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Read Ebook: Ontario Teachers' Manuals: Literature by Ontario Department Of Education
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PAGE COURSE OF STUDY--DETAILS 1
Introduction What is Literature? 5 The Qualities that Appeal to Children at Different Ages 7 In Junior Forms 7 In Senior Forms 10 Complete Wholes versus Extracts 11 Correlation of Literature with Nature Study, Geography, History, and Art 12 Aims in Teaching Literature 14 General Principles Applicable in the Teaching of Literature 16
Methods In Junior Forms 19 Memorization 20 In Senior Forms 22 Teacher's Preparation 22 Preparation of Pupils 23 Presentation 26 Value of Oral Reading in the Interpretation and Appreciation of Literature 27 Development of the Main Thought 29 Minute Analysis 31 Allusions 32 Imagery 33 Literature of Noble Thought 35 Recapitulation 36 Mistakes in Teaching Literature 37 Extensive Reading 39
Illustrative Lessons Pantomime Little Miss Muffet 42 Dramatization Little Boy Blue 43 The Story of Henny Penny 44 Wishes 46 Indian Lullaby 47
Illustrative Lessons The Wind and the Leaves 50 Piping Down the Valleys Wild 52 The Baby Swallow 54 The Brook 56
Illustrative Lessons My Shadow 59 One, Two, Three 62 Dandelions 64 The Blind Men and the Elephant 67 The Lord is my Shepherd 71
Illustrative Lessons Hide and Seek 74 An Apple Orchard in the Spring 76 Little Daffydowndilly 78 Moonlight Sonata 83 Lead, Kindly Light 87 Lead, Kindly Light 89
Illustrative Lessons Judah's Supplication to Joseph 93 Mercy 98 Morning on the Li?vre 101 Dickens in the Camp 105 Dost Thou Look Back on What Hath Been 112 Waterloo 117 Three Scenes in the Tyrol 122
Supplementary Reading South-West Wind, Esq. 131 A Christmas Carol 135 The Lady of the Lake 139
Selections for Memorization 145
LITERATURE
PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY
DETAILS
FORM I
A. SELECTIONS FROM THE ONTARIO READERS
B. SUPPLEMENTARY READING AND MEMORIZATION: Selection may be made from the following:
Fables and Folk Stories--Scudder; A Child's Garden of Verses --Stevenson; Readers of a similar grade.
FORM II
A. SELECTIONS FROM SECOND READER
B. SUPPLEMENTARY READING AND MEMORIZATION: Selection may be made from the following:
A Child's Garden of Verses--Stevenson; The Seven Little Sisters--Jane Andrews; Fifty Famous Stories Retold--Baldwin.
FROM THE READER:
A Wake-up Song; Love; The Land of Nod; One, Two, Three; March; Abide with Me; The New Moon; The Song for Little May; The Lord is my Shepherd; Lullaby--Tennyson; Indian Summer; proverbs, maxims, and short extracts found at the bottom of the page in the Readers.
A. SELECTIONS FROM THIRD READER
B. SUPPLEMENTARY READING AND MEMORIZATION: Selection may be made from the following:
The King of the Golden River--Ruskin; Tanglewood Tales--Hawthorne; The Heroes--Kingsley; Adventures of Ulysses--Lamb; Squirrels and Other Fur-bearers--Burroughs; Ten Little Boys who Lived on the Road from Long Ago till Now--Jane Andrews; Hiawatha--Longfellow; Rip Van Winkle--Irving; Water Babies--Kingsley.
FROM THE READER:
To-day--Carlyle; The Quest--Bumstead; Hearts of Oak--Garrick; A Farewell--Kingsley; An Apple Orchard in the Spring--Martin; The Charge of the Light Brigade--Tennyson; Lead, Kindly Light--Newman; The Bugle Song--Tennyson; Crossing the Bar--Tennyson; The Fighting T?m?raire--Newbolt; Afterglow--Wilfred Campbell; proverbs, maxims, and short extracts.
FORM IV
A. SELECTIONS FROM FOURTH READER
B. SUPPLEMENTARY READING AND MEMORIZATION: Selections may be made from the list prepared annually by the Department of Education.
LITERATURE
INTRODUCTION
It is the purpose of this Manual to present the general principles on which the teaching of literature is based. It will distinguish between the intensive and the extensive study of literature; it will consider what material is suitable for children at different ages; it will discuss the reasons for various steps in lesson procedure; and it will illustrate methods by giving, for use in different Forms, lesson plans in literature that is diverse in its qualities. This Manual is not intended to provide a short and easy way of teaching literature nor to save the teacher from expending thought and labour on his work. The authors do not propose to cover all possible cases and leave nothing for the teacher's ingenuity and originality.
WHAT IS LITERATURE?
Each literature lesson in the Reader has some particular force, or charm of thought and expression. There is found in these lessons, not only beauty of thought and feeling, but artistic form as well. In the highest forms of literature, the emotional element predominates, and it should be one to which all mankind, to a greater or less degree, are subject. It is the predominance of these emotional and artistic elements which makes literature a difficult subject to teach. The element of feeling is elusive and can best be taught by the influence of contagion. There is usually less difficulty about the intellectual element, that is, about the meaning of words and phrases, the general thought of the lesson, and the relation of the thoughts to one another and to the whole.
THE QUALITIES THAT APPEAL TO CHILDREN AT DIFFERENT AGES
This is a psychological problem which can be solved only by a study of the interests and capacities of the children. These interests vary so greatly and make their appearance at such diverse periods in different individuals and in the two sexes, that it is a difficult matter to say with any definiteness just what qualities of literature appeal to children at any particular age. Moreover, the children's environment and previous experiences have a great deal to do in determining these interests and capacities. There are, however, certain characteristics of different periods of childhood which are fairly universal, and which may, therefore, be taken as guiding, determining factors in the selection of suitable literature.
JUNIOR FORMS
The myth is usually not suitable for young children, as it is a religious story having a symbolic meaning which is beyond their interpretation. If it is used at all, only the story in it should be given.
Silverlocks runs away from home, goes into the woods, and finds a lonely house which is the home of the bears. They are not at home, so she enters. These actions suggest mystery and adventure.
The construction of the story shows two chief divisions, with three subdivisions. The second division begins with the return of the bears. They find the soup has been tasted, the chairs disturbed, and the beds rumpled; their conversation is interesting, and their tones characteristic. Tiny, the little bear, suffers most; he enlists the sympathy of the children, as he has lost his dinner and his chair is broken. He discovers Silverlocks, but she escapes and "never runs away from home any more".
SENIOR FORMS
COMPLETE WHOLES VERSUS EXTRACTS
CORRELATION OF LITERATURE WITH NATURE STUDY, GEOGRAPHY, HISTORY, AND ART
AIMS IN TEACHING LITERATURE
The teacher should always have a clear and definite aim in view in teaching a selection in literature, but different teachers may have different aims in teaching the same selection. There should, of course, always be the general aim to create a taste for good literature by leading the pupils to appreciate the beauty and power of clear and artistic expression of thought and feeling; but this aim must be specific according to the nature of the selection to be taught. Some specific aims may be given as suggestive:
GENERAL PRINCIPLES APPLICABLE IN THE TEACHING OF LITERATURE
There are four outstanding principles of general method that apply particularly in the teaching of Literature.
METHODS
IN JUNIOR FORMS
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