North Phoenix High School - Hoofbeats Yearbook (Phoenix, AZ)

Page 22 text:

Joseph McDaniel used a new device which is designed to help students read faster. Marion Brett English B.A. Carl Wagner English B.A., M.A. , . Ye' Thomas Cooper English B.S., M.A. Dorothea White English B.S., M.S. Freshmen Studied Basic English Literature, Grammar Freshman English students took one semester of grammar and one semester of literature. They also spent one term in reading improvement. Themes were often assigned to students in connec- tion with the work they did in literature and grammar. Vocabulary study was incorporated into litera- ture classes. Teachers tried to interest their students in differ- ent types of hooks. A hook report was required every term from each student. During the semester of grammar, spelling and enunciation as well as English mechanics were studied. Designed to help students improve their reading, Mrs. White's six-week courses in reading were aimed at improving each student's comprehension and reading speed. 'Ns- Laurie Cordan worked to improve her reading speed and comprehension in Mrs. White's class.

Page 21 text:

Lab partners, John Gardner and Sherry Lavetter, examined the results of an experiment. Preparing to begin experiments were Galen Up dike and Sharon Valdivia. Mr. Thomas showed his chemistry class how to balance an empirical formula. f 2 mx. Howard Mater and Bill Romley experimented with burning potassium. Susan Yee sketched protozoa as seen under the mic- roscope.

Page 23 text:

Sarah Wingfield, Marilyn Perry, Don Nelson and Lani Keller participated in a panel discussion. Bonnie Barber Virginia Duncan English English B.A. B.A., M.A. Marion Cox Thomas Miller ' h lEllillsll14l.A. gl:i?,cM.A. Students took notes during lectures in Mrs. Duncan's class. Sophomore English Program Included Public Speaking Sophomores began the detailed study of different types of literature such as the short story, essay, narrative, fable, biography, and novel. They were assigned to Write different types of literature also. Works of certain authors were studied in depth, and students were required to analyze the themes and the various styles of selected Works. A speech unit was a part of the regular sophomore English program. Students learned to prepare and deliver both prepared and impromptu speeches. Most students were introduced to Shakespearean plays on the sophomore level. Students read and analyzed a sample of Shakespeare's historical plays during English classes. Miss Cox examined Gail Knauss's vocabulary notebook.