ThemesIn

Literature Spelling, Grammar, Usage & Writing for Expression

ThemesIn

Literature Spelling, Grammar, Usage & Writing for Expression

“If the foundations be destroyed, what can the righteous do?” Psalms 11:3

PurposeThe purpose of this course is to provide a strong foundation in grammar and usage for the olderstudent. By combining parts of speech with a literature program, the student will be exposed togreat authors and ideas while learning to analyze and apply grammar principles. The result willbe a broader understanding and more proficient use of the English language.

Copyright© 2012 LIFE School for the J. Reuben Clark AcademyAll Rights Reserved691 South Main Street; Manti, UT 84642(801) 277-5433

The Parts of SpeechÈ Most of us want to understand the people around us and everyone wants to be understood. In

order to be understood, we must be able to express our thoughts clearly. Most of what we know aboutlanguage, we learned as young children by listening to the speech patterns of people around us. As adults,however, it becomes necessary to understand why we speak the way we do. By knowing the rules thatgovern the English language, we can put words to work for us.

È There are more than 60,000 words in the English language, with many rules and exceptions torules that govern the use of those words. How do we know which words are best to use and when? We canstart by reviewing the eight most common parts of speech. They are: nouns, pronouns, verbs, adjectives,adverbs, prepositions, conjunctions, and interjections. Nouns and pronouns name. Verbs assert. Adjectivesand adverbs describe. Prepositions and conjunctions connect. Interjections exclaim.

È Before you begin your study in this book, it is important to review the following definitions ofthe parts of speech. This will give you a good base to build on. We will study them in greater detail infuture lessons.

Noun A noun is a word used to name a person, place, thing or idea(n.) nouns: man, school, vegetables, courage

Pronouns A pronoun is a word that takes the place of a noun.(Pro.) pronouns: I, it, we, she, he, his, hers, theirs

Verb A verb is a word that shows action or state of being, helps another verb, or links (v.) another verb to the subject. verbs: is, run, think, studies

Adverb An adverb is a word that modifies (describes) a verb, adjective, or another adverb. (Adv.) It answers the questions where, when, how, how often, and to what extent.

Adjective An adjective describes a noun or pronoun. It answers the questions which one, (Adj.) what kind, how many, how much, or whose.

adjectives: small car, blue sky, Italian food, fast train

Preposition A preposition shows the relationship of a noun or pronoun to some other word in (Prep.) the sentence. prepositions: in, at, by, on, for, from, with, over, under, between

Conjunction A conjunction is a word used to connect words or groups of words.(Conj.) conjunctions: and, but, or, nor, for also after, if, because, however

Interjection An interjection is a word used to express strong or sudden feeling.(Interj.) interjections: No! Wait! Stop!

The following poem may help you remember the parts of speech.

The Eight Parts of Speech by Charles Richardson

A noun is the name of anythingAs school or garden, hoop or swing.

Instead of nouns, the pronoun standsTheir house, his book, your face, her hands.

Verbs tell of something to be doneAs read, count, whistle, jump or run.

How things are done, the adverbs tellAs slowly, quickly, ill or well.

Adjectives tell the kind of nounAs red or pretty, white or brown.

A preposition is placed beforea noun, As at or through the door.

Conjunctions join the words togetherAs men and women, wind and weather.

Interjections show surpriseAs Oh, how pretty! Ah, how wise!

The whole are called eight parts of speechWhich reading, writing, speaking teach.

� � �

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È UNIT ONE: TRUTH AND WISDOM

Read the poem God be in My Hede, author unknown on Page 2.This poem introduces the theme of this unit in the form of a plea and prayer to the Author of all

“Truth and Wisdom,” for only through God can we find true wisdom and understanding. (See James l:5and John 14:6).

This piece was written in the Middle Ages and is referred to as Middle English. Notice the differentspelling of words like thinkyng, myne and harte. Though the poem was written long ago, the message istimeless; God should be the center of our hearts, minds, and lives (Proverbs 3:5-6).

Lesson 1: What is a Sentence?

A sentence is a word or group of words that express a complete thought or a sentiment, and isfollowed by a full pause. example: a) John runs. b) Mary plays the violin. c) The students in our class enjoy learning.

When a group of words does not express a complete thought, it is called a sentence fragment. example: a) On the road to Boston. b) Our senior class representative.c) When he was sworn in as President. d) The war between the states.

After reading each of the examples above, the reader is unsure what is being said. What happened on theroad to Boston? Or, what happened in regards to the war between the states?

Q A. In the following exercises, identify the complete sentences and the sentence fragments.

S = Sentence F = Sentence Fragmentexample: God created the earth. S

In the classroom. F After the votes were counted. F

Congress adjourned for the evening. S 1. At the county fair. 2. Only by patience and hard work. 3. My calf won a blue ribbon. 4. The things my father taught me about raising cattle. 5. I was raised on a dairy farm. 6. The newborn calf’s mother died. 7. Gave her to me to raise. 8. I checked on her every day after school. 9. Grew to be strong and healthy.10. Drank milk from a bottle.11. Was the name I gave her.12. One night I helped my father deliver a calf.

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Q B. Use all of the sentences and fragments in exercise A to create your own story. Remember to make

each sentence fragment a complete thought. You may combine sentences.

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Read the story God Sees the Truth but Waits by Leo Tolstoy Page 3. @ Before reading this story, make

note of your starting time and check your reading speed using the chart on page 7. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study these words. Look them up. Write their meaning.

spree exclaim allowed flogged official believe behold merchant innocent petition prisoner counselor carriage truthfully governor continued

condemned forgiveness foreshadow investigation circumstance

Lesson 2: Complete Subjects and Predicates

A sentence has two main parts: a complete subject and a complete predicate. The complete subjectincludes the phrase or group of words that describe the main person, place, thing or idea. The completepredicate includes the phrase or group of words that describe the action being done by the subject.

Complete Subject Complete PredicateThe eyes of the Lord/ are in every place beholding the evil and the good. - Proverbs 15:3

QA. Identify the complete subjects and predicates in the following sentences.

S Pexamples: God / sees the truth.

S PIvan Aksionov / was a young merchant.

S PA Russian official / approached Ivan to question him.

1. Ivan owned two shops and a house of his own.

2. Ivan’s wife dreamed he would get into trouble.

3. A knife was found hidden in Ivan’s belongings.

4. The evidence made Ivan appear guilty.

5. He was handsome, full of fun, and loved playing the guitar.

6. Another merchant was murdered at the inn where Ivan stayed.

7. In prison, Ivan quickly became an old man.

8. At the trial, Ivan was charged with murder and robbery.

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9. In the end, justice was served and Ivan was set free.

10. Count Leo Tolstoy, a Russian author, wrote God Sees the Truth but Waits.

11. Ivan’s nervousness and fear led the official to suspect he was guilty.

12. Although Makar thought he was clever, he could not hide the truth from God..

QB. Identify each of the following sentence fragments as a complete subject or predicate.

example: sold his wares at the fair C P

1. Ivan Vladmir’s concerned wife __________

2. was a Russian writer and philosopher __________

3. warned him not to go __________

4. a happy, wealthy, young merchant __________

5. became a counselor to other prisoners __________

6. was arrested by the Russian police __________

7. the author, Leo Tolstoy __________

8. was falsely accused of a crime __________

9. after he was arrested, Ivan __________

10. began as a selling trip to the fair __________

Using the above sentence fragments, create two complete sentences.

11.

12.

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QC. In the area below, write a descriptive paragraph about a memorable day in your life. Check spelling

and grammar and write your final draft below. In each sentence, underline the complete subject once, thecomplete predicate twice.

Read the poem The Books Our Mothers Read by John Greenleaf Whittier on page 8. Find another poem

that has the same rhyme scheme. NAnswer the Think It Through questions. Did you figure out what bookthe author is referring to? Write about one truth you have found in “the Book”.

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Read the story Explorer of the Stars by Helen Acker on page 9. @ Before reading this story, make note of

your starting time and check your reading speed using the chart on page 17. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study these words. Look them up. Write their meaning.

rash quest laden sages epochelated bygone infinite tedious prostrate

profusion incredible leniently renunciation presumptuous

Lesson 3: Simple Subjects and Simple Predicates

You have learned that the subject is the phrase or group of words that describes the main person,place, thing or idea. In the complete subject, there is a main word that identifies whom or what thesentence is about. This main word is known as the simple subject. example: The telescope helped Galileo prove Copernicus’ theory about the Universe.

The simple subject can sometimes be the same as the complete subject if the complete subject isjust one word.

example: Galileo lived in Venice, Italy. He invented a working telescope.

The simple subject may be more than one word if those words name a person or place.example: The University of Padua was located in Venice, Italy.

Domine Galileo Galilei proved Copernicus’ theory about the center of the universe.

QA. Highlight the simple subject in the following sentences.

1. Galileo was a teacher. 2. He explored the stars. 3. He sought to find truth. 4. The people of his day feared new ideas. 5. A rumor came from Holland about a magic glass. 6. Some said it made men look like giants. 7. Many black-robed professors did not believe the rumor. 8. Galileo Galilei believed images could be magnified. 9. Back at his study, Galileo began to work with mathematical formulae. 10.Two lenses, one concave and one convex, could create a telescope. 11. After two months of hard work, he was able to create what he wanted. 12. As he lifted the telescope to his eyes for the first time, he could not have been prepared for the brilliant sight before him.

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The complete predicate contains all the words that describe what is going on in a sentence.In the simple predicate, one main word, a verb, describes what the subject does.

example: Galileo showed his telescope to his family.

He also took it to Venice to show his friends.

The simple predicate may include a main verb as well as a helping verb.

example: Galileo’s friends were amazed at what they saw. You have given us a new key to the universe!

QB. Highlight the simple predicate in the following sentences.

1. Copernicus was a teacher and doctor from Poland. 2. He died before Galileo was born. 3. Copernicus was educated in Italy. 4. He had taught astronomy at the university there. 5. The men of his day believed the earth was at the center of the universe. 6. Copernicus believed a different theory about the universe. 7. He claimed that the sun, not the earth, was at the center of our solar system. 8. Galileo was interested in the theory of Copernicus. 9. Galileo made many new discoveries about the solar system. 10. He began to prove that Copernicus was right. 11. He wrote about his findings in a book called The Messenger of the Stars. 12. If scholars had accepted it, the book would have marked the beginning of a new epoch. 13. When people read it, however, almost none was able to see its importance. 14. He had begun to realize that all his discoveries might never have an effect on man. 15. Eventually, the writings of Galileo Galilei were accepted by the people of the world.

QC. Have you ever been challenged to defend a belief you knew to be true?

How did your experience compare to that of Galileo when he was asked to recant his discoveries?What is the difference between a preferred belief and a conviction?

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Read the poem When I Heard the Learned Astronomer by Walt Whitman on page 18. NAnswer theThink It Through questions. Write a four line poem about the wonder of the stars.

Read the poem Truth by William Cullen Bryant on page 20. NAnswer the Think It Through questions.Read Personification on page 20. Look up the meaning of the word in the dictionary. Describe yourinterpretation of its meaning below. How does it relate to writing?

Personification:

Read the story Luke Baldwin’s Vow by Morley Callahan on page 21. @ Before reading this story, make

note of your starting time and check your reading speed using the chart on page 30. NAnswer the Think ItThrough questions on the same page. Read Character on page 30.

Pretend you are writing a fictional story, with yourself as the main character. In the openingparagraph, describe yourself. Use as much detail as possible. What physical attributes are unique to you;eye color, scars, expression, walk, laugh? Do you have an accent? How do you relate to others?

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. Spelling and Vocabulary Study these words. Look them up. Write their meaning.

taut burly lurch hoist assess divert stupor falter veranda thwarted imposing massive prostrate

sentimental resistance bewildered proposition ponderously exultation apprehensively

Lesson 4: Types of Sentences

There are many types of sentences but most sentences can be classified in two ways.By purpose: Sentences can be classified by what they are trying to express, example: declarative, interrogative, imperative, exclamatory

By structure: Sentences can be classified by how they are constructed, example: simple, compound, complex, compound-complex. These will be presented later.

We will begin with those sentences that show purpose. All four types begin with a capital letter,however, the endings vary because the purposes vary.

Declarative: A declarative sentence makes a statement.Mr. Peterson enjoys traveling.

Interrogative: An interrogative sentence asks a question. It ends with a question mark. Do you enjoy traveling?

Imperative: An imperative sentence gives an order. It ends with a period. Hand the book to me.

Exclamatory: An exclamatory sentence expresses strong feeling. It ends with an exclamationpoint.

How cold it is!

QA. In the following sentences identify each as

D: declarative, IN: interrogative, IM: imperative, EX: exclamatoryAdd the appropriate end punctuation. _____1. Luke Baldwin came to live with his uncle _____2. Learn from your Uncle Henry _____3. Did Luke work at the sawmill _____4. Aunt Helen never argued with Henry _____5. What kind of person was Helen _____6. Watch out, Luke _____7. Luke grew fond of Dan, the collie _____8. How can I keep the dog _____9. Luke, bring that dog here _____10. What’s the matter, Uncle Henry _____11. That dog can’t see anymore

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_____12. “I don’t want a pup__,” cried Luke _____13. Come here, Dan _____14. Go to town for me Luke _____15. May I take Dan with me _____16. You better not, son _____17. Get going, Luke _____18.You can’t die, Dan

Lesson 5: Run-On Sentences

A run-on sentence is two or more sentences that are written as though they were one sentence and whenseparated could stand independently.

Run-on Luke Baldwin’s father died Luke went to live with his Uncle Henry.

Corrected Luke Baldwin’s Father died. Luke went to live with his Uncle Henry.

Run-on sentences can be corrected in several ways. If the sentence expresses two different ideas, itmay be best to separate it into two sentences.

Run-on Uncle Henry was the manager of a sawmill his health was not good.Corrected Uncle Henry was the manager of a sawmill. His health was not good.

When the ideas expressed are closely related, it may better to keep them in a single sentence. Youcan do this by using a comma and a conjunction.

Run-on He sat down with his collie beside him he began to glow with exultation.Corrected He sat down with his collie beside him, and he began to glow with exultation.

You can also join the sentences with a semicolon.Run-on Offer to pay him seventy-five cents see if he’ll let you keep him.Corrected Offer to pay him seventy-five cents; see if he’ll let you keep him.

QA. Correct the following Run-on sentences, using one of the following methods.

a) make two sentences b) add a comma and a conjunction c) use a semi-colon

1. Aunt Helen was kind she was straightforward. (method b)

2. Luke slid down the bank he dived into the water. (method a)

3. Luke wanted the dog he was his friend. (method c)

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4. I could earn money to buy food Uncle Henry would let me keep the dog. (method b)

5. Sam Carter was a gruff, old man he would have no feeling for a dog. (method a)

6. Sam Carter stared at the riverbank he began to row to shore. (method c)

7. Henry stubbornly refused to yield to his emotion he was trying to turn his emotion into good commonsense. (method c)

8. As Luke sat on the porch steps, he wondered at Mr. Kemp’s understanding of Uncle Henry hedreamed of being as wise as Mr. Kemp and knowing how to handle people. (method a)

9. Luke vowed to himself that he would always have some money on hand he would be able to protectall that was valuable to him from the practical people of the world. (method b)

Read the poem Success by James Russell Lowell on page 31. NAnswer the Think It Through questions.How do you measure your own success?

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Read the story The Rat Trap by Selma Lagerlöf Page 32. @ Before reading this story, make note of

your starting time and check your reading speed using the chart on page 38. NAnswer the Think ItThrough questions on the same page.

The author, Selma Lagerlöf, was a teacher and won a Nobel Prize for literature. Name three otherNobel Prize winners and state their works.

1.

2.

3.

. Spelling and Vocabulary Study these words. Look them up. Write their meaning.

valet petty pucker deigned dejected ragamuffin vagabond intercede dissimulate foreboding inconspicuous incredulous

compassionate impenetrable cross-examination

Lesson 6: What is a Noun?

A noun is a word that names a person, place, thing, or idea. Person: Sandra, men, Mr. Hampton, girl, actress, teacherPlace: California, earth, Jupiter, St. Louis, Italy, schoolThing: shoe, car, vegetables, pen, sand, spiderIdea: courage, happiness, peace, democracy, strength, loyalty

QA. Highlight all of the nouns in the following sentences.

