refers to the practice of generating ideas and putting them down in concrete form, such as on a piece of paper.

Elaborate an essay following a structure.

Think about a problem and practice a solution.

The strongest ty of body paragraph includes..,

a reason of why writing about that topic.

a global idea about the whole essay

Two main reasons should be supported...

with a scientific study as a proof of something.

WRITING THE BODY PARAGRAPH

Parts of the Body - Writing

Writing part two of the main body of a persuasive letter, inspired by a text

Writing part two of the main body of a diary entry

Writing part one of the main body of a persuasive letter, inspired by a text

Writing part one of the main body of a diary entry

‘The Speckled Band’ case: writing a newspaper article body

Write questions about the following story:Into the Woods Henry David Thoreau raised his pen to write, but the chatter of guests in the next room filled his ears. He stared at the page. “Concord, 1841” was all that he had written. How would he write a book with such noise in his family’s house? Thoreau headed outside, shutting the door with emphasis. He would have to find a place of his own. Thoreau walked out of town. Tall white pines soon replaced the painted houses. He listened to the rustling of the leaves. What if I could stay here, he thought. He could live off the land, close to nature, and begin his book. It would take work, but he could do it. FPG /The Image Bank/Getty Images Years passed, but Thoreau still did not have a place in the woods. One day, his friend Ralph Waldo Emerson had an idea. Emerson was a well-known writer who had bought some land near Walden Pond. Because he and Thoreau shared the same interest in nature, Emerson decided to let Thoreau use part of this land. In March of 1845, Thoreau began to build a cabin. By July, it was ready. He could live and write in the woods.Cabin Life Thoreau’s move to the woods indicated that he liked to be alone. But Thoreau did not feel that way. “I have a great deal of company in my house,” he wrote. Red squirrels woke him by running up and down the sheer sides of his cabin. A snowshoe hare lived in the debris under his cabin, thumping against the floorboards. A sparrow once perched on his shoulder. Thoreau recorded these experiences in his journal. How easily writing came to him with the beauty of nature around him! On Walden Pond Thoreau was a naturalist. He noticed the habits of animals. Each encounter showed him something new. One afternoon, Thoreau tried to get a close look at a loon, but the bird quickly dove into the pond. He knew loons could travel long distances under water, so he guessed where it would come up. But every time Thoreau paddled to one spot, the loon came up somewhere else and let out a call—a howling laugh. What a silly loon, Thoreau thought. But after a while, Thoreau felt as though the bird was laughing at him because he still could not catch up to it. Thoreau wrote in his journal: His white breast, the stillness of the air, and the smoothness of the water were all against him. At length he uttered one of those prolonged howls, as if calling on the god of the loons to aid him, and immediately there came a wind from the east and rippled the surface, and filled the whole air with misty rain, and I was impressed.The spectacular scene made Thoreau wonder at the loon. It no longer seemed a silly animal, but one with some mysterious power. As months went by, Thoreau also became aware of each animal’s ability to stay alive. “His power of observation seemed to indicate additional senses,” Emerson once remarked. In winter, as he warmed his cabin by fire, he watched in awe as the moles warmed their nest by their own body heat. He understood forest life as never before. Back to Concord Like the geese that move to new ponds at the season’s end, so too did Thoreau leave Walden. He had done what he had set out to do, and had learned much from the woods around him. He packed his few belongings and his stack of journals and returned to Concord. Now, he would turn his journal entries into a book. Generations to come would know life on Walden Pond!

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

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