

dasctling an ,--motion

thJ7 have

felt_ that day:-.-ZxArple:

Itelt er,bartassed when

I dro:,ped my

boks, They now

divide into sxall

LO silcmtly

cammuntate their

st.:Aements in a galne

ot charadei.

Aitr

che uinuln4 teams are

applauded,

the 3tudancs com7x,Aicate

with written

syr:boishey civt-A_cp

their ow1.1 written

cr_..1 to CAMM231C3t-1,

a zew stAterient to

the te.:ira (aew tii 11'.ay

be f..)rz:ed at

this tie). Pi

t1lent53

see'

creativt: syr.bolF

w!lich are lir): in our

di?haac.

ICh tea

ed4t:itemeht co 1-1.:3

tea=ziEt=3.

tci-th3". V.517e5 Lt.

ccde:;

the

least r1,:at of tit:-.

304-

The $tudent:

ldent4les voice Lhange

signals as ch:ingi-in

loilcws oral di-eAi.:n:1

telates envirt4

soua43

tspacifi

identifios

11.a

ell.prts a

tlioht as a

rbal mesage

-

4lentifie3

1;ith

lAn8uAsa

1:erceives

cttivtj a4

wall

33 dfla3t1LIV.;t 4121?dies

of w.)cds

places id3 Li :-.1equeaze

.305l*Z

.

.

CONCEPT II - LANGUAGE IS USED TO

COMMUMICAT

Under:Atendings

COMMUNICATION INVOLVES A

SENDER, MESSAGE, AND A

RECEIVER

LEVEL 6-8


The students;

Behavioral Skills.

make a chart of the different communica-

tion situations in which they are

involved

for one week, making columns for

the

encoder, the coda signal, the message,

the

channel, the decoder, and the communica-

tion situation. Example:

communication

dog scratching

at the door

dog

scretchin

Let me in

choose partners and

11104 on the follerfatsftuatiestYou are explorers and

fresh drinking water.

letter to the Pacific

showing what you want

what you will give in

you need food and

Draw a

pictureIsland Chief

from

himand

exchange.

The student:

relates environmental sounds to

specific situations


of sources

makes inferences based on data

Collected

sound.

Waves

boy who

heard the

scratch

ing

idantif bus uin idea


identifies picture-object clues


written a

pole

'13.1:17,44=

:4; fr4t.r,

LEVEL . -8

CONCEPT It - LANGAUGEIS U ED TO COMMUNICATE

Understandings

Beha4iorel Skills

THE MESSAGE MUST BEMUTUALLY

The students:

UNDERSTANDABLE

The student:

work in groups to make up

their own lan-

identifies likenesses anddifferences

guage using the

following methods:

in sound

1. Reverse the orderof letters in all

words: "the" becomes

"eht"

2. Pig-Latin: move thefirst sound to the

end of die:vgrO andadd

_becomes i."ptpleil,

groups tièç1ftttampt

to COMMU#

8

e following m sego*

to other .4 ,ups

144 in turn try to decode the messages

without a priorunderstanding of the

code:

1. Is it warmer inthe country than it

is in the summer?

2.You can improve

either your breath..

your mind %Dip:Scofe, depending

whether tbefOord4c-I, erlined.

.Long is a;,0154s404.

ge's more grosi thsl

dozen

5. Do you foal more

like you do now

than you did when you came

in.

151

igentifias voice

esignals:as

changes in fee

gOiti)4

isiuu2cietei distinctly

ti*

clarifies meaning

determines logical

relationships

detects implications in

language

308340.4

va7

II - LANGUAGE

LEVEL I

USED TO COMMUNICATE

Understandings



The students:

AND ENTERTAINS

4

I

Behavioral Skills

study and discuss the following list of

propaganda techniques:

1. Name-Callipg - discrediting a person

or idea by applying some negative name.

2. Glittering

identifying

a program by using

Irvirtue" words.

3. Transfer - trying to associate or

identify himself or his produr.t with

revered institutions so that the re-

spect will rub off. There is much use

of symbols.

4. Testimonial - using endorsementa from

well-knouts or respected persons.

5. Plain folks - winning acceptance for

the propagandist and his ideas by

identifying eabh with the common people.

6. CArclillacLaLicie - presenting only

selected facts or coloring the facts

in such a way that the audience gets a

distorted picture.

7. kmainsek- following the crowd and

accepting the propagandist's prciram

en masse.

8. Pseudoscientific jargon - using a term

whiCiiitifalimily scientific.

9. Flattery - saying nice things about

the listeners to make them more re-

ceptive.

cut out an example of each of the nine pro-,

paganda techniques from magazines or news-

papers. Explain how each technique of com-

bination of techniques is used in each

article.

3J9

The student:



makes inferences based on data

collected

evaluates authenticity of information

interprets connotative quality of

words

uses facts to make deductions

and

generalizations




distinguishes between fact and opinion

shifts level of speech to fit situation

Erri'l.

73

LEVEL v.-8

CONCEPT II - LANGUAGEIS USED TO COMUNICATE

Understandings

153

',earning Experiences

The students: itont.)

design consumer products

and try to per-

suade their classmates tobuy them by

using as many

propaganda techniques as

possible.

Behavioral Skills.



identifies tone or mood is aselec'

tion

distinguishes

various points of

view


language


and

opinion

evaluates the organizationof a

presentation


and draws

conclusions

sees subtleimplications and con-

notational descriptive)

verbal, and

behavioral

CONCEPT II -

LEVEL 6-8

GU GE IS USED TO COMMUNICATE

Understandings


AND ENTERTAINS


The students:

discuss ways in which the voice assists in

communication through the use of: tone,

stress, pitch, silence, and pause.

The

teacher writes the following sentence on

the board: "So you're the student

I've

heard so much about!" The students say the

sentence so that it has different

meanings

by varying the tone and inflection of

their

words.

role-play salesmen convincing housewives

to buy their products. The rest

of the

students decide who is the best sales-

man and why.

Behavioral Skills

a etudenti

enunciates clearly

speaks clearly and fluently

uses appropriate language

for the

situation



interpr

aconnotative quality of

words


conclusions

distinguishes fact foram fiction


and persuasion

speaks fluently

enunciates clearly

314.31%

2

154

73

LEVEL

3


Understandings


Behavioral Skills

LANGUAGE MARES POSSIBLE THE

TRANSMISSION OF P#RCEPTI,ON

AND EXPERIENCES

155

The students:

look up the meaning, pronunciation,Ad

proper usage of several descriptive

words.

Students see pictures of persons, animals,

or places. They write one descriptive

sentence about each picture shown, using

the vocabulary learned. The pictures must

be selected so taht they can be appropri-

ately described by the vocabulary assigned.

write short descriptions of one of the

following by using creative imagery:

a. a cat or dog sleeping

b. a strong wind taming through 4 dusty

litter-filled street

c. a butterfly or birdflying

d. a goldfish bowl in the sunlight

The student:

uses dictionary for a variety of

purposes


purposes

uses newly-acquired words

selects structures to extend mean-

ing or add emphasis


found in pictures

identifies word meanings

writs related ideas in logical

ordir using paragraph form

uses subjects, predicates, comr.

plasents





message

3 it a-114

ga,

LEVEL 6-a

CONCEPT II - LANGUAGE IS US} TO COMMUNICATE



AND EXPERIENCES


CLUDES SKILLS OF DEPRESS-

ION' AND EXPRESSION IN:

Observing

Listening

Speaking

Reading

Writing

The students:

read Robert Frost's poem "Desert Places".

They then analyze each line and note how

the poet's choice of tenses contributes to

the successful understanding of the poem's

theme by the reader.

read a good example of a character

sketch supplied by the teacher. With

teacher guidance, students outline the

composition's basic structure including

topic sentence and sub-topics.

are shown a short filmwithout sound.

(The film should be one which they have not

seem.) After observing the film the stu-

dents write stories to go along with it.

Students may read their stories as the

film is shown again, or they may read them

without the film.

student:


responds to attitudes seal moods of

characters


recognizes and applies principles

of paragraph development and sea -

time stud

skills

follows current practices in punc-

tuation and capitalization

perceives the connotative as well

as denotative qualities of words

evaluates usefulness of material by

checking ,ertinance to topic


identifies sequence of events

identifies such basic elements of

a story as plot, characters, dia-

logue, and setting,

-r2."

a"

LEVEL u--.a


Understandings

Behavioral Skills


CLUDES SKILLS OF IMPRESS-

ION AND EXPRESSION

Observing

Listening

Speaking

Reading

Writing

157

The students:

19

organize an oral interpretation or

oratorical contest. They divide into

committees to take cars of the diff-

erent aspects of the contest, includ-

ing judging, programming, and erring-

ing the stage. With teacher guidance

they then select and practice approp-

raite speeches or literary selections.

;

The student:

selects material appropriate for bed

reads audibly

uses acceptable pronunciations

uses appropriate intonational pat-

terns

interprets meaning through phrasing

reads smoothly with appropriate

speed


various forms

feels empithy with characters

340_1541

73

ASSESSMENT ACT

1 6-8

CONCEPT


Understandings



RECEIVER


UNDERSTANDABLE


AND ENTERTAINS

LA

NG

UA

GE

MA

KE

SPOSSIBLE THE


AND'EXP

IENCES

LA

NG

UA

GE

(4:1141MU

NIC

AT

ION

INC

LU

D"

ES m

uds OF IM

PRE

SSION

AN

DE

XPR

ESSIO

N INOBSERVING

LISTENING

SPEAKING

READING

WAITING

..0

321

The students:

"program" two "computers" who will have

a conversation. Thetopics of this

computer conversation is peanut

butter

and jelly sandwiches.

choose one member of the class to serve

as the. "ComputerExpert". It is his

job to direct the activity and tosmite

a record of the computer

conversation

on the chalkboard.

The "Computer Expert" divides the class

Into two groups of about the same

size.

The groups sit apart from each other.

Each group represents one of the

"com-

puters" about to converse with the other.

The "Co ,uter Expert" names one group

"Computer A" aria the other "Computer

B".

The "Computer Expert" then askseach mow-

ber of both groups to write down

three

different statements that could come up

in a conversation about peanutbutter

and jelly sandwiches.

number a column from 1 to 20 on a sheet

of paper, which is the computerprint-

out sheet. They then write an

"A" before

each "even" number. The

"Computer Ex-

pert" does the same thing on the chalk-

board.

The two "computers" are now ready to

converse. To get the conversation

started, the "Computer Expert" asks

the

one member of ComputerA to read aloud

any

one- of the three 'statements ha iffelti

Behavioral Skills

The student:


gathers information


verbal message


non-verbsl message


are true or false

158

I

ASSESSMENT ACTivITY 6-8

CONCEPT II

LANGUAGE IS USED TO

COMMUNICATE

"4:

'Understandings

159


Behavior Skills

The students:

The "computer Expert" records

this sen-

tence after A-1 onthe chalkboard and

each member of the class

records this

same statement

after A-1 on-his print-

out sheet.

ndw Computer Bresponds to Computer A.

Any member of Computer B who

has .a

statement already prepared that

relates to

at answers ComputerA's statement

volunteers to read his statementby

raising his hand. The

"Computer Expert"

calls on one volunteer fromComputer B

who then reads his sentence.

The "Comr

piter Expert" records the statement on

die chalkboard after the number

B-2, and

tle class copies it onto their

individ-

'us' print-out sheets, in manuscript

form.

The two computers take turnsoffering

statements to the

"Computer Expert" in

this may until all twenty placesowthe

print-out sheet are filled.

The class

then keeps its copies of the

print-out

sheet for use in the next

activity.

NOTE: As far as ispossible, each

statement fed into the computers

should

have something to do with

the statement

made by the other computerimmediately

before it. No statement mustbe one

that is written dawn before

the start

of the conversation.

a 2.43iI42

CONCEPT II/ - LANGUAGE CHANG

CONSTANTLY

LEVEL 6

-=0

Understandings

Learnip4 Experiences



All speech is dialectal

LANGUAGE CHANGES BECAUSE'OF




mach other in pronunciation

vocabulary and grammar

The students:

form small groups to develop conversa-

tional role playing. They may be

ball

players, friends at a soda fountain,

deep sea divers, automechanics, of

other persons of their choice.

They

use the dialect

associated with the

activity of the persons.

record the same sentence spoken

by persons with different dialects.

They may find these persoas in

the

school or in the community.

Students

listen to each other's tapes

and

transcribe them .phonemically. This

activity may be used only if the stu-

dents are learning

have learned a

phonemait illphabet

.1

Bette to a record which presents

dif-

fire4, vprieties of dialects presently

beiatapoken in our language. Example:

"040-Changing Language" McGraw Hill or

"AMericans Speaking," NCTE

Bbhalioral Skillt

The students

identifies likenesses ;Ai

differenoes in speech

spike clearly

makes comparisons

intsrprets meaning ONzemik

phrases

recognizes universality of

human traits

rals40% written symbae to

spoken language

identifies likeneseAs and

differenoes in sotn4*

compares



identifies, likenesses and


contrasts

160

CONCEPTESHANGES CONSTANTLY

Understandings

LANGUAa CHANGES BECAUSE OP

GEOGRAPHIC AND SOCIAL SETTIN;.'

ac i

tals



.race other in pronunciation,

vocabulary and grammar



Dialects reflect functional

varieties or cultural levels

of language

LEVI.

J-8

Leqrning Experiences

e students:

(con't)

make a tape recording of different

Engish language dialects spoken at

the

school. (A suggested topic for re-

cording may be a short comment on a

favorite hobby or personal interest.)

Students identify the geo-

graphical settings for dialects.

