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FACETS OF GRAMMAR INTRODUCED BEFORE THE 10TH GRADE WERE FURTHER EXPLAINED AND AMPLIFIED IN THIS GUIDE FOR TEACHERS OF 10TH-GRADE ENGLISH. IN ADDITION, PHRASE STRUCTURE RULES WERE INTRODUCED, AND A REVIEW SECTION WAS INCLUDED. WHILE ADMITTING TO THE COMPLEXITY OF SOME SECTIONS, ESPECIALLY THOSE WHICH DEALT WITH COMPLEMENTS, THE GUIDE SUGGESTED METHODS FOR HELPING STUDENTS WHO HAVE DIFFICULTY. THE STUDENT GUIDE IS ED 010 832. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (AL)

VARIOUS FORMS OF PHRASE STRUCTURE RULES AND EXPANSION, AND THE SINGLE-BASE AND DOUBLE-BASE TRANSFORMATIONS WERE INCLUDED AS AN INTRODUCTION TO THIS GRAMMAR REVIEW GUIDE FOR NINTH-GRADERS. THE REVIEW COVERED INDIRECT OBJECT VERBS, TRANSITIVE VERBS, DETERMINERS, DEFINITE AND INDEFINITE ARTICLES, IMPERATIVES, NEGATIVES, AND CONTRACTIONS AND WAS BASED ON THE STRUCTURAL TECHNIQUES TAUGHT IN EARLIER COURSES. THE GUIDE INCLUDED WRITTEN EXERCISES AND EXPLANATIONS FOR ALL SECTIONS OF THE REVIEW. THE TEACHER VERSION IS ED 010 830. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)

A CURRICULUM GUIDE FOR THE TEACHING OF "HUCKLEBERRY FINN,""DR. JEKYLL AND MR. HYDE," AND FOUR SHORT STORIES WAS PRESENTED. THE SHORT STORIES WERE (1) "THE APPLE TREE" BY JOHN GALSWORTHY, (2) "THE COUNTRY OF THE BLIND" BY H.G. WELLS, (3) "A DOUBLE-DYED DECEIVER" BY O. HENRY, AND (4) "A MYSTERY OF HEROISM" BY STEPHEN CRANE. THE GUIDE PROVIDED BIOGRAPHICAL AND BIBLIOGRAPHICAL INFORMATION, THEMATIC EXPLANATIONS OF EACH WORK, STUDENT QUESTIONS, TEACHING SUGGESTIONS, AND COMPOSITION TOPICS. THE STUDENT VERSION IS ED 010 821. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)

THIS CURRICULUM GUIDE FOR 10TH-GRADE STUDENTS DEALT WITH (1) 20TH-CENTURY LYRIC POETRY AND (2) THE COMPARISON BETWEEN SCIENTIFIC AND POETIC WRITINGS. A HISTORICAL INTRODUCTION PRECEDED PRESENTATION OF THE MATERIAL IN BOTH SECTIONS. SUGGESTIONS, EXERCISES, AND COMPOSITION TOPICS WERE ALSO PRESENTED. THE TEACHER VERSION IS ED 010 820. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)

A TEACHER VERSION OF A CURRICULUM GUIDE ON RHETORICAL REASONING PROCESSES WAS DEVELOPED. THE GUIDE INCLUDED TWO UNITS INVOLVING DEDUCTION AND PLAUSIBILITY. DETAILED LESSONS AND EXERCISES DEALING WITH ASSUMPTIONS, PATTERNS OF DEDUCTIVE THINKING, FACTS, AND VALUE JUDGMENTS WERE INCLUDED IN THE UNIT ON DEDUCTION. IN THE UNIT ON PLAUSIBILITY, DETAILED DISCUSSIONS WERE MADE ON THE SUBSTANCE, STRUCTURE, STYLE, AND PURPOSE OF PROSE MODELS. SUGGESTED WRITING ASSIGNMENTS WERE ALSO GIVEN. THE STUDENT VERSION IS ED 010 809. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)