1. The story is about a poor peddler. 2. He made rat traps to sell. 3. He did not make much money. 4. The peddler had to beg and steal to eat. 5. His clothes were ragged and his cheeks were sunken. 6. His poor life was sad and he had no hope for the future. 7. One evening he spotted a little gray cottage at the roadside. 8. He knocked on the door and asked for shelter for the night. 9. The owner, an old man without wife or child, invited him in. 10. The old man was as generous with his confidence as with his porridge. 11. The old man informed his guest that in his days of prosperity, he had been a crofter.

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12. Now that he was unable to do labor, his cow supported him by giving milk to the creamery. 13. The peddler must have seemed incredulous, for the old man got up and went to the window, took down a leather pouch which hung on a nail in the window frame, and picked out three wrinkled ten-kroner bills. 14. These he held up before the eyes of his guest and then stuffed the bills back into the pouch. 15. The next day the crofter hurried to milk his cow, while the peddler hurried off on his way.

QB. List five examples of the four types of nouns. Use the story The Rat Trap as a resource.

Person Place Thing Idea

example: peddler cottage door kindness

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

QC. Create four sentences of your own using at least three nouns in each one.

1.

2.

3.

4.

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Read the poem A Good Name by William Shakespeare on page 39. NAnswer the Think It Throughquestions. What can you do to establish a good name for yourself in your youth?

Lesson 7: Plurals of Nouns

A noun which refers to one thing is singular. When it refers to more than one thing it is plural. Tochange a noun from singular to plural, refer to the following rules.

You can form the plural of most nouns by adding s (hat, hats).

Add es to form the plurals of nouns ending in s, sh, ch, x, and z (patch, patches).

When a noun ends in y, preceded by a consonant, the plural is formed by changing the y to I and adding es(lady, ladies). When y is preceded by a vowel, add s (tray, trays).

To form the plural of nouns ending in o preceded by a consonant, add es (tomato, tomatoes). When wordsthat end in o are preceded by a vowel, add only s. For some words ending in f or fe, change the f to v and add s or es (knife, knives).

All musical words that end in o are made plural by adding s (piano, pianos).

Lesson 8: Irregular Plurals of Nouns

The plural of some nouns is formed by changing the spelling.tooth - teeth man - men child - children mouse - mice goose - geese foot - feet ox - oxen crisis - crises die - dice

Some nouns have the same singular and plural forms.sheep deer moose trout Japanese Portuguese Chinese

A few nouns have no singular form. They always appear as plural.pants mumps scissors politics hypothesis people

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Q A. Write the plural forms of the following words. If a word is already plural, write correct.

1. leaf _______________ 22. hero _______________

2. baby _______________ 23. studio _______________

3. crash _______________ 24. library _______________

4. convoy _______________ 25. bus _______________

5. waltz _______________ 26. watch _______________

6. wife _______________ 27. attorney _______________

7. country _______________ 28. ax _______________

8. concerto _______________ 29. cry _______________

9. potato _______________ 30. loaf _______________

10. stereo _______________ 31. holiday _______________

11. mystery _______________ 32. class _______________

12. deer _______________ 33. scissors _______________

13. difficulty _______________ 34. poem _______________

14. mice _______________ 35. dish _______________

15. cottage _______________ 36. belief _______________

16. business _______________ 37. piano _______________

17. half _______________ 38. volley _______________

18. trio _______________ 39. sheaf _______________

19. volcano _______________ 40. church _______________

20. thief _______________ 41. symphony _______________

21. mercy _______________ 42. month _______________

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Q B. Highlight the nouns in the following sentences. Rewrite the sentences, making all the nouns plural.

You may need to make other changes in your sentences.example: The horse, the cow, and the goat fled their barn.plural: The horses, the cows and the goats fled their barns.

1. The old lady bakes cake, bread and pastry.

2. My friend ate a tomato, a carrot, a banana, and a cherry.

3. At the zoo, a visitor can see a monkey, an elephant, a zebra, a turtle and a bird.

4. The teacher plans to take the student on a field trip.

5. The sailor fired the torpedo at the ship in the harbor.

Q A. Write four sentences using the plural form of the following words.

academy carriage speech gallery

1.

2.

3.

4.

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As you have learned, some plural words do not follow any of the rules you have learned. Thesewords led one unknown writer to compose the following poem.

Our Funny Language

We’ll begin with box, the plural is boxes,But the plural of ox is oxen, not oxes.

One fowl is a goose, but two are called geese,Yet the plural of mouse is never meese.

You may found a lone mouse, or a whole nest of mice.But the plural of house is houses, not hice,

If the plural of man is always men,Why shouldn’t the plural of pan be pen?

The cow in the plural may be called cows or kine,But a bow if repeated is never called bine;

And the plural of vow is vows, not vine.

If I speak of a foot and you show me two feet,And I give you a boot, would a pair be called beet?

If one is a tooth and a whole set are teeth, Why shouldn’t the plural of booth be called beeth.

If the singular’s this, and the plural these,Should the plural of kiss ever be keese?

We speak of brother, and also of brethren,But though we say mother, we never say mothren.

Then the masculine pronouns are he, his and him,But imagine the feminine, she, shis, and shim!

So the English, I think you all will agree, Is the funniest language you ever will see.

Unknown

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Read the play The Finger of God by Percival Wilde on Page 40. @ Before reading this story, make note

of your starting time and check your reading speed using the chart on page 46. NAnswer the Think ItThrough questions on the same page. Select two reading partners and assign parts. Read the story again,this time acting out the story. Look up the word symbol in the dictionary. Write its’ meaning below.

. Spelling and Vocabulary Study these words. Look them up. Write their meaning.

boa volley pallid ornate consigns absolute speculated ethereal systematically

Lesson 9: Common and Proper Nouns

Nouns are divided into two groups, common nouns and proper nouns. Common nouns are names ofany kind of person place or thing. Proper nouns name specific people, places, and things. They begin with acapital letter.

Common Nouns: street, city, state, lake, river, building, author, holiday, month, dayProper Nouns: Harris Drive, Chicago, Arizona, Great Salt Lake, Hudson River,

White House, Mark Twain, Christmas, November, Thursday

Q A. Highlight the nouns in the following sentences. Label the common nouns C and the proper nouns

P. Capitalize the proper nouns. C S P C C Cexample:In the play, strickland is ready to act on a decision that will change the course of his life.

i 1. The play opens in strickland’s apartment.

2. A fireplace and mantel are in the main room.

3. benson enters, carrying a large suitcase.

� 4. mr. strickland, your bags are checked to chicago. 5. Don’t forget my heavy overcoat, nor my collars and ties, benson.

6. Will I meet you in the city on Tuesday, sir?� 7. No, when I want you to come I’ll put an ad in the tribune. (mr. strickland leaves the room)

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8. (benson sits at the desk, picks up the phone and dials) Hello...finley? This is benson.

9. He’s taking the midnight train to chicago....on the pennsylvania railroad. You’d better arrest

him at central station and take him right to headquarters.

10. (strickland enters and makes a phone call) Hello...pennsylvania? I want a stateroom reserved

for tonight. The name is stevens...alfred stevens.

Q B. Beside each common noun listed, write three proper nouns. Remember to capitalize.

example: country United States, Italy, Japan

1. holiday

2. language

3. state

4. man

5. river

6. girl

7. ocean

8. school

9. friend

10. dog

11. city

12. neighbor

13. state

14. church

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15. stadium

16. author

17. president

18. street

19. teacher

20. weekday

Remember: Use capital letters for proper nouns that name the following:Persons and pets, cities, counties, states, countries, continents, rivers, and other geographical names,languages, schools, clubs, churches, and special groups of people such as Eskimos, The people of acountry, holidays and special days.

Q C. Write a paragraph in which you use ten different proper nouns. Try to include one proper noun from

each of the groups mentioned above.

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Lesson 10: Possessive Nouns

You have learned that a singular noun names one person, place or thing. A singular possessive noun shows that one person, place, or thing has or owns something. To make a singular noun show possession, add an apostrophe and s (‘s), even if the noun ends in s.

Using possessive nouns is quicker and easier than other ways of showing possession.

The car belonging to my uncle is being repaired. My uncle’s car is being repaired.

Q A. Rewrite the following sentences.

Change the underlined words to include a singular possessive noun.example: The phone belonging to Mr. Kennedy was on the desk.

Mr. Kennedy’s phone was on the desk.

1. The dog looked like the dog belonging to Jordan.

2. The house that my grandmother lives in is on Palm Avenue.

3. Have you ever heard the waves of the ocean.

4. The feathers of a peacock are multicolored.

5. Samuel is the name of my father.

6. The name of our school is J. Reuben Clark Academy.

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Plural Possessive Nouns

You know that a plural noun names more than one person, place, or thing. A plural noun that showsownership or possession is called a plural possessive noun.

The desks that belong to the students were lined up in rows. The students’ desks were lined up in rows.

When a plural noun ends in s, add only an apostrophe after the s to make the noun show possession.kids’ clothes books’ pages ladies’ hats

When a plural noun does not end in s, add ‘s to form the plural possessive noun. the coats of the men - men’s coatsthe feathers of the geese - the geese’s feathers

Q B. Make the following singular and plural nouns show possession.

1. trout ______________ 13. children ______________

2. librarian ______________ 14. players ______________ 3. cooks ______________ 15. boy ______________

4. guests ______________ 16. girls ______________

5. coaches ______________ 17. sheep ______________

6. thief ______________ 18. calves ______________

7. thieves ______________ 19. President ______________

8. husband ______________ 20. Miss Ivy ______________

9. volcano ______________ 21. swimmer ______________

10. music ______________ 22. son-in-law ______________

11. countries ______________ 23. Spain ______________

12. aunt ______________ 24. The Allens ______________

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Read the story The Struggle For Education by Booker T. Washington Page 47. @ Before reading this

story, make note of your starting time and check your reading speed using the chart on page 52. NAnswerthe Think It Through questions on the same page.

Read Psalm 139:14 in the Bible. How do you relate this scripture to Booker T. Washington?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

paling sloven institute slipshod resolved education severity implicitly pretentious

Lesson 11: Using Pronouns

The prefix pro means “for” or “instead of”. As you might guess, a pronoun is a word that takes theplace of a noun. There are three types of pronouns. Let’s look at personal pronouns.

Personal Pronouns: These replace nouns to express person, number, gender, and possession.Personal pronouns refer to:

the person speaking - I, me, my, mine, we, us, our oursthe person spoken to - you, your, yoursthe person spoken about - he, him, his, she, her, hers, it, they, them, their, theirs

There are three forms of personal pronouns. They are classified according to how they are used.

Subject Pronouns Object Pronouns Possessive Pronouns

I me my, mine you you your, yours he him his she her her, hers it it its we us our, ours they them their, theirs

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Q A. Referring to the chart on page 26, highlight the personal pronouns in the following sentences.

Above each pronoun, write S for subjective, O for objective, and P for possessive.

Pexample: Booker T. Washington overcame many difficulties. This is a story of his struggle.

1. I heard two men talk about a school for people of my race.

2. They said it was a good school.

3. It was called the Hampton Institute.

4. It seemed to me that it must be the greatest place on earth.

5. I resolved at once to go, although I had no idea where it was.

6. I found work with Mrs. Viola Ruffner. She had a reputation for being very strict. 7. She was especially strict with the boys who tried to serve her. 8. Few of them remained with her for more than two or three weeks. 9. They all left with the same excuse; she was too strict. It was a great education for me.

10. I worked hard for her and she trusted me. She allowed me to attend school an hour a day.

11. My dream was still to attend Hampton Institute. I didn’t even know where it was located.

12. I had to pay for my clothes and my traveling expenses but I had very little money. My

brother helped all that he could. The older colored people took interest in the matter.

13. They had spent the best days of their lives in slavery, and hardly expected to live to see the

time when they would see a member of their race leave home to attend a boarding school. Some

of them would give me a nickel or a quarter; others a handkerchief.

14. Finally I started for Hampton. I carried a small satchel. It carried what few articles of

clothing I had. My mother was weak at the time. I hardly expected to see her again, and thus our

parting was all the more sad. She, however, was very brave through it all.

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15. I was the only black passenger on the stagecoach. One evening we stopped at a small hotel.

The other passengers went inside. They were led to their rooms. I presented myself to the man at

the desk. He refused service to me because I was colored. I spent the night walking about to keep

warm. It was my first experience in finding out what the color of my skin meant.

16. My whole soul was so bent upon reaching Hampton that I did not have time to cherish

bitterness toward him. When I reached Richmond, Virginia, it was late, I was dirty and tired, and

completely out of money. I applied for lodging but they all wanted money. Exhausted, I finally

found rest under a wood sidewalk with my satchel as my pillow.

Compound Pronouns: These end in -self or -selves. They are used in the predicate to refer back tothe subject or to add emphasis (myself, yourself, himself, herself, ourselves, yourselves, themselves)

Q B. In the following sentences, fill in the blank with an appropriate compound sentence.

example: The children cannot defend themselves.

1. I have not been lately.

2. Did you wash the car by .

3. Dad bumped on the head.

4. Mrs. Peterson wrote a note to .

5. We must often ask what we are doing to help others.

6. The guests helped to the refreshments.

7. The building was not damaged in the quake.

8. I was able to complete the assignment by .

9. Did the man build his house by ?

10. We will be eating lunch by .

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Read the poem The Difference Between Knowledge and Wisdom by William Cowper on

page 53. NAnswer the Think It Through questions.

Look up the following references in your Bible. What are the benefits stated in each verse if we fear the Lord?

Proverbs 1:7

Proverbs 10:27

Proverbs 14:26

Proverbs 14:27

Proverbs 19:23

Proverbs 22:4

Read the play Dr. Heidegger’s Experiment by Nathaniel Hawthorne on page 54. Act it out with your

class. @ Before reading this story, make note of your starting time and check your reading speed using the

chart on page 59. NAnswer the Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

rude resent ardent replete attentive knowledge encumber humiliated unprofitable

In Dr. Heidegger’s Experiment, what did the doctor suggest his friends do just before they drank the youth-giving water?

In your opinion, did his friends learn from their experiences of youth?

Read 2 Corinthians 5:17. Who can help us overcome poor habits and improve our lives?

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Read the story Every Dog Should Own A Man by Corey Ford on page 60. @ Before reading this story,

make note of your starting time and check your reading speed using the chart on page 62. NAnswer theThink It Through questions on the same page.

Q Choose an animal and write a short story about it, viewing life with humans through the animals

eyes.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

meted deftly specimen tantrum pedigree tendency docility reproachful restraining

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Read the story You’ve Got To Learn by Robert Murphy on page 63. @ Before reading this story, make

note of your starting time and check your reading speed using the chart on page 72. NAnswer the Think ItThrough questions on the same page.

Read Romans 12 :19. What dangers are there in bitterness and revenge? Who should avenge wrongdoings?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

dank brash alien lynx sleek fluid menace chafed evoke circuit anguish grouse wistful morose dappled vitality immobile serrated sinuous intercept curtailed

confirmed ferocity backtrack submerged disconcerting maneuvering implacablyrationalize anticipation subconscious abstractions vigilance precipitous

inexplicable indecisively materialized

Q Select ten words from the list above that you did not know the meaning of. Use them in a sentence.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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È UNIT TWO: COURAGE

Read the poem True Courage, by James Russell Lowell on Page 74. If you had to speak out for truth,would you have the courage to go against the crowd? How can following the crowd make you a slave topeople?

Find a verse in your Bible that speaks of fearing God more than man.

Read the story The Knights of the Silver Shield by Raymond MacDonald Alden on Page 75. @ Beforereading this story, make note of your starting time and check your reading speed using the chart on page

80. NAnswer the Think It Through questions on the same page.

Sir Roland thought he had missed his opportunity to show bravery when he was left at the castle, but helearned that victories can be won at home as well as on the battlefield. Read Matthew 25:23. How does this verse relate to the story?

How does this scripture relate to your own life?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

shield turrets moat commitment opportunity

Lesson 12: Using Verbs

We have already studied predicates. A predicate is the part of the sentence that shows what thesubject is doing. The verb is the word in the sentence that shows action or state of being, helps anotherverb, or links another word to the subject. An action verb tells what the subject does or did.

The children race to see who will be first. The grass grows in the spring.

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Q A. In these sentences, highlight the action verbs. There may be more than one verb in a sentence.

example: The knights wore a beautiful suit of armor.