This activity leads directly into a

class discussion of ways in which

dialects reflect functional varieties

and cultural levels of language.

make a map of the United States

-showing

the regional dialectal areas in

dif-

ferent colors. An unabridged

diction-

ary, encyclopedia, or anatlas may be

used as a reference.

construct a learning center.

Pictures

of people from various culturallevels

are mount:,t! on colored

constrct!--m paprtr..,

These pictures may be obtaLned

from

newspapers or magazines.

itt-Wertr:

observe the subject matter

a story either in

convarl5t1.1p

position de,iltirz

age (dialect

-'

opening questionmight be, "What are

these people sayingr ,4 variational-

lows students to role-playthe dialect

of a specific geographic locale.

161

327

Behavioral Skills

The student (can't)

compares

makes inferences based on

thedata collected

identifies likewise. and


contrasts




data collected


contrpstirg points of view

inLerpr.ts plezoresciub

langulge and speciali3et:

7atterns

,321N4

73

CONCEPT III - LANGUAGE CHA1 ES CONSTANTLY

Understandings

LANGUAGE CHANGER BECAUSE OF


gg

Dialects reflect functional

varieties or cultural levels

23of language

ILANGUAGE CHANGES HISTORICALLY

Words enter our language in

many ways:

Coining words

Borrowing foreign expres-

sions

Developing slang terms

Clipping words

Compounding Words

Affixing

Blending

Forming Acronyms

Learning

The students:

LE

vnb-o

Experiences

research one or two assigned words.

Each finds its origin, the changes in

meaning it has undergone, the affil

which may have been added to it, its

proper usage, and its pronunciation.

Example: sandwich, bedlam/ salary

alphabet, bologna. The student

makes an oral report on the assigned

words.

329

Behavioral Skills

The student. 64.2--*...)

uses nevi, acquired words

in conversation


learns structual analysis of

words - root words, prefiles

and suffixes

comprehends use of root

words and affixes to derive

meaning

learns to use dictionary and

other word references to

find right pronunciation

multiple meanings

etymology

speaks clearly


tells about pne idea at a time

3 0162


11

Understandings

ive LANGUAGE CHANGES HISTORICALLY

mft

gr:

8

LEVEL 6-8


163

tie students: (con' t)

substitute each underlined word with

the word or words from which it is de-

rived.

The 111412101112 were in attly good

shape. They took their vitamins

and avoided sAmE21111, hslasa and

grass. They sackedout at the

captain's pad instead of going to a

motel before the meeting with the

NATO brass. The count-down for

loak-was to begin after a quick

brunch.

write an example for each method by

which words enter 'the lariduage

give the method of entering for each

of the following: burn, rip-off, dude

cold turkey, be, rotel, cram, drag

(what a

race) surf,

skyjack.

4)31

Behavioral Skills

The student: (con't)

interprets contextual

clues

uses the dictionary for

etymoloty and derived form

uses key words as clues

when locating information

learns structural analysis

of words -- root words,

prefixes and suffixes

co.,,rehende use of root words

and affixes to derive

meaning

uses root words and affixes to

derive meaning

uses the dicitonary for

etymology and derived form


interprets connotative

quality of words

73


Understandings

LEVEL b -0


WORDS ENTER OUR LANGUAGE IN

The students:

MANY WAYS:

Coining words

i

3 3

invent practical objects that they could

use to make their work at home or

school

easier. Each student illustrates his

invention in a picture or describes it

in a paragraph. He invents a word to

name his object and prepares a three

minute sales speech in which he tries

to persuade his classmates to buy his

invention.

Behavioral Skills

student:

speaks clearly


tells about one idea at a,

time

uses root words and

affixes to derive meaning

writes paragraph for a

specific purpose

164

3

Understandings

LANGUAGE:CHANGES BECAUSE OF

GEOGRAPHIC AND socIALsmurud

ALL SPEECH IS DIALECTAL

DIALECTS ARE VARIETIES OF

LANGUAGE WHICH DIFfEUMVM4

EACH OT

IN PRONUNCIATIOV

VOCABULARY, AND GRAMMAR

DIALECTS REFLECT FUNCTIONAL

VARIETIES OR CULTURAL

LEVELS OR LANGUAGE

PRESTIGE DIALECT (STANDARD

ENGLISH)

..IS ACULTURAL LEVEL

SPOKEN BY EMULATED MEMBERS

OP THE POPULATION


16S


CONCEPT III

LAME CHANGES CONSTANTLY


e students:

divide into small groups to discuss a

geographical area of the United State*

they want to study. They write a radio

script in the dialect of that area. The

script may in valve a social or cultural

problem that interests them. They pre-

sent the script as a radio program to

the

other members of the class. They select

a member of the class to serve as

the

program interviewer. They tape the pro-

gram as it is presented. Finally, they

play the recorded tape, analyze it as

to the historical language changes they

can identify.

33316

Behavioral Skills

The'student:


leads group discussion


safti levels 'of speech to.fit

the situation

identifies'likenesses and

-differences in speech

vocabulary

syntax

patterns

interprets picturesque language

and specialized vocabularies


multiple meanings

relates, compares, and evaluates

information gained through list-

ening and observing with that

gained from other sources of

information


variety of sources

7'S

LEVEL 6-8

CONCEPT IV - LANGUAGE IS A FORM OF SOCIAL BEHAVIOR

Understandings

EZ



NSETTING IN WHICH THEY OCCUR

ig


THE AGE, INTERESTS, AHD BACK -


READER

33


he students:

enact various role-playing situations

and observe language differences in

each.

Example:

students talking with each other

students talking with a teacher

a teacher talking with a student

a teacher talking with a friend

divide into four groups. Each group

writes a two-minute speech to convince

a different audience of a need for and

the practicality of either a local teen

center of a local drag strip. The need

to gear language and reasoning to

listeners should be stressed by the

teacher . The four andiendes are:

1. police force

2. P.T.A.

3. teen-agers

4. labor union

fy

Behavioral Skills

The student:



vocabulary

syntax

patterns

substitutes original

expressions for cliches and

hackneyed phrases


well as denotative quility

of words

agrees on the meaning of

terms and expressions


to fit the situation

keeps to topic under dis-

cussion

states problems in if-then

thinking form


of view

evaluates sources of infor-

mation

evaluates usefulness of ma-

terial by checking pertinence

to topic

338

166

LEVEL 6-8

CONCEPT /V - LANGUAGE IS A FORM 'OF SOCIAL BEHAVIOR

Understandings

A. SPEAKER OR WRITER CONSIDERS

al

THE AGE, INTERESTS, AN) !ACK-

AEle

GROUND OF THE LISTEN!

OR

READER

j!

1.40.7

f3

4

16.7

Learning Bxperiences

The students:

bring}- magazines to class

and explain

their purposes and the social group

or age level for which they were

written. They show some of the maga-

zines regular features, its appear-

ande, the photographs, and the

advertising.

analyze and discuss-freveral passages

from Torn Sawyer or Athittax Finn to

find MT lEtridirof language Tom and Huck

use in relation to their

listeners.

Suggested passages are "The Glorious

Whitewasher" "Huck ?inn Quotes

'Scripture?", and "Tom Plays, Fights and-

Hides."

339,./4434

Behavioral Skills

The student:

makes generalizaitons or

draws conclusions


tells about the one idea

at a time

speaks clearly

uses facts to make deduc-

tions and generalizations

appreciates various literary'

genres and their sturctures



of words



vocabularies

keeps to topic under did-.

cussion

compares

contrasts


340

73

L7VEL 6-8

CONCEPT IV - LANGUAGE IS A FORM OP SOCIAL BEHAVIOR

Understandings


;E


:111

cg

GROUND OF TEE LISTENER OR

READER

8


The students:

collect comic strips from the news-

paper which illustrate various lang-

uage patterns and compare them in

class.

Example: Peanuts, Pogo, Dick Tracy

Penny, Li'l ALnOr

role-play the following situations:

A school principal talks tc a

potential drop-out who is failing

every class.

A bank executive interviews a

high school student for a summer

job.

A policeman stops an elderly lady

for spaeding.

The students than duscuss any

changes in 'savage patterns

noted in each sttuation.

341

Behavioral Skills

+410010.111.110011.

The studentt



vocabulary

syntax

patterns


of view


draws conclusion


verbal message

uses varied sentence patterns

gives emphasis to ideas:

ph:lading

stress

rate

pitch

modulation


to fit the situation

keeps to topic under discus-

sion

Incorporates judgments into

behavior

168

73

LEVEL 6-8

CONCEPTS IV - LANGUAGE IS A FORM OF SOCIAL BEHAVIOR

Understandings


cLANGUAGE REFLECTS CULTURE AND

The students:

E3


EXPERIENCE

LANGUAGE-USAGE REFLECTS GIAUP

AND INDIVIDUAL IDENTITY

169

keeps personal daily journals. Each

student records the date and anything

else he wishes to write : reminders.

past events, thoughts or ideas for

stories. Personal freedom should be

emphasized by the teacheri. The stud-,

ants do not have to show their note-

books to each other.

plan and write small:dicelottarins de-

picting words written in both formal

and informal styles.

cellect and record colloquial expres-

sions from several areas.

Examples: Yes indeed-Sauthern

Mazy

lands Some kind of a-Mary-

land; Vail - Alabama.

Behavioral Skills

The student:



writes basic sentence pat-

terns for vari3us purposes.

evaluates motives for

actions and reactions - his

own and those of the other

people

reacts with increasing ob-

jectivity to ideas of a

sensitive nature: political,

social, racial, religious

distinguishes petween literal

and figurative langauges.

identifies likenessal and

differences in speech.

uses the dictionary efficiently

for a vulety of purposes'

identifies likenesses end

-differences in speech


a variety nf sources

3 4 ;3462

1.5Understandings







READER




LANGUAGE PATTERNS


AND IS PART OF ONE'S PER-

SONAL EXPERIENCE


GROUP AND INDIVIDUAL IDENTITY

ASSESSMENT ACTI'

a 648

°UNCUT IV

LANGUAGE IS A FORM OP SOCIAL BEHAVIOR


The students:

analyze a daily newspaper. They study the

different sections, the types of articles

in each section, the social or occupation-

al group for which and by whom the articles

were writ.:en, the effective useof formal

or informal language.

write articles for their school paper.

They decide the different sections and

write the articles. There may be a child-

ren's section, sports section and ed-

itorial section; depending on the

student's readers.

Behavioral Skills

The student;


opinion


message

speaks clearly


multiple meanings; makes sel-

ection appropriate to context



states main ideas and details in

other selections



purposes


patterns

writes paragraph for specific purpose


of sources

recognizes techniques of propaganda

and persuasion

responds non-verbally to a non - verbal_

ma c11

!70

414

JUnderstandings


CONCEPT IV



Behavioral Skills

in

The student: (cont)

interprets facts

decidfts whether statements are

true or false

316

73


Understandings

LANGUAGE IS A POWERFUL INSTRU-

MENT FOR INFLUENCING AND/OR


ACTIONS


AND RESPONSIBILITY

Th

LEVEL 6-8


e studehts:

role-play different situations in which

they have to influence other people's

thoughts and actions:. For example:

employee asking his boss for a raise,

presidential candidate delivering a

campaign speech, boy asking his mom for

an increase in allowance, coach giving

a pep talk to his team at half time.

The class discusses the methods used

by the speakers to achieve their goals.

bring examples of advertisements to

class, and diecuas the style through

which the messages are conveyed. The

class discusses the responsibility of

the advertising agencies to the con-

sumer. Example: Whiteners which

can damage tooth enamel.

Behavioral Skills

The student:


language

ipeaka fluently

distinguishes personal

motives and drives which

influence character actions

identifies techniques of



sees implied meanings

and draws inferences


well as denotative quali-

ties of words

distinguishes facts from

opinions


are true or false

171

CONCEPT V - LANGUAGE HAS

POWER

Understandings

WC

ZM

LEVEL 6-

_


117


015

AND RESPONSIBILITY

taco





MESSAGE

The students:

think of a fictitious item,

and adver-

tise. it. The advertisement may

be

verbal or written. The class

evaluates

each advertisement.

listen to a recording of

"War of the

Worlds", Orson Welles broadcast

of

a Martian Invasion

in 1938 and discuss

the effects the broadcast

had on lis-

teners, the responsibility

of the

producer, and similar examples

of

powerful broadcasts.

read the following sentences

carefully

In,. each sentence, the words in paren-

theses have roughly the same

meaning.

However, they are not synonymous

in

tone or in the attitudethey communicate:

(1) Did you get any new

(clothes,

threads) for Christmas?

(2) My (father, old men) left me a

large inheritu.ce.

(3) I had a (stomach-ache, belly-

ache).

14) For the wedding, she

(attired,

dressed) herself in pink.

(5) My mother will (prepare,

cook) the

meal.

173

The class discusses why eachsalec-

tion is made.

Behavioral Skills

The student:


distinguishes facts from

opinion

gives emphasis to ideas

by phrasing, stress, pauoe,

stress, rate, pitch,

and

modulation incorporates

judgements into tehaviors


identifies tone or mond

identifies techniques of



quality of words


have rultiple meanings;


to context




ties of words

agrees on the meaning

of


3 5 ';- -1154

11

CONCEPT V - LANGAUGE HAS

OWER

LEVET

Understandings


Behavioral Skills


A.

MASS MEDIA

MASS MEDIA ACCELERATts


The students:

read the information below and write

a short paragraph

answering this cues-

tion: What does this say

about the

way in which mediaaffect time and

space?

To transmit information across a

dis-

tance of 1000 miles, it takes:

20 days by foot

10 days by horse-drawn wagon

1 LI days by rail

1/186 of a second by wire

look in magazines and newspapers

for cartoons or photographs in which

the characters seem to go with

what

is being said in the caption.

