· 1 Memoria Press Teacher Training Conference THIRD GRADE Contents o Teaching Tips o Sample Daily...

Teacher TrainingFor Classical Teachers

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

THIRD GRADE

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Memoria Press Teacher Training Conference THIRD GRADE

Contents

o Teaching Tipso Sample Daily Scheduleo Sample Monthly Test and Quiz Calendaro Sample First Week of School Scheduleo Sample Gradingo Morning Time Routine noteso Morning Recitationo Each subject with its corresponding model lesson pages:

Latin Math Classical Studies Literature (including Poetry and Read Aloud) Language Arts (Grammar, Spelling, Composition) Geography: American Studies including Timeline Science: Astronomy Christian Studies

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General Teaching & Class Management Tips

ROUTINES Establish routines for EVERYTHING. Teach them thoroughly.

Restate them as often as necessary until students learn them. Consistency early in theyear will save you time and frustration later.

Establish a plan for what students should do if they finish their work before the rest of theclass.

Use a section of your board to list things they can/should work on. (ie. review for a test, complete an assignment, finish an illustration, do optional sections of a lesson,read a book)

DISCIPLINE Establish a plan of disciplinary action. Have it ready the first day. Follow it!

Think through every possible scenario. How will I handle?: forgotten supplies, late work, inappropriate remarks,

“bossy” behavior, unkind comments, test anxiety, tears, cheating, passingnotes, attention seeking, sensitive questions, monopolizing class discussions...

Be consistent even if unsure. Waffling on promised behavioral circumstancesundermines respect and trust.

Apologize to a student for an obvious mistake. Behavioral correction/action might include: short private talk in the hallway, redo

work, write or give an apology to another student, temporary removal from class participation, extra homework, pray with the student, email parents, involve the principal (use sparingly)…

Parents should be notified of problems early on. There should be no surprises at aconference or on a report card.

Remind students of the school Code of Conduct as needed. RULE OF THUMB: Don’t allow one student to rob others of learning time.

(ie. slow work, unnecessary questions, attention-getting behavior)

LESSON PREPARATION Allow time before school every morning to briefly go over each lesson.

Double check that you have all necessary books, overheads, or handouts. It might be helpful to stack each day’s books on your desk in order of class use

before the day begins. It is not necessary to do every problem/question in every lesson. Skip or shorten as time and

student ability allows.

INTERACTIONS WITH STUDENTS Highlight excellent student work. Use good examples only! It motivates others to strive

to be the good example. Find ways to ENCOURAGE, PRAISE, and INSPIRE students often. Act professionally at all times. Be aware of unintentional “listeners” in conversations

with other teachers. Do not compare or talk about students with others. Keep a list of inspirational quotes at the beginning of your lesson plan book to help you

“over the hump” on a bad or sluggish day. We all have them!

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DAILY CLASS SCHEDULE

TUES ART

TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00 SAME ˅

Unpack Gather supplies

Copy HW


Copy HW


Copy HW


Copy HW 8:15 ˅ Penmanship/Spelling

check HW Penmanship/Spelling



check HW 8:25 ˅ RECITATION RECITATION RECITATION RECITATION 8:30 ˅ Latin Latin Latin Spelling Test 8:45 Latin 9:009:15 Math 9:30 ˅ Math Math 9:45 Math

10:00 (Restroom break) 10:15 ˅ SNACK/ (PE shoes) SNACK 10:10 MUSIC 10:30 ˅ Literature Literature SNACK 10:45 Literature

(working SNACK) CHR/CL TEST

-or-Indiv Gram Recitation Composition Dictation

(game?)

11:00 11:15 11:30 ˅ 11:25 PHY ED Read aloud 11:45 RECESS (Christian Memory Vs) RECESS 12:00 ˅ LUNCH LUNCH LUNCH LUNCH 12:15 (PE shoes)

12:30 ˅ Classical Studies Astronomy Christian Studies American Studies 12:45 1:001:15 Grammar 1:30 Read aloud 1:45 ˅ Spelling Composition 2:00 Pack up Pack up 2:15 Pack up 2:20 CHOIR 2:20 PHY ED DISMISSAL 2:30 2:25

ART Timeline

-or-Read aloud

2:45 (2:50 Restroom) 3:00 finish Composition 3:15 Pack up Pack up 3:30 Dismissal DISMISSAL DISMISSAL DISMISSAL

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Sample Daily Schedule

Tuesday Tues. w/ Art Wednesday Thursday Friday8:00-8:30

Unpack Gather Supplies

Copy HW Penmanship

Recitation

8:00-8:30Unpack

Gather SuppliesCopy HW

Penmanship Recitation

8:00-8:30Unpack



8:00-8:30Unpack



8:00-8:30Unpack



8:30-9:30

Latin

8:30-9:30

Latin

8:30-9:30

Latin

8:30-9:30

Latin

8:30-8:45 Spelling Test

8:45-9:30

Latin 9:30-9:50

Restroom / Snack 9:30-9:50




Restroom / Snack

9:50-10:30Math

9:50-10:30Math

9:50-10:30Math

9:50-10:30Math 9:50-11:00

Math 10:30-11:00

Literature 10:30-11:00

Literature 10:30-11:30 Literature

10:30-11:00Literature

11:00-11:30P.E.

11:00-11:30P.E.

11:00-11:30P.E.

11:00-12:00 Class. / Chr. Test

or Review



11:30-12:00Grammar


12:00-12:30 Restroom / Lunch





12:30-1:45Classical

12:30-1:30Classical

12:30-12:45 Recess

12:30-1:45Christian

12:30-12:45Recess

12:45-1:00Grammar

12:45-1:45American

1:00-2:00Astronomy

1:30-2:25Art

1:45-2:00Restroom

1:45-2:00Restroom

1:45-2:10 Clean / Organize

Pack Up Read Aloud

2:00-2:45Spelling

2:00-2:20 Pack up /Restrm.

1:50-2:20Music

2:20-3:20Choir

2:20-3:00 Composition

2:13 Dismiss2:25-2:35Restroom

2:35-2:50Classical

2:45-3:15 Read Aloud

2:50-3:15Spelling

3:00-3:15 Read Aloud

3:15-3:25Pack up

3:15-3:25Pack up

3:15-3:25Pack up

3:28 Dismiss 3:28 Dismiss 3:28 Dismiss 3:28 Dismiss

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Sample First Day of School ScheduleTuesday

Time Lesson / Activity

7:30-8:00

Students place backpacks in lobby near 3rd grade sign. Tell students what to expect in ceremony: remain standing, sit quietly, hands to themselves When we leave we will pick up backpacks from the lobby

8:00- 9:00

Opening School Ceremony—see program Leave Sanctuary and pick up bags in the lobby Take backpacks into room and sit quietly at desks

9:00-9:30

Morning Routine

Please sit in your seat quietly. Do not open backpacks. We will unpack things soon, but in an orderly manner.

Unpack Explain how to unpack backpacks First, raise your hand if you have school supplies in their backpack? Take those things out and place them on your desk. What goes in desk and how. Care for school books.

Supply Check Guide students in checking the supplies in their pencil boxes and desk. Collect and store any extra supplies Add labels to any new Take Home folders

Backpacks, Lunches, etc into the hallway—Neatly and quietly Once backpacks are unpacked release rows one by one to hallway Return to seat quietly when done

Behavior Expectations / Code of Conduct Phil. 2:3-4: begin to memorize Kindness and courtesy at all times!

Ways we see this at school: Showing respect for all adults in school--listening, following directions, not interrupting Look for ways to help others Interrupting, talking w/o raising hand not pushing to be first in line

we need to be mindful of one another and our space try to keep your area free of floor clutter desk organized take care of school books Outside of room behavior: Hallways quiet / walk cafeteria--neat, clean up messes, no running, 2 hands on trays

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restroom--not playing around (someone could get hurt / prevents others from having their turn)

I want to display these traits to you as well I will be honest with you--my yes means yes, my no means no, rarely say maybe / may say “think about it” You can ask me for help You can ask questions when you don’t understand You can tell me if something is bothering you (tactfully--during a break, at recess, at lunch, note)

Hand Raising—What do we do when we want to say something during class? Please try not to raise hand while I am speaking unless emergency Sometimes I may not call on you, not because I don’t like you, just because it’s not a good time If you interrupt, you may distract a friend from the important part of the lesson It is also considered being disrespectful to the person who is talking

Restroom breaks—when we go as class, ask during transitions from one subject to another, go if emergency / illness

Tissues—ask, take a few when you have a cold / runny nose (emergencies ok.) Agenda-- explain how to copy HW into agenda Lead students through copying today’s HW Place on the corner when finished

Spelling and Penmanship--save for later

Visual “Tour” of Room Schedule--use during Morning Time in order to get prepared for the day What to do when finished lists Mailboxes Pencil Sharpener--Morning Time only Extra Pencils--mid lesson emergencies, new pencils when yours are too short Class Helper--jobs Class Library—Checkout procedures, book organization, care, bookmarks please! Bookshelves--where we store once a week books, keep it neat (organized by day of the week)

9:30-10:00

Restroom Break:Lining up Waiting and in bathroom behavior--no horsing around in restroom (dangerous / unwise / unkind) check uniform while in restroom--tuck, zip, etc. wash hands carefully check restroom before leaving, trash in trash can 3 boys / 4 girls at a time in the rest room

How to return to room change shoes for P.E. / get snacks

Snack Break Topic: Summer vacation--2 things you did

10:00-10:45

Latin—Lesson 1 Recitation—stand tall and still, hands at sides, face forward, speak together (Pater Noster) Setting up notebook page—Date on Right, Lesson # on left

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write word and definition then derivatives belowneatness and accuracy Explain homework expectations--flc Music- Discuss behavior expectations--same as in classroom (raise hand, do not talk when teacher is talking) Name of music teacher--Mrs. Hibdon Please do not ask to use the restroom in her class unless emergency / illness Line up in number order

10:45-11:00

Prepare for P.E. Review lining up, hallway, respect for all teachers

11:00-11:30

P.E. Sort papers while students are in P.E.

11:30-11:50

Prepare for LunchLunch behavior fancy restaurant voices / manners (pretend your mom / grandmother is sitting next to you) conversational topics (avoid movies--not everyone can see them) be inviting towards others--smile ask neighbor about themselves, their family, their church, where they live, etc. don’t save seats walk, never run clean up messes and trash how to “buy” lunch Classroom helper and desk partner to wash tables Okay to use restroom during lunch, but ask first

(11:50) Restroom break on the way to lunchroom

12:00-12:25

Lunch Class helper leads Table Blessing (Oremus. Benedict Domine...)

12:30-1:30

Math--Lesson 1Recitation--same as Latin, stand tall and still Explain homework expectations--how to do flc Restroom / Drink break after Math

1:45-2:45

Spelling Lesson 1Give students Lesson 1 Copy sheet at the end of the lesson. They complete Day One, show me, then file in desk folder Students may read Farmer Boy Ch. 1 when finished Homework: Review spelling words--can write, spell aloud, use scrabble tiles to review (ask someone to check your progress)

2:45- 3:00 Read Aloud: Winnie the Pooh Ch. 1

3:00-3:20

Pack upLook at HW board to decide what to take home Students take out Latin notebook, Take home folder, agenda check students’ stacks

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Call rows to check mailbox and go into hallway quietlyGet backpack and bring it into the room to pack Put books in largest part of backpack first, then other items. No talking during pack up time—to me or others. Class helper checks hallway after the last row has returned

Carpool Procedures Talk about Carpool places—younger siblings go to other side—group according to this. No running / pushing to cafeteria side No horseplay during carpool on either side Do not work on homework or open backpacks while waiting Birchwood side—stay in our location, tell me when leaving, may not join siblings without my permission Line up at the door—Cafeteria side students first, Birchwood side in back. Class Helper leads Closing school prayer (Oremus. We give you thanks...)

Extra Time: Review Latin, Math, Spelling or Review Philippians 2:3-4

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First Week of School Reminders

Wednesday

Morning Routine--guide the class through each step until they get to PenmanshipFor book collection--take the one on top and put it on the owner’s desk (Astr. and Grammar) Penmanship--posture, pencil position, paper slant Copy Spelling--neatness and accuracy Study Latin when finished

Snack Topic: What subject are you looking forward to the most this year and why?

Math: Speed Drill--calm, cool, collected (placid)

Choir--no restroom during, do your best, sit down if you feel dizzy, remove sweater when hot, no talking when Dr. Bailey is talking to someone else Line up for choir in number order

Thursday

Morning Routinecollect Christian study guide only Put Spelling copy page in TH folder when finished

Snack Topic: What (if anything) about school this year makes you most nervous?

P.E.--change shoes after snackTeacher: Mr. AshbyBehavior--Phil. 2:3-4 set others ahead of yourself by following directions, playing fair, showingkindness

Book helpers--Bibles

Friday

Morning Routinecollect American study guide only May study Latin or Spelling (any time we have a test, you may review during morning time)

Class helper passes out Spelling Test paper Spelling Test paper--name on right date on left, test number on next line, 1-20

Snack Topic: What have you liked about 3rd grade so far?

Weekend Pack up--More complicated than regular weekday packing up because more books

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Sunday M

onday Tuesday

Wednesday

Thursday Friday

Saturday 1

2 Labor D

ay 3

Opening School Cerem

ony

4 5

6 Spelling Test 1

Latin Q

uiz 1

7

8 9

10 11

12 13

Spelling Test 2

Latin Quiz 2

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15 16

17 18

19 20

Spelling Test 3

Latin Quiz 3

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22 23

24 25

Math Test 1 L.1-15

26 27

Spelling Test 4

Latin Quiz 4

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29 30

Oct. 1

Olym

pian Gods Q

uiz

Farmer B

oy Quiz

L.1-10

2 3

Christian L.4 Written

Mem

ory Verse Q

uiz

4 Spelling Test 5

Latin Q

uiz 5

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September in 3rd grade

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OPENING BREAKOUT SESSION - FOURTH GRADE

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LATIN

□ Latina Christiana, Lesson II □ Teach Lesson II. □ Vocabulary Drill Sheet, Day 1

□ Latina Christiana, Lesson II □ Listen to CD track 8 □ Complete exercises. □ Vocabulary Drill Sheet, Day 2 □ Grammar Drill Sheet, Day 1

□ Latina Christiana, Lesson II □ Review Lesson II. □ Vocabulary dictation, practice one-

word sentences □ Vocabulary Drill Sheet, Day 3 □ Grammar Drill Sheet, Day 2

□ Ludere Latine □ Lesson 2 (Parse Strings)

□ Latina Christiana, Lesson II □ Quiz

□ LC Review Worksheets, Lesson 2

□ Latina Christiana □ Practice conjugating.

