Waldorf Methods/Reading and Math 2
Introduction
Language is our most important means of mutual understanding and is therefore the primary medium of education. It is also a highly significant formative influence in the child’s psychological and spiritual development and its cultivation is central to the educational tasks of Steiner/Waldorf education. It is the aim of the curriculum to cultivate language skills and awareness in all subjects and teaching settings. Clearly the teaching of the mother tongue has a pivotal role within the whole education.
Mathematics in the Waldorf school is divided into stages. In the first stage, which covers the first five classes, mathematics is developed as an activity intimately connected to the life process of the child, and progresses from the internal towards the external. In the second stage, covering classes 6 to 8, the main emphasis is on the practical. Course Outlines
Waldorf Methods/Reading and Math 1
Lesson 1: Introduction Lesson 2: Reading/1st Grade Lesson 3: Reading/2nd Grade Lesson 4: Reading/3rd Grade Lesson 5: Math/1st Grade Waldorf Methods/Reading and Math 2 Lesson 1: Math/2nd Grade Lesson 2: Math/3rd Grade Lesson 3: Reading/4th Grade Lesson 4: Reading/5th Grade Lesson 5: Reading/6th Grade Waldorf Methods/Reading and Math 3 Lesson 1: Math/4th Grade Lesson 2: Math/5th Grade Lesson 3: Math/6th Grade Lesson 4: Reading/7th and 8th Grade Lesson 5: Math/7th and 8th Grade |
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Tasks and Assignments for Waldorf Methods/Reading and Math 2.5.
Please study and work with the study material provided for this lesson. Then please turn to the following tasks and assignments listed below.
1. Study the material provided and look up other resources as needed and appropriate.
2. Create examples of curriculum that addresses the learning method and content appropriate for the age group in question as follows. Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings:
2.1. Create 2 examples that relate to "Speaking and Listening" for this age group.
2.2. Create 2 examples that relate to "Narrative Content and Reading Material" for this age group.
2.3. Create 2 examples that relate to "Grammar" for this age group.
2.4. Create 2 examples that relate to "Writing and Reading" for this age group.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
1. Study the material provided and look up other resources as needed and appropriate.
2. Create examples of curriculum that addresses the learning method and content appropriate for the age group in question as follows. Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings:
2.1. Create 2 examples that relate to "Speaking and Listening" for this age group.
2.2. Create 2 examples that relate to "Narrative Content and Reading Material" for this age group.
2.3. Create 2 examples that relate to "Grammar" for this age group.
2.4. Create 2 examples that relate to "Writing and Reading" for this age group.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
Study Material for Waldorf Methods/Reading and Math Lesson 2.5.
English Language and Literature/Class 6
Speaking and Listening
'A good strong diet' is needed in Class 6. Ballads, in particular, are likely to satisfy with their dramatic effects. Examples include: Horatius (from the Lays of Ancient Rome) by Thomas Macaulay, The Pied Piper of Hamelin by Robert Browning, Meg Merrilies by John Keats, Sir Patrick Spens, John Barleycorn by Robert Burns, The Rider at the Gate by John Masefield, Schaffhausen by Brien Masters, Via Dolorosa by Brien Masters.
In addition to these, it is good to go on letting the children recite nature poems in keeping with the seasons, traditional and modern ones e.g. When Icicles Hang by the Wall, Love's Labour Lost, Shakespeare, The Scarecrow by Walter de la Mare, The Snow Storm by Ralph Waldo Emerson, Michaelmas Song by A. C. Harwood, Spring the Travelling Man by Winifred Letts, Winter by Christina Rossetti, Sea Fever by John Masefield and countless others. (The examples given here are only intended to exemplify the range.)
Public speaking and elementary rhetoric can be taught through the presentation of short talks as well as through preparing and delivering exhortations, commands, directives (the pupils are studying Rome!). Steiner was keen that the pupils should experience the power of language to express beauty as well as power.
In addition to these, it is good to go on letting the children recite nature poems in keeping with the seasons, traditional and modern ones e.g. When Icicles Hang by the Wall, Love's Labour Lost, Shakespeare, The Scarecrow by Walter de la Mare, The Snow Storm by Ralph Waldo Emerson, Michaelmas Song by A. C. Harwood, Spring the Travelling Man by Winifred Letts, Winter by Christina Rossetti, Sea Fever by John Masefield and countless others. (The examples given here are only intended to exemplify the range.)
Public speaking and elementary rhetoric can be taught through the presentation of short talks as well as through preparing and delivering exhortations, commands, directives (the pupils are studying Rome!). Steiner was keen that the pupils should experience the power of language to express beauty as well as power.
Narrative Content and Reading Material
According to Karl Stockmeyer's record of what Steiner had to say about this, it would be good to tell scenes from more recent history. In practice most class teachers tell stories from Roman and Medieval history. Longer prose works are suitable for reading.