For

pictures having no caption the

students

write one. Then, without revealing

his own caption, each student

asks two

or three of his

classmetes to write a

caption for their picture.

The students

compare the results to seewhether all

of the captions share roughly the

same translation

of the paralanguage in

the picture?

The student:



writes paragraph rot a

specific purposE

follows current practice

in use of punctuation and

capitalization

uses subjects,

predicates,

complements


message into a verbal

response


verbal message

tells about one idea at a

time


data collected

compares

contrasts

174

73


Understandings

LEVE

-8


MASS MEDIA

MASS MEDIA INCREASE THE

NEED FOR STANDARDS OF

SELECTIONS

.WORDS -113 A`` LANGUAGE HAVE

MANY MEANINGS

The power of language

depends on the words

that are chosen and

their arrangement

175

The students:

read and discuss the "Letters tci the

Editor" section of the local newspaper

Were the writers informed, ignorant)

prejudiced, fair? Which letters are

effective and why? After evaluating

the letters fer credibility:-students

write their own letters to the editor

concerning problems or situations in

the community.

pretend they are working for an

advertising agency and create

names for the following products:

bath soap, laundry soap, cough

syrup, toothpaste, cereal, deo-

dorant, electric razor.

Students discuss their reasons for

selecting certain names for the

products..

interpret the denotation? and con-

notations of the following "antics

with semantics:"

I am "diplomatic".

You are "smooth-tongued."

Re is "two-faced".

I am "cautious".

You are "timid".

He "cowardly."

Behavioral Skills

The student:

distinguishes fact from

fiction

401600.400.1000411....0111.

evaluates source of infor-

mation

determines bias

compares

recognizes errors in logic

justifies opinions (eun

and othel.a)

writes paragraph for sp.acific

purpose



of words

perceives that words ilay

have multiple meanings;

makes selection apps priate

to context



of words



as

selection altpro-

plate to colvsext

sees implied mornings and

draws inferences

LA,NCEPT V - LANGUAGE HAS POWER

Understandings


MANY MEANINGS

The power cf language

depends on the wordy

that are chosen and

their arrangement


MANY MEANINGS

The context in which a

word appears determines

its meaning

ILLsiLL.


The students: (con's)

I believe in "authority".

You beleive in "forcer

He believes in "violence".

I was driving at "a good clip".

You were "exceeding the limit".

He was "speeding recklessly".

I lost the match because I was

"off my form".

You lost because you were

"over confident".

He lost because he was "too cocky".

0111.01,

Their football team plays "dirty".

Our football team playa "a hard-

nosed game."

explain the following figures of speech

slippery as an eel

quick as a wink

right on

cool it

out of sight

list words which have multiple meanings

and explain the meaning of each word:

grass

trip

split

bag

knip

uptight

chick

57

Behavioral Skills

The student:


opinion

agrees on the meaning of




vocabularies


have mult147.s meanings


literal and figurative

language

sees implied meanings

and draws inferences

176

73


Understandings


MANY MEANINGS

The context in which

a word appears deter-

mines its meaning

177

LEVEL 6-8

Learning Experientea

The students:

listen to the following recording selec-

tions and explain the literal and fig-

urative language they hear in each:

the theme from

"The Sound of Music"

"My Favorite Thing"

write a paragraph explaining why some

baseball and football teams are named

after animals. Example: lions and tigers.

use the following idioms in sentences

to show their literal and figuLative

meanings.

up a tree

butterfingers

down to earth

changed hands

up a creek

ion the fence

Behavioral Skills

The student:

keeps to topic under dis-

cussion


literal and figurative

language

sees implied meanings and

draws inferences


licttral and figurative

language



CONCEPT V - LANGUAGE HAS

Understandings


MANY MEANINGS

cc

51;

8The context in which

a word appears deter-

minas its meaning

In life and literature

words acquire a cluster

of meanings on different

levels of experience

OW

ER

LEVEL 6 "8


The students:

write the parts of speech and approxi-

mate meanings for the underlined words

in the sentences which allow:

1. The county seat is in Ravenna.

2. A low brought rain east of the

Appalachians.

3. The speedboat went fast on the

reaches of the river.

4. Moat oriental cultures are tradi-

tionally concerned about face.

5. After passing her law examination,

Mrs. Morcow was admitted to the

bar.

Students then write other sentences

showing different meanings of the

words.

research five or more terms used by a,

particular occupational group to find

out the meanings of the terms.

Example: newspaper !argon such as

copy, the number 30, flush left, flush

right, slug line, lower case, upper

case.

are given a list of words withmulti-

ple meanings. They find the different

meanings and use thr words in different

contexts. For example: grain, sail,

court, gravity.

Behavioral Skills

The student:


have multiple meanings,


to context.


draws inferences

uses subjects, predicate',

and complements


in use of punctuation

and capitalization



vocabularies

used the dictionary effie

ciently for a variety of

purposes

collects informatiop from


perceives that words star



to context

riuses the dictionary effi-

iently for a variety of

Upurposes


Understandings

*.LEVEL

8


.4.411110111.1016MilallplyobifW

iarallpi,

Behavioral Skills

THE CONNOTATION OF WORDS IS

MORE USEFUL IN PERSUADING

PPOPLE THAN THE DENOTATION

OF WORDS

Words acquire connota-

tions as a result of

individual and group

associations. and ex-

periences with them

The students:

tell which of the following words have

a more favorable

connotation and why:

fake - artificial

old fashioned - antique

attorney - mouthpiece

emerald - green

flower - blossom

spy - secret agent

policeman - cop

sanitation engineer - trash collector

The student:

reaches logical con-

clusions


verbal message

contrasts

tells about one idea

at a time



ties of words

Understandings


8MENT FOR INFLUENCING AND/OR


tg

ACTIONS

ASSESSMENT AcTra

CONCEPT V

LANGUAGE HAS POWER


AND RESPONSIBILITY


IMPLIED RESPONCES, IT IS



MESSAGE

LANGUAGE IS INFLUENCED BY MASS

MEDIA


MANY MEANINGS


flee students:

list five advertisements they remember well

that they have seen in print or heard on tel

vision or radio. They explain why they remem

ber eaoh_and!note.whith of fhe'following

techniques of advertising are used

for each:

word magic-using an appealing name

(Gleam instead of Glum)

transfer-ads with young and beautiful

surroundings

testimonial-admired person endorsing

a product

plain folks-Used by ordinary people

like us

snob appeal-only people with good judf

ment

band wagon- everyone uses it

direct order-go and buy

bargain price-savings

jokes-easily remembered

facts and figures -this brandworts

faster

write letters to learn what advertisers

are willing to pay

for:

1. one munute of prime time on tele-

vision

2. one page of a magazin, with nation-

wide circulation, sue, at Time or

Better Homes And Gardwns.

3. one page of high school yearbook.

Try to sell a car which has the

following

characteristics which are obvious to his

audience: age-five years, tires-like new,

n,

speedometer-30,000 miles, paint-faded,

1111floor mats-very worn, blue bookvalue-$800,

3.64 asking- $995. Unknown to

audience: 115,000...

actual W1 ens,

tirwandvddilig

Behavioral Skills

The student:


fiction


receives information from a

variety of sources


verbal message

describes attibutea of objects


denotative quality of words



writes basic sentence patterns


purposes

recognizes techniques of pro-

paganda and persuasion

respond* now-verbally to a

verbal message

interprets facts

decides whether information is

true or false

180

3344

73ASSESSMENT ACTI

6-8

CONCEPT V.'

LANGUAGE HAS POWER

Ondsers andings

181

0"


Behavioral Skills

describe-which of the propaganda techniques

(Activities for Concept II C) were used

and how they were used by either of the

following: Adolph Hitler, Government of

North Vietnam, Ralph Nader, English during

WW II

comprise either a thirty-second radio ad or

an advertising poster for either the Edsel

automobile or Life magazine using which-

ever advertising techniques fire

appropriate.

367368

LEVEL 6

CONCEPT

- LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

;:nderstandings


Behavioral Skills



MUNICATION

The students:

play the following game as they review

the subject + be +

complement

Each student folds a piece of paper into

three columns and labels the first column

"Subject"; the second column "Be"; and

the third column "Complement ". Keeping

his paper folded, he lotites a subject in

the ilLSE column. After folding his paper

so that only the "Be" column shows, he

passes the paper to another student. The

other student writes a "Be" word and then

folds the paper so that only the "Comp-

lement" column shows before passing it

on. A third student writes a complement.

(Encourage students to use subjects and

complements of more than one word.) After

the students have repeated this process

and after they have written sentences

they ere allowed to read and enjoy the

sentences. If the subjects and complements

do not agree in number, or if the form

"Be" is not correct, the students correct

the sentences.

69

e student:


purposes

uses subjects, predicates end

complements


parts

substitutes one kind of atructure

for another

clarifies meaning

seeks alternatives

370182

73

sc

=21.


The students:

LEVEL 6-8

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATICAND COMPLETE

Understandings


Behavioral Skills

o.


CD

ARRANGEMENT

ao

183

take cards with words on them. Several

students at a time stand befeti the

class and arrange themselves so that the

words can be read as a meaningful

sentence. Each group of words should

be able to be arranged in more than

one way and should always

make sense.

Example: The boy hit the girl.

are presented with nonsense words

used

as different parts of speech in a

variety of sentences. They identify the

parts of speech and point out the

structural clues in each sentence.

371

a

The student:


uses subjects, predicates and

complements


parts



relationithips: coordination and

subordination


through

word form clues: letter and word

patterns; sight vocabulary

structural analysis; root words

and inflectional endings; compoUnd

words; contractions; prefixes and

suffixes; syllabication; accent

3723it.0

73

LEVEL 6-8

CONCEPT VI

LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral Ski/ls



The students:

3ri

444

study some devices for paragraph unity

and coherence. These devices may in-

clude such examples as: a topic sentence,

relevant details, chronological order,

transitional expressions, an' cause

and effect.

select interesting topics. They write

one-paragraph themes by stating the

main idea as the topic sentence and

developing the idea with relevant

details.

write one-paragraph themes ia which

they Irement'details, example*, or

evidence first and then state their

general concluspiou at the end.

choose subjects on which their opinions

differ fromthat.mbich is most popular.

May present their opinions in a yell-

developed "yea, hist" or a "pro-and-con"

paragraph..

write "cause and Ofec" paragraphs ion

subjects In which they are somewhat

expert, Examples: cooking, auto

mechanics, or sating.

The student:

observes principles of unity and

coherence

agrees on the meaning of terms and

expressiock

writes related ideas in logical order

using paragraph form

uses introductory topic sentence to

aid organization

-selects and narrows topics for single

paragraph development

vettes paragraphs for specificpurpose

genatalizesfrom-evidence.___.

select's amdmerrows-tap.tca for single

paragraph development


justifies opinions


WriteS paragraph for specific

purposes


374-71:g9

184.

73

LEVEL 6-E

CONCEPT VI - LANtUAGE IS STRUCTURED; IT IS SYSTEMATIC iAND COMPLETE

Understandings



MEANING IN ORAL COMMUNICATION


studeats:

.Behavioral Skills.

will be presented via pairs ot words

that illustrate juncture."For example:

I scream, ice cream; thee-towel, neat

owl; a name, an aim; see !fable, seem

able; that stuff, that's tough; keeps

ticking, keeps sticking.

write examples of pairs of words that

illustrate juncture.

exaggerate their reading of the follow-

ing sentences so that the meaning in

parentheses is clear.

It's a hot dog.

(It's a frankfurter.)

It's a hot dog.

(It's a dog that is

hot.)

It's the right doot. (It's the correct

door.)

It's the right door. (It's the door on

the right.)

(It's cream for

whipping.)

(It is beating up

the cream.)

(It's a wheel

for spinning

thread.)

(It's a whiltel

which is

spinning.)

It is whipping cream.

It is whipping creel:.

It's a spinning wheel.

It's a spinning wheel.

After the class discussion the students

37

write the sentences on a musical staff,

one word per line, showing the relative

185

`pitch of each word.

The student:


through auditory perception:

gross sounds; rhymes; likenesses and

differences; initial, final and

ordial soundip

recognizes his own speech errors and

corrects them


intensity and patterns of sounds

discriminatesammmag rhythm, pitch,

intensity, and patterns of mound

perceives that words nay have multiple

meanings


generalizations

376m

0114

LEVEL. 6-8

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC ANDCOMPLUE

Understandings


Behavioral Skills


SOUND PATTERNS, VOCABULARY,

AND SYNTAX

The students:

analyze the ambiguity of the telegrams and

newspaper headlines below. They slay

analyze the reasons for the ambiguity.

Example: the Absence of structure words

such as determiners, auxiliaries, and

prepositions, or the arrangement of

the words.

COLLEGE DEMAND? CHANGE..

DEALERS WILL HEAR CAR TALK FRIDAY

NOON.

QUARTER OF A MILLION CHINESE LIVE ON

WATER.

NAVY WITNESSES EASE

IT'S AN ORDERLY BOOB.

LAWYERS TO OFFER POOR FREE ADIVCE

CALF BONN TO FARMER WTTH TWO HEADS

MAN HELD IN CHICAGO AFTER SHOOTING BEE.

UMW BARS PROTEST

Stadents may rewrite soveral of the

samples to wake sentences in which the

meanings are clear.

