A Literature Based Language Arts Program for Secondary Gifted Students [microform] / Jo Myers and Bob Hughes.
The purpose of this paper is to provide a philosophy of education for the gifted and place that philosophy within the framework of practical education. The paper sketches the philosophy--language arts must be taught in a way that emphasizes the wholeness of the language experience--and discusses two...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1985.
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| 008 | 850401s1985 xx |||| b ||| | eng d | ||
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| 100 | 1 | |a Myers, Jo. | |
| 245 | 1 | 2 | |a A Literature Based Language Arts Program for Secondary Gifted Students |h [microform] / |c Jo Myers and Bob Hughes. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 28 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Northwest Regional Conference of the National Council of Teachers of English (Seattle, WA, April 25-27, 1985). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED262426. | ||
| 520 | |a The purpose of this paper is to provide a philosophy of education for the gifted and place that philosophy within the framework of practical education. The paper sketches the philosophy--language arts must be taught in a way that emphasizes the wholeness of the language experience--and discusses two key points: (1) If language arts consist of various modes and strands that students are to develop into usable information, then the strands cannot be taught in isolation. (2) Language at either the initial or the advanced level must be acquired by students' active intervention with it. The paper then describes a wide variety of class activities involving students in comprehensive language experiences in which they read, write, research, study structures, and experiment with oral language. The paper's following section contains a list of component strands and activities, an illustration of an expandable model, and three planning sheets--for establishing goals, objectives, and strategies in composition, oral skills, and research--on: (1) research into the Elizabethan period/role playing, (2) Shakespeare and his times, and (3) Romeo and Juliet. Included with each of the three lessons are questions designed to develop activities and stimulate several levels of thinking: memory, comprehension, analysis, application, synthesis, and evaluation. (EL) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Academically Gifted. |2 ericd. |
| 650 | 0 | 7 | |a Creative Teaching. |2 ericd. |
| 650 | 1 | 7 | |a Creative Writing. |2 ericd. |
| 650 | 1 | 7 | |a English Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Gifted. |2 ericd. |
| 650 | 0 | 7 | |a Language Arts. |2 ericd. |
| 650 | 1 | 7 | |a Literature Appreciation. |2 ericd. |
| 650 | 0 | 7 | |a Oral Language. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Student Research. |2 ericd. |
| 700 | 1 | |a Hughes, Bob. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
| 907 | |a .b61966265 |b 01-18-22 |c 10-10-10 | ||
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| 956 | |a ERIC | ||
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED262426 |h Other scheme |i microfiche |n 1 |