Grammar
In the original curriculum, Steiner laid great stress on the subjunctive mood (Konjunctiv in German), especially in connection with indirect speech, for which the foundations have been laid with direct speech in Class 5. However, Steiner's real interest in connection with the subjunctive becomes obvious in an example he gave:
We now endeavour to give the children a strong stylistic sense of what the subjunctive mood is. As far as possible we should demonstrate this by means of examples to help them distinguish between what can be directly stated and what has to be expressed by means of the subjunctive. A strong feeling for the inner mobility of language must become a part of the children's sense of language. 30
The original example given in the passage above had the distinction between the statements, I'll see to it that my sister learns to walk (i.e. I'll personally ensure it happens) and I'm concerned that my little sister learns to walk (i.e. I expect someone else to see to it). (Ich sorge dafur, dass mein Schwesterchen laufen Ierne or Ich sorge dafur, dass mein Schwesterchen laufen lernt). The distinction is not as apparent translated into English. However when we report what someone else has said and cast doubt on the statement, or distance ourselves from it, there is an equivalent shift of focus and identification with the deed. 'I will come' becomes in indirect speech: 'he said he would come'. This can also imply: 'he said he would come but I don't believe he will'.
The third sentence depends on different spoken emphasis (on said rather than would). This subtle distancing can be experienced by the pupils once they have mastered the technicalities of indirect speech and reporting verbs (such as: she offered the opinion that; he countered with; they denied strongly; we asserted our rights; he went on to say; she added etc.). The subjunctive as such, is better dealt with in Class 7 or 8.
In Class 6 one can discuss transitive and intransitive verbs as well as infinite forms. Present perfect can be introduced as an experience or state which began in the past and continues in the present, lasting, with all probability into the foreseeable future e.g. I have lived in York for seven years (and do not have plans to move away).
The difference in meaning between the modal verbs can, may, should, must, have to, would, ought, should be (may/can be) explored. This provides excellent opportunity for indirect moral education in relation to necessity, possibility, duty and lawfulness, capacity, desire and wish.
Sentence parsing can be taught in Class 6. The students enjoy this analytical activity, drawing up columns of categories. Relative clauses can be identified as well as adverbial phrases of tune, place, manner, reason etc.
It is also useful (and welcome) at this age to teach abbreviations of all kinds as well as the common symbols used in business letters and on keyboards.
We now endeavour to give the children a strong stylistic sense of what the subjunctive mood is. As far as possible we should demonstrate this by means of examples to help them distinguish between what can be directly stated and what has to be expressed by means of the subjunctive. A strong feeling for the inner mobility of language must become a part of the children's sense of language. 30
The original example given in the passage above had the distinction between the statements, I'll see to it that my sister learns to walk (i.e. I'll personally ensure it happens) and I'm concerned that my little sister learns to walk (i.e. I expect someone else to see to it). (Ich sorge dafur, dass mein Schwesterchen laufen Ierne or Ich sorge dafur, dass mein Schwesterchen laufen lernt). The distinction is not as apparent translated into English. However when we report what someone else has said and cast doubt on the statement, or distance ourselves from it, there is an equivalent shift of focus and identification with the deed. 'I will come' becomes in indirect speech: 'he said he would come'. This can also imply: 'he said he would come but I don't believe he will'.
The third sentence depends on different spoken emphasis (on said rather than would). This subtle distancing can be experienced by the pupils once they have mastered the technicalities of indirect speech and reporting verbs (such as: she offered the opinion that; he countered with; they denied strongly; we asserted our rights; he went on to say; she added etc.). The subjunctive as such, is better dealt with in Class 7 or 8.
In Class 6 one can discuss transitive and intransitive verbs as well as infinite forms. Present perfect can be introduced as an experience or state which began in the past and continues in the present, lasting, with all probability into the foreseeable future e.g. I have lived in York for seven years (and do not have plans to move away).
The difference in meaning between the modal verbs can, may, should, must, have to, would, ought, should be (may/can be) explored. This provides excellent opportunity for indirect moral education in relation to necessity, possibility, duty and lawfulness, capacity, desire and wish.
Sentence parsing can be taught in Class 6. The students enjoy this analytical activity, drawing up columns of categories. Relative clauses can be identified as well as adverbial phrases of tune, place, manner, reason etc.
It is also useful (and welcome) at this age to teach abbreviations of all kinds as well as the common symbols used in business letters and on keyboards.
Writing and Reading (and Essay Writing)
Here what was begun in Class 5 continues. There is now more stress on accurately describing experiments whilst at the same time imaginatively and dramatically retelling scenes from history. The children also write descriptions in connection with nature studies and geography. Spelling continues to be practised.