□ Ludere Latine □ Lesson 2 (Grammar Crossword)

□ Review all Latin flashcards.

MATH

□ Exploring Arithmetic 3 □ Lesson 9 □ Flashcards (10 min/addition)

□ Exploring Arithmetic 3 □ Lessons 10-11 □ Speed Drill 10 □ Flashcards (10 min/addition)

□ Exploring Arithmetic 3 □ Lesson 12 □ Speed Drill 12 □ Flashcards (10 min/addition)


□ Exploring Arithmetic 3 □ Lesson 14-15 □ Speed Drill 14 □ All flashcards

(Work toward mastery where needed.)

GRAMMAR/COMPOSITION

□ English Grammar, Lesson 2 □ Cumulative Review Recitation □ Recitation (Teach new rules.)

□ Copy new rules.

□ English Grammar, Lesson 2 □ Recitation of new rules □ Complete workbook exercises.

□ All Things Fun & Fascinating Lesson 1

□ The Stinking Giant, pp. 6-7 (outline and tell)

□ English Grammar, Lesson 2 □ Recitation of new rules □ Dictation

□ English Grammar, Lesson 2 □ Quiz

□ Core Skills Language Arts 3 □ pp. 71, 72 (oral)

SPELLING

□ Spelling Workout Level D, Lesson 2 □ “Spelling Words in Action” □ Teach “Tip” & introduce spelling words. □ Write spelling words one time

(using list in Appendix of this guide).

□ Spelling Workout Level D □ Complete “Spelling Practice” □ Complete “Spelling and Writing”

□ Spelling Workout Level D □ Write spelling words one time



(using list in Appendix of this guide). □ Study for spelling test.

□ Practice supplemental spellings.

□ Spelling Workout Level D □ Lesson 2 Test

CURSIVE □ New American Cursive 3

□ Lesson 4 □ Copybook Cursive II

□ Lesson 2a □ New American Cursive 3


□ Lesson 2b □ New American Cursive 3

□ Lesson 6 □ Optional: Copybook Cursive II

□ Lesson 2c

LITERATURE

□ Farmer Boy Student Guide - Lesson 4 □ Reading Notes □ Vocabulary

□ Farmer Boy □ read Surprise

□ Farmer Boy Student Guide - Lesson 4 □ Comprehension Questions

□ Farmer Boy Student Guide - Lesson 4 □ Quotations □ Discussion Questions □ Enrichment


□ Farmer Boy □ read Birthday

□ Farmer Boy Student Guide - Lesson 5 □ Comprehension Questions □ Quotations □ Discussion Questions □ Enrichment


□ Farmer Boy □ read Filling the Ice House


□ Farmer Boy Student Guide - Lessons 1-6

□ Complete any uncompleted work

□ Farmer Boy □ reread silently: Surprise, Birthday,

Filling the Ice House

CLASSICAL/ CHRISTIAN STUDIES

□ Christian Studies I, Lesson 2 □ Facts to Know □ Read story (pp. 20-25)

□ Comprehension Questions □ Geography □ Memory Verse (Genesis 3:14-15)

□ Activities (as time allows)

□ D'Aulaires' Greek Myths, Lesson 1 □ Facts to Know (review)

□ Vocabulary (review)

□ Read text pp. 9-15 □ Comprehension Questions #2-6 □ Map work □ Activities (as time allows)

□ Christian Studies I (Recite Gen. 3:14-15)



□ D'Aulaires' Greek Myths □ Review Facts to Know, Lesson 1

□ Christian Studies I □ Quiz: Memory Verse Recitation

(Genesis 3:14-15)

□ Review Facts to Know and memory verses, Lessons 1-2

□ Memory Verse Review (#2, 3)

□ Timeline □ Creation and Fall*

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

GEOGRAPHY/ SCIENCE

□ American Studies □ Read D’Aulaires’ Leif the Lucky (2nd half)

□ Astronomy Study Guide □ Summer-Fall: The Summer

Triangle, Lyra, Aquila (pp. 15-18) □ Memorize the next 5 of the 15

brightest stars in the northern sky. Learn their correct spellings. (p. 10)

□ Complete exercise (p. 19)

□ States and Capitals □ Discuss/label 8 Regions of U.S.A.:

Study Guide (S.G.) pp. 6-7 □ Color map; mark states student

has visited. □ Optional: Read A is for America,

by Devin Scillian and Pam Carroll

□ Astronomy Study Guide □ Practice reciting the next five bright

stars and learn their spellings. □ Recite the first 10 stars without error.

□ States and Capitals □ Finish coloring the map, p. 7

READ-ALOUDS □ Winnie the Pooh, Chapter 6 □ Winnie the Pooh, Chapter 7 □ Winnie the Pooh, Chapter 8 □ Winnie the Pooh, Chapter 9 □ Winnie the Pooh, Chapter 1028

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LATIN











MATH







GRAMMAR/COMPOSITION


□ Copy new rules.







SPELLING
















□ Lesson 2c

LITERATURE



























(Genesis 3:14-15)





GEOGRAPHY/ SCIENCE














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LATIN











MATH







GRAMMAR/COMPOSITION


□ Copy new rules.







SPELLING
















□ Lesson 2c

LITERATURE



























(Genesis 3:14-15)





GEOGRAPHY/ SCIENCE
















Grading Scale A B C D F

99-100= A+ 89= B+ 79= C+ 69= D+ 59 and below98-91= A 88-81= B 78-71= C 68-61= D

90= A- 80= B- 70= C- 60= D- LatinTests and Quizzes 50% 3 Vocab. Pop Quizzes (2nd/3rd Tmstr) -2 pts Participation pts (each quiz) Homework 25% 100 pts, -2 pts for missing/incomplete; don’t subtract more than 2 pts. Participation** 25% 100 pts, -2 pts if no supplies; notebooks neat/organized**Each student is given 100 Participation points at the beginning of each term, in each subject. Points are subtracted as needed for missing books/supplies or for being unprepared for class. Points are averaged with other term grades.

Math Tests 50% Homework / Speed Drills 25% 100 pts per week/ missing 1 assgnmt 90%; 2 assgnmt 80%; 3 assgnmt 70% Participation 25% 100 pts, -2 pts if no supplies

Literature Tests and Quizzes 50% Study guides 25% graded for completion, neatness, accuracy HW/ Participation 25% each HW assgnmt is 100%; -10 pts if missing first day due

-2 pts if no supplies

Classical/ Astronomy/ American Tests and Quizzes 50% Study guides 25% graded for completion, neatness, accuracy after each unit HW/ Participation 25% each HW assgnmt is 100%; -10 pts if missing first day due

-2 pts if no supplies

Christian Tests and Quizzes 50% Study guides 25% graded for completion, neatness, accuracy after each unit HW/ Partic/ Mem Vss 25% each HW assgnmt is 100%; -10 pts if missing first day due

-2 pts if no supplies Memory Verses: 2 free prompts

- 5 pts for 3 prompts-10 pts if verse is not memorized; contact parents

and student is assigned to recite again next day

Language Arts Spelling Tests 50% weekly test Penmanship 25% two graded assignments per term Grammar HW/ Participation 25% weekly Gram HW is 100%; -10 pts if missing each Tues.

3 Grammar Rules Pop Quizzes -10 Participation pts (each quiz) -2 pts if no supplies

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Morning Time Routine Our opening morning time runs from about 8:00-8:30 each school day.

Before Students Arrive:o Teacher

writes the day’s homework on the board posts a schedule for the day

list of subjects to study that day in the order they will bepresented (subjects change slightly each day)

the weekly schedule can be posted in the room to be used bythe students

a weekly schedule could be attached to the student agenda ora desk folder

turns on classical musico Students

meet in the gym an administrator leads: reading from Psalms, Review Code of

Conduct, Announcements, Pledge of Allegiance, Opening SchoolPrayer

When Students Enter the Classroom:o Students:For the first week or two of school, this routine is directed by the teacher. Asstudents show ability, the teacher offers less directions and allows each student to follow the routine at his own pace. Some students will needadditional reminders or prompting until they master the routine. (We can’t allbe morning people!)

unpack backpacks gather necessary study guides (using the posted schedule) check take home folder

place completed homework on the corner of desko Latin, Study Guide Unit Reviews, Astronomy--

completion grade only o Save checking Math HW for Math time

place notes from home on the corner of desk with HW sharpen pencils copy HW assignments into agenda (place on the corner of desk

when finished) September-December teacher will check accuracy in agendas

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January-May students partner check agendas Penmanship assignment (3 days/ week) Copy Spelling words 1x (3 days/ week) / Prepare Spelling Test

paper (Friday only) Study Latin or review for a test that will be given later that day

Making studying as the final activity has helped my studentsto avoid rushing through their morning work of Penmanshipand Spelling. When I allowed pleasure reading in the morning, I found that many students worked quickly andcarelessly so that they could reach the more fun task of reading.

o Teacher: greets students takes attendance offers guidance/ direction as needed circulates and checks finished agenda (Sept.- Dec. only) circulates and checks the previous night’s HW (advising students to

fix major mistakes) collects/reads any notes from home

Homeschool:Establishing a morning routine helps to distinguish school time from the other activities of the day.

o Suggestions: prayer sing a particular song complete specific chores to prepare the house for learning Other suggestions?

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Morning Recitation 8:30-8:45

The teacher leads students through a review of recent and old material from all subjects. This time is meant to serve as a quick review of facts from all subjects so that the information remains in the forefront of students’ minds.

It’s important to communicate your expectations before beginning.o Students stand tall with hands by their sideso Quick, clearly spoken responseso Practice when students are uncertain of material

Recitation Box--Anything that must be memorized is listed on index cardsand placed into the Recitation Box.

o It’s helpful to assign a different color card to each subject Cards are organized into three different categories:

o Daily review (the most recent lessons)o Weekly review (previous week’s lessons)

subdivided into the days of the weeko Monthly review (previous units’ lessons)

subdivided into the days of the month Final recitation subject is Latin which leads into the Latin lesson

o see Latina Christiana Model Lesson for this information

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Review BoxHOW TO CREATE A REVIEW BOXMaterials:• 3” x 5” index card box• 3” x 5” index card dividers (Choose ones that have blank tabs or ones that have a preprinted

tab that you could turn around and write on the blank side.)• Colored index cards or colored cardstock (6-7 colors preferable)• One color per subject:

• Classical (one card per lesson)• Christian (two cards per lesson—one for Facts, one for Bible verse)• Astronomy (generally one card per unit, plus one for Bright Stars, one for the Zodiac

constellations, one for the 8 planets, and cards for any additional information you want students to remember)

• American (one card for each region)• Grammar (one card per lesson)• Literature (one card for each poem, one card for each unit of the vocabulary)• Timeline dates (all listed on one card)

Instructions:1. Copy and cut out the cards we have provided on the following pages and glue them on the

colored index cards.2. Label the dividers:

• One labeled: Daily• One for each Day of the Week that your school meets (Monday, Tuesday, etc.)• One for each Date of the month (1-31)• One for each Subject (Classical, Christian, Astronomy, American, Grammar, Literature,

Timeline)3. Organize your box in this order:

• Daily tab• Days of the Week tabs (Monday, Tuesday, Wednesday, etc.)• Date tabs (1, 2, 3, 4, 5 … 31)• Individual Subject tabs (Classical, Christian, Astronomy, etc.)

4. Add your cards:• Daily: This is where you will place your most recently taught lessons. Each time you teach

a new lesson, you will place its card here.• Days of the Week tabs: This is where you will place “last week’s” lessons, dividing them

between the various days of the week so that each day has about the same number of cards to review.

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• Date: This is where you will place cards belonging to units that you have previously taught. It helps to match the lesson number to the day number (i.e., all Lesson 1s go behind tab number 1).

• Individual Subject tabs: This is where you store the cards for the lessons that you have not yet taught.

HOW TO USE THE REVIEW BOXDaily Recitation: Each day you will lead your students in a standing recitation.Use:1. All cards behind the Daily tab (These cards usually take the most time to review since the

material is new.)2. All cards behind the current Day of the Week tab (Recite Tuesday cards on Tuesday.)3. All cards behind the current Date tab (Tab #2 cards are recited on the 2nd day of the month.)

a. You will not use every date every month since some days of the month are not school days. (We usually skip the weekend date material since we also review during each subject’s lesson time.)

b. If you prefer, you could “catch up” on the first day of your school week and have the students recite material that they missed reciting over the weekend.

Shifting the cards: Each week, you will shift the cards as you present new lessons so that there is only one lesson of each subject behind the Daily tab.

• Cards from the individual Subject sections move to the Daily section once the lesson has been taught.

• Cards in the Daily section shift to the Days of the Week after you teach the new lesson. (Distribute the cards as evenly as possible between the various days. We try to keep one lesson of each subject behind each day, but sometimes we must double-up.)

• Cards from the Days of the Week shift to the Date section as units are completed.• Matching the lesson number to the Date number is a helpful way of organizing the lessons

of completed units. Lesson 1 of each subject would be placed behind tab #1, Lesson 2 would go behind tab #2, etc.

Exceptions:• Keep any cards for which students seem uncertain in the Daily section until the students

know them well.• Literature vocabulary will stay in the Daily section until the unit has been finished, since

all highlighted words for a unit are written on the same card.• Astronomy cards are kept in the Daily section until the unit has been finished. The cards

for the 15 Brightest Stars, the Zodiac Constellations, and the 8 planets may be shifted once students know them well.

Cards to keep in the Day of the Week section all year:

1. All American Studies —Distribute these throughout the Days of the Week. Some days have more than one American card.

101

19

2. Poetry—These cards are placed on the days when we have more time for recitation. Once we learn several poems, distribute the cards more evenly throughout the week.