1. A red plume floated above each helmet. 2. Each knight received a magic, silver shield. 3. By brave service, the shields grew brighter. 4. Cruel giants lived in the forest. 5. The giants gathered to battle the knights of the castle. 6. The knights prepared to fight the giants. 7. The lord of the castle asked Sir Roland to stay. 8. “I choose you to guard the gate,” he said. 9. Hearing this, Sir Roland bit his lip and closed his helmet over his face to hide his disappointment. 10. He struggled against his feelings and went quietly to look after his duties at the gate. 11. When an enemy approached, the knight on guard rang a bell, and the bridge raised so that it could notbe crossed. 12. The other knights marched out in their flashing armor. The lord of the castle stopped to remind SirRoland to guard the gate until they returned.

Q B. Think of your favorite hobby or sport. Write a paragraph giving someone instructions on how to do

it. Use at least one action verb in each sentence. When you have finished, highlight each verb.

É

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is am are was were be being been

have has had do does did shall will should would may might must can could

Read the poem Courage Has a Crimson Coat, by Nancy Byrd Turner on page 81. What does the poet useto help the reader understand the nature of courage, knowledge, fame, and patience?

_________________________ and _________________________

Read the story The Fight With the Windmills by Miquel De Cervantes on page 82. @ Before readingthis story, make note of your starting time and check your reading speed using the chart on page 85. NAnswer the Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

squire entice leagues annex induceprecedent perilous laudable prevailing marquis

oblique revolutions pernicious stratagems ineffectual

Lesson 13: Main Verbs and Helping Verbs

Some verbs do not show action, but they still tell something about the subject. These are calledstate of being verbs. They are:

The president is elected by the people.I am as fast as you.They are pleased with the results.The doctor was not available.The flowers were blooming.You be the one to tell mom what happened!I am being patient.Mary has been at school.

State of being verbs are also called helping verbs. On their own, they do not show the completeaction, but when combined with a main verb, the words form a verb phrase. In addition to state of being verbs, these helping verbs are commonly used:

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Remember: A verb phrase is made up of a main verb and a helping verb.The main verb shows action, the helping verb works with the main verb.

Q A. In the examples below, the helping verb is in italics, the main verb is in bold. The verb phrase is

underlined.The students are singing in the holiday program.My parents have been touring in Europe.

In the following sentences, underline the verb phrase. Highlight the helping verb in one color and the mainverb in another color. You may find state of being verbs that stand on their own.

1. The Fight with the Windmills was written over three centuries ago. 2. The story has been published in many languages. 3. The author had escaped a life of fighting and slavery. 4. He could relate to battles and conquerors. 5. Cervantes may be known as Spain’s greatest author. 6. Don Quixote had solicited one of his neighbor’s to become his squire. 7. He was boasting great things to his friend, Sancho Pancho. 8. The two men were journeying in search of a kingdom to conquer. 9. Don Quixote had promised to make Sancho Pancho a king over some kingdom. 10. “If I be made a king, than my wife should be made a queen,” exclaimed Pancho. 11. As the two were traveling, they came upon a number of windmills. Quixote had thought them to be giants. 12. Sancho Pancho could not see them as giants, only as windmills. He did try to bring this to the attention of Don Quixote. 13. “What are you doing?” Pancho bawled after him. Don Quixote’s conceit was so great, he did not hear the outcry of his squire. 14. The wind had began to blow as Don Quixote approached the windmills. He had mistaken the sails for giant arms. His lance caught a sail and he was thrown a good way off. He might have been killed. 15. After seeing the giants were only windmills, Don Quixote must tell himself that the giants have been transformed by the necromancer Freston in order that he might deprive Quixote of the honor of victory.

Q B. Write your own sentence using at least one main, one state of being, and one helping verb.

Read the story Call It Courage by Armstrong Sperry on page 86. @ Before reading this story, make note

of your starting time and check your reading speed using the chart on page 95. NAnswer the Think ItThrough questions on the same page.

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Read Psalm 23:4 in your Bible. When is the most difficult time to trust God?

Write a theme about something you used to be afraid of and how you overcame that fear.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

basalt culprit dorsal fronds adze baleful rigging siphon elation caulkedrampart plateau impaled rivulet detached impotent succulent deference

convulsive prodigious formidable veritable imperative siphoned phosphorescent

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Read the story Beneath The Saddle by Russell Gordon Carter on page 96. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 100. NAnswer theThink It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

resounded fugitive mirthlessly

Read about setting on page 100. Look up the word in the dictionary. Think back to the last time youexperienced a thunder storm. Describe the setting before and during the storm. Were you outside, in theforest, at home? Who was there? What did you see, smell, hear?

Read the poem Arnold Winkelreid by James Montgomery on page 101. NAnswer the Think It Throughquestions on page 103.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

ignoble freeman goslings marshaled anticipate chilblains rumination annihilates impregnable

Read the story The Wind Is Free by Jan Masaryk on page 104. @ Before reading this story, make note of

your starting time and check your reading speed using the chart on page 111. NAnswer the Think ItThrough questions on the same page.

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Common Linking Verbs_________________________________________

am is are was were will belook feel taste smell seem appear

If Communism or some other tyrannical force were to take over America today, what would be some of thefreedoms that could be taken away from us?

Read John 10:28. What does this verse tell us can never be taken away?

Lesson 14: Linking Verbs

We know that some verbs are action verbs and some verbs are helping verbs. Michael plans every day. (action verb)

Michael is planning now. (helping verb)

A linking verb links the subject of a sentence with a word or words in the predicate.Michael is a planner. He is organized and prompt.

When a verb is a linking verb, it neither shows action nor is it a helping verb. It is followed by a word inthe predicate that names or describes the subject.

ú úMichael’s day is well-planned. Well-planned describes day

Some verbs can be either linking verbs or action verbs.The soldiers felt their way in the fog. (action)The soldiers felt defeated. (linking) defeated describes soldiers

Remember: A linking verb joins the subject to a word in the predicate that describes the subject.

A linking verb does not show action.

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Q A. Highlight the main verb in each sentence. Then write whether the verb is a linking verb or a helping

verb.example: Eva was busy gathering pussy willows down by the brook. L V She answered her mothers call to return home. A V

1. The day felt warm. __________ 2. The trees were budding. __________ 3. The peach trees smelled fragrant. __________

4. The brook bubbled gaily. __________

5. Eva liked to stay here in the meadow. __________

6. She hoped her mother would let her eat out of doors. __________

7. Eva started up the hill and walked toward the house. __________

8. Her mother was ready at the door with a letter in her hands. ___________

9. “You take this to the baker’s wife,” mother told her. __________

10. “I am afraid of the baker’s wife,” replied Eva. __________

Q B. Highlight the helping verbs in the following sentences. Put a check mark over the words the verb

links. Write the words in their descriptive order. U Uexample:“ The baker’s wife looks cross,” complained Eva. cross wife

1. “Marushka is good,” mother answered.

2. “And the soldiers are unkind when I pass through the square.

3. “They say my cheeks are red and they pull my braids.”

4. “Don’t answer, go straight through and you will be protected.”

5. Eva started off. The road was very familiar.

6. She traveled it often on horseback. The horses were now gone.

7. The Germans had been unkind when they took people’s livestock.

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8. In the square, the people seemed more numerous than usual.

9. The bakery smelled delicious and people looked eager to enter. (two possible)

10. One soldier appeared kind and offered to help Eva get through.

Read the poem The Charge of the Light Brigade by Alfred, Lord Tennyson on page 112. NAnswer theThink It Through questions on page 113. How did you feel as you read it?

Read the story Beef Jerky by Stephen McCalister on page 114. @ Before reading this story, make note of your starting time and check your reading speed using the charton page 117. NAnswer the Think It Through questions on the same page.

Have you ever felt angry or lonely enough to want to leave home? Mandy’s mother was probably veryworried about her daughter and may have even prayed for her safety. How was her mother’s prayeranswered?

Read the story Letter From a Soldier written by a Civil War soldier named Sullivan Ballou, on page 118. @ Before reading this story, make note of your starting time and check your reading speed using the charton page 120. NAnswer the Think It Through questions on the same page.

The writer believes so strongly in the cause he is fighting for that he is willing to give up his life for hiscountry. His does not know if he will live or die or what will happen to his wife and children. He has agreat deal of faith. This faith gives him courage. What scripture indicates his faith and trust?

“Courage consists, not in blindly overlooking danger, but in seeing and conquering it.” -Richter

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Read the story The Legend of Kate Shelley by Freeman H. Hubbard, on page 121. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 125. NAnswerthe Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

saga spume deluge succor turgid buffeted inured debris flotsam rivulets mortgage tributary discerned obscurity encumbered subsequent

dissuaded disheveled precarious pedestrians incoherent apprehensively remonstrances

Have you or someone you know had to face a situation where life was at risk? Tell about it.

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Rules for Forming the Present Tense

1. Most verbs: get - gets . Add s. play - plays

2. Verbs ending in s, ch, sh, x, and z: pass - passes Add es. mix - mixes

3. Verbs ending with a consonant and y: try - tries Change the y to I and add es. carry - carries

Lesson 15: Verbs In the Present Tense

The verb does more than show the action in the sentence. It also shows if the action took place in the past,present, or future. This is called the tense.

Benjamin Franklin discovered electricity. (past tense)My father watches me play baseball. (present tense)Someday, astronauts will go to other galaxies. (future tense)

We will discuss present tense first. In the sentence, My father watches me play baseball., the wordwatches tells that father is watching right now. Notice that the letters es were added to the word watch toform the present tense.

You change the form of the verb to show present tense when a singular noun is in the subject.You do not change the form of verbs when they are used with plural subjects or with I or you.

Father watches. The fathers watch. I watch. You watch.

Q A. Write the correct present tense of the verb in bold. Some may be correct as written.

example: Sometimes a single heroic deed lifts an individual from obscurity. lift

1. I you back to a stormy Iowa summer in 1881. take

2. From the window, Mrs. Shelley her husband trudge down the tracks. watch

3. He dies and her a young widow with five children. leave

4. This story the bravery shown one night by fifteen year old, Kate. relate

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Rules for Forming the Past Tense

1. Most Verbs pray - prayed Add -ed. risk - risked

2. Verbs ending with e: save - saved Add -d. observe - observed

3. Verbs ending with a steady - steadied consonant and y: supply - supplied Change the y to I and add -ed.

4. Verbs ending with a single zip - zipped vowel and a consonant: plan - planned Double the final consonant and add -ed.

5. John says that night out in his mind clear as a bell. stand

6. It is a stormy evening and as the night , water rises, washing out bridges. pass

7. The youngest of the children fitfully, but Kate watches and . doze, wait 8. Honey Creek higher as more water into its’ banks. edge, empty

9. At eleven o’clock, Kate and mother a train rumble onto the bridge. hear

10. The train the structure to it’s limit and the bridge collapses. push

Lesson 16: Verbs In the Past Tense

You know that a verb in the present tense show what is happening right. A verb that shows what hasalready happened is in the past tense.

Kate Shelley saved many lives. She risked her own life for others. The verbs saved and risked are in the past tense. They relate what has already happened.There are more than one way to show past tense. Study the chart below.

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There are several exceptions to these rules. Sometimes the spelling will change.example: run - ran feel - felt drink - drank sleep - slept

Q A. Write the past tense form of each verb in bold.

example: Kate hurried to the site where the train plunged into the river. hurry, plunge

1. “It as still as death,” said Kate. seem

2. She that she must go to the help of the men. decide

3. The passenger train was to arrive shortly. schedule

4. Quickly, Kate up an old lantern by using a piece of felt skirt as a wick. fix

5. She on her coat and out the door. pull, dart

6. Her family and after her fearfully. watch, gaze

7. When she , she she could not walk on the track. arrive, realize

8. So she the bluff and made a curving detour through the hills. climb

9. Reaching the scene, she saw that part of the bridge still . remained 10. Here she , and . stop, shout, listen

Lesson 17: Verbs In the Future Tense

You know about past and present tense verbs. A verb that tells of something that has not yet happened is inthe future tense.

Kate Shelley will save many people on the train from drowning.When the helping verb will or shall is combined with the main verb, the future tense is formed.

Q A. Rewrite the following sentences changing each to the future tense. Some additional words and

spelling may need to be changed. When in doubt, write what sounds correct to you.

examples: Kate gropes across a dangerous bridge during a heavy storm. Kate will grope across a dangerous bridge during a heavy storm.

She finds that the engineer is floating in the river but he is safe. She will find that the engineer will be floating in the river but he shall be safe.

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1. The train engineer waits several hours to be rescued.

2. His companion is left until the next morning.

3. Kate goes to Moingona to get help for them and flag down the passenger train.

4. The Midnight Limited is almost due and she dares not wait another second.

5. The torrential rains dim her lantern and she is left to cross the bridge in darkness.

6. There is a brief lull in the tempest, but it lashes out again with renewed fury.

7. She risks her own death by crossing the bridge but if she doesn’t, a trainload of humans drowns in theswollen Des Moines River.

8. Fears torture the trackman’s daughter as she buffets the wind and rain at the river bank.

9. Kate finally reaches the other side and believes a higher power guides and protects her.

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Read the story The Dinner Party by Mona Gardner, on page 126. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 127. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

attaché naturalist veranda

Have you ever heard the phrase “I may have to eat my words?” What does it mean? In this story, thecolonel expresses his opinion about women and fear. At the conclusion of the story, why does the colonelhave to eat his words?

Read the poem I Took My Power in My Hand by Emily Dickinson, on page 128. NAnswer the Think It Through questions on the same page. Name two other storytellers or poets who were contemporaries of Emily Dickinson.

Read the story of David and Goliath in the Old Testament. As Christians, we should always rely on theLord as we tackle our giants and He will always be there for us. Look up Philippians 4:13. Write it below.

vvv

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È UNIT THREE: HUMILITY

Read the story The Czar and the Angel, author unknown on page 131. @ Before reading this story, makenote of your starting time and check your reading speed using the chart on page 135. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

magnify disperse beneath presume solitary chastisepavilion vagabond courtiers

Can you find a reference in the scriptures where a ruler was offended by the word of God? Write thescripture reference and relate the story. Was the ruler in the story eventually humbled?

Read the poem The Fool’s Prayer by Edward Roland Sill, on page 136. NAnswer the Think It Throughquestions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

knave doffed scourge chastening

Write your own four line, two stanza poem using the same meter and rhyme scheme throughout.

46

Read the story Oliver Cromwell, by Nathaniel Hawthorne on page 137. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 142. NAnswer theThink It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

gilded omen desist varlet visage abashed deemed valiant scaffold ascend contradict confounded sagacity demeanor reverential

Lesson 18: Subject-Verb Agreement

When using present tense verbs, the subject and verb must agree in number. When using the singular formof the subject, also use the singular form of the verb.

example: The king rules justly over his kingdom. King is singular. Rules is the singular form of the verb rule.

When using the plural form of the subject, also use the plural form of the verb.example: The kings rule unjustly over their kingdoms.

Notice this time, kings is plural. Rule is used without the s to form the plural form of the verb.When using the helping verbs is and are, is is always singular, are is always plural.example: The boy is happy. The boys are happy.

Using have and has. Use have when using the words I, you, and most other plural subjects. Use has for singular subjects.example: I have; you have; they have; people have; she has; the boy has

47

Rules for Subject-Verb Agreement

1. Singular Subject: The teacher helps his students. Add s or es to He teaches them to read. the verb. He studies every evening.

2. Plural Subjects The students read every day. Do not add s or es The dogs and cats run loose. to the verb. They run together.

3. I or you: Use the plural form I like studying at the library. of the verb. You study with me.

Q A. In the following words, provide a word that agrees with the given subject or verb.

example: King James takes

1. knight 2. listens

3. people 4. drive

5. listener 6. have

7. families 8. create

9. zookeeper 10. entertains

Q B. In each sentence, highlight the verb that agrees in number with the subject.

example: There (live, lives) an English knight at a place called Hinchinbrooke. 1. His name (is, are) Sir Oliver Cromwell. 2. He (spend, spends) his days hunting hares and foxes. 3. Sir Cromwell (has, have) a nephew, also called Oliver. 4. The young Oliver (visit, visits) his uncle often. 5. He often (get, gets) himself into mischief.

Read the story Chanticleer and Pertelote, by Jeffrey Chaucer, on page 143. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 147. NAnswer theThink It Through questions on the same page.

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The fox slyly obtained his prize, but pride in himself made him lose what he had. Read Proverbs 16:18.How does this verse relate to one of the morals in this story?

