ELEMENTARY LANGUAGE ARTS
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    Intersession 1978
    V
    Educ. 472. Block V
    Monday Wednesday
    4.30 - 8.30 p.m.
    Location: Bidgs. 3
    This course is
    explore that languag
    Language Arts.
    Instructors: Meguido Zola
    Sheila Luetzen
    Marsha Barry
    4.
    offered to students and practicing teachers who wish to
    communication-based approach to learning called the
    The course is designed to introduce you to planning for learning, creating
    learning environments, and developing strategies, techniques, and materials
    in the Language Arts in the elementary school.
    The course will comprise a broad range of experiences organized in such a
    way as to maximize individualization of learning.
    Expressive Activities (4.30 p.m. - 5.30 p.m.) This part of the course will begin with an
    interval during which you will participate in a variety of experiences built
    around the reading of selected children's literature. You will supplement
    this work by completion of a number of readings of your own choice in the field
    of children's literature as it relates to your individual teaching level and/or
    interests.
    The next part of this course will provide you with experiences in
    communication through the use of some of the many forms of self-expression
    which encourage children to pursue language learnings leading to and reinforcing
    listening, speaking, reading and writing:
    Music, Song, and Movement
    Developmental Drama
    Communication Media including art,
    calligraphy, photography, film,
    puppetry, book making, play, etc.
    Each of these expressive media will be explored for a period of five
    consecutive sessions, so that you will be able to participate in two of
    the media. You will supplement this work by completion of selected readings
    and by completion of an assignment in curriculum design relating to at least
    one of the media.
    Workshops (5.30 p.m. - variable) Through open-access learning centres,
    workshop presentations, and field experiences, this part of each session will
    provide you with experiences in learning about the teaching of Language Arts
    with a specific focus on:
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    -2-
    * language growth and development in children;
    * the Language Arts defined and some overviews of Language
    Arts programs examined;
    * curriculum development with specific reference to the
    Language Arts -- diagnosis of needs, setting of objectives,
    planning V sequence, implementation, evaluation, integration
    of the Language Arts program;
    * aural-oral aspects of the Language Arts -- some dimensions
    of interaction; fostering developing listening and speaking;
    * reading - instructional approaches, materials, and programs;
    children's literature;
    * writing - fostering and developing written expression; tools
    techniques; convention in writing (including spelling,
    punctuation, etc.); grammar; usage.
    * thinking: the fifth Language Art;
    You will supplement this work by completion of directed readings prior
    to and following upon each session, and by completion of a number of assignments
    designed to demonstrate achievement of certain selected competencies.
    Task Time and Seminars (variable - 8:30 p.m.) In this last segment of the
    course you will have varying opportunity to complete some of your
    ,
    tasks through
    small-group work. Also,seminars will be held through which you will be able to
    reflect upon your learnings and to clarify your beliefs and ideas about language
    arts.
    Required text:
    James Moffett, Betty Jane Wagner, Student Centred Language Arts and Reading
    K-13, Houghton-Mifflin, 2nd rev. edn. 1976.
    A variety of additional texts will be recommended.
    Requirements:
    Attendance and participation in all parts of the course;
    completion of readings ç. practice task assignments; demonstration of achievement
    of certain selected competencies.
    MZ : ca
    EDUCATION 472
    SINTERSESS1ON 1978
    DESIGNS
    FOR LEARNING: SECONDARY ENGLISH
    INSTRUCTOR: ROBERT MOUNTAIN
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    TUESDAY & FRIDAY
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    8:30-12:30
    The purpose of this course is to consider the goals, processes and
    techniques of language learning and teaching at the secondary level.
    The goals are generally divided into chose concerned with the study
    of language and writing on the one hand, and those concerned with
    the appreciation of literature on the other. Since the undergraduate
    English programme tends to favor the later, in this course we shall
    emphasize the former.
    OBJECTIVES
    I. Students will exhibit the ability to use poetry, drama,
    fiction and exposition as a focus for student Interaction and
    as a vehicle car language development.
    2.
    Students will exhibit the ability to teach about language
    structure, grammar and lexicography.
    3.
    Students will be able to select appropriate literature and
    film for use by students.
    4. Students
    Will
    design an optimal language programme for five
    individual bLh school students and rationalize their prograziaes
    in linguistit and psychological terms.
    ASSIGNMENTS AND EVALUATION:
    There will be considerable reading in the course: 600 pages of
    assigned text material and twelve adolescent novels. There will
    be periodic qoizes on the reading and lectures and non-trivial
    weekly written assignments.
    If this course sounds like a lot of work, that's because it is, and
    has to be. Teaching English is the most. demanding complex job in
    the Secondary school programme.
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    In order to teach English well students
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    will have to extend themselves a long way beyond what they learned In
    402 and 405.
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    We'd like to make a healthy start here.
    A letter of reference detailing the skills which students have
    mastered in this course will be provided by the instructor if
    requested.
    FORMAT:
    There are twelve four hour sessions.
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    IRn sessions will be
    composed of four activities.
    1.
    A developmental drama activity
    2.
    A presentation by the Instructor
    3.
    A discussion of the reading and assignments
    4. In class tasks
    For two sessione students will be asked to interview and test students
    in near by secondary schools.
    Additionally students will confer periodically with the instructor
    o,ufnlde of class time.
    TEXTS:
    * Student-Centered Lan
    g
    ua g
    e Arts and Reading, K-13 A Handbook for
    Teachers ?
    Second Edition. James Moffett, Betty Jane Wagner
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    Houghton Mifflin Company 1976.
    * Language and Its Structure_, Some Fundamental Linguistic Concepts
    Second Ed[Tn.
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    Ronald W. Langacker
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    Harcourt Brace Jovanovjch 1973
    A Wizzard of Earthaea Ursula LeGuin,Pengutn Books 1968
    * Marathon Mao William Goldman, Dell Publishing Company 1975.
    ** Wishes Lies and Dreams:Teaching Children to Write Poetry by Kenneth Rod
    Vintage Books
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    1970
    ** Explorations in the Teaching of Secondary English a Source Book for
    Experimental Teaching Stephen N Judy Dadd,Mead & Co.
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    1975?
    **
    2
    rehension and
    Learni
    ng !
    A Conceptual Framework for Teachers
    Frank Smith Halt Rinehart and Winston 1975
    *5
    P ro l ogue.,
    Drama
    B. Sec
    ,.
    ondaçy Guide and Resource Curriculum Development
    Branch,
    British Columbia.
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    of Edu
    cational_
    p
    rograms Schools, Ministr
    y
    of Education, ?
    * Required Books.
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    ** Recommended
    Books.

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