3. Timeline dates card.

STANDARDS FOR EXCELLENT TEACHING IN THE CLASSROOM• Use every minute of class time effectively. If you finish a lesson early, use those last few

minutes to drill or review. Model enthusiasm for learning by jealously guarding classroom time.

• Keep instruction time fast-paced with the goal of learning as much as possible in the time allotted. Keep moving, and use variety.

• Use effective learning activities—no fluff! Competitions work well.

• During instruction time, do not allow students to eat in class, take a bathroom break, or get water, unless it is a true emergency.

• Teachers should demand attention and respect at all times. No student should be allowed to doodle, talk out of turn, pass notes, slouch, or daydream. Every student should be engaged in the lesson.

• Call on students frequently. Keep them on their toes. The classroom should be calm and quiet, but not relaxed. Students should be alert and ready to be called upon to demonstrate what they know.

• Do not allow students to waste your class time by drawing attention to themselves, being comedians, blurting, asking unnecessary questions, or any other method of getting off track.

• Communicate to every student that you have high expectations for him/her in terms of academics and behavior. Convince each and every student that you care about him/her.

• Do not worry about whether the students like you or are having “fun.” Work them as hard as you can, and give reasonable homework. Use humor sparingly.

• Finally, what motivates students to love learning and work? Your passion, energy, knowledge, preparation, and skill in making the material understandable and interesting. Your integrity and gravitas as a person will evoke their respect and admiration.

102

20


Cla

ssic

al S

tudi

es –

Les

son

2A

mal

thei

a: fa

iry g

oat,

horn

s flo

wed

with

am

bros

ia &

nec

tar

Aeg

is: b

reas

tpla

te o

f Zeu

sM

etis

: firs

t wife

of Z

eus;

god

dess

of p

rude

nce

Pro

met

heus

/Epi

met

heus

: Tita

ns w

ho le

ft to

join

Zeu

s in

revo

ltlig

htni

ng b

olt:

Zeus

’s w

eapo

n; s

ymbo

l of h

is p

ower

Atla

s: s

trong

est T

itan;

car

ries

the

sky

on h

is s

houl

ders

Typh

on/ E

chid

na: m

onst

ers

sent

by

Mot

her E

arth

to fi

ght Z

eus

Mou

nt O

lym

pus:

hig

hest

mou

ntai

n in

Gre

ece;

hom

e of

the

gods

Iris

: flee

t-foo

ted

mes

seng

er o

f god

sH

estia

: god

dess

of t

he h

earth

prud

ence

: cau

tion;

goo

d se

nse

hide

ous:

hor

rible

, ugl

yir

ides

cent

: glit

terin

g w

ith ra

inbo

w c

olor

s

Cla

ssic

al S

tudi

es –

Les

son

1G

aea:

Mot

her E

arth

Ura

nus:

Fat

her S

kyTi

tans

/Tita

ness

es: g

iant

sC

yclo

pes:

one

-eye

d ch

ildre

n of

Ear

th &

Ura

nus

Tart

arus

: the

dee

pest

, dar

kest

pit

of th

e ea

rthC

ronu

s: y

oung

est T

itan;

ove

rcam

e U

ranu

sR

hea:

wife

and

sis

ter o

f Cro

nus

Zeus

: yo

unge

st c

hild

of C

ronu

s; K

ing

of g

ods

Cre

te: i

slan

d w

here

Zeu

s w

as ra

ised

boun

tiful

: ple

ntifu

l, ab

unda

nt

Cla

ssic

al S

tudi

es –

Les

son

5A

phro

dite

: god

dess

of l

ove

and

beau

ty

Cyt

hera

: flow

erin

g is

land

hom

e

of A

phro

dite

Thre

e G

race

s: g

odde

sses

of b

eaut

y;

atte

ndan

ts o

f Aph

rodi

te

Ero

s: A

phro

dite

’s s

on; a

lso

know

n

as C

upid

Are

s: g

od o

f war

Gol

den

App

le o

f Dis

cord

: cau

sed

war

w

hen

thro

wn

by E

ris (f

emal

e)

Ath

ena:

god

dess

of w

isdo

m, d

efen

sive

w

ar, a

rts a

nd c

rafts

Met

is: A

then

a’s

mot

her;

godd

ess

of

prud

ence

Nik

e: s

pirit

of v

icto

ry

Ara

chne

: tur

ned

into

a s

pide

r for

bo

astin

g an

d irr

ever

ence

Ath

ens:

Ath

ena’

s fa

vorit

e ci

ty; f

amou

s fo

r arts

and

cra

ftsfiligree:

lace

-like

orn

amen

tal w

ork

inte

rtwin

ed w

ith g

old

obliv

ion:

com

plet

e fo

rget

fuln

ess

irre

vere

nt: d

isre

spec

tful,

rude

Cla

ssic

al S

tudi

es –

Les

son

4G

arde

n of

Hes

peri

des:

Her

a’s

secr

et g

arde

n in

the

wes

tIo

: Zeu

s’s

brid

e; tu

rned

into

a w

hite

cow

Arg

us: H

era’

s w

atch

man

with

100

eye

spe

acoc

k: re

min

der o

f Arg

us w

ith 1

00 e

yes

on h

er ta

ilB

ospo

rus:

cow

ford

Egy

pt: c

ount

ry w

here

Io w

as w

orsh

ippe

d as

que

enH

epha

estu

s: g

od o

f sm

iths

and

fire;

Aph

rodi

te’s

hus

band

Lem

nos:

isla

nd H

epha

estu

s la

nded

on

Thet

is: s

ea g

odde

ss; n

urse

d H

epha

estu

s to

hea

lthC

yclo

pes:

met

al s

mith

s; H

epha

estu

s’ h

elpe

rsgadfl

y: a

nnoy

ing

fly th

at b

ites

lives

tock

ford

: sha

llow

pla

ce in

a s

tream

whe

re o

ne c

an c

ross

forg

e: a

furn

ace

for h

eatin

g m

etal

103

21

Lite

ratu

re: C

harl

otte

’s W

eb (C

hapt

ers

16-2

2)su

rpas

s: t

o ex

ceed

; to

go b

eyon

das

cend

ed:

mov

ed u

pwar

dlis

tless

: tir

ed; n

o en

ergy

keen

: sh

arp;

hig

hly

deve

lope

dm

aste

rpie

ce:

grea

test

wor

kgo

rge:

a b

inge

of o

vere

atin

gre

vive

d: r

esto

red

to c

onsc

ious

ness

sent

imen

ts:

stat

emen

ts b

ased

on

emot

ions

deso

latio

n: l

onel

ines

sre

tort

ed:

repl

ied

Lite

ratu

re: C

harl

otte

’s W

eb (C

hapt

ers

8-15

)gratified

: pl

ease

d; s

atis

fied

sum

mon

ing:

gat

herin

g; c

allin

g up

gulli

ble:

eas

ily d

ecei

ved

surl

y: u

nfrie

ndly

; bad

-tem

pere

dpr

inci

pal:

mai

n; p

rimar

yqu

iver

ed:

trem

bled

wri

thin

g: s

quirm

ing

ster

nly:

ser

ious

ly; fi

rmly

ince

ssan

t: e

ndle

ss; c

ontin

uous

vers

atile

: ad

apta

ble;

can

adj

ust e

asily

Lite

ratu

re: A

Bea

r Cal

led

Padd

ingt

on (C

h. 5

-8)

publ

icity

: the

tech

niqu

e of

attr

actin

g th

e pu

blic

’s a

ttent

ion

cons

ult:

to a

sk fo

r adv

ice

sing

eing

: sco

rchi

ng;b

urni

ngir

rita

ble:

ang

ry; a

nnoy

eddo

nate

: to

give

to a

per

son

or c

ause

dubi

ousl

y: d

oubt

fully

prec

ario

usly

: uns

tead

ilyin

quir

ing:

que

stio

ning

; inq

uisi

tive

villa

in: a

bad

or e

vil c

hara

cter

inte

rmis

sion

: a b

reak

bet

wee

n ac

ts

Lite

ratu

re: A

Bea

r Cal

led

Padd

ingt

on (C

h. 1

-4)

dist

inct

ly: c

lear

ly; p

lain

lyem

igra

te: t

o le

ave

one’

s co

untry

expe

ditio

n: a

jour

ney

for a

pur

pose

queu

ing:

wai

ting

in li

nem

eekl

y: h

umbl

ydi

stas

tefu

lly: d

isag

reea

bly

rick

ety:

like

ly to

col

laps

epe

nalty

: a p

unis

hmen

t or c

onse

quen

cegr

opin

g: fe

elin

g ab

out i

n th

e da

rkne

ssom

inou

s: m

enac

ing;

thre

aten

ing

129

22

Latina 1 Introduction:

1. Be Positive - You can do it! Latin is NOT an elite subject anymore than spelling orgeography. Anyone who can learn, can learn Latin; anyone who can teach, can teachLatin! If you are positive and model this attitude about Latin for your students, they willemulate you.

2. Be Prepared - Thoroughly know each lesson before attempting to teach it. This doesnot mean you have to know the entire book before teaching any given lesson. Simplystay one step ahead of the students, especially if it is your first year. It is perfectlyreasonable to do that. However, be well-prepared. The less reliant you are upon thebook being in front of you, the better your lesson will go. Your students will gainconfidence when they see your confidence. You can’t expect your students to memorizea grammar form that you haven’t memorized. Be organized. For every subject youteach, organization is key, but especially when it might be a subject you are not perfectlycomfortable with. Have all your materials available and at hand, all copies made aheadof time, grammar form charts on the board, the lesson plan in front of you, etc. Be well-paced. Keep instruction time-paced with the goal of learning as much as possible in thetime allotted. Be a zealous guardian of class time. Do not allow students to disrespectthe classroom or the lesson by rabbit trailing or interrupting unnecessarily(children loveto do this and they think their comment is relevant, but as kindly and tactfully aspossible squash those distracting comments; teaches virtue). Anticipate questionsahead of time. If you are new to teaching Latin, then this will be easy for you. You knowthe questions you had when you encountered a new concept and are in a great positionto help them with any confusion. In fact, you are in a better position to answerquestions, than a so-called Latin expert, who doesn’t know how to bring the contentdown to his student’s level. We’ve all had teachers who were knowledgeable in theirsubject matter, but completely unintelligible and not very understanding towardsstudents who didn’t understand the content. That’s a horribly uncomfortable experienceto have as a student. An understanding and charitable teacher is much more effective.Knowledge is important, of course, but as the apostle Paul tells us, “Knowledge puffs up,but charity edifies.”

3. Be Passionate - This brings me nicely to my last point. I’m not discounting knowledge.Not at all! Be as knowledgeable as you can be. Challenge yourself to go beyond whatyou are teaching and further study Latin. We should always be sharpening anddeveloping our skills as a teacher. Growth in knowledge is not just for our students; it isa lifelong pursuit as those made in the image of God. It is the unique and beautifulprivilege we have as humans to be growing in our knowledge of God and the world Hehas made. But passion is the crown of knowledge. Give me a teacher any day whodoesn’t have “perfect” knowledge, but is passionate about learning. Jesus Christmodelled this perfectly. He was more than a teacher, of course; He was the Son of God,but He was quite the teacher and when He taught, He was both passionate andknowledgeable. You may not have perfect knowledge of Latin, but don’t feel anxiousabout that. It’s your passion that will make the lesson and the learning memorable toyour students!

26

23


La tin

GENERAL OVERVIEW: 25 Lessons and 5 Review Lessons (1 review lesson after 5 new lessons)Weekly Quiz after each lesson Unit Test after each Review Lesson Daily Homework: Monday: Review all flashcards Tuesday: Flashcards from new lesson; copy sheet 1x Wednesday: Flashcards from new lesson; copy sheet 2nd timeThursday: Flashcards from new lesson; copy sheet 3rd time Friday: Review all flashcards- assigned MODEL LESSON - Lesson X 1. General Overview of books and materials; classroom procedures2. New lesson

Opening - Greeting and Prayer Recitation with cue words, grammar questions Review of Latin sayings, previously taught vocabulary words New Lesson - Latin Saying, Vocabulary and Derivatives, Grammar Form Assign HW

27

; Ludere page or a longer copy sheet before a Unit Test.

24

LESSON PLAN II

FIRST CONJUGATION1 Opening

Teacher: Salvete, amici Latinae (Hello, friends of Latin)Students: Salve, magister / magistra (Hello, teacher)Teacher: Súrgite (Stand up)Teacher: Oremus (Let us pray)All: Table BlessingMusic: Christus Vincit

2 Recitation - cue wordsamo

3 Latin Saying Mater Itáliae — RomaThe mother of Italy — RomeThis saying is from the Roman historian Florus. The ideals and language of Rome became the source of unity for the diverse peoples of the Italian peninsula, and eventually the whole Mediterranean world.NOTE: Itáliae is the genitive singular (possessive) of the noun Itália. The first declension will be introduced in Lesson 3.

6 GrammarNOTE: You will notice that the student text used amo last lesson and is using voco this lesson. Students began with amo because it is the traditional model verb of the 1st conjugation, with the phrase "amo, amas, amat" being a Latin saying in its own right. However, voco is a superior model verb because it lacks an a in the stem, allowing students to distinguish more clearly between the stem and ending (e.g., amamus vs. vocamus).

Personal Endings: Last week we saw that Latin verbs include a pronoun. What are some more pronouns besides I? (You, he/she/it, we, they) What is the difference between these? (To whom the speaker is directing his speech.) What is the definition of a pronoun? (A pronoun is a word that stands for a noun.) What is the difference between the singular and plural pronoun? (In the singular, the pronoun refers to only one person, and in the plural, it refers to more than one person.)Write the grammar forms from Lessons 1 and 2 on the board and ask students if they see similarities. Circle the similar endings (o, s, t, mus, tis, nt). Ask, "If o stands for the pronoun I, what do you think the other endings represent?" Write the meanings after the forms of voco as given in the student text. Also write a separate chart of Latin personal endings and their corresponding English pronouns (found on opposite page).Illustrating Grammatical Person: To illustrate the difference between persons, have three students come to the front and demonstrate the concepts of 1st, 2nd, and 3rd person by saying something like I like Latin, You like Latin, and He likes Latin. Switch students around to show that the persons are always in reference to who is doing the speaking. Add a fourth student to demonstrate the plural forms we, you (all), and they.

