The Fox Lane English Department regards language as humankind's greatest achievement, fundamental to all our other accomplishments. Language shapes and expresses our perception of reality; it enables us to articulate our emotions; it connects us to each other in the present; it links us to those who have preceded us and to those who will follow. Its purposes range from satisfying our most practical human needs to recording our most sublime feelings and deepest thoughts. Used with felicity and precision at any level, it can become a continuing source of delight. Elevated to art by writers of unsurpassed genius, it offers an incomparably rich subject for study.

Our Language Arts curriculum addresses the uniqueness of our students by

emphasizing both process and product. Therefore, we provide a curriculum that values both how and what children learn. It includes a variety of teaching strategies, methods and techniques; it integrates speaking, listening, writing, reading, and viewing to develops critical thinking skills; it affords opportunities to make choices; it accommodates multiple maturational levels; it requires instruction in basic skills such as language mechanics and usage; it fosters the creative use of language; it celebrates cultural diversity; it connects what students learn in English with other disciplines. In the middle school and in the ninth and tenth grade Humanities programs our curriculum works in especially close collaboration with the social studies curriculum; and in grade eleven there is a common focus on American studies.

The teaching of literature aims ultimately to develop in students the ability to comprehend and evaluate varied works of fiction and non-fiction, prose, and poetry through ;lose reading and intensive discussion. It develops recognition,

understanding, and appreciation of literary forms, techniques, styles, aesthetic values, and recurring themes, and it provides models for their own writing. Through examination of films and video, it extends these goals to non-print media as well. Student's  encounter a broad range of characters, settings, situations, and ideas. These carious experiences foster in them a greater awareness of themselves and others , id help them to develop personal standards and humanistic attitudes.

The teaching of grammar and usage, spelling and mechanics, vocabulary, and the skills of listening and speaking helps students to speak and write English correctly, effectively, and appropriately in different contexts and to interpret accurately English spoken o them. Writing for the purposes of self-expression, narration, explanation, description  and persuasion gives students extensive practice in a variety of compo- :ion tasks. This practice focuses on analytical thinking; logical development; sufficient evidence, illustrative examples, details and reasons; clear expression; awareness of audience and appropriate voice; and a personal style. It also gives students; opportunities to use writing as a vehicle for self-discovery and self-expression.

FOREWORD

 

The Bedford Central English Language Arts Framework is part of the school district's response to a nationwide demand for more clearly defined curricula and high standards in public education. It describes our program, sets forth standards, illustrates strategies by which these standards may be achieved, and delineates products by which achievement may be assessed. It will give teachers, administrators, pare :s, and community members a clearer understanding of our hopes and expextations for our students.

This framework was drafted in the light of a large number of similar efforts undertaken by  various national committees and organizations and by a number of states and school I districts, particularly Fairfax County, Virginia. It draws especially on guidelines embodied in the New York State Education Department's draft framework, issued in 199^, 35, as well as earlier New York State Education Department syllabi. Also, it is content with the Vision, Mission, and Goals statement for the Bedford Central School District.

Preliminary work began in the 1993 school year as many teachers were encouraged to at -and a number of regional, state, and national presentations on standards and other aspects of the educational reform movement. It began in earnest during the 199' 35 school year when all English teachers 6-12 mapped their curricula and

com fired them with each other. During the summer of 1995, a drafting committee of six people completed the processing of these maps and began writing this curriculum statement. During the 1995-96 school year, their product was reviewed in joint meeting of the middle school and high school departments in which all teachers had the ( opportunity to offer suggestions. Teachers were also encouraged to submit written suggestions after they had more time to reflect on the document. Then, the drafting cornmittee, augmented by other department members, met for two full days to complete pieces that had been left unfinished and to revise the framework in response to those suggestions. This document is the result.

English faculty members during the development of this framework included the following:

Sari Arfin

John Bosack

Sean Budlong

Linda Derezinski

Saul Dicker

Charles Freeman

Gail Friedman

Marie Kish

George Masters

Cynthia McDonald

Traci Morena

Linda Nugent

Candice Oen

John Powers

Gerard Richardson

Stephen Schwartz

Terence Shanley

Marion Slater

Elizabeth Tulin

Marlene Vellutino

THE BEDFORD CENTRAL SCHOOL DISTRICT VISION, MISSION, AND GOALS STATEMENT

Vision

We envision the Bedford Central Schools providing an environment which builds the founc ion for life-long learning and responsible citizenship.

Mission

We dedicated to academic excellence, inspiring creativity, and the realization of one s ill potential through equal access to educational opportunities for all students.

Our schools foster the development of positive interpersonal relationships and self-esteem within a safe and secure environment.

Our schools are places where all are treated with mutual respect and empathy, encouraged to act responsibly, and contribute in their own way as valued members of the community.

