Specific learning outcomes identify the knowledge, skills, and attitudes that contribute to these general learning outcomes. This curriculum guide reflects these general and specific outcomes in its foundational and learning objectives.

Media and Technology

Media and technology can play an important role in the language arts program. Students live in an information age filled with a variety of technology and multimedia learning tools. In addition to books, newspapers, radio, and television, students have access to a range of media and communication technologies (e.g., voice mail, electronic mail, fax, Internet, CD-ROM, laptop computers, camcorders). These texts and tools are useful for achieving the English language arts oracy and literacy objectives and offer opportunities for critical viewing and representing.

Regardless of the text form, students must identify their purposes by determining what they need, where to find it, and how to access it. They must select reliable and relevant information and sources and, using an appropriate format, communicate the results. As with other tools, the value of any technology depends upon how effectively students are able to use it. Students need to determine not only what they want to communicate but how they can do it most effectively.

With appropriate teacher support and guidance, students can learn to take responsibility for their learning and to access and use the required information. In addition to print resources, students can use:

• computer networking and telecommunications for data access and participation in learning communities

• technological and multimedia resources such as the World Wide Web, CD-ROM, videotape, videodisc, computer software, simulation, and modelling tools

• mass media, including television, radio, film, newspapers, and magazines

• local community resources, including social service agencies, libraries and resource centres, businesses, and individuals with expertise in particular areas.

Middle Level Students and Curriculum Implications

Among Middle Level educators it is understood that Middle Level education stresses the importance of interaction among students, as well as between teachers and students.

The following poem, adapted from one written by an eighth grade student, answers this question aptly:

What are Middle Schoolers?

What are middle schoolers?
I was asked one day.
I knew what they were,
But what should I say?

They are noise and confusion.
They are silence that is deep.
They are sunshine and laughter.
Or clouds that will weep.

They are swift as arrows.
They are wasters of time.
They want to be rich,
But cannot save a dime.

They are rude and nasty.
They are as polite as can be.
They want parental guidance,
But fight to be free.

They are aggressive and bossy.
They are timid and shy.
They know all the answers,
But still will ask "why".

They are awkward and clumsy.
They are graceful and poised.
They are ever changing,
But do not be annoyed.

What are middle schoolers?
I was asked one day.
They are the future unfolding,
Do not stand in the way.

(Author Unknown)

Middle Level students are undergoing phenomenal physical, emotional, moral, social, and intellectual changes. They are neither of the elementary school nor of the high school. They are alternately children and young adults. Also, as a result of their varied personal, cultural, and ethnic milieus, these students bring different perspectives about self and society into the classroom. The increasingly complex nature and wide range of development inherent in these students have great implications for the English language arts program. The following pages describe the characteristics of many Middle Level students and address the implications of these characteristics for the English language arts classroom.