12 Lesson Plan II

LESSON II

Latin SayingMater Itáliae — Roma The mother of Italy — Rome

Vocabularyaqua water aquarium, aqueduct

glória glory glorify, glorious

Itália Italy

memória memory memorial

Roma Rome

victória victory victorious

vita life vitamin

návigo I sail navigate

paro I prepare preparation

specto I look at spectator

Grammar Forms

1st Conjugation - Present Tensepresent stem: voca-

Person Singular Plural

1st voco I call vocamus we call

2nd vocas you call voca tis you all call

3rd voca t he/she/it calls vocant they call

12 Lesson II

25


6 GrammarConjugating Verbs: Conjugate is a big word for writing the verb in its different forms. Write the verb to be conjugated, paro, on the board, and underneath write paro again. Erase the o at the end and put the stem vowel a in its place, giving the stem para-. Now add the rest of the endings to the stem para-. The stem is the part of the word that doesn’t change. (The stem vowel a is missing from the first form.) Making these six forms would be considered conjugating the verb in the present tense. In addition to conjugating, the students should translate the forms like voco is translated in their texts. Students should conjugate additional verbs on the board or in their notebooks. (See "Drill/practice" below.)

Personal EndingsPerson Singular Plural Singular Plural

1st (person speaking. -o -mus I we

2nd (person spoken to. -s -tis you you all

3rd (person spoken about) -t -nt he/she/it theyDrill/practice: Have the students conjugate these 1st conjugation verbs: laudo (laudo, laudas, laudat, laudamus, laudatis, laudant) oro (oro, oras, orat, oramus, oratis, orant) specto (specto, spectas, spectat, spectamus, spectatis, spectant)

4 Word Study Teacher: This lesson includes both verbs and nouns. What is a noun?Student: A noun is a word that names a person, place, or thing.Teacher: What words in the vocabulary list are nouns, and how do they end?Student: Words 1-8 and they end with the letter -a.Teacher: Do all of the nouns in English have the same endings?Student: No, not as regularly as Latin endings.Teacher: There are only five groupings of noun endings in Latin. How many can you think of in English? Is there a pattern to the English endings? (No.)

5 Derivativesaquariumaquaticaqueductglorifygloriousmemorialmemorizevictoriousvital

vitaminnavigatenavigationnavypreparationspectaclespectacularspectatorinspect

13Lesson Plan II

EXERCISES: Lesson II

A. Phrases and Sayings: Translate.1. Salvete, discípuli. (p. 73) ______________________________________________________________

2. Mater Itáliae — Roma ________________________________________________________________

3. Ora et labora. _______________________________________________________________________

4. Mihi nomen est …(p. 73) ______________________________________________________________

B. Grammar1. A noun is a word that names a/an _____________________________ ,________________________ ,

or _________________________________ .

2. A pronoun takes the place of a/an _____________________________ .

3. Singular means _______________________ in number.

4. ________________________ means more than one.

5. The ________________________________ person is the person speaking.

6. The _____________________________________ person is the person spoken to.

7. The ________________________________ person is the person spoken about.

8. Write the English pronouns that correspond to these endings:

-o ______________________________________ -mus ____________________________________

-s ______________________________________ -tis ______________________________________

-t ______________________________________ -nt ______________________________________

C. Derivatives: Complete these sentences with derivatives you have learned in class.1. The fish were swimming in the _______________________________ .

2. The ________________________________ cheered their team.

3. Rome was always ________________________________ over her enemies.

4. Careful ____________________________ usually leads to success.

5. ____________________________________ contribute to good health.

6. Rome built many ________________________________ to carry water to the cities.

7. The river was difficult to _____________________________________ .

Hello, students. The mother of Italy — Rome Pray and work. My name is …

person place thing noun one Plural first second third

I we you you all he/she/it they

aquarium spectators victorious preparation Vitamins aqueducts navigate

13Lesson II

26


LATIN REVIEWReview of Lessons 1-2

A. Translate into Latin.1. memory ____________________________

2. victory ______________________________

3. glory _______________________________

4. Italy ________________________________

5. water _______________________________

6. life _________________________________

What part of speech are all these words? _____________________________________________

B. Translate into English (remember the pronoun “I”).1. specto ______________________________

2. paro ________________________________

3. voco _______________________________

4. laboro ______________________________

5. návigo ______________________________

6. laudo _______________________________

7. amo ________________________________

8. oro _________________________________

What part of speech are all these words? _____________________________________________

C. Answer the questions.

1. When a female teacher says, “Salvete, discípuli,” the students reply: __________________

______________________________________________________________________________

2. Write this saying in Latin: “The mother of Italy – Rome.” ____________________________

______________________________________________________________________________

3. Write the English word for “discípuli.” ___________________________________________

4. Write the English word for “magistra.” ___________________________________________

5. Write “Pray and work” in Latin. _________________________________________________

6. Write “My name is …” in Latin. __________________________________________________

D. Complete the chart.

means the person speaking.

means the person spoken to.

means the person spoken about.

6 Latin Review • Review of Lessons 1-2

27

LATIN REVIEWReview of Lessons 1-2

E. Write the English pronouns that correspond to these endings:

S. Pl.

- o - mus

- s - tis

- t - nt

F. For each English derivative, underline the Latin root, and write the Latin word on the line.1. glorious _____________________________

2. vital ________________________________

3. aquarium ___________________________

4. memorize ___________________________

5. victorious ___________________________

6. navy _______________________________

7. preparation _________________________

8. inspect _____________________________

9. vocation ____________________________

10. oral ________________________________

G. Translate the Latin conjugation of “laboro.” Remember to include the pronouns!

S. Pl.

laboro laboramus

laboras laboratis

laborat laborant

7Latin Review • Review of Lessons 1-2

28

LESSON 7: Grammar Crossword

Enter the correct grammatical form.

1

2

3 4

5

6

7

8 9

10 11

12

13

14 15

16 17

18 19 20

21

22

23

Across1. students (gen.)5. hours (nom.)7. hours (abl.)8. Jesus (nom.)10. hours (acc.)13. God (acc.)16. envoys (abl.)19. sailors (abl.)22. grace (acc.)23. students (nom.)

Down1. gods (gen.)2. farmhouses (nom.)3. Christ (nom.)4. always6. grace (gen.)9. servant (nom.)11. slaves (acc.)12. fl ight (abl.)

13. student (acc.)14. envoys (gen.)15. lieutenant (acc.)17. Christ (gen.)18. grace (nom.)20. slave (gen.)21. God (gen.)

32 Lesson 7: Grammar Crossword

29

LESSON 8: Parse Strings

pópulo

moras

pugnat

ludorum

judicamus

óccupant

ánimi

gládiis

vocas

clamo

murum

judicatis

pecúnia

2nd person singular

accusative singular

1st person singular

3rd person singular

ablative plural

2nd person plural

genitive plural

dative singular

3rd person plural

nominative singular

genitive singular

accusative plural

1st person plural

34 Lesson 8: Parse Strings

30

QUIZ: Lesson II

A. Latin Saying1. The mother of Italy — Rome ____________________________________________________

B. Vocabulary1. Rome ________________________________________________________________________2. glory ________________________________________________________________________3. Italy _________________________________________________________________________4. life __________________________________________________________________________5. victory _______________________________________________________________________6. memory ______________________________________________________________________7. water ________________________________________________________________________8. I sail _________________________________________________________________________9. I look at ______________________________________________________________________10. I prepare _____________________________________________________________________

C. Grammar Forms

Translation of voco

PersonSingular Plural

Latin Translation Latin Translation1st voco vocamus

2nd vocas vocatis

3rd vocat vocant

131

Nomen:________________________________________________ Date: ___________________ Score: _________

Quiz: Lesson II

3133

Dona nobis pacem. ____________________________________

vocabulary drill parse

1. dona ___________________________ _______________________________________

2. nobis ___________________________ _______________________________________

3. pacem ___________________________ _______________________________________

1. pax, pacis peace2. dono, donare, donavi, donatus to present, grant, bestow3. nos, nostri we, us

CHRISTUS VINCIT

Christus vincit, ____________________________________

Christus regnat, ____________________________________

Christus, Christus imperat . ____________________________________

vocabulary drill parse

1. Christus ___________________________ _______________________________________

2. vincit ___________________________ _______________________________________

3. regnat ___________________________ _______________________________________

4. imperat ___________________________ _______________________________________

1. Christus, i Christ2. vinco, vincere, vici, victus to conquer3. regno, are, avi, atus to reign, to be a king4. impero, are, avi, atus to rule, govern, command

DONA NOBIS PACEM

vocabulary

vocabulary

Christus, i nom., S., subject

vinco, vincere, vici, victus 3rd P., S., present tense

regno, regnare 3rd P., S., present tense

impero, imperare 3rd P., S., present tense

dono, are, avi, atus imperative

nos, nostri dat., Pl., indirect object of dona

pax, pacis acc., S., direct object of dona

Christ conquers

Christ reigns

Christ, Christ rules

Grant us peace.Give to us peace

Christ conquers

Christ reigns

Christ Christ rules

32

(This is a similar format to what we have been doin


Composition

MODEL LESSON: IEW Lesson 3: Belling the Cat p.19-25, 155

We take about 3-4 weeks to teach this lesson. I arrange the order of the lesson a little differently compared to how the lesson is presented in the workbook. All work for the lesson is completed in class. The class will work on all parts of writing together and produce one final version of the story. Each student will copy the final draft into their composition book. Occasionally, a student will finish copying a final draft as homework. Final Drafts may be graded based on accuracy and neatness using the rubric in the workbook as a guide.

Week 1: Read, Outline, Retell g in Lesson 1 & 2) 1. Read the story aloud a few times (teacher once then a few students)2. Create a Key Word Outline by reading one sentence at a time and having

students suggest 3 key words to write down (teacher guided) 3. Students retell the story using the outline

Week 2: Strong Verbs and Brainstorming (Introduction of new concepts) 1. A few students retell using outline2. Introduce and memorize banned verbs (mark p. 155)3. Find Banned Verbs in the story and circle4. Introduce Strong Verbs (Appendix can be helpful, mark where appendix begins)5. Brainstorm Strong Verbs for Belling the Cat6. Students try retelling the story using Key Word Outline and Strong Verbs

Week 3: Rough Draft 1. A few students retell the story using Outline and Strong Verbs2. Rewrite the story as a class using the Key Word Outline and Brainstorming page Read the Outline one line at a time After one line, call on a student or two to suggest a sentence. Write their

sentence on the board. Encourage reluctant students to participate as much aspossible. You can guide, help, and do simple editing at this stage such as advisingon basic grammar, avoiding a banned word, avoid using the same wording as the original, and cutting off run-on sentences. Do leave some mistakes for the editing process. Some students may want to nit-pick errors at this stage of the writing. To avoid becoming bogged down, I emphasize that we are just writing down ourthoughts and that we will make changes next week.

Writing and Editing are areas in which students can easily have their feelingshurt. In preparation for editing, it’s important to emphasize that the class is just

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putting their thoughts on paper. Let them know that you don’t expect that what they are writing today will be absolutely perfect. Perfection at this stage is not the goal. Next week we will make changes and find ways to improve our work which is part of the editing process. It is rare for a person’s idea to be perfect the first time they write it down. Expect that we will make changes. Changes do not mean that a person is an awful writer or that they have terrible ideas. This week the goal is just to write down some ideas. Next week we will fix and improve.

Students copy rough draft onto notebook paper (skip lines) and keep for the next week.

I usually copy the rough draft too or I make a photocopy of a neat writer’s work. I will mark mistakes and editing ideas on my copy of the rough draft in

preparation for editing with the students next week. This will help me decide how to best guide the students through the editing process. My goal isn’t to make the writing perfect but to focus on a few key aspects of improvement (strong verbs, proper grammar, varying sentence structure, proper punctuation.)

Week 4: Editing and Final Draft (These steps could be done on Week 3 if you have the time) Since this is the first written composition of the year, this process is strongly teacher-led. Students can have their feelings hurt during this stage if they feel that their ideas from the previous week are being attacked. Tread carefully and encourage whenever possible. It’s helpful to point out something positive in each sentence while also fixing any errors or working toward improving wording.

1. Edit the story together (introduce editing marks) I usually start by circling banned words. Next, I guide the students through

editing particular items in the story. Since the emphasis in this lesson is StrongVerbs, I try to make sure they are using Strong Verbs whenever possible.

2. Create a moral and title: Students suggest ideas, either teacher chooses one orallows students to choose the one they like best, voting can work too

3. Students copy and illustrate final draft in a Composition book (Teachers maychoose to grade this assignment.)

At HLS, students start using a Composition and Sketch book in 3rd grade. Thebook is passed on to 4th grade, then 5th, and finally 6th so that by the end of 6thgrade they have one complete book of all their compositions in Lower School.

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Classical Studies

GENERAL OVERVIEW: 1 lesson per week 1hour and 15 minutes to 1 hour and 30 minutes per lesson Textbooks:

o D’Aulaires Book of Greek Mythso Memoria Press Study Guide

25 lessons, Unit Reviews after 5 lessons 5 Unit Assessments and 1 Final Exam Unit Reviews and Test given completed the same week Appendix: Drill Questions, Lists

Memoria Press Map of Greece Procedure is similar to Literature

MODEL LESSON: Lesson #2

Transition: Students take books out, put them on the upper left corner of desk

o Nota Bene: Students may use this transition to change shoes forupcoming P.E. class, get a drink of water, or use the restroom. Allowingstudents a few moments to walk around between subjects helps to cutdown on lesson time interruptions and fidgetiness.

Teacher skims the new lesson, and glances over previous lesson(s).

Review: Once most students appear organized, begin reviewing facts, vocabulary, and �

comprehension questions from previous lessons. This can be formatted as a standing recitation or a seated review.

o Drill Questions from Appendix (later in the school year)o Can also use Facts to Know, Vocabulary, Comprehension Questions

from past lessons.

Begin Lesson # 2 Students open study guides to Lesson 2.