The student:

selecti structure to extend meaning

or add emphasis

rearranges sequence of sentence parts.

substitutes one kind of structure for

another - words, phrases, clauses

clarifies meaning


interprets facts

136

73

4

LAVE, 6-8

CONCERT VI - LANGUAGE IS STRUCTURED. IT IS SYSTEMATIC AND COMPLETE

Understandings


THE LANGUAGE SYSTEM OF EVERY

The students:

CULTURE IS ADEQUATE FOR ITS

NEEDS

use foreign ian guage/English diction-

aries or consult speakers of foreign

languages to learn the words in the

Eskimo, Filipino, Vietnamese, and

Italian languages for the following

words: rice, squirrel, sheep, privacy

and noodles. Not all words will be in

each of the languages. Some words say

have more

thenone equivalent in other

languages. Students may also conti.xt

the appropriate embassy in Washington,

D.C., for information concerning

the availability of anti rescurce

people or materiAls.

Behavioral Skills

187

Th

student:

collects information froma variety

of sources

compares

contrasts

makes inferences on data collected

gathers information

applies related writing skills When

using reference materials

7.

LEVEL 6-8

CONCEPTS VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AHD COMPLETE

Understandings

Learning Experiences'

Behavioral Skills



The students:

251

write sentences.ending with relative

clauses. Each relative claude should.

end with a noun. Additional relative

clauses are added to each sentence as

long as the sentence makes sense. Stud-

ents then listen to all of the sentences

to discover how meaning was extended or

emphasis added.

The student:

combines ideas to showproper

ralationship, coordination,

subordination

selects structure to extend meaning

or add emphasis

word modr".ars

phrase met_fiers

clause moLifiera

words, phrases that rename

words, phrases, or claupes

that give emphasis or provide

transition

follows curre.st practice in use of

punctuation ane capitalization

38Z-46111

188

73.

LEVEL tp-S

CONCEPT VI - LANGUAGE IS STRUCTURED* IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral Skills



189

The students:

write new words which have the oppotite

meaning by adding un-, dis-, mis-, or

in-, to each of the fol/owing words;

approve, color, certain, polite, govern,

and exact.

form as.Omny -:ompounds as possible by

combining any two of the words which

follow: pin, wheel, chair, water, boy,.

and tall.

rearrange the letters in each of the

following words to form at least three

other words: leap, stop, races, pins,

and

383

The student:

uses root words and affissir-to dorm

meaning

perceives that words may have multiple

meanings


applies generalisations

3 8 4

LEYEL.6-8.

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral



IDEAS IN MANY WAYS

The students:

read the following statement from the

chalkboard: "That salesman thinks he's

putting one over on ms, .but just you

wait! He'll learn I Wasn't born

yesterday!" They change the .statement to

something similar to this: "That

salesman believes I'm sold on the idea,

but give as a chance and I'll inform him

I've heard his line before."

write one to two versions of each

statement from a list the teacher has

prepared. They read them albud..

The student:

uses varied sentence pattered

selects structures to extend.maaring-

or add emphasis:.

word, phrases that rename


speaks clearly


multiple meanings; makes selection

appropriate to context

evaluates conclusions (own and others

uses acceptable pronunciation

paraphiases

73

Understandings

Asusammtracrx

rits 6-8

CONCEPT VA

LANGUAGE IS STRUCTURED; IT Is lummox AND COWLITZ


NECESSARY FOR HEANINGFCL COM-

MUNICATION



ARRANGEMENT

THE SYSTEMATIC USE OF PITCH.


MEANING IN ORAL COMMUNICATION

EACH LANGUAGE. HAS ITS OWN SOUND

PATTERN, GRAMMATICAL SYMBOLS

VOCABULARY, AND SYNTAX

THE LANGUAGE SYSTEM OF EVERY

CULTURE IS ADEQUATE F9R ITS

NEEDS


EXPANSION AND GROUTH


The students:

answer the questions belowthat pertain

to this sentence: "The moostest

kator

pinedly zerpled at the

"need's bungans."

1. What word describes the action?

2. Does the action take place in the

present or the; past?

3. Who or what pergorus tha action?

4. Which word describes the performer?

5. In*All'at sooner is the action per-

formed?

6. Which word is plural?

7. Could this sentence be English if

we wanted it to be? Why or Why

not?

write a paragraph explaining how they

arrived at amiFAIOSVere eveductb4ogh

this is not an English sentence

lkdtavioral Skills

The student:


difference in sauads

expresses a thou' ght as a

verbal massage

sakes aural and. visual dis-

crisdnations tbroggh--,

word fora clues

structural analysis

--0- IA

-

interprets facts


writes basic patterns for various'

purposes

writes paragraph fora specific

purpose.

7


LEVKL 6-o

Understandings


Behavioral Skill*





The students:

view the filmstrip anti listenrto the

record Speaking of Language, Part I,

from Guidance Associates; Pleasantville,

New York, 10570. This set demonstrates

in a humorous method the origin df

language from the days of our earliest

ancestors.

write short paragraphs about why it is

unwise for parents to speak baby talk to

their children.

The student:



determines sequences of events:-

acquires information through

listening and Observing

interprets facts

seeks evidence

gathers information

generalises from evidence


uses subjects, predicates, and

complements

follows current practice in use

of punctuation and capitaliza-

tion3 9 0

192

J

73

LEVEL

CONCEPT VII - LANGUAGE IS BAs/cALOPY-eiva.

.C.1'

;

Understandings


Dehaviesal Skills

.11

JRAL LANGUAGE IS FIRST LEARNED

BY IMITATION


TOE OPEN-ENDED EXCHANGE OF

IDEAS; WRITTEN LANGUAGE

TENDS TO CRYSTALLIZE IDEAS.

193

rhe students:

choose a child between the ages of one and

three that they can observe for a language

case study. Each finds the answers to the

following questions and comperes his data

with the findings of other members of the

class, making general statements about

language learning.

1. the child's age now

2. his age when he first seemed to obey a

spoken command

3. his age when he said his first mord and

what it was;

4. the number of words he knows now, the

kinds of sentences, if any, that he

uses, and any sounds that he has trouble

prombuncing.

divide into two groups to discuss a singlp

topic for 10-15 minutes. One group

discusses by exchanging written messages.

Then various ideas of the gtoups:ate-

compared by number, compledity and depth

to determine how oral language facilitates

communication.

9 1

The student:

arcs facts to noire deductions

and generalizations'


differences in sound:

sounds

fine sounds

cord sounds



vocabilary

syntax

patterns

applies sentence study skills

when writing paragraphs

t.

relates, ccmpares, and evaluates

information gained through

listening add observing with

that gained from other sources

Of isforsation,


message

Compares

contrasts

392

41' %

-4

3


Understandings


Behavioral Skills '


THE OPEN-ENDED EXCHANGE OF

IDEAS; WRITTEN LANGUAGE

TENDS TO CRYSTALLIZE IDEAS

'continued

The students:

discuss how the ideas and information

they gained during the interview is

crystallized in writing

The student:

discriminates between

major and minor details

applies sentence study

skills when writing paragraphs

194

73


Understandings

LEVEL 6-8


ds,

...

..

"%v.,

at- M.

Behaviors/ Skills

ORAL LANGUAGE FACILITATES THE

OPEN-ENDED EXCHANGE OF IDEAS;

WRITTEN LANGUAGE TENDS TO.

CRYSTALLIZE IDEAS

THE INTONATION SYSTEM OF A

LANGUAGE FRO-TIDES MORE EXACT

CLUES TO THE MEANING THAN

ANY WRITTEN REPRESENTATION

CAN PROVIDE

195

3 q

The students:

interview an interesting person in tfie

community. For example: a person with

a unique hobby; the owner of the local

kennel motel; the editor of the local_

newspaper..

write newspaper articles about the inter-

view.

discuss how the ideas and information

gained during the interview is crystal-

lized in writing.

demonstrate how intonations and para-

language affect the meaning of sen-

tences. Students give several meanings

to the same sentence such as:

It's raining. (So what?)

It's raining: (After a six month

drought)

It's raining. (First day at the beach)

Students divide into groups to develop

examples of their own; then each group

demonstrates the implied meanings

through paralanguage *nd intonations.

The student:

.?

receives information frog



draws conclusions

asks relevant questions

and makes relevant comments

speaks clearly

discriminates between major

and minor details

applies sentence study skills

when writing paragraphs


signals as changes in

feeling



language


phrasing

pi_ch

stress

modulation

pause

rate

3 9 47

394.

LEVEL 6-8


;

Understandings


Behavioral Skills

VERBAL AND NON-VERBAL ELMS- The students:


ORAL LANGUAGE

discuss whether gesture, posture and

facial expressions ever contradict the

spoken word.

choose some situation in which body

language and spoken language seem to

be saying two entirely different things.

Then either alone or with a classmate,

they act out the situation for the

rest of the class. If they cannot think

of such a situation from real life,

they make one up. The important thing

is that their gestures, postures, and

facial expressions clearly contradict

what they are verbally saying

397

The student:

expresses

thoLght as a

verbal mest.age

justifies -_-.?ir..;.on8 (own

and others)


are true or false

.


recognizes unstated assump-

tions and values

incorporates judgements

into behavior

39196

73

ASSESSMENT ACTIV

6-8 :

CONCEPT VII'

LANGUAGE IS BASICALLY ORAL:

Understanclings

Learning Experience

Behavioral Skills

E3

ORAL LANGUAGE FACILIATES THE

L.;

OPENENDED EXCHANGE OF IDEAS;

m WRITTEN LANGUAGE TENDS TO

CRYSTALIZE IDEAS

THE INTONATATION SYSTEM OF A

LANGUAGE PROVIDES MORE EXACT

CLUES TO THE MEANING THAN ANY

WRITTEN REPRESENTATION CAN

PROVIDE

MEANING IS AFFECTED BY VERBAL

AND NON-VERBAL EXPRESSION

VERBAL AND NON-VERBAL EX-

PRESSION AFFECTS-THE MEAN-

ING OF ORAL LANGUAGE

The students:

give oral directions about a talk as

lacing and tying a shoe string. Stud-

ents follow directions given by stud-

ent one. Student two is allowed to

ask qustions about the directions.

After the task is completed student

one writes a paragraph giving the

directions for the same task. The

student recognizes the conciseness

and organization of the written

paragraph compared to the oral dir-

ections, and how oral directions

can facilitate the opert-ended ex-

change of ideas.

look at an animated drawing and write a

description of it. Another student reads

the description and tries to draw a

picture based on the description given.

The student recognizes that language is

inadequate to completely describe

reality.

The student:


analyzes


sees cause and effect re-

lationships


non-verbal message

Yspeaks clearly

expresses a tl..,sEht as a

verbal messes:,

writes paraapcap

fu:: specific

purpose

LEVEL 6-8

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION OF ORAL LANGUAGE

Understandings

Learning ExperienceS

Behaftoral Skills'

THE RECORDING OF LANGUAGE RE-

The students:

QUIRES SYMBOLIZATION OF SOUNDS

cc

cc =Is

O

WRITTEN SYMBOLS CANNOT DUP-

LICATE SPEECH

invite a resource person to speak

to the class in a foreign language and

teach the class words and phrases char-

acteristic of the particular language.

use foreign language recordings to learn

foreign language words and phrases

listen to a recording of "Mark Twain

Tonight" Vols. I and II by Hal Holbrook

read silently some of the sane passages

from Life on the Mississippi by "Mark

Twain. Show contrasting interpretation

between written and oral language.

write a "Thank you" note to a class

visitor. The class discusses the

difficulty in expressing sensitive

and meaningful emotions without the

benefit of paralanguage and oral com-

munication.

The student:

identifies phonetic,

analysis: consonants,

blends, diagraphs, vowel

sounds and vowel principles:



gross sounds

fine sounds

word sounds

evaluates the organization

of a presentation

associates literal mean-

ings with written symbols

compares

contrasts


spoken language

relates written symbols

to spoken language

agrees on meaning of terms

and expressions

writes paragraph for speci-

fic purpose


meaning or add michaaiii

4 ontt----41#4t

198

LEVEL

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION OF ORAL LANGUAGE

Understandings


Behavioral Skills

SPELLING IS THE ORDERING OF

THE WRITTEN SYMBOLS OF LANG-

UAGE

TO COMMUNICATE IN WRITING IS

NECESSARY FOR THE ENCODER AND

THE DECODER TO HAVE A MIJTUAL

UNDERSTANDING OF THE WRITTEN

SYMBOL199

The students:

provide another word or words pronounced

like a given word but spelled differently

and study the differences in meanings.

For example: What

words are pro-

nounced like base, cite, hole, dear,

kernel?

unscramble nonsense words to form mean-

ingful words. For example: lemarac,

toad, tejcbus.

attempt to communicate something about

which either the encoder or decoder has

a lack or partial lack of knowledge.

Examples=

referee hand signals

text on knitting (yarn over)

message via nurse code

foreign language

403

The student:


to spoken language

writes letters in speci-

fic patterns to represent

spoken words

uses word analysis skills

in spelling

auditory perception

structural analysis

phonetic analysis

uses dictionary as an

arbiter


to spoken language



vocabularies

73

LEVEL o-0

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION OR ORAL LANGUAGE

Understandings


Behavioral Skills

THE DECODING PROCESS IN READ-

ING INVOLVES THE INTERACTION

BETWEEN THE ENCODER OR WRITER

AND THE DECODER OR READER



OF THE LANGUAGE

The students:

select several poems or

enjoy and several which they do not

understand or care for. In a class dis-

cussion, each student states his feel-

ings and reactions to each of his se-

lections.

The class -discusset- the 'process

of having the writers' views, values,

and opinions interact with those of

the reader.

read a passage of literature aloud

giving particular attention to oral ex-

pression

discuss how punctuation indicates the

intonational characteristics of the

language. Suggestions: the teacher

eight first read the passage in a mon-

otone without pauses for punctuation

sb students can readily see the contrast

The student:




of view


language


and opinion


draws conclusions

determines purpose for

reading

evaluates source of infor-

mation


and expressions


verbal message


phrasing, stress, pause,

rate, pitch, modulation

follows current practice in

use of punctuation and

capitalization

4u6200

1

73

.LEVEL o-8

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION OF TUE ORAL LANGUAGE

Understandings


Behavioral Skills

THE LANGUAGE OF RECORDED LIT- IThe students:


OF ITS TIME

201

analyze literature textbooks to find the

ways in which women or girls are depicted.