THIS STUDY GUIDE, THE FIRST PART OF A NINTH-GRADE RHETORIC GUIDE, USED THE STUDENT'S PAST EXPERIENCE IN PREVIOUS RHETORIC COURSES AS A BASIS UPON WHICH TO EXPAND HIS KNOWLEDGE OF SEMANTICS AND EMPHASIS IN WRITING. EXAMPLES WERE PROVIDED OF THE WRITING OF MARK TWAIN AND CHARLES DICKENS AND DIRECTED THE STUDENT TO ANSWER DISCUSSION QUESTIONS IN WRITING USING HIS IMAGINATION TO FACTUALLY DESCRIBE GEOGRAPHICAL LOCATIONS. THE SECOND PART OF THE GUIDE EMPHASIZED THE CLARITY OF WRITING NECESSARY TO EXPLAIN A PROCESS OR AN EVENT. THE TEACHER VERSION IS ED 010 804. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (PM)

Directed toward reforming the scope of career education and initiating awareness and enthusiasm for continuous career education opportunities for all students in grades K-12, this curriculum guide describes the 16 basic career concepts and 205 general objectives taken from the Wisconsin State Career Curriculum Model and evaluated by teachers and counselors at the first Lakeshore Technical Institute. Grouped first by grade level (K-3, 4-6, 7-9, and 10-12) and then by subject area (communications, math, social studies, and vocational education), both grade level and subject matter rationales are divided into separate conceptual patterns to be introduced, developed, and emphasized. Behavioral objectives, classroom activities, lists of resources for activities, evaluation procedures, and suggested curriculum considerations, which were developed by Institute participants, accompany each concept. Models illustrating the scope and sequence of the 16 basic career development concepts through grades K-12, the three components of career development (self, work world, and career planning), and vertical and horizontal expansion of the concepts are included. (AG/SB)

This curriculum guide has been prepared to assist senior high school teachers in providing a 1-semester course in health for Grade 11 or 12. Developed by teachers, health coordinators, school health services personnel, and representatives of 23 community health organizations and agencies, the guide first presents an overview of the basic concepts and understandings to be developed in each of the seven units, which cover such topics as nutrition, narcotics, alcohol, first aid, and consumer protection. Contained in each unit are: (1) a discussion of the scope of the unit, including unit objectives and suggested time allotments which range from 1 to 4 weeks, (2) an outline of the content which is correlated to learning activities and resources, and (3) an explanation of suggested evaluation procedures, including tests and inventories, classwork performance, self-appraisal, and teacher observations. A bibliography of books for each unit is provided. (SB)

GRADES OR AGES: Grade 13. SUBJECT MATTER: Typing manuscripts and reports. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material contains general instructions on spacing, margins, and paging. The main text contains 32 manuscripts which are varied according to arrangement and length. The guide is lithographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: The objectives for the guide are given on page one. The activities are specified on the work sheets dividing the text. INSTRUCTIONAL MATERIALS: The various practice manuscripts are contained in the report. STUDENT ASSESSMENT: No provision is made for evaluation. (BRB)

In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are two student questionnaires for populations I, II, IV surveying general information; and two attitude and descriptive scales for populations I, II, IV surveying what students think about themselves and the schools they attend. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)

In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are an affective questionnaire, a background questionnaire, and a questionnaire designed to determine the students' conception of how society works for students of Civics at populations I, II, IV. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)

In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are six tests measuring Reading Comprehension (populations I, II, IV); and one test measuring reading speed (populations I, II). Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. Some answer keys and statistical data can be found in ED 084 503. (RC)

The instrument was designed for an assessment program to assist schools and institutions in determining specific needs of their vocational programs and to provide the North Dakota State Board for Vocational Education with accountability data for use in program development. The form is divided into 12 sections to facilitate identification of program needs: philosophy and objectives, curriculum, instructional staff, administration, physical facilities and equipment, instructional materials and supplies, guidance, community involvement, student organizations, advisory committees, students with special needs, and occupational experience. Detailed criteria for each section are listed with ratings to be indicated on a five-point continuum ranging from major improvements needed to no improvements needed. The scale also provides a space for indicating that the criteria does not apply. Each page of the instrument, to be marked by a self-assessor and/or outside evaluator, is produced in duplicate for use with carbon paper. A rating scale (0-100) following each section represents a summary evaluation to be marked based on responses to the criteria for each section. Space for comments and recommendations is also provided. Finally, an assessment profile sheet contains space for indicating the summary ratings for the major sections and an overall program rating. (Author/MS)