Facts to Know: Teacher reads all facts aloud one time while students follow along.

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Teacher reads, students repeat difficult nameso Mark syllables or pronunciation of very challenging names

Teacher and students read all facts together Teacher directs students in highlighting test information

o This can be done at the end of the lesson too, but since I tend to forget, I do this first thing.

o Students will review highlighted items the most, however, they are still responsible for all Facts to Know during Morning Recitation

Vocabulary: Students do not write the definition of every word We discuss only the words with which they are not familiar. Discuss context if necessary to clarify the usage Defining the words:

o Call on volunteers to define the wordo Give students hints to help them reach the right definitiono Sometimes define the word for them (time constraints, too difficult)o If the word is not on a quiz/test, no need to have the same exact definition

as the answer key. A synonym will do.o If it is a quiz/ test word then write the same exact definition as the answer

key since that is what they will encounter on the quiz/test.o Use previous vocabulary words to define new vocabulary words when

possible. Students love discovering new synonyms! Teacher writes the definition on the board and students copy it into their study

guides.o neatness, accuracy

Preview Reading Comprehension Questions: This is a great way to prepare for the reading ahead. It helps students focus on the necessary details of a story.

Call on individuals to read the comprehension questions to the class. Discuss / Reword the question if necessary.

Read pages 16-21 in D’Aulaires Book of Greek Myths: Teacher reads, students follow along Stop to discuss details that answer a comprehension question. Make connections to previous lessons. Notice/ emphasize vocabulary words Briefly summarize between pages Discuss illustrations (Activities section in study guide)

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Answer Comprehension Questions: Teacher / Student reads question

o For multiple part questions, ask and answer only one part at a time Volunteers provide oral answer

o This can be done by one or more students per questiono Teacher guides them to the correct answer as needed

Teacher writes the answer on the boardo Keep the student’s words as much as possible, while improving /

condensing when necessary Students copy the answer into their study guides

o Teacher circulates to encourage good penmanship, posture, attention todetail

Nota Bene: We do not ask or write the answer to every question.o Reasons for skipping or only discussing a question orally:

Long or detailed answer Memorable moment of the chapter Was thoroughly discussed during reading time Already clearly stated elsewhere in the lesson Not on the quiz/test

o Have students mark questions that were not written down. helps parents helps you to remember when you are grading study guides for

completion

Activities: Discuss illustrations while reading Map: Use wall map and unit map (p.23) to locate places listed

o Highlight and write significance for any locations that will be on the test #1--Fill in Appendix lists with names of characters (this list will be used for the

Final Exam) Discuss other questions as time/ student knowledge permits

Closing: Class reads aloud and in unison

o Facts to Knowo highlighted vocabularyo highlighted comprehension question answers

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LESSON 2: Zeus and his Family (pp. 16-21)

FACTS TO KNOW• Amaltheia – fairy goat, horns flowed with ambrosia and nectar• Aegis – breastplate of Zeus• Metis – first wife of Zeus; goddess of prudence • Prometheus, Epimetheus – Titans who left to join Zeus in revolt• lightning bolt – Zeus’ weapon; symbol of his power• Atlas – strongest Titan; carries the sky on his shoulders• Typhon and Echidna – monsters sent by Mother Earth to fight Zeus• Mount Olympus* – highest mountain in Greece; home of the gods• Iris – fleet-footed messenger of gods; traveled on a rainbow• Hestia – goddess of the hearth; daughter of Cronus

VOCABULARY• tended by gentle nymphs • an impenetrable breastplate • goddess of prudence • cunningly tricked him • the herb would make him unconquerable • frothing waves stood mountain high • venom dripped from his evil eyes • Echidna, his hideous mate • She cowered [cower] in a cave • a gown of iridescent drops

COMPREHENSION QUESTIONS• What good advice did Metis give Zeus regarding Cronus?

45Lesson 2: Zeus and his Family (pp. 16-21)

• List the allies of Zeus and describe how Metis helped Zeus acquire them. • Who were Prometheus and Epimetheus? Why did they join Zeus in the fight with the Titans? • What were the weapons the Cyclopes made for Zeus and his brothers? • Describe the monsters Typhon and Echidna. • Who built the palace for the gods? Describe it.

ACTIVITIESIdentify:

• p. 16 – Amaltheia, Zeus, ambrosia, nectar, nymphs• p. 18 – Echidna, Echidna offspring. Why did Zeus let Echidna live? • p. 19 – Zeus, Zeus’ weapons• p. 20 – Iris, Mt. Olympus, gate of clouds, goddesses of seasons• Map – Mt. Olympus• Begin filling in the list (Appendix) of Greek heroes hidden in youth. Who would be added first?• Can you think of other Biblical or Roman history examples?• What is a modern atlas?• Explain the expression, “A revolution eats its children.” Discuss how it is illustrated in Greek mythology.

46 Lesson 2: Zeus and his Family (pp. 16-21)

DRILL QUESTIONS FOR GREEK MYTHOLOGY

• The Greek name for Mother Earth. • The Greek name for Father Sky. • The first children of Mother Earth. • The second children of Mother Earth. • The deepest, darkest pit under the earth. • The Titan son who overthrew Father Sky. • The Golden Age of Man was during his reign. • The food and drink of the gods. • The son of Cronus who led the rebellion against the Titans. • The two Titan sons who fought with Zeus against the Titans. • The fleet-footed messenger of the gods who ran along the rainbow. • Zeus’ bride who was changed into a white cow and fled to Egypt. • He had 100 eyes and was bored to death by Hermes. • The home of the gods. • She arose from the sea and the Three Graces were her attendants. • The four things that follow war. • The constant companion of Ares. • She sprang fully formed from the head of Zeus. • The spirit of victory, the constant companion of Athena. • She was skilled in weaving, but Athena turned her into a spider. • The fifty sea nymphs. • The most sacred place in Greece. • He was attacked by his own hounds after Artemis turned him into a stag. • When her children died, she wept so long the gods turned her into an unfeeling rock. • The mighty hunting companion of Artemis and the brightest constellation in the sky. • He stole the white cows of Apollo. • He leads the dead down to Hades. • The river that flows around the underworld. • The ferryman of Hades. • The three-headed dog that guards the gates of Hades. • Queen of the underworld. • He kidnapped Demeter’s daughter. • The food of the dead. • Winter and Spring come when she leaves and returns to Earth every year. • The heroes in the underworld live here. • The spring of forgetfulness in the underworld. • The only one of the 12 great gods whose mother was mortal. • He changed pirates into dolphins after they kidnapped him.

47Drill Questions for Greek Mythology

D’AULAIRES’ PRONUNCIATION GUIDE

This pronunciation guide has been written as a companion to D’Aulaires’ Book of Greek Myths. Names are as pronounced in the American Heritage Dictionary of the English Language, published in 1969. These spellings are a modification and simplification of the Traeger-Smith system of phonetic spelling.

VOWEL PRONUNCIATION ah “father”aw “caw” (like a crow)ay “bait”air “air”eh “head”ee “me”ih “it”i “eye”o “bone”uh “ughh” u “put”oo “food”

CONSONANT PRONUNCIATION

s as in “seed”th as in “thing”th as in “this”ks as in “kicks” or “fox”z as in “zoo”

NAME PRONUNCIATIONAchilles Uh kill eesAcropolis ah krah po lisActaeon ak tee onAdmetus Ahd may tuhsAeëtes Ah ee teesAegina ee gee nahAegis eh jihsAegyptus ih jip tuhsAeneas Uh nee ahsAeolus ee o luhsAerisius a ree see uhsAethra Ay thrahAgamemnon Ag ah mehm nahnAgenor ah geh norAlcestis Al sehs tisAlcmena Alk mee neeAlmatheia Ahl mah thee ahAmbrosia am bro zhyehAmphitrite amfihtri tee (Similar to aphrodite) Anchises An ki seesAndromeda an drahm eh dehAntaeus An tay uhsAntigone An tih go neeAphrodite af roh di teeApollo ah pah lohArachne ahr ack neeArcadia ahr kay dee ahAres Ehr eezArgonauts Ar go nawts

NAME PRONUNCIATIONArgos Ar gahsArgus ahr gusAriadne Air ee ahd neeArtemis Ar teh mihsAsclepius as klee pee uhsAsopus ah so puhsAtalanta At ah lant ahAthena ah thee na Athenians ah thee nee ansAtlas at lehsAtropos a tro pahsAugeas aw jee uhsBellerophon beh lehr o fonBoreas bor ee ahsBosporus bos por usCadmus cad musCairn karnCalliope kah li uh peeCasiopeia ka see oh pee ahCastor Ka sturCaucasus kaw kuh sihscentaurs sen torsCepheus see fe ehsCerberus sur bur usCharon kar onCharybdis Kar ihb dihsChimera kih meh rahChios kee osChiron ki rahn

48 D’Aulaires’ Pronunciation Guide

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Literature

GENERAL OVERVIEW

3 lessons per week allow 1 hour per lesson Textbooks:

Farmer Boy + Farmer Boy MP study guide 29 lessons, 3 Unit Reviews, comprehensive review 3 quizzes, 1 Final test Appendix with supplemental information

Charlottes’s Web + Charlotte’s Web MP study guide 22 lessons, 3 Unit Reviews, comprehensive review 3 quizzes, 1 Final test Appendix with supplemental information

The Moffats + The Moffats MP study guide 24 lessons, 2 Unit Reviews, comprehensive review Each book chapter is divided into two lessons (ie. Chapter: Part 1,

Part 2) 2 quizzes, 1 Final test Appendix with supplemental information

MODEL LESSON: Charlotte’s Web, Chapter 5

Transition: Students take book/study guide out. Book placed on left, study guide on right.

NOTE BENE: Students may use this transition time to get a drink of water, usethe restroom, get Kleenex, or sharpen pencils. Allowing a few moments between subjects for these details helps to alleviate class interruptions and fidgeting.

Teachers may use the time to skim the previous lesson.

Review: I have found it helpful to make recitation note cards for all the vocabulary words

that will be on each upcoming quiz and run through the previously learned wordsbefore the new lesson. May be done standing or seated. I’ve noticed a definite improvement on this section of the tests as a result.

Ask for a short verbal recap of the previous lesson, to set today’s lesson incontext. This also helps develop student narration/summarizing skills.

Begin Lesson, Charlotte’s Web Lesson 5: Reading Notes: read through together.

Teacher reads bold print, a student reads the definition. Discuss or explainas needed for understanding.

Throughout lessons, make connections with other curriculum subjects. (ie.Latin)

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Vocabulary words : complete the section together. Highlight any words that will appear on the quiz. Ask students for a definition. (discourage mere guessing) Write the correct

definition on the board as students copy it into their books. NOTE: use the exact wording for highlighted vocab, as these are the words

that will appear on the quiz. Using a different definition here is very confusing when they take the test!

Comprehension Questions: Read through the questions orally. Encourage students to be looking for

the answers to these specific questions as you read the chapter together. As the year progresses, teach them to jot down the page number where the

answer is found in the study guide margin as you read. Highlight any Comprehension Questions that will be on the quiz. At this

point I also have them highlight any Discussion Questions or Enrichmentsections that will be on the quiz.

Read the chapter aloud. At the beginning of the year, I do the oral reading exclusively. This saves

time as they are learning the routine and adjusting to more writing in thestudy guide. It also gives them an example of skillful oral reading.

After Christmas break, the students read aloud. Start at one row and gradually snake around the room, so each student gets a turn every day. I don’t call on students; they watch and are ready for their turn as it comes.If they are not ready, we skip them and go on to the next student. (This keeps them attentive. ) They read only one paragraph, no matter how long/short, including dialogue. I sometimes divide really long paragraphsin half.

Try to note vocabulary words as you come to them in the text. At some point early in the year, take a few moments to explain to them

what makes for good oral reading. (ie. read slowly and loudly, hold bookaway from face, direct voice “up and out”, enunciate carefully, sound outunfamiliar words)

Back to the Comprehension Questions: Answer the questions, asking for one or two student volunteers. As you write the answer on the board, edit as needed, using student’s

words as much as possible. Answers need not be exactly as written inteacher guide.

Students copy it into their study guide exactly as written. Teachercirculates to encourage neatness, accuracy, attention to detail.

As the year progresses, take a little more time to allow them to formulate agood sentence before writing it on the board.

Quotations: read and fill in any blanks.

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Discussion Questions: Always do the ones that will be on the quiz. Write down the answer to

these in the unit review. (see study guide, pg. 23) Don’t feel you must answer them all. Complete as time allows.

Enrichment: Complete as time allows. Always do the sections that will be on the quiz

together. Discuss and explain the literary terms. Try to do at least one Focus Passage per week. These help train accuracy in

seeing details and copying into another book.

Miscellaneous

We allow a day to do the Unit Review sections together in class, if possible. Generally don’t have time to do it all. Always review the definitions of Character,

Setting, and Plot, as these are on the Final test. I usually do the Plot section for ageneral review of chapter events. The Storyboard or Illustration pages are assigned as free time work; not graded.

We do the Vocabulary page together; generally only completing the words on thequiz. This can also be assigned as homework or seatwork.

Always review the Short Answer questions, filling in as needed.

Questions

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Reading Notes

Charlotte A. Cavatica a reference to a barn spider’s scientific name, Araneaus cavaticus

inheritance a genetic characteristic passed from parent to offspring

“by my wits” by cleverness

Vocabulary

1. I didn’t mean to be objectionable. _________________________________________________________

2. He lay down meekly in the manure ________________________________________________________

3. A fly … blundered into the lower part of Charlotte’s web _____________________________________

4. and although he detested flies, he was sorry for this one. ____________________________________

5. Wilbur was merely suffering the doubts and fears ___________________________________________

Comprehension Questions

1. What word does Charlotte use to greet Wilbur? What Latin root means “greetings”? What is the

opening of a friendly letter called? _________________________________________________________

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2. How does the author describe Charlotte? How does Charlotte describe herself? ________________

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3. What does Charlotte do for a “living”? How does she capture prey? ___________________________

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4. How does Charlotte defend herself and convince Wilbur that webs are a good thing? ____________

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Chapter V: Charlotte

offensive,unpleasant

humbly

movedcarelessly,clumsily

strongly disliked

only; simply

Charlotte greets Wilbur with “Salutations!” The Latin root

is “salut-”. The opening of a letter is called the “salutation.”

