· 1 accelerated sixth grade curriculum manual latin third form latin student text third form...

Teacher TrainingFor Classical Teachers

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

SIXTH GRADE

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□ Accelerated Sixth Grade Curriculum ManualLA

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□ Third Form Latin Student Text □ Third Form Latin Student Workbook □ Third Form Latin Teacher Manual □ Third Form Latin Teacher Key □ Third Form Latin Quizzes & Tests □ Third Form Latin Pronunciation CD □ Third Form Latin DVDs □ Third Form Latin Flashcards

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□ Rod & Staff Understanding Mathematics 6 Textbook □ Rod & Staff Understanding Mathematics 6 Teacher Manual (1 & 2)

□ Rod & Staff Understanding Mathematics 6 Quizzes & Speed Drills □ Rod & Staff Understanding Mathematics 6 Tests

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□ Spelling Workout Level G Student □ Spelling Workout Level G Teacher □ English Grammar Recitation IV Student □ English Grammar Recitation IV Teacher □ Core Skills Language Arts 6 □ Classical Composition III: Chreia/Maxim Student □ Classical Composition III: Chreia/Maxim Teacher □ Classical Composition III: Chreia/Maxim DVDs

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□ The Story of the Thirteen Colonies & The Great Republic □ The Story of the Thirteen Colonies & The Great Republic Student □ The Story of the Thirteen Colonies & The Great Republic Teacher □ 200 Questions About American History (Student & Teacher)

□ The Story of the World, Vol. 4 □ The Tree Book for Kids & Their Grown Ups □ Peterson First Guide: Trees □ The Book of Trees (Reader, Student Guide, Teacher Guide)

□ Exploring the World of Biology (Text, Study Guide, Teacher Key)

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N □ Famous Men of Greece (Text, Student Guide, Teacher Guide, Flashcards)

□ Christian Studies IV (Reader, Student Guide, Teacher Guide)

□ Horatius at the Bridge □ Greek Alphabet Set (student, teacher)

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E □ The Trojan War (Book, Student Guide, Teacher Guide)

□ Anne of Green Gables (Book, Student Guide, Teacher Guide)

□ The Bronze Bow (Book, Student Guide, Teacher Guide)

□ The Hobbit (Book, Student Guide, Teacher Guide)

Please take this timeto sort through your Memoria Press box set and make sure you have everything.

Missing something? Please contact Memoria Press at www.memoriapress.com or call 1-877-862-1097

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teaching guidelinesr

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n If you want a child to really know—truly own—a body of information, recitation is the only way to go. Previously the sole method of testing, recitation requires mastery of a subject like no other testing mechanism can. With nowhere to hide and no opportunity for charms or tricks, it requires of the student focus, poise, and absolute certainty of the information offered. Beyond providing an objective demonstration of knowledge acquired, recitation fosters confidence—the kind earned by accomplishing a challenging feat, the kind that enables the student to humbly believe he can learn anything. This is an invaluable benefit of conducting regular recitations.

The general guidelines for conducting a recitation are as follows:

1.) Conduct recitations with formality. This is not an opportunity for students to show off, but rather a time to demonstrate their mastery, the fruits of their labors. They should see recitation as a test and public speaking engagement in one. No slouching, slurring, or fidgeting. Recitations can be a group activity or an individual one. Use both to great effect.

2.) Be prepared. The teacher must be fully prepared for recitation. In best cases, she also has the recitation content memorized. Seeing is believing; nothing proves to students that they can, in fact, recite the whole of (fill in the blank here) like seeing someone else do it. Fumbling words or shuffling papers contributes to a lack of rhythm which can kill a recitation. Peeking down at notes is fine, but not ideal. If reciting as a group, pick a nice pace and cadence for your group. If conducting question/answer segments, do not allow hand-raising—every student should be prepared for every question. Hand-raising in this format can interrupt the flow.

3.) Prioritize the key information. This has already been done for you in the teacher guide. The recitations provided do not seek out trivial or obscure pieces of information. They cover the information that will ideally be remembered for a lifetime. The content is consistent and cumulative. The order of facts is always the same, with new information added at the end.

4.) do not underestimate your student(s). We’ve seen kindergartners recite 30 Bible verses in a row; sixth graders rattle off 70 stanzas of Horatius at the Bridge; high schoolers recite Latin grammar forms for 20 minutes without pause. There is no greater gift we can give students than to expect the best from them. They can do what we have asked of them here.

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6th Grade Curriculum Guide 7

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n If you want a child to really know—truly own—a body of information, recitation is the only way to go. Previously the sole method of testing, recitation requires mastery of a subject like no other testing mechanism can. With nowhere to hide and no opportunity for charms or tricks, it requires of the student focus, poise, and absolute certainty of the information offered. Beyond providing an objective demonstration of knowledge acquired, recitation fosters confidence—the kind earned by accomplishing a challenging feat, the kind that enables them to humbly believe they can learn anything. This is an invaluable benefit of conducting regular recitations.

The general guidelines for conducting a recitation are as follows:

1. Conduct recitations with formality. This is not an opportunity for students to show off, but rather a time to demonstrate their mastery, the fruits of their labors. They should see recitation as a test and public speaking engagement in one. No slouching, slurring, or fidgeting. Recitations can be a group activity or an individual one. Use both to great effect.

2. Be prepared. The teacher must be fully prepared for recitation. In best cases, she also has the recitation content memorized. Seeing is believing; nothing proves to students that they can, in fact, recite the whole of (fill in the blank here) like seeing someone else do it. Fumbling words or shuffling papers contributes to a lack of rhythm which can kill a recitation. Peeking down at notes is fine, but not ideal. If reciting as a group, pick a nice pace and cadence for your group. If conducting question/answer segments, do not allow handraising—every student should be prepared for every question. Handraising in this format can interrupt the flow.

3. Prioritize the key information. This has already been done for you in the teacher guide. The recitations provided do not seek out trivial or obscure pieces of information. They cover the information that will ideally be remembered for a lifetime. The content is consistent and cumulative. The order of facts is always the same, with new information added at the end.

4. do not underestimate your student(s). We’ve seen kindergartners recite 30 Bible verses in a row; sixth graders rattle off 70 stanzas of Horatius at the Bridge; high-schoolers recite Latin grammar forms for 20 minutes without pause. There is no greater gift we can give students than to expect the best from them. They can do what we have asked of them here.

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n Follow the teaching guidelines in your Third Form Latin Teacher Guide to teach your student. The lessons have been carefully constructed and are simple to teach. If you choose to do Lingua Angelica alongside Third Form, there is a schedule included in the Third Form Teacher Guide.

It is ideal to do cumulative Latin vocabulary review on a weekly basis. To help students’ retention in this area, you should use the vocabulary drill sheets included in the student workbook. Having a weekly vocabulary quiz will encourage student accountability. To do this simply, you can place all of the flash cards that have been taught into a “grab bag” and draw one or two cards for each student. The student is responsible for all of the vocabulary, but it seems more like a game than a quiz! To take a grade for this quiz, it works best as an “all or nothing” grade. If the student answers correctly they get 100%, incorrect answer receives 0%. This should be weighted as a quiz grade.

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The Rod and Staff Teacher’s Edition is an excellent resource for Math lessons. Do not feel that you need to do all before, classtime, and after class activities. Tailor the activities to the needs of your students.

The lesson plans reference timed drills. These are drills that cover all the functions taught throughout the book. The purpose is to develop speed and accuracy in performing any math function. You may choose the drills that you prefer; the goal is to have students reviewing their math facts on a daily basis. Some books that you could use are Mad Minutes or Timed Math Drills by Remedia Publications. The internet is also great for making your own free math drills. Students at this level can still greatly benefit from reviewing flashcards including the four basic math functions.

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ing An important task of the teacher is to develop a “spelling consciousness”. This may be done by encouraging

students to proofread all written work to find spelling errors and to use a dictionary to verify proper spellings when doubtful. Teachers should discourage guessing.

□ In teaching Spelling Workout, the emphasis for younger children should be on an auditory method of drill. Students should see, hear, pronounce, and write.

□ We have skipped the review lessons throughout the year, and put them at the end of the year as a comprehensive review of the students’ spelling work. No spelling test is necessary during this review time.

□ The fourth page of each spelling lesson is optional and should not be completed unless students are good spellers. The top of this page is always a proofreading type of exercise that shows students misspelled words. We don’t believe poor spellers should be exposed to misspelled words as it causes confusion. The writing exercise at the bottom of the page is optional also, based on the time you have and the other writing activities you have planned for that week.

Prior to teaching each lesson, the teacher can choose four Challenge Words to add to the students’ list. These may be taken from vocabulary or important words from literature, classical studies, science, geography, or Christian studies. They may also be words that your particular students often misspell. The teacher writes each word (including the Challenge Words), one at a time, on the board using the following procedure:

• While writing, pronounce it distinctly.• Discuss the meaning orally by asking a student to use the word in a sentence or by giving a sentence or

the definition.• Identify prefixes, root words, and suffixes.

Students write the word one time on Day One of the reproducible Spelling List in Appendix. (They will complete Days 2 and 3 independently.)

□ At the beginning of the year complete the book assignments together. As the year progresses, allow students to work independently. Students should copy the spelling words neatly each day on the Spelling List’s Days 2 and 3.

□ If there is extra time, have a Spelling Bee or play a game with new and previously learned spelling words. Suggested games: Hang-Man or Charades.

□ Spelling Test: Each Friday students are tested on their ability to spell the words from that week’s list. Teacher may use the Test Sentences in the Teacher’s Manual when dictating the spelling words. Include the Challenge Words on the test.


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ing Spelling Workout makes a distinction between vowel pairs and vowel digraphs in the following books

and lessons:

2nd grade Book C Lesson 263rd grade Book D Lessons 19-224th grade Book E Lessons 7-105th grade Book F Lessons 14-156th grade Book G Lessons 7-10

This terminology is not particularly helpful or accurate.1 We recommend ignoring this distinction and using the term vowel team for both.

Phonics terminology can be confusing. Here is an overview to help you use consistent terminology in teaching spelling and phonics throughout the grades.

PHONOGRAMSA phonogram or grapheme is any letter or letter combination that spells one of the forty-four sounds of the English language. Phonograms include the 26 letters of the alphabet plus hundreds of letter teams that spell these 44 sounds. With students, the terms vowel team, consonant team, and letter team are more descriptive and can be used in addition to, or in place of, the terms phonogram/grapheme.

VOWELSA. Use the term vowel team for any phonogram that represents a vowel sound. Common vowel

teams are ai, ay, oa, ee, ea, ee, ie, ei, oe, oo, ou, oi, oy, ui, ue, au, eigh, ey, igh, ow, ew, aw. Examples of vowel teams are in Classical Phonics, pp. 73-76, 81-85, 90-94, 102. Notice that most vowel teams are not blends of the letters in the team but rather represent the sound of one vowel.

B. English has nineteen vowel sounds, two of which are diphthongs. A diphthong is a blend of two vowels into one continuous sound where both vowels are heard. See Classical Phonics pp. 88-89 for the two English diphthongs: /oi/ as in boy, spelled by the phonograms oi and oy /ou/ as in out, spelled the phonograms ou and ow. (Unfortunately the phonograms ou and ow have additional sounds.) Since most long vowels, especially in the South, sound like diphthongs, it is not always easy or necessary to distinguish between these two designated diphthongs and the other vowels. Thus you may use the term diphthong, if you are comfortable with it, and if not, just use the term vowel team.

C. In r-controlled vowels, the bossy r consonant pulls and distorts neighboring vowels, producing the four English vowels /û/ as in bird, /â/ as in pear, and /ä/ as in far and /ô/ as in for. There are multiple spellings for the r-controlled vowels. See Classical Phonics, pp. 93-94, 98-101.

1 A digraph is usually defined as a pair of letters that represents a single speech sound and thus would make the following distinction from Spelling Workout unnecessary and inaccurate. Vowel pairs are defined as two vowels that say the long sound of the first vowel. ee in fleet ea in reason oa in load oe in toe Vowel digraphs are defined as two vowels that do not say the long sound of the first vowel. ea in bread ie in brief ei in weigh

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In a consonant team two or more letters represent a consonant sound that is not a blend of the letters in the team. Ch, sh, th, wh, ph, nk, ng, qu,2 ck, kn, wr, ge, dge, tch, gh, gn are common consonant teams. See Classical Phonics, pp. 58-59, 68-69, 106.

A consonant team is not to be confused with initial and final consonant blends in which two or more consonants are blended together in one continuous sound where all of the consonants are heard. See Classical Phonics, pp. 53-54, 61-63, 66-67.

2 Qu is incorrectly placed on Classical Phonics p. 66, but it should be on pp. 68-69. It is a team not a blend. Q is a special case because the

letter q is always followed by u and the qu team says the blend /kw/.

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r grammar:Students should complete one lesson each week in English Grammar Recitation, Workbook IV. Read the Teaching Guidelines in the front of the English Grammar Recitation Teacher Guide thoroughly before teaching this course. Each lesson includes:

• review recitation practice• mastery of new rules• copywork• dictation practice• exercises pertaining to new rules

Our lesson plans follow the “Suggested Five-Day Lesson Plan” in the English Grammar Teaching Guidelines.

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e We consider literature to be fundamental to a strong classical education. It is imperative that students develop a taste for quality literature from an early age. Most of the books we have selected are children’s classics that contribute to cultural literacy and prepare students to read the “Great Books” to come in the Memoria Press curriculum.To teach a lesson in Literature:1. Review: Orally review any previous vocabulary. Review the plot of the book as read so far. Periodically

review the concepts of character, setting, and plot.2. Preview vocabulary and comprehension questions with the students to encourage purposeful reading. 3. Read the lesson’s chapter orally: Alternate between teacher-read and student-read passages. Model good

reading skills. Encourage students to read expressively and smoothly. Teacher may occasionally take oral reading grades. While reading, stop at each vocabulary word and record the word’s meaning in the students’ study guides. Use students’ knowledge of Latin and other vocabulary to decipher meanings. Have students take note in their study guide margin of pages where a comprehension question is answered.

4. Comprehension Questions: As a class, formulate complete sentences to answer the comprehension questions in the study guide. The teacher writes answers on the board for students to copy. As the year progresses, encourage student independence in formulating answers to comprehension questions. Remind students to be mindful of using neat penmanship and copying accurately. It is not necessary to write the answer to every question. Some may be better answered orally. Answering questions and composing answers is a valuable learning activity. Questions require students to think; writing a concise answer is a good composition exercise.

5. Read the Quotations and discuss their significance. Answer any Discussion Questions from the study guide and complete Activities as time and interest allows.* Steps 1-3 are generally completed for each chapter on the first day, with steps 4 & 5 on the second day.

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Y The main exposure to poetry this year comes through the 70 stanza work Horatius at the Bridge. The curriculum expects the student to memorize the abreviated version comprised of 24 stanzas which is found at the beginning of the Horatius book. Those students who enjoy a challenge are encouraged to join such mental giants as Winston Churchill in memorizing the complete 70 stanza poem. The curriculum guide provides the process by which Highlands Latin School moves through the memorization of the poem. This poetry work is augmented by poems found in a couple of the literature guides as well as the 200 Questions for American History guide.To study these poems:• Ideally, you could recite the poem from memory, but if that is not possible, read through the poem one

time so the student can hear the rhythm and cadence of the poem. • Then, read the poem through a second time, pausing to define new vocabulary words. Explain new

concepts or discuss important ideas. Use the discussion questions in Poetry for the Grammar Stage to help the student to understand the meaning of the poem.

• Analyze the formatting of the poem as you look at it. Questions are included in the Poetry Guide to aid your discussion.

• Students should then copy the poem in the space provided, including the title and author at the beginning of the poem. Have them pay close attention to spelling and punctuation and use good penmanship.

• Have students memorize the poem. Memorization of poetry is fun and interesting to students and does not require the same techniques used for memorizing Latin grammar forms. For longer poems, divide it into sections to memorize over the weeks that you have allotted for the poem.

• Finally, once the poem is memorized, have students recite the poem for a grade. Mastery is the main objective, but include in your assessment points for enunciation, inflection, and presentation (body language, eye contact, etc.). This recitation is preparation for public speaking and should help students gain confidence in this area.

NOTE:

The first five weeks of literature will be a study of Horatius at the Bridge. The first five weeks of classical studies will be The Trojan War by Olivia Coolidge. Then, in Week 6, The Trojan War will move to literature and be completed within the literature lesson plans. The reason for this movement is so that we can work on Horatius at the Bridge every day for the first five weeks of school, memorizing 24 stanzas at the beginning of the year and encouraging students to memorize all 70 stanzas independently throughout the course of the year (see Horatius at the Bridge instructions on the facing page). Since literature class is scheduled every day of the week, we placed the Horatius lesson plans in literature. When the study of the poem is completed in Week 5, The Trojan War is completed in literature, and classical studies moves on to the study of Famous Men of Greece.

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ieS Read the pages for the assigned lesson in Classical or Christian Studies. Have students take turns reading

the content out loud. • Periodically stop reading to discuss difficult concepts, to summarize the plot, and to discuss any

corresponding pictures.• Have students take note in their study guide margin of pages where a comprehension question is

answered. • Answer Comprehension Questions together as a class. Call on students to answer each question aloud.

Have each student write the answer in his/ her own words. • It is not necessary to write the answer to every question. A few of them may be answered orally.• Activities: Discuss Map locations: Locate places mentioned in the text on a map at the back of the book

or globe. Then find the locations on the unit map(s) provided in the study guide. Students highlight locations on the unit map(s) and write in the significance of each location.

• Complete other Activities as time and interest allows.

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et Though the Greek alphabet is similar to our English alphabet, it is also different enough to be a major

impediment to the study of Greek. Delving into the Greek grammar and learning the alphabet at the same time is overwhelming for almost everyone. The purpose of this course is to give students the time to master the Greek letters and become comfortable with them before they plunge into Greek. The Greek Alphabet program is a tour of the Greek letters, their formation, and sounds. A page is devoted to each letter and includes a letter diagram with arrows showing proper formation, printing lines showing placement of letters above and below the lines, letters to trace and copy, interesting facts and hints to help remember the letter’s sound, and questions. Each lesson consists of three letters, a review page, and a quiz.

We will generally do 2 letters a week throughout Unit I, and when the letters have all been taught, we will concentrate on mastering writing and recognizing them in Unit II. Unit III is an introduction to accents, diphthongs, breathing marks, and the iota subscript. Units II-III will generally require only one Greek class per week.

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ieS American Studies will essentially follow the structure of Classical and Christian Studies:

• Read the assigned chapters from the text (The Story of the Thirteen Colonies & the Great Republic or Story of the World, Volume 4). Have student(s) read aloud.

• Make sure to take time to stop and discuss interesting events or people.• Complete the questions found in the 200 Questions About American History workbook corresponding to the

chapters that have been read.• Review daily, if possible, the facts that have been learned up to this point.

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S The science curriculum provides a foundation for biology and chemistry by introducing the student to the world of botany. The specific study and observation of trees facilitates the understanding of the concepts presented in botany. Students will complete The Book of Trees during the first half of the year. Then, the latter half of the year will be spent with concentrated time outside observing and classifying trees while also completing Exploring the World of Biology.

• Read the assigned chapters from the text (The Book of Trees or Exploring the World of Biology). Have student(s) read aloud.

• Fill out the answers in the study guide as you read through the text.• Once you have completed the reading and comprehension, complete the diagram(s).• Practice the diagrams and review the comprehension questions throughout the week.• Complete the outdoor observations or experiments.• For the tree observations, observe one or two trees per week and spend time collecting samples and

illustrating what is found. Use the Peterson Guide and The Tree Book to help identify the tree and complete the questions.

• Each week a quiz should be given to help retain the information learned.

Students have the option of spending the last three weeks of the school year doing some advanced work on Photosynthesis (Ch. 8) and Respiration (Ch. 9) in The Tree Book. If these chapters are too difficult for your young students, feel free to skip these chapters and spend your science time outdoors doing further tree observations.

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WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LATIN

□ Third Form Latin (TFL) Student Text Unit I Introduction & Lesson 1

□ Teach Unit I Introduction □ Teach lesson

□ TFL Workbook Lesson 1 □ Section I: Word Study and Grammar □ Section III: Vocabulary Review

(Worksheet 2)

□ TFL Student Text Lesson 1 □ Review lesson

□ TFL Workbook Lesson 1 □ Section III: Vocabulary Review

(Worksheet 3)

□ Section IV: Active/Passive Voice Review


□ TFL Workbook Lesson 1 □ Section V: Conjugation (all)


□ TFL Workbook Lesson 1 □ Section VI: Form Drills A-B (odds),

Saying □ Section VII: Translation (odds)

□ TFL Student Text Lesson 1 □ Finish any uncompleted

assignments.

□ TFL Quizzes & Tests □ Lesson 1 Quiz

MATH

□ Mathematics 6: Lesson 1 & 2 □ Teach Lessons & Class Practice □ Complete L. 1 WE □ Complete L. 2 WE

□ Mathematics 6: Lesson 3 □ L. 5 Speed Test Prep. A □ Teach Lesson & Class Practice □ Complete L. 3 WE & RE

□ Mathematics 6: Lesson 4 □ L. 5 Speed Test Prep. B □ Teach Lesson & Class Practice □ Complete L. 4 WE & RE (D,E)

□ Mathematics 6: Lesson 5 □ L. 6 Speed Test □ Teach Lesson & Class Practice □ Complete L. 5 WE & RE

□ Mathematics 6: Lesson 7 □ L. 5 Quiz □ Teach & Class Practice □ Complete L. 7 WE & RE (H)

SPELLING

□ Spelling Workout Level G Lesson 1 □ Teach Tip & introduce spelling words □ Complete p. 5 □ Write spelling words one time (see

appendix for reproducible spelling copy sheet)

*Familiarize yourself with the Guidelines in the front of the the Spelling Workout Teacher’s Edition

□ Spelling Workout Level G □ Complete pp. 6-8*

*Do not complete Proofreading section unless you have a stellar speller. Young students should not be shown misspelled words as it causes confusion.

□ Spelling Workout Level G □ Write spelling words one time


□ Practice supplemental spellings ie. extra words from literature, classical studies, etc. that you wish students to master

□ Spelling Workout Level G □ Lesson 1 Test

GRAMMAR

□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Put examples on the board for each rule

and review thoroughly *Familiarize yourself with the Teaching Guidelines in the English Grammar Recitation IV Teacher Guide.

□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Dictation: Students write examples for

Rules 1-5 from dictation.

□ Core Skills Language Arts 6 □ p. 75

□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Dictation: Students write examples

for Rules 6-10* from dictation. *Examples from the sub-rules (a-k) under Capitalization Rule #10 will be practiced tomorrow.


for Rule 10 a-k from dictation.


□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Complete Practices A-D

AMERICAN STUDIES, SCIENCE & POETRY

□ Story of the Thirteen Colonies & the Great Republic (Guerber)

□ Read Ch. 1-7

□ 200 Questions About American History (200 Questions)

□ Drill Questions #1-8 and Timeline #1

□ Poetry for the Grammar Stage: “Columbus”

□ Introduce poem □ Go over vocabulary □ Memorize lines 1-8

□ Guerber □ Review Ch. 1-7

□ Story of the Thirteen Colonies & the Great Republic Study Guide (Guerber Study Guide)

□ Complete Lessons 1-2

□ The Book of Trees □ Read Ch. 1 (pp. 5-7)

□ The Book of Trees Student Guide □ Complete Lesson 1

□ Book of Trees Lesson 1 Quiz □ The Book of Trees

□ Read Ch. 2 (pp. 8-12)


CLASSICAL/ CHRISTIAN STUDIES& GREEK ALPHABET

□ Christian Studies IV: Introduction – Bible, Old Testament, and Pentateuch

□ Complete workbook

□ Horatius at the Bridge Study Guide □ Read introductory material (pp. 5-9) □ Study map (p. 68)

□ Comprehension Questions, Section I: Answer questions 1-6

□ Horatius at the Bridge Study Guide □ Read Stanzas 1-4 □ Go over vocabulary (beside stanzas)

□ Find on map (p. 68): Rome, Tiber River, Clusium, Etrurua, & Apennine


□ Timeline □ Review all dates learned in Grade 3

Timeline *Familiarize yourself with the Teaching Guidelines in the Timeline Handbook.

LITERATURE

□ The Trojan War: Introduction □ Preview: A Table of The Chief Characters □ Read Introduction pp. ix-x

□ The Trojan War: Prologue: Ch. 1 □ Preview: Reading Notes □ Read: “The Golden Apple” □ Complete: Vocabulary, Comp.

Questions, and Quotations.

□ The Trojan War: Prologue: Ch. 2 □ Preview: Reading Notes □ Read: “Helen” □ Complete: Vocabulary, Comp.


□ The Trojan War: Prologue: Ch. 3 □ Preview: Reading Notes □ Read: “The Madness of Odysseus” □ Complete: Vocabulary, Comp.


□ The Trojan War: Prologue: Ch. 4 □ Preview: Reading Notes □ Read: “The Discovery of Achilles” □ Complete: Vocabulary, Comp.


COMPOSITION □ Classical Comp: Fable Review L 19

(or a lesson you haven’t completed before in the Fable guide.)