 

Goals

Our students will master communication and computation skills as a foundation to:

thinking logically, critically, and creatively

applying reasoning skills and strategies to solving problems

• speaking, listening, reading, and writing clearly and effectively in English and at least one other language

• applying resources and developing current technologies effectively for academic, career, and personal pursuits

performing mathematical calculations

solving problems

Our students will learn methods of inquiry and interdisciplinary applications through the fc lowing disciplines:

languages and literature

history and social science

mathematics, science, and technology

arts and humanities

technical and occupational studies

physical education, health, and home economics

Our students will acquire knowledge, understanding, and appreciation of the intellectual and cultural accomplishments of civilization and as a result will have:

a knowledge and appreciation of fine and performing arts

the ability to learn through resources provided by museums,

libraries, theaters, and historic sites

awareness of diverse cultural heritages

dents will develop a curiosity and love for learning through: enjoyable and exciting educational activities opportunities to pursue their own interests applications of their learning to real life experiences

dents will further develop a sense of personal worth and self esteem through: achieving success as learners in supportive environments which

encourage risk taking and creative problem solving involvement in a range of enriching activities allowing students to

become group members and/or leaders

opportunities to be effective and responsible decision makers ongoing, organized opportunities for meaningful interactions

Our students will experience nurturing, safe environments in the home, community and school, as they learn to:

respect the property of others

respect the physical and emotional well-being of others

deal with conflict in appropriate ways

Our students will develop and exhibit mutual respect through:

• opportunities to understand and appreciate each other's differences and similarities

shared decision making

the positive example of others

knowledge that they will be treated fairly and justly

Our students will learn to act responsibly by:

• participating in the development and implementation of behavioral expectations and guidelines

being accountable for one's actions

 treating other students, staff, and school guests with respect

engaging in community service

Our students will be prepared to:

pursue higher education

pursue excellence in their chosen vocation

practice a healthful lifestyle

respect and preserve the environment

Our students will continue to develop as confident individuals, caring family members, involved community members, and informed citizens.

THEME   and     TITLES

Coming OF AGE

Day No Pigs Would Die

The Outsiders

The Yearling

HISTORICAL FICTION

*Johnny Tremain

1776

Uncle Tom's Cabin

*The Witch of Blackbird Pond

Paul Revere's Ride

The Concord Hymn

HISTORICAL FICTION/COMING OF AGE

*Across Five Aprils

*April Morning

*My Brother Sam Is Dead

MULTICULTURAL '

*The Light in the Forest

Roll of Thunder, Hear My Cry

*Slave Dancer

Crispus Attucks, Martyr I Know Why the Caged Bird Sings On the Pulse of Morning

G E N D ER STUDIES

Deborah Sampson Goes to War

Secret Soldier

UNDERSTANDING OTHERS

Flowers for Algernon

The Miracle Worker

SHORTSTORY ANTHOLOGIES Various stories by Twain, Poe, Irving, deMaupassant, and O. Henry

POETRY COLLECTIONS

DRAMA SELECTIONS

*Teachers chose at least four of these titles.

 

THEMES

WORLD MYTHOLOGY

MEDIEVAL

TITLES

'The Adventures of Ulysses

*The Trojan War

'Heracles, Mightiest of Mortals 'Gilgamesh

'Retold World Myths

'Retold Northern European Myths 'Retold Native American Myths *Retold African Myths

OPTIONS:

Northern American Indian Tales Retold Classic Myths Aesop's Fables

Heroes, Gods, and Monsters of the

Greek Myths

 

'Catherine, Called Birdy 

Karen Cushman explains why she chose vulgarity in her book

*The Midwife's Apprentice - ANTI-CATHOLIC

MULTCULTURAL *ANTHOLOGIES:

African American Literature Latino-Caribbean Literature Chinese American Literature Plains Native American Literature African American Poetry Latino Poetry

OPTIONS:

CLASSICS

A Raisin in the Sun

Night

My Name Is Rosemarie

Freidrich

Pigman

 

OPTIONS:

The Adventures of Tom Sawyer

 The Call of the Wild

The Red Pony

The Princess Bride

Poetry Unit

Short Stories by Twain and others

 

*Common readings

APPENDIX A
FOX LANE MIDDLE SCHOOL LITERATURE SELECTIONS

The FOX LANE Middle School reading titles were selected based on the common

interdisciplinary  themes and units taught by the Blue, Red, and White academic teams Books were evaluated for their literary merit based on the district's Guidelines for the selection of Literature (see Appendix C).

I M M I G AT I O N

'Independence Avenue

'Wildflower Girl

 

INDUSTRIALIZATION AND REFORM

'Lyddie Breaker

 

W O R LD WAR I '

After the Dancing Days

 

GREAT DEPRESSION AND THE JAZZ AGE '

No Promises in the Wind

WORLD WAR II

Fragments of Isabella

 Freiderich

My Name Is Rosemarie

Night

Summer of My German Soldier

 

SCIENCE FICTION  The Giver

 

VIETNAM WAR

One for All

 

VIETNAM AND CAMBODIA

A Boat to Nowhere

SHORT 33TORY COLLECTIONS

DRAMA SELECTIONS

Teachers chose at least four of these titles.

 

BEDFORD CENTRAL SCHOOL DISTRICT
Guidelines for the Selection of Literature

Before proposing the purchase of a piece of literature for the purpose of instruction, teachers should apply the following guidelines to the work:

 

The book should fit the class'/group's/course's focus, content, goals, objectives.

	It should be appropriate for the intended readers in terms of their maturity, interests, and educational needs.

	If it is to be used in a heterogeneous setting, it should permit strategies to make it work well with students of different abilities/ages.

	It should be compatible with our district's philosophy of excellence through diversity and our sensitivity to ethnic, racial, religious, cultural and gender issues.

	It should have been checked against literature being used at other grade levels in the district to avoid duplication of titles.

	Whenever appropriate and possible, the literature selection should be related to other subject areas the student will study that year to allow for interdisciplinary learning.

The proposed new piece of literature should be shared with other members of the department at the middle and high school levels and with grade level colleagues through the consulting teachers at the elementary level prior to being purchased.