TheauthordescribesCharlotteasalarge,grayspider,aboutthesizeofagumdrop.Charlotte

describesherselfaspretty,notveryflashy,andnear-sighted.

Charlotte is a “trapper.” She builds webs and traps insects. She traps and eats insects by rolling

and wrapping them in silk jets when they get stuck in her web. She then puts them to sleep

(anesthetizes them) until she is ready to eat them.

Sheclaimsshehastoeatandnoonebringsherfood.Also,toomanyinsectswoulddestroy

the earth.

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Quotations

“Well,” he thought, “I’ve got a new friend, all right. But what a gamble friendship is!”

Who said this? ________________________________________ On what occasion? _____________________________________

Wilbur was merely suffering the doubts and fears that often go with finding a new friend. In good time he was to discover that he was mistaken about Charlotte. Underneath her rather bold and cruel exterior, she had a kind heart, and she was to prove loyal and true to the very end.

Discussion Questions

1. Before Charlotte greets him, Wilbur is impatient, embarrassed, and humble. Describe how Wilbur

demonstrates these qualities toward the beginning of the chapter.

2. Describe in detail Charlotte’s process for obtaining food.

3. Contrast how Charlotte obtains her food compared to how Wilbur receives his. What does this say

about Charlotte?

4. *Explain Wilbur’s statement, “… what a gamble friendship is!” in the first quote above.

Enrichment

Dialogue is back-and-forth conversational exchange. Each time a new character begins speaking, there is a new set of quotation marks, and a new paragraph begins with indentation.

Directions: Copy the dialogue between Charlotte and Wilbur from page 37 (beginning with “‘My name,’ said the spider …” and ending with “… as clearly as you can see me.” Spelling, punctuation, and capitalization should be perfect.

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Chapter V: Charlotte

Wilbur after meeting Charlotte

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THE HAPPY FARMERUnknown

Let the mighty and greatRoll in splendor and state,I envy them not, I declare it.I eat my own lamb,My own chicken and ham;I shear my own sheep and I wear it.

I have lawns and green bowers,Fresh fruits and fi ne fl owers,Th e lark is my bright morning charmer.So God bless the plowIn the future as now—A health and long life to the farmer.

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COPYBOOK: Copy the poem in the space below. Use the box on the previous page to illustrate the poem.

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VOCABULARY:

splendor great fame; glory

state ceremony; pomp

shear to remove fl eece by cutt ing

bower a shady, leafy spot

ANALYZE:

1. Think about the rhyming structure of this poem. Label each line and then write out the rhyme scheme.

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2. Underline the places where this poem uses alliteration.

1 Let the mighty and great _____

2 Roll in splendor and state , _____

3 I envy them not, I declare it. _____

4 I eat my own lamb, _____

5 My own chicken and ham; _____

6 I shear my own sheep and I wear it. _____

7 I have lawns and green bowers, _____

8 Fresh fruits and fi ne fl owers , _____

9 Th e lark is my bright morning charmer. _____

10 So God bless the plow _____

11 In the future as now— _____

12 A health and long life to the farmer. _____

A

A

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B

A

A

B

C

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B

AABCCB for each stanza

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COMPREHENSION QUESTIONS:

1. Who are the mighty and great? ________________________________________________________________

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2. What does it mean to “roll in splendor and state”? Who do you think does this? _____________________

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3. Why does the farmer not envy the “mighty and great”? __________________________________________

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4. The farmer is able to sustain himself from his farm with almost everything he needs. What are the things

he is able to get from his farm? ________________________________________________________________

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5. Why is the lark “a bright morning charmer”? ___________________________________________________

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6. The farmer asks God to “bless the plow.” What does a plow represent to a farmer? __________________

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7. The title of the poem reveals to us that this farmer is happy. Why is the farmer happy? _______________

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The mighty and great are the wealthy and powerful; the nobility; those

not working for their livelihood, i.e., the aristocracy.

to live opulently, in

luxury and grandeur; people who have an elevated status in society

He has all he needs, and takes pride in

providing it.

food (lamb, chicken, ham, fruit), clothing, places to rest and play,

beauty from fl owers

The lark sings beautifully to the farmer as he works in

the morning.

The plow represents the farmer’s work and harvest, his livelihood; without the plow, the farmer

cannot survive.

He thoroughly enjoys his work and reaping the benefi ts of it.

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“Timeline” Time is very abstract to children. To a child, Caesar Augustus and George Washington are both figures from the hazy, distant past. It means nothing to them that these two men were from completely different eras who spoke different languages, lived on different continents, had different social customs, and political ideals. Again, placing historical characters and events in their proper time are confusing to children. This is why a timeline is so crucial to helping students have a framework to see the big picture. A timeline orients children and develops context for understanding history.

Memoria Press’ timeline curriculum is for the lower school grades of 3-6th grade. Students master a total of 60 events over the course of these four years as they memorize, build on, and recite every year. The timeline can be implemented in your lesson plans easily as there are 11 dates/events for 3rd grade, 19 additional dates for 4th grade, 11 more for 5th grade, and 19 more for 6th grade - totaling 60. So one does not even need to be taught every week. Every other week or every once in awhile when you have extra time to do so. It is best to have it actually written into your lesson plans and to try to spread it out throughout the year, in the meanwhile, reciting and trying to memorize the timeline events and dates from the beginning of the year and periodically reviewing them during your regular recitation time.

The timeline curriculum consists of the Timeline composition and Sketchbook for students, the Timeline handbook for teachers, student timeline flashcards, and timeline cards for the classroom wall.

Let’s go through these one by one: ● First, the timeline flashcards for the wall. We are required as HLS lower school teachers

to display these in our classrooms, only the ones that we learn as a class, however, So Ionly have the eleven dates displayed on a bulletin board. I feel as if it’s a littleoverwhelming to have them all up at once for third graders. (Explain and show thepicture of a sample wall arrangement: picture of Christ in the center, BC and AD, eventsand dates are on the same side for the wall cards. Cards can be added to the timelineas they are studied each year.

● Second, timeline flashcards for the students are set up differently. The date is on oneside and the event is on the other. That way they can use them to review and practice.There are several ways to hand these over to your students. Here’s how we do it atHLS. We give the students the cards they will learn for that year at the beginning of theyear, that way they can be practicing them at home. The rest of the cards we keep andpass on to the next years’ teacher.

*Both the wall flashcards and the student flashcards are color-coded in the same way. So ourtimeline has been broken down into three major categories - the Ancient World, the MiddleAges, and the Modern World. These major categories are then further divided into sub-categories, so for example - the ancient world consists of Bible, Greek, and Roman events. Thecolors for each period in history are Purple for Bible, Green for Greece, Red for Rome, Blue for

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the Middle Ages, and Brown for American history. These dates and events correspond loosely to what students are learning in either Christian Studies or Classical Studies.

● Third, the Composition and Sketchbook is for the children to write in and illustrate as youintroduce and learn about a new date/event. The handbook is for you to use as youguide students through the lesson about a new timeline date.

For the very first lesson, I would introduce the timeline by using myself as an example and writing a timeline of my own life on the board. This is a fun way not only to help students grasp the concept of chronological order in history, but also to allow students to learn a little bit about you at the beginning of the school year. Or you can have students write a timeline of their own lives, which they love too. Include birth, kindergarten, lost first tooth, vacation to Disneyworld, little brother is born, third grade, etc. Then, show them the Timeline you’ve set up on the wall or on a bulletin board and explain how the birth of Christ is at the center of all time, that all time is dated by when Christ was born, so that before Christ was born, time is dated as BC. After Christ’s birth, it is dated as AD. You can even have a little Latin lesson as you teach them what AD stands for. Then, right from the beginning starting in third grade, practice the timeline. Say the event and the date in order as a recitation. After you’ve done this for a few weeks during recitation time, ask them questions also. Call on students in a rapid fire fashion.

Let’s look at the two pages for the Creation and Fall event. This is introduced in third grade. Students have already read about this event in Christian studies which makes it an easy one to teach through. Each event has three sections: Key participants, key location, and event description. Since students should already theoretically be familiar with this story, simply ask them questions, while you write the answers on the board. I would recommend that at this point, students are simply listening and participating through raising their hand, no writing yet:

Who were the key participants in this story? What is the key location? If you can find the location on a map, do so! For the event description, have specific questions to guide them to a summary, instead of point blank asking them to summarize. Who created the world? How did He do this, do you remember the Latin phrase we learned to describe the manner in which God created the world? How many days did it take God to create the world? What did He do on the 7th day? What was the name of the first man? What was the name of the first woman? What instruction did God give to Adam and Eve? Who deceived Eve? What did she and Adam do? What happened to Adam and Eve?

Then, after asking these questions, compose a summary for them. I highlight a portion of the description in the book ahead of time and ask my questions based on that, then I write the summary on the board and have students copy it neatly and accurately. Then, I allow them to illustrate it. Perhaps give them ideas about how to illustrate it - what God did on the days of Creation, the serpent tempting Eve, the Perfect Garden of Eden. Some children are at a loss as to how to do this without guidance. Then make sure to solidify the date and event by drilling it several times that day and throughout the week.

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Read-Aloud Book ListThese are books that we have chosen for you to read aloud to your third graders. We have chosen them because of their beauty in prose, art, and content. You may purchase this set of books directly from Memoria Press, or your local library should have the majority of these. Your librarian should also be able to point you in the direction of other great books if you choose not to use the books on our list. We feel it is essential that you read to your children, and when you read aloud, choose books that are a grade level above your children’s reading level. Choose good books that have survived the test of time—books that are well writt en and beautifully illustrated.

Week Novels: Author

1-2 Winnie the Pooh A. A. Milne

3-5 Mary Poppins P. L. Travers

5-8 D’Aulaires’ Book of Norse Myths Ingri & Edgar Parin d’Aulaire

7, 13, 17, 20 American Tall Tales Mary Pope Osborne

9-10 The Saturdays Elizabeth Enright

12-13 James Herriot’s Treasury for Children James Herriot

15-16 A Day on Skates Hilda van Stockum

16-19 The Magician’s Nephew C.S. Lewis

20-23 Where the Mountain Meets the Moon Grace Lin

24-27 The Borrowers Mary Norton

27-33 The Secret Garden Frances Hodgson Burnett

Week Picture Books: Author3 Casey at the Bat Ernest Lawrence Thayer

6 Cupid and Psyche M. Charlott e Craft

6 They Were Strong and Good Robert Lawson

9 The Stranger Chris Van Allsburg

10 Persephone Sally Pomme Clayton

11 Chanticleer and the Fox Chaucer/Cooney

11 Rikki Tikki Tavi Rudyard Kipling

11 Squanto and the Miracle of Thanksgiving Eric Metaxas

11 Over the River and Through the Woods Lydia Maria Child

13 Why Christmas Trees Aren’t Perfect Richard H. Schneider

14 An Orange for Frankie Patricia Polacco

14 The Nutcracker Janet Schulman (based on original)

14 The Nutcracker Stephanie Spinner (based on ballet)

14 ’Twas the Night Before Christmas illustrated by Matt Tavares

14 Christmas Day in the Morning Pearl S. Buck

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15 The Tale of the Firebird Gennadii Spirin

16 Thomas Jeff erson Builds a Library Barb Rosenstock

21 Rapunzel Paul O. Zelinsky

22 King Midas and the Golden Touch M. Charlott e Craft

22 Pegasus Mariana Mayer

23 The Tale of Three Trees retold by Angela Elwell Hunt

28 The Litt le Match Girl Hans Christian Andersen

29 The Ugly Duckling Jerry Pinkney & Hans Christian Andersen

9

Third Grade American Studies Book ListWeek Title Author

1-2 Leif the Lucky Ingri & Edgar Parin D’Aulaire3-4 Meet Christopher Columbus James T. de Kay5-6 Pocahontas Ingri & Edgar Parin D’Aulaire7-9 The Cabin Faced West Jean Fritz

10-11 Meet George Washington Joan Heilbroner12-13 Sarah, Plain and Tall Patricia MacLachlan14-15 Daniel Boone Augusta Stevenson16-17 Meet Thomas Jeff erson Marvin Barrett

18 The Bears on Hemlock Mountain Alice Dagliesh19-20 Benjamin Franklin Ingri & Edgar Parin D’Aulaire

21-22 Meet Abraham Lincoln Barbara Cary23-24 Clara Barton Augusta Stevenson25-27 Riding the Pony Express Clyde Robert Bulla28-29 Helen Keller Katharine Wilkie30-31 Laura Ingalls Wilder Beatrice Gormley32-33 A Penny’s Worth of Character Jesse Stuart

Fourth Grade American Studies Book ListWeek Title Author

1-3 Ben and Me Robert Lawson4-7 Mr. Revere and I Robert Lawson8-9 Liberty: How the Revolutionary War Began Lucille Recht Penner

10-11 Louisa May Alcott Beatrice Gormley12 Hiawatha Henry Wadsworth Longfellow

(Pictures by Susan Jeffers)

13-16 Benjamin West and His Cat Grimalkin Marguerite Henry17-19 The Sign of the Beaver Elizabeth George Speare20-21 Molly Pitcher Augusta Stevenson22-26 The Wright Brothers Quentin Reynolds27-34 Caddie Woodlawn Carol Ryrie Brink21-22 Meet Abraham Lincoln Barbara Cary23-24 Clara Barton Augusta Stevenson25-27 Riding the Pony Express Clyde Robert Bulla28-29 Helen Keller Katharine Wilkie30-31 Laura Ingalls Wilder Beatrice Gormley32-33 A Penny’s Worth of Character Jesse Stuart

6

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“English Grammar 1”

Let’s start with a definition first of all - what is grammar? The study of the way sentences in a language are constructed, especially morphology(the patterns of word formation in a particular language, including inflection, derivation,etc.) and syntax(the study of these patterns); the study of the rules accounting for these constructions. It’s important when talking about grammar, to actually know what grammar is. When you survey modern “grammar” books, however, we do not see them strictly teaching grammar. Most modern grammar books and grammar classes are more of a language arts class and cover composition, mechanics, punctuation,usage and capitalization, with a little bit of grammar. The grammar section is sometimes relatively small in comparison to the rest of the book. So now that you know or have been reminded of what grammar is, why study it? Why study the way sentences in a language are constructed or the rules accounting for the construction? This is an important question. It’s a question that is asked all the time by modern educators who in many cases are calling for the study of grammar to be altogether eliminated from the language arts curriculum.