Lesson 19: The Four Principle Parts of Verbs

All the verb forms are made by using the four principal parts. They are:Present Present Participle Past Past Participle

You have already studied the present form. The present form usually has no added ending but sometimesends in -s or -es. It is called the present principle part.example: walk, walks, feel, feels, do, does, go, goes

The present participle always ends in -ing and has a helping verb. example: I am swimming. She should be sleeping. The class will be going.

You have also studied the past form. The past principle part ends in -d or -ed if the verb is regular. Youwill need to memorize the past forms of irregular verbs.example: I fished. Jessica did her best on the quiz. The crowd watched the parade go by.

The past participle of regular verbs looks like the past form except that it always has a helping verb. Thesealso have irregular verbs that you will have to memorize. example: I have fished. Jessica has done her best. The crowd had watched the parade.

To find the principle parts of verbs, follow the pattern below, inserting any verb.Present: Today I __________.Present Participle: I am __________.Past: Yesterday I __________.Past Participle: I have ___________.

There are several verbs that keep their same spelling in both past forms, as well as the present. example: I set. I am setting. Yesterday I set. I have set.

I shut. I am shutting. Yesterday I shut. I have shut It burst. It is bursting. Yesterday it burst. It has burst.

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Q A. Write the present participle, past and past participle of the following present tense verbs.

Present Present Participle Past Past ParticipleToday I ... I am ... Yesterday I ... I have ...

example:give giving gave given

eat _____________ _____________ _____________

run _____________ _____________ _____________

ride _____________ _____________ _____________

leave _____________ _____________ _____________

sleep _____________ _____________ _____________

dream _____________ _____________ _____________

build _____________ ______________ _______________

think _____________ ______________ _______________

try _____________ ______________ _______________

keep _____________ ______________ _______________

speak _____________ ______________ _______________

find _____________ ______________ _______________

love _____________ ______________ _______________

pull _____________ ______________ _______________

pay _____________ ______________ _______________

write _____________ ______________ _______________

laugh _____________ ______________ _______________

go _____________ ______________ _______________

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know _____________ ______________ _______________

heal _____________ ______________ _______________

endure _____________ ______________ _______________

present _____________ ______________ _______________

climb _____________ ______________ _______________

sneak _____________ ______________ _______________

bring _____________ ______________ _______________

weep _____________ ______________ _______________

catch _____________ ______________ _______________

fight _____________ ______________ _______________

see _____________ ______________ _______________

sing _____________ ______________ _______________

send _____________ ______________ _______________

dig _____________ ______________ _______________

lay _____________ ______________ _______________

hold _____________ ______________ _______________

come _____________ ______________ _______________

make _____________ ______________ _______________

say _____________ ______________ _______________

Read the poem Primer Lesson by Carl Sandburg, on page 148. NAnswer the Think It Through questionson the same page.

“Pride goeth before destruction, and a haughty spirit before a fall.” Proverbs 16:18

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Read the story The Necklace, by Guy De Maupassant, on page 149. @ Before reading this story, makenote of your starting time and check your reading speed using the chart on page 156. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

dowry salons caste garret odious homage destiny disdain frowsy naïve calamity dictation privation suppleness hierarchy antechamber coquettish colleague humiliating

immoderate vestibule usurers compromised impoverished

Lesson 20: What Is An Adverb?

We have just learned much about verbs. There are other words that describe verbs. They are calledadverbs. They can also describe another adverb or an adjective (we will learn about adjectives later).Adverbs answer the questions how?, when?, where? and to what extent?

How: The dove landed gracefully on the branch. (gracefully describes the landing)When: I will finish the assignment today. (today describes when I will finish)Where: They sat here during the game. (here describes where they sat)

Many adverbs end in -ly . Some of those are listed below with a list of common adverbs.

How: fast, hard, together, happily, quietly, secretly, slowly, wearilyWhen: tomorrow, later, again, often, first, next, then, yesterday, soonWhere: here, there, everywhere, inside, outside, far, upstairs, forward

Q A. In each sentence, highlight the adverb and put a check above the word it describes.

Uexample: The Necklace is a short story about a poor but charming girl who lives her life quietly.

1. She dresses plainly because she could not dress well.

2. She suffered ceaselessly, feeling herself born for the finer delicacies of life.

3. She looked angrily at the wretched poverty surrounding her.

4. She thought longingly of the tapestries, silks, and finery enjoyed by the upper classes.

5. As she and her poor husband dined together, her thoughts were always elsewhere.

6. Her dreams were of dinners served daintily on fine silver.

7. She had nothing of value but felt she was certainly meant for a better life than this.

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8. She had a friend with whom she had been closely acquainted for many years.

9. The friend was richly endowed and the woman decided she would not visit her anymore

because she suffered so whenever she returned from her visits.

10. But one evening, her husband returned home triumphantly with a large envelope in hand.

11. It was an invitation to the palace. The husband was sadly disappointed, however, when his

poor wife tossed the envelope ungratefully on the table. “What shall I do with that?” she snapped.

12. He carefully explained how everyone wanted to go and how difficult it had been to solicit

the invitation. His wife looked at him with an irritated glance, and said, impatiently: “And what do

you want me to put on my back?” She quickly wiped a tear. “Give it to a colleague of yours.”

Q B. In each sentence, highlight the adverb and tell what question it answers.

example:“Let us carefully consider, Mathilde, what a suitable new dress would cost.” how

1. She thoughtfully reflected, making her calculations in her mind. ______________

2. Finally she replied, hesitatingly. ______________, _______________

3. I don’t know exactly, but I could possibly manage with 400 francs. _________, __________

4. He grew instantly pale for he had just saved that amount for a gun. _________, __________ 5. He agreed, however. The day of the ball grew near, but she was again uneasy.____________ “What is bothering you,” he asked.

“It annoys me terribly that I haven’t any jewelry to wear.” _____________

Read the poem Pronouns by Carl Wilson Baker, on page 157. NAnswer the Think It Through questionson the same page.

Read the story The Gift and the Giver, by Russell G. Davis and Brent K. Ashabranner, on page 158. @Before reading this story, make note of your starting time and check your reading speed using the chart onpage 160. NAnswer the Think It Through questions on the same page.

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Write about an experience you have had which illustrates that it is better to give than to receive.

Lesson 21: Comparing With Adverbs

You have learned that adverbs describe verbs. Adverbs can also be used to compare actions. Adverbs havespecial forms for comparisons.

To compare two actions, add -er to most short adverbs. To compare three or more actions, add -est to mostshort adverbs.

One Action: The yellow cow jumps high.Two Action: The blue cow jumps higher.Three Action: The red cow jumps highest.

To compare most adverbs with two or more syllables, use more or most with the adverb.softly more softly most softlyoften more often most often

Q A. For each adverb, write the form for comparing two, and three or more.

example: near nearer nearest carefully more carefully most carefully

1. early _________________________ _____________________________

2. simply _________________________ _____________________________

3. sweetly _________________________ _____________________________

4. cleverly _________________________ _____________________________

5. straight _________________________ _____________________________

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6. late _________________________ _____________________________

7. hard _________________________ _____________________________

8. noisily _________________________ _____________________________

9. deep _________________________ _____________________________

10. accurately _________________________ _____________________________

11. gracefully _________________________ _____________________________

12. powerfully _________________________ _____________________________

“Life is a long lesson in humility.” -James M Barrie

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This was a random act of kindness.If it made you feel good,

please render a kind service for someone elseand leave this card.

ÆÆÆ

Read the story The Peppermint Candy, by John Steinbeck, on page 161. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 164. NAnswer theThink It Through questions on the same page.

Read Ecclesiastes 11:1 and Luke 6:38. What do these two verses have in common?

How are you affected by someone else’s kindness or generosity? Have you ever seen one small gesturespread out and touch many people? What happened?

Try this experiment. Make several copies of the card below. Choose several family members, friends, oreven strangers and do an anonymous kind deed for them. Then leave this card. You’ll enjoy how it makesyou feel and you’ll probably experience some kindness coming back to you. You’ll especially enjoy doingthis experiment with someone you are angry with or with whom you have unresolved feelings.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

droned rigidly sullenly expelled inflexible resignedly

Read the story A Start in Life, by Ruth Suckow, on page 165. @ Before reading this story, make note ofyour starting time and check your reading speed using the chart on page 172. NAnswer the Think ItThrough questions on the same page.

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. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

curt forlorn valise grimace contort preen knowledge genially imposing solitary mottled pell-mell defensive resentful grandeur resolutions submerged frescoed

comprehend comprehension disconsolately vociferous instinctively

Lesson 22: What Is An Adjective

Have you ever watched a beautiful sunset or tried to describe an exhilarating roller-coaster ride? The wordsyou used were probably adjectives. A word that describes a noun or a pronoun is called an adjective.

Adjectives tell what kind.

The yellow taxi carried us to town.

Adjectives also tell how many.Three people rode with us.

Adjectives may appear in several places in the sentence. They can appear before the subject or noun orafter a linking verb.

Heavy storms made travel seem difficult. Heavy comes before the noun, storm. Difficult comes after the helping verb, seem.

When two or more adjectives are listed together, you usually use a comma to separate them.We watched the dark, stormy clouds.

When one of the adjectives tells how many, do not use a comma.Three young calves were born last night.

Q A. In each sentence, highlight the adjective and draw an V over the noun it describes.

V Vexample: This short story is about a young girl named Daisy Switzer.

1. As the story opens, she is getting ready to leave for her first real job.

2. She is trying to look pretty, but Mama tells her this trip will be different.

3. “It won’t be like visiting,” her poor mother tells her.

4. She knows what lies ahead for her unsuspecting daughter.

5. Daisy is ready to go out and work to help support her little family.

6. The shiny, new car pulls up in the muddy driveway.

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7. Her new employer is young and seems kind. He tells her to sit in the back seat.

8. As the car pulls away, she waves to her family and watches her familiar home disappear.

9. When she arrives at her new home, she begins to feel lonely and isolated.

10. She realizes she is not a guest, but a hired hand. Her daily discomforts are not important to these people; only that she does her new job well.

Q B. After the following nouns, write three adjectives of your own to describe the noun.

example: ocean immense peaceful powerful

1. countryside _____________________________________________________

2. children _____________________________________________________

3. sunset _____________________________________________________

4. elephant _____________________________________________________

5. nation _____________________________________________________

6. computer _____________________________________________________

7. Bible _____________________________________________________

8. mother _____________________________________________________

9. puppy _____________________________________________________

10. ferris-wheel _____________________________________________________

11. tornado _____________________________________________________

12. God _____________________________________________________

Read the poem I’m Nobody! Who Are You? by Emily Dickinson, on page 173. NAnswer the Think ItThrough questions on the same page. What famous person would you like to be and why?

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What are some advantages of being unknown?

Read the play Pip Visits Miss Havisham, by Charles Dickens on page 174. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 181. NAnswer theThink It Through questions on the same page.

What were the circumstances surrounding the early life of author, Charles Dickens. What favorite pastimefrom his childhood changed the course of his life.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

savory glower grapple gloating repress pompously diversion insulting taunting sarcasm mortified eccentric hysterically plaintively malignant animosity

simpering dumbfounded bewildered

Look over the vocabulary list. List the words that are adverbs. Then list the adjectives.

ADVERBS:

ADJECTIVES:

Lesson 23: Possessive Nouns and Pronouns As Adjectives

Possessive nouns and pronouns are called adjectives when they come before nouns. They answer thequestion whose.

That is his plan for traveling across the country.

The possessive pronoun his is an adjective because it comes before the noun plan and describes whoseplan.

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That is Daniel’s seat for watching the movie. The noun Daniel is an adjective because it comes before the noun seat and describes whose seat.

When the possessive noun or pronoun comes after the noun or at the end of the sentence, it is usually notan adjective. That plan is his. That seat is Daniel’s.

However, in the preceding examples, the word that does work as an adjective because it describes whichplan or which seat. The words this, that, these and those are adjectives when followed by a noun. In thiscontext, they are called demonstrative adjectives.

this hat that chair these people those bananas

A, an, and the are always used as adjectives. They are called articles.

Q A. In the following sentences, highlight all of the adjectives including a, an, and the.

example: The story is about an old lady who hires a young boy to come and play.

1. Miss Havisham asserts that she is bored and wants to see children playing. 2. It was really her scheme to make Pip a part of her cruel plan. 3. The old woman wanted Estella to break Pip’s tender heart. 4. Miss Havisham wanted revenge for her own broken heart. 5. Her plan was to, in some way, get back at her bridegroom who left her at the alter. 6. Estella’s pride was shown by the taunting, haughty and unkind way she treated Pip. 7. She was reluctant to even play a card game with Pip because he was a “common, laboring boy,” and quit in anger over his petty mistakes. 8. Miss Haversham was a proud old woman who was bound to the past and embittered by it. This was the reason she had become so eccentric. 9. She wore her wedding apparel and kept the molding cake as constant reminders. It was her resolve to refuse to see the light of day. 10. She felt her relatives were hypocrites. They only came to see her because it was her birthday. They were flattering to her but genuine love was not shown. 11. Pip lied about his visit to the old lady’s house because he didn’t think anyone would believe the real events that took place. 12. Joe’s good advice was, “Lies are lies. So don’t tell any more of ‘em.” A truthful person can overcome commonness with his honesty and other good character qualities.

Read the poem Of Human Submission by Thomas A Kempis, on page 182. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

esteem resign console pacify inferior

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È UNIT FOUR: JUSTICE

Read the poem Justice, by Ralph Waldo Emerson, on page 184. Is justice always carried out by man?Justice always prevails but sometimes the justice is not seen in this life. Who administers pure justice to allmen. God is the rewarder of those who diligently support justice, though they may not see victory in thislife. Write the definition of Justice from the dictionary.

Read the story As Ye Sow, So Shall Ye Reap by Jesse Stuart, on page 185. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 190. NAnswer theThink It Through questions on the same page.

Read Point of View on page 190. Write a paragraph describing the wonders of a computer from the pointof view of a fourteen year old boy from the year 1860.

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. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

gullet harrow broadcast

Lesson 24: Comparing With Adjectives

You know that adjectives describe nouns. One way they describe is by comparing people, places, or things- much like adverbs compare action. To compare two nouns, add -er to the adjective. To compare three ormore, add -est.

One Person: My daughter is smart.Two People: My daughter is smarter.Three or More: My daughter is smartest.

For adjectives that end with a consonant and y, change the y to i and add -es.busy busier busiest

For one-syllable adjectives that end with a single vowel and a consonant, double the consonant and add -eror -est.

red redder reddest

For some adjectives with two or more syllables, use more or most instead of -er or -est.curious more curious most curious

Q A. For each adjective, write the form for comparing two, and three or more.

example: small smaller smallest

curious more curious most curious

1. helpful ___________________ ______________________

2. shaky ___________________ ______________________

3. tall ___________________ ______________________

4. great ___________________ ______________________

5. strange ___________________ ______________________

6. sticky ___________________ ______________________

7. young ___________________ ______________________

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8. tired ___________________ ______________________ 9. fine ___________________ ______________________

10. exciting ___________________ ______________________

11. beautiful ___________________ ______________________

12. wealthy ___________________ ______________________

Lesson 25: Proper Adjectives

We know from lesson 9 that a proper noun names a particular person, place, or thing. An adjective formedfrom a proper noun is called a proper adjective. As with proper nouns, proper adjectives are capitalized.

PROPER NOUN: These shoes are from Italy.PROPER ADJECTIVE: These are Italian shoes.

Proper Nouns Proper Adjectives

Canada Canadian flagMexico Mexican foodSwitzerland Swiss cheeseAfrica African jungle

Q A. Write the proper adjective that comes from the proper noun given.

example: Spain Spanish rice

1. England __________________________ toffee

2. Japan __________________________ dish

3. Britain __________________________ tea

4. China __________________________ restaurant

5. Morocco __________________________ sandals

6. France __________________________ bread

7. German __________________________ accent

8. Denmark __________________________ pastry

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9. Egypt ____________________________ ruler

10. Hawaii ____________________________ islands

12. Greek ____________________________ olives

13. Vietnam ____________________________ cooking

14. Brazil ____________________________ nuts

15. Holland ____________________________ chocolate

16. Poland ____________________________ hot dog

17. Portugal ____________________________ people

18. Scotland ____________________________ ancestry

19. Russia ____________________________ embassy

20. Australia ____________________________ outback

Q B. Write a short paragraph about some of the things in your everyday life that come from other

countries. Be sure to use a proper adjective in each sentence.