□ 1. The Fable

□ Classical Composition: Fable Review Lesson 19

□ 2. Variations: Part I


□ 3. Outline


□ 4. Narration

READ-ALOUD □ Oliver Twist by Charles Dickens, Ch. 1 *See appendix for complete list of Read-Alouds

□ Oliver Twist, Ch. 2 □ Oliver Twist, Ch. 3 □ Oliver Twist, Ch. 4 □ Oliver Twist, Ch. 5


WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LATIN

□ Third Form Latin (TFL) Student Text Unit I Introduction & Lesson 1

□ Teach Unit I Introduction □ Teach lesson

□ TFL Workbook Lesson 1 □ Section I: Word Study and Grammar □ Section III: Vocabulary Review

(Worksheet 2)


□ TFL Workbook Lesson 1 □ Section III: Vocabulary Review

(Worksheet 3)

□ Section IV: Active/Passive Voice Review


□ TFL Workbook Lesson 1 □ Section V: Conjugation (all)


□ TFL Workbook Lesson 1 □ Section VI: Form Drills A-B (odds),

Saying □ Section VII: Translation (odds)

□ TFL Student Text Lesson 1 □ Finish any uncompleted

assignments.

□ TFL Quizzes & Tests □ Lesson 1 Quiz

MATH

□ Mathematics 6: Lesson 1 & 2 □ Teach Lessons & Class Practice □ Complete L. 1 WE □ Complete L. 2 WE

□ Mathematics 6: Lesson 3 □ L. 5 Speed Test Prep. A □ Teach Lesson & Class Practice □ Complete L. 3 WE & RE

□ Mathematics 6: Lesson 4 □ L. 5 Speed Test Prep. B □ Teach Lesson & Class Practice □ Complete L. 4 WE & RE (D,E)

□ Mathematics 6: Lesson 5 □ L. 6 Speed Test □ Teach Lesson & Class Practice □ Complete L. 5 WE & RE

□ Mathematics 6: Lesson 7 □ L. 5 Quiz □ Teach & Class Practice □ Complete L. 7 WE & RE (H)

SPELLING

□ Spelling Workout Level G Lesson 1 □ Teach Tip & introduce spelling words □ Complete p. 5 □ Write spelling words one time (see

appendix for reproducible spelling copy sheet)

*Familiarize yourself with the Guidelines in the front of the the Spelling Workout Teacher’s Edition

□ Spelling Workout Level G □ Complete pp. 6-8*

*Do not complete Proofreading section unless you have a stellar speller. Young students should not be shown misspelled words as it causes confusion.



□ Practice supplemental spellings ie. extra words from literature, classical studies, etc. that you wish students to master

□ Spelling Workout Level G □ Lesson 1 Test

GRAMMAR

□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Put examples on the board for each rule

and review thoroughly *Familiarize yourself with the Teaching Guidelines in the English Grammar Recitation IV Teacher Guide.

□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Dictation: Students write examples for

Rules 1-5 from dictation.



for Rules 6-10* from dictation. *Examples from the sub-rules (a-k) under Capitalization Rule #10 will be practiced tomorrow.


for Rule 10 a-k from dictation.


□ English Grammar IV Lesson 1 □ Recite Capitalization Rules 1-10 □ Complete Practices A-D

AMERICAN STUDIES, SCIENCE & POETRY

□ Story of the Thirteen Colonies & the Great Republic (Guerber)

□ Read Ch. 1-7

□ 200 Questions About American History (200 Questions)

□ Drill Questions #1-8 and Timeline #1

□ Poetry for the Grammar Stage: “Columbus”

□ Introduce poem □ Go over vocabulary □ Memorize lines 1-8

□ Guerber □ Review Ch. 1-7

□ Story of the Thirteen Colonies & the Great Republic Study Guide (Guerber Study Guide)

□ Complete Lessons 1-2

□ The Book of Trees □ Read Ch. 1 (pp. 5-7)


□ Book of Trees Lesson 1 Quiz □ The Book of Trees

□ Read Ch. 2 (pp. 8-12)


CLASSICAL/ CHRISTIAN STUDIES& GREEK ALPHABET

□ Christian Studies IV: Introduction – Bible, Old Testament, and Pentateuch

□ Complete workbook

□ Horatius at the Bridge Study Guide □ Read introductory material (pp. 5-9) □ Study map (p. 68)


□ Horatius at the Bridge Study Guide □ Read Stanzas 1-4 □ Go over vocabulary (beside stanzas)

□ Find on map (p. 68): Rome, Tiber River, Clusium, Etrurua, & Apennine


□ Timeline □ Review all dates learned in Grade 3

Timeline *Familiarize yourself with the Teaching Guidelines in the Timeline Handbook.

LITERATURE

□ The Trojan War: Introduction □ Preview: A Table of The Chief Characters □ Read Introduction pp. ix-x

□ The Trojan War: Prologue: Ch. 1 □ Preview: Reading Notes □ Read: “The Golden Apple” □ Complete: Vocabulary, Comp.


□ The Trojan War: Prologue: Ch. 2 □ Preview: Reading Notes □ Read: “Helen” □ Complete: Vocabulary, Comp.


□ The Trojan War: Prologue: Ch. 3 □ Preview: Reading Notes □ Read: “The Madness of Odysseus” □ Complete: Vocabulary, Comp.


□ The Trojan War: Prologue: Ch. 4 □ Preview: Reading Notes □ Read: “The Discovery of Achilles” □ Complete: Vocabulary, Comp.


COMPOSITION □ Classical Comp: Fable Review L 19

(or a lesson you haven’t completed before in the Fable guide.)

□ 1. The Fable


□ 2. Variations: Part I


□ 3. Outline


□ 4. Narration

READ-ALOUD □ Oliver Twist by Charles Dickens, Ch. 1 *See appendix for complete list of Read-Alouds

□ Oliver Twist, Ch. 2 □ Oliver Twist, Ch. 3 □ Oliver Twist, Ch. 4 □ Oliver Twist, Ch. 5

12

Third Form Latin

Course Objectives To be successful in this course, students will:

- Review vocabulary, grammar, and forms from First and Second Form - Master the Perfect Passive System - Use new conjunctions and adverbs - Learn the imperative mood and vocative case - Learn the 4th Declension Neuter model - Learn new forms for 1st/2nd Declension and 3rd Declension Adjectives, and use

adjectives as nouns - Understand and use apposition in Latin and English - Learn Reflexive, Intensive, and Demonstrative Pronouns - Master the Subjunctive Mood for all tenses and voices

Grading Categories

➔ Tests ◆ One test in the 1st trimester, two tests in the 2nd trimester, and two tests in the

3rd trimester (including the final exam). ◆ Unit Tests are worth approximately 250 points, and the final exam is worth 500

points ◆ This amounts to a total of 250 points in the 1st trimester, 500 points in the 2nd

trimester, and 750 points in the 3rd trimester. ◆ Grading breakdown:

● Vocabulary: 2 points per word ● Noun, pronoun, adjective, verb forms: ½ point per box ● Latin sayings: 1 bonus point per saying ● Grammar Questions: 1-2 points per question ● Translation: 3-6 points per sentence, determined by the length of the

sentence. ➔ Quizzes

◆ Lesson Quizzes ● Lesson quizzes are given every Friday ● Each quiz is worth approximately 75 points ● There are 11 quizzes in the first trimester (825 points), 9 in the second

trimester (675 points), and 7 in the third trimester (525 points). ● Grading breakdown:

13

○ Vocabulary: 1 point per word ○ Forms: ½ point per box ○ Latin saying: 1 bonus point ○ Grammar questions: generally 1 point per blank ○ Translation: 3-6 points per sentence

◆ Review Vocab Quizzes ● The teacher instructs the students to review a particular section of

vocabulary words for the weekend. On Tuesday, the teacher writes 5 (or 10, if a longer list is given) words on the board in Latin, and the students write an English meaning on their loose-leaf paper. Students trade papers in order to quickly grade the quiz, and the teacher records the grade once the quizzes are checked.

● RVQ are given every Tuesday at the beginning of class ● RVQ are worth 10 points ● There are approximately 120 points per trimester for RVQ ● Whether giving 5 or 10 words, the total value of the quiz should be 10

points ➔ Homework

◆ Homework points are given for completion and neatness. The teacher does a brief visual check to make sure homework has been completed.

◆ There are 3 homework assignments per week, one of which is weekend work. ◆ Each assignment is worth 10 points, for an approximate total of 300 points per

trimester. ➔ Participation

◆ 10 participation points are awarded weekly. ◆ There are approximately 120 participation points awarded for the trimester. ◆ Participation will be graded on punctual attendance, behavior in class, and

readiness.

Course Schedule Week Lesson Assessment

1 1 Lesson quiz unless test week

2 2

3 3

4 4

5 5

6 6

14

7 Unit I Review Unit I Test

8 7

9 8

10 9

11 10

12 11

13 12

14 13

15 Unit II Review Unit II Test

16 14

17 15

18 16

19 17

20 18

21 19

22 Unit III Review Unit III Test

23 20

24 21

25 NLE NLE

26 22

27 23

28 24

29 25 & 26

30 Unit IV Review Unit IV Test

31 27

32 28

33 30

15

34 Final Review

35 Final Exam

16

76

LESSON XXV

Dum vívimus, vivamus.* While we live, let us live.

Pluperfect Subjunctive Active1st 2nd 3rd 3rd io 4th

amavissem monuissem rexissem cepissem audivissemamavisses monuisses rexisses cepisses audivissesamavisset monuisset rexisset cepisset audivissetamavissemus monuissemus rexissemus cepissemus audivissemusamavissetis monuissetis rexissetis cepissetis audivissetisamavissent monuissent rexissent cepissent audivissent

Pluperfect Subjunctive Passive 1st 2nd 3rd 3rd io 4th

amatus essem(a, um) esses esset

mónitus essem(a, um) esses esset

rectus essem(a, um) esses esset

captus essem(a, um) esses esset

auditus essem(a, um) esses esset

amati essemus(ae, a) essetis essent

móniti essemus(ae, a) essetis essent

recti essemus(ae, a) essetis essent

capti essemus(ae, a) essetis essent

auditi essemus(ae, a) essetis essent

Pluperfect Subjunctive ActivePerson Singular Plural

1st I might have loved we might have loved2nd you might have loved you all might have loved3rd he, she, it might have loved they might have loved

Pluperfect Subjunctive PassivePerson Singular Plural

1st I might have been loved we might have been loved2nd you might have been loved you all might have been loved3rd he, she, it might have been loved they might have been loved

*Saying notes on p. 82

17

77

Word Study ♦ Grammar ♦ Syntax

� The pluperfect subjunctive active is built on the perfect stem, plus -isse and the regular personal endings.

� The pluperfect subjunctive passive is formed of two elements: the 4th principal part and the imperfect subjunctive of sum.

� Negative Clause of Purpose. To express negative purpose (lest, so that … not), the conjunction ne is used in place of ut. The soldiers fight lest the enemy seize the city. Mílites pugnant ne hostes urbem óccupent. The soldiers fight so that the enemy may not seize the city.

� The nouns in today's vocabulary are all 3rd-declension masculine or feminine i-stem nouns. They have -ium in the genitive plural.

Vocabularyavis avis f. bird aviationfames famis f. hunger, starvation famine

fons fontis m. fountain, spring, source font

ignis ignis m. fire igniteimber imbris m. rain Mare Imbrium*

nix nivis f. snow Nevadanox noctis f. night nocturnalnubes nubis f. cloudovis ovis f. sheep ovinevestis vestis f. clothes vest

ne lest, so that … not (conj.)

*Sea of Rains is the name of a huge basin on the moon.

18 76

76

LESSON XXV

Dum vívimus, vivamus.* While we live, let us live.

Pluperfect Subjunctive Active1st 2nd 3rd 3rd io 4th

amavissem monuissem rexissem cepissem audivissemamavisses monuisses rexisses cepisses audivissesamavisset monuisset rexisset cepisset audivissetamavissemus monuissemus rexissemus cepissemus audivissemusamavissetis monuissetis rexissetis cepissetis audivissetisamavissent monuissent rexissent cepissent audivissent

Pluperfect Subjunctive Passive 1st 2nd 3rd 3rd io 4th

amatus essem(a, um) esses esset

mónitus essem(a, um) esses esset

rectus essem(a, um) esses esset

captus essem(a, um) esses esset

auditus essem(a, um) esses esset

amati essemus(ae, a) essetis essent

móniti essemus(ae, a) essetis essent

recti essemus(ae, a) essetis essent

capti essemus(ae, a) essetis essent

auditi essemus(ae, a) essetis essent

Pluperfect Subjunctive ActivePerson Singular Plural

1st i might have loved we might have loved2nd you might have loved you all might have loved3rd he, she, it might have loved they might have loved

Pluperfect Subjunctive PassivePerson Singular Plural

1st i might have been loved we might have been loved2nd you might have been loved you all might have been loved3rd he, she, it might have been loved they might have been loved

*Saying notes on p. 82

LESSON XXVORAL RECITATION/REVIEW Recitation: a) p.p. & reg. endings of amo, móneo, áudio b) model verbs 6 tenses active/passive c) all irreg. p.p. d) verb meanings e) imperatives f) 5 declensions g) adjectives h) preposition songs i) ordinal/cardinal numbers j) pronouns, selection k) subjunctive, 3 tenses, active/passive 5 model verbs l) subjunctive of sum

Grammar Questions: TF 62-84Vocab Drill: TF Columns 4, 5

LATIN SAYING Say aloud with students. dum whilevivo, vívere to live vívimus we live vivamus present subjunctive

GRAMMAR - CHALK TALKdistinguish between the indicative mood and the subjunctive mood. (The indicative mood is for real actions, and the subjunctive is for potential actions.) What are the three uses of the subjunctive you have learned in this unit? (hortatory subjunctive, deliberative questions, purpose clause) What are some english helping verbs that express the subjunctive in english? (let, may, might, should, could, would) how many tenses are in the subjunctive? (four) What tenses are missing? (future, future perfect)

ask students to CCA the grammar charts for this week’s lesson. how do you form the pluperfect subjunctive active? (add isse + personal endings to the perfect stem) how do you form the pluperfect subjunctive passive? (the 4th principal part + the imperfect subjunctive of sum)

1

2

4

1977

77

Word Study ♦ Grammar ♦ Syntax

The pluperfect subjunctive active is built on the perfect stem, plus -isse and the regular personal endings.

The pluperfect subjunctive passive is formed of two elements: the 4th principal part and the imperfect subjunctive of sum.

Negative Clause of Purpose. To express negative purpose (lest, so that … not), the conjunction ne is used in place of ut. The soldiers fight lest the enemy seize the city. Mílites pugnant ne hostes urbem óccupent.

The soldiers fight so that the enemy may not seize the city.

The nouns in today's vocabulary are all 3rd-declension masculine or feminine i-stem nouns. They have -ium in the genitive plural.

Vocabularyavis avis f. bird aviationfames famis f. hunger, starvation famine

fons fontis m. fountain, spring, source font

ignis ignis m. fire igniteimber imbris m. rain Mare Imbrium*

nix nivis f. snow Nevadanox noctis f. night nocturnalnubes nubis f. cloudovis ovis f. sheep ovinevestis vestis f. clothes vest

ne lest, so that … not (conj.)

*Sea of rains is the name of a huge basin on the moon.

VOCABULARYSay each noun aloud with its genitive form, meaning, and derivatives; have students repeat after you. Begin every day with this oral drill of the week’s new vocabulary. What is the declension of these nouns? (3rd declension i-stems)

What are the signs that a 3rd-declension noun might be an i-stem? (same number of syllables in nom. and gen. sing. or stem that ends in two consonants) Go through each noun and determine which rule, if any, it satisfies. Which noun satisfies neither rule? (nix, nivis)

3

20

Composition - 6th

Course Objectives To be successful in this course, students will know the 8 paragraphs of the chreia/maxim paper. They will be able to identify the purpose of each paragraph and compose each paragraph with basic sentence structure and vocabulary. Students with strong writing ability will be encouraged to develop their writing skills through varied sentence structure and vocabulary choice. Students will also understand the function of introductory statements and thesis statements. Finally, students will use figures of speech and description in their writing.

Grading Categories

➔Classwork/Homework ◆ Workbook

● Students will compose each of the 8 paragraphs in their workbooks. This will generally be done together as a class.

● Each paragraph completed in the workbook is worth 5 points (40 points for the lesson).

● 3 Lessons fall into each trimester. There are a total of 120 workbook points available per trimester.

● Points are awarded based on completion and neatness. ◆ Rough draft

● A rough draft is composed by the student during the 3rd week of the lesson. If a rough draft is unfinished, it is assigned as weekend homework.

● The rough draft is worth 40 points. ● There are 3 rough drafts each trimester, giving a total of 120 points for the

trimester. ● Rough drafts are graded on completion, penmanship, and neatness.

More points can be deducted if the draft contains an overabundance of errors.

➔Final Drafts ◆ Final drafts are composed by the student after the rough draft has been edited.

This is generally done as a weekend assignment. ◆ Final drafts are worth 100 points, and the rubric from the teacher guide is

followed. ◆ There are three final drafts each trimester, giving a total of 300 points for each

trimester.

21

◆ A “final exam” chreia is given at the end of the year and is worth 100 points. It is graded with the same rubric and standards as other final drafts. The main difference is that the student completes the paper without aid from the teacher.

Course Schedule Wk Chapter/Lesson Assessment

1 Friendly Letter

2 Narrative Review

3 Intro C/M, Aphthonius’ Model Encomium, Narrative Final Draft

4 Aphthonius' Model Paraphrase, Cause, Converse

5 Aphthonius’ Model Analogy, Example, Testimony, and Epilogue

6 Lesson 1 Encomium, Paraphrase, Cause, Converse

7 Lesson 1 Analogy, Example, Testimony, Epilogue

8 Lesson 1 Rough Draft

9 Lesson 5 Encomium, Paraphrase, Cause, Converse L 1 Final Draft



12* Lesson 6 Encomium, Paraphrase, Cause, Converse L 5 Final Draft

13 Friendly Letter



16* No Composition (short week) L 6 Final Draft

17 Lesson 7 Encomium, Paraphrase, Cause, Converse

22







24* Lesson 11 Analogy, Example, Testimony, Epilogue

25 Friendly Letter






31* No Composition - ITBS



34 Composition Final Exercise L 15 Final Draft

35

23vIntroduction to the Progymnasmata

INTRODUCTION TO THE PROGYMNASMATAby James A. Selby

For classical educators, the mark of an educated person is the ability to write and speak well. We identify ourselves as classical Christian educators, and so our mark might be described as graduating individuals with the ability to write and speak well about God and His creation—goodness, truth, and beauty. We recognize that a successful composition is the successful application of the Trivium. In a successful composition, the grammar is correct, the ideas are logical and clear, and the expression is engaging and pleasing.

Good writers, then, are good thinkers, both logically and rhetorically, and good compositions must be driven by both the intellect and the imagination. The progymnasmata ("before exercises") begins to develop logical and rhetorical structures in the mind. Good writing, as well as good speaking, is logically correct and it is a pleasure to encounter. Our minds and imaginations are uplifted by a well-communicated encounter with truth. Such an experience lies at the heart of excellent communication.

Of course, excellent composition does not come out of thin air. Even as it takes a master craftsman years to learn his craft in order to produce excellence, so the making of an excellent communicator takes time. Like all crafts, basic skills must be learned. Intermediate and then advanced skills must be taught progressively, with constant review and use of previously learned skills. This process takes time. Bonner, in his book Education in Ancient Rome, cites the Romans who sent children at age 10 or 12 to the grammarians. These youngsters already knew how to read and write, and now they were being prepared for training in the schools of rhetoric.

The history of the progymnasmata is covered fairly well in Education in Ancient Rome. Here Bonner traces the progymnasmata to at least 100 B.C., and possibly back to the golden age of Athens in the fi fth century B.C. The current exercises we are using come from Aphthonius, who, according to James Butt s and Ronald Hock, lived sometime in the late fourth or early fi fth century A.D., and spent at least part of his life in Antioch. For the fi rst hundred years of its life, Aphthonius' litt le text had numerous competitors. However, due to its clarity and comprehensiveness, it became the main course of study in preparation for instruction in rhetoric. Aphthonius' curriculum was the composition text used to prepare Grammar and Dialectic students for Rhetoric until the eighteenth century, both in Europe and the Colonies. It gradually gave way to modern composition theory and the demand for "new" and "modern" teaching methods. Although we could debate the strengths and weaknesses of modern composition theory, the most telling criticism is its lack of success. The curriculum is not cultivating good writers.

If one does not think well and think rhetorically—not just logically, but rhetorically—then good writing is vastly more diffi cult and often a frustrating experience. The progymnasmata, as we are using it, consists of fourteen stages. Each stage trains the mind to think not just more clearly, but also rhetorically, by allowing students to constantly practice the eff ective use of words and sentences.

We use a diff erent set of skills when we persuade to truth than when we discover truth. In the discovery of truth, we use the intellect and the tools of logic and right reasoning. In the persuasion to truth, we use not only the intellect and the tools of logic and right reasoning, but in addition, we must use the imagination and the tools of rhetoric and right communication. We must engage our audience's imagination in order to persuade. Persuading to truth is a diff erent task than discovering truth and, therefore, we use the progymnasmata—the "before exercises"—beginning as early as fourth grade and completing them throughout the Rhetoric years.

24vi Introduction to Chreia & Maxim

Welcome to Chreia & Maxim! In this unique stage students will learn to use their previous writing skills to explain a praiseworthy piece of truth using what are called the eight "Heads of Development." Whenever we encounter a new concept or truth, it is often explained in one of several ways: It is connected to the "big picture" of how the world works, it is rephrased, it is illustrated negatively or positively by a small story, it is used in an analogy or an example from life, it is related to something another person also said, or it is used to tell us how we apply the truth to our own lives. Any experienced teacher will readily acknowledge that a concept explained multiple ways instead of just one way helps every student in the class comprehend the concept, and this is the goal of Chreia & Maxim: to help others understand an idea through various methods of explanation. Chreia & Maxim does this by explaining or developing (hence, "Heads of Development") the truth of a saying by a famous figure (chreia) or proverb (maxim) in several different ways throughout the essay. The Heads of Development are: Encomium, Paraphrase, Cause, Converse, Analogy, Example, Testimony, and Epilogue.

We sincerely believe classical education is suitable for all kinds of learners, so it is necessary that Classical Composition be suited to all levels of writers—and it is. The student who takes to writing like a duck to water will be challenged to create deeper, more subtle associations and expressions, to advance his vocabulary, or be pushed to research source material for the Example and Testimony, while the emerging writer can be praised for correctly and clearly demonstrating the Nine Narrative Components in the Heads of Development and for wisely using figures of description to embellish a section and make it engaging to the reader. Thus, whether learning individually or in a group, students of varying abilities can be challenged and encouraged in the same exercises. No one should be left to daydream—unless of course it is with the aim of creating an engaging scenario for the Cause Head of Development!

The first exercise students will complete is a paraphrase of Aphthonius' model essay on a chreia. From this point on students should reference this model essay often. In the model students have not only an example of the content, but also the construction, syntax, and progression of each Head of Development that they should be striving to imitate when constructing their own essays. Students should begin with the Chreia exercises before the maxim because praising a real person is a more concrete task than the more abstract praise of a general truth (as is required in the Maxim exercises).

One of the most daunting aspects of writing and its evaluation is to know what exactly you are "looking for" in a final draft, beyond proper mechanics and the correct number of paragraphs. Please refer often to the following objectives throughout the year to make sure your class presentation and evaluation are focused on these specific skills. Mastery skills are broken down by Head of Development for ease of reference.

INTRODUCTION TO CHREIA & MAXIMby Abigail Johnson

25viiIntroduction to Chreia & Maxim

EncomiumFor the Chreia exercises, some knowledge of the saying's author will be necessary. You can do one of the following:

» Ask the students what facts they know about the author, especially those facts that demonstrate the virtues and praiseworthy attributes of this person, and then write the four or five best answers in the workbook.

» Have students research the saying's author using trusted sources like an encyclopedia, reputable websites (with the help of an adult), or books from the library.

» Give the students the background information listed in the "Discovery" section of the lesson in the Teacher Manual, and then talk through with the students why these things are praiseworthy.

The Encomium is a praise paragraph that praises either the saying's author (chreia) or the saying itself (maxim). The purpose is to draw attention to the wisdom by inviting the audience to consider what the person or saying has to offer. In the Encomium, the student should:

» Call for praise of the author for a virtue/attribute.

» Select several details from the life of the author that support or illustrate this virtue or attribute (facts should be relevant and praiseworthy, not just bits of biographical data).

» Transition to the thesis by stating there is not enough time to cover all the author's excellent sayings, so instead the focus will be on the particular saying.

Paraphrase In this paragraph, the student will start to explain (demonstrate) the meaning of the saying for the audience. Paraphrase is creative repetition—restating the idea of the saying in different words and sentence structure without changing the meaning. The weekly variation exercises at the end of each lesson will help hone this skill. In the Paraphrase the student should:

» Use an appropriate opener.

» Clearly express the meaning of the saying in her own words, either literally or with a metaphorical expression.

» Put the paraphrase in quotation marks correctly.

» Use the transition sentence in a way that fluidly moves the essay from this section to the next.

