This student centered curriculum guide stresses learning activities. The first section offers a brief course description of the seventh grade, eighth grade, and ninth grade language arts programs. The second section describes in detail the skills objectives and activities for: written communication, oral communication, grammar, spelling,…

This manual suggests ways to informalize and individualize the classroom through a transitional approach. It is organized by subject matter and in the order in which the classrooms may be changed from traditional to individualized. Trust is the basic premise on which the informalized classroom operates, and an effort is made to show how to develop…

This study examined the written product in several literary forms by boys and girls of junior high school age. Approximately 875 written items from 238 student authors were collected and examined. It was found that there was more variation in creativity in writing among the boys than among the girls. No significant differences between the sexes in…

Within the scope of the English program in the Cleveland Heights-University Heights (Ohio) junior high schools, three areas of concentration have been defined: literature, language, and composition. Correlation of these three areas is the focal point of this English course guide supplement for grades seven, eight, and nine. In the literature…

This study tested the effects of two distinct methods of instruction on the self-concept and English/language arts achievement of seventh and eighth graders divided into two experimental and one control group. The first instructional method was devoid of certain traditional constraints--grades, tests, homogeneous grouping, grade-level grouping,…

One method of adapting a social studies curriculum project to meet the specific needs of a school is demonstrated in this document. The curriculum package used is People and Technology developed by the Educational Development Center (EDC). The first part of the document gives an overview of the original curriculum product as developed by EDC,…

Observations of American instructors and students in England, as well as English publications, reveal that English primary teachers treat writing as a way for children to share their personal experiences, and they correspondingly emphasize freedom of expression, fluency, and the retention and development of imaginative responses. Teachers enrich…

The question of what secondary school can do to cope with the large number of poor readers, the high relationship between dropouts and reading abilities, the widely varying abilities within the classrooms, and the increasing lack of interest in reading among young people is discussed. A secondary language arts program for nonacademic students that…

In this time of high cost, it is important not to focus on tutorial computer-assisted instruction (CAI) as the only way to use a computer effectively in instruction. Teacher controlled CAI--classroom use of CAI, augmented by a television display--provides one alternative. Non-tutorial classroom demonstrations can be arranged in business education,…

Guidelines for an entire school system to implement an outdoor education program in the 4th, 5th, and 6th grades are presented in this 1968 document. General and specific objectives are given, followed by concepts and suggested learning experiences for use in the areas of science (including living things, weather, and conservation), math, language…

This article proposes to teach writing from the hypothesis that true writing and good prose are only end products rather than the primary objectives. The author suggests that producing an effect in a reader and revealing the self in words are prior achievements in the process of learning to write well. Criteria for judging writing are based…

Twelve high school curriculum guides for English grammar, rated superior by a committee of the National Council of Teachers of English, were examined. An effort was made to define the grammatical position of each guide as agreeing with school grammar, scholarly traditional grammar, structural linguistic grammar, or transformational generative…

Guidelines presented in this publication offer an impetus and direction which may be necessary for implementing change in the English curriculum. Factors discussed include the teacher's attitudes toward teaching, sources of professional stimulation for teachers, the content (language and literature) and teaching methods of the English course,…

If language arts programs are not to be a hodge-podge, a concerted effort must be made to find common concepts about language which might be the framework for the discipline called "English." Such factors as the contributions of various disciplines to the language arts, the influence of modern learning theory on curriculum design, and…

GRADES OR AGES: Kindergarten. SUBJECT MATTER: Art, health and physical development, language arts, music, number relationships, science, social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has four major sections: programs, administration, program evaluation, and bibliographies. Goals and activities are presented in tabular form. The…