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Read the poem The Present Crisis by James Russell Lowell, on page 191. NAnswer the Think It Throughquestions on the same page.

Look up the word paraphrase in the dictionary and write its’ meaning.

Paraphrase the poem The Present Crisis below.

É

“Justice without wisdom is impossible.” James Anthony Froude

Read the story The Merchant of Venice, by Charles and Mary Lamb, on page 192. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 201. NAnswerthe Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

paltry suitor exacted prating enmity spurn affected conspired prevailed severity tempered esteemed covetous arduous resignation confiscated expedient

despoiled ingenuity affronted reproach

Lesson 26: Identifying and Using Prepositions

Prepositions show the relation of a noun or pronoun to some other word in the sentence.Little Red Riding Hood traveled to Grandmother’s house.

The preposition to relates the word house to the verb traveled. House is the object of the preposition.

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Here is another example. Can you find the preposition?

The Big Bad Wolf chased Little Red Riding Hood through the woods.

Through is the preposition. It links the word woods back to the word chased.

Here are some common prepositions:

about above across after along around atbefore behind below beside by down duringexcept for from in inside into nearof off on out outside over pastthrough to under until up with without

Q A. Highlight the prepositions in each sentence. Underline the object of the preposition.

example: Shylock, the Jew, lived at Venice.

1. He was a usurer who lent money at great interest to Christian merchants.

2. Shylock exacted the payment of the money he lent with great severity.

3. He was much disliked by all good men, particularly Antonio, a young merchant.

4. Shylock hated Antonio because he used to lend money to people in distress, without interest.

5. Antonio was greatly loved by all the fellow-citizens with whom he came in contact.

Q B. Describe how to get to your school or other favorite place from your house. Notice the frequent use

of prepositions, down the street, past the red house, at the corner. Highlight each preposition and its’object.

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Lesson 27: Prepositional Phrases

We know that a preposition is always followed by an object. When the preposition, the object of thepreposition, and all the words between them are set apart as a phrase, it is called a prepositional phrase.

We bought the groceries at the store. We drove home in Steve’s car.at the store and in Steve’s car are both prepositional phrases. Here are several more examples:

through the house up the tree on a cliff in the forest by boat near the edge under the car in the area from the book by the ocean outside the tent

A prepositional phrase may contain a compound direct object (more than one).Man learns humility through hardship and adversity. Through is the preposition; hardship and

adversity are both direct objects; through hardship and adversity is the prepositional phrase.

Q A. In the following sentences, the preposition is in bold. Underline the prepositional phrase. The

number in parenthesis tells how many phrases are found in each sentence.example: Shylock appeared to offer a loan in kindness and friendship. (2)

1. He was seeking revenge upon Antonio for his racial comments about Shylock. (3)

2. Antonio looked down upon Shylock’s loaning money for high interest. (2)

3. Bassanio’s lack of money did not influence Portia’s attitude toward him in the least. (3)

4. Portia was modest, willing to relinquish rule over her mansion and servants, and yet wise enough to help her husband when the opportunity presented itself. (3)

5. Shylock’s goal was not the return of the money but chance to exact revenge upon his enemy Antonio. (3) 6. Shylock’s fortune could have been forfeited to the state because he had conspired against a citizen’s life. (2)

7. In the end, half of the fortune went to his disinherited daughter who was married to a Christian. (2)

8. Portia showed wisdom by first appealing to Shylock’s better nature and then by knowing theappropriate laws that ended the trial. (3)

9. Portia’s disguised presence at the trial, her comments to her husband, and Bassanio’s giving of her ring to the counselor are all humorous moments in the story. (5)

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10. Both ladies wanted to tease their husbands about giving the rings away. By returning the rings, the ladies were able to reveal their parts in the courtroom drama. (5)

Q B. Create a prepositional phrase for each of the prepositions listed below.

example: under under my bed

1. around _________________________________________

2. through _________________________________________

3. against _________________________________________

4. without _________________________________________

5. until _________________________________________

6. past _________________________________________

7. along _________________________________________

8. across _________________________________________

9. behind _________________________________________

10. about _________________________________________

11. into _________________________________________

12. from _________________________________________

13. during _________________________________________

14. without _________________________________________

15. until _________________________________________

Q C. Find six prepositions on your own that were not listed in Lesson 26.

__________ __________ __________ __________ __________ __________

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Read the story A Just Judge, by Leo Tolstoy, on page 202. @ Before reading this story, make note of yourstarting time and check your reading speed using the chart on page 204. NAnswer the Think It Throughquestions on the same page. Find and read the biblical reference to King Soloman’s judgement of the two mothers and the infant. Washis method of determining the truth wise? Why?

Read the poem Retribution by Henry Wadsworth Longfellow, on page 205. NAnswer the Think ItThrough questions on the same page.

Read the story The Man Without a Country by Edward Everett Hale, on page 206. @ Before readingthis story, make note of your starting time and check your reading speed using the chart on page 224.NAnswer the Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

libel legion swagger infernal skiff farce canto strand frenzy allude seduce obscure sentinel intimate indignity manifold grandeur expiated vegetate voluble fortnight affected diversion execrate sustain discharge cavalierly confidential rendezvous disavowed substantially unrequited provincial spectacle court-marshals indulgence

unrestrained concentered braggadocio sentimentalism liberality repentance

Write about some of the advantages you have as an American. Do you feel they are rights or privileges?

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How did you feel about Philip Nolan at the beginning of the story? At the end?

Read the story The Stub-Book by Pedro Alarcón, on page 225. @ Before reading this story, make note ofyour starting time and check your reading speed using the chart on page 228. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

gravely anguish deduce pondering augmented mutilated infamous caressing counterfeit prodigious unmitigated catastrophe indisputable verification imprecations

Several of the literary terms you have learned so far, are listed below. Write their meaning from memory. Ifthere are any you cannot remember, refer to pages 507-508 of your Themes In Literature book. Write theirmeanings here.

Foreshadowing

Biography

Rhyme

Theme

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Personification

Character

Symbol

Autobiography

Conflict

Plot

Setting

Paraphrase

Repetition & Refrain

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Allusion

Stanza

Fable

Free Verse

Realism

Romanticism

Point of View

Poetic Justice

Suspense

Climax

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È UNIT FIVE: TEMPERANCE

Read the poem True Heroism, author unknown, on page 230. Look up Proverbs 16:32. How does it relateto the poem?

Read Revelations 3:21 What is the baser part spoken of in the last stanza of the poem?

Conquering ourselves by overcoming temptation is one of the most difficult battles every human being willface in mortality. What are some of the temptations that young people today must face and overcome?

É

Read the story Pooh Goes Visiting by A. A. Milne, on page 231. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 234. NAnswer the Think ItThrough questions on the same page.

Read about dialogue on page 234. Try to recall the dialogue that took place between you and a friendwithin the last day. Write a portion of it here. Try using quotation marks.

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Lesson 28: Adverb Or Preposition?

You may have noticed that some of the words on the adverb list (page 53) were also found on thepreposition list (page 66). Sometimes the same word can be used as either as an adverb or as a preposition.You can tell what it is by how it is used in a sentence.

Adverb: Jordan put the book down.Preposition: The ring fell down the drain.

You will know whether the word is a preposition if it begins a prepositional phrase. If it does not, than it isan adverb.

These words can be used as adverbs or prepositions

above below in off outsidealong by inside over underaround down near out up

Q A. Select ten words from the list above. In the spaces provided, create two sentences; the first using the

word as an adverb, the second using the word as a preposition. Highlight the prepositional phrase.example: word: inside a The cat ran inside. b My wallet was left inside the house.

1. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

2. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

3. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

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4. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

5. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

6. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

7. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

8. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

9. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

10. Word: _______________ a __________________________________________________________________________ b __________________________________________________________________________

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Lesson 29: Using Conjunctions

Conjunctions are joiners. They are words used to join other words, phrases, or clauses . Con- means“together”; -junction means “a joining”. Conjunctions are commonly used and easy to remember. They are:

and, but, or, for, yet.A. A. Milne writes about Pooh and his friends. The stories are written for children but people of all ages enjoy them.

The conjunction or most commonly shows choice.One can read his books or see cartoons created from his writing.

Q A. In each sentence fill in the blanks with the appropriate conjunction, then tell whether it joins or

shows choice by putting a j (joins) or ch (shows choice) above the answer. chexample: Edward Bear, known to his friends as Winnie-the-Pooh, or Pooh for short, was walkingthrough the forest one day.

1. While he was walking ________ humming, he came to a large bank.

2. In the bank was a large hole ________ he knew it must be the home of rabbit.

3. So he bent down, put his head into the hole, _________ called out: “Is anybody home?”

4. There was a scuffling noise from inside the hole, _________ then silence. Either Rabbit was not at home, _________ he did not want to be bothered.

5. The story goes on to tell of how Pooh does get in __________ how he helps himself to

Rabbits honey. As he leaves, he finds he has eaten too much ________ gets stuck in the door.

6. Rabbit decides he can leave Pooh stuck in the door ________ get Christopher Robin’s help.

7. Christopher Robin tells Pooh he will have to stay in the hole _______ not eat until he is thin

enough to be pulled out. He must not eat ________ he will not get thinner. 8. So for a week, Christopher Robin read sustaining books to the North end of Pooh _______ Rabbit hung towels on the South end. 9. After a week, it was time to try again. Christopher took hold of Pooh’s paws ________

pulled,_________ he would not come loose without the help of Pooh’s friends.

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Lesson 30: More About Conjunctions

In Lesson 29 we learned about the conjunctions and, but, or, for, yet. These are called coordinatingconjunctions. There are two more types of conjunctions whose jobs are still joining, yet their use is moredefined.

The second group are called correlative conjunctions. They are always used in pairs:not only...but also either...or neither...nor both...and

The third group are called subordinating conjunctions. They introduce subordinate clauses (sentencefragments) that cannot stand alone.

whenever, when, although, because, since, so that, unless, even though, if, and so forth

A fourth type of conjunction is called a conjunctive adverb. It joins phrases or clauses that could standalone as individual sentences.

also, however, consequently, nevertheless, therefore, instead

Q A. Highlight the conjunctions in the following sentences. Tell whether they are coordinating (CD),

correlative (CR), subordinate (SB), or conjunctive adverb (CA).

example: Although both of my parents enjoy traveling, neither my mother nor my father has ever left the country. CR

1. Debra loves to sail, yet she cannot swim well. ____________

2. Unless it rains, the baseball game will be played at 2:00. ____________

3. I’ve neither studied French nor German in school. ____________

4. Traffic caused us to be late; however, we may still see most of the play. _____________ 5. We like to see amateurs and professionals in the community theater.______________ 6. People have been avoiding certain foods because some may cause illness._____________

7. My friend said I could borrow her car whenever I wanted to. ____________

8. Since we didn’t plant a garden this year, we will have to buy our own food.____________

9. The students voted both Jake and Rachel to represent our class. ____________

10. New cars are usually reliable, nevertheless, they are expensive. _____________

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“He that eats but one dish seldom needs a doctor.” Scottish Proverb

Read the story The Open Road, by Kenneth Grahame, on page 235. @ Before reading this story, makenote of your starting time and check your reading speed using the chart on page 242. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

fusty placid wistfully amiable paddock disembark trivialitiesrapturous boisterously vouchsafed

What was Toad’s motto? Have you ever known someone who claimed to believe one thing but in theiractions, showed something else? Without identifying the person, write about your experience and tell whatit taught you.

Read the excerpt from Hamlet, A Father’s Advice To His Son, by William Shakespeare, on page 243.NAnswer the Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

grapple adoption unfledged

What words of advice have you often heard quoted from this writing?

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“The secret of contentment is knowing how to enjoy what you have, and to be able to lose alldesire for things beyond your reach.” Lin Auitang

Read the story How Much Land Does a Man Need?, by Leo Tolstoy, on page 234. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 254. NAnswerthe Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

plied sheaf piqued civilly circuit forbore tussle hillock steward haggled tethered disparaged commune prosecute acquitted

Look up and write Proverbs 28:22

Lesson 31: Using Interjections

An interjection is a word or words that express feeling or emotion.

Common InterjectionsHurray Hey Oh, no WellGood grief Ah Oops WhewGoodness Oh Ouch Wow

Notice that every interjection listed begins with a capital letter. Interjections always begin a thought andmay stand alone when showing strong emotion.

Ouch! That bee stung me!Hurray! The house is on fire!

If the interjection shows mild feeling, it is followed by a comma and begins a sentence.Well, let’s get going!Whew, it’s hot today.

Other words which have the potential to express emotion may also be used as interjections.Stop! Wait! Listen! No!

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Q A. Imagine you and a friend are watching an exciting sports event. Write the dialogue that might take

place. Use at least five interjections in your description.

Read the poem Fire and Ice, by Robert Frost, on page 255. NAnswer the Think It Through questions onthe same page. Discuss the poem with your class.

Read the story Friendship, by Leo Tolstoy, on page 256. @ Before reading this story, make note of yourstarting time and check your reading speed using the chart on page 263. NAnswer the Think It Throughquestions on the same page.

Do the Write About It exercise on page 263.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

culprit molest tremor patron circuit atonestealth hygienic drollish quizzical sublime

benefactor infinitely involuntary apparition

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È UNIT SIX: BEAUTY

Read the poem A Thing of Beauty, by John Keats, on page 267. Read For the Beauty of the Earth, byFolliot S. Pierpont, and God Is the Anvil, by Lew Sarett, on page 267. NAnswer the Think It Throughquestions on both pages. Read about Alliteration on page 267.

“Who is blinder than he that will not see?” A. Boorde

Read the story Three Days To See, by Helen Keller, on page 268. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 271. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

gusty probe acute static gnarled tactile stalwart trappings cadenced

symmetry subtleties intoxicate superficial kaleidoscope

Think of someone very close to you whom you have not seen for many months or even years. Write adescription of the person , using as much detail as you can. Start with physical characteristics. Then beginto describe what you like about the person and how they make you feel. Is it difficult to remember details?What would you remember about the person if you were blind and hadn’t ever seen them?

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È DIAGRAMING SENTENCES So far, we have covered all eight parts of speech. There is still much to learn, but you have already createda strong foundation for sentence structure.

You are also applying this knowledge in your writing exercises, as they apply to literature. You may wantto take a few minutes to go back to your first writings at the beginning of the book and see how your abilityto express yourself has improved.

The remainder of this book will help give you the opportunity to express your creative thoughts and ideas,while building on your knowledge of structure and usage. We will continue this process by learning todiagram sentences.

Have you ever heard someone say “I don’t understand what you mean; you’ll just have to draw me apicture!” Well, diagrams are pictures of sentences that help you understand how words fit together to makea sentence. They can be fun to create!

Lesson 32: Diagraming Subjects & Verbs

We know how to identify subjects and verbs. They are usually easy to find and are the base for diagrams.Dad drives to work. Dad is the subject, drives is the verb.

To begin your diagram, draw a horizontal line. Write the subject on the line, first. Write the verb next tothe subject, leaving a little space between the words. Then draw a small vertical line separating the twowords.

Dad drives

Sometimes, when the subject is not obvious, it may be implied:Eat all of your vegetables.

It is assumed the person is talking to you even though it is not written.(You) eat all of your vegetables.

The subject and verb would be diagramed like this:

(You) eat

No matter where the subject falls in the sentence, it will always be placed first.

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Inverted sentence: On a leaf sat a ladybug. ladybug & sat

Interrogative sentence: What are you wearing? you & are wearing

Beginning with there: There will be blossoms soon. blossoms & will be

Phrase between subject & verb: Grapes off the vine are sweet. grapes & are

Imperative sentence: Put yourself in the place of others. (you) & put

Remember to always include the helping verb with the verb when written in a sentence.My grandparents are going on a mission to England. grandparents & are going

Q A. Choose simple sentences from the story Three Days to See. Diagram the subject and verb.

example: The first day would be a busy one.

day & would be

1. ________________________________________________________________________

_________________________________

2. ________________________________________________________________________

_________________________________ 3. ________________________________________________________________________

_________________________________

4. ________________________________________________________________________

_________________________________

5. ________________________________________________________________________

_________________________________

6. ________________________________________________________________________

_________________________________

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7. ________________________________________________________________________

__________________________________

8. ________________________________________________________________________

__________________________________

9. ________________________________________________________________________

__________________________________

10. ________________________________________________________________________

__________________________________

Read the poem In the Garden of the Lord by Helen Keller, on page 272. NAnswer the Think It Throughquestions on the same page. In your own words, explain simile and metaphor.

simile _______________________________________________________________________

metaphor _____________________________________________________________________

Read the poem God’s World by Edna St. Vincent Millay, on page 274. NAnswer the Think It Throughquestions on the same page. In your own words, explain apostrophe.

apostrophe ___________________________________________________________________

Read the poem The One Thousandth Psalm by Edward Everett Hale, on page 275. NAnswer the ThinkIt Through questions on the same page.