Cause The Cause paragraph expresses the meaning of the saying through a general but real-life narrative that shows following the wisdom of the narrative leads to a good outcome. In the Cause, the student should:

» Accurately fill out the Nine Narrative Components before starting to write.

» Invent a story that appropriately demonstrates the positive truth of the chreia.

» Show clearly that following the truth leads to blessing/a good outcome (Reversal).

» Show that the wise act requires sacrifice (Suffering).

» Show that the action is motivated by the acceptance of the chreia truth (Recognition). *Note: Requiring students to label the RVS in the text (Recognition, Reversal, Suffering) is highly recommended.

Converse The Converse should be developed out of the Cause paragraph, but will have a different Agent who acts conversely to the Agent in the Cause paragraph. The Cause and Converse paragraphs go hand in hand, showing the opposite outcomes of acting in accordance with the saying and of acting against it. The Action, Manner, and Reversal of the Converse will be opposite the Cause, and the Agent will be different but of similar type. In the Converse, the student should:

» Accurately fill out the Nine Narrative Components before starting to write.

» Use the same kind of scenario that appropriately demonstrates the negative truth of the chreia, but do not use the exact same Agent in a hypothetically different choice. The two Agents should be distinct in the Cause and Converse (e.g., Jim and Robert; Wisdomville and Follyton).

» Show clearly that rejecting the truth leads to a negative outcome (Reversal).

» Show that the foolish act produces suffering (Suffering).

» Show that the action is motivated by the rejection of the chreia truth (Recognition).

» Include a small transition that concludes both the Cause and Converse neatly. *Note: Requiring students to label the RVS in the text (Recognition, Reversal, Suffering) is highly recommended.

26viii Introduction to Chreia & Maxim

AnalogyThe Analogy paragraph identifies a similarity between the saying and something else. The Analogy should not only have a comparable (but dissimilar) action, but also a parallel outcome. This paragraph need not include a narrative as expansive as the Cause or Converse, but the student will still need to use the Nine Narrative Components. In the Analogy, the student should:

» Fill out the Analogy chart and the Nine Narrative Components before starting to write. Identify a comparable but distinctly different action to compare the general chreia action to.

» Use the format "Just as A causes B, so X causes Y" or similar comparative structure that is very obvious and grammatically distinct.

» Clearly demonstrate that the action and effect of the dissimilar subject are actually related to the chreia action and effect, usually through similar wording.

» Incorporate the RVS clearly without damaging the strict comparative grammar structure. *Note: Requiring students to label the RVS in the text (Recognition, Reversal, Suffering) is highly recommended.

ExampleThe Example is a specific narrative, unlike the Cause and Converse, which are general. The Example uses a specific, well-known situation with people or characters that are easily recognizable (e.g., historical events, stories from the Bible, or scenes from well-known and worthy literature). The Example may be either positive or negative, showing the rewards of following the wisdom of the saying or the disaster that comes with disregarding it. In the Example, the student should:

» Fill out the Nine Narrative Components before starting to write.

» Either use a person or event provided by the teacher (beginners) or one of the student's own choosing (more advanced/experienced writers).

» Use well-known historical figures and events or a character or scene that is well-known and worthy from literature.

» Clearly demonstrate how the person's life or the event support the truth of the chreia or maxim.

TestimonyThe Testimony provides a supporting quotation from a respected source to confirm and reinforce

the truth of the chreia or maxim. For this paragraph, the student will need to find another quotation from an outside source. The student can draw from Scripture, literature, or worthy quotations from history, or the teacher may provide a corroborating quote from the Teacher Manual. In the Testimony, the student should:

» In the first sentence:• Transition to this section with a bridging statement

similar to "For this reason …."• Name the author of the new saying that is being

compared to the chreia saying.• Quote the new saying using quotation marks.

End the sentence by stating that this saying is similar to the chreia or maxim.

» In the second sentence:• Directly compare selections of each quote to bring

out the similarity of the truth being expressed. • Emphasize again that both sayings mean the same

thing although the words differ. *Note: The student should not confuse the comparison of two quotes with an explanation of what one or the other means. (Beginning students often mistakenly give an explanation instead of a comparison and must be redirected immediately before it becomes habit.)

EpilogueThe brief Epilogue calls the audience to acknowledge the truth of the saying and concludes the essay. In the Epilogue, the student should:

» All in one sentence, name the audience ("Those who have read these words," etc.) and call for praise of the author of the saying for the wisdom given on this subject. *Note: The student should not issue any call to action, call for lives better lived, or give personal anecdotes about incorporating the wisdom of the saying.

There are only minor differences between the Chreia and Maxim exercises, as follows:In the Thesis (Encomium paragraph):

» Instead of calling for praise of a person, praise the maxim itself in the first sentence. Include several ways the maxim benefits man or is well-phrased and pleasing. The maxim transition sentence at the end can be about how it is impossible to detail how wisdom in general benefits man, so the essay will just focus on this one saying instead.

In the Testimony: » Refer to the maxim as "the maxim" instead of by a specific author.

27 Grading Guidelines ix

GRADING GUIDELINES

ixGrading Guidelines

GRADING GUIDELINES

1. Format __/10______ handwriting is legible/improving

or______ Paper is typed in correct format (12 pt.

standard font, double-spaced)

Paper includes:

______ student name

______ title: chreia name (as it appears in workbook), attribution (author, source, date—absent for maxim), complete quotation

______ eight paragraphs

______ indented paragraphs

2. Basic Mechanics/Grammar __/20______ Complete sentences

______ Correct punctuation and capitalization

______ Few spelling errors

______ Words are being used accurately

3. Style __/20______ tone of the essay is appropriate for the

subject matter

______ Words are chosen with care. sentences are clear and concise, and avoid vagueness and ambiguity. Diction is precise and vivid.

______ Figures of description are worked into sentences naturally; they are not cumbersome or awkward

______ Cliches and colloquialisms are avoided (unless intentionally used as ecphrasis)

______ Diverse vocabulary

4. Content—Heads of Development __/50Encomium:

______ introductory sentence that calls for praise of the author (chreia) or saying itself (maxim)

______ three praises (not just facts, but explanations of specific virtues and accomplishments)

______ thesis sentence

Paraphrase:

______ Paraphrase is one sentence only, begins with a phrase like, "this saying teaches that ..."

_____ transition sentence

Cause:

______ General story that shows good results when chreia is followed

______ includes all nine narrative Components

______ r, V, s are labeled (recognition, reversal, and suffering)

______ one figure of description, underlined or highlighted and labeled

Converse:

______ General story that shows bad results when chreia/maxim is not followed

______ includes all nine narrative Components



the teacher should feel free to adapt and restructure the points awarded to the Format, Basic Mechanics/Grammar, style, and Content based on the necessary emphasis for a particular lesson. the teacher should also take care that the basic elements of typing or handwriting etiquett e form part of the evaluation.

the Final Draft rubric can be used as a grading guideline for the teacher, and also as a checklist for the student to use as he or she works through the exercises, to make sure all the diff erent parts of each section are included.

FINAL DRAFT RUBRIC

28 Grading Guidelinesx x Grading Guidelines

Analogy:

______ two causes and two effects are set up in one sentence. Format used is: "Just as (other action and effect), so (chreia action and effect)."

______ Parallel wording used to explain how analogy action and effect are like chreia (or maxim) action and effect



Example:

______ specific historical, literary, or Biblical example that demonstrates the truth of the chreia or maxim (positive or negative)



Testimony:

______ transition sentence similar to "For this reason we admire …"

______ Quotation is appropriate and corroborates truth of chreia or maxim

______ Call for praise of author of testimony quote by name

______ explanation of how testimony quotation corroborates truth of chreia or maxim by comparing words and phrases from each

Epilogue:

______ name the audience and call for praise of author (or saying) and highlight the wisdom of the chreia or maxim

29 Definition of Terms xi

DEFINITION OF TERMS

xiDefinition of Terms

DEFINITION OF TERMS

NINE NARRATIVE COMPONENTS:

1. Action — corresponds to the question "what?"2. Agent — corresponds to the question "who?"3. Cause — corresponds to the question "why?"4. Manner — corresponds to the question "how?"5. Place — corresponds to the question "where?"6. Time — corresponds to the question "when?"7. Recognition — 1) occurs when a writer

describes a truth, event, or character in such a way that the reader identifi es with or remembers a similar experience 2) recognition also occurs when the audience suddenly becomes aware of a truth not realized previously in the story. aristotle maintained that recognition, or Discovery, scenes along with reversal scenes are the two experiences which bring the reader or audience delight. He defi ned Discovery as "a change from ignorance to knowledge" (aristotle, On Poetics, 1451.29).

8. Reversal — when the high and mighty are brought low, or when the low and humble are elevated; when the expected course of events changes direction because of some action

9. Suff ering — a state of pain or discomfort, either physical or emotional

HEADS OF DEVELOPMENT

1. Encomium — 1) a formal expression of praise 2) the fi rst paragraph of a Chreia or Maxim essay; it introduces the saying and its author and calls for praise of one or both, inviting the audience to listen to the wisdom of the saying

2. Paraphrase — 1) a retelling of a story or narrative that uses new words and sentence arrangement, but that retains the original meaning 2) the second paragraph of a Chreia or Maxim essay; it helps to explain the meaning of the saying by stating it in a diff erent way

3. Cause — 1) corresponds to the question "why?" 2) the third paragraph of a Chreia or Maxim essay; it explains why the saying is worth listening to via a story that demonstrates that following the wisdom of the saying results in a positive outcome

4. Converse — 1) an object, idea, or action which is the exact opposite of another 2) the fourth paragraph of a Chreia or Maxim essay;

further develops the truth of the saying by demonstrating that not following the wisdom of the saying results in a negative outcome

5. Analogy — 1) a rhetorical device that uses the likeness of circumstance or att ribute between two dissimilar actions to highlight the similarity in eff ect of both 2) the fi fth paragraph of a Chreia or Maxim essay; an analogy of particular construction is used to further develop understanding of the saying by comparing it to another action with similar eff ect

6. Example — 1) a typical instance; a specifi c person, thing, or scenario that illustrates a quality 2) the sixth paragraph of a Chreia or Maxim essay; the truth of the saying is illustrated through a specifi c (positive or negative) example of a person from history, scripture, or literature who acted in accordance with or in rebellion of the wisdom of the saying

7. Testimony — 1) personal or documentary evidence or att estation in support of a fact or statement; hence, any form of evidence or proof 2) the seventh paragraph of a Chreia or Maxim essay; it uses a quotation from history, literature, or scripture to support and corroborate the truth of the chreia or maxim

8. Epilogue — 1) the concluding part of an oration, speech, or writt en discourse in which the speaker or writer sums up; any rhetorical conclusion to a speech; a summary 2) the eighth and fi nal paragraph of a Chreia or Maxim essay; it calls on the audience to acknowledge the truth of the saying

GENERAL TERMS

9. Chreia — (from the Greek chreiÔdes, "useful") a brief reminiscence referring to some person in a pithy form for the purpose of edifi cation. it takes the form of an anecdote that reports either a saying, an edifying action, or both.

10. Comparative — a statement of comparison11. Copia — a full body or plethora of language

which has been internalized and is, as a result, available to the writer

12. Declarative — a statement of fact13. Interrogative — a question14. Maxim — like a chreia, a short pithy saying,

but the author is unnamed

30 Definition of Termsxiixii

15. Progymnasmata (pro-gym-nas'-ma-ta) — (from the Greek pro, "before," and gymnasmata, "exercises") a set of rudimentary exercises intended to prepare students of rhetoric for the creation and performance of complete practice orations (gymnasmata, or declamations). a crucial component of classical and renaissance rhetorical pedagogy. Many progymnasmata exercises correlate directly with the parts of a classical oration. these fourteen progymnasmata from aphthonius are listed below. similar progymnasmata are grouped together in our books. the exercises are, in general, sequential.1A. FableB. NarrativeC. ChreiaD. ProverbE. RefutationF. Confi rmationG. Commonplace

H. EncomiumI. VituperationJ. ComparisonK. ImpersonationL. DescriptionM. Thesis or ThemeN. Defend/Attack a Law

16. Thesis — a sentence or phrase that states the purpose of the exercise. some might substitute "topic sentence" for "thesis."

1 From "Silva Rhetoricae," http://humanities.byu.edu/rhetoric/silva.htm

31

22 Aphthonius' Model • Paraphrase of Aphthonius' Chreia

APHTHONIUS' MODELParaphrase of Aphthonius' Chreia

1. The Saying1. read the saying several times.2. highlight and explain key words.3. Brainstorm: What are synonyms

for these words?4. ask: What does the saying mean?5. have students give the saying in

their own words.+TEACHER TIPS

» Look for misconceptions of the saying, and help students to understand the meaning.

» Have every student read the saying, with different emphases for each reading.

» Have students recite the saying from memory.

2. Aphthonius' Model1. Read Aphthonius' model essay

aloud; it may be read several more times, aloud or silently.

2. highlight and explain key words, phrases, vocabulary: » Isocrates - ancient Greek orator who spoke on education

» art - work, craft » lover of education - student » enrolled - listed on the teacher's student roster

» waits on - visits, comes to » anticipation - expectation » attendants - servant who watched over boys to and from school; tutor

» they take no account of human nature - fathers will punish harshly despite their favoritism or love for their sons

» absconds - run away quickly and secretly and hide

» eloquence - ability to speak or write well

» renown - fame, glory » Demosthenes - famous Greek orator known for his self-discipline

» deprived his head of adornment - it is said that Demosthenes shaved half his head to make himself finish his studies before going back into public

» devoted to toil what others devote to enjoyment - Demosthenes is said to have spent his money on books and oil for his reading lamp

» Hesiod - Greek poet who lived during Homer's lifetime » summit - top » disclosed - to make known

3. ask students how many paragraphs there are. » eight paragraphs

4. Point out that there will always be eight paragraphs in their Chreia and Maxim essays.

3. Discovery1. Brainstorm: how is the author praiseworthy and virtuous,

according to aphthonius? (hint: see the first sentence)2. read the directions under Discovery and have students

write their answers.

2 Aphthonius' Model

Aphthonius' Model and Exercise Outline"The root of education is bitter, its fruit sweet."

—Isocrates

Aphthonius' ModelRead Aphthonius' model essay aloud.

it is right to admire isocrates for his art, for he gave it a most glorious name and proved its greatness by his practice of it; he made the art famous, he did not owe his fame to it. to go through the benefi ts he conferred on human life by giving laws to kings and advice to individuals would be too long; i will speak only of his wise saying on education.

"The lover of education," he says, "labors at fi rst, but those labors end in profi t." That was his wise saying; and we shall show our admiration in what follows.

the lovers of education are enrolled with the leaders of education, whom it is fearful to approach though to desert them is foolish; fear always waits on boys, both when they are present and in anticipation. From teachers the att endants take over, fearful to behold, more fearful when infl icting punishment. Fear precedes the experience and punishment follows on fear. What the boys do wrong they punish; what the boys do well they take as a matt er of course. Fathers are harsher than att endants, examining their ways, telling them to make progress, viewing the market-place with suspicion; and if punishment is needed they take no account of human nature. But by these experiences the boy, when he reaches adulthood, is crowned with virtue.

But if someone, because he fears these things, fl ees from his teachers, absconds from his parents, avoids his att endants, he is utt erly deprived of eloquence; along with his fear he has set aside eloquence. All these things swayed Isocrates' judgment when he called the root of education bitt er.

For just as those who work the land laboriously sow the seed in the earth and gather the crops with greater joy, in the same way those who strive for education by their toil acquire the subsequent renown.

Consider Demosthenes' career, which was more devoted to toil than that of any orator and more glorious than that of any. so great was his commitment that he even deprived his head of its adornment, thinking the best adornment is that from virtue. and he devoted to toil what others devote to enjoyment.

For this reason one must admire hesiod, who said that "the road to virtue is hard but the summit easy," expressing the same wise judgment as isocrates.1 For what hesiod represented as a road Isocrates called the root; both disclosed the same opinion, though in diff erent words.

those who consider these points must admire isocrates for his outstandingly wise saying on education.

DiscoveryResearch and list several facts about the saying's author, Isocrates.

________________________________________________________________________________________________________________________________________________________________________

1 Hesiod, Works and Days, 286-92.

Lived 436-338 B.C.Famous Greek orator, teacher, rhetorician

32

3

Paraphrase of Aphthonius' Chreia

3Aphthonius' Model • Paraphrase of Aphthonius' Chreia

APHTHONIUS' MODEL

4. The Eight Paragraphs

ENCOMIUMThe Encomium paragraph brings attention to the wisdom of the saying by praising its author.

1. ask: What is the purpose of the encomium paragraph? » to praise the author of the saying » to state the thesis, or what you will speak

about in the essay

2. read the directions and the selection under Introduction, and have students paraphrase it.

3. read the directions and the selection under Praises. remind students that they noted these praises earlier in the "Discovery" section. have them paraphrase the selection.

4. read the directions and the selection under Thesis. tell students that this sentence does not explain Isocrates' saying, rather it just states what the saying is about, i.e., education. have them paraphrase the selection.

5. read the directions under Rough Draft. have students combine their paraphrases (introduction, Praises, and thesis) into a paragraph. remind them about including a figure of description.

6. have students proofread once paragraphs are written.

7. rubric reminder: handwriting is a component of the Final Draft rubric. always insist students' handwriting be legible, consistent, and neat.

+TEACHER TIPS » Modeling sentences can be very helpful to students, but make sure they write in their own words as much as possible.

3Paraphrase of Aphthonius' Chreia

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. EncomiumIntroductionIn the first sentence of the first paragraph, Aphthonius introduces the author of the saying:

It is right to admire Isocrates for his art.

Your Paraphrase: ____________________________________________________________________ ____________________________________________________________________________________

PraisesNext, Aphthonius praises the author:

He gave it a most glorious name and proved its greatness by his practice of it; he made the art famous, he did not owe his fame to it.

Your Paraphrase: ____________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

ThesisAphthonius ends the paragraph with a thesis statement, which states what he will speak about in the rest of the essay:

To go through the benefits he conferred on human life by giving laws to kings and advice to individuals would be too long; I will speak only of his wise saying on education.

Your Paraphrase: ____________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Rough DraftCombine your paraphrases into a paragraph. Add a figure of description.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

People should praise Isocrates' work. He made his work famous and showed how great it was by practicing it; he made his work well-known, rather than his work making him well-known. I will not discuss all the benefi ts he brought to mankind by helping kings make laws or sharing his wisdom with others; I will only discuss his sagacious saying on education.

Several prominent Athenians were his pupilsHe advised kings

People should praise Isocrates' work.

He made his work famous and showed how great it was by practicing it; he made his work well-known, rather than his work making him well-known.

I will not discuss all the benefi ts he brought to mankind by helping kings make laws or sharing his wisdom with others; I will only discuss his sagacious saying on education.

33

44

Paraphrase of Aphthonius' ChreiaAPHTHONIUS' MODEL

Aphthonius' Model • Paraphrase of Aphthonius' Chreia

PARAPHRASEThe Paraphrase makes the meaning of the saying more clear by restating the idea in different words.

1. ask: What is the purpose of the Paraphrase paragraph? » to explain and clarify what the saying means

2. read the directions and selection under Paraphrase.

3. read the directions under Word Variations and have students write each word listed in the directions on a separate line, and write several synonyms for each. instruct students to mentally test all synonyms by substituting them in the original sentence.

4. read the directions under Sentence Variations. have students take a few minutes to write four variations. Choose the best one for the Paraphrase, and begin the sentence with a phrase like, "this saying teaches that …"

5. rubric reminder: Mechanics are a component of the Final Draft Rubric. Whatever you've taught in the areas of grammar, punctuation, and spelling, require students to use those skills in their composition.

+TEACHER TIPS » Remember that the Paraphrase is about clarification, not alteration.

4 Aphthonius' Model

2. ParaphraseIn the second paragraph, Aphthonius paraphrases the saying from Isocrates:

"The lover of education," he says, "labors at first, but those labors end in profit." That was his wise saying; and we shall show our admiration in what follows.

To write your own paraphrase of Isocrates' saying, "The root of education is bitter, its fruit sweet," follow the steps below.

Word VariationsList several synonyms (words or phrases) for these words from Isocrates' saying: root, education, bitter, fruit, and sweet.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Sentence VariationsWrite four variations of the saying. Choose the best one to be your paraphrase and add this phrase: "The saying teaches that …"

1. _______________________________________________________________________________________

_______________________________________________________________________________________

2. _______________________________________________________________________________________

_______________________________________________________________________________________

3. _______________________________________________________________________________________

_______________________________________________________________________________________

4. _______________________________________________________________________________________

_______________________________________________________________________________________

3. CauseIn the third paragraph, Aphthonius explains the meaning of the saying by telling a narrative/story about how education is hard but leads to a good end:

The lovers of education are enrolled with the leaders of education, whom it is fearful to approach though to desert them is foolish; fear always waits on boys, both when they are present and in anticipation. From teachers the attendants take over, fearful to behold, more fearful when inflicting punishment. Fear precedes the experience and punishment follows on fear. What the boys do wrong they punish; what the boys do well they take as a matter of course. Fathers are harsher than attendants, examining their ways, telling them to make progress, viewing the market-place with suspicion; and if punishment is needed they take no account of human nature. But by these experiences the boy, when he reaches adulthood, is crowned with virtue.

root: source, foundation, beginning, seed, core, labor, work, ardor, toileducation: instruction, schooling, knowledge, learning, scholarshipbitter: unpleasant, acerbic, acrid, hard, disagreeable, bland, toughfruit: outcome, result, end, profi t, harvest, yield, cropsweet: delightful, pleasant, lovely, honeyed, delectable, joyful, rich

The beginning of schooling is hard, but the end is joyful.

The seed of learning is bland, but the result is honeyed.

The toil of school is tough, but the profi t is joyful.

Scholarship begins with ardor but ends with delight.

34

5



APHTHONIUS' MODEL

6. Beside suffering, have students note the hard work that must be done in heeding the wisdom. in this case, aphthonius describes the suffering as a young boy's experience of fear and punishment at the hand of his teachers. in the ancient world, students would receive beatings for unsatisfactory work.

7. under agents, action, time, Place, Manner, and Cause, have students identify the remaining components.

8. have students combine the nine narrative Components, narrating orally.

9. read the directions under Rough Draft, and have students compose a paragraph. remind them to include a figure of description.

10. rubric reminder: Content is a component of the Final Draft rubric. Make sure students know which of the nine Components you are requiring, e.g., Place need not necessarily be included.

+TEACHER TIPS » Remember the Cause always communicates and clarifies the meaning of the saying.

» Feel free to model a Paraphrase if students are having trouble.

CAUSEThe Cause expresses the meaning of the saying through a general but real-life narrative that shows following the wisdom of the narrative leads to a good outcome.

1. read the directions and selection under Cause.2. ask: What is the purpose of the Cause paragraph?

» to express the meaning of the saying in the form of a general story

3. read the directions under nine narrative Components.4. Beside recognition, have students identify the truth

of the saying in shortened form.5. Beside reversal, have students tell how the subject

(i.e., boys, students) is rewarded because the wisdom is heeded.


Nine Narrative ComponentsIdentify the who, what, when, where, how, and why of Aphthonius' narrative, which applies the meaning of the saying to life.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the Nine Narrative Components you identified from Aphthonius' paragraph. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V) by writing the abbreviation after the sentence where each of these components appears.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wise students dutifully receive their education from teachers whom they fear and respect (chorographia) (R). These youth must always feel some trepidation, because even if their teacher is absent, they have their tutor to fear, and most of all, they must reckon with their fathers' wrath, and fathers are harshest of all (S). They monitor their children's studies, exhort them to advance, and forbid trivial excursions. If the youth transgress, discipline is applied, and if they obey, they expect no great praise. These experiences are hard, but they build character (V).

education is hard and fearful for young boysby these experiences students are crowned with virtuefear, punishmentlovers of education / boys; leaders of education / teachers; attendants; fathersstudents receive education, including punishmentduring youthanywherefearfully, dutifullybecause a demanding education leads to virtue

35

66


Aphthonius' Model • Paraphrase of Aphthonius' Chreia

APHTHONIUS' MODEL

CONVERSE The Converse shows that not following the wisdom of the chreia leads to a bad outcome. The Converse should be developed out of the Cause paragraph, but will have a different Agent who acts conversely to the Agent in the Cause. The Action, Manner, and Reversal of the Converse will be opposite the Cause, and the Agent will be different but of a similar type.

1. ask: What is the purpose of the Converse paragraph?

2. read the directions and selection under Converse.

3. ask: What is the purpose of the Converse paragraph? » to express the meaning of the saying in the

form of a general story that shows that not following the wisdom of the saying will lead to a bad outcome

4. read the directions under nine narrative Components.

5. Beside recognition, have students identify the truth of the saying in shortened form.

6. Beside reversal, have students tell how the subject (i.e., boys, students) is punished because the wisdom is not heeded.

7. Beside suffering, have students note the negative result of not heeding the wisdom.

8. under agents, action, time, Place, Manner, and Cause, have students identify the remaining components.


10. read the directions under Rough Draft, and have students compose a paragraph. remind them to include a figure of description.

+TEACHER TIPS » Let the students narrate their paragraphs orally to each other. This can apply to narration at any point during the lesson.