Middle Level Characteristics: Implications for English Language Arts

Middle Level Characteristics

Ways These Characteristics are Exhibited

Implications for Language Arts Program

Physical Development		The teacher should:
body growth due to substantial weight gain and height increase tendency for girls to be taller and more physically mature than boys of the same age	temporary physical awkwardness results as bone growth exceeds muscle growth restlessness results due to ossification of cartilage at the end of long bones and causes discomfort if students sit for long periods of time	incorporate active learning and physical movement into the class-time activities allow for student choice about positions in which to work (e.g., lie on the floor to read or write) discuss the natural physical changes that occur for adolescents to help them develop a positive and realistic sense of self
basal metabolism fluctuation due to shifts in hormone production	alternate listlessness/fatigue and periods of seemingly boundless energy self-consciousness about acne and other skin blemishes	provide opportunities for nutritional snacking as necessary for students to maintain effective energy levels
physical maturation and body development	great personal concern about appearance--adolescents believe that everyone is looking at them, seeing the "flaws" that they see in themselves comparison of self to perceived and societal ideals (e.g., gender and ethnic models) comparison of self to peers embarrassment at inability to control voice fluctuations and bodily changes	create a learning environment that promotes safe grounds for risk-taking while students are speaking, listening, and sharing reading and writing with peers incorporate literature and other media that address the nature of students' physical changes and put these into perspective allow students to choose literature that addresses their specific concerns encourage students to choose writing topics that allow them to explore their feelings and thoughts about growing up provide opportunities for students to examine critically societal gender and cultural ideals and expectations through a variety of reading, writing, speaking, listening, and viewing experiences
Emotional Development
increase in hormonal activity	extremes in emotions; rapid and frequent mood swings	provide opportunities for students to understand and release emotions through role plays, speaking interactions with peers and adults, and writing about their personal feelings and experiences
belief in the "personal fable" that their feelings and concerns are unique, that no one understands them	shifts from acting superior to demonstrating a sense of inferiority	create a community of learners in which students develop a sense of trust through their relationships
uncertainty about physical appearance, increasing maturation, and relationships leading to a fragile self-concept	focus on self, criticism of self time devoted to personal appearance vacillation between desire to be noticed, often expressed in boisterous ways, and embarrassment at being singled out for any reason	engage students in speaking and writing activities that lead them in realistic self-assessment involve students in reading, speaking, and writing activities that examine optional behaviours and consequences of actions
self-concept and identity issues become very important at this age, especially for minority children who may begin to feel the pain of discrimination and exclusion for the first time	sometimes become embarassed by their cultural background and may withdraw, rebel, or strive to deny their cultural heritage	encourage students to read culturally pluralistic literature that deals with characters in similar, realistic situations so that they will see that their problems are not unique and that there are healthy ways of handling their feelings and changes
sensitivity to implied or perceived criticism; offence easily taken strong bond to same sex friends	anxiety about peer acceptance and status within a group formation of cliques; rapid changes in friendships; occurence of disputes	promote a positive accepting environment to preserve students' self-concept (e.g., allow students to say "I pass" if they feel uncomfortable or threatened) at times, allow students to choose their own groups; at others, select the groups to provide the opportunity to work with and get to know others
Moral Development		The teacher should:
continuing development of a sense of justice	demand for fairness; failure to see, often, that what is appropriate for one person or in one situation, is not always appropriate for everyone failure to see, often, that what they deem to be fair for others is also fair for them	use print and non-print media as stepping stones for discussion and debate about what is just and/or fair (e.g., gender and race equity, and group fairness)
inability, often, to maintain an objective perspective	tendency to see things as "right" or "wrong" and to argue unbendingly their point, trying to convince others in the process of clarifying personal view and ideas demand for reasons when expectations are put on them	encourage students to read about and research issues, investigating differing perspectives in order to broaden their frame of reference and decision-making abilities
feeling of concern for those in need or pain, as students begin to recognize privilege and develop empathy	interest in social issues, expression of definite, unapologetic opinions about these	engage students in action-based community projects (e.g., writing, reading, speaking, and/or listening to seniors; writing or reading to young children; teaching peers)
Social Development
allegiance to peers over family and other previously significant adults	questioning of ideals and values of parents criticism of adults, especially those in authority roles such as parents and teachers	keep in close contact with home by having students write class letters and share their portfolios, and by calling parents (especially to give positive comments about students)
change in focus from family to peers and media as models for choices and behaviours	conflict with parents desire to listen to and talk about music, movies, and television favourites fluctuation of grades and work standards depending upon peer group associates change in behaviour toward teachers and other adults depending upon peer group associates	engage students in critical study of a variety of the media in which they are interested involve students in personal goal setting and self-assessment to help them get a sense of responsibility and individuality use role play to encourage students to act out and reflect upon feelings and relationships
increasing interest in sex and relationships maturation of girls before boys, along with earlier interest in sexuality	occurence of "puppy love", writing and passing of notes, extreme devotion to a certain boy or girl changing over night "sexual antagonism" manifested in verbal banter such as teasing, as well as physical contact such as hitting, shoving, wrestling	provide opportunities for students to work and socialize in organized mixed-sex and same-sex peer group discussions in which they examine feelings and ideas, and come to some understanding of their sexuality promote consideration of others in social and co-operative learning groups
self-consciousness about appearance; interest in clothing fads in attempts to be attractive	wisecracking to cover fears	encourage journal writing as a productive, safe way for students to express feelings of uncertainty
desire for independence; fear of risk-taking and embarrassment	impulsive actions and impatience with restrictions	offer students a variety of choices and decision-making opportunities to allow them to practise and demonstrate their ability to make informed, independent, responsible decisions
innate curiosity combined with resistance to others' attempts to motivate them	aggression in competitive situations, or total unwillingness to enter competition	offer a combination of independent, co-operative, and competitive learning situations
Intellectual Development		The teacher should:
gradual movement from being concrete thinkers to being increasingly able to think abstractly variation in ways of learning, processing, and expressing as a result of gender, ethnic, and cultural differences and background experiences (e.g., prior intellectual development)	variation in stages, and shifting back and forth from concrete to abstract thought capabilities varying understanding and response to different teaching and evaluation strategies depending upon predominant learning preferences	relate abstract ideas to students' personal experience and concrete knowledge as often as necessary require only small inferential leaps, and help students to make these leaps through peer group talk or discussion with the teacher use a variety of teaching strategies to address students' varying abilities, backgrounds, and ways of learning be familiar with each student's preferred way of learning and communication, and individualize where necessary and possible
preference for active rather than passive learning experiences and for social interaction in learning experiences	preference for working together, socializing as they do so	engage students in hands-on, active learning experiences in pursuit of their own need for answers and information structure lessons in which peers learn from and teach each other, and in which they collaborate to set and reach their goals encourage students to use their own language when discussing or writing in order to find or create personal meaning involve students in deciding which topics and issues are of sufficient interest and relevance to explore connect what is learned to real-life situations help students to learn in a variety of ways, encouraging them to use their strengths but also to broaden their capabilities.
inability, often, to make the connection between their lives and what they are learning in school	questioning of the relevance of information and skills: "Why are we taking this?", "When am I going to need this?"

Curriculum Overview