Read the poem The Spacious Firmament on High by Joseph Addison, on page 205. NAnswer the ThinkIt Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

jasmine orbs eddying radiant spangled firmament ethereal terrestrial

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Declarative: Ice cream is good. A declarative sentence tells something. It ends with a period.

Interrogative: Is yours vanilla?An interrogative sentence asks something.It ends with a question mark.

Imperative: Don’t eat too fast. An imperative sentence gives an order.It ends with a period.

Exclamatory: It’s dripping!An exclamatory sentence expresses strongfeeling. It ends with an exclamation point.

Read the story The Beauty of the Clouds, by John Ruskin, on page 277. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 278. NAnswer theThink It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

dross apathy sublime precipice moldered perpetual insipidity capricious phenomena unobtrusive

È MORE ABOUT SENTENCES

Lesson 33 Review: Four Kinds of Sentences & End Mark Punctuation

We have learned that a sentence is a group of words that make a complete thought. We have also learnedthat a sentence starts with a capital letter. The end mark varies however.

Q A. Create two of each of the four sentence types in the spaces below. Find at least four of your

sentences from the story, Beauty of the Clouds.example: Interrogative: Which of the phenomena do we speak of?

1. Declarative: _______________________________________________________________

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2. Interrogative: _____________________________________________________________

3. Imperative: _______________________________________________________________

4. Exclamatory: ______________________________________________________________

5. Declarative: _______________________________________________________________

6. Interrogative: _____________________________________________________________

7. Imperative: _______________________________________________________________

8. Exclamatory: ______________________________________________________________

Read the poem Loveliest of Trees by A. E. Housman, on page 279. NAnswer the Think It Throughquestions on the same page. Can you find the personification in line 4?

Read the poem The Snowstorm by Ralph Waldo Emerson, on page 280. NAnswer the Think It Through

questions on the same page. Read psalm 147:16-18 in the Old Testament. What style does David use in hiswriting of this verse? (hint: his use of the word like) You may want to refer to your glossary of literaryterms on pages 507-508.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

courier myriad mimic

Read the story Iowa Artist, by Charlie May Simon, on page 281. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 286. NAnswer the Think ItThrough questions on the same page.

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Lesson 34: Combining Sentences With Compound Subjects

Sometimes, when two sentences have similar action (or predicates), they can be combined to create aninteresting and more efficient sentence.

Shilo will come to visit.Tyler will come to visit.

When you combine two or more simple subjects, you form a compound subject. Use a conjunction such asand or or to join them together.

Shilo and Tyler will come to visit.

Q A. In each sentence, highlight the compound subject and underline the verb. Then, in the space

provided, write the conjunction that joins them together.example: Hard work and talent made Grant Wood a good artist. and

1. Drawing and painting were his favorite pastime. ____________ 2. The death of his father and the move to a new home made his young life hard. ____________

3. Grant and his family had to move to Iowa. _____________

4. His small sister and two younger brothers were his obligation. ______________

5. Work and responsibility became his way of life. ______________

6. Odd jobs and handicrafts kept the family going. ______________

7. His love for drawing and his natural talent kept his dream alive. _______________

8. Friends and neighbors all thought of him as a hard worker. _______________

Q B. Create four sentences having compound subjects.

1.________________________________________________________________

2.________________________________________________________________

3.________________________________________________________________

4.________________________________________________________________

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Lesson 35: Diagraming Compound Subjects

Compound subjects are diagramed like this:Hard work and talent made Grant Wood a good artist.

Work and talent are the compound subjects; made is the verb.

work & made talent

Q A. Diagram each of the compound sentences from Lesson 34.

1. _____________________ ___&___________________ ______________________

2. _____________________ ___&___________________ _____________________ 3. _____________________ ___&___________________ _____________________ 4. _____________________ ___&____________________ ______________________

5. ______________________ ___&_____________________ ______________________

6. ______________________ ___&_____________________ _______________________

7. ______________________ ___&______________________ ______________________

8. ______________________ ___&______________________ ______________________

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Read the poem The Coin by Sara Teasdale, on page 287. NAnswer the Think It Through questions on the

same page. Compare the metaphor to David’s word’s in Psalm 119:11.

Read the poem Composed Upon Westminster Bridge by William Wadsworth, on page 288. NAnswer theThink It Through questions on the same page.

Read the poem Sweet is the Breath of Morning by John Milton, on page 290. NAnswer the Think It

Through questions on the same page. Do the Write About It exercise.

Read the poem Evening by John Milton, on page 291. NAnswer the Think It Through questions on thesame page.

Read the poem Barter by Sara Teasdale, on page 292. NAnswer the Think It Through questions on the

same page. Look up the word barter. Write its’ meaning here.

Read the story Beethoven’s Moonlight Sonata, Author Unknown, on page 293. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 295. NAnswerthe Think It Through questions on the same page.

Lesson 36: Combining Sentences With Compound Predicates

When two sentences have the same subject but different actions or events are taking place, they can becombined to create a more efficient sentence.

Matt is a good student.Matt likes to rollerblade.

When you combine two or more simple predicates, you form a compound predicate. Use the conjunctionsand, but or yet to join them together.

Matt likes to rollerblade and is a good student.

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Q A. In each sentence, underline the subject and highlight the compound verbs.

example: Charity draws in class yet studies well.

1. Brent is always helpful and thinks of others. 2. Elizabeth reads well and likes Language Arts. 3. Truman smiles often and likes recess. 4. Jonathan invents and produces creative projects.

5. Shilo is quick at scripture chase and likes to play basketball.

6. Jessica organizes well and likes to plan class activities.

7. Tyler has a good sense of humor and makes people laugh.

8. Joseph does well in class but likes to be outside.

9. Shaylene plays the piano and knows geography well.

Lesson 37: Diagraming Compound Predicates

Compound predicates are diagramed like this:Charity draws in class yet studies well.

Charity is the subject. Draws and studies are the verbs that make the compound predicate.

draws Charity & studies

Q A. Diagram each of the compound sentences from Lesson 36.

1. ________________________ ___________________&__ ________________________ ________________________ 2. ___________________&__ ________________________

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________________________ 3. ___________________&__ ________________________ ________________________ 4. ___________________&__ ________________________ ________________________ 5. ___________________&__ ________________________ ________________________ 6. ___________________&__ ________________________ ________________________ 7. ___________________&__ ________________________ ________________________ 8. ___________________&__ ________________________

________________________ 9. ___________________&__ ________________________

Read the story The Noblest Instrument, by Clarence Day, on page 296. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 302. NAnswer the

Think It Through questions on the same page. Do the Write About It exercise in your notebook.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

iLevel One: balky writhe tautness gingerly premise�Level Two: resentment execrate uncanny executive barometer

�Level Three: grotesque comprehend presumable insidious impregnable

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Lesson 38: Simple & Compound Sentences

A simple sentence contains only one subject and one verb (either of which may be compound).The girls ran through the sprinkler. (simple sentence)

The girls ran through the sprinkler and ate popsicles.(simple sentence with a compound verb)

The girls and boys ran through the sprinkler.(simple sentence with compound subject)

The girls and boys ran through the sprinkler and ate popsicles.(simple sentence with compound subject and compound verb)

A compound sentence contains two or more simple sentences (usually connected by and, but, or, nor, for,or yet)

My dad likes potatoes but my mom prefers rice.We can save our money or we can spend it at the movies.He did not cut the lawn, nor did he wash the car.We must go inside for it is raining.Grandma lives in a small house and we live in a larger house.There are many bad things in the world, yet there is also much good.

Q A. Combine each pair of simple sentences to create a compound sentence.

example: Father had been away on an upstate railroad. He returned in an executive mood.

Father had been away on an upstate railroad, and returned in an executive mood.

1. I was a failure as a singer. He was still bound to have us taught music.

2. We boys were summoned before him. We were told that we must learn to play something.

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3. “You might not appreciate it now,” he said. “You will appreciate it later on.”

4. You, Clarence, will learn the violin. George, you will play the piano.

5. I was appalled at this order. It seemed a disaster to lose anymore of my freedom.

6. The days were already too short. Here was a chunk out of playtime, three days a week.

7. George sat at the piano in the parlor. He faithfully learned to pound out his exercises.

8. He was not an inspired player. At least he had some ear for music.

9. He had the advantage of a robust instrument. He didn’t have to be careful not to drop it.

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Q B. Write one of each of the following sentences. Create one sentence where the subject you is

understood. example: (You) keep your room clean.

1. simple sentence, one subject, one verb

2. simple sentence, compound subject

3. simple sentence, compound verb

4. simple sentence with compound subject and compound verb

5. compound sentence (two simple sentences joined by a conjunction)

Read the poem These Have I Loved by Rupert Brooke, on page 303. NAnswer the Think It Throughquestions on page 304. Do the Write About It exercise in your notebook.

Read the play The Ugly Duckling,, by A. A. Milne, on page 305. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 316. NAnswer the Think ItThrough questions on page 317. Do the Write About It exercise in your notebook.

How does God measure our value?

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. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

armory deemed cryptic affirm homage elusive ficklebetrothal tactfully fatuity variable attribute strenuous posterity dappled

successor nonchalantly surreptitiously battlements imperious penetrated

Read the poem Pied Beauty by Gerald Manley Hopkins, on page 218. NAnswer the Think It Throughquestions on the same page.

Lesson 39: Diagraming Simple & Compound Sentences

Compound sentences are diagramed like this:

You take the train and I will go by boat.

You & take and I & will go

Q A. Diagram the compound sentences you created from Lesson 38, Exercise A.

1.

2.

3.

4.

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5.

6.

7.

8.

9.

Q B. Diagram the simple and compound sentences you created in Lesson 38, Exercise B.

1.

2.

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3.

4.

5.

È UNIT SEVEN: JOY AND PEACE

Read the poem How Can I Keep from Singing by Robert Lowry, on page 320. The poem talks about apeace that nothing can shake nor interrupt. What kind of peace is the author referring to? Where does itcome from?

Read the poem Praise from a Prison Cell by Madame Guyon, on page 321. NAnswer the Think It

Through questions on the same page. Read Isaiah 12:2-3. How do these verses relate to Madame Guyon?

Read the poems Blind But Happy by Fanny Crosby, and Dust of Snow by Robert Frost on page 322.NAnswer the Think It Through questions on the same page. Write a paragraph expressing the things youare grateful for.

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Read the essay Of The Joy Of A Good Conscience by Thomas A. Kempis, on page 323. NAnswer theThink It Through questions on the same page. Read Hebrews 13:6. What does it mean to fear man morethan God?

Read the second essay, Of The Good Peaceable Man by Thomas A. Kempis,, on page 324. NAnswer theThink It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

esteem commends learned perverse zealous adversity consolationpassionate tribulation tranquility indignation commendable

“If it be possible. As much as lieth in you, live peaceably with all men.” Romans 12:18

Read the poem Great Art Thou, O Lord by St. Augustine, on page 326. NAnswer the Think It Throughquestions on the same page.

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Read the poem On a Quiet Conscience by Charles I of England, on page 327. NAnswer the Think It

Through questions on the same page. Note: The author, Charles I, is the same Charles spoken of in OliverCromwell on pages 137-142 of your Themes In Literature book.

Read the poem The Quarrel by Eleanor Farjeon, on page 328. NAnswer the Think It Through questionson the same page. Write the verse, Ephesians 4:26.

How does this verse compare to the message in the poem?

Read the story A Spark Neglected,, by Leo Tolstoy, on page 329. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 316. NAnswer the Think ItThrough questions on page 337.

How does this story compare with God Sees the Truth but Waits, by Leo Tolstoy? From his writings, whatkind of man do you feel Leo Tolstoy was?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

rick brand revile enmity quash sullen injunction bereft destructive

Lesson 40: Diagraming Adjectives

Adjectives are always diagramed on a diagonal line below the noun or pronoun that they modify: example:a shiny new bicycle

bicycle

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To check your answer, read each adjective with the word that you have put it under. Be sure the words make sense together.

example: a very shiny bicyclea bicycle, very bicycle, shiny bicycle

It is easy to see that you do not use the word very because it does not make sense by itself with the nounbicycle.

Q A. In the spaces provided, diagram the following nouns with their modifiers.

example: the very best worker

worker

1. a grown-up, young lad

2. a clever old woman

3. a kind, peaceable person

4. a fine yearling calf

5. the only idle mouth to feed

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6. the poor, offended neighbor

7. the very stubborn young people

8. the frustrated old grandfather pleaded

9. Ivan’s softened heart

Lesson 41: Diagraming Adverbs

An adverb is diagramed diagonally beneath the word it modifies.examples: Father drove carefully. Stephen drove too fast.

Father & drove Stephen & drove

Q A. Diagram the following sentences.

1. The two neighbors started as friends.

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2. Little disagreements began slowly.

3. Accusations were made unkindly.

4. The unwise men began to quarrel unnecessarily.

5. Their wives and children followed them unwisely.

“Be not overcome of evil, but overcome evil with good.” Romans 12:21

Read the poem The Place of Peace by Edwin Markham and Overheard in an Orchard by ElizabethCheny, on page 338. NAnswer the Think It Through questions on the same page.

Read the story The Latchstring Mural, by Berthalee Broyles, on page 339. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 340. NAnswer theThink It Through questions on the same page.

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Read Philipians 4:6-7. Compare this story to the biblical account of Daniel and the lion’s den. What wasthe real protection for John and Mary?

Read the poem Be Not Afraid by Robert Nathan, on page 341 and Day Is Done by Henry WadsworthLongfellow, on page 342. NAnswer the Think It Through questions.

Read the story The Night the Bed Fell, by James Thurber, on page 343. @ Before reading this story,

make note of your starting time and check your reading speed using the chart on page 346. NAnswer the

Think It Through questions on the same page.

Write about a humorous incident that has happened to your family.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

bards allay avert devoid pungent ominous dissuade deluge extricate apprehension premonition spectacle

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Read the poem, Up-Hill by Christina Rossetti, on page 347 and the poem Peace, by Henry Vaughn, onpage 348. NAnswer the Think It Through questions.

È UNIT EIGHT: FAITH AND HOPE

Read the story Doubting Castle, by John Bubyan, on page 351. @ Before reading this story, make note ofyour starting time and check your reading speed using the chart on page 356. NAnswer the Think ItThrough questions on the same page. In your own words, define Allegory.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

surly swoon dungeon cudgel doleful discourse imminent lamentations jurisdiction

Lesson 42: Direct and Indirect Objects

Some sentences express a complete thought with only a subject and an action verb.The girls dance. (subject, action verb)

In other sentences, a direct object follows the action verb. A direct object is a noun or pronoun thatreceives the action of the verb.

The girls learn the new dance.Girls is the subject, learn is the action verb, and dance is the direct object.

The direct object answers the questions What? or Whom?

Q A. In each sentence, underline the action verb and highlight the direct object.

example: John Bunyon only finished second grade. (second grade is the direct object)

1. As a child he attended church regularly.

2. After marrying, he became a Christian.

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3. His wife’s influence helped John.

4. He abandoned his worldly ways.

5. He accepted Jesus Christ as Savior.

6. Happy as never before, John studied the bible.

7. He became a popular, outspoken preacher.

8. He was not a member of the Church of England.

9. Others criticized John Bunyon for this. 10. He continued his preaching in spite of it.

Read the poem Faith by John Greenleaf Whittier, on page 357. Answer the Think It Through questions onthe same page. Read Hebrews 11:1. What does faith mean to you?

Read the story Beloved Friend of Little Waifs, by Anna Talbott McPherson, on page 358.@ Before reading this story, make note of your starting time and check your reading speed using the charton page 363. NAnswer the Think It Through questions on the same page. Do the Write About It activity onpage 363.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

waifs censure stalwart destitute endowment unabashed patronage effectuality solicitous potentialities substantiality

Lesson 43: Identifying Indirect Objects

An indirect object is a noun or pronoun that is located between the action verb and the direct object of asentence. It tells to whom, for whom, to what or for what the action of the verb is done.

I sent my pen pal another letter.