They should note the activities and be-

havior of females and the original copy-

right dates of the selections. Each stud-

ent writes a paragraph giving the results

of the analysis, comparing the depiction

of women in various years.

(For example: responsibilities of a mar-

ried woman today as opposed to fifty

or a hundred years ago).

407

The student:

reports from several re-

ferences


tions and generalizations.

brings ideas to a satis-

factory conclusion

writes a paragraph for

a specific purpose

gathers information

compares

contrasts

recognizes unstated.

assumptions and values

408

-"' 4/K

73

LEVEL 6-8

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION

-1 ORAL LANGUAGE

Understandings


Behavioral Skills


LITERATURE REFLECTS THE

CULTURE OF ITS TIME

WRITTEN LANGUAGE MAY BE

ITIPLUENCED BY REGIONAL

DIALECTS

The students:

study Carl Sandburg's "Prayers of Steel"

or "Chicago." They research the In-

dustrial Revolution to know the poem's

background, noting figures of speech

which reflect the culture of the time in

which the poem was written?

discuss ways in which advertisements

.

often borrow terms from the speech of

the inner-city. List a few inner-city

dialectal terms which have become part

of the speech of almost all young

Americans. Locate in newspapers or

magazines several advertisements that

use inner-city dialectal terns. Bring

these advertisements to ciass and

arrange them in collage form on the

clalisroom bulletin board.

The student:



of words



interprets literature

through an

understandingof: author's life and

society in which be w

rote

substitutes original ex-

pression for cliches and

hackneyed phrases






quality of words


tions and generalizations

41j

202.

73


CONCEPT VIII


Understopiings

.


Behavioral.Skills




LICATE SPEECH

SPELLING IS THE ORDERING OF

THE WRITTEN SYMBOLS OF LANG-

UAGE


IS NECESSARY FOR THE ENCODER



WRITTEN SYMBOL


ING INVOLVES THE INTERACTION

BETWEEN THE ENCODER WRITER




OF THE LANGUAGE

203

The students:

research the development of our

alpha.

bet using encyclopedias, dictionaries,

and other library resources. They also

search for samples of other writing

systeMs which differ from ours in the

coded symbol (Chinese, Russian, and

Arabic), in the order of word-formation

(Arabic, Chinese) and in the reading

direction (Chinese,rHebre*).--They-take

notes and write an outline in prepar-

ing a written report on one of the

topics above. They also make posters

comparing any two

the various

writing- systems.

1

The student:

collects information from a

variety 6f sources

uses parts of a book

title

introducation

table of contents

list of illustrations

appendix

glossary

index

bibliography


with spoken language-

.

writes basic _patterns for

vatiaus

aurpatai"*

"

writes paragraphfor specific

purpose


42

73

LEVEL 9-12


Understandings.


Behavioral-Skills


FRO

MREALITY

The students:

list and explicate various popular symbols.

Example: international road signs, flags

and trademarks.

listen to selected popular songs or poems.

They note and discuss Ombolism found in

poems.Example: "American Pie" by Don McLean,

"Bridge over Troubled Waters"

by Simon and Garfunkel

"Mending Wall" or "Fire and

Ice" by Robert Frost

read other literary selections which empha-

size symbolism.

Ekample: "The Scarlet Ibis"

"Masque of the Red Death" by

Edgar Allan Poe

"The Pearl" by John Steinbeck

"The Pigman" by Paul Zindel

"Durango Street" by Frank

Bonham

"Skin of Our Teeth" by Thorton

Wilder

"The Miracle Worker" by

Charles Gibson

"Animal Farm" by George Orwell

"The Adventures of Huckle-

berry Finn" by Mark Twain

The student:


distinguishes between literal add

figurative language

perceives level of abstraction

interprets literature through under-

standing of literary techniques

recognises unstated assumptions and

values,raiket w

arrestdd lifferarces

identifies such basic elements of a

story as plot, characters, dialogue,

and setting

identifies more complex story alarms

as climax, characterisation, conflict

style and theme.

SiA

'3

LEVEL 9 -12


Understandings


Behavioral Skills

MAN IS A SYMBOL MAKING ANIMAL

THE SOUND OF THE WORD MAY

SUGGEST ITS MEANING

2Q5

The students:

communicate by "signing".

Example: sign language as used by deaf

or another appropriate sign

language

make (demonstrate) words or sentences using

sign language or create sentences which

everyone demonstrates in unison

carry on conversations in which they use

sign language.

NOTE:

Copies of sign language may be ob-

tained from Maryland State School

for the Deaf or Gallaudet College

reads "Jazz Fantasia" by Carl Sandburg and/

or "General William Booth Eaters into

Heaven" by Vachel Lindsay, and identify

onomatopoeia words. They then find examples

ofingmmitapoefaln other selettions

The student:


a verbal response

foims sensory images

skims for tentative identification of



la'

CO

WORDS HAVE SYMBOLIC REFER -

ENCE

Qcc

a.-

:Z3

uJ

73-

LEVEL 9-12.


Understandings


Behavioral Skills

a3


IS NO NATURAL CONNECTION BE-

TWEEN A WORD AND ITS REFER-

ENT

The students:

47

write their own definitions for the words

dog, love, and between. They discuss

reasons for difficulty or ease in writing

their definitions using an imagery value

scale.

Example: 1. very low.

2. low

3. medium

4. high

5. very high

dog - concrete word - easy to define

love

abstract word - difficult to define

between - structural word - most difficult

to define

they rate other words to show degree of

symbolic reference (imagery value).

organize into a group and develop new sym-

bols for our alphabet.

Example: A

41

BC 1.1 123

write

messages -using the 110abet-develirped

in the previous activity. They exchange

their messages with each other for decoding.

Students may demonstrate shorthand or musi-

cal symbols if they are familiar with them.

NOTE:

Difficulties encountered in decoding

helps the student understand that

language must be learned.

The student:

perceives levels of abstraction


rates items and ideas

makes comparison

wakes generalizations


language

4I8

211-6206

73

LEVEL.9 -12


Understandings


Behavioral Skills



IME, 1--.ACEMENT IN SPACE,

TOUCA,

.ACIAL EXPRESSIONS

AND GESMcES

PEOPLE CAN COMMUNICATE

THROUGH PAR -LANGUAGE

207

40.

The students:

individually choose a well known phrase,

quotation or title (provided by student or

Leacher) to pantomime. The other class mem-

bers decode the pantomime.

Example: phrase - "Ring around the

Collar", quotation-

"I have a dream", title

- Gone with the Wind

make a video tape or silent movie demonstra

ting different kinds of "winks".

Example: "flirting" wink, "trying to

pull something" wink, "knowing

wink. The audience interprets

the meaning of each of the

winks.

organize small groups and demonstrate ex-

amples of non-verbal communication (para-

language and gestures).

Example: Hold up hand for stop.

Place finger to lips for quiet.

9

ne student:

translates a non-verbal expression


asks relevant questions


character

makes comparisons



analyzes video and audio presentations.

...ransposes a non-verbal meseage into

a verbal response

sees implied meanings and draws in-

cerences

sees cause and affect relationships

ASSESSMENT ACTIVITY

CONCEPT I


Understandings


Behavioral Skills

A SYMBOL IS AN ABSTRACTION.

FROM REALITY

MAN IS A SYMBOL-MAKIN., ANI-

MAL

THE SOUND OF A WORD MAY SUGGEST

ITS MEANING

J la.1

LANGUAGE IS ARBITRARY: THERE IS

on

NO NATURAL CONNECTION BETWEEN

THE WORD AND ITS REFERENT

'FC


PEOPLE CAN COMMUNICATE THROUGH

PARALANGUAGE

LaJ

103

PEOPLE CAN OaMMUNICATE NON-

VERBALLY THROUGH THE USE OF'

TIME, PLACEMENT IN SPACE, TOUCH

FACIAL EXPRESSIONS AND GE.

RES

The students:

divide into groups of six. Each group is

visiting Earth from outer space. Each

group selects a name and develops a voca-

bulary of no more than 30 words. (this

will exclude structure words) They write

a message using the new

vocabulary and

English structure words, answering one

of the following questions:

A. Where are we from in the solar.

system?

B. Why did we come to Eirth?

C. What do we want from the Earth,

people?

Each group writes the translation of its

own massage into English. Onemember of

the group reads the group's message to

the entire class in the new language. The

other groups attempt to recognize the

intentions and attitude of the group

making the presentation. Example: friendly,

antagonistic. The group making the

presentation reads the English trans-

lation to the class. The same procedure is

followed for each of the remaining group

presentation.

The student:





verbal message

speaks clearly








208

73

LEVEL -0-12

CONCEPT II - LANaUAGE IS USED

TO COMMUNICATE

Understandings


Behavioral Skills

'cc


m.


AND EXPERIENCES


CLUDES SKILLS OF IMPRESSION

AND EXPRESSION IN:

OBSERVING

LISTENING

SPEAKING

READING

WRITING

The students:

divide into two groups. One groupwrites a

description of a familiar object. Theother

group draws an object.

The two groups ex-

change roles and the first groups

writes a

description of what the second group

drew.

The second group draws what the

first group

described.

each select from a number of

objects on

display, one which he observes for a

period

of time. He then writes a detailed

desc-

ription of how he perceives that

object,

bringing into focus as many senses as pos-

sible. Each student reads his

description

and other students identify the

object be

has described.

NOTE: This writing can go beyond

the five

basic senses

The student:

selects structures to extend mean.ing.;.-N-

or add emphasis

a. word modifers

b. phrase modifiers



poses


uses precise words


reads audibly

uses acceptable

pronunciation

_1co5

CONCEPT II - LANGUAGE IS U

LEVE

--12

ED TO COMMUNICATE

Understandings


Behavioral Skills


SENCER, ft MESSAGE AND A

>-

RECEIVER


UNDERSTANDABLE

The students:

observe the teachers demonstration

of the

basic communication model.

Example:

-- -Feedback, -

observe ocher communication

models.

Example:

stimulus

encoder-4, signal-,

(sender) (code)

message

channel) decoder

(receiver

response

(feedback

select a code from the

following

signing (sign language)

morse code

electronics

body language

writing

speaking (oral)

areas:

develop a message and transmit it in

their

selected code. The students comment on

the

code and the message

The student:


identifies a sequence of ideas and

selects those that are most impor-

tant

sees cause and

effect relationship




speaks clearly

interprets A non - verbal message int(

a verbal response

CO

73

LEVEL 2-12

CONCEPT II


Understandings


Behavioral Skills

LLNGUAGE INFORMS, INFLUENCES

AND ENTERTAINS

211

The students:

each write a paragraph which is intended to

inform. He revises the paragraph so that he

will influence by using such things as

emotive language, connotations, and name

calling. He again revises the paragraph

so chat it entertains by using such things

as satire, irony and hyperbole. He reads

and discusses his paragraphs with the

class.

The student:

writes paragraph for specific purpose

uses appropriate beginning sentence

to lead into main idea

applies sentence study skill when

writing paragraphs

writes basic sentence patterns for

various purposes


punctuation and Capitalization

Observes principles of unity and

coherence

proofreads and corrects,

revises

gives emphasis to ideas by

phrasing

stress

pause

rate

pitch

modulation


relevant comments

4284V

6.

73


emempT II


Understandings


Behavioral Skills

COMMUNICATION

INV

OL

VE

SA SENDER,

A MESSAGE, AND A RECEIVER


UNDERSTANDABLE


AND ENTERTAINS



4'

AND EXPERIENCES

LANGUAGE COMMUNICATION INCLUDES

SKILLS OF IMPRESSION AND EXPRES-

SION INOBSERVING

LISTENING

SPEREINQ

READING

WRITING

4

The students:

select a one word topic, theme. Example:

love, hate, war, pollution. They crest:7,

two posters, collages, based on this

theme. One collage is composed of words

and one is compiled from magazine*. and

newspapers. They develop a paper dis-

cussing these collages, (length 1 11 to

3 pages) answering the following ques-

tions.

1. Why did you pick the topic, theme.

and what were you trying to com-

municate?

2. Which of the two posters best com-

municates your topic, theme? Why?

Note: the design of the collage must re-

flect the mood of the theme. Example: if

the student feels peace reflects balance

then his collage must be Chaotic.

They turn in the collage mad let the

teacher-deteirmine the

without the

help of the paper. ?bb second day the

class constructively. criticizes the

posters for a set time limit (5 minutes'.

The students then read their papers a-d

the class comments on the interrelation-

ship of the 3-part assignminit: the two

collages and the paper. The final teacher-1

assesment is based on the combination

of the collages and the paper

:449

The student:


associates literal mmazdzigiv




criminations through picture-

object clues


purpose

.


sees cause and effect re-

lationships

writes manuscript litters




non -Verbal nessege

440212

73

LEVEL

_2


Understandings


Behavioral Skills

1.0.+


co


Q =3"

'Dialects arc varieties

of language which differ

from each other in pro-

nunciation, vocabulary,

and grammer

LANGUAGE CHARGES BECAUSE OF


Dialects reflect func-


tural levels of language

213

The students:

The student:

organize groups and

ionk

out dialogues for

tidentifies likenesses and differences

.

persons living in various regions

of the

in sounds

United States.