6 Aphthonius' Model

4. ConverseIn the fourth paragraph, Aphthonius uses a different but similar Agent from the Cause narrative, and he explains what happens if the Agent does not live as the saying suggests, i.e., if he does not endure the hard part of his education so that he can enjoy its benefits or "fruit":

But if someone, because he fears these things, flees from his teachers, absconds from his parents, avoids his attendants, he is utterly deprived of eloquence; along with his fear he has set aside eloquence. All these things swayed Isocrates' judgment when he called the root of education bitter.

Nine Narrative ComponentsIdentify the who, what, when, where, how, and why of Aphthonius' narrative; note that some of these components will be the same as those in the Cause paragraph, but some will be the opposite.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the Nine Narrative Components you identified from Aphthonius' paragraph. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V) by writing the abbreviation after the sentence where each of these components appears.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

education is hard and fearful for young boysby rejecting education student also rejects eloquencestudent deprived of eloquencestudent, teachers, attendants, parentsstudent fl ees teachers and others who educateduring youthanywhereunbravelybecause a demanding education leads to virtue

On the other hand, if a student were to unbravely run away from his teachers, tutors, and parents, he would forfeit eloquence (R). He says to himself, "I'm afraid of failing. I'm better off giving up." (sermocinatio) By rejecting the diffi culties of education, he has also rejected the dividends of eloquence (V & S). Isocrates understood this truth, and so he said the root of education is bitter.

36

7



APHTHONIUS' MODEL

7. Beside suffering, have students note the hard work that is required to accomplish the Dissimilar action.

8. under agents, action, time, Place, Manner, and Cause, have students identify the remaining components of the Dissimilar action.


10. read the directions under Rough Draft, and have students compose a paragraph. remind them to included a figure of description.

11. rubric reminder: style is a component of the Final Draft rubric. Give short, periodic lessons in style.

+TEACHER TIPS » The Analogy's narrative need not be as long as in the Cause and Converse.

» Decide what elements of style you want students to practice. Some questions you might ask are: "Does the student's essay have an appropriate attitude/tone, given the subject matter?" or "Are words being used accurately?"

ANALOGYThe Analogy paragraph identifies a similarity between the saying and something else. The Analogy should not only have a comparable (but dissimilar) action, but also a parallel outcome.

1. read the directions and selection under Analogy.2. ask: What is the purpose of the analogy paragraph?

» to explain the saying's meaning by using an analogy, which provides an example with a comparable (but dissimilar) action that leads to a similar effect

3. read the directions under Diagram, and have students discuss and fill in the answers.

4. read the directions under nine narrative Components.5. Beside recognition, have students state what two

actions are alike.6. Beside reversal, have students state the reversal of the

Dissimilar action.


5. AnalogyIn the fifth paragraph, Aphthonius explains the saying's meaning in another way, that is, by using an analogy:

For just as those who work the land laboriously sow the seed in the earth and gather the crops with greater joy, in the same way those who strive for education by their toil acquire the subsequent renown.

In analogies like this one, there are always two different kinds of actions or events being compared, e.g., striving for education vs. farming. However, the point of the analogy is to show that, although the actions are different, the effects are the same. Use the diagram below to identify the differences and the similarity.

DiagramIdentify the saying's action on the left side and its effect below. Then write the dissimilar action that has a parallel effect on the right.

Chreia's Action Dissimilar Action________________________________________________________________________________

________________________________________________________________________________

Chreia's Effect Parallel Effect________________________________________________________________________________

________________________________________________________________________________

Nine Narrative ComponentsThe dissimilar action that Aphthonius describes (i.e., farming) is a narrative with narrative components. Identify the who, what, when, where, how, and why of the narrative.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the Nine Narrative Components you identified from Aphthonius' paragraph. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In the same way that farmers endure hard labor to sow seed in the rocky, fertile fi eld (geographia) (R & S) and then reap the harvest with celebration (V), so students who persevere in their studies will win honor.

sowing seed is like striving for educationgather crops with greater joywork laboriouslyfarmerssow seedplanting seasonfi eldslaboriouslybecause they gather crops joyfully

striving for education

acquire renown

laboriously sowing seed

gather crops

37

14 Lesson 1 • "To be prepared for war …"

LESSON 1

14

"To be prepared for war …"

CAUSEThe Cause expresses the meaning of the saying through a general but real-life narrative that shows following the wisdom of the narrative leads to a good outcome.

1. ask: What is the purpose of the Cause paragraph?

2. identify the truth of the saying in shortened form. (Recognition)

3. tell how the subject will be rewarded if the wisdom is heeded. (Reversal)

4. explain what must be avoided or what hard work must be done in heeding the wisdom. (Suffering) » Once these three components (R, V, S) are developed, the others will more easily present themselves to the student's imagination, and will become more a matter of deciding how specific he or she wants to make the details of the narrative.

5. identify the remaining components (Agents, Action, Time, Place, Manner, Cause).

6. have the students put the nine narrative Components together, narrating orally.

7. Compose a rough draft paragraph.

8. rubric reminder: Content is a component of the Final Draft rubric. Make sure they know which of the nine narrative Components you are requiring.

+TEACHER TIPS » Remember that the Cause always communicates and clarifies the meaning of the saying.

» Feel free to model a paragraph if students are having trouble.

14 Lesson 1

3. CauseNine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that applies the meaning of the saying to life.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V).

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wise statesmen, gray-haired with experience (prosopographia), know future confl icts (S) with angry, aggressive nations are likely if a country lapses into military weakness (R). Consequently, the wise president will appeal to the other statesmen and citizens to fund the military, and so preserve peace (V).

a country can lapse into military weakness and be vulnerablecountry preserves its peacehard work/saving, war, death, and subjection to foreign nations wise statesmen and citizenspreparing for war; e.g., building a strong military, fortifying defensesbefore wara countrywisely, prudently, diligentlybecause a nation wants to preserve its peace

38

15Lesson 1 • "To be prepared for war …"

LESSON 1"To be prepared for war …"

15

CONVERSE The Converse shows that not following the wisdom of the chreia leads to a bad outcome. The Converse should be developed out of the Cause paragraph, but will have a different Agent who acts conversely to the Agent in the Cause. The Action, Manner, and Reversal of the Converse will be opposite the Cause, and the Agent will be different but of a similar type.

1. ask: What is the purpose of the Converse paragraph? » The Cause and Converse paragraphs go hand in hand, showing the opposite outcomes of acting in accordance with the saying and of acting against it.

2. identify the truth of the saying in shortened form. (Recognition)

3. tell how the subject will be punished if the wisdom is not heeded. (Reversal)

4. explain the negative result of not heeding the wisdom. (Suffering)

5. identify the remaining components (Different Agent, Opposite Action, Time, Place, Opposite Manner, Cause).

6. have the students put the nine narrative Components together, and narrate orally.

7. Compose a rough draft paragraph.+TEACHER TIPS

» Let students narrate their paragraphs orally to each other. This can apply to narration at any point during the lesson.

15"To be prepared for war …"

4. ConverseNine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative with the same character in the Cause paragraph but who does the opposite.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

a country can lapse into military weakness and be vulnerablecountry loses its peacewar, death, and subjection to foreign nations statesman who depends solely on diplomacyarguing against a strong militarytimes of peaceanywhereunwiselybecause they desired to preserve the nation's peace

But if a statesman, because he thinks diplomacy will prevent war, unwisely argues against a strong military in order to avoid hard decisions out of cowardice (ethopoeia), he will be utterly deprived of the peace he seeks (V). His actions will actually create an environment where war will become inevitable (R & S).

39


LESSON 1

16


ANALOGYThe Analogy paragraph identifies a similarity between the saying and something else. The Analogy should not only have a comparable (but dissimilar) action, but also a parallel outcome.

1. ask: What is the purpose of the analogy paragraph?

2. What is the saying's action?3. What is that action's effect?4. What is a comparable

(dissimilar) action that has a parallel effect? » Use the format "Just as A causes B, so X causes Y," or similar comparative structure that is very obvious and grammatically distinct.

Æ For just as installing a security system in your home (A) prevents a burglar from even attempting to rob you (B), so those nations that sacrifice to always remain prepared for war (X) deter other nations from attacking them (Y).

» Sometimes it is helpful for students to think through and fill in the Analogy chart in this order:

1) Chreia's Action 4) Dissimilar action2) Chreia's Effect 3) Parallel effect

5. using the nine narrative Components, compose a rough draft describing this comparable (dissimilar) action. » This paragraph need not have a narrative as expansive as the Cause or Converse, but the student will still need to use the Nine Narrative Components.

6. rubric reminder: style is a component of the Final Draft rubric. Give small, periodic lessons in style.

+TEACHER TIPS » Decide what elements of style you want your students to practice. Some questions you might ask: "Does the student's essay have an appropriate tone, given the subject matter?" or "Are words being used accurately?"

16 Lesson 1

5. AnalogyDiagramIdentify the saying's action on the left side and its effect below. Then write the dissimilar action that has a parallel effect on the right.

Chreia's Action Dissimilar Action________________________________________________________________________________

________________________________________________________________________________

Chreia's Effect Parallel Effect________________________________________________________________________________

________________________________________________________________________________

Nine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that demonstrates the analogy from the diagram.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

preparing for war

prevents a war

installing a security system

prevents burglars from attempting a robbery

For just as installing a home security system in your sprawling, Victorian home (topographia) (S & R) prevents a burglar from even attempting to rob you (V), so those nations that sacrifi ce to always remain prepared for war deter other nations from attacking them.

a home with a security alarmprevents burglars from attempting a robberyspend money and time to install a security systemhomeownersinstalling security systemduring the dayat homelaboriouslyto prevent a burglar from attempting to rob you

40



17

EXAMPLEThe Example expresses the meaning of the saying through a narrative that uses a specific, well-known, and worthy story from literature, history, or the Bible. The Example may be either positive or negative, showing the rewards of following the wisdom of the saying, or the disaster that comes with disregarding it.

1. ask: Can you think of a story from scripture, history, or literature that exemplifies the truth of the saying?

2. Find the nine narrative Components of the famous story.

3. Compose a rough draft paragraph. +TEACHER TIPS

» If students are not sure whether the audience will recognize their example, then a sentence or two explaining who or what the Example is and the validity of it may be wise.


6. ExampleNine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that demonstrates the saying with a famous person or event.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Consider Presidents Truman and Eisenhower, who, after the violent, brutal destruction of World War II (chronographia), built up a powerful nuclear force to act as a deterrent to future aggression (R). Though the cost was staggering (S), the result has been the longest period of peace between dominant powers in the history of our planet (V). Their prudent actions have infl uenced each succeeding president to take Washington's wise words to heart.

a country can lapse into military weakness and be vulnerablecountry preserves its peacewar, death, and subjection to foreign nationsPresidents Truman and Eisenhowerbuilding up a powerful nuclear forceafter World War IIthe worldprudently, sacrifi ciallybecause they desired to preserve the nation's peace

41


LESSON 1

18


» The student should not issue any call to action, call for lives better lived, or give personal anecdotes about incorporating the wisdom of the saying.

VARIATIONSAs in Fable and Narrative, students will have the opportunity to hone their variation skills apart from the Chreia or Maxim essay.

1. explain each of the figures included in the lesson.2. Brainstorm two synonyms for each bolded word in the

sample sentences.3. Write three sentence variations with these synonyms,

and include at least one figure of speech.

TESTIMONYThe Testimony provides a supporting quotation from a respected source to confirm and reinforce the truth of the chreia.

1. ask: What is the purpose of the testimony paragraph?

2. Write a supporting quotation from a respected source. » The student should name the author of the new saying and quote it in full using quotation marks in the paragraph.

3. ask: "how does the quotation support the saying?" and "how is it similar to the saying?"

4. Give four to five minutes to compose a rough draft before moving on. » The student should not explain in this paragraph what either of the sayings mean, but rather compare the two and highlight their similarities.

+TEACHER TIPS » Ask students to be on the lookout for quotations during the week.

» Have students come to class with two quotations they found for homework.

» Require students to come up with example quotations from other subjects.

EPILOGUEThe brief Epilogue calls the audience to acknowledge the truth of the saying and concludes the essay.

1. ask: What is the purpose of the epilogue paragraph?

2. Brainstorm: how may we call the audience to acknowledge the truth of the saying?

3. Give students a minute or two to write their own epilogue.

+TEACHER TIPS » Epilogue should be one sentence.

Æ "Those who have examined these points will acknowledge the truth ..."

Æ "Those who reflect on the above saying and arguments will admit the truth of ..."

Æ "All who consider these words and points will find the words of X to be worthy ones to live by."

18 Lesson 1

7. TestimonyQuotation and SourceChoose a quotation that supports the saying and write it below. Tell the source of the quotation. Write a sentence that explains how the quote is similar to the chreia.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. EpilogueAudience and ChallengeWrite a phrase that names the audience, and call the audience to a particular response.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VariationsDirectionsGive two synonyms for the bold words in each sentence. Then vary the sentence in three ways, and include one of these figures of speech in a sentence:

enallage - to vary by slightly altering a word; e.g., to change a noun into an adjective, or change a verb from active to passiveantonomasia - to vary by changing the name of someone or something; e.g., Jesus/the Messiah; the star/Sunmetonymy - to vary by substituting a word with its source (e.g., rays/sun) or with what holds or contains it (e.g., water/jug)diminutio - to vary words to change an idea into an understatement; e.g., "It is an amputation!" / "It's just a flesh wound."

A. A strong wind rattled the windows. (diminutio)__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. ____________________________________________________________________________________

_____________________________________________________________________________________

2. ____________________________________________________________________________________

_____________________________________________________________________________________

3. ____________________________________________________________________________________

_____________________________________________________________________________________

powerful

staunch

blast

gust

shook

vibrated

panes

portholes

Consider the wise words of President Franklin Roosevelt, who said, "Peace, like war, can succeed only where there is a will to enforce it, and where there is available power to enforce it." President Roosevelt meant by "available power" what Washington meant by "being prepared for war."

Those who consider these points must admire Washington for his outstandingly wise saying on preparing for peace.

A powerful blast shook the portholes.

A staunch gust vibrated (diminutio) the panes.

The windows were shaken by a robust draft.

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19

FINAL DRAFT

1. Combine all the rough drafts in order. remind students about each of the areas of the rubric that they will need to remember as they compose their essay.

2. Grade the final draft with this sample rubric (see p. ix): » Format _____ / 10

(Legibility, Consistency, Neatness)

» Mechanics/Grammar _____ / 20 (Punctuation, Grammar, Spelling)

» Style _____ / 20 (Diction, Tone, Clarity)

» Content _____ / 50 (Heads of Development)

+TEACHER TIPS » Try adapting the Final Draft Rubric for what has been taught in class.

» Consider requiring your students to write their final drafts every other line. It will create more space on the page not only for you to write comments but also for students to see and catch mistakes before they turn it in. Also: Paragraph indentation is a basic formatting rule that is often overlooked by students. Don't let it be forgotten!

» Teachers may want to consider requiring students to mark figures of description in their final drafts. For example, if you spend one lesson emphasizing a particular type of figure, it will help in the grading process to have students underline, *star, highlight, or label those parts of their composition.

» Students are required to add a figure of description to some of their paragraphs, but the goal is for students to use as many figures as necessary to create vivid images and engage the imagination of the audience.

+GRADING TIPS » If a student excels, praise orally and in writing on his or her final draft; also give the student challenges and ways to hone his or her skills.

» When grading, look for these mistakes and offer clear instructions for improvement: poor handwriting, misspelling, incorrect grammar (i.e., run-on or fragmented sentences), incorrect or missing punctuation, incorrect vocabulary usage, missing content (Nine Narrative Components), missing figure of description.

» If a student has one or two consistent problems, address them in writing on the final draft, correcting the mistakes so that the student knows how to improve.

» If a student really struggles, look extra hard for aspects that can be complimented—get creative in your praises! Do not cover the final draft in red ink. Pick two or three kinds of mistakes to point out (e.g., fragmented sentences, misspellings, and incorrect analogy structure) rather than marking every mistake. Always explain what the student can do to improve and how he or she can correct mistakes; give specific examples and corrections.


B. The summer breeze puffed half-heartedly through the oak. (antonomasia)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. ____________________________________________________________________________________

_____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

C. The stars sparkled diamond-like in the arctic sky. (metonymy)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. _____________________________________________________________________________________

____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

D. Look at the heavens and count the stars—if indeed you can count them. (enallage)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. _____________________________________________________________________________________

____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

Final DraftCheck each of the eight heads above and correct errors in grammar, spelling, and punctuation. On a separate sheet of paper, rewrite the eight paragraphs, including one figure of speech, in the form of a final draft. Include the saying above your essay.

midsummer

sunny season

breathed

flurried

tepidly

listlessly

tree

sturdy branches

novas

constellations

glittered

shimmered

jewel-like

like eyes

heavens

night canopy

behold

view

number

enumerate

in reality

in truth

are able

have the capacity

The midsummer breeze breathed tepidly through the tree (antonomasia).

The sunny season breeze fl urried listlessly through the sturdy branches.

Through the leaves of the oak the summertide breeze blew lazily.

The novas sparkled like jewels in the arctic sky.

The light (metonymy) glittered like eyes in the arctic heavens.

The constellations shimmered diamond-like in the arctic night canopy.

Behold the heavens and count the stars—if in reality you are able to count them.

View the heavens and number the stars—if in truth you can count them.

Look at the heavens and enumerate the stars—if indeed they can be counted (enallage).

49Week 20

Creation and FallPre-history Noah and the FloodPre-history2500 B.C.

Call of AbrahamThe Exodus

1200 B.C.United Kingdom (Saul, David, Solomon)

800 B.C.Founding of Rome

722 B.C. Fall of Northern Kingdom to Assyria600 B.C.586 B.C. Fall of Jerusalem to Babylon

Return of Jews; rebuild the Temple510 B.C. Founding of Roman Republic490-479 B.C.

Peloponnesian WarDeath of Pericles

390 B.C.Punic Wars

44 B.C.Octavian becomes first Emperor

1 B.C.-1 A.D. Birth of Christ (4 B.C.)33 A.D.

Pax Romana64 A.D.

Destruction of Temple by RomansDiocletian divides the Empire

312 A.D.Goths sack RomeEnd of Western Empire

500 A.D.500 A.D.

Worksheet 10

50 Week 20

Hegira of Mohammed732 A.D. Battle of Tours800 A.D.

Alfred the Great1054 A.D.

Battle of Hastings1099 A.D.

Magna Carta

1215 A.D. St. Francis & St. Dominic

1348 A.D.

Gutenberg Bible

1453 A.D.

End of 100 Years War

1492 A.D.Jamestown, first English colony in America

1776 A.D.Revolutionary War

1812-1814 A.D.Mexican War

1861-1865 A.D.Third Millennium

Worksheet 10

5140 Section IV

CeNTraL aMerICa, THE CARIBBEAN, & SOUTH AMERICA

Identify each country and its capital using the numbers on the map. All countries and capitals must be spelled correctly.

1. Country: _________________________________ Capital: _____________________________

2. Country: _________________________________ Capital: _____________________________

3. Country: _________________________________ Capital: _____________________________

4. Country: _________________________________ Capital: _____________________________

5. Country: _________________________________ Capital: _____________________________

6. Country: _________________________________ Capital: _____________________________

7. Country: _________________________________ Capital: _____________________________

8. Country: _________________________________ Capital: _____________________________

9. Country: _________________________________ Capital: _____________________________

10. Country: _________________________________ Capital: _____________________________

11. Country: _________________________________ Capital: _____________________________

12. Country: _________________________________ Capital: _____________________________

13. Country: _________________________________ Capital: _____________________________

14. Country: _________________________________ Capital: _____________________________

15. Country: _________________________________ Capital: _____________________________

16. Country: _________________________________ Capital: _____________________________

17. Country: _________________________________ Capital: _____________________________

18. Country: _________________________________ Capital: _____________________________

19. Country: _________________________________ Capital: _____________________________

5241Section IV

149

11

10

20

81

15

4

513

17

7

19

16

12

18

2

3

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13

HORATIUS

AlaymadeabouttheyearoftheCityCCCLX.

I.

LarsPorsenaofClusium BytheNineGodshesworeThatthegreathouseofTarquin Shouldsufferwrongnomore.BytheNineGodshesworeit, Andnamedatrystingday,Andbadehismessengersrideforth.Eastandwestandsouthandnorth, Tosummonhisarray.

II.

Eastandwestandsouthandnorth, Themessengersridefast,Andtowerandtownandcottage Haveheardthetrumpet’sblast.ShameonthefalseEtruscan Wholingersinhishome,WhenPorsenaofClusium IsonthemarchforRome.

lay: ballad meant to be sung or recited

AUC 360: 393 B.C.

Lars Porsena (Lars POR suh nah): king of Clusium

Clusium (CLOO zyum): important city of eastern Etruria

Nine Gods: According to Pliny the Elder, the Etruscans had nine principal gods (there were 12 Olympian gods)

House of Tarquin (TAR kwin): Etruscan noble family that supplied the last three kings of Rome

tryst: arranged meeting (in this case the attack on Rome)

array: large number, or an organized arrangement, as of troops

Etruscan: native of Etruria

Etruria: region north of the Tiber, including the fertile coastal plain and the western slope of the Apennines

false: disloyal

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14

III.

Thehorsemenandthefootmen ArepouringinamainFrommanyastatelymarket-place; Frommanyafruitfulplain;Frommanyalonelyhamlet, Which,hidbybeechandpine,Likeaneagle’snest,hangsonthecrest OfpurpleApennine;

IV.

FromlordlyVolaterræ, Wherescowlsthefar-famedholdPiledbythehandsofgiants Forgodlikekingsofold;Fromsea-girtPopulonia, WhosesentinelsdescrySardinia’ssnowymountain-tops Fringingthesouthernsky;

amain: with great speed

Apennine: Apennine Mountains, the central mountain range running the length of Italy

Volaterrae (VOL uh tair ray): city of northern Etruria

hold: fortified stronghold

Populonia (PO pyuh loh nya): city on a peninsula of central Etruria

descry: to see something far off

Sardinia (sar DI nya): large island off the west coast of Italy

56

15

V.

FromtheproudmartofPisæ, Queenofthewesternwaves,WhererideMassilia’striremes, Heavywithfair-hairedslaves;FromwheresweetClaniswanders Throughcornandvinesandf lowers;FromwhereCortonaliftstoheaven Herdiademoftowers.

VI.

Tallaretheoakswhoseacorns DropindarkAuser’srill;Fatarethestagsthatchamptheboughs OftheCiminianhill;Beyondallstreams,Clitumnus Istotheherdsmandear;Bestofallpoolsthefowlerloves ThegreatVolsinianmere.

VII.

Butnownostrokeofwoodman IsheardbyAuser’srill;Nohuntertracksthestag’sgreenpath UptheCiminianhill;UnwatchedalongClitumnus Grazesthemilk-whitesteer;Unharmedthewaterfowlmaydip IntheVolsinianmere.

Pisae (PEE zay): city of northern Etruria, on the Arno river; modern Pisa

mart: market

Massilia (muh SIL ya): port of Gaul (France) at the mouth of the Rhône; Greek colony; modern Marseilles

triremes: warships with three decks of rowers

fair-haired: i.e., Gallic

Clanis (CLA nis): Tiber tributary

Cortona (cor TOH nuh): city of eastern Etruria

diadem: royal crown

Auser (AW zuhr): river of northern Etruria

rill: small brook, rivulet

stag: male deer

Ciminian (suh MIN yan) hill: hills east of Lake Ciminus (now Lago di Vico) in Etruria

Clitumnus (cluh TUHM nuhs): river of Umbria; modern Clitunno

fowler: bird hunter

mere: lake, marsh

Volsinian (vol SIN yan) mere: lake in southern Etruria; modern Lago di Bolsena

steer: beef cattle

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17

VIII.

TheharvestsofArretium, Thisyear,oldmenshallreap;Thisyear,youngboysinUmbro Shallplungethestrugglingsheep;AndinthevatsofLuna, Thisyear,themustshallfoamRoundthewhitefeetoflaughinggirls WhosesireshavemarchedtoRome.

IX.

Therebethirtyprophets, Thewisestoftheland,WhoalwaysbyLarsPorsena Bothmornandeveningstand.EveningandmorntheThirty Haveturnedtheverseso’er,Tracedfromtherightonlinenwhite Bymightyseersofyore.

X.

AndwithonevoicetheThirty Havetheirgladanswergiven:“Goforth,goforth,LarsPorsena; Goforth,belovedofHeaven;Go,andreturninglory ToClusium’sroyaldome;AndhangroundNurscia’saltars ThegoldenshieldsofRome.”

Arretium (uh RAY shum): city of eastern Etruria; modern Arezzo

Umbro (UHM bro): river of central Etruria; modern Ombrone

Luna (LOO nuh): city of northern Etruria

vat: large container for liquid

must: juice pressed from wine grapes

sire: father

thirty prophets: the Etruscan religion centered on prophecy, the reading of omens

traced from the right: the Linen Book was written from right to left

linen: important books were written on linen; the Linen Book, the only Etruscan book ever found, was an unknown town’s liturgical calendar; it was discovered in Egypt, where it had been used to wrap a mummy

seer: prophet

yore: time long past

Nurscia (NUR shuh): city of Umbria; modern Norcia

hang round …: refers to the practice of displaying weapons captured in war in temples

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19

XI.