Why teach grammar? Why have a language in which to talk intelligently about language? I think the best answer as a Classical, Christian school is to say because we’re human, because we’re made in the image of God, because God Himself, the son of God took on our human flesh and spoke a human language Let me quote to you from one my favorite pastors: “The manger and the cross were not sensational. Neither are grammar and syntax. But that is how God chose to reveal Himself. A poor Jewish peasant and a prepositional phrase have this in common; they are both human and they are both ordinary. That the poor peasant was God and the prepositional phrase is the Word of God does not change this fact…” This is one of the most compelling reasons for giving students rigorous and disciplined training in grammar. We need a language in which to talk about language because language is fundamental to who are as humans made in the image of God and being recreated in the image of Christ. Therefore, an alphabet must be learned, as well as vocabulary, grammar, syntax, the rudiments of logic, and the way meaning is imparted through sustained connections of sentences and paragraphs. Now let’s talk about the EGR program specifically:

1. The rationale for the EGR program is that the mastery of terms, definitions, andfacts should precede mastery of application. This is consistent with the triviumand the grammar stage of learning.

2. The name grammar actually comes from the early Renaissance when the majorsubject of the elementary years was the Latin grammar. Young studentsmemorized Latin grammar forms - conjugations and declensions. As studentsgot older, they transitioned to more syntax and translation. Again, this is

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consistent with the trivium, memorization for the younger students and a logic-level and translation skills for the older students.

3. However, the decline of the study of Latin began a steady process of overalldecline in our schools. Latin was replaced with English grammar. In fact, we cantrace the development of diagramming to when the study of Latin grammardeclined. Because English grammar is not as regular and lacks inflection,diagramming was seen as a way to demonstrate the constructions of sentencesand make abstract English more concrete. But is this the best use of classroomtime for the grammar stage of learning?

4. The EGR program has been designed to be consistent with our understanding ofwhat grammar is and how best to teach it in the grammar stage - withmemorization for younger students.

5. So let’s back up - we are a Latin school and we believe in restoring Latin to itscentral place in the curriculum. We also believe that Latin is where studentsshould be learning their grammar. The primary language lesson should be inLatin class. So this curriculum is also designed to loosely reinforce the grammarstudents are already learning in Latin and now simply connecting with their ownlanguage. No other curriculum that we found served this two-fold purpose: toemphasize the memorization of facts, terms, and definitions which are consistentwith the grammar stage and to be an effective companion to the study of Latin.

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LESSON 2: Capitalization

REVIEW RECITATION: □ Capitalization Rules #1-2

LESSON:

Capitalization Rule #3: Capitalize words that show family relationship if used as a name, but not if preceded by a possessive pronoun.

Ex. 1 I asked Mom and Aunt Mary to teach me to cook.

Ex. 2 I asked my mom and my aunt to teach me to cook.

Capitalization Rule #4: Capitalize the fi rst word and all important words in titles of books, poems, stories, fi lms, works of art, and magazines.

Ex. 1 We memorize the poem “Horatius at the Bridge.”

Ex. 2 We watched the movie Anne of Green Gables.

Ex. 3 The Pieta is a sculpture by Michelangelo.

COPYWORK:

Capitalization Rule #3: ____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Ex. 1 _______________________________________________________________________

Ex. 2 _______________________________________________________________________

Capitalization Rule #4: ____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Ex. 1 _______________________________________________________________________

Ex. 2 _______________________________________________________________________

Ex. 3 _______________________________________________________________________

PRACTICE A: Circle the words that should be capitalized.

1. i visited my aunt in the hospital.

2. mother and father were both working in the yard.

14 Lesson 2: Capitalization

consistent with the trivium, memorization for the younger students and a logic-level and translation skills for the older students.

3. However, the decline of the study of Latin began a steady process of overalldecline in our schools. Latin was replaced with English grammar. In fact, we cantrace the development of diagramming to when the study of Latin grammardeclined. Because English grammar is not as regular and lacks inflection,diagramming was seen as a way to demonstrate the constructions of sentencesand make abstract English more concrete. But is this the best use of classroomtime for the grammar stage of learning?

4. The EGR program has been designed to be consistent with our understanding ofwhat grammar is and how best to teach it in the grammar stage - withmemorization for younger students.

5. So let’s back up - we are a Latin school and we believe in restoring Latin to itscentral place in the curriculum. We also believe that Latin is where studentsshould be learning their grammar. The primary language lesson should be inLatin class. So this curriculum is also designed to loosely reinforce the grammarstudents are already learning in Latin and now simply connecting with their ownlanguage. No other curriculum that we found served this two-fold purpose: toemphasize the memorization of facts, terms, and definitions which are consistentwith the grammar stage and to be an effective companion to the study of Latin.

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3. uncle mark and i were helping them plant trees along the fence.

4. i went with my brother to the grocery store.

5. has grandmother fi nished all the baking?

6. my grandfather helped build this barn.

7. my sister and my brother are both excellent students.

8. has aunt mary fi nished her book?

PRACTICE B: Circle the words that should be capitalized.

1. shakespeare wrote the play romeo and juliet .

2. my favorite book is litt le house on the prairie .

3. the mona lisa is a famous painting by Leonardo da Vinci.

4. we will read the book the trojan war this year in class.

5. the wizard of oz was released in 1939.

6. my parents subscribe to the new york times and reader’s digest magazine.

7. hilary has read the legend of sleepy hollow several times.

8. joseph must recite the poem “ i never saw a moor ” tomorrow.

PRACTICE C DICTATION: On the facing page, study Capitalization Rules #3-4 and the examples carefully. When you are ready, fold the facing page back so that you cannot see the examples. Write the examples below as your teacher dictates them aloud. Read over your work thoroughly, and then fold the facing page back and check your work for errors.

Capitalization Rule #3:

Ex. 1 _______________________________________________________________________

Ex. 2 _______________________________________________________________________

Capitalization Rule #4:

Ex. 1 _______________________________________________________________________

Ex. 2 _______________________________________________________________________

Ex. 3 _______________________________________________________________________

QUIZ:

Oral: Recite* □ Capitalization Rules #3-4

Writt en (Dictation on blank paper): □ Capitalization Rules #3-4 Examples

*Memorization optional 15Lesson 2: Capitalization

79

LESSON 6: Sentences

REVIEW RECITATION: □ Capitalization Rules #1-10

LESSON: *Grammar Question #1: What is a sentence? A sentence is a group of words expressing a complete thought.

Ex. Charlott e is a spider.

*Grammar Question #2: What are the two parts of every sentence?The two parts of every sentence are the subject and the predicate.

*Grammar Question #3: What is a subject?The subject tells who or what the sentence is about.

Ex. Charlott e is a spider. Charlott e is the subject

*Grammar Question #4: What is a predicate?The predicate tells what the subject is or does.

Ex. 1 Charlott e is a spider. is a spider tells what Charlott e is

Ex. 2 Charlott e eats insects. eats insects tells what Charlott e does

COPYWORK:

Grammar Question #1: ___________________________________________________________

Answer: _________________________________________________________________________

Ex. ________________________________________________________________________

Grammar Question #2: ____________________________________________________________

Answer: _________________________________________________________________________

_________________________________________________________________________________


Answer: _________________________________________________________________________

Ex. ________________________________________________________________________


Answer: _________________________________________________________________________

Ex. 1 _______________________________________________________________________

Ex. 2 _______________________________________________________________________

26 Lesson 6: Sentences

80

PRACTICE A: Write sentence beside each sentence and fragment beside each fragment. (A fragment does not have a subject and verb.)

____________________ 1. I like to play checkers.

____________________ 2. The litt le girl in the pink dress.

____________________ 3. We ate the delicious pie.

____________________ 4. Joshua raced across the lawn.

____________________ 5. Bouncing up and down.

____________________ 6. The green chair with the brown cushion.

____________________ 7. Mrs. Logan laughed.

____________________ 8. Grapes and avocados.

____________________ 9. Wagged his tail.

____________________ 10. Walked across the rugged terrain.

PRACTICE B: Put a dividing line between the subject and predicate. The dividing line will usually come right before the verb.

1. Joseph| journeyed to Egypt.

2. The young lady| sat on the bench.

3. God| made the sun, moon, and stars.

4. Paul| preached the Good News.

5. The beautiful fl owers| bloom in early spring.

PRACTICE C: Draw a dividing line between the subject and predicate.

1. Mother| loaded the vehicle.

2. Gina| planned a surprise party.

3. The trees |lost their leaves.

4. Brett | worked diligently on his lesson.

5. The oldest child |helps the younger ones.

ORAL QUIZ: Recite answers with examples.

□ Grammar Questions #1-4

27Lesson 6: Sentences

81

UNIT III REVIEW: Pronouns, Adjectives, & Adverbs

REVIEW RECITATION: □ Grammar Questions #15-23

PRACTICE A: Choose descriptive adjectives to complete the following sentences. (Answers will vary.)

1. The _____________________________ girls packed their suitcases.

2. We waited for the __________________________________ train.

3. ________________________________ boys were chasing a dog.

4. He raises ____________________________ horses.

5. We ate the _________________________ ice cream.

PRACTICE B: Write three adjectives to describe each noun. (Answers will vary.)

1. fox

_______________________________________

_______________________________________

_______________________________________

2. gentleman

_______________________________________

_______________________________________

_______________________________________

3. infant

_______________________________________

_______________________________________

_______________________________________

4. table

_______________________________________

_______________________________________

_______________________________________

50 Unit III Review: Pronouns, Adjectives, & Adverbs

82

PRACTICE C: Replace the word(s) in italics with the appropriate pronoun.

1. The baby boy __________ was born on December 3, 2011.

2. Will Mrs. Jackson __________________ return our quizzes today?

3. We are making the fi nal preparations for the banquet __________________ .

4. Erin gave Susan __________________ some of the peach.

5. The teacher asked Alex, Noah, and Evan ____________________ to clean their desks.

6. Will you please answer the telephone ___________?

7. The dogwood trees _________________ are in bloom.

8. Gavin and Ashton played with Rebecca and me _____________ .

9. Jesus spoke to his disciples _____________________ about his crucifi xion.

10. Megan _______________ will prepare the agenda for our meeting.

PRACTICE D: For each italicized adverb, tell which question it answers.

1. The professor entered the classroom calmly.

_______________________________________

2. The package arrived yesterday.

_______________________________________

3. The ice cream melted quickly.

_______________________________________

4. The strong horses effi ciently pulled the heavy load.

_______________________________________

5. Their playful dog stays outside.

_______________________________________

PRACTICE E: Choose adverbs to complete the following sentences. (Answers will vary.)

1. The student ______________________ answered the question.

2. We worked on the art project ____________________________ .

3. The fl owers __________________________ wilted.

4. Erica sings _________________________________ .

5. The beautiful painting was hung ___________________________________ .

ORAL TEST: Recite answers with examples.

□ Grammar Questions #15-23

51Unit III Review: Pronouns, Adjectives, & Adverbs

83

Spelling

● We use Pearson’s Spelling Workout, Book D for third grade at HLS. It takes asolid phonics and structural analysis approach to encoding. The close tiebetween spelling and phonics allows each to reinforce each other.

● Create a spelling template for each list, that includes space for the list to becopied daily for seatwork. Pass out on the first day of the week. List can gohome and come back to school each day so that spelling can be reviewed forhomework, but list can also be copied for seatwork.

● On the first day of each lesson, begin with an optional warm-up test. Read the tipand the reading selection. Write each word on the board, discussing andanalyzing each one for spelling patterns specific to the spelling lesson as well asothers that students already know.

● Say - Spell-Say the list words together each day as part of your drill and review.● Work through the exercises in the workbook together as time allows throughout

the week.● Play review games as time allows: use whiteboards, spelling bees, “Don’t Break

the Ice,” etc.● Administer test using sentences in book or your own sentences on the last day of

the week. Make sure to carefully instruct students as to how to set up their paperfor the spelling test.

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LESSON 1: Consonant Sounds

PHONICS GUIDANCE AND RECALL• Phonics Rule #5 – Silent e at the end of a one-syllable word makes the vowel before it say its

name.• Phonics Rule #6 – The vowels i and o may be long when followed by two or more consonants. • Syllabication Rule #3 – Divide words between consonants and double consonants, but not

between consonant blends and teams.• Syllabication Rule #4 – The le at the end of the word makes a new syllable and usually captures

the consonant before it.

TEACHING REFERENCE• Begin your lesson with a brief review of consonant blends and teams as well as long and short

vowel sounds. • Review how to syllabicate by placing the flat of your hand under your chin and counting the

number of times the chin moves the hand when saying the word aloud. Remind students all syllables must contain a vowel.

• Syllables can end with a long vowel (open syllable) but not a short vowel (closed syllable).• There are three common word endings with a schwa vowel and r, -er, -or, -ar.

WORD STUDY QUESTIONS1. Which words are spelled with a consonant blend? (twelve, swift, traffic)2. Which words are spelled with a double consonant? (banner, hammer, barrel, dollar, letters,

bottles, gallon, traffic)3. Which word ends with a hard c, sounded as /k/? (traffic)4. Which word is a CVCC word with a long vowel sound? (wild)5. Which words are plural? (letters, bottles)6. Which words end with r-controlled schwa vowels? (banner, later, hammer, dollar, letters)7. Which word has an r-controlled vowel with /ā/? (barrel)8. Which words end with a schwa vowel and n? (seven, gallon, eleven)9. Which words end with /le/? (pineapple, barrel)

SYLLABICATION REFERENCE LISTban · ner ham · mer si · lent pine · ap · plehun · dred twelve wild filmfame bar · rel un · til gal · lonla · ter dol · lar swift traf · ficsev · en let · ters bot · tles e · lev · en

4 Lesson 1: Consonant Sounds

85

Consonant Sounds

Objective To spell words with single and double consonants

Correlated Phonics Lessons MCP Phonics, Level D, Lessons 1-2

Spelling Wards in Action Page sIn this selection, students read to find out about

a dangerous stunt that an adventurous woman performed about a century ago. Invite students to discuss what Anna Taylor did and what they think about it.