Example: Philadelphia, Boston, Houston


Montgomery end the Bronx."

in speech

They present their work to the class to

guess which regionaldialect the group is

imitating.

listen to the recording, "Our Changing Lan-

guage" (McGraw -Hill, Inc., 1965) and jot

down differences in pronunciation, vocab-

ulary and grammar as they listen. They share

their findings through a class discussion,.

study and discuss the correct procedure for

a job interview

fill out job applications

parti:cipsite isi a

-xed.i,Iptioisigiterbitty-lai

Which students axe interviewed.

4ji

discriminates among rhythm, pitch

and patterns of sounds

gathers information


the situation


speaks clearly

speaks fluently


inccrporates judgements into behavior

4324440

73

LEVEL 9=12


Understandings

Learnirg Experiences

Behavioral Skills


GEOGRA211:C AND SOCIAL SET-

TINGDialects reflect funu-


tural levels of languaa,e

An in-group dialect

afunctional variety :.secs

to exclude non- mer':ers

and to give identity to

group members


GEOGRAPHIC AND SOCIAL SET-

TING

Socialization processes

and geographic isolation

account for the develop-

ment of different lan-

guages and of different

dialects within a lang-

uage

43

The students:

The student:

list various kinds of groups.. Each student


selects the group he wants to be a part of

and takes on the identity of the members

of that group.

Example: space scientists, sports team,

musicians, military platoon,

beauticians

each group devises a situation and writes

a script using the specialized vocabulary

of the group. The scripts are recorded on

tape playedjor the class, and identified

with tfieroupe they represent.

listen to recordings or reading by persons

from various regions.

Example: New England, Midwest, Far West

South, Appalachia, Southern

Maryland.

and identify some rather obvious dialectal

variations.


in speech


of sources

speaks clearly

speaks fluently




syntax

pattern

generalizes from evidence

214

-

LIU

CO

Understandings

73


LEVEL 9-rz


Behavioral Skills

cc


.O 13.-

GEOGRAPHIC AND SOCIAL SET-

C...)

TING

1--

LD

CO

ISocialization.processes and

geographic isolation account

for the development of dif-

ferent languages and dif-

ferent dialects within a

language

215

The students:

make a dialectal map of the world, country,

state, and perhaps the county, from mater-

ials supplied by the teacher.

analyze certain literary works from a

dialectal standpoint and identify traits

of various areas.

Example:

Shaw-Pygmalion- British cultural levels

Hansberry - i4 Raitin'in the Sun

- Black

Faulkner- "The Bear4m7gOah

Twain - "The Celebrated Jumping Frog

of Calaveras County" - Far

West

Sandbury - The People, Yes - Midwest

Masters - Spoon River Anthology

Mid-

west

O'Neill - "In the Zone"

European

Daley - "Mia Carlotta" - Italian

Dunne - "Mr. Dooley on Machinery"

Irish

The student:

sees cause and effect, make0 ices

uses facts to make deductions -and gen-

eralizations

prepares graphic materials

interprets literature through an

understanding of author's life and

society in which he wrote, back-

grounds of literature, literary

techniques

relates, compares, and evaluates in-

formation gained through listening

and observing with that gained from

other sources of information

LEVE

LuoXEPT III - LANGUAGE CHANGES CONSTANTLY

Understandings

JCM

5Learning Experiences

Behavioral Skills

=21.

cc

LANGUAGES CHANGES HISTORICALLY

cc

)P-

Words eater our language

CL.

CD

in many ways:

Coining words (astronaut)

OM

Borrowing foreiga expres-

sions (pizza)

Developing slang terms

(groovy)

Clipping words (phone)

Compounding words (base-

ball)

Affixing words (submerge)

Blending (smog)

Forming acronyms (SCUBA)

The students:

select examples of language changes from a

newspaper and/or magazine and discuss how

their meanings are used in context.

read a paragraph taken from the American

Dictionary of Slang Terms and write an ex-

pository paragraph para-phrasing what they

have read. They compare their para-phrasing

with the standard English paragraph found

in the American Dictionary of Slang Terms.

write a speech and/or paragraph using bor-

rowed foreign expressions, coined, clipped

crosswords.

Example: "I am an expert on nautical

terse.

create a poster, using words taken from

magazines, newspapers, and/or other

sources showing the ways worOs enter

our language

The student:

interprets picturesque language and

specialized vocabulary

perceives that words may have mul-

tiple meanings

uses the thesaurus and

specialized

dictionaries

compares

contrasts

uses thesaurus and specialized dic-

tionaries


poses

uses introductory topic sentence to

aid organization


of sources


4tt8216

73

LEVEL 9-12

CONCEPT III - LANGUAGE CHANGES CONSTANTLY-

Understandings

=2.

cc

LA!:CLAGE CHANGES HISTORICALLY

The students:


Behavioral Skills

021

Generalization (wider)

Speciallzatic,n (narrower)

Amelioration (better)

Pejoration (worse)

217

observe a teacher demonstration of changes

in word meaning for two words.

Example: Apollo, salary, hazard, com-

panion, hcspita1., deer, garage,

knight, steward, knave, silly,

mistress

look up one or more of the above words in

any of the following sources: Oxford Una-

bridged Dictionary; Webster's Unabridged

Dictionary students trace the changes made

in each word.

The student:

makes comparisons


seeks evidence

uses the dictionary for ety-qugy

selects material appropriate for him


checking pertinence

reports from a single reference

speaks clearly

takes notes on reports of other stu-

dents

73

ASSE

SSME

NT

AC

Tly la

-12CONCEPT III

LA

NG

UA

GE

CH

AN

GE

S CO

NST

AN

TL

Y

Understandings



The students:

choose one word for an in-depth study of

etymology. Example: light, girdle, history,

moccasin, inscription, etiquette. They

write a research paper presenting their

findings

441

The student:


gathers information

collects

inforjaktion from a

variety of sources

interprets facts


sees cause and effect

relationships



perceives connotative as well

as denotative qu,lities of

words

442218

A

LaJam25

Understandings

Qcc

73

LEVEL 9-12


*?..""rP17,1:.7,"

'..;


Behavioral Skills

>- APPROPRIATE LANGUAGES PAT-

40 TERNS VARY ACCORDING TO THE

c>

SOCIAL SETTING IN WHICH

1-M T

HE

Y O

CC

UR

03




READER

219

The students:

conduct and participate in interviews for

positions such as banker, service station

attendant, store clerk, disc jockey, news

broadcaster, shampoo girl, construction

worker, waitress, clerk-typist. The class

rates the appropriateness of theTianguage

to the position for which the student was inm

terviewedl They either accept or reject the

applicant based on this.:

NOTE: The teacher may need to provide know-

ledge of the appropriate language for

the Student Interviewer

write explanations for their tardiness for

the following persons; the principal ( man),

homeroom teacher (a woman), beat friend,

little sister, mother, or employer. Volun-

teers read their explanations and the class

determines for whom they were written.

4434-44

The student:


relevant comments

incorporates judgements into be-

,

havior


the situation

evaluates against criteria

evaluates conclusions (own and r-

-others)



shifts level of speech to fit the

situation

makes comparisons

4 4 .1

.7

LEVEI


Understandings


Behavioral Skills




LANGUAGE PATTERNS


AND IS A PART OF ONE'S

PERSONAL EXPERIENCE

The students:

read and discuss a literary selection which

exemplifies a change in language patterns

because of changing loyalties and goals.

Example: To Kill a Moricing Bird, The

Autobiogratahy of Malcolm X,_

Black Boy, The Immigrants.

write and revise a script on the following

situations: (a) a narcotics agent isakidg

a buy (b) the same agent testifying in

:

court. They dramatize the two scenes. The

class evaluates the language usage of each

scene

define occupational jargon. They listen

to a tape exemplifying varieties of oc-

cupational English, and identify the oc-

cupation of each eisiMple:

ale: (1) The southpaw pitchers ERA

was 2.1 as he toed the rubber

and grooved a slider to the

pie& hitter, who earned an

RBI with a triple to left

center. (baseball)

The student:


determines cause and effect relation-

ships

evaluates motives for actions and

reactions


revises

speaks clearly

speaks fluently

shifts level of speech to fit the

situation

makes generalizationa

makes generalizations or draws con-

clusions

identifies details related to a

topic

(makes 'inferences)

(based on data collected)

4 G

atitwf

220

73

LEVEL

12

CONCEPT IV - LANGUAGE IS A FORM OF SOCIAL

BEHAVIOR

Understandings


Behavioral Skills


AN]) IS A PART OF ONE'S PER-

SONAL EXPEAIENCE

221

The

447

students: (Cont.)

Example:

(2) Jeff took it away, dollies

in, panned and tilted, and

then

slowly faded out

(TV cameraman)

(3) I told that tough monkey to

wstch his-lip or I'd-smear him.

(fighter)

(4). Thelma took a seven

iron

and sliced her approach into

a bunker. "(elf)

(5) Port your helm. (sailor)

They compare their answers

and Justify them.

write five to ten examples of sentences

which would reveal the speaker's identity

using occupational jargon. Suggested

readingst Political Economy orThe

Lighting Rod Salesman by Hark

Twain.

discuss literary selections containing

these themes: Justice, Creation, Death,

Love, Beauty, *cape, Ethics. They

select

a theme and trace it through

various

'

cultures

1 The student:

makes com

parisons

reaches logical conclusions, supports

conclusions


determines-pm:pose for reading.'

4,


of sources

4484444.

73

LEVEL v7.1.4.7


Understandings


Behavioral Skills


AND IS A RAU OF ONE'S PER-

SONAL EXPERIENCE

The students: (Cont.)

44;A

NN

Example: Justice

"The Took of Job"

Hebrew

"A Song of Solomon"

"Boy Who ^ried Wolf" Aesops Fables Greeks

"Crito" tram the Dialogues - by Plato

"My Lord, the Baby" by Somadeva

"The-Confidence Men" by Somadeva

"Auto Wreck" by X. Shapiro - American

"Haircut" by Ring Lardner

NOTE: Oriental literature references may be

found ILI

Miller, Jaces E. Jr. O'Neal

Rober, McDonnell, Helen M.,

Literature of the Eastern World

Scott, Foresman & Co. 1970

The student:

experiences contacts with world'

other than his own

'supplements reality with imagination

recognizes universality of human

traj.ts1.)

222


CONCEPT ID


.-I

Understandings

Learning ExperienceS

Behavioral Skills.

1-E3


aM




THE AGE, INTERESTS AND BACK-

GROUND OF THE LISTEN2R CR

READER

SHIFTING LOYALTIES ANO GOALS,



LANGUAGE PATTERNS

LANGAUGE REFLECTS CULTURE AND


EXPERIENCES

LANGKAGE USAGE REFLECTS GROUP

AND IIVIDUAL IDENTITY

The students:

divide into small groups and improvise con-

versation for a situation. Example: A boy

on his first date with a particular girl

comes to her home and rings the doorbell.

He meets her parents, grandparents, and

younger brothers_and sisters. They go to

an expensive restaurant or the McDonald's.

They order and eat. The following day the

boy describes the date to his friends; the

girl describes the date to her friends.

After sufficient preparation, they present

their skits to the class. The class notes

how conversation changes according to

social setting.

The student:




speaks clearly


73


t&I

Enderscandings

CEcc


a- MANI ME,--.N:.-;5

C?

(..2

The pDwer

.1 language


olua

that are chosen and

CM

their arrangement

LEVEL 9-12


Behavioral Skilla

4

The students:

discuss why they selected their answers

write euphemism for a variety of terms

ExAmpAe

undertaker

hoLsewmie

policemsn

ratcatcher

tree trimmer

drnakeness

out of woe:

- mortician

-homemaker

- law enforcement officer

-pest control consultant

-arboreal specialist

- i_Aebriation

- between engagements

old maid

-single lady

poor people

-the tilderprivilf:ged

bpying

-intelligence gathering

military retreat-strategic withdrawal

died

-went to his reward

blind

-visually handicapped

old man

-senior citizen

cancer

-malignant growth

discuss how word choice Anfluen&es or

controls thoughts and actions

464.

The student:

perceives connotative as well as de-

notative qualities of words



seeks alternatives

makes comparisons

contrasts


sees cease and effect relationship

makes generalizations or draws con-

clusions

45,s

224

LEVEL 9-12

NC:?

- LANGUAGE HAS POWER

Th6e-:,-;7anclngs

A ?7;',..ERFUL IN-

"), INFU:ENCING

AND/UR iL3N-::OLLING THOUGHTS

AND ACTIONS

LANGUAGE USAGE REQUIRES

CARE AND RESPONSIBILITY

225


Behavioral Skills

The students:

bring in examples of campaign statements or

advertisements showing the various propag-

anda techniques_

Example: bandwagon, nacre- calling, glitter-

ing generalities, testimonial,

transfer, card-stacking, plain

folks, pseudoscientific jargon,

flattery,

They then discuss the examples in relation

to the techniques used- The class conducts

a presidential campaign (ax_aampaign for any

office) using posters, tape, recordings,

rallies. The campaign is funded through

fake money-charging fess for space rental

and reco4ding time. They must use propaganda

techniques to procure funds and votes from

yellow students. (Activity takes approxi-

mately 5-6 days). After the campaign the

students write an essay on the topic

"Propaganda - Good or Bad".

classify a group of items brought in by the

teacher. Classification might be by tie,

size, shape, color, Compoiltiob, user VT'

'cos': They discUss the fact that objects

can be classified in many ways. They also

discuss labeling-its dangers and 'imitations

Students classify the members of the class

in as many ways as possible.

Example: size, agE., interest, sex

The student:



and persuasion

incorporates judgements into behavior

analyzes video and audio presentations

distinguishesrvarious points of view

rates items, events, ideas



makes comparisons

seeks alternatives


relevant comments



justifies opivions (own sled others)

determines bias

454-11%

4

73

LEVEL

-12

.:ONCEPT

- LANGUAGE HAS

POWER

MOO

Understandings

on

5cc


Behavioral Skills

SINCE AIL COMMUNICATION HAS

The students:

et

LMPLIED RESPONSES, IT IS

s-

EL.