Andnowhatheverycity Sentuphertaleofmen;Thefootarefourscorethousand, Thehorsearethousandsten.BeforethegatesofSutrium Ismetthegreatarray.AproudmanwasLarsPorsena Uponthetrystingday.

XII.

ForalltheEtruscanarmies Wererangedbeneathhiseye,AndmanyabanishedRoman, Andmanyastoutally;Andwithamightyfollowing, Tojointhemuster,cameTheTusculanMamilius, PrinceoftheLatianname.

XIII.

ButbytheyellowTiber Wastumultandaffright:Fromallthespaciouschampaign ToRomementooktheirf light.Amilearoundthecity Thethrongstoppeduptheways;Afearfulsightitwastosee Throughtwolongnightsanddays.

tale: number, quantity

score: twenty

Sutrium (SOO tryum): city of southern Etruria; modern Sutri

Tusculan (TUHS kuh luhn): of Tusculum, a town of Latium

Mamilius (muh MIL yuhs): dictator of Tusculum, a city of Latium

Latian (LAY shun): of Latium

Latium (LAY shum): country of the Latins and Rome, south of the Tiber

champaign: countryside

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52

Intro

I

II

Comprehension QuestionsSection I. Verses 1-12

1. What is a lay? _________________________________________________________________

2. Who was Lord Macaulay? In what year were the Lays of Ancient Rome published? ___________________________________________________________________________ ____________________________________________________________________________

3. What does the subtitle “A lay made about the year of the City CCCLX” mean? ______________ ____________________________________________________________________________

4. How did the Romans date time? ___________________________________________________ ____________________________________________________________________________

5. According to our dating system, give the dates for a) the founding of Rome b) for the expulsion of Tarquin Superbus. _____________________________________________________________

6. What is “year of the City CCCLX” in our dating system? How many years after the event is it? ____________________________________________________________________________ ____________________________________________________________________________

7. What “wrong” had the house of Tarquin suffered? ____________________________________ ____________________________________________________________________________

8. Who takes the lead in raising an army to help restore the Tarquins to power in Rome? ________ ____________________________________________________________________________

9. Put these two expressions into your own words: Porsena named a trysting day / summon his array. ______________________________________________________________________ ____________________________________________________________________________

10. Summarize verse I. _____________________________________________________________ ____________________________________________________________________________

11. The army is being recruited from the area of Italy north of the Tiber called _______________ . The people from this area are called ______________________________________________ .

12. Give a synonym for “false” in line 5 of verse II. ______________________________________

13. Name the two kinds of soldiers responding to the call of Porsena. ________________________ ____________________________________________________________________________

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53

14. Contrast the areas described in lines 3-4 of verse III and lines 5-8 of the same verse. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

15. Copy the simile in verse III and explain what it means. ________________________________ ____________________________________________________________________________ ____________________________________________________________________________

16. Verse IV describes two locations from which more Etruscans are recruited for Porsena’s army. Namethemandfindthemonyourmap. ____________________________________________ ____________________________________________________________________________ 17. How does the description of Populonia match its location? _____________________________ ____________________________________________________________________________ ____________________________________________________________________________

18. Compare “lordly Volaterrae” and “sea-girt Populonia” in terms of defense. ________________ ____________________________________________________________________________ ____________________________________________________________________________

19. For what does Volaterrae seem to be famous? _______________________________________ ____________________________________________________________________________

20. Verse V, like the previous two verses, contrasts two different regions of Etruria. Find them on your map. Name and describe them. _______________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

21. WhatkindofslavesdoesPisatrafficin? ____________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

22. Verses VI-VII describe four areas of Etruria. Find these locations on your map and complete. the four locations: _____________________________________________________________ the four living things: ___________________________________________________________ the four activities: _____________________________________________________________

23. What has changed from verse VI to VII and why? ____________________________________ ____________________________________________________________________________

24. VerseVIIIcontinuesthistheme.Givethenamesofthethreelocationsandfindthemonyourmaps. ____________________________________________________________________________

III

IV

V

VI-VII

VIII

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54

IX-X

XI

XII

25. What three farming activities will change this year and how? ___________________________ ____________________________________________________________________________ ____________________________________________________________________________

26. The catalog of the Etruscans who have answered Porsena’s call is completed. Verses IX and X begin a new thought. Summarize these two verses. ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

27. Verses XI and XII summarize and complete this section of the poem. How many men are in the army and where have they gathered? Look at the map. Why was this city chosen as the location to muster the troops for an attack on Rome? _________________________________________ ____________________________________________________________________________

28. In addition to the Etruscan league, what others joined the army of Porsena? Find Tusculum on your map. Who is its prince? Why is the joining of Tusculum to the Etruscan army an ominous development for Rome? _________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Match the following terms with their appropriate or matching synonyms:

_____1. trireme a. juice pressed from grapes _____2. mere b. twenty _____3. diadem c. guard _____4. rill d. bird hunter _____5. must e. father _____6. vat f. prophet _____7. lay g. speedily _____8. score h. arrangement of a large number _____9. bough i. a meeting _____10. stag j. to catch site of _____11. seer k. rivulet _____12. yore l. lake, marsh _____13. sentinel m. ballad _____14. sire n. warship _____16. fowler o. jeweled crown _____17. amain p. tree branch _____18. array q. the past _____19. tryst r. male deer _____20.descry s. large container for liquid

62

Αα, alpha is the first letter in the Greek alphabet. In Rev.1:8, Jesus said,

“I am the alpha and the omega, the beginning and the end.”

The meaning of this statement is clear only if you know that alpha is the first letter of the alphabet and that omega is the last. Capital alpha is identical to English A. Lowercase alpha looks much like the cursive English a. Alpha is the first of seven Greek vowels. Alpha has a long and short sound. The

sound symbol for the long sound is /ah/ and for the short sound is /uh/. Both are illustrated in the word drama. (Short a in English is the a in cat, which is not a sound in Greek.)

The letter alpha is often used to designate the first in a series. For example, in astronomy the brightest star in a constellation is called the alpha star. Alpha is also used to describe high achieving personalities. An alpha person wants to achieve and be first.

Trace and then write letters to complete each line.____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________

Fill in the blanks.

1. _______________ is the first letter in the Greek alphabet, and is the first of the ________________

Greek vowels. Write the word alpha again. _____________________________________________

2. The sound symbol for long alpha is ______________ and for short alpha is __________________ ,

both illustrated by the English word ___________________________________________________ .

3. Jesus said, "I am the __________________ and the __________________, the

_______________________ and the _______________________."

4. An ________________________________personality wants to be first.

5. Alpha is used to describe the _______________________ in a series, such as the

_______________________ star in a constellation.

α α α α α α α α αΑα

alpha

Aaἄλφα

6 Lesson 1

Alpha seven

alpha

/ah/ /uh/

drama

alpha omega

beginning end

alpha

first

brightest

63107

IIN the city of Athens, about twenty-fi ve

years after the Peloponnesian War, there lived a delicate boy named Demosthenes. His father was a manufacturer of swords and made a great deal of money, but died when Demosthenes was only seven years old. Guardians took charge of Demosthenes’ property for ten years. They robbed the boy of part of his fortune, and managed the rest so badly that Demosthenes could not study with the best teachers in Athens because he had not money enough to pay them.

When Demosthenes was sixteen years old, a great trial was going on at Athens, and one day he strolled into the court. There were fifteen hundred and one dicasts, or jurymen, in their seats and the court, was crowded with citizens who, like Demosthenes, had come out of curiosity. A lawyer named Callistratus was speaking, and did not fi nish his speech for nearly four hours. But no one left the court until he ceased to speak. Afterwards, hundreds of people went out and hurried home. Demosthenes waited to see the end. When each of the jurymen had thrown a voting pebble into a basket, the clerk of the court counted the pebbles and told the result. Callistratus had won the case.

Demosthenes went home determined to become a lawyer and public speaker. In one year from that time he brought suit against his guardians, delivered four

orations against them, and won his case. He recovered a large part of the property his father had left to his mother and himself.

Demosthenes then entered public life, but the fi rst time he made a speech in the public assembly it was a complete failure. He stammered and could not speak loud enough, and in trying to do so he made odd faces.

People laughed at him, and even his friends told him that he would never be a speaker. He went home greatly cast down.

Then an actor who was a great friend of his family went to see him and encouraged him. The actor asked Demosthenes to read to him some passages of poetry. Then the actor recited the same passages. The verses now seemed to have new meaning and beauty. The actor pronounced the words as if he felt them. The tones of his voice were clear and pleasant, and his gestures were graceful. Demosthenes was charmed.

“You can learn to speak just as well as I do,” said the actor, “if you are willing to work patiently. Do not be discouraged, but conquer your diffi culties.”

“I will,” said Demosthenes. And he did. It is said that to improve his voice

Demosthenes spoke with stones in his mouth, and to become accustomed to the noise and confusion of the public assembly, he went to the seashore and recited amid the roar of the waves. To overcome his habit of lifting one shoulder above the other, he

DEMOSTHENES

64108

suspended a sword so that the point would prick his shoulder as he raised it.

He built an underground room in which he could study without interruption and practice speaking without disturbing any one. He even had one side of his head shaved so that he would be ashamed to leave his retreat. He remained there for months at a time, engaged in study. One thing he did while there was copy eight times the speeches in the famous history of Thucydides, in order to learn to use the most fi tt ing language. In addition to all this, he took lessons from an excellent speaker named Isæus, who taught declamation (public speaking skills). In this way, the awkward boy who had been laughed out of the assembly became, in time, the greatest orator of Athens.

Not only was Demosthenes a graceful orator, but he was wise and patriotic. He soon acquired great infl uence in Athens and became one of the ten offi cial orators.

At this time, Philip of Macedonia had organized a strong army and was beginning those conquests which, in the end, made him master of Greece. From the fi rst Demosthenes regarded Philip with suspicion but said nothing until he was convinced that Philip was threatening the liberty of Athens and of all Greece. Then he urged the Athenians to fi ght against Philip as their forefathers had fought against the Persians at Marathon, Salamis, and Platæa. “Philip,” he said, “is weak because he is selfi sh and unjust. He is strong only because he is energetic. Let us be equally energetic and unselfi sh and just, then we shall triumph.”

Philip’s victory at Chæronea completely dishear tened the Athenians, and Demosthenes had to use all the power of his eloquence to rouse them. In his speeches, he showed how the success of

Philip and the failure of Athens were not due to the advisers of the people or to the generals who led their army, but to the Athenians themselves. “You idle away your time,” said he, “going into barber shops and gabbing about the news of the day, while Philip is gathering forces with which to crush you and the rest of Greece with you.”

Philip tried to silence Demosthenes with bribes, but the orator was absolutely incorruptible. To the end of his life he raised his voice and used his infl uence for the cause of freedom against both Philip and Alexander. He delivered twelve orations on this subject. Three of these orations were specially directed against Philip and are known as Philippics. They were so bitter in their denunciation of Philip that today any speech which is very bitt er and severe against a man or a party is called a “Philippic.”

T he most fa mous speec h t hat Demosthenes ever made was in defense of himself and is known as the speech “On the Crown.” He had advised the Athenians to unite with the Thebans against Philip. His advice was followed and a victory was won. The Athenians were so pleased that it was proposed to crown Demosthenes with a golden wreath at one of the great festivals. This proposal had to be voted on by the people, and some of Demosthenes’ enemies objected. If the people refused to vote the crown, it would have meant disgrace for Demosthenes. So he was obliged to go before the assembly to speak in defense of himself and to show that his advice to his countrymen had been correct. It was true that the Athenians had not been able to destroy Philip’s power, or free the states of Greece from his control.

But Demosthenes said, “I insist that even if it had been known beforehand to all the world that Philip would succeed

65109

and that we should fail, not even then ought Athens to have taken any other course if she had any regard for her own glory or for her past or for the ages to come.” By this he meant that it was the duty of the people of Athens to fi ght for what they believed to be right, even if they had known from the very beginning that they could not succeed.

Grander words than these never fell from human lips. When the vote was taken, the people decided that Demosthenes should receive the crown.

IIWHEN news reached Athens of the

murder of Philip, Demosthenes rejoiced and placed a wreath upon his head as if he were at a feast. He even persuaded the Athenians to make an off ering of thanks to their gods.

Alexander soon placed the Greek cities at his mercy, and then he demanded that Demosthenes and eight other Athenian orators be delivered up to be punished for treason. Demosthenes told the people of Athens the story of the wolf and the sheep.

“Once upon a time,” he said, “the shepherds agreed with the wolf that henceforth they should be friends. The wolf promised faithfully never again to att ack the sheep. But he said he thought it would be only fair that the shepherds should cease to keep dogs. The shepherds agreed and gave up their dogs. Then the wolf ate up the sheep.”

The Athenians knew what Demosthenes meant and heeded the lesson. They kept their watchdogs, Demosthenes and the other orators, safely at home.

Alexander, at length, withdrew his demand and treated the Athenians with

kindness. However, this did not win the favor of Demosthenes, who continued to oppose the Macedonians at every step.

After some years, one of Alexander’s satraps stole a large treasure, fl ed to Athens and begged for protection. Demosthenes was unjustly accused of helping him and was condemned to pay a fi ne, but he could not pay it and so went into exile.

When Alexander died, the orator returned to Athens. The Athenians sent a man-of-war to bring Demosthenes to the Piræus. The magistrates, the priests and all the citizens marched out to welcome him and escort him to the city.

Demosthenes now made a last eff ort to free Athens. But Macedonia was still strong. Athens and those who loved her were weak. In a short time, the demand was again made that the orators be given up to be punished, and Demosthenes again had to fl ee for his life. He sought refuge in a temple of Poseidon on an island near the coast of Greece.

The sacredness of the temple ought to have protected him, but he was not allowed to escape. The captain of the soldiers who were sent to kill him told him that if he would come out of the temple, he would be pardoned. Demosthenes knew well that this promise would be broken. He asked to be allowed a few moments in which to write a lett er, and his request was granted. He wrote, and then placed the end of his writing quill in his mouth. Those who were watching saw him grow pale. He tried to reach the door but fell dead near the altar. He had taken poison which he had long carried in the end of his writing quill, for he feared that if he ever fell into the hands of the Macedonians, he would die in prison or by torture.

66

LESSON 28: Demosthenes (Δημοσθένης)

FACTS TO KNOW1. Demosthenes – Athenian orator; warned against Philip in his most famous series of speeches, the Philippics2. Philippics – demosthenes' speeches against Philip of Macedonia

"Do not be discouraged but conquer your difficulties." – actor to Demosthenes

"Let us be equally energetic and unselfish and just, then we shall triumph." – Demosthenes

"I insist that even if it had been known beforehand to all the world that Philip would succeed and that we should fail, not even then ought Athens to have taken any other course if she had

any regard for her own glory or for her past or for the ages to come." – Demosthenes

VOCABULARY

1. philippic ___________________________________________________________________________________

2. the end of his writing quill. ___________________________________________________________________

3. who taught declamation. _____________________________________________________________________

4. the orator was absolutely incorruptible ________________________________________________________

COMPREHENSION QUESTIONS

1. What first motivated Demosthenes to become a lawyer?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. How did Demosthenes overcome his difficulties with speech and body language?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

tirade; harsh verbal denunciationshaft of a feather, prepared for use as a writing instrumentspeaking loudly with persuasive effect incapable of being morally corrupted

Demosthenes was robbed of his inheritance by his guardians. When he heard an important case being argued by a famous lawyer, who won his case, he decided that this was the way to get his inheritance back.

To overcome stammering, he practiced speaking with stones in his mouth. To accustom himself to the noise of the public assembly, he practiced speaking at the beach over the roar of the ocean. To correct a habit of lifting one shoulder, he spoke with a sword suspended over the other shoulder. He isolated himself for months practicing. To learn oratory, he studied with the speaker Isæus.

92 Lesson 28: Demosthenes (Δημοσθένης)

67

3. Why did demosthenes oppose Philip, and what did he point to as the main source of weakness among

the Greeks?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. how did Philip try to silence demosthenes? how did alexander try, and what happened?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

5. how did demosthenes die?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

ACTIVITIES1. update the timeline of ancient Greece through the death of alexander.

Demosthenes saw Philip as a threat to Athenian and Greek liberty. He saw the Greeks as complacent and lacking energy.

Philip tried to bribe Demosthenes. Alexander tried to have him handed over to be tried for treason. Demosthenes persuaded the Athenians that it would be their necks next, and they protected him.

After Alexander's death, Macedonia again demanded Demosthenes be handed over. He took refuge in a temple, which was surrounded by soldiers promising him pardon if he gave himself up. Not trusting this, he asked for time to write a letter, and poisoned himself with a quill he had prepared for such an eventuality.

For the teacher: Have your students find and read one of the Philippics of Demosthenes. Have them report on the speech, the nature of the argument, and the style of the denunciation.

93Lesson 28: Demosthenes (Δημοσθένης)

68

Literature- 6

Course Objectives To be successful in this course, students will:

- Know the main storylines, characters, and setting of The Trojan War - Analyze character arc, setting, and plot in Anne of Green Gables, The Bronze Bow, and

The Hobbit - Examine the virtues and vices of the characters in the all of the 6th grade novels - Write intelligently about central themes in the novels - Read, understand, and memorize poetry relating to American history, trees, and

dwarven treasure

Grading Categories

➔ Literature Tests ◆ There are 4 Trojan War tests in the first trimester worth (in order) 30, 35, 50, and

75 points (190 total). ◆ There are 2 Anne of Green Gables tests and one Bronze Bow test in the second

trimester. The Anne tests are worth 83 and 91 points, and the Bronze Bow test is worth 23 points (197 total).

◆ There are 2 Bronze Bow tests, 4 Hobbit quizzes, and 2 Hobbit tests in the third trimester. The BB tests are worth 27 and 31 points, the Hobbit quizzes are 25 points each, and the Hobbit tests are worth 50 and 100 points (308 total).

◆ Short answer and essay questions are worth between 2 and 5 points on each quiz or test, while fill-in-the-blank, matching, and multiple choice questions are worth 1 point.

➔Poetry Assessments ◆ Poetry Quizzes

● Poetry quizzes are oral recitations of a part of the poem being memorized.

● Poetry quizzes are 20 points, and are graded on memorization, volume, annunciation, and posture.

● There is poetry quiz in the first trimester (20 points), 2 in the second (40 points), and 3 in the third (60 points).

◆ Poetry Tests ● Poetry tests are oral recitations of the entire poem. They are worth 40

points, and are graded with the same rubric as the quizzes. ● Each trimester has 2 poetry tests (80 points).

69

➔Homework ◆ One homework assignment should be given each week, preferably as a weekend

assignment. ◆ These may include finishing a page in the study guide, writing a short essay on a

prompt from the study guide or provided by the teacher, or rewriting a paragraph from the novel (as in the Narrative stage of composition).

◆ Homework is graded on completion, neatness, penmanship, and content. ◆ Homework assignments are worth 20 points per assignment. ◆ Approximately 10 assignments should be given each trimester (200 points total).

➔Study guide ◆ A study guide grade is given every week as the students work to complete the

study guide for each novel. ◆ The study guide grade is 10 points for each week, and is based on completion

and neatness. ◆ There are approximately 120 study guide points for the trimester.

Course Schedule Wk

Chapter/Lesson Assessment Poetry

1 Intro Trojan War; Prologue 1-4

2 Prologue 5; Quiz 1 - Prologue; Opening 1-3 TW Quiz 1 - Prologue

Teach “Trees”

3 Opening 4-5; Review; Quiz 2 - Opening TW Quiz 2 - Opening

Trees Stanzas 1-3 quiz

4 Wrath of Achilles 1-4 Trees Stanzas 1-6 Test

5 Wrath of Achilles 5-8

6 Review; Quiz 3 - WofA; Close of the War 1-3

TW Quiz 3 - WofA

7 Close of the War 4-7;

8 Fall of Troy 1-3; Return of the Heroes 1 Teach “Paul Revere’s Ride”

9 Return of the Heroes 2-5

70

10 Review; Quiz 4; Intro Anne of Green Gables 1-2

TW Quiz 4 Revere Test (lines 1-14)

11 AGG 3-6

12 AGG 7-11 (7&8 together)

13 AGG 12-15 Teach “It is Not Growing Like a Tree”

14 AGG 16-19 “It is not Growing…” Lines 1-4 Quiz

15 AGG Review, Test, AGG 20-21 AGG Test ch. 1-19 “It is not Growing…” Lines 1-10 Test

16 AGG 22-24 (22&23 together)

17 AGG 25-28

18 AGG 29-32 Teach “I Go Among Tree”

19 AGG 33-36 “I Go Among Trees” Stanzas 1-2 Quiz

20 AGG 37-38, Review, Test AGG Test ch. 20-38 “I Go Among Trees” Stanzas 1-4 Test

21 Bronze Bow 1-4

22 BB 5-8

23 BB 9-12 BB Quiz 1

24 BB 13-16

25 BB 17-20 BB Quiz 2 Teach “O, Captain”

26 BB 21-24 Captain 1 Quiz

27 The Hobbit 1 & 2 BB Quiz 3 Captain 1&2 Quiz

28 Hobbit 3-5 Captain Test

29 Hobbit 6-8 Hobbit Quiz 1 Teach “Dwarves’

71

Song”

30 Hobbit 9-10 Hobbit Quiz 2 Dwarves 1-5 Quiz

31 Hobbit 11-12 Hobbit Midterm Dwarves 1-10 Test

32 Hobbit 13-14

33 Hobbit 15-17 Hobbit Quiz 3

34 Hobbit 18-19 Hobbit Quiz 4

35 Hobbit Final

80 66 Chapter 28

“… Anne was devoured by secret regret that she had not been born in Camelot.”

Reading Notes

pall

samite

crepe

n. a cloth covering, usually black, spread over a coffin or tomb; v. to cover with a pall

a heavy silk fabric, often interwoven with gold or silver, worn in the Middle Ages

a soft thin fabric of silk, cotton, wool, or another fiber, with a crinkled surface

VocabularyWrite the meaning of each bold word or phrase.

1. They had analysed and parsed it __________________________________________________________

2. allayed and softened by time seemingly. ___________________________________________________

3. Here Ruby Gillis had succumbed* to hysterics ______________________________________________

4. she said haughtily as she turned away. ____________________________________________________

5. restored her to her wonted cheerfulness. ___________________________________________________

6. “I’m sure I hope so,” said Marilla sceptically. _______________________________________________

*Look up “succumb” in the dictionary, and write out the complete definition, the alternate forms,

and 2-3 synonyms.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Expressions for Discussion

1. “But it’s so ridiculous to have a red-headed Elaine. … Now, a red-haired person cannot be a lily maid.”

2. “You don’t think much about romance when you have just escaped from a watery grave.”

3. “Anne Shirley! How on earth did you get there?”

4. “It is all my fault. I feel sure I was born under an unlucky star. Everything I do gets me or my dearest friends into a scrape.”

5. “Will you ever have any sense, Anne?”

6. “I have come to the conclusion that it is no use trying to be romantic in Avonlea. It was probably easy enough in towered Camelot hundreds of years ago, but romance is not appreciated now.”

v. dissected; broken down

v. relieved; alleviated

v. yielded; surrendered

adv. in an arrogantly self-admiring or prideful manner

adj. usual; customary

(skeptically) adv. in a questioning manner; doubtingly

v. 1. to be overcome; to yield 2. to diesynonyms: yield, surrender, submit, capitulate

- Anne - Anne

- Gilbert

- Anne

- MarillaWhy does Anne think she will have sense one day? Every mistake she makes teaches her a valuable lesson, so one day she will be cured of all mistakes.

- Anne

8167An unfortunate Lily Maid

Comprehension QuestionsAnswer the following in complete sentences.

1. Describe the circumstances that result in Anne’s latest scrape. ________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Why doesn’t Anne shut her eyes when she prays to God for help? What is her prayer? __________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. How does Anne respond to her rescuer? How does she respond to his plea for peace between

them? How does her response leave her feeling? ___________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

4. Anne names several mistakes she has made and the shortcomings those mistakes have cured her

of. List these mistakes and the shortcomings that were cured.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

5. How does Matthew respond to Anne’s conclusion that she is now cured of being too romantic?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Enrichment

1. If you are not familiar with the King Arthur story of Lancelot and Elaine, find the story in a King

Arthur volume and read it. Then read the excerpt from Alfred, Lord Tennyson’s idyll, “Lancelot and

Elaine” (located in the Appendix).

Anne and her friends are reenacting Lord Tennyson’s “Lancelot and Elaine” by placing Anne in a small boat on the river—as the dead Elaine of Astolat. When Anne is floating down the river, the boat begins to leak, and Anne ends up grabbing a bridge pile and holding on until she is rescued.

Anne says that she knows that the only way God can save her is to let the boat float close enough to one of the bridge piles so she could climb onto it. She needs to keep her eyes open so she can help God help her. Her prayer is, “Dear God, please take the flat close to a pile and I’ll do the rest.”

Anne is furious that she has been rescued by Gilbert. She is scornful and frigid to him. Anne wants to respond positively to Gilbert’s plea for peace, but she can’t let go of the bitterness she has felt for him since he called her “Carrots,” so she rejects his offer. She regrets that rejection and wants to cry over it.

