The Guthrie daily leader. [volume] (Guthrie, Okla.) 1893-1996, 1912-01-24
Course OF Study in Language,
Grammar and Composition TO,
Guth,ie Elementary Schools
tcontInued from Yesterday

Teach adverbS alter SMELL
ice, taste appear; The cake tastes good (no we
The smells sweet (not swcetly),
Write short paragraphs in the form Of friendly letters
Second Month
Stories Story OF Currans iroql Alarthas Corner
Cupboard Stories Of William Tell and Roland Sec llaarn
and Poland Famous Men OF the Middle Ages
e. Teach correct use OF wear--woe--worn burst-bursed
-bursted Teach the homonyms, berrybury hair-hare,
ide-ido.
3. Teach of commas in series
Write short paragraphs in form OF friendly letters
/. Stories Story OF Rice from Aunt Martha' Corner
Cupboard Stories of Canuc and Alfred from Famous Men Of
the Middle Ages
sang--sung Teach OF homonyms bougl-bow hea-heel
s. Teach OF the apostrophc with the possessye singular
and plural Of In readers find examples OF OF
apostrophe Dictate phrases and illustrate the
possessivc forms; Grace doll NeI shoe See pages
no
4 Write short paragraphs and short friendly letters
IT, Stories: Story OF Honey from Aunt Martha' Corner
Cupboard. Story Joan OF Arc and Robert Bruce from
Famous Men OF the Middle Ages
Teach correct use OF stay-stayed adstayed, staid
win--won--won Teach the homonyms, foIlourth him
8 Teach Of qa9aton meEs driect quotations
About half The time OF each month should be devoted 10
and written composition based poems, from
history nature study geography and the reading lessons The
language should from the chds school and home
interests BY far the greater part Of the composition work OF
this grade should be ora.
In developing the paragraph the following steps may
given:
T. @Oral composition Teacher and class talk over the
on on the subject It better TO tell Younger children than
oay Find out they bring in vast amount OF transformation
Decide whether il to be composition or letter. etc.
1t should always be written il interest instruct
g. Decide important rtopcs parts Of the compost
tion rejecting those important Get the best wording for
these topics writing them the board in the order Of their
acceptance.
d Consider the topics the OF sequence deciding
which will make the best introduction which should
second third, and which will make the best conclusion.
Rewrie the blackboard the order in which the topics
to be used Each topic is to be expanded into paragraph
Everything pertaining that topic should be in this paragraph
Poiht out wclconructed paragraphs in the reading
S. Teacher and class ready the first
paragraph Call for sentences th topic After the class
have put each sentence in good FORM the teacher writes
the blackboard When inappropriate suggested
point out the topic under which would properly come
s. when sufficient number Of sentences secured
for the paragraph teacher and cdn read aloud determine
in what order the should and how tie wording
should be changed 50 that they will follow each other smoothly
paragraph Refer good models the reading
\. when the paragraph has been thus revised children
may on paper as an exercise in spelling punctuation
capitals and penmanshp
s. "Trea other paragraphs in similar manner"
This will appear be slow work often but single
paragraph will be written single lesson But very
instructive the teacher guides the pupils into correct habits
Of thought and expression
amt, for done for did, you for you
she don't for she doesn't, as lives for as lief. etc
Avoid incorrect Of like for z. He plays Henry
does Without for unless; Do not go unless your father
permits (not without your father permits Good ways long
ways for long way George is long way from home (no
long Ways Some for somewhat He is somewhat deaf
Write friendly throughout this grade. r. pages
I4a to I5a.
References method and supplementary material:
Chubb The Teaching of English pp 100 to III.
Hartzog The Writing OF English Chap and appendix p?
Io8 f.
Robbins and Row Book l.. PIP X. for method
Buehlar and Hotchk Book l.. (Pp. 50, for method
First Month
r. Poem for Study The Windmill, RR, p. 81.
Memory Gems. BIi, pages no and 3r pages
I3 and 40.
g. Stories and Pictures What Mother Has Brought,
R-R. page u Winter Morning in a Barnyard, R-R,
page I36 Stories Of the American Explorers Tappans
American Hero Stories
Review half the homonyms and irregular verbs given
for second and third grades.
Second Month.
l. Poems for Study: The Arrow and the song-Long-
fellow, or, Beautiful Thngs-Jane Taylor
2 Memory Gems Bill, page 40 number H. or page
Ga number IN.
q Stories and Pictures The Lark and Her Young Ones,
R-R page 32; True Hero, R-R, page 64. Stories
relating Virginia Life Tappans American Hero Stories.
Finish review OF homonyms and irregular verbs taught
in second and third grades.
s Authorizations min lir. in. IT, a., pit gal, u s.
g Teach conactons. o'clock its I've, he's, can't won't
Third Month
l. Poems for Strdy: Novenber-Alce Cary, R-R, page