CDc,


0,

MESSAGE


MASS MEDIA

present a two minute impromptu speech based

on a situation given to them by the

teacher.

Example: You are a

light bulb

duor knob

cracked window

They use a specific tone in presenting the

speech.

Example: ironic

critical

sarcastic

pedantic'

pessimistic

scholarly

authoritative

facetious

whimsical

sympathetic

After each speech the teacher selects two or

three students to identify the tone used and

evaluate the effectiveness of the speech.

view television during specific hours over

a specified

period of time.

Example: Monday thru Friday from

9-11 p:;.m.,

The class then chooses the top ten programs;

Students compare their top ten list with the

.Neilsen ratings and defend their selections.

Next, they set up their own criteria for se-

lection of TV programs and make new individ-

ual selections of view. From the individual

selections they compile one class list.

e student:



the situation


phrasing

stress

pause

rate

pitch

modulation



signals as change in feeling

analyzes video and audio presentations

rates items, events, ideas

makes comparisons



evaluates against criteria


evaluates conclusions (own and others)

73

CONCEPT 7 - LANGUAGE HAS ',ma-

LEVEL 9-4.2

Und2rarandings

WORDS IN E. LANGUAGE HAVE MANY

MEANINGS

The power cf language


that are chosen and

their arrangement

227

Learning Experieaces

The students:

complete a written exercise in whichthey

make choices according to the

connotative

qualities of terms.

Example:

1. If your job were haulinggarbage.

which "title" would you choose?

a. Garbage man

b. Sanitation Engineer

c. Lord of the Flies

2. Which of these furs is the

royal

fur of kings?

a. white weasel

b. ermine

3. Which woq_yould you be least

likely

to use in asking permission

from

you teacher to go to

the

a. lavatory?

b. toilet?

c. rest room?

d. washroom?

4. Would you rather own a coat

of

a. dyed muskrat

fur?

b. Hudson seal?

5. Which beefsteak would you

order in

a restaurant?

a. Tender piece

of dead cow

b. Juicy blushing-pink butter-

knife sirlion steak

ANSWERS:

1. B

2. A or B - sane

3. B

4. A or B - same

5. B

o9

Behavioral Skills

The student:

interprets facts

4J

73

No

CONCEPT 7 - LANGUAGE HAS POWER

-a

15Understandings

am

=1.

mc

wORDS IN A LANGUAGE HAVE MANY

The students:

C,

MEANINGS

LEVEL 9-12


Behavioral Skills


mmore useful in persuading


of words

%)RDS IN A LANGUAGE HAVE MANY

MEANINGS


more useful in persuading


of words

words acquire connotations

as a result of

individual

and group associations

and experiences with them

collect advertisements from magazines di-

rected at special audiences and/or find

gevertisements for the same product in

magazines geared to various audiences.

They discuss changes in language, tone

and approach

collect names of products

the motivation behind the

Example: perfuge, cars,

and determine

naming process.

food.

write into columns their full name ver-

tically on the page. Above one column

they write the word negative and above

the other positive. They describe them-

selves using negative and positive terms.

Example: Negative

Positive'

Mousy

Mature

Argumentative Amiable

Rude

Romantic

Yellow

Young

Loathsome

Loving

EmotiOnal

Efficient

Embarrassed

Empathetic

They discuss the words that are used

both positively and negatively as the

teacher lists them on the board.

61trPe

The student:


of sources

interprets connotative quality of words


and persuasion

determines bias


of sources

interprets connotative. 1.1-1.1.t,

sees implied meanings and draws in-

ferences

applies generalization

contrasts

compares

4624rIkt

228

73

LEVE_

-12

CONCEIT V - LANGUAGE HAS POWER

Understandings

WORDS IN A LANGUAGE HAVE MANY

MEANINGS

The com,otation of words is

more useful in persuading


of words

words acquire cc:IciAations

as a result of individual

and group associations and

experiences with them

229

1

The

46j


Behavioral Skills

students:

individually describe their best friend

and worst enemy using the same words for

each. They defend their word choice in

class

The student:

perceives

notative

perceives

meanings

46

connotative as well as de-

qualities of words

that words may have multiple

73

ASSESSMENT ACTivITY 9-12

CONCEPT V

LANGUAGE HAS POWER

Understandings



MENT FOR INFLUENCING AND / OR


ACTIONS

LANGUAGE USAGE REQUIRES.CARE

AND RESPONSIBILITY


PLIED RESPONSES, IT IS IMPOR-

TANT THAT RECEIVERS RECOGNIZE

THE TONE OF EACH MESSAGE

LANGUAGE IS INFLUENCED BY MASS

MEDIA


MANY MEANINGS

students:

Behavioral Skills

in small groups, invent a new product,

name, and describe it. They devise

their own advertising campaigns focusing

on the best ways, to sell their

products.

They preser, :heir campaign to the class

The class judges the eftectiveness of

each campaign

The studeft4:

speaks clearly



of words.


states the problem


propaganda and persuasi6n


reasoning

4 6.;

-41114L230

73

LEVEL 9-12

CONCEPI VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral Skills


The students:

NECESSARY :OR MEANINGFUL COM-

MUNICATION

THE MAJOR GRAMMATICAL twVICE


ARRANGEMENT

231

467114L

)

write sentences in each of the basic

sentence patterns.

Example: S-V subject-verb

S -V -O subject-verb-object

S-LV-N

S-LV-ADJ

S-V-I0-0

S-V-0-0C

S-V-O-ADJ

S-V He hit.

S -V-O He hit the ball.

prepare large cards on which are

printed the words of sentences, a

single word on each card. The

sentences should include pre-

positional phrases, adjectives,

and articles. They arrange the

words to create different sentence

sesninge.

Example:

The car turned suok at the

corner.

The right car turned at the

corner.

The car turned at the right corner.

The car turned at the corner,

right?

The-etudeut:

.

writes -basic sentence patterns for

various purposes


patterns

selects structures to extend cleaning

or add alophaltis

rearranges the sequence of

sentence parts

Seeks alternatives

46S

73

LEVEL Y-1c

CONCZT7 VI - LANGUAGE IS STRUCTURED: IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral Skills


GRAPH DEVELOPMENT



MEANING IN ORAL COMUNIC.ATION

They may move a prepositional phrase to

a position in front of the noun

it modifies

in order to emphasize the importance of

the position of words in a sentence and

how some word orders make no sense.

Students explain why they arranged the

words as they did.

divide into groupti. Each group selects

a theme topic, such apt Drugs,

Hair,

Peace or Love. Each group makes a jot

list, gathering information from various

members.,. Using the jbt list, each

pupil writes'a paragraph. They compare

paragraphs in the small groups - noting

organization, structure and presentation

of ideas. Two paragraphs are selected

from each .group to be read to the_class.

The pupils see how different the par-

agraphs are, even though they contain

the same ideas.

observe a series of sentences demon-

strating ambiguities directly related

to lack of punctuation. Overlap,

would

provide punctuation for both inter-

pretations. This may be repeated at

a paragraph level.


for smother; wards

PhraSe4 (13111111905

interprets meaning through mord order

in sentences.

sees cause and effect relationship

makes notes as guides for paragimpb

organization.

places topic sentence in paragraph

to

desired effect;

writes -'created ideas in logical

order 'using paragraph form.

use transitional expressions within-

paragraph.


phrasing

stress

pause

rate

pitch

modulation

73

LEVEL.9-12

CONCEPT VI - LANGUAGE

IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

4.1

noO

Understandings


QTHE SYSTEMATIC USE OF PITCH,

>.

STRESS, ANT JUNCTURE AFFECTS

MEANING IN ORAL COMMUNICATION'

CJ

tcont.)

I-

L3

a2


SOUND PATTERNS, GRAMMATICAL

SYMBOLS, VOCABULARY, AND

SYNTAX

LANGUAGE SYSTEM OF EVERY

CULTURE IS ADEQUATE FOR

ITS NEEDS

233

The students:

Behavioral Skills

listen to a demonstration by teacher or

classmate of lines from a song or

sentences translated from another

language into English. They will compare

sound patterns, grammatical symbols,

vocabulary and syntax and point out

the differeaCes between literal and

idiomatic translation.

write a compositioAPOescribiug an.

imaginary situation they have never

before experienced

Example: John sleepily fell into bed.

During the night He felt a shrinking

sensation which he thought was in his

dream. Awakini the next morning, John

found that he had turned into a black

widow spider, yet he still retained his

human intellect.

The student would describe the changes

that have taken place

Example: differences in eating habits

obstacles in his new life. Observations

of the world, perceptions by mother

and father.

follows current practice in use

of punctuation and capitalization.

The student:

associates literal seaming with

written symbols

interprets meaning through word-

order and phraeng

perceives connczacive as well as

denotative qualities 0 words

uses multi-paragraph composition

for development of ideas

uses transitional expressions

within paragraphs

between paragraphs


uses introductory topic sentence

to aid organization

73

LEVEL 9 ...,

CON:EPT VI

LANGUAGE


I:nderstandings


Behavioral Skills

By a series of (MOtions the teather

develops the idea that the language

Isystem of every culture is adequate

for its needs.

identifies hypothetical thinking

LANGUAGE SYSTEMS ALLOW FOR EX-

PANSION AND GROWTH

4r

Example:

1. If we were all in Japan and

spoke Japanese, could we do

the same exercises?

2. What does this tell you?

3. If that is true, may we assume

that any person can describe

an unfamiliar object or situation

in his own language.

This activity can be correlated with

the study of language in world

cultures.

Suggested readings:

Metamorphosis by Franz Kafka

The Fantastic Voyage by Isaac Asimov

The students:

are given a list of prefixes, roots

and suffixes. Example:

rnWert.

root

suffix

inter

mit

ful

sub

cide

went

dim

tract

able

ex

scripto

ize

anti

act

ish


The student:


through structural analylis

234

73

LEVEL ,-12

CONCEPT VI - LANGAUGE:


understandings


Behavioral Skills


EXPANSIJN AND GROWTH (CON'T

235

4 rill

They find the meanings and share

.their findings through class

discussion: The stidents'then mike

words using these prefixes, suffixes

and root words.

Example:

prefixes

root

Interdict

remit

subside

exact

disagree

prescribe

exile

react

antitrust

homocide

suffix

truthful

believable

engagement

generalize

foolish

They then give the meanings of the

words without referring to the

dictionary, using their knowledge

of the meaning of the prefixes,

suffixes, and root words.

They will then diScuss.how new words

enter our language through affixing


and expressions.

applies generalizations

uses the dictionary efficiently

for a variety of purpoaei

uses root words. and affixes to

derive meaning.

44' .;

41W

73

LEVEL 47-Ja

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS SYSTEKATIC-AND COMPLETE

Understandings


Behavioral Skills



(CONTINUEL)



IDEAS IN MANY WAYS

List as many words as they can,

including some recently coined words,

based on the development of a modern

invention. Example: camera or auto-

mobile or airplane

Through research the students find

that this invention has enriched our

vocabulary. They discuss this

invention and the industries which

developed from it.

demonstrate that there are a variety

of terms available for any given-

ide*

Exempla: general verb "said"

announced

exclaimed

declared

argued

responded

PHRASES

Formal

At all times

We would ask that

you

Informal

always

please

identifies needed information.

gathers information.

selects relevant information.

skims for tentative identification-

of appropriate material


generalizations.

reports from several references.

The student:

substitutes original expressions

for cliches and hackneyed

expressions

236

73

LEVEL9-12

CONCEPT VI - LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

sl

Understandings,

TRE FLEXTAILItt

OF L

AN

GU

AG

EMAKES IT

POSSIB

LE

TO EXPRESS

IDEAS IN MANY WAYS (CONT.)

237


Behavioral Skills

Formal

in view of the

fact that

in the event that

if

due to the fact

because

.

that

They will bring to class advertise-

ments for different products of

services. Examples:

automobiles, airplane transportation,

soap, television sets, clothing,

tools, sewing machines. They then

will substitute other phrases or

picturesque words for those presented

in the advettisements.

Informal

since

divide into two groups representing

standard classroom vernacular and

street language. They write

paragraphs in language appropriate

to their group describing a situation.

Example:

You are standing on the

street corner when your friend

drives by in a new Nacii I Mustang.

They share their work with the class

upon completing the assignment.

uses thesaurus and specialized

dictionaries

paraphrases

writes a paragraph for specific

purpose.

reaches logical conclusions,laWIPpOrts

conclusions

73

ASSESSMENT ACTIVITY 9-i2

CONCEPT VI

LANGUAGE IS STRUCTURED; IT IS SYSTEMATIC AND COMPLETE

Understandings


Behavioral Skills



MUNICATION


IN ENGLISH IS WORD ARRANGE-

MENT


GRAPH DEVELOPMENT





IDEAS IN MAMY WAYS

The students:

unscramble words in a sentence as a

class. Example, Scrambled: scene has

vanished from locomotive the American

long since the steam.

Example: Corrected: The steam locomotive

has long since vanished from the

American scene. They individually un-

scramble sentences in a paragraph.

They volunteer to read their reorganized

paragraph to the class.

The student:


crimination through vord form

clues

Sees cause and effect re's:

tionship


various purposes


and selects those that are

most important


73


LEVI _..-l2

Vikitilr 44

Understandings


Behavioral Skills

ORAL LANGUAGE. IS FIRST LEARNED

BY IMITATION

ORAL LANGUAGE FAaILITATIES THE

OPEN-ENDED EXCHANGE OF IDEAS:

WRITTEN LANGUAGE TENDS TO

CRYSTALLIZE IDEAS

239

The students:

research man's attempts to communicate

with other animals. They are to emphasize

through their research, the methods used

in attempting this communication. They

present their findings to the class and

discuss the implications concerning langu-

age-

Example: whale, dolphin,rporpoise,

great ape, or chimpanzee

discuss for approximately 5-10 minutes

several controversial issues to generate

interest. They then select one issue for

in-depth study.