The affair of the amethyst brooch cured Anne of meddling with things that didn’t belong to her. The Haunted Wood mistake cured Anne of letting her imagination run away with her. The liniment cake mistake cured Anne of carelessness in cooking. Dyeing her hair cured Anne of vanity. The affair of the leaking boat cured Anne of being too romantic.

Matthew tells Anne not to give up all her romance. He says, “… a little of it is a good thing—not too much, of course—but keep a little of it, Anne, keep a little of it.”

82 100 supplemental Reading

A new star in the firmament, to light and glory born!Alas, the change! She placed her foot upon a triple throne,And on the scaffold now she stands—beside the block—alone!The little dog that licks her hand, the last of all the crowdWho sunned themselves beneath her glance, and round her footsteps bowed.Her neck is bared—the blow is struck—the soul is passed away!The bright—the beautiful—is now a bleeding piece of clay.The dog is moaning piteously; and, as it gurgles o’er,Laps the warm blood that tricking runs unheeded to the floor.The blood of beauty, wealth, and power, the heart-blood of a queen,The noblest of the Stuart race, the fairest earth has seen,Lapped by a dog! Go, think of it in silence and alone;Then weigh against a grain of sand the glories of a throne.

From Lancelot and ElaineAlfred, Lord Tennyson

“O sweet father, tender and true,Deny me not,” she said—”ye never yetDenied my fancies—this, however strange,My latest. Lay the letter in my handA little ere I die, and close the handUpon it; I shall guard it even in death.And when the heat is gone from out my heart,Then take the little bed on which I diedFor Lancelot’s love, and deck it like the Queen’sFor richness, and me also like the QueenIn all I have of rich, and lay me on it.And let there be prepared a chariot-bierTo take me to the river, and a bargeBe ready on the river, clothed in black.I go in state to court, to meet the Queen.There surely I shall speak for mine own self,And none of you can speak for me so well.And therefore let our dumb old man aloneGo with me; he can steer and row, and heWill guide me to that palace, to the doors.”

She ceased. Her father promised; whereuponShe grew so cheerful that they deemed her deathWas rather in the fantasy than the blood.But ten slow mornings past, and on the eleventhHer father laid the letter in her hand,And closed the hand upon it, and she died.So that day there was dole in Astolat.

But when the next sun brake from underground,Then, those two brethren slowly with bent browsAccompanying, the sad chariot-bier

Past like a shadow through the field, that shoneFull-summer, to that stream whereon the barge,Palled all its length in blackest samite, lay.There sat the lifelong creature of the house,Loyal, the dumb old servitor, on deck,Winking his eyes, and twisted all his face.So those two brethren from the chariot took And on the black decks laid her in her bed,Set in her hand a lily, o’er her hungThe silken case with braided blazonings,And kissed her quiet brows, and saying to her,“Sister, farewell forever,” and again,“Farewell, sweet sister,” parted all in tears.Then rose the dumb old servitor, and the dead,Oared by the dumb, went upward with the flood—In her right hand the lily, in her leftThe letter—all her bright hair streaming down—And all the coverlid was cloth of goldDrawn to her waist, and she herself in whiteAll but her face, and that clear-featured faceWas lovely, for she did not seem as dead,But fast asleep, and lay as though she smiled. ********

… and the barge,On to the palace-doorway sliding, paused.There two stood armed, and kept the door; to whom, All up the marble stair, tier over tier, Were added mouths that gaped, and eyes that asked,

“What is it?” but the oarsman’s haggard face,As hard and still as is the face that menShape to their fancy’s eye from broken rocksOn some cliff-side, appalled them, and they said,

“He is enchanted, cannot speak—and she,Look how she sleeps—the Fairy Queen, so fair!Yea, but how pale! what are they? flesh and blood?Or come to take the King to Fairyland?For some do hold our Arthur cannot die,But that he passes into Fairyland.”

While thus they babbled of the King, the KingCame girt with knights. Then turned the tongueless manFrom the half-face to the full eye, and roseAnd pointed to the damsel and the doors.So Arthur bade the meek Sir PercivaleAnd pure Sir Galahad to uplift the maid;And reverently they bore her into hall.Then came the fine Gawain and wondered at her,And Lancelot later came and mused at her,And last the Queen herself, and pitied her;But Arthur spied the letter in her hand,Stoopt, took, brake seal, and read it; this was all:

“Most noble lord, Sir Lancelot of the Lake,I, sometime called the maid of Astolat,Come, for you left me taking no farewell,Hither, to take my last farewell of you.I loved you, and my love had no return,And therefore my true love has been my death.And therefore to our Lady Guinevere,

83101supplemental Reading

And to all other ladies, I make moan:Pray for my soul, and yield me burial.Pray for my soul thou too, Sir Lancelot,As thou art a knight peerless.”

Thus he read;And ever in the reading lords and damesWept, looking often from his face who readTo hers which lay so silent, and at times,So touched were they, half-thinking that her lips,Who had devised the letter, moved again.Then freely spoke Sir Lancelot to them all:

“My lord liege Arthur, and all ye that hear,Know that for this most gentle maiden’s deathRight heavy am I; for good she was and true,But loved me with a love beyond all loveIn women, whomsoever I have known.Yet to be loved makes not to love again;Not at my years, however it hold in youth.I swear by truth and knighthood that I gaveNo cause, not willingly, for such a love.To this I call my friends in testimony,Her brethren, and her father, who himselfBesought me to be plain and blunt, and use,To break her passion, some discourtesyAgainst my nature; what I could, I did.I left her and I bade her no farewell;Though, had I dreamt the damsel would have died,I might have put my wits to some rough use,And helped her from herself.” Maidenhood Henry Wadsworth Longfellow

Maiden! with the meek, brown eyes,In whose orbs a shadow liesLike the dusk in evening skies!

Thou whose locks outshine the sun,Golden tresses, wreathed in one,As the braided streamlets run!

Standing, with reluctant feet,Where the brook and river meet,Womanhood and childhood fleet!

Gazing, with a timid glance,On the brooklet’s swift advance,On the river’s broad expanse!Deep and still, that gliding streamBeautiful to thee must seem,As the river of a dream.

Then why pause with indecision,When bright angels in thy visionBeckon thee to fields Elysian?

Seest thou shadows sailing by,As the dove, with startled eye,Sees the falcon’s shadow fly?

Hearest thou voices on the shore,That our ears perceive no more,Deafened by the cataract’s roar?

O, thou child of many prayers!Life hath quicksands—Life hath snaresCare and age come unawares!

Like the swell of some sweet tune,Morning rises into noon,May glides onward into June.Childhood is the bough, where slumberedBirds and blossoms many-numbered;—Age, that bough with snows encumbered.

Gather, then, each flower that grows,When the young heart overflows,To embalm that tent of snows.Bear a lily in thy hand;Gates of brass cannot withstandOne touch of that magic wand.Bear through sorrow, wrong, and ruth,In thy heart the dew of youth,On thy lips the smile of truth!O, that dew, like balm, shall stealInto wounds that cannot heal,Even as sleep our eyes doth seal;

And that smile, like sunshine, dartInto many a sunless heart,For a smile of God thou art.

Mars La Tour (The Maiden’s Vow)A Legend of 1870-1871 Stafford MacGregor

In the valley of Avranches, the vespers were ringing,A lullaby soft at the close of the day,The white fleecy clouds the sunset was tingingWith many hued lights fading swiftly away,Oft darkening to purple, now brightening to crimson,Here braiding the edges with bands of bright gold,As though the Aurora would win from the ocean,Once more the avow that at daylight was told,And increase the deep love that was whispered at dawn,By enriching in splendor her robe of the morn.

As peaceful and bright in the year’s opening days,As that sunset, O France! Was thy future portrayed,Though dark as the thunder-fraught cloud of the night,Was that future when rolled page by page to the light.

84

IT IS NOT GROWING LIKE A TREEBen Jonson

It is not growing like a treeIn bulk, doth make Man better be;Or standing long an oak, three hundred year,To fall a log at last, dry, bald, and sere:A lily of a dayIs fairer far in May,Although it fall and die that night—It was the plant and flower of Light.In small proportions we just beauties see;And in short measures life may perfect be.

146 Ben Jonson

85

VoCabulary:

sere dry; withered

bulk size

proportions amounts

analyze:

1. think about the rhyming structure of this poem. Write out the rhyme scheme. ______________________

___________________________________________________________________________________________

2. to what is man being compared in the opening lines? ____________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. to what is man being compared in the last half of the poem? ______________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

rhyming couplets

a tree; an ancient oak, unchanging, a thing

of constancy

A lily that lives only for a day; it

is better for a man to be like the lily, the “flower of Light,” living vibrantly, than trying to be like a tree,

growing only bigger and stronger and trying to last.

148 Ben Jonson

86

Comprehension Questions:

1. What is the author saying about man striving to be like a tree? ____________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What would it be better for a man to be like? Why? ______________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. What could the author mean by “the plant and flower of Light”? __________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. What do you think the last lines mean? _________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Man is not meant to be like a tree;

the tree is ancient and unchanging; its beauty is stoic and steady, and it will end insignificantly, one log

among many, ugly and used up.

We are like flowers: temporary and aware of our

mortality; but our lives are not unchanging; they burn bright with beautiful moments.

The beauty of the flower is bright in

the darkness of everyday life; the beauty of the flower comes from “Light” (goodness, God, happiness).

Like the lily that lives only one day, beautiful moments

are intense and transient, inconstant bursts of light in our lives; perfection and beauty will not—and

cannot—be sustained throughout an entire lifetime, but will happen in “short measures”; life cannot be

perfect and beautiful all the way through, but we can have perfect and beautiful moments.

149Ben Jonson

87

Grammar - 6th

Course Objectives To be successful in this course, students will be able to:

- Define and identify the different parts of speech - Provide the rules governing the use of capital letters and punctuation

Grading Categories

➔ Tests ◆ A Final Exam is given at the end of the year over all grammar rules learned ◆ The Final Exam is worth 60 points

➔ Quizzes ◆ Quizzes are given every Friday, and is typically administered immediately

following the weekly spelling test ◆ Quizzes are solely assessments on the students’ memorization of the rule,

including the examples (if applicable). Punctuation and capitalization rules are not memorized, but the teacher dictates the example and the students are expected to copy/write it including correct punctuation and capitalization.

◆ Quizzes are worth 20 points ◆ The total number of points available from quizzes: 1st trimester = 240, 2nd = 220,

3rd = 160 ◆ The value of each question is dependent on how many total questions are on the

quiz, and may be weighted according to difficulty (for example, a quiz may have 2 questions worth 10 points each, while another quiz with 3 questions may have 2 questions worth 5 points and one worth ten points)

➔ Workbook/participation ◆ Completing the workbook or other activities is worth 10 points each week ◆ The amount of workbook points awarded each trimester is roughly 110. ◆ Points are awarded for completion and neatness

Course Schedule

Wk Lesson Assessment

1 Lesson 1: Capitalization Review Lesson 1 Quiz

88

2 Lesson 2: Punctuation Review (End Marks & Comma) Lesson 2 Quiz

3 Lesson 3: Punctuation Review (Quotation, Apostrophe, Colon, & Hyphen) Lesson 3 Quiz

4 Lesson 4: Grammar Review (Rules 1-18) Lesson 4 Quiz




8 Unit I Review / Unit I Quiz Unit 1 Quiz

9 EGR 1 & 2 EGR 1&2 Quiz

10 EGR 3 & 4 EGR 3&4 Quiz

11 EGR 6,7,16 EGR 6,7,16 Quiz

12 EGR 19 & 20 EGR 19 & 20 Quiz

13 EGR 21, 22, 23 EGR 21, 22, 23 Quiz

14 EGR 24,25,26 EGR 24,25,26 Quiz

15 EGR 29 & 30 EGR 29 & 30 Quiz

16* Short week - no lesson -

17 EGR 38 EGR 38 Quiz



20 EGR 41 & 42 EGR 41 & 42 Quiz

21 EGR 43 & 44 EGR 43 & 44 Quiz

22 EGR 47,49,57 EGR 47, 49, 57 Quiz

23 Lesson 20: Commas Lesson 20 Quiz

24 Lesson 21: Quotation Marks Lesson 21 Quiz

25 Lesson 22: Quotation Marks Lesson 22 Quiz

26 Lesson 23: Adverbs Lesson 23 Quiz

27 Lesson 24: Adverbs Lesson 24 Quiz

28 Lesson 25: Conjunctions Lesson 25 Quiz


30 Unit IV Review / Unit IV Quiz Unit IV Quiz

31 *No Grammar ITBS WEEK* -

32 Review: Comma & Quotation Mark Rules Quiz

33 Review: Rules (1-57, 86-90) -

34 Final Grammar Assessment - Grammar Rules 1-57, 86-90 Grammar Final

35

89



30 Unit IV Review / Unit IV Quiz Unit IV Quiz

31 *No Grammar ITBS WEEK* -

32 Review: Comma & Quotation Mark Rules Quiz

33 Review: Rules (1-57, 86-90) -

34 Final Grammar Assessment - Grammar Rules 1-57, 86-90 Grammar Final

35

90

LESSon 7: Predicate nominatives and adjectives

Review Recitation:

□ grammar Questions #24-29, 58-59

lesson: *grammar Question #60: Define predicate nominative. Give an example. A predicate nominative is a noun or pronoun that follows a linking verb and renames the subject.

Ex. Wilbur is a pig.

*grammar Question #61: Define predicate adjective. Give an example. A predicate adjective is an adjective that follows a linking verb and modifies the subject.

Ex. Wilbur is tired.

coPywoRk: grammar Question #60: __________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

Ex. ________________________________________________________________________

grammar Question #61: ___________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

Ex. ________________________________________________________________________

PRactice a: Underline the verb or verb phrase and draw a line between the subject and predicate. Ask “What?” after the subject and verb, and then circle the complements. Write predicate nominative or predicate adjective for each sentence.

______________________________ 1. They are strong and wise.

______________________________ 2. The apple pie is wonderful.

______________________________ 3. he is a man of valor.

______________________________ 4. Mrs. White was my second grade teacher.

______________________________ 5. The honeybees were busy from sunrise to sundown.

______________________________ 6. The gate to eternal life is narrow.

______________________________ 7. Francois huber was a blind naturalist.

______________________________ 8. Faith is the substance of things hoped for.

30 Lesson 7: Predicate nominatives and adjectives

91

PRactice B: Complete each of the following sentences with a predicate nominative.

1. James is _____________________________________________________________________ .

2. When i grow up, i will become a _______________________________________________ .

3. george Washington was ______________________________________________________ .

4. an ugly caterpillar can become ________________________________________________ .

5. My favorite dessert is _________________________________________________________ .

DiagRam: Diagram the simple subject, simple predicate, and predicate nominative for sentences 1, 5 in Practice B. See Appendix for diagramming guidelines.

1. 5.

PRactice c: Complete each of the following sentences with a predicate adjective.

1. The puppies are ______________________________________________________________ .

2. The freshly baked bread is _____________________________________________________ .

3. The houses were _____________________________________________________________ .

4. i am ________________________________________________________________________ .

5. My old stuffed animal was _____________________________________________________ .

DiagRam: Diagram the simple subject, simple predicate, and predicate adjective for sentences 1-2 in Practice C.

1. 2.

oRal Quiz: Recite answers with examples.

□ grammar Questions #60-61

31Lesson 7: Predicate nominatives and adjectives

92

lEsson 7: Predicate nominatives and adjectives

Review Recitation:

□ grammar Questions #24-29, 58-59

lesson: *grammar Question #60: Define predicate nominative. Give an example. A predicate nominative is a noun or pronoun that follows a linking verb and renames the subject.

Ex. Wilbur is a pig.

*grammar Question #61: Define predicate adjective. Give an example. A predicate adjective is an adjective that follows a linking verb and modifies the subject.

Ex. Wilbur is tired.

coPywoRk: grammar Question #60: __________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

Ex. ________________________________________________________________________

grammar Question #61: ___________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

Ex. ________________________________________________________________________

PRactice a: Underline the verb or verb phrase and draw a line between the subject and predicate. ask “What?” after the subject and verb, and then circle the complements. Write predicate nominative or predicate adjective for each sentence.

______________________________ 1. They|are strong and wise.

______________________________ 2. The apple pie|is wonderful.

______________________________ 3. he|is a man of valor.

______________________________ 4. Mrs. White|was my teacher.

______________________________ 5. The honeybees|were busy from sunrise to sundown.

______________________________ 6. The gate to eternal life|is narrow.

______________________________ 7. Francois huber|was a blind naturalist.

______________________________ 8. Faith|is the substance of things hoped for.

Predicate Adjective (both)

Predicate Adjective

Predicate Nominative


Predicate Adjective

Predicate Adjective



30 Lesson 7: Predicate nominatives and adjectives

93

PRactice B: complete each of the following sentences with a predicate nominative.

1. James is _____________________________________________________________________ .

2. When i grow up, i will become a _______________________________________________ .

3. george Washington was ______________________________________________________ .

4. an ugly caterpillar can become ________________________________________________ .

5. My favorite dessert is _________________________________________________________ .

DiagRam: Diagram the simple subject, simple predicate, and predicate nominative for sentences 1, 5 in Practice B. see appendix for diagramming guidelines.

1. 5.

PRactice c: complete each of the following sentences with a predicate adjective.

1. The puppies are ______________________________________________________________ .

2. The freshly baked bread is _____________________________________________________ .

3. The houses were _____________________________________________________________ .

4. i am ________________________________________________________________________ .

5. My old stuffed animal was _____________________________________________________ .

DiagRam: Diagram the simple subject, simple predicate, and predicate adjective for sentences 1-2 in Practice c.

1. 2.

oRal Quiz: recite answers with examples.

□ grammar Questions #60-61

captain of the team Answers will vary.

James is captain

Answers will vary.

dessert is

playful Answers will vary.

puppies are playful

Answers will vary.

bread is

31Lesson 7: Predicate nominatives and adjectives

94

Spelling - 6th

Course Objectives To be successful in this course, students will be able to spell words correctly by:

- Identifying the different sounds made by the five vowels and the letter y - Knowing the meaning and effect of common prefixes and suffixes - Understanding that many words derive, at least partially, from Latin, Greek, French and

Spanish - Examining the rule regarding the ei and ie combination and compound words - Studying words from various disciplines, such as Science, Math, and History

Grading Categories

➔ Tests ◆ There are 12 tests in the 1st trimester, 11 in the second trimester, and 10 in the

third trimester ◆ All tests are worth 20 points, including the review tests ◆ The total number of points for each trimester: 1st = 240, 2nd = 220, 3rd = 200 ◆ Each test has 20 words, and each word is worth one point. Review tests include

2 words from each lesson under review. ➔ Homework/Participation

◆ It is expected that the students complete the lessons in the workbook neatly and accurately.

◆ 10 points are awarded for each workbook lesson completed. ◆ The total number of points for each trimester: 1st = 120, 2nd = 110, 3rd = 100

Course Schedule Week Chapter/Lesson Blevins Book or

Book of Roots Word of the Week Assessment

1 1 - Vowel A P. 107, 115 connoisseur, n. Test

2 2 - Vowel E P. 108, 109 incivility, n. Test

3 3 - Vowel I Pp. 109-110 flighty, adj. Test

4 4 - Vowel O Pp. 110-111 repugnance, n. Test

95

5 5 - Vowel U P. 111 formidable, adj. Test

6 7 - Words Beginning with ap, as

miscreant, n. Test

7 8 - Prefixes ac, af, at

P. 245 condescending, adj. Test

8 9 - Words Ending in ion or ation

P. 255, 261 brood, v. Test

9 10 - Words with French Derivations

anecdote, n. Test

10 11 - Latin Roots P. 272, 276, 281 The Book of Roots (MP)-p. 80

dexterity, n. Test

11 6 & 12 - Review (L1-5, L7-11)

slight, n. Test

12 13 - Suffixes ial, ious

P. 264, 266 grapple, v. Test

13 14 - Suffixes al, ally, ic, ically, ly

P. 261, 266 derisively, adv. Test

14 15 - Latin Roots P. 272, 276-281 The Book of Roots (MP)- p. 55

countenance, n. Test

15 16 - Suffixes able, ible

263-264 qualm, n. Test

16* No lesson - short week

.

17 17 - Challenging Words

Pp. 288-289 extricate, v. Test

18 19 - Words from Geography

incongruous, adj. Test

19 20 - Words from Science

abominable, adj. Test

20 21 - Words from Math

assailants, n. Test

96

21 22 - Words from History

flourish, v. Test

22 23 - Words from Business

impending, adj. Test

23 18 & 24 - Review (L13-17, L19-23)

ascertain, v. Test

24 25 - Words with ei and ie

P. 137 callous, adj. Test

25 26 - Suffixes ance, ence, ce

P. 150, 156 infallibly, adv. Test

26 27 - Y as a long vowel

obscure, adj. Test

27 28 - Words from Music

dilapidation, n. Test

28 29 - Words with Spanish Derivations

volition, n. Test

29 31 - Latin Roots Book of Roots P. 29, 24

ungainly, adj. Test

30 32 - Words from Sports

apprehension, n. (fear, uneasy anticipation)

Test

31 33 - Words with Latin and Greek Prefixes

Book of Roots- p. 72

rudiments, n. Test

32 34 - Compound Words and Hyphenates

ambiguity, n. Test

33 35 - Challenging Words

dereliction, n. Test

34 30 & 36 - Review (L25-29, L31-35)

Test

101

6th Grade Math

Course Objectives To be successful in this course, students will be able to:

- Solve problems in long division - Add, subtract, multiply, and divide fractions, decimals, and compound measurements - Work with percentages - Convert measurements in both the English and metric systems - Find the perimeter, area, and volume of geometric figures - Find greatest common factors and lowest common multiples - Increase speed and accuracy with math facts

Grading Categories

*Tests

◆ 4 tests per trimester & one final exam ◆ Tests are typically 80 points (320 per trimester); the final exam is 150 points ◆ Point values for questions vary for each test. Problems that require more work

(i.e. word problems) should be given more weight when determining point values. ◆ Tests are found in the Rod and Staff test booklet

*Quizzes ◆ Quizzes are given each non-test week on Wednesday ◆ 7 quizzes are given in the first trimester, 8 in the second trimester, and 5 in the

third trimester ◆ Quizzes are 30 points each (210 1st trimester, 240 2nd trimester, 150 third

trimester) ◆ Each question is generally worth 2 or 3 points, depending on the number of

questions on the quiz. ◆ Quizzes are found in the Rod and Staff quiz booklet

*Homework ◆ Homework is assigned nightly (homework is not generally assigned on the night

before a test) ◆ 10 points are given for each homework assignment (30 to 40 per week) ◆ Homework will be worth approximately 350 points for the trimester ◆ Homework will be assessed on:

● Neatness ● Completion ● Very rarely, accuracy may be taken into account when awarding points

102

*Speed Tests ● A 100 fact speed drill will be given at the beginning of every math class. The purpose of

these drills is to improve fluency and accuracy with math facts. ● The target time for speed drills for sixth grade is two minutes. ● Students will be tested over one speed drill every Friday. Graded speed tests are worth

ten points. ● Students should be allowed to complete the drill even after the designated time has

passed with the maximum time allowed being five minutes. Speed drills not completed should be sent home and returned for a spot check the next day.

Course Schedule Week Lesson Assessment

1 1+2+3, 5+7, 8+10, 11

2 12, 4+13, 14 (Test), 15+16

Chapter 1 Test Speed test/addition

3 18, 19+20, 23, 24 Lesson 12 Quiz Speed test/subtraction

4 25, 26+27, 28, 29 Lesson 26 Quiz Speed test/multiplication

5 30 (Test), 31+32, 33, 34 Chapter 2 Test Speed test/division

6 36, 37+38, 39, 40 Lesson 34 Quiz Speed test/addition

7 41, 42, 43, 44 (Test) Chapter 3 Test Speed test/subtraction

8 45+46, 47, 48, 49+50 Lesson 42 Quiz Speed test/multiplication

9 51, 52, 53, 54 Lesson 51 Quiz Speed test/division

10 55, 56, 57, 58 (Test) Chapter 4 Test Speed test/addition

11 59, 60, 61, 62 Lesson 55 Quiz Speed test/subtraction

12 63, 64, 65, 66 Lesson 62 Quiz Speed test/multiplication

103


14 71 (Test), 72+75, 73, 74 Chapter 5 Test Speed test/addition

15 76+77, 78+79, 80, 81 Lesson 73 Quiz Speed test/subtraction

*16 82, 83 (Test) Chapter 6 Test Speed test/multiplication

17 84+85, 86, 87, 88 Lesson 79 Quiz Speed test/ division

18 89, 90, 91+92, 93 Lesson 89 Quiz Speed test/addition

19 94, 95, 96 (Test), 97+98 Chapter 7 Test Speed test/subtraction

20 99, 100, 101, 102 Lesson 100 Quiz Speed test/multiplication


22 107, 108,109, 110 Lesson 107 Quiz Speed test/addition

23 111 (Test), 112, 113, 114 Chapter 8 Test Speed test/subtraction

24 115, 116+117, 118, 119 Lesson 113 Quiz Speed test/multiplication

25 120, 121, 122+123, 124 Lesson 119 Quiz Speed test/division

26 125, 126 (Test), 127, 128 Chapter 9 Test Speed test/addition

27 129, 130, 131, 132 Lesson 129 Quiz Speed test/subtraction

28 133, 134, 135, 136 (Test) Chapter 10 Test Speed test/multiplication

29 137, 138+139, 140+141, 142+143

Lesson 134 Quiz Speed test/division

30 144, 145, 146, 147 (Test) Chapter 11 Test Speed test/addition

104

31 148, 149, 150, 151+152 Lesson 148 Quiz Speed test/subtraction

32 153, 154+155, 156+157, 160

Lesson 152 Quiz Speed test/multiplication

33 161 (Test), 164, 165, 166, Chapter 12 Test Speed test/division

34 167, 168, 169, 170 (Final) Final Exam

35 Enrichment: Order of Operations Negative Numbers

Exponents

119

80. Hard Times in the South

You surely remember what a sad and trying time it was for the Americans right after the Revolutionary War. Well, after the Civil War it was even more difficult. Everyone felt this deeply, and while most people longed to do what was right, they did not know where or how to begin.