INTENDED FOR USE BY ADMINISTRATORS AND PLANNERS, THIS GUIDE DESCRIBES COURSES AVAILABLE FROM THE GREAT PLAINS ITV LIBRARY. FIVE INDICES ARE INCLUDED, ONE CLASSIFYING ELEMENTARY, JUNIOR HIGH, SECONDARY AND ADULT COURSES BY SUBJECT, ANOTHER LISTS THEM BY GRADE LEVEL. A THIRD LISTS COLLEGE COURSES BY SUBJECT, ANOTHER DESCRIBES INSERVICE TEACHER-TRAINING MATERIALS. A FINAL ALPHABETIZED INDEX LISTS ALL COURSES CURRENTLY AVAILABLE FROM THE GREAT PLAINS LIBRARY INCLUDING FORD FOUNDATION KINESCOPES. LEASING AND PURCHASING COSTS ARE GIVEN, AS WELL AS PREVIEWING POLICIES AND ORDERING INFORMATION. (JM)

THIS COLLECTION OF PAPERS BY STAFF MEMBERS OF THE EUCLID ENGLISH DEMONSTRATION CENTER FOCUSES ON APPROACHES TO THE TEACHING OF COMPOSITION IN THE JUNIOR HIGH SCHOOL. THE PAPERS ARE (1) "LITERATURE AND COMPOSITION," BY JAMES F. MCCAMPBELL, (2) "COMPOSING--EPIPHANY AND DETAIL," BY JOSEPH DYESS, (3) "THE LANGUAGE COMPOSITION ACT," BY LESTER E. ANGENE, (4) "AN APPROACH TO CREATIVITY IN POETRY," BY JACK L. GRANFIELD, AND (5) "VALUES OF STUDENT PUBLICATIONS," BY GEORGE HILLOCKS. APPENDED IS A PART OF THE NINTH-GRADE AVERAGE CURRICULUM, A UNIT ON THE NEWSPAPER DESIGNED TO PREPARE STUDENTS TO WRITE, EDIT, ORGANIZE, AND PUBLISH AN ISSUE OF THE SCHOOL NEWSPAPER. LESSONS IN THE UNIT INCLUDE OBJECTIVES, SUGGESTED TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. THIS COLLECTION OF PAPERS ($0.50) AND THE NEWSPAPER UNIT ($0.50) ARE AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801. (DL)

THIS ENGLISH GUIDE FOR AVERAGE STUDENTS IN GRADES 7, 8, AND 9 CONTAINS A RATIONALE FOR STRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHING UNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUS CONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLY ANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT," GRADE 7, (2) "JUSTICE," GRADE 7, (3) "COURAGE," TWO GRADE 7 UNITS (AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) "CHARACTERIZATION," GRADE 8, AND (6) "MAN AND CULTURE," GRADE 9. EACH UNIT CONTAINS (1) A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVE QUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTS BASED ON REQUIRED READING MATERIALS), (3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS, AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSE SELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THE SEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (JB)

THIS COLLECTION OF PAPERS SERVES AS AN INTRODUCTION TO THE EUCLID ENGLISH DEMONSTRATION CENTER'S JUNIOR HIGH SCHOOL CURRICULUM. IN ADDITION TO A BRIEF OVERVIEW OF THE PROGRAM AND OUTLINES OF THE AVERAGE AND HONORS CURRICULA, THE FOLLOWING PAPERS ARE INCLUDED--(1) "THE THEME-CONCEPT UNIT IN LITERATURE," (2) "APPROACHES TO MEANING--A BASIS FOR A CURRICULUM IN LITERATURE," (3) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE," (4) "A UNIT ON THE OUTCAST," (5) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR JUNIOR HIGH HONORS STUDENTS," (6) "A REMEDIAL PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS," (7) "SOME APPROACHES TO COMPOSITION," (8) "SEMANTICS AND THE JUNIOR HIGH CURRICULUM," AND (9) "THE LANGUAGE PROGRAM." A LIMITED NUMBER OF COPIES OF THIS INTRODUCTION ARE AVAILABLE FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50. (DL)