The-c/asi'diiidei into

two groups, pro and con. 'Lech group

cau-

cuses and examines the various aspects of

the assigned side of the issue. Each stud-

ent then writes a speech on one facet of

the issue, giving emphasis to the points

discussed in the group caucus..The,class

holds a parliamentary'dibateTonAhe

issue.

-

Example: abortion, amnesty, legaliz-

ation of marijuana, the

occult.

418

3

The student:

uses various guides to periodic lit-

erature


checking pertinence to topic

collects information from various

sources

skims for tentative identification of


applies related writing skills when

using reference materials

asks relevant questions and makes rele-

vant comments



gathers information


checking pleTtinence to-tOpie

relates, compares and evaluates infor-

mation gained through listening and ob-

serving with that gained from other

sources of in/Ors/Kivu



4 8

73

LEVEL 9-12

CONCEPT VII LANGAUGE IS BASICALLY ORAL

Understandings


.Behavioral Skills

The student:


relationship

writes related ideas in logical

order using paragraph form.

proofreads and correctssrreitsis

uses effective introductdvy and

closing statements in formal

presentation

speaks clearly

speaks fluently

smOks from notes when needed




determines validity of arguments-


generalisations


48G

1;64240

73

CONCEPT-ial---LANGUAGE IS BASICALLY ORAL

UndersEandings

THE INrOAATION SYSTEM OF A LAJIG

UAGE PROVIDES MORE EXACT CLUES

TO THE MEANING THAN ANY VAUTIIN

REPRESENTATION CAN nay=

VERBAL AND NONVERBAL EXPRES-


ORAL LANGUAGE

241

LEVEL

9-12


The students:

read sentences stressing a different

word each time to give the sentence a

new moaning.

rnmple:

go

1. You forgot your lunch.

2. You

ft?riot you

lunch.

3. You forgot your lunch.

4. Your forgot your-lugA.

They discuss the changes in meaning

given to each sentence as a result ot

4ntoleetion.

bring to class copies of an Art Buch-

wald or Anderson column. They read and

discuss the satire found in these

columns and examine the satirical com-

uents from two views:

1. taken out of context en, examined

for diffeptet'smaninla kW;

2. within the context of the article.

11,key compare the differences in meaning

tor the same sentence.

Wits, their cars satirical column based

es gam political problem or figure.

ale: Micherdinomm4 lmesian - Amer-

icaa relations, Political Cartoons

1 874144

_

Behavioral Skills

The students


phrasing

stress

poise

rate

pitch

modulation

uses appropriate intonation-

al patterns

agrees an the seaming of terms

and expressiops



opinion

evaluates source of Won-

maw

evaluates authority of a

writer

id'Utili40 author's guge-*

pose

determines attitude of

author toward his 841=

ject

evaluates authenticity of

information


73

LEVEL

2


ORAL

Understandings


Behavioral

Skills

VtPBAL AND NON-VERBAL EXPRES-

SION AFT ACTS THE MEANING OF

ORAL LANGUAC-E.!

The student's: ((cont.)

titek

The student:

liont;)

recognizes techniques

of



evaluates conclusions

(own and others)

-

4jo-41341-

242

73

Undeketiedings

THE INTONATION SYSTEMOF A LAN-

GUAGE PROVIDES MORE

EXACT CLUES

TO THE MEANING THANANY WRI

REPRESENTATION CAN PROVIDE

NON-VERBAL EXPRESSIONAFFECTS

THE MEANING OF ORALLANGUAGE

ASSESSMENT ACTIVI1 _1-12

CONCEPT VII.

LANGUAGE IS BASICALLYORAL


.., Ctt

,'

,,..

Behavioral

Skills

The students:

study a simple poetic

fora. Example:

Japanese Haiku. Theywrite their own

haiku*. 114g, axe given aditto with

an example

of each stedests4

wont.

They read the poems

silently and attempt

to interpret themorally. Afterwards

the writer of eachhaiju reads aloud

his poem and interprets

it. The class

notes thedifference in interpretation

due to the writers' own

intonational

pattern. They thenselect another form

of poetry to reedinterpretatively to

the class. Example:

Epic

Lyric

Ballad

Narrative

243

4 9 1V

S*

The student:


states 'ain ideasand 4samila

in other selections

sass cause and-effectrelation-

ships

speaks_ clearly

expresses thought as a

verbal.

message

makes aural and visualdis-

criminations throughAuditory

perception.

perceives that wards may

home --

multiple lashings

perceives connotative aswell

as denotativequelities-4f

words

identifies Likaneesee

saddifferences in sounds


signals changes infeeling

492itS4

73

CONCEPT VIII - WRITTEN

Understandings

LEVU

2IS A REPIIIESENTATION OF ORAL AANGOACE


THE RECORDING OF LANGUAGE RE- The students:

WIRES SYMBOLIZATION OP SOUND

WRITTEN SYMBOLS CANNOT DUPLI-

CATE SPEECH

develop and communicate through a

pictographic code, as a class. They

compare this code with tae modern

sound symbol code, the alphabet.

research the development of the

alphabet with library materials. They

discuss their findings and the neces-

sity for symbolizing sounds.

list words which are spelled alike but

may be pronounced differently in con-

text. !Samples:

-"pros ant

-'pri

'tent

'ob

jikt

lab 'jekt

-ri

'ko(e) rd

- rek died

present

psesent

object

object

record

record

read

read

urgetear

desert

desert

lead

lead

-'red

-''ti (0) r

-'ta9) r

- ides

art

- di

'zert

- 'led

Behavioral Skills

The student:



uses facts to maks deduc-

tions and generalisations



reports from several re-

ferences


data collected

491'94

244

A

73L

EM

CO

NC

EPT

VIII - M

UT

TE

RL

AN

CA

JAG

E IS A

or 40AL

LA

MA

S

Understudies.

Lam

aism agersososo

wItIT

7/21 =N

U W

NW

atIPLI 'T

he etabatelfleat.)

CA

TE

SPER

M ((cont.)

SPEL

LIN

G Z

S TU

E O

RD

ER

ING

OF

TH

E W

RIT

TE

N ST

OO

LS

OP L

AN

G-

UA

GE245

alb

discuss elty these weirdo

in pro-trounced la differsat m

tg.they refer

to tbs ill:timer/

tie see Iasi dame

words ere; aetkorte abut diftereaces.

The teechit introduces

all lingers'tern - diacritical

"whet T

hey thenapply this know

ledseif diacritical

narks tolist od-oafaniliar w

ordsor a vocabulary

list fres theireast

literary selection.

receive a list

of words that abed

Learransed for new

anddifferent w

ords.T

hey reartensetbe-lettere

sea

sample wed

to fats a saw6 letter

. X117

O&

M tbk 11116 w

asthe

adjoialas Wok M

om 1111

dot a 3 yardpbrasso *W

S *doyen bill sneerw

eer Os w

e& am

implos

Urns*

mam

a 111.111.battleessere

kiti/.11Patel". !A

LIA

,staple

t a. Ipotion

ot L

k AA

RIL

!trance

III, S, 1-1,filter

trifle

4 9 :Jo

Ihiatiovalis

a

2he eteleat t- &tit

perceives that wattle slay

have multiple esaainse;

Nikes salsa:tics appro.

plate to cootost

woo the diatiesery

efficiaatly far a varietyof purposes

a vow*

ineaspotatee judgeseatetato

behavior

uses ward analyalo

.la spelling

witse lettere in specific

patterns to remora

spoken words

seeks alternatives

49drteilt

73

LEV_

42.

CONCEPT VIII- WRITTEN LANGUAGE IS A REPRESENTATION OF ORAL LANGUAGE

Understandings


Behavioral Skills'

Am

. t.-


IS NECESSARY FOR THUENCODER



WRITTEN SYMBOL_

TEE DECODING

ING INVOLVES

BETWEEN THE

ER AND TEE

ER

.

PROCRSO IN MD-

TUE litERACTION

8R- OR. WRIT-

OR READ-

The students:

listen to an explanation of

a code

written an-the board and explained by

the teacher. Example:

ABC

DF

LGHI

M

pentence:

A ...I

.41NARY

AN

the students devise,*message using

the code and

eachtooduisies his

message

with another ptemiesit to decode.

The

-

teacher may ask for a volunteer

to

write a message on the board for the

whole class to decode.

read a mystery stork' arfind

examples

bf these literary tadhnIques:

fore-

shadowing, inferencesi-fiashback, and

irony. Examples:

"Hound of the Baskervilles"by Doyle

"Third Ingredient" by 0. Henry

"The Cask of Amontillado" byPoe

They point out the examples ofliterary

techniques they have found to the group

The student:



spoken language

writes letters in specific

pattern* to represent

spoken Vrords

identifies sequence of

ideas and selectethose

that

are most important


draws inferences

determines purpose for

reading

predicts outcomes basedon

statement and on inference

498IS&

.r

!...-:!:'.1":4Z:;:-

:..

.irt,`,.- ' "-:.--"i4-"f

73

.-,..'isi:

XIVEL 0'42 ...i:ii:-.,

CONCEPT VIII - WRITTEN LANGUAGE IS A REPRESENTATION '07 dHAL

Understanding


ING INVOLVES THE INTERACMN

BETWEEN THE ENCODER OR WRITER_


PUNCTUATION INDICATES THE IN-

TONATIONAL CHARACTERISTICS OF

THE LANGUAGE



OF ITS TIME

247


Behavioral Skills

The students: (cont.)

read aloud in class an unpunctuated

paragraph. They recognize the problems

caused when trying to read this para-

graph and add the needed_punctuation

They read their revised paragraphs aloud

ie class and discuss the differences in

the punctuated paragraph and the un-

punctuated paragraph.

read a cross-section of literature re-

presenting different time periods.

They discuss how the culture of the

time is reflected. in the literature-

Example: one of Shakespeare's plays,

The.Cantorbury Tales by Chaucer; The

Sungle by Upton Sinclair; Al! N* Sons

by Arthur Miller; Why We Can t Wait by

Martin Luther King; Tale of lute Cities

by Charles Dickens; The_Wate-Land-by

T.S. Eliot; Tbo Best of Stvle by

Langston Hughes, Who's Aftaid of

Virginia Wolf by Edward Alba.; The

Diary of As Frank.

The student;


through an understanding

of literary techniqUes


phrasing

clarifies meaning


in use of punctuation and

capitalization

evaluates conclusions (awn

and others)

determines the purpose for

reading

interpiets literature through

an understanding of: authOr's

life and society in which he

wrote

backgrounds of literature

experiences contact with

worlds other than his own;

supplements reality with

imagination

s

73

LEVEL 9-12

CONCEPT VIII - WRITTEN LANGUAGE IS A RIPEASENTATTON OF ORAL LANGUAGE.

Understandings


Behavioral Skills


."

LITERATURE REFLECTS THE CUL-

TURE OF ITS TIME

WRITT N LAIGUAGE MAY BE IN-

2LUEN:ED ET REGIONAL DIALECTS

The students:

cont,)

4.

find exiomples bf liebtature in which

authors have attempted to represent

various dialects. They view, these

findings using the opaque projector

and then discuss the different spelling

and punctuation used to represent each

dialect.

Examples: "The Split Cherry Tree" by

Jesse Stuart, "The Crystal Staircase"

by Langston Hughes, "To a Mouse" by

Robert Burns


reacts frith increasing objectivity

tarideas of a sensitive nature:

'igloos

--

draws logical implicationw

reaognizes unstatedassumpt-

44.ions and values

geneializes from evidence

discriminates between

-

major and minor details


through an understanding.of:-

author's lifesnmAd1104ABIY

-

in *itch he wrote


and apecialized.vacaim-

lariss



drawi logical implications

reaches logical conclusion248

73

Understandings

7:

2-:

ASSESSMENT ACTIVITSIS 9-12

CONCEPT VIiI1

WRITTEN LANGUAGE IS A UMBER/TATUM OF ORAL LANGUAGE



E3


Pit3


cm

LICATE SPEECH

TO COMMUNICATE IN WRITING IT IS

NECESSARY FOR THE ENCODER AND

THE DECODER TO HAVE A MUTUAL

UNDERSTANDING OF THE WRITTEN

SYMBOL


ING INVOLVES THE INTSRACTIOW

BETWEEN THE ENCODER OR WRIT-

ER AND THE DECODER OR READER

PUNCTUATION INDICATES THE Ia-

TONATIOUL CHARACTERISTICS OF

THE LANGUAGE


ERATURE REFLECTS TEE CULTURE

OF ITS TIKE

2411

the students:

read a famous speech. Example: "I have a

Dream" Martin

Ung

"Self-Reliance" - R.W. Emerson

"Blood, Sweat and Teazle" - W. Churchhill

They determine the background and theiis

of the speech and distinguish between

fact and opinion used in support of the

thesis. They discuss in class what is

necessary in the development of a great

speech and why this speech has become

a classic. They then select 'another

speech to analyze in writing focusing

on the points wavered in their class

discussion.

The student:*


.

states the problem

distinguishrbetween,i4dt-mid*JAM'

sees cause and effect relations

ships

perceives connotative as wall

as denotative qualities of

words


propaganLa and persuasion


are true or false-

-.

expresses a thouight as a. verbal

message

makes

generalizationIntstatevisainideas and details in other

selections

Documents

Charles county Board of Education, La Plata, Md. - ERIC