Both armies had now been disbanded and had gone home. Northern men went back to comfortable homes, where the only drawback to their happiness was the thought of those who had died, and the pain they suffered from wounds received in battle. It was very different, however, with the Southern soldiers. Not only were they beaten—a thing which only the noblest can bear well—but they were ruined, had no government, and were forced to begin life all over again.

But the Southern men were made of such good stuff that in spite of countless hindrances, they bravely went to work to make the South even better and greater than ever before. Men and women who had never done a stroke of work in all their lives now patiently learned to do everything for themselves, and earnestly tried to bring law and order out of chaos. Of course, this was not done in a day, a week, or a year; but the work was carried on day after day, and year after year, until a glorious “New South” arose.

Lincoln, as you know, claimed that the Southern states had never been really out of the Union. So he wanted each state to send members to Congress as soon as possible, and all to be as if the war had never taken place. Perhaps, if he had lived, things would have gone on far more smoothly.

Andrew Johnson, the seventeenth president of the United States, who took Lincoln’s place, meant to do what was right; but he had never expected to be president and was thrust into that position at a very uncomfortable time. His efforts to improve were constant, and they met with great success. Unfortunately, Johnson was not born with Lincoln’s tact, and, while honest and good, was so outspoken and obstinate that he made many enemies.

No sooner had the Union army been reviewed and disbanded than President Johnson made a proclamation offering full pardon to most of the people in the Southern states if they would faithfully promise to “support, protect, and defend the Union.”

He also put an end to the blockade, allowed trade to begin again, and ordered the mail be distributed all through the country once more,

H. A. Guerber

196

120

the laws obeyed, and the taxes collected. He also said that the Southern states could resume their places in the Union as soon as they elected men who would be true to the government.

But when Congress met shortly after this, it did not approve of what Johnson had done. A quarrel began, therefore, between President and Congress, which grew worse and worse as time went on. The President wanted the Southern states readmitted right away; but Congress said they should not come back until the African Americans were properly

protected in their new rights.Congress also decreed that no Southern state should join the Union

again unless it promised to give up all secession ideas, protect the African Americans and let them vote, and never pay the Confederate war debt, or ask the nation to pay it. Besides, Congress insisted that no Southerner should be elected to office who could not make oath that he had taken no part in the Civil War against the United States.

This was very unwise, for most of the respectable Southern men had been in the army. When they heard what was required before they could again hold office, they naturally cried out against what they called the “ironclad” oath. Still, as they could not take it, they were shut out of office. Positions of great trust and importance were, therefore, filled by men from the North, who in most cases had no property in the South except what they brought in their traveling bags; hence, they are generally known as “carpetbaggers.” These men received support and votes mostly from newly enfranchised African Americans, and some white Southerners known as “scalawags,” who supported the federal government’s plan to rebuild the South.

In spite of these unhappy conditions, eight out of the eleven seceded states soon managed to get back into the Union; but for years Southerners suffered more than words can tell from bad state government. Such was the disorder that United States troops had to be stationed there to keep peace. But their presence, in many

Andrew Johnson

The Story of the Great Republic

197

121

cases, only made matters worse. Besides, police work was just as distasteful to the soldiers as it was to the people, so both parties felt unhappy and sore.

By this time the quarrel between President and Congress had grown so bitter that the House of Representatives impeached Johnson—that is, accused him of acting against the law and making a bad use of his power. Johnson was therefore called before the Senate, where he was tried. But before he could be put out of office, two-thirds of the votes had to be against him. One vote proved lacking to make up this count, so he remained president to the end of his term, although he and Congress were now sworn foes.

On Christmas Day, 1868—to the relief of the whole nation—full and unconditional pardon was granted to all who had taken any part whatever in the war. This was a move in the right direction, and was followed, before long, by an act of Congress allowing most of the ex-Confederates to hold office again. The better class of the Southern people, now able to take part in public affairs, worked hard to redeem their states, and their noble efforts were soon rewarded. The years which followed the Civil War are generally known as the time of Reconstruction, or rebuilding the governments of the Southern states.

Impeachment trial of Andrew Johnson

H. A. Guerber

198

122

51. Document that signified the official end of the Revolutionary War: (Guerber Ch. 42) ________________________________________________________________

52. Name the thirteen original colonies: (Guerber Ch. 43) 1. _____________________________2. _____________________________3. _____________________________4. _____________________________5. _____________________________6. _____________________________7. _____________________________

8. ____________________________9. ____________________________10. ___________________________11. ___________________________12. ___________________________13. ___________________________

53. Document that established a central government for the United States: (Guerber Ch. 44) ____________________________________________________

54. Revolt that demonstrated the need for a stronger central government: (Guerber Ch. 44) ____________________________________________________

55. Framework for the government of the United States: (Guerber Ch. 45) ________________________________________________________________

56. Father of the Constitution: (Guerber Ch. 45)

________________________________________________________________57. Three branches of the American government established by the Constitution:

(Guerber Ch. 45) 1. Law-making branch: _____________________________________________ Head of the law-making branch: ____________________________________ Two bodies of Congress: __________________________________________ 2. Law-enforcing branch: ____________________________________________ Head of the law-enforcing branch: ___________________________________ 3. Law-interpreting branch: __________________________________________ Head of the law-interpreting branch: _________________________________ Head of the Supreme Court: _______________________________________

58. First president of the United States: (Guerber Ch. 46)

________________________________________________________________59. First Chief Justice of the Supreme Court: (Guerber Ch. 46)

________________________________________________________________60. Inventor of the cotton gin: (Guerber Ch. 48)

________________________________________________________________61. United States national motto and meaning: (Guerber Ch. 50)

________________________________________________________________

Second Treaty of Paris Virginia North Carolina Massachusetts South Carolina New Hampshire New Jersey New York Pennsylvania Maryland Delaware Connecticut Georgia Rhode Island the Articles of Confederation Shays’ Rebellion

the Constitution James Madison Legislative Congress House of Representatives and the Senate Executive President Judicial Supreme Court Chief Justice George Washington John Jay Eli Whitney E pluribus unum - One out of many

9

123

TIMELINE OF AMERICAN HISTORY

1. _____________________ Columbus discovered America (Guerber Ch. 5)

2. _____________________ French and Indian War (Guerber Ch. 25, 28)

3. _____________________ Boston Massacre (Guerber Ch. 30)

4. _____________________ Boston Tea Party (Guerber Ch. 30)

5. _____________________ First Continental Congress (Guerber Ch. 30)

6. _____________________ Battles of Lexington and Concord (Guerber Ch. 31)

7. _____________________ Second Continental Congress (Guerber Ch. 32)

8. _____________________ Declaration of Independence (Guerber Ch. 34)

9. _____________________ Second Treaty of Paris (Guerber Ch. 42)

10. _____________________ The Constitution (Guerber Ch. 46)

11. _____________________ Louisiana Purchase (Guerber Ch. 50)

12. _____________________ War of 1812 (Guerber Ch. 53, 55)

13. _____________________ Treaty of Ghent (Guerber Ch. 55)

14. _____________________ The Mexican-American War (Guerber Ch. 62)

15. _____________________ Gold Rush (Guerber Ch. 64)

16. _____________________ Battle at Fort Sumter (Guerber Ch. 69)

17. _____________________ Emancipation Proclamation (Guerber Ch. 74)

18. _____________________ Battle of Gettysburg (Guerber Ch. 75)

19. _____________________ surrender at Appomattox (Guerber Ch. 78)

20. _____________________ The Spanish-American War (Guerber Ch. 85)

1492

1754-1763

1770

1773

September 1774

April 19, 1775

May, 10 1775

July 4, 1776

September 3, 1783

March 4, 1789

1803

1812-1814

1814

1846-1848

1849

April 12, 1861

January 1, 1863

July 1-3, 1863

April 9, 1865

1898

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Science- 6th

Course Objectives To be successful in this course, students will know the external and internal structure of plants and basic concepts of biology and be able to accurately observe and label various parts of a tree.

Grading Categories

➔Tests ◆ There are two tests in the first trimester and one test in each trimester following. ◆ There are approximately 60 points each test. ◆ The first trimester has approximately 120 test points possible, and approximately

60 points possible in the second and third trimester. ◆ Typically, each blank is worth one point.

➔Quizzes ◆ Lesson Quizzes

● There is a lesson quiz the week after the lesson is taught, each Friday. (There are no quizzes on test days.)

● Each should be approximately 20 points each (give or take a few points depending on the quiz.)

● The amount of quiz points decreases each trimester. In the first trimester students can earn an approximate 140 points, in the second trimester students can earn an approximate 180 points, and in the third trimester students can earn an approximate 80 quiz points.

● Each blank on the quiz is worth one point unless the question is asking for a definition; those answers could be worth two points.

◆ Tree Observations ● Tree Observations do not begin until the third trimester. They are started

in class and finished as homework. ● Tree observation are worked on and assigned near the end of the third

trimester. ● Each tree observation should be 30 points. ● In the third trimester, students can earn 90 tree observation points. ● The students receive 15 points for their study guide completion (generally

done in class) and 15 points for their tree observation summary page (generally done as homework.)

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◆ Labs ● Labs are completed in class under teacher supervision. ● Labs are very infrequent throughout the year with only a few being done

in total. ● Lab activities should be awarded 30 points each. ● There is approximately one lab activity each trimester. ● Lab points are mostly awarded for participation and completion.

➔Homework ◆ Homework points are awarded for a filled out study guide and completed

homework assignments that may be given. ◆ Students can earn 20 homework (and participation) points once a week. ◆ Students can earn an approximate 240 homework and participation points per

trimester.

➔Participation ◆ Participation points are included with the homework grade. If students are

showing a lack of participation, their homework points should be docked.

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Course Schedule Week Lesson / Activity Assessment

1 Lesson 1: Plant Systems & Organs

2 Lesson 2: The Root System Quiz 1

3 Lesson 3: External Structure of Stem Observation: Land Plant Classification

Quiz 2

4 Lesson 4: Internal Structure of the Stem Quiz 3

5 Lesson 5: Unit I Review; Game Quiz 4

6 Unit I Test Unit I Test

7 Lesson 6: External Structure of Leaves I

8 Lesson 7: External Structure of Leaves II Quiz 6

9 Tree Observation (leaf classification) Quiz 7

10 Lesson 8: Internal Structure of Leaves Cell Candy Activity

11 Review for Unit Test Quiz 8

12* Unit II Test Unit II Test

13 Tiner Chapter 1

14 Tiner Chapter 2 Chapter 1 Quiz

15* Tiner Chapter 3 Chapter 2 Quiz





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22 Review Tiner Chapter 13 Quiz

23* Test Tiner Tiner Test (open book)

24 (Begin Unit III Trees) Lesson 10: Flowers- Structure and Perfect Flowers

25 Lesson 11: Pollination and Fertilization Quiz 10

26 Lab: Flower Observation and Dissection

27 Lesson 12: Simple Fleshy Fruits Quiz 11

28 Lesson 13: Simple Dry Fruits- Aggregate, Multiple Fruits, Seed Dispersal

Quiz 12

29 Lesson 14: Unit Review Quiz 13

30* Unit III Test; Tree Observation 1 Unit III Test

31 Tree Observation 2 TO 1 Due

32 Tree Observation 3 TO 2 Due

33 Lesson 17-18: Photosynthesis TO 3 Due

34 Final Exam Review

35 Final Exam Final Exam

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ChAPTER 4

The Leaves

External Structure of Leaves

Types of Leaves

As we continue to explore the shoot system of plants, we can go out on a limb and learn more about the plant organ that produces food for the plant (and, consequently, for us as well). Just like the stems of a plant, leaves come in many different shapes and sizes. Even though there are so many distinct types of leaves, scientists have divided them into two major categories: broad-leaved and needle-leaved (or scale-leaved).

A broadleaf is usually what is thought of when you speak of leaves. The majority of plants and trees have broad leaves. They are characteristically wide and flat. Examples of broadleaf plants are maple trees, ivy, and even grass. It is common, particularly among trees, for broadleaf plants to lose their leaves during the fall. This is a means for the plant to prepare for the harsh conditions of winter. It may seem strange for a plant to give up its source of food just because of the weather; however, the winter months usually have less sunlight and may contain days with heavy snow or frost. These elements make it hard for the delicate leaves to complete the process of making food. Instead, like some

27

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forest animals, the plant will store up food and go into a state of hibernation. The plant sheds its leaves and stores up the minerals the leaves produce when they decompose.

Plants that go through this process of shedding their leaves each fall are called deciduous plants. This primarily refers to trees because they are perennial. Annual plants aren’t simply losing their leaves when winter comes; they are actually dying—the decaying former plant providing food and minerals for the new plant that will come in the spring. Though their processes do slow down, a deciduous tree is alive and well while losing its leaves. With a couple of exceptions, most broadleaf trees are deciduous.

Trees and plants that refuse to bend to the harshness of winter by shedding their leaves are called evergreen plants. Although there are a few broadleaf trees that are evergreen, the majority of evergreens are conifers. Conifers are trees that have the other leaf type, needles, and also have cones. Needle-leaves are thin and long and look like, well, needles. If you’ve ever had a real Christmas tree, you most likely used a conifer with needle-leaves. Pine trees, firs, and many bushes or shrubs are examples of conifers and have needle-leaves.

Figure 17: Broadleaf Figure 18: Needle-leaf

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have you ever heard of someone ever referring to a tree as either being a hardwood or softwood tree? This distinction is based on whether the tree has broadleaves or needle-leaves and cones. Trees with broadleaves are commonly referred to as hardwood, while trees with needle-leaves are called softwood. This, however, is somewhat of a misnomer (a poorly given or confusing name). The type of leaf does not determine the hardness of the wood in a tree. In fact, some needle-leaf trees have wood that is harder than several broadleaf trees.

Broad Leaves

Broadleaf plants comprise the majority of land plants and offer a significant variety in terms of their leaves. A broadleaf is composed of two parts: the petiole (pedi-oul) and the blade. The petiole is the stalk that joins the leaf to the twig or branch. The petiole makes the vascular connection between the stem and the leaf, bringing water to the leaf and shipping out the food the leaf creates. There are some plants that produce leaves that don’t have a petiole but grow directly from the stem. Leaves without a petiole are called sessile leaves. Grass provides an example of sessile leaves.

The blade is the wide, flat portion of the leaf that carries out the process of making food from sunlight and water. This process is called photosynthesis. We will take a closer look at the process of photosynthesis in a later chapter, but for now, it is important to know that this process requires sunlight and water. Though leaves may look and feel quite different from plant to plant, they all perform this important process.

If you do take the time to feel the leaves from multiple plants, each one will feel unique between your fingers. Some may be really smooth, while others are quite rough. The blade could be fuzzy or hairy. others may even feel as

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though they have a layer of wax. These different textures are used to help classify the varying types of leaves.

petiole

bladesessile leaf

Figure 19: Leaf Parts

Leaf Shapes

Texture is just one of the many different attributes of plant leaves. To help us understand the various aspects of leaves, we can organize them in terms of their shape, arrangement, venation, margins, and whether they are simple or complex. To start, it is easily observed that leaves don’t all come in the same shape. There are so many uniquely shaped leaves, it is hard to create really stringent categories for shape. To help us in our ability to observe and categorize different leaves, particularly with reference to trees, we will look at a few of the most common shapes.

A leaf can have a linear shape, meaning it is long and thin like a line. An oval-shaped leaf looks just as it sounds—like an oval. A leaf with an oblong shape is similar to an oval that has been stretched out. An ovately shaped leaf starts like an oval at the base but then rounds up to a point, resembling a pointy egg or a teardrop. A lanceolate leaf makes a narrower oval that comes to a point at the base and the tip. If you recall the long weapon with a pointed end

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that some Roman soldiers carried into battle, it won’t be difficult to guess where the lanceolate shape gets its name. A leaf that is wider than the lanceolate, and whose point isn’t as sharp, is said to be elliptical. A cordately shaped leaf looks like an upside-down heart (from the Latin cor, cordis), while a deltoid leaf looks like a triangle (from the Greek letter delta: Δ). Leaves that appear similar to a utensil used for flipping pancakes are said to have a spatulate shape (similar to that of a spatula).

linear oval oblong deltoid elliptical

ovate spatulate lanceolate cordate

Figure 20: Leaf Shapes

31

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Lesson 6: External Structure of Leaves IReading and Questions

1. What are the two major categories of leaves? ____________________________________________2. Why do some trees shed their leaves? __________________________________________________

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

3. Trees that lose their leaves in the winter are called __________________________, and trees that keep their leaves in the winter are called____________________________.

4. A tree with needle-leaves is called a ____________________________.5. True / False: All evergreens are conifers.6. What is the difference between hardwood and softwood? ________________________________

__________________________________________________________________________________ __________________________________________________________________________________

7. Why is this distinction a misnomer? ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

8. What important process is the primary function of every leaf? ______________________________ __________________________________________________________________________________

9. Most land plants have what type of leaf? _______________________________________________10. What are the two parts of a broadleaf? _________________________________________________11. A leaf that has no petiole is called_____________________________.12. The process of making food in the leaf is called _________________________________, and

requires ________________ and _________________.13. List the different leaf textures. ________________________________________________________

__________________________________________________________________________________14. List the various aspects used by scientists to categorize the different types of leaves. _________

__________________________________________________________________________________ __________________________________________________________________________________

15. List the nine different leaf shapes. _____________________________________________________ __________________________________________________________________________________

The Book of Trees pp. 27-31

broadleaf and needle-leaf

Most leaves are too delicate to survive the winter and

continue to produce food. In preparation for the winter, the tree sheds its leaves and stores food. Like

some animals, the tree slows its internal processes and goes into a state of hybernation for the winter.

deciduous

evergreen

conifer

Hardwood comes from trees with

broadleaves, and softwood comes from trees with needle-leaves.

Some conifers have wood that is actually harder than some

broadleaf trees. Thus, the terms “hardwood” and “softwood” are confusing or poorly given names.

The primary function of the leaf is

to produce food for the rest of the plant by means of photosynthesis.

broadleaf

petiole and blade

sessile

photosynthesis

sunlight water

smooth, rough, fuzzy, hairy, or waxy

type, texture, shape, arrangement, venation, margins, and whether it is simple or complex

linear, oval, oblong, ovate, lanceolate, elliptical, cordate,

deltoid, and spatulate

134 21

diagrams and Labeling• Label the leaf type.

• Label the parts of a leaf.

Activities1. See who can find the most of the nine leaf shapes around your school or home, or see how

many different leaf shapes you can find in 10 minutes.2. (Besides grass) See if you can hunt down a plant that has sessile leaves.

________________

________________

____________

_____________________

_____________________

• Label the different leaf shapes.

________________________

________________________________________________________________________

broadleaf

blade

petiole

lanceolate

needle-leaf

cordate deltoid linear oval oblong

ovate spatulate

elliptical

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Tree observation #1observing the Tree

Choose a tree to observe, and collect specimens of leaves, flowers, and fruit.Structure and Location

• Where is the tree located? ____________________________________________________________• What shape is its crown? (columnar, oval, round, vase-shaped, pyramidal, spreading, or

weeping)______________________________ Approximately how tall is it? _________________Bark

• What is the color and texture of the bark? (smooth, fissured, scaly, warty, or combination) __________________________________________________________________________________ __________________________________________________________________________________

• does the tree appear to be young or old? Why? _________________________________________ __________________________________________________________________________________

Leaves• Which of the two major categories of leaves does the tree possess? (broadleaf or needle-leaf)

__________________________________________________________________________________• does the tree appear to be deciduous or evergreen? _____________________________________• What is the texture of the leaf? (smooth, rough, fuzzy, hairy, or waxy) _____________________

__________________________________________________________________________________• What is its shape? (linear, oblong, ovate, lanceolate, elliptical, cordate, deltoid, or spatulate)

__________________________________________________________________________________• What is the leaf arrangement? (alternate, opposite, or whorled) ____________________________• What is the leaf’s venation? (pinnate or palmate) ________________________________________• What is the nature of the leaf margin? (entire, toothed, lobed, or some combination)

__________________________________________________________________________________• Are the leaves single or compound? ___________________________________________________• Is there anything special about this leaf? _______________________________________________

__________________________________________________________________________________ __________________________________________________________________________________

Flowers (If there are no flowers present, fill in this section after referencing the Peterson Guide or The Tree Book.)

• Does the tree produce flowers or cones? ________________________________________________• What size are the blooms? (large or small) ______________________________________________• What color are the petals? ____________________________________________________________

CHBC: near Birchwood lobby, along Birchwood

pyramidal 30-35ft.

Thebarkisgreenishgrayandmostlysmooth,onlyslightlyfissured.

The smooth bark suggests that it is young.

The leaf is a broadleaf.

deciduous

a little fuzzy

The shape is cordate with an uneven base.

alternate

It is pinnately veined.

The margin is sharply toothed.

single

flowers

small, round

pale yellow

13647

• Is the flower fragrant? _______________________________________________________________• What type of flower is it? (staminate, pistillate, or perfect) ________________________________• Is there anything special about this tree’s flowers? _______________________________________

__________________________________________________________________________________ __________________________________________________________________________________

Fruits (If there is no fruit present, fill in this section after referencing the Peterson Guide or The Tree Book.)

• Is the fruit fleshy or dry? _____________________________________________________________• Is the fruit simple, aggregate, or multiple? ______________________________________________• If a fleshy, simple fruit, what kind is it? (berry, drupe, or pome) ___________________________• If a dry, simple fruit, what kind is it? (legume, samara, nut, or achene) _____________________• describe it. ________________________________________________________________________

__________________________________________________________________________________

Identifying the TreeUsing the observations you have made, find the tree in the Peterson Guide.

• common name for this type of tree: ___________________________________________________

researching the TreeUsing the Peterson Guide and The Tree Book, we can learn more about this type of tree.

• What is the Latin name for this type of tree? ____________________________________________• from what Latin words is this name derived? ___________________________________________

__________________________________________________________________________________• What is this type of tree’s natural habitat? ______________________________________________

__________________________________________________________________________________• What is the average height of this type of tree? __________________________________________• What type of wood does this tree have, and for what is it used? ___________________________

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

• Share any interesting facts or stories associated with this type of tree. ______________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

dry

simple

nut

It is a small nutlet covered in small hairs that contains three seeds.

American Basswood or American Linden

Tilia americana

tilia, -ae f. linden tree

americanus, -a, -um American

It seems to grow almost anywhere in America.

*NotspecifiedinThe Tree Book or Peterson Guide.

50-80ft.

The wood is somewhat soft and easy to carve. Because the wood has no odor or taste, the wood is

used to make food containers.

Native Americans would carve masks out of the trunk of the Basswood. The stringy inner bark was

also used to make rope.

very fragrant

perfect

Thesmallflowersgrowfromabladelikeleafcalledabract.

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Sketching• Common name of the tree: __________________________________________________________• In the space below, use the leaf sample you collected from the tree you observed, and, to the best

of your ability, sketch a picture of the leaf.

• In the space below, use the flower or fruit samples you collected, and, to the best of your ability, sketch a picture of each. If you were unable to collect a sample, use a picture in either the Peterson Guide or The Tree Book.

Leaf

flower fruit

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Christian Studies- 6th

Course Objectives To be successful in this course, students will know the general story of the Bible including major characters and themes and be able to recite with accuracy select memory verses.

Grading Categories

➔Tests ◆ There are two tests per trimester. ◆ Each test should be 100 points with the exception of Test 4 which is 90 points. ◆ Each trimester, then, will have approximately 200 test points. ◆ For each test except for the two review tests (tests 4 and 6) each question is

worth two points with the memory verse portion being ten points per verse. For the review tests, each question is one point each with the memory verses being five points each (as the teacher manual instructs.)

➔Quizzes ◆ Lesson Quizzes

● None ◆ Memory Verse Quizzes

● Memory Verse quizzes are administered each week orally either standing in front of the class solo as a recitation, or reciting one-on-one with the teacher while the rest of the class works on another assignment.

● Quizzes are given each Wednesday, typically at the start of class. ● Each memory verse quiz is worth 20 points. ● Students can earn approximately 140 memory verse quiz points per

trimester. ● Points are awarded to the student based on how many prompts they

needed, how prepared they seemed, etc. Teachers have flexibility as to how they grade student presentation and readiness.

