Question

Changing the Curriculum

Natalie Stewart



In the hot, stuffy meeting room, cheers and applause broke through the oppressive air. Teachers and faculty members were sitting around several large tables, looking up at Randall with admiration. Randall was relieved that the meeting was over. His thoughts drifted back to the start of the school year.



Randall’s fourth period English class seemed to drag on forever. The assigned reading list his teacher had handed out in the beginning of class was a huge disappointment to this book lover; the curriculum was stale like week-old bread. After analyzing the list at the dinner table, his parents remarked that they had read many of the books assigned to Randall’s class. Teachers were subjecting today’s students to a thirty-year-old reading list! This didn’t make any sense to Randall. Though he understood the value of classical literature, Randall felt that the curriculum needed a better balance of old and new.



Randall was a true bookworm, and the bookshelves in his room were overflowing. Some of his favorites were autobiographies of athletes and political figures. The personal stories behind the famous faces always fascinated Randall. He also enjoyed reading stories about adolescents like him because he could relate to the issues they tackled every day: school, family, friends, and other elements of teenage life.



Randall found it difficult to relate to the characters in many of the assigned books, which made the reading a chore for him. Randall had always been very disciplined about doing his homework, but when it came to these assigned readings, he often found himself feeling bored and distracted. After several weeks, Randall spoke with his guidance counselor about his frustrations. He explained how he truly believed that a wider variety of reading materials would benefit all of the students in the school. After listening to Randall, his guidance counselor encouraged him to take action. She explained that the best place to advocate for change was the bi-annual curriculum meeting. Teachers and faculty members met twice a year to discuss proposed changes in the curriculum. This would be the ideal place for Randall to state his case.



Inspired by his counselor’s advice, Randall pleaded his case in front of the teachers. He argued that if teachers added contemporary books to the curriculum, more students would be excited about their reading assignments. This would stimulate in-class discussions and possibly persuade students to peruse other popular titles in their spare time. Once Randall finished his address, many of the English teachers nodded their heads in agreement. They believed they could easily accommodate Randall’s ideas into their lesson plans. The teachers unanimously voted to implement the curriculum change, and they started discussing which books they would add to the reading list. Randall’s eyes lit up and a huge smile spread across his face. Now, Randall and his classmates could look forward to reading a variety of contemporary books as well as classic novels. From the corner of his eye, Randall saw his friends approaching. They congratulated Randall and told him how excited they were about the curriculum change.



As they left the teachers to work on their updated lesson plans, Randall thought about how proud he was of his accomplishment—and for the first time in a long time, he was looking forward to fourth period English class.



Which word BEST describes Randall in the passage?

A. considerate

B. jealous

C. passionate

D. spontaneous

Answer 1

The word that best describes Randall is 'passionate.' His actions throughout the passage show a deep commitment to improving the English curriculum, which highlights his dedication and consideration for his classmates' learning experiences.option C is correct answer.

Step-by-step explanation:

The word that best describes Randall in the passage is passionate. Throughout the text, Randall demonstrates a deep love for reading and an earnest desire to make the curriculum more engaging by incorporating contemporary literature. His actions show that he cares greatly about his own learning and the learning experiences of his classmates. He goes above and beyond by speaking at the curriculum meeting to advocate for the changes he believes in, clearly displaying his passion for the subject.

Additionally, Randall's willingness to advocate for a revised curriculum shows he is considerate of the educational needs and interests of all students. He recognizes the importance of having relatable and varied reading materials, which could help fellow students find deeper meaning and enjoyment in their literature classrooms. This consideration is evident as he thinks about the overall student experience and how it could be improved with an expanded selection.

Randall's case for including contemporary books aims to provide a balance that reflects diverse experiences and perspectives, acknowledging that while literary classics hold value, the inclusion of newer voices can enrich the learning environment. His action resonates with the principle that education should be relevant and engaging for students, thus enhancing their competence and retaining knowledge that can be meaningful in their lives.