North High School - Norwica Yearbook (Davenport, IA)

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Y' ' X N X - s Q? Ryewmw ,W LLD. Follows With a proud smile, Kathy Learn, Head of Language Arts at North, exclaimed, North's a fan- tanstic opportunity for one to grow as a person and an educator. Presently Learn advises the newsletter at the Heritage House for the senior citizens. Aside from language arts activities, she need- lepoints, works out in aerobics, and enjoys using computers. a Dream Her 12th grade English teach- er, Rose Marie Burwell and her parents have influenced her life the most and she deeply admires hoth of her adopted children for struggling against odds to become happy, successful individuals. She is sincerely thankful be- cause her parents encouraged her 'sto follow her dreamsfl 4-S3 wgsas--A-. ' Q' ...M- ,,...et. ..?,n ,.,a-v- .W My ,,,.. ,.,,, .,.t... ,,.... ,.......... W V K Kathy Learn -P .1 A 2 gf. :Q is .. gt.. we s A K sq.. E 'J iff-Q 1 c E M A W is 5 - 7 Sv K GY . In group discussion, Jennifer Haas leads her team in planning a comparisonfcontrast paper in Writ- ing Update. Photo: B. Christian. To demonstrate dramatic skills, Paul Holzworth emphasizes on-stage gestures during stage produc- tion. Photo: B. Christian. 'Language Arts I ,gzg 3. g i 1 g -- !

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aining vaTuable skill Determined to achieve just the right consistency, Kathy Sawyer stirs the Dektol in the journalism darkroom, Photo: T. Erickson. Ready for a session in math, Maura Stone pauses a brief moment to greet her students with an encouraging smile. Photo: B. Christian. w,,jm awk ,-- ' 'KK As we passed through the corridors of North, we met students who had Down's Syndrome or illnesses which required wheelchair assistance. Many of us smiled back to each other as we traversed the marble and many of us developed unique friendships from that quiet recognition. Before 1975 these students often lived apart from their families in special schools. Today a more ideal situation exists as these students share the usual hallways and classrooms as the masses. These special students became a part of the Wildcat Explosion, a focal point for all students to view and become a part of as daily living chores were shared by all. Upon visiting one of the Special Education classes, an air of humor and calmness surrounded it. The students seemed to be in good moods and coopera- ted very well. Mrs. Maura Stone who taught Developing Education, said that it gave her students Hpleasurei' to get in contact with other pupils at North and it gave them a feeling of belonging. Their biggest areas in academic development were often in comprehension and utiliz- ing the written or spoken language. Within the walls of the special education rooms, the same methods of teaching were employed with the use of more repetition, pictures, and hands-on experience. Many of these students attended regular classes constantly or were main- streamed several periods daily. Through special education North students were able to build up ground so they could get jobs and live normal lives as much as possible in the adult society. Several of them trained and com- peted energetically in the Olympics to honor North and bring home more trophies and pride for the Blue and the Gold. After visiting with the special edu- cation students, upon shutting the class- room door behind them, a thought occurred: We all need these special people in society, in order not to forget the child in usg for life is more than just work and stress. Developmental Education'

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haring universal ideas , Reading her latest public speaking work, Pra- - santa Reddy prepares herself in front of Doreen Reiff-Buelt. Photo: R. Semlow. Into a book, Rico Everett relaxes in the peaceful Reading Center and quietly escapes into the plot. Photo: B. Christian. sf MQ N3 l , , f , L , 'ffl as xx Y B5 X sais X tink X 5 ' T 5 I f efes . 'lii A ooe , - 53 W 'E ng 'P ar t rm I WC I 'I - be ss -if . g Tzk K up In language arts a different light exploded - a quiet glow or a sudden sparkle - as students smiled after meeting deadlines, memorizing lines, or typing the final word of a research paper. Whether the text was Beowulf or Breaking Away, students focused on universal ideas and penned themes and journal entries that reflected upon hu- manity through the languages of paper and celluloid. Exercising poise and clear thinking skills, speech students and dramatists developed confidence and commitment for performances. In the reading center students ex- plored valuable vocabularies and effi- cient methods for effective reading. A teacher can open the door, but the pupil must go through by himself. I've opened many doors to the world of reading. My hope is that the pupils going through them have learned to enjoy that world as much as I dof' mused building Reading Specialist, Donna Kitchell. J ournalistic writing students em- ployed inverted pyramids, pica sticks, and proportion wheels to display copy and count headlines for The Pursuit or The Norwica. In a new darkroom they explored the magic of camera and chem- istry. Creative works emerged from Wri- ter's Studio as students under the guid- ance of Carol Gantenbein supplied works for The Vestige. Writers take the outer world into themselves and through a process of metamorphosis and transfor- mation, give to that outer world an inner form that helps mold the cosmos, philosophized Gantenbein. Writing Experience teacher, David Lien stressed the significance of lan- guage arts as he proported, To know the literature of man is to know the history of man. In summary of the language arts staff, Department Head Kathy Learn proudly exclaimed, What a dynamic department! It is energizing listening to them and working with them. Language Arts