◆ Review Vocab Quizzes ● None

➔Homework ◆ Typically, each week students will have memory verse copywork as weekend

work (worth 10 points/week) and in class work in their study guides (10 points/week.)

◆ Homework points are awarded once a week.

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◆ Students can earn approximately 200 points per trimester for homework.

➔Participation ◆ Participation points are included with the homework. Therefore, if the teacher

sees a student who is regularly not participating in class, etc their homework points would be docked as the teacher sees fit.

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Course Schedule

Week Chapter/Lesson DQ Assessments

1 Introduction (Bible, OT, Pentateuch) Gen. 1-10

2 Genesis Gen 11-20 Oral M.V. Quiz

3 Exodus Gen 21-30 Oral M.V. Quiz

4 Leviticus- Deuteronomy Gen 31-40 Oral M.V. Quiz

5 Review: Intro- Deut Gen 41-50 Oral M.V. Quiz

6 Intro- Deut Exodus 1-10 Test

7 Joshua, Judges, & Ruth Exodus 11-20

8 I&II Samuel Exodus 21-30

Oral M.V. Quiz

9 I&II Kings Exodus 31-38

Oral M.V. Quiz

10 I&II Chronicles, Ezra-Nehemiah, & Esther

L, N, D 1-8 Oral M.V. Quiz

11 Review Joshua-Esther L, N, D 8-15 Oral M.V. Quiz

12 Joshua- Esther J, J, R 1-10 Test

13 Intro to Prophets, Amos, & Jonah J, J, R 11-20

14 Hosea, Micah, & Isaiah I/II Samuel 1-10

Oral M.V. Quiz

15 Nahum, Habakkuk, Zephaniah, Jeremiah, & Lamentations

I/II Samuel 11-20

Oral M.V. Quiz

16 Obadiah, Daniel, & Ezekiel I/II Samuel 21-33

Oral M.V. Quiz

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17 Haggai, Zechariah, & Malachi; Review of Prophets

I/II Kings 1-10

Oral M.V. Quiz

18 Prophets I/II Kings 11-20

Test

19 Poetry & Wisdom Literature Intro and Psalms

I/II Kings 21-27

20 Proverbs, Ecc., SoS, and Job Psalms/Prophets 1-10

Oral M.V. Quiz

21 Review for Poetry and Wisdom Literature/ OT

P/P 11-20 Oral M.V. Quiz

22 OT- Review P/P 21-24 Test

23 Intertestamental Period Gospels 1-10

24 Introduction to the NT and the Gospels Gospels 11-20

Oral M.V. Quiz

25 Acts Gospels 21-30

Oral M.V. Quiz

26 Review for Intertestamental Period- Acts Gospels 31-40

Oral M.V. Quiz

27 Intertestamental Period- Acts Gospels 41-50

Test

28 Introduction to the Epistles, Galatians, I&II Thessalonians, and I&II Corinthians

Gospels 51-60

29 Romans, Eph., Phil., Col., and Philemon Gospels 61-70

Oral M.V. Quiz

30 I&II Timothy and Titus Gospels 71-8 Oral M.V. Quiz

31 Hebrews, James, I&II Peter, and Jude Acts & Revelation 1-10

Oral M.V. Quiz

32 I-III John and Revelation Acts & Revelation 11-20

Oral M.V. Quiz

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33 Review for the Epistles & NT Acts & Revelation 21-31

Oral M.V. Quiz

34 Test: Epistles & NT (*Not cumulative final exam)

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POETRY & WISDOM LITERATURE

IntroductionAlthough much of Hebrew literature is filled with poetry,

the Bible contains a particular section designated for poetic and wisdom writings. the books within this section are Job, Psalms, Proverbs, ecclesiastes, and song of solomon. the two general aspects of poetry are rhythm and rhyme. it is important to understand that, besides rhyming sounds (kick-sick, more-store), the hebrews rhymed ideas too. “Pride goes before destruction, and a haughty spirit before a fall.”1 the ideas of pride destroying and pride causing one to fall “rhyme” with each other. this special aspect of hebrew poetry is called parallelism. hebrew parallelism consists of lines with two parts that closely relate to each other. the majority of this parallelism comes in three forms.

The first type is Synonymous or Repeating Parallelism. The first part of two lines makes a statement, and the second part repeats that statement in a different way. For example, Psalm 19:1 says, “the heavens declare the glory of God, and the sky above proclaims his handiwork.” the second form is antithetic or Opposite Parallelism; the first part of two lines makes a statement, and the second part tells the opposite of that statement. this is seen in Proverbs 15:1: “a soft answer turns away wrath, but a harsh word stirs up anger.” The final form is Synthetic or Completing Parallelism; the first part of two lines makes a statement, and the second part completes the idea started by the first. Psalm 1:3 is a good example: “He is like a tree planted by streams of water that yields fruit in season and its leaf does not wither. in all that he does, he prospers.”

1 Proverbs 16:18

Poetry & Wisdom Literature 73

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PSALMS

The Book of Psalmsthe book of Psalms is a collection of ancient hebrew

poems, songs, and prayers that come from different periods in Israel’s history. Seventy-five1 of these poems are written by King david, but there are also poems and songs by asaph, the sons of Korah, heman, ethan, solomon, and Moses. Forty-nine psalms are not attributed to a specific person; they were compiled into this final form by an editor, after the return from exile in Babylon. Many of these poems were used by the choirs that sang in Israel’s temple; in a sense, the Psalter is similar to a hymnbook. It has a unique design; the book can be divided into five smaller books that, together, loosely move through the history of israel, from Moses to the return from Babylon. Together these five books of the Psalms run the full spectrum of human emotion, particularly in dealing with man’s relationship to God. the many types of songs can be classified into six basic genres: songs of praise, thanksgiving, lament, confidence, kingship, and wisdom.

the book begins with an introduction in Psalm 1 and 2. Psalm 1 celebrates how blessed the person is who meditates on the torah, the Law, day and night, and obeys it. in Psalm 2, there is a poetic reflection on God’s promise to King David in II Samuel 7, that one day a Messianic King will come and establish God’s kingdom over the world and defeat evil among the nations. the introduction concludes with the reminder that all those who take refuge in this Messianic King will be blessed. the book of Psalms is designed to be the hymnbook for God’s people, as they strive to be faithful to the commands of the torah, hoping and waiting for the Messiah.

1 Seventy-three are attributed to David directly, two by the New Testament in Acts 4:25 and hebrews 4:7.

74 Psalms

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Book 1 (Psalms 3 through 41) has at its center a collection of songs that begins and ends with a call to covenant faithfulness. in Psalms 16 through 18, david is depicted as a model of this faithfulness. david calls out to God to deliver him, and God elevates him as king. Psalm 19 praises God for his Law. Continuing into Psalms 20 through 23, the david of the past has become an image of the Messianic King of the future, who will also call out to God, be delivered, and be given a kingship over the nations. Psalm 23 is an example of a psalm of confidence, which expresses faith and trust in God. david says:

the Lord is my shepherd, i lack nothing. he makes me lie down in green pastures, he leads me beside quiet waters, he refreshes my soul. he guides me along the right paths for his name’s sake. even though i walk through the darkest valley, i will fear no evil, for you are with me; your rod and your staff, they comfort me.2

There is an example of a wisdom psalm, as well, which reflects the themes found in other wisdom literature (Proverbs, Job, song of solomon, and ecclesiastes). Psalm 37 says, “Be still before the Lord and wait patiently for him; do not fret when people succeed in their ways, when they carry out their wicked schemes.”3

Book 2 (Psalms 42 through 72) begins with two songs, Psalms 42 and 43. they are united in their hope for a future return to the temple in Zion. this image is closely related to the hope of the Messianic Kingdom to come. in the middle of Book 2, there is a noteworthy example of a psalm of lament, which expresses sadness or fear due to present circumstances. Psalm 51 says, “have mercy on me, O God, according to your unfailing love; according to your great compassion blot out my transgressions. Wash away all my iniquity and cleanse me from my sin.”4 Book 2 closes with a poem, Psalm 72, that depicts the future reign of the Messianic King over all the nations and echoes a group of passages from the prophets isaiah and Zechariah. this king’s reign will bring about the

2 Psalm 23:1-43 Psalm 37:74 Psalm 51:1-2

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fulfillment of God’s ancient promise to Abraham to bring God’s blessing to all the nations.

Book 3 (Psalms 73 through 89) also ends with God’s promise to david, this time in light of israel’s exile. the author remembers how God said that He would never abandon the line of David; but now he is looking at israel’s rebellion, destruction, exile, and the downfall of the line of david. this prompts the psalmist to end by asking God never to forget his promise to david.

Book 4 (Psalms 90 through 106) is designed to respond to the crises of the Babylonian exile. the opening song, Psalm 90, returns to israel’s roots with the prayer of Moses. Moses came down from Mount sinai to see the israelites worshiping the golden calf. he responds by calling on God to show mercy to the people. the center of Book 4 is dominated by a group of songs, Psalms 93 through 99, that announce that the Lord, God of israel, still reigns as the true King of the world. all creation is summoned to celebrate the future day when God will bring his justice and kingdom to all the world.

Book 5 (Psalm 107 through the final Psalm) opens with a series of songs, Psalms 107 through 110, that affirm that God hears the cries of his people and will one day send a future King to defeat evil and institute God’s kingdom. Psalm 107 is an example of a thanksgiving psalm. it reads, “Give thanks to the Lord, for he is good; his love endures forever.”5 this book also contains a group of songs called “the songs of ascents” (Psalms 120 through 136). these songs were sung as the israelites returned to Jerusalem from their exile in Babylon. this section continues the theme about the future Messianic Kingdom, the sustaining hope of a future exodus-like act of God, when he will redeem his people. Psalm 119, the longest poem in the book, explores the wonder and the gift of the torah as God’s word to his people.

Finally, the book ends with the final five poems, which begin and end with “hallelujah,” which is a command of praise to Yahweh, the God of israel. these are stellar examples of praise psalms, which praise God for who he is and what he has done. Psalm 145 says, “I will exalt you, my God the King; I

5 Psalm 107:1

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will praise your name forever and ever. every day i will praise you and extol your name forever and ever.”6 another example is Psalm 148. here, all creation is summoned to praise the God of israel because “God has raised up a horn for his people.”7 the horn represents a bull’s horn raised in victory, echoing back to the imagery used in hannah’s song (i samuel 2) and in Psalm 132. the horn is a symbol of the future Messianic King and his victory over evil.

the book of Psalms has a wide variety of genres, but they are prayers for any situation we find ourselves in, looking forward to the return of Jesus, the Messiah.

6 Psalm 145:1-27 Psalm 148:14

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BOOKS OF WISDOM

Hebrew wisdom literature is poetry or narrative that focuses on the correct way to live, based on the way God

has ordered the world. It is not a strict set of rules like the Law (the Torah), but examples that aid godly living.

The Book of ProverbsBiblical wisdom literature explores how to live well in God’s

world, but wisdom literature is not law. it is the accumulated insight of God’s people through the generations, concerning how to live in a way that honors God and others. Proverbs is not just a book of good advice; it is God’s invitation to learn wisdom from previous generations of God’s people. Proverbs instructs humanity to fear the Lord and seek his wisdom, and to aschew foolishness, which leads to ruin.

The introduction attributes Proverbs to Solomon “the wise.” solomon asked God for wisdom and God granted his prayers. solomon became the wisest man in the ancient world.1 the beginning of the book lays the foundation for the remainder with this famous verse: “the fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction.”2

Chapters 1 through 9 contain ten speeches from a father to a son, regarding how to listen to wisdom and to cultivate the fear of the Lord. the father urges his son to live a life of virtue, integrity, and generosity. the father also warns his son about folly and evil, which breed selfishness and pride and generally lead to ruin and shame. therefore, the son should make pursuing wisdom and the fear of the Lord his highest goal in life.3 next are four poems from Lady Wisdom. here, wisdom has been poetically personified as a woman, and we are to seek and to learn from her

1 i Kings 4:29-332 Proverbs 1:73 Proverbs 2:1-15

78 Books of Wisdom

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concerning generosity, integrity, and justice. this is a creative way of communicating that we live in God’s moral universe, and there is a proper way to live in it.

Chapters 10 through 29 contain ancient proverbs that apply wisdom and the fear of the Lord to seemingly every life topic: family, work, poverty, friendship, marriage, generosity, forgiveness, justice, character, and speech. it will be wise to return to these proverbs throughout our years on this earth, as they thoroughly reflect the character of God. Chapter 30 continues in poetic form with a man named agur. he begins by saying, “Surely I am only a brute, not a man; I do not have human understanding. i have not learned wisdom, nor have I attained to the knowledge of the Holy One.”4 he then sees that divine wisdom has been given to him in the scriptures. This clarifies that we should do the same and seek wisdom in the Holy Scriptures. The final poems are from Lemuel, a non-israelite king, who passes down the wisdom from his mother. there are two major themes in these poems: guidance for wise leadership and a depiction of a wise woman who lives according to scriptural wisdom. the book of Proverbs is for all people to read, to seek the wisdom that has been passed down from previous generations. this aids us in learning to fear the Lord and to seek him.

The Book of EcclesiastesThe book of Ecclesiastes is also classified as wisdom literature,

and it is written from the perspective of a preacher. Solomon most likely wrote this book later in his life, as he reflected on the wise and foolish things he had done. this connects to the key theme in this book, which is to discredit all the ways man attempts to find meaning and purpose apart from God.

in the beginning of the book, the preacher focuses on time and how it is spent; often we work hard, trying to achieve great things with all our human effort, but nothing really changes

4 Proverbs 30:2-3

Books of Wisdom 79

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in the grand scope of eternity. “all is vanity,” he says. We can achieve great things while on earth, but long after we are dead and gone, the mountains and oceans will still remain.5 the preacher then focuses on all the activities through which we try to find meaning in this life: our career, our pleasure, our wealth, and our status. all of this is vanity, for without God, nothing man does on earth has meaning or purpose.6 so, what does the teacher advocate as a course of action? the teacher says that we should seek wisdom and the fear of the Lord, but this is only a start. how do we live in the midst of all of this vanity and meaninglessness? We are to accept all of this and submit our lives to God's control. it is God who gives meaning and purpose to life and, because of this, we can enjoy it!7 We should value the gifts of God—friendship, family, a feast, and even a beautiful day—realizing that it all ultimately belongs to the Lord.

the preacher is very clear that the best life comes from fearing God and obeying him.8 toward the end of the book, the preacher reveals that death is the great equalizer, and it renders meaningless the majority of our daily activities; death devours the wise, the foolish, the rich, and the poor.9 the preacher’s words are edifying to hear; they begin to move us in the right direction toward wisdom, in the same way a shepherd moves his sheep along a path. Finally, the teacher urges us to, “Fear God and keep his commandments, for this is the duty of all mankind. For God will bring every deed into judgment, including every hidden thing, whether it is good or evil.”10

5 ecclesiastes 1:3-116 ecclesiastes 2:12-237 ecclesiastes 2:24-26, 3:9-158 ecclesiastes 8:12-13, 12:13-149 ecclesiastes 11:7-12:710 ecclesiastes 12:13b-14

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The Song of Solomonthe song of solomon contains eight chapters of love poetry

written by the wise King Solomon.11 solomon uses two literary devices here, and it is helpful to understand these before moving forward. First, solomon uses simile, which is a figure of speech that compares two unlike things using like or as. second, solomon also uses metaphor, a figure of speech that compares two unlike things without using like or as. examples of solomon’s use of both simile and metaphor can be found in the following verses: Song of Solomon 2:2; 4:1-3; 5:14.

the book begins with the main characters used in this metaphor, a young woman delighting in her man, a shepherd. Beyond this introduction, the book is a dialogue between the man and the woman, speaking about their relationship. the prominent theme is love, which they communicate to one another through a number of poems. in chapter 8, this theme is expressed clearly:

[F]or love is as strong as death, its jealousy unyielding as the grave. It burns like blazing fire, like a mighty flame. Many waters cannot quench love; rivers cannot sweep it away. If one were to give all the wealth of one’s house for love, it would be utterly scorned.12

Love is powerful and intense; it is beautiful and life-giving. Love expresses the human longing to be known and is a gift from God. ultimately, the song of solomon is a love poem that depicts the importance and beauty of God’s gift of marriage.

11 ii Kings 4:29-3412 song of solomon 8:6-7

Books of Wisdom 81

15250 Old Testament Poetry and Wisdom Literature Psalms

POETRY AND WISDOM LITERATURE

1. Although all of Hebrew literature is filled with poetry the Bible contains a particular section designated for poetic and wisdom writings. The books within this section are Job, Psalms, Proverbs, Ecclesiastes, and Song of Solomon.

2. The two general aspects of poetry are ___________________________. It is important to understand that besides rhyming sounds (kick-sick, more-store) the Hebrews rhymed ideas.

“Pride goes before destruction, and a haughty spirit before a fall” (Proverbs 16:18)

The ideas of pride destroying and pride causing one to fall “rhyme” with each other. This special aspect of Hebrew poetry is called _______________________. Hebrew parallelism consists of lines with two parts that closely relate to each other. The majority of this parallelism comes in three forms:

A. ________________________________________: The first part makes a statement and the second part repeats the statement in a different way.

“The heavens declare the glory of God, and the sky above proclaims his handiwork.” (Psalm 19:1)

B. ________________________________________: The first part makes a statement and the second part tells the opposite of that statement.

“A soft answer turns away wrath, but a harsh word stirs up anger.” (Proverbs 15:1)

C. ________________________________________: The first part makes a statement and the second part completes the idea started by the first.

“He is like a tree planted by streams of water that yields fruit in season and its leaf does not wither. In all that he does, he prospers” (Psalm 1:3)

PSALMS

Author(s): ____________________ is the author of the majority of the Psalms. Other authors are Asaph, Solomon, Moses, and the sons of Korah.

Time period covered within the book: The book of Psalms is a collection of _________________ written throughout the History of Israel. It was compiled into its final form by an editor after the return of the exiles.

parallelism

Synonymous/Repeating

Antithetic/Opposite

Synthetic/Completing

David

Songs

rhythm and rhyme

15351Old Testament Poetry and Wisdom Literature Psalms

Key Terms:

psalm/hymn: ________________________________________________________________

corporate worship: ___________________________________________________________

genre: _____________________________________________________________________

Outline:

1. The Israelites used the book of Psalms as a ____________________________________

for their corporate worship.

2. The book of Psalms is divided into _______ books that together loosely move through the

history of Israel from Moses to the return from Babylon.

3. Within the book of Psalms you will encounter 150 individual songs that run the full spectrum

of human emotion, particularly in dealing with man’s relationship to __________. The many

types of songs can be classified into six basic genres.

A. ___________________ : praise God for who He is and what he has done. (Psalm 145:1-9)

B. _______________________________ : thank God for answering prayers. (Psalm 107:1-8)

C. _________________ : express sadness/fear due to present circumstances. (Psalm 51:1-6)

D. ____________________________ : express confidence and trust in God. (Psalm 23; 121)

E. ___________________ : particularly focused on God’s blessing the nations through the

Davidic Monarchy. (Psalm 2)

F. ___________________ : reflect the themes found in the wisdom books (Proverbs, Job,

Song of Solomon, and Ecclesiastes) (Psalm 37:1-9)

Memory Verses:

Psalm 1Blessed is the man that walketh not in the counsel of the ungodly, nor standeth in the way of sinners, nor sitteth in the seat of the scornful.But his delight is in the law of the Lord; and in his law doth he meditate day and night.And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper.The ungodly are not so; but are like the chaff which the wind driveth away.Therefore the ungodly shall not stand in the judgment, nor sinners in the congregation of the righteous.For the Lord knoweth the way of the righteous: but the way of the ungodly shall perish.

song of praise to God

all the people of God gathering together to worship God

a category of artistic work; i.e., music, literature, painting

hymnal/song book

5

God

Praise

Thanksgiving

Lament

Confidence

Kingship

Wisdom

synonymoussynthetic

syntheticsynthetic

synonymousantithetic

15452 Old Testament Poetry and Wisdom Literature Proverbs/Ecclesiastes

BOOKS OF WISDOMHebrew wisdom is a type of Hebrew poetry that focuses on the correct way to live based on the way God

has ordered the world. It is not a strict set of rules like the Law, but examples that aid godly living.

PROVERBS

Author(s): The majority of the book was written by __________________________ with a few

passages written by Agur, Lemuel, and a group called “the wise.”

Key Terms:

wisdom: ____________________________________________________________________

Outline:

1. Proverbs is based on the fact that all wisdom begins with the _______________________.

(Proverbs 1:1-7)

2. The book of Proverbs encourages man to pursue _____________________ in order to live

rightly. (Proverbs 2:1-15)

ECCLESIASTES

Author: ____________________________________________________________________

Key Terms:

vanity: _____________________________________________________________________

Outline:

1. Without God, nothing man does on earth can have meaning or purpose. It is all

________________. (Ecclesiastes 2:12-23)

2. It is God who gives ______________________ and ______________________ to life and

because of this we can enjoy it. (Ecclesiastes 2:24-26; 3:9-15)

3. The best life comes from ______________________________________ and obeying Him.

(Ecclesiastes 8:12-13; 12:13-14)

Solomon

the skill of living life in a godly way

something worthless, trivial, or pointless

Solomon

fear of God

wisdom

vanity

meaning purpose

fearing God

155

53Old Testament Poetry and Wisdom Literature Song of Solomon/Job

SONG OF SOLOMON

Author: ____________________________________________________________________

Key Terms:

simile: _____________________________________________________________________

___________________________________________________________________________

metaphor: __________________________________________________________________

___________________________________________________________________________

Outline:

1. The Song of Solomon (or Song of Songs) is a love poem depicting the importance and

beauty of God’s gift of ______________________________.

2. Examples of simile and metaphor: Song of Solomon 2:2; 4:1-3; 5:14

JOB

Author: ____________________________________________________________________

Key Terms:

comfort: ____________________________________________________________________

Outline:

The book depicts the story of Job, who in the midst of great suffering comes to realize that true

comfort only comes from ______________________________________________ . (Job 42:1-6)

Memory Verse:

Proverbs 15:1-2

A soft answer turneth away wrath: but grievous words stir up anger. The tongue of the wise useth knowledge aright : but the mouth of fools poureth out foolishness.

afigureofspeechthatcomparestwounlikethingsusing“like”or“as”

afigureofspeechthatcomparestwounlikethingswithoutusing“like”or“as”

afeelingofrelieffromaffliction

Solomon

Unknown

marriage

trusting in the wisdom of God

15654 Old Testament Poetry and Wisdom Literature Review

REVIEW: POETRY AND WISDOM LITERATURE

Facts to Know: Fill in the correct answer associated with description.

____________________ two aspects of poetry

____________________ aspect of Hebrew poetry that rhymes ideas

____________________ author of the majority of the Psalms

____________________ type of song that praises God for who he is

____________________ type of song that thanks God for answering prayers

____________________ type of song that expresses sadness or fear

____________________ type of song that expresses trust in God

____________________ type of song focused on the Davidic Monarchy

____________________ type of song that reflects wisdom literature

____________________ the beginning of wisdom

____________________ author of the majority of Proverbs

____________________ man who, while suffering, realized comfort comes from trusting God

Hebrew Parallelism: Fill in the correct type of parallelism associated with each description.

1. The first part makes a statement and the second part repeats the statement in a different

way. ____________________________________________________________________

2. The first part makes a statement and the second part tells the opposite of that statement.

________________________________________________________________________

3. The first part makes a statement and the second part completes the idea started by the

first. ____________________________________________________________________

Vocabulary:

comfortpsalm/hymn

corporate worshipsimile

genrevanity

metaphorwisdom

____________________ song of praise to God

____________________ all the people of God gathering in worship

rhythm & rhyme

parallelism

David

praise

thanksgiving

lament

confidence

kingship

wisdom

fear of God

Solomon

Job

psalm/hymn

corporate worship

Synonymous/Repeating

Antithetic/Opposite

Synthetic/Completing

15755Old Testament Poetry and Wisdom Literature Review

REVIEW: POETRY AND WISDOM LITERATURE

____________________ a category of artistic work

____________________ the skill of living in a godly way

____________________ something worthless or pointless

____________________ a figure of speech that compares two unlike things ____________________ using “like” or “as”

____________________ a figure of speech that compares two unlike things ____________________ without using “like” or “as”

____________________ a feeling of relief from affliction

Scripture Memorization: Write the Scripture verse from memory. Be accurate.

Psalm 1 ____________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Proverbs 15:1-2 _____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Blessed is the man that walketh not in the counsel of the ungodly, nor standeth in

the way of sinners, nor sitteth in the seat of the scornful.

But his delight is in the law of the Lord; and in his law doth he meditate day and night.

And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his

season; his leaf also shall not wither; and whatsoever he doeth shall prosper.

The ungodly are not so; but are like the chaff which the wind driveth away. Therefore the

ungodly shall not stand in the judgment, nor sinners in the congregation of the righteous.

For the Lord knoweth the way of the righteous: but the way of the ungodly shall perish.

A soft answer turneth away wrath: but grievous words stir up anger.

The tongue of the wise useth knowledge aright : but the mouth of fools poureth out foolishness.

genre

wisdom

vanity

simile

metaphor

comfort

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