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Sent is the action verb, letter is the direct object and pen pal is the direct object because it tells who theletter was sent to.

Note: Only action verbs have objects. Look for the direct object first; then look for the indirect objectbetween the verb and the direct object.

Q A. In each sentence, label the subject (S), the verb (V), the direct object (DO) and the indirect

object (IO). S V IO DOexample: Our teacher brought us a cake.

1. George Mueller prayed to God for help.

2. He never looked to man for patronage.

3. He never depended for support on a regular income.

4. The orphan’s of Bristol needed someone to share God’s love with them.

5. Mueller taught the orphan’s God’s word.

6. He showed them faith in God.

7. He taught them faith and gratitude.

8. Mueller expected from God, great miracles.

9. He gave many orphans a better life.

10. He showed by his works, his love for God.

Read the poem Have Faith by Robert Southey, on page 364 and Strong Son of God by Alfred, LordTennyson, on page 365. NAnswer the Think It Through questions.

Read the poems Say Not, the Struggle Naught Availeth by Arthur Hugh Clough, on page 366 and Lead,Kindly Light by John Henry Newman, on page 367. NAnswer the Think It Through questions. In your ownwords, give your definition of poetic diction and tone.

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poetic diction:

tone:

Read the poem The Oxen by Thomas Hardy, on page 368. NAnswer the Think It Through questions onthe same page.

Read the story The Discovery of America, by Washington Irving, on page 369. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 374. NAnswerthe Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

scoff fancy serene wafted league prone intense derided habitable avarice herbage expanse gratified delusion dejected thronged conviction ascertain compliance effectual

contemplating inclination mutinous clamorous preconcerted beguiling turbulent obstinacy manifestations affirmative tumultuous conjectures perceived

Lesson 44: Using Contractions

Some words can be combined with the word not to make contractions. A contraction is a word formed byjoining two words together, thus making a shorter word. An apostrophe (’)takes the place of the letter orletters dropped to shorten the word.

Note: Contractions are for use in casual conversation with friends and family. They should not be used informal reports and business letters.

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Contraction Made with Verbs Plus Not

do not don’t have not haven’tdoes not doesn’t has not hasn’t did not didn’t had not hadn’tis not isn’t could not couldn’tare not aren’t would not wouldn’twas not wasn’t should not shouldn’t were not weren’t cannot can’twill not won’t must not mustn’t

Q A. Write the words that form the contractions in bold.

example: Christopher Columbus didn’t view the world the way other people of his day did.

did not

1. He set out to find another route to the West Indies; other people said he couldn’t find it.

______________ _____________

2. His ships weren’t ready for the long journey. it.

______________ _____________

3. Many thought he wouldn’t make it.

______________ _____________

4. They hadn’t faith in new ideas because much of the ocean was uncharted.

______________ _____________

5. We don’t know exactly what happened on the voyage, but Columbus kept a journal.

______________ _____________

6. After the voyage began, the crew wasn’t always in agreement with Columbus.

______________ _____________

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7. The crew members felt that it shouldn’t take so long to reach land.

_______________ ______________

8. Columbus told his men they mustn’t turn back, that land would soon be in sight.

_______________ ______________

9. It wasn’t so much his discovery of a new world that made him a great man, but that he went forwardon the faith of an opinion and didn’t turn back.

_______________ ______________ ______________ _______________

10. It isn’t always what we accomplish in life that determines greatness, but our courage to go forwardwhen we haven’t a clear answer of what lies in the future. With faith we can’t fail.

_______ _________ ______________ _________ __________ _________

Read the poem Square -Toed Princes by Robert P. Tristram Coffin, on page 375. NAnswer the Think ItThrough questions on page 376. Read Hebrews 12:1-2. Write the parts of the verses that pertain to thepoem. It is not necessarily the deed that we do but the doing it unto the Lord that pleases God.

Read the story Washington’s Prayer at Valley Forge, by Thomas Fleming, on page 377. @ Before reading this story, make note of your starting time and check your reading speed using the charton page 378. NAnswer the Think It Through questions on the same page.

Read the story Christmas, by Floyd Dell on page 379. @ Before reading this story, make note of yourstarting time and check your reading speed using the chart on page 382. NAnswer the Think It Through

questions on the same page. Read about irony in page 382 and define it in your own words.

irony

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. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

ruddy pious smugly travail anxiety arrogant profound longitudes harrowing unflinchingly unverifiable harpooning renunciation bewilderment

Lesson : 45 Contractions with Pronouns

You know that contractions are shortened forms of two words. You can also make contractions bycombining pronouns and the verbs am, are, will would, have, has, and had.

Q A. Create contractions from the following pronouns and verbs.

example: they are they’re

1. I am _____________________ 2. I have _____________________

3. he is _____________________ 4. he has _____________________

5. it is _____________________ 6. it has _____________________

7. you are _____________________ 8. you have _____________________

9. they are _____________________ 10. they have _____________________

11. I will _____________________ 12. I had _____________________

13. you will _____________________ 14. you had _____________________

15. we would ____________________ 16. we had _____________________

Note: some words, even though different, combine to make the same contraction.

example: he is, he’s he has, he’s

Lesson 46: More about Irregular Verbs

You have already learned how to create the present participle, past, and past participle of present tenseverbs. Some verbs, however, are irregular and their forms need to be memorized.

Q A. Look over the irregular verbs below and fill in the missing tenses. If there are any you do not know,

look them up in your dictionary.

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Present Present Participle (am) Past Past Participle (have)example: beat (am) beating beat (have) beaten

1. begin ________________ _________ __________________

2. bite ________________ _________ __________________

3. blow ________________ _________ __________________

4. break ________________ _________ __________________

5. bring ________________ _________ __________________

6. build ________________ _________ __________________

7. buy ________________ _________ __________________

8. choose ________________ _________ __________________

9. come ________________ _________ __________________

10. do ________________ _________ __________________

11. draw ________________ _________ __________________

12. drink ________________ _________ __________________

13. drive ________________ _________ __________________

14. eat ________________ _________ __________________

15. fall ________________ _________ __________________

16. fly ________________ _________ __________________

17. freeze ________________ _________ __________________ 18. get ________________ _________ __________________

19. give ________________ _________ __________________

20. go ________________ _________ __________________

21. grow ________________ _________ __________________

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22. hold ________________ _________ __________________

23. know ________________ _________ __________________

24. lay ________________ _________ __________________

25. lead ________________ _________ __________________

26. leave ________________ _________ __________________

27. lie ________________ _________ __________________

28. lose ________________ _________ __________________

29. pay ________________ _________ __________________

30. ride ________________ _________ __________________

31. ring ________________ _________ __________________

32. rise ________________ _________ __________________

33. run ________________ _________ __________________

34. say ________________ _________ __________________

35. see ________________ _________ __________________

36. shake ________________ _________ __________________

37. shine ________________ _________ __________________

38. show ________________ _________ __________________

39. shrink ________________ _________ __________________

40. sing ________________ _________ __________________

41. sink ________________ _________ __________________

42. sit ________________ _________ __________________

43. speak ________________ _________ __________________

44. spring ________________ _________ __________________

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45. steal ________________ _________ __________________

46. swear ________________ _________ __________________

47. swim ________________ _________ __________________

48. swing ________________ _________ __________________

49. take ________________ _________ __________________

50. tear ________________ _________ __________________

51. think ________________ _________ __________________

52. throw ________________ _________ __________________

53. wear ________________ _________ __________________

54. weep ________________ _________ __________________

56. win ________________ _________ __________________

57. wring ________________ _________ __________________

58. write ________________ _________ __________________

Read the story Christmas Time on the Frontier, author unknown, on page 383. @ Before reading this story, make note of your starting time and check your reading speed using the charton page 385. NAnswer the Think It Through questions on the same page.

Read the poem In February, by George MacDonald, on page 386, Hope Is the Thing with Feathers, byEmily Dickinson, on page 387, and Prayer, by Lois Untermeyer, on page 388. NAnswer the Think It Through questions for each poem.

Read other poetry written by Emily Dickinson. Select one that you enjoy and write it’s title here. What doyou like about it?

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. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

explicitly reproach devout buoyant spawn

“And now abideth faith, hope, charity, these three; but the greatest of these is charity.”

È UNIT NINE: LOVE

Read I Corinthians 13, on page 390. Memorize the verses and recite them to your family or a fewmembers of your class. What is real love and how is it expressed?

What is the agape love mentioned in this passage?

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Read the story Where Love Is, There Is God Also, by Leo Tolstoy, on page 391. @ Before reading this story, make note of your starting time and check your reading speed using the charton page 398. NAnswer the Think It Through questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

reproaching morocco dotard awl loath

È PUNCTUATION: LANGUAGE ROAD SIGNS

Read the following paragraph out loud.Two soldiers went by one in Government boots the other in boots of his own then the master of a

neighboring house in shining galoshes then a baker carrying baskets all these passed on then a womancame up in worsted stockings and peasant-made shoes Martin glanced up at her through the window andsaw that she was a stranger poorly dressed with a baby in her arms she stopped by the wall with her backto the wind trying to wrap the baby up though she had hardly anything to wrap it in.

Unless you had already read the story, Where Love Is, There Is God Also, you probably wouldn’t havehad any idea what the writer was trying to say. That is why punctuation marks are so important. Since wecan’t always hear the author speaking, we have to rely on punctuation to tell us when to start, stop, take abreath, and even express emotion.

Lesson 47: Using Commas

Commas are used to signal a pause. Use a comma after every item in a series except the last one.Series of Words

In English we study conversation, writing, and parts of speech. Series of Phrases

People were watching the parade from the windows, in their cars, and on the street.Series of Clauses

My visit to the campus helped me to decide when I would graduate, where I would apply to collegeand what courses I would study.Use commas after first, second, and so on, when these words introduce a series.

First we rode on the ferris wheel, second we rode the roller coaster and third we ate lunch.

Use commas between coordinate adjectives that modify the same noun.The enthusiastic, creative class enjoyed working on the project together.

Q A. Insert commas in the sentences where they are needed.

example: In a certain town there lived a kind, old cobbler named Martin Avdeich.

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1. He had a tiny modest little room in a basement. He made boots for everyone.

2. Some he had resoled some patched some stitched up and some he had put fresh uppers.

3. He was always busy because first he worked well second he used good materials third he did not charge much and fourth he could be relied on.

4. After the death of his sweet young son the tired old cobbler began to despair.

5. He told his friend that he was unhappy that he missed his family and that he wished to die.

6. “Martin ” he said “First you have no right to say such things second we cannot judge God’s ways and third you are in despair because you live for your own happiness.”

7. Martin’s wise dear old friend told him that he must live for God. He should live as Christ lived. These wise touching words sank deep into Martin’s heart.

8. First he bought a testament then he began to read every chance he could and his heart grew lighter and lighter. His life began to change. It became peaceful and joyful.

9. He sat down to his work in the morning and when he had finished his day’s work he took the lamp down from the table fetched his book from the shelf opened it and sat down to read.

10. The more he read the better he understood the clearer he saw God and the happier he felt in his mind.

11. He was profoundly moved first by the words “To him that smiteth thee on the one cheek offer also The other” second by the words “Giveth to every man that asketh thee” and third by the words “he that heareth and doeth not is like a man that without a foundation built an house upon the earth against which the stream did beat vehemently and immediately it fell; and the ruin of that house was great.”

12. The old cobbler compared his own sad despairing life to the hopeful uplifting words he read in the Bible. From that point on his life was changed.

Lesson 48: More Use Of Commas

Use a comma after introductory words, mild interjections, or adverbs at the beginning of a sentence. Some examples of introductory words are yes, well and no.

However, I did not know you were arriving today.By the way, did you get bread at the store?Wait, I need to give you this package.

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Use a comma after a series of prepositional phrases and after verbal phrases at the beginning of sentences.

After we finished eating our dinner, we started doing the dishes.To attend Harvard University, you must score well on the ACT and SAT.Instead of buying a new stereo, I decided to put my money towards college.

Use a comma in a sentence whenever there is a natural pause. At least for now, I have decided to work for my father.

The name of a person who is spoken to, or addressed, is called a noun in direct address. Use a comma orcommas to set off a noun in direct address from the rest of the sentence.

Jennifer, will you help Jacob and Mary with the assignment?Thank you Jennifer, for finishing the assignment so quickly.

Sometimes you may use nouns in direct address and introductory words together.Yes, Matthew, you can begin working on a new project.

Also use commas before the conjunctions and, but, or, nor, for and yet when they join compoundsentences.

We used the campground last weekend, but we did not leave our campfire burning.

Commas are also used to help separate certain parts of dates and addresses. When writing the date in asentence, a comma is inserted after the day, date, and year. A comma is also used between a city and astate. (there is no comma between the state and zip code, in a n address)

I was born on Sunday, July 22, 1984, in Las Vegas, Nevada.On Thursday, July 4, we will celebrate Independence Day.

When writing letters, commas are used after the salutation and after the closing.Dear Mary, Dear Sirs, Yours truly, Sincerely, Respectfully, Love always,

Q A. In the following letter, place the commas where they are needed, using the rules you have learned.

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Friday September 22 2014

Belinda Ashton2358 Oceanside DriveSan Jose CA 95008

Dear Belinda

I am writing to you for several reasons; first to thank you for inviting me to visit your

home second to give you my new address and third to tell you what we are doing here at my new

school.

Shortly after I returned from your house I found out that I had been accepted at the

Tuacahn Center for Performing Arts in St. George Utah. It is a very good school set back in the

beautiful red hills of Southern Utah. I had applied several months ago however I did not expect

that I would really be accepted. You know Belinda that I have only been studying the violin for

three years whereas many of the students there have been studying their instruments much longer.

Anyway when I arrived home and opened the letter I was very pleased to read that I had been

accepted and will begin attending in January 1998.

So Belinda what have you been doing since I left? I often think about the days we spent at

the beach and I sometimes wish I was still there. When I finally graduate from high school I would

like to visit you again or maybe you could come here and stay at my house for the summer. Well I

need to close. School has started here I have a lot of homework and I have to spend a great deal

of time practicing the violin. Give my regards to your parents.

Sincerely

Jessica

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Read the poem Most Glorious Lord of Life by Edmund Spenser, on page 399. NAnswer the Think It

Through questions on the same page. Read sonnet and write its’ definition in your own words.

sonnet

Read the poem Satisfied by Margaret E. Sangster, on page 400. NAnswer the Think It Through questionson the same page.

Read the story The Gift of the Magi by O. Henry, on page 323. @ Before reading this story, make note ofyour starting time and check your reading speed using the chart on page 405. NAnswer the Think ItThrough questions on the same page.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

fob agile chaste idiocy discreet tresses implied truant cascade ravagessubsiding vestibule mammoth assertion prudence metaphor scrutiny ecstatic hysterical ransacking predominating appertaining unassuming longitudinal depreciated intoxication

laboriously inconsequential illuminated

Write Acts 20:35

Describe the attitude behind Jim and Della’s Christmas gift giving.

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Read the poem Wise Men and Shepherds by Sidney Godolphin, on page 406. NAnswer the Think ItThrough questions on the same page.

Read the poem The Look by Sara Teasdale, on page 407. NAnswer the Think It Through questions on thesame page.

Read the poem When I Was One-and-Twenty by A. E. Housman on page 408. NAnswer the Think ItThrough questions on the same page.

Read the story The Cat and the Pain Killer by Samuel L. Clemens, on page 409. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 412.NAnswerthe Think It Through questions on the same page.

What is the difference between infatuation and true love?

What was Samuel Clemens’ pen name and why did he choose it?

If you were going to write using another name, what name would you use and why?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

ascend eloquent expire gravity valance Sanctifies crestfallen infatuated clandestine consternation apprehensive avaricious comprehends vouchsafes

Lesson 49: Using Quotation Marks

In written conversation, a direct quotation gives a speaker’s exact words. This is done by using quotationmarks and capitalizing the first word.

“This does not look like the road we were on last night,” said the old man to his wife.

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Quotation marks are only used to set off the actual words spoken. When telling who spoke, quotationmarks are excluded and commas are inserted as shown.

“Don’t you think,” asked Michael, “that we could find a way to get home.

Sometimes you will use quotation marks without telling who is speaking. This often occurs in stories whena lengthy conversation is taking place.

“Get away from the edge of the water, Mary.”“I’ll be fine. Don’t worry about me, mom.”

Q A. Rewrite each sentence, adding quotation marks where necessary. example: Don’t ask for it unless you want it, Peter.