THIS GUIDE FOR GRADES 7, 8, AND 9 IS INTRODUCED BY TWO PAPERS--"APPROACHES TO MEANING, A BASIS FOR CURRICULUM IN LITERATURE" AND "THE THEME-CONCEPT UNIT IN LITERATURE," BOTH BY GEORGE HILLOCKS--WHICH DESCRIBE THE BUILDING OF A CURRICULUM IN ENGLISH UPON THE STRUCTURE AND PRINCIPLES DEVELOPED BY THE EUCLID ENGLISH DEMONSTRATION CENTER. THE PROCESS OF CONSTRUCTING A TEACHING UNIT IS EXPLAINED, AND THE FOLLOWING UNITS ARE INCLUDED--(1) ALLEGORY AND SYMBOLISM (GRADE 8 HONORS), (2) ANIMAL STORIES (GRADE 7 AVERAGE), (3) THE OUTCAST (GRADE 9 AVERAGE), (4) SURVIVAL (GRADE 9 AVERAGE), (5) PROTEST (GRADE 9 AVERAGE), AND (6) ALLEGORY AND SYMBOLISM (GRADE 7 HONORS). INDIVIDUAL PAPERS ON THE FIRST FOUR UNITS ARE PROVIDED AND UNITS CONTAIN OVERVIEWS, BIBLIOGRAPHIES, AND LESSON PLANS WHICH SUGGEST TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. COPIES OF THE SIX UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (DL)

THE FIRST OF THESE TWO 12TH-GRADE LITERATURE UNITS, "SOMETHING NEW, SOMETHING OLD," IS DESIGNED TO HELP STUDENTS TO RECOGNIZE EXPRESSIONS OF COMMON EXPERIENCE PRESENT IN LITERARY WORKS REGARDLESS OF WHEN THEY WERE WRITTEN. WORKS SELECTED FOR THIS UNIT ARE GROUPED UNDER FOUR TOPICS--"YOUTH AND AGE,""THE NATIVITY, CHRISTIAN TRADITION,""CONFLICT OF GENERATIONS," AND "THE INDIVIDUAL IN CONFLICT WITH SOCIETY." THE SECOND UNIT, "DIFFICULT LITERATURE--A READER'S VIEW," IS INTENDED TO GUIDE STUDENTS IN ISOLATING THE PRINCIPAL DIFFICULTIES OF READING LITERATURE AND IN EVALUATING THE VARIOUS JUSTIFICATIONS FOR LITERARY DIFFICULTY (E.G., HISTORICAL AND CULTURAL DISTANCE, AUTHOR ORIGINALITY, AND THE COMPLEXITY OF THE WORLD). THE STUDENT VERSION CONTAINS AN INTRODUCTORY ESSAY AND DISCUSSION QUESTIONS, AND THE TEACHER VERSION PROVIDES DISCUSSION QUESTIONS AND INTRODUCTIONS TO UNITS AND TO LITERARY SELECTIONS. FIVE TESTS DESIGNED TO ACCOMPANY THESE UNITS ARE APPENDED. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (RD)

THE INTERRELATIONSHIP OF SUBJECT, FORM, AND POINT OF VIEW, WITH EMPHASIS ON THE LAST, IS THE CONCERN OF THIS 10TH-GRADE LITERATURE UNIT. BACKGROUND INFORMATION, STUDY AND DISCUSSION QUESTIONS, AND SUGGESTED ACTIVITIES AND WRITING ASSIGNMENTS ARE PROVIDED FOR SIX SHORT STORIES REPRESENTING VARIED POINTS OF VIEW--(1) H.G. WELLS'"THE COUNTRY OF THE BLIND," (2) O. HENRY'S "A DOUBLE-DYED DECEIVER," (3) STEPHEN CRANE'S "A MYSTERY OF HEROISM," (4) AMBROSE BIERCE'S "JUPITER DOKE, BRIGADIER GENERAL," (5) ALAN SILLITOE'S "ON SATURDAY AFTERNOON," AND (6) WALLACE STEGNER'S "BUTCHER BIRD." SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (MM)