“Don’t ask for it unless you want it, Peter.”

1. Tom, what on earth ails that cat?

2. I don’t know, Aunt, gasped the boy.

3. Why, I never see anything like it. What did make him act so?

4. ‘Deed I don’t know, Aunt Polly; cats always act so when they’re having a good time.

5. They do, do they? There was something in the tone that made Tom apprehensive.

6. Yes’m. That is, I believe they do, said Tom.

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7. Now sir, what did you want to treat that poor dumb beast so for? asked Aunt Polly.

8. I done it out of pity for him - because he hadn’t any aunt.

9. Hadn’t any aunt! - you numbskull. What has that got to do with it?

10. Heaps! Replied Tom, Because if he’d ‘a’ had one, she’d ‘a’ burned him out herself!

Read the poem A Red, Red Rose by Robert Burns, on page 413. NAnswer the Think It Through questions

on the same page. Read about dialect and balled stanza. Write their definitions in your own words.

dialect

ballad stanza

Read the story The Black Rocks of Brittany by Geoffrey Chaucer, on page 414. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 419.NAnswerthe Think It Through questions on the same page.

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Read Deuteronomy 23:23. What does this verse mean to you?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

suitor pining heaving betrothed consolations sumptuous

Lesson 50: Using Abbreviations Correctly

An abbreviation is a shortened form of a word. An abbreviation usually begins with a capital letter andends with a period. Use abbreviations in special kinds of writing, such as addresses and lists.

Titles: Mr. - Mister, Mrs. - married woman, Ms. - any woman, Dr. - Doctor, Sr. - SeniorBusinesses: Co. - Company, Corp. - Corporation, Ltd. - Limited, Inc. - IncorporatedDays: Sun. - Sunday, Mon. - Monday, Tues. - Tuesday, Wed. - Wednesday, etc.Months: Jan. - January, Feb. - February, Mar. - March, Apr. - April, Aug. - August, etc.Addresses: Ave. - Avenue, Dr. - Drive, Apt. - apartment, Rte. - Route, P.O. - Post OfficeStates: Ca. - California, Nev. - Nevada, Ut. - Utah (note: several years ago, the United States Post Officeestablished new abbreviations for states, for use on United States mail. These abbreviations consist of twoletters, both are capitalized, and they do not require a period)New state abbreviations: NV - Nevada, UT - Utah, ID - Idaho, VT - Vermont

Abbreviations can also be used as initials in a person’s name or for some cities with more than one word.T. Jefferson, A. Lincoln, Gen. G. Custer, L.V., NV, S.L.C., UT

Q A. Write these groups of words using abbreviations whenever possible.

example: The Hershey Company, Hershey, PennsylvaniaThe Hershey Co., Hershey, PA

1. Doctor Phillip Warner, Medical Doctor

2. United States of America

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3. Mister James Madison, 468 Bradbury Avenue, Newark, New Jersey 14529

4. Misses Janice Armstrong, 243 Main Street, New York, New York

5. Friday, November 21, 1997

6. Adam Greene, Junior was born December 2, 1935 in San Diego, California.

7. He attended college in Portland, Oregon and is the president of Hasbro, Incorporated.

8. Capitol Record Company, 679 Sunset Boulevard, Los Angeles, California

9. Mister John Michael King, Senior

10. Write today’s date, including the day, date, month and year.

Q B. Write the full, abbreviated name of six family members or friends, and their birthdays.

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Read the poem The Penalty of Love by Sidney Royse Lysaght, on page 420. NAnswer the Think It

Through questions on the same page.

Read the story The Falcon by Giovanni Boccaccio, on page 421. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 423.NAnswer the Think ItThrough questions on the same page.

You have learned several more literary terms throughout your reading. They are listed below. Write theirmeaning from memory. If there are any you do not remember, review past units or refer to your Themes inLiterature book on pages 507 and 508.

Dialogue

Alliteration

Simile

Metaphor

Apostrophe

Allegory

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Poetic Diction

Tone

Irony

Sonnet

Dialect

Ballad Stanza

Read the poem The Glove and the Lions by Leigh Hunt, on page 424. NAnswer the Think It Through

questions on page 425.

Read the story Appointment with Love by S. I. Kishor, on page 426. @ Before reading this story, makenote of your starting time and check your reading speed using the chart on page 427.NAnswer the Think It

Through questions on the same page. Do the Write About It exercise.Read I Samuel 16:7. How does it relate to the story.

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Read the story Evangeline by Henry Wadsworth Longfellow, on page 428. You may want to take severalweeks to cover this story. Take your time and look up new words as you come to them. NAnswer the ThinkIt Through questions on page 452.

Do the Write About It exercise on the same page. If you are studying in a classroom setting, you will spendsome time discussing this story with your teacher and classmates.

. Spelling and Vocabulary Because of the large number of new vocabulary words associated with

this story, select at least thirty words to study on page 452 and learn their meaning. Write their definitionsin your notebook. You are encouraged to study and learn all of the words before you finish the course.

Lesson 51: Titles of Books, Poems and Other Written Works

When writing titles, capitalize the first, last and all important words in a title. Do not capitalize words suchas a, in, and, of, and the unless they begin or end a title.

Themes in Literature The Last of the Mohicans

When titles are in printed books or magazines, they are usually written in italics. Since you cannot write initalics, Titles in your own writing should be underlined as above.

Some titles of short stories, songs, articles, book chapters, and most poems are set off by quotation marks.I recited “The Glove and the Lion” in class today.

Q A. Write each title correctly.

example: beauty and the beast (movie) Beauty and the Beast

1. the review journal (newspaper)

2. the legend of kate shelley (story)

3. god be in my hede (poem)

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4. romeo and juliet (play)

5. the day that changed my life (article)

6. swiss family robinson (book)

7. amy’s adventure (book chapter)

8. boy’s life (magazine)

9. my country tis of thee (song)

10. the voyages of columbus (article)

Read the play Romeo and Juliet by William Shakespeare, on page 453. NAnswer the Think It Throughquestions on page 458. Take turns acting this scene out with your classmates. Make plans as a class to seeone of Shakespeare’s plays acted out in your community. If you live in the vicinity, you may want to planto attend the Utah Shakespearean Festival held every summer in Cedar city, Utah. You can get informationby writing to them in care of the Cedar City Chamber of Commerce, Cedar City, UT 84720.

When does the story of Romeo and Juliet take place? What is the setting of the story? How does the play end?

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È UNIT TEN: TIME AND ETERNITY

Read the poem A Psalm of Life by Henry Wadsworth Longfellow, on page 460. This poem challenges usto live our lives with eternity in view by thinking of the impact we will have on others.

Read the story A Day’s Wait by Ernest Hemingway, on page 461. @ Before reading this story, make noteof your starting time and check your reading speed using the chart on page 463. NAnswer the Think ItThrough questions on the same page.

If you thought you had only one more day to live, how would you spend your last day?

Lesson 52: Using Colons (:)

There are five easy rules to remember when using colons.

1. Use a colon between the hour and the minute when you write the time.12:00, 8:30, 3:15

2. Use a colon after the salutation of a business letter.Dear Sir:

3. Use a colon between the chapter and verse when you write a scripture reference.James 1:5

4. A colon is used to direct the reader’s attention forward to what follows.The teacher began the day by announcing: “This will be a day that will change your life.”

5. Use a colon between two independent clauses when the second explains the first.The parents were overjoyed: the long awaited child was finally born.

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Q A. Answer the following as directed.

1. Write the reference of four of your favorite scripture verses.

A. _________________________________ B. __________________________________

C. _________________________________ D. __________________________________

2. Write these references:

E. Psalm chapter forty, verse three ______________________________________________

F. Saint Matthew, chapter twenty-five, verse forty __________________________________

G. Philippians, chapter four, verse thirteen _________________________________________ 3. Write the following times:

when you arrive at Church ____________________________________________________

when you eat supper _________________________________________________________

when you usually pray ________________________________________________________

Rewrite the sentences inserting colons where they belong. 4. The astronauts breathed a sigh of relief the space shuttle landed safely.

5. Lincoln’s Gettysburg address begins “Four-score and seven years ago...”

Read the poem We Are Seven by William Wordsworth, on page 464. NAnswer the Think It Throughquestions on page 466.

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Lesson 53: Using Semicolons (;)

Use a semicolon to separate the parts of a compound sentence if they are not joined by a conjunction.We read every word of the story; we didn’t want to miss a single detail.

When there are commas within parts of a series, use a semicolon to separate the parts.We visited Washington, D.C.; New York, New York; and Boston, Massachusetts.

Q A. Write four sentences using semicolons to join compound sentences.

1.

2.

3.

4.

Q B. Write two sentences using semicolons where there are commas within parts of a series.

1.

2.

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Lesson 54: Using Hyphens

Hyphens are occasionally used to divide a word at the end of a line. You should avoid dividing a word ifyou can. There are several rules for dividing words in this way. Always divide a word at one of it’ssyllables. Never divide a one-syllable word. Check your dictionary if you need help.

lone-ly care-fully with-out

Hyphens are also used in compound numbers from twenty-one to ninety-nine, in fraction used asadjectives, and in certain compound words.

thirty-six fifty-one one-eighth part jack-in-the-box by-product

Use a hyphen between some words that make up a compound adjective.well-known actor pre-planned trip

Some last names are also hyphenated.Mary James-Armstrong

Q A. In the following sentences, insert hyphens where they belong.

example: I was just about to cross the street when a large semi-trailer sped through the red light. 1. My father will be sixty one and my mother will be fifty six.

2. Not even a one fourth part of the homes were saved from the flooding.

3. Benito Mussolini was pro Nazi during World War II.

4. As I was reading verse sixty three of that chapter in the bible, I began to feel very peaceful inside and knew I had to read more.

5. The anti apartheid movement in Africa cost many people their lives.

Q B. Create three sentences of your own using at least one form of hyphen in each one.

1.

2.

3.

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Read the story Learn to Say Goodbye,, by Jessamyn West, on page 467. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 476. NAnswer theThink It Through questions on the same page. Do the Write About It exercise in your notebook.

Read Colossians 3:21. How could Johnny’s father have handled the situation differently?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

iota lunge peaked morale orator augmented incredulously

Read the poem Nothing Gold Can Stay by Robert Frost, on page 477. NAnswer the Think It Throughquestions on the same page.

Lesson 55: Rules For Capitalization

There are several rules for capitalization that you already know. Let’s review them.

1. Capitalize the first word of every sentence.2. Capitalize the first word of a direct quotation.3. Capitalize the pronoun I.

We also capitalize proper nouns:Names and Initials Emily Dickinson O. HenryDays, Holiday & Months Sunday Christmas MayNationalities, Races & Religions Italian Negro LutheransHistorical Events or Periods Dark Ages Vietnam WarOrganizations & Businesses Boy Scouts Congress Xerox Ships, Awards, Particular Nouns the Queen Mary the Pulitzer Prize

And geographical names:Streets Palm Drive Bradbury LaneCities & States Butte, Montana Phoenix, ArizonaRegions the Middle East the Rockies Countries France China Spain

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Continents North America EuropeGeographical features Colorado River Grand CanyonRecreational areas Disneyland Hogle ZooPlanets Earth Moon Jupiter

Q A. Name the following and capitalize correctly.

example: a lake Lake Erie

1. Name three months _______________ _______________ _______________

2. Your school address ______________________________________________________

3. Two rivers ______________________________ ____________________________

4. Three nationalities _______________ _______________ _______________

5. Three holidays ____________________ ____________________ __________________

6. Four planets ______________ ______________ ______________ ______________

7. Two cities & states ___________________________ ____________________________

8. Two awards _____________________________ ____________________________

9. Your doctor’s names ________________________________________________________

10. One Region of your country ___________________________________________________

11. Two businesses ____________________________ ______________________________

12. An historical event __________________________________________________________

13. Two religions ____________________________ ________________________________

14. Two continents _____________________________ _____________________________

15. Three countries __________________ ___________________ ___________________

Read the poem On the Vanity of Earthly Greatness by Arthur Guiterman, on page 478. NAnswer theThink It Through questions on the same page.

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Read the story The Last Leaf by O. Henry, on page 479. @ Before reading this story, make note of yourstarting time and check your reading speed using the chart on page 483.NAnswer the Think It Throughquestions on the same page.

Watch the video The Last Leaf on your own or as a class. How does the movie compare with the story inyour book?

People are not always what they seem. What type of person did Mr.Behrman appear to be? Read John15:13. How does this verse relate to Mr. Behrman?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

acute palette derision serrated wielded traversing solicitously

Read the poem The Last Leaf by Oliver Wendall Holmes, on page 484. NAnswer the Think It Throughquestions on the same page.

What was the meaning of the last leaf in the poem as compared to the story?

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Read the poem O Captain! My Captain by Walt Whitman, on page 485. NAnswer the Think It Throughquestions on the same page.

Write a character sketch of Abraham Lincoln.

Read the story The Interlopers by Saki (H. H. Munro), on page 486. @ Before reading this story, makenote of your starting time and check your reading speed using the chart on page 490.NAnswer the Think ItThrough questions on the same page. Do the Write About It exercise in your notebook.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

crest wrested languor ambush precipitous reconciliation

Lesson 56: More About Capitalization

You have learned to capitalize proper adjectives such as Italian food of Chinese restaurant. You also knowto capitalize titles of books, magazines, stories, poems, plays, paintings and other works of art.

O Captain! My Captain! (poem) The Mona Lisa (painting) Newsweek (magazine)

Capitalize the title of a person when it comes before a noun. President Abraham Lincoln General Washington Queen Elizabeth II

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Q A. Rewrite the following sentences using correct capitalization.

example: president thomas jefferson helped draft the declaration of independence.

President Thomas Jefferson helped draft the Declaration of Independence.

1. most indians lived in the east but were pushed west by the white man’s migration.

2. i just finished reading the last leaf by o. henry.

3. the first pilgrims landed at plymouth rock and tried to establish a colony.

4. our teacher said, “your papers are due a week from Tuesday.

5. last summer we went on a vacation to mexico, then we went to southern california.

6. john the baptist was beheaded by a wicked king

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7. my sister was born on Sunday, may 13, 1991.

8. admiral samuel hampton is the head of the united states naval academy at west point.

9. william shakespeare wrote some of the greatest plays, including romeo and juliet.

10. the secret garden and the velveteen rabbit are two of my favorite stories.

Read the poem The Pilgrimage by George Herbert, on page 491. NAnswer the Think It Throughquestions on page 492.

Read the story From Mother...with Love by Zoa Sherburne, on page 493. @ Before reading this story,make note of your starting time and check your reading speed using the chart on page 500.NAnswer theThink It Through questions on the same page. Do the Write About It exercise.

In your notebook, write a short essay listing the qualities you most admire in a loved one.

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

constrict surmount pungent poignant engrossed indifference inconsequential

Read the poem Tears by Lizette Woodworth Reese, on page 501. NAnswer the Think It Throughquestions on the same page.

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Lesson 57: Capitalization To Show Respect

Our final study of capitalization deals with Deity. We capitalize nouns referring to the Bible and nouns andpronouns referring to God.

Jesus Christ Heavenly Father New Testament the Word of God

We also capitalize the pronoun his when it refers to God.His redeeming love His plan for us

Q A. Rewrite the following sentences using correct capitalization.

1. we believe the bible to be the word of god.

2. jesus christ is the son of god and the savior of the world.

3. i am and jehovah are two of the names of god used in the bible.

4. we will be a better people if we read the holy scriptures and pray to heavenly father often.

5. for god so loved the world that he gave his only begotten son.

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6. his name shall be called wonderful, counselor, the mighty god, the everlasting father, the prince of peace.

Read the story If I Live till Sundown by Henry Woodfin Grady, on page 503. @ Before reading thisstory, make note of your starting time and check your reading speed using the chart on page 504.NAnswerthe Think It Through questions on the same page.

Read Philippians 2:13. What does this verse mean to you?

. Spelling and Vocabulary Study the words. Look them up. Write their meaning.

pallid murky shrill desolate fortified ebbing stimulants glistening

Read the poem Evensong by Robert Louis Stevenson, on page 505. NAnswer the Think It Throughquestions on the same page.

Read the poem Crossing the Bar by Alfred, Lord Tennyson, on page 506. NAnswer the Think It Throughquestions on the same page.

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Write an essay on your feelings about death and dying. What do you imagine life will be like after death? Ifyou feel impressed, express your feelings about Jesus Christ.

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