Encourage students to look back at the boldfaced words. Ask volunteers to say each word and identify the consonant sounds.

Warm-Up Test 1. Each Olympic team carried its country's

banner.2. The number after ninety-nine is one hundred.3. Babe Ruth achieved fame as a baseball player.4. Did the school bus arrive later than usual?5. The number between six and eight is seven.6. Pam used a hammer and nails to fix the chair.7. Do two sixes make twelve?8. The farmer stored the apples in a barrel.9. There are twenty nickels in one dollar.

l 0. Two letters of the alphabet are A and 8.11 . When the movie started, everyone was silent.12. Some wild animals are very colorful.13. Ken worked on homework untll dinner time.14. In the springtime, the river currents are swift.15. Please put the bottles on the shelf.16. Aunt Pat brought us a pineapple from Hawaii.1 7. That film was fantastic!18. Four quarts make a gallon.19. We were late because of the traffic jam.20. Are there eleven people on a soccer team?

Spelling Practice Pages 6-7 Introduce the spelling rule and have students

read the list words aloud. Encourage students to look back at their Warm-Up Tests and apply the spelling rule to any misspelled words.

As students work through the Spelling Practice exercises, remind them to look back at their list words or in their dictionaries if they need help.

See Student Dictation, page 14

18

Consonant Sounds

What stunt was performed by a woman nearly a century ago?

Freef I Every year, thousands of people

brave thE' traffic to travel to Niagara Falls. The famous waterfall lies between New York and Canada and is about 170 feet high, or more than twelve stories tall. Most people just watch the falls. On October 24, 1901, one person did more than just look. She was the first person to go over lhe falls in a wooden barrel!

Her name was Anna Taylor. This, her first real adventure, could have been her last. She was sure that if she sumved the fall, she would flnd fame and fortune.

Several hundred people stood along the banks of the Niagara River. They cheered as the barrel was released in the water. The barrel floated with the swift current. Then, it twnbled over and down the falls. For a while, lhere was no sign of Anna Taylor. The crowd was silent until finally the oak barrel bobbed into view.

The ban-el was brought ashore. As Anna was released from the barrel, the crowd went wild with cheers.

Taylor was famous for a little while. Later on, she ea.med money posing for photographs.

Look back at the baldfaced words. Say each word. What consonant sounds do you hear in each word? ..

ants are all the letters of

Con

slo:abet except a, e, I, o

, u, the a P ost words, and sometimes y. In

:ds of several ou can hear the sou

y ants Listen for the w, I,

conson · . .1d sometimes

and d sounds '° �-d bled

a consonant in a word Is :: in

but you hear it only once,

�and�·

6

1.

2. �

3. fam-v 4.�

5.

6.�

7. �

8.�

9.dclta.v

10.�

11.� 12. �

13 . .A,,,,,z.Ld,

14. �

15. �

16.�

17.�

18.�

19. � 20. �

Lesson 1 • Consonant Sounds

lht£>ning for Con<,onant Sounds

Write one consonant or two different consonants to complete each list word.

1. f aile 2. t w ei_v_e

3. w i _l_ Ji 4. e _L e .Jl. e n

5. I a _l_ er 6. s w i _f_ _1_

7. s e�e n

9. f i _l_ m

11.u ni.i_l_

8. h u n ..d_ _[_ e d

10. Ji_ i _Le n t

Write a double consonant to complete each of these list words.

12. baLLel

14. I ei.ie r s

16. g a _L _l_ o n

18. d o _L _l_ a r

13. baAAer

15. hafflffler

17. boi.i1e s

19. tr a _f_ _f_ i c

W rite four consonants to complete the list word.

20. piAeaJ LJl.le

5

86

1. cars ..L ...L J1.. _f_ _i _l_ __c_ 11 4

2. 12 - 1 = Jt. _l_ _e_ _Y._ __e_ __n9

3. a flag ..b.._ J1.. .D._ A ...e_ -f4. quiet _s__ _i_ _l_ Ji _n _1_

2 6

5. not tame W.. j_ _j_ __d_

6. fast _s__ Yi. __i_ __f_ ..L3

7. popularity _1_ _a_ fil �1

8. writing marks _j_ _e_ ..L i Jt. ..L � 10

e. a movie L 1- __L m5

Riddle: What runs and falls but never walks?

Answer: ..a_ ...s_ Yi _L .i. i_ _L j_ ..Y _e_ _L 1 2 3 4 5 6 7 8 9 10 11

Vocabulary

Write list words under the correct headings. The first one has been done for you.

numbers money containers 1. eleven 6. dollar 9. bottles2. bundced tool 10. barrel3. seven 7. bammer time words

4. twel�e measurement 11. untilfruit 8. gallon 12. later

5. pineappleLesson 1 • Consonant Sounds

•

proofreading marks to fix each mistake. Then, write the misspelled list words correctly on the lines.

0 spelling mistake

=: capital letter

·When traveling to giagara Falls during the sunm1er, be ready for some delays. The raffik can be heavy. When you fmally get to the falls, spend some time watching the wyild;swiff water. Don't worry. �t's unlikely that a ba.rral,will come crashing down. Latar after you leave, your ears will still hear thE' roar of the water. lake plenty of filmm, and SE'nd leterz and postcards home to friends. There are many scenic places you'll want to share.

1. traffic3. swift5. later

2. wild4. barrels. film

Writing

1. letters

Imagine that you had watched Anna Taylor go over Niagara Falls. Write a brief news story telling what you saw, heard, and felt. Include what happened when it was all over. Use as many list words as you can. Proofread your news story and fix any mistakes.

8 Lesson 1 • Consonant Sounds

vessel

slipper

splendid

enemy

instant

7

Spelling Strategy To help students figure out whether to double

the consonant in the middle of a two-syllable word, point out that double consonants usually follow short-vowel sounds. Ask students to say traffic/traderand hammer/tamer and to tell if

• the a in each word is long or short• one or two consonants follow a.

Have partners brainstorm topics that relate to all the bonus words and then each write a paragraph using the words. They then trade papers to see how they used the words and to discuss how the paragraphs are alike or different.

Spelling and Writing Page BThe Proofreading exercise will help students

prepare to proofread their news stories. As 1students complete the writing activity, encourage them to brainstorm ideas, write a first draft, revise, and proofread their work. To publish their writing, students may want to

• read their stories as radio broadcasts• illustrate their news stories.

Writer's Corner You may want to bring in or invite students to bring in news clippings about bungee-jumping, skydiving, or other wild stunts. Ask students to write paragraphs telling whether or not they think these activities are safe .

final Test 1 . We did not get home until after dark . 2. Pablo gave the soccer ball a swift kick.3. Can we return these bottles for money?4. Mom put pineapple rings on the ham.5. We made a banner to welcome the visitors.6. Can you count backward from one hundred?7. The young actor dreamed of .fame and fortune.8. I will clean my room later, after Cody leaves.9. Antonio has to put film in his camera.

10. Paul carried the gallon of paint up the ladder.11. Traffic is heavy around 5:00 in the evening.1 2. Karla will be eleven on her next birthday.13. Beautiful flowers grow wild on the hillside.14. If you are silent, you will hear crickets chirp.l 5. There are twenty-six letters in the alphabet .16. Luwanda tried to save one dollar every week.1 7. The clown came out wearing a barrel.18. There are twelve eggs in a dozen.19. Stop banging that hammer!20. Miss Yee's class is in room seven.

19

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Lesson 1 - Consonant Sounds Phonics Guidance and Recall:

Phonics Rule #5 - Silent e at the end of a one-syllable word makes the vowel before it say its name. Phonics Rule # 6 - The vowels i and o may be long when followed by two or more consonants. Syllabication Rule #3 - Divide words between consonants and double consonants, but not between consonant blends and teams. Syllabication Rule #4 - The le at the end of the word makes a new syllable and usually captures the consonant before it.

Teaching Reference: Begin your lesson with a brief review of consonant blends and teams as well as long and short vowel sounds. Review how to syllabicate by placing the flat of your hand under your chin and counting the number of times the chin moves the hand when saying the word aloud. Remind students all syllables must contain a vowel. Syllables can end with a long vowel (open syllable) but not a short vowel (closed syllable). There are three common word endings with a schwa vowel and r, -er, -or,- ar. Word Study Questions:

1. Which words are spelled with a consonant blend? (twelve, swift, traffic) 2. Which words are spelled with a double consonant? (banner, hammer, barrel,

dollar, letters, bottles, gallon, traffic) 3. Which word ends with a hard c, sounded as /k/? (traffic) 4. Which word is a CVCC word with a long vowel sound? (wild) 5. Which words are plural? (letters, bottles) 6. Which words end with r-controlled schwa vowels? (banner, later, hammer,

dollar, letters) 7. Which word has an r-controlled vowel with /ā/? (barrel) 8. Which words end with a schwa vowel and n? (seven, gallon, eleven) 9. Which words end with /le/? (pineapple, barrel)

Syllabication Reference List: ban · ner ham · mer si · lent pine · ap · ple hun · dred twelve wild film fame bar · rel un · til gal · lon la · ter dol · lar swift traf · fic sev · en let · ters bot · tles e · lev · en

88


Math GENERAL OVERVIEW:

Rod and Staff Grade 3--170 lessons We teach 1 to 2 lessons from the textbook each day 4 days a week for 45 minutes to one hour

o Teacher Manual--front material, appendixo Speed Drill Workbook

1 min. speed drills--2 or 3 per wko Blackline Masters

5 minute 100 fact drill-- Fridays / March-Mayo Supplemental Workbook (used with L.25-164)

MODEL LESSON: Lesson #38 Transition:

Students take out books: textbook, workbook, speed drill (tear out drill) Student Supply Helpers to pass out individual whiteboards and markers All materials stacked in upper left corner of desk While students are getting organized, teacher glances over lesson, organizes

teaching materialso Nota Bene: I do not usually write the examples from the Teacher’s Manual

Before Class section on the board until I am ready to use them so that students are better able to focus on the task at hand instead of wonderingabout what is on the board.

Standing Recitation: Teacher leads the class in skip counting and/ or recitation of recent

multiplication facts from memoryo count by 2, 3, 4o recite x2 facts

Review / Drill: Teacher’s Manual Class Time #2, 3, 4, 5: Using Rod and Staff Teacher’s

Manual as a guide, drill students on recent and older Math concepts.o End with the facts that will be drilled on Speed Drillo Methods:

whole class question and response individual student question and response flashcards--whole class and individually

34

Math

General Overview:

● Rod and Staff Grade 3--170 lessons

● We teach 1 to 2 lessons from the textbook each day, 4 days a week, one

hour a day

o Teacher Manual--front material, appendix

o Speed Drill Workbook--we use as warm-up

o Blackline Masters-- we use these for daily 10 minute, 200 facts

speed drills

o Supplemental Workbook (L.25-164)

Transition:

● Students take out books: textbook and workbook and stack them in the left

corner of their desks

● While students are getting organized, teacher glances over lesson, organizes

teaching materials

o Note: I do not usually write the examples from the Teacher’s Manual

Before Class section on the board until I am ready to use them so that

students are better able to focus on each individual problem instead of

wondering about the other problems on the board.

Lesson #38

Standing Recitation:

● Teacher leads class in skip counting and/ or recitation of recent multiplication

facts

o count by 2, 3, 4

o recite x2 facts

Review / Drill:

● Teacher’s Manual Class Time #2, 3, 4, 5 : Using Rod and Staff Teacher’s

Manual as a guide, drill students on recent and older Math concepts.

o End with the facts that will be drilled on Speed Drill

o Methods : ▪ whole class question and response

▪ individual student question and response

▪ flashcards--whole class and individually

89


Speed Drill (1 minute) Instruct: move left to right, top to bottom, skip when stuck

o Calm, encouraging atmosphere: Set timer to one minute and sit silently while the time ticks by so

that students feel the length of a minute take deep breaths quiet room (no walking around, talking, turn over paper and set

pencil down quietly when finished) Encourage: you are racing yourself, try to maintain or to get one

more fact than you did last time o Homeschool: drill multiple age levels at same time, record finishing time if

student finishes early Check their own drills Record score (teacher walks around to double check/ see progress) Compare score

Teach New Concepts: Teacher’s Manual Class Time #6 Introduce the Concept

o Write one example on the board.o Show the steps of the problem start to finish with no interruptions.o Show several 2-3 more examples (more if needed) without taking student

questions or comments Emphasize the importance of showing work Show/ Ask for the pitfalls of failing to follow procedure

Check Comprehensiono Ask the class to help you through the steps “First I ____. Then I _____.”o Ask individual students to tell you how

“Pretend I don’t know anything about this.” You can have some funhere. Students love a completely “ignorant” teacher.

Practice:o Students use their whiteboards to complete a few problems dictated by the

teacher or copied from the board teacher circulates and helps as needed encourage neatness, proper writing of math problems encourage students to check their work

o Practice the new concept in the book and/or workbook Complete a few rows of the book together. Assign a few rows of the book to be finished individually

35

Speed Drill (8-10 minutes)

● Instruct: best practices when taking (left to right, top to bottom, skip when stuck)

o calm--let students feel the length of a minute, deep breath

o racing yourself (keep record for comparison)

● quiet room while taking drill (no walking around, talking, turn over paper quietly

when done)

o study something from inside their desk or read when done

● swap drills to check (teacher walks around to double check/ see progress)

● record score on Fridays

Teach New Concepts: Teacher’s Manual Class Time #6

● Introduce the Concept

o Write one example at a time on the board.

o Student books are still closed and in the corner of the esk along with

supplies.

o Show the new concept 2-3 (more if needed) times without taking questions

or student comments

▪ Emphasize the importance of showing work

▪ Show/ Ask for the pitfalls of failing to follow procedure

● Check Comprehension

o Ask the class to help you through the steps “First I ____. Then I _____.”

o Ask individual students to tell you how

▪ “Pretend I don’t know anything about this.” You can have some fun

here. Students love a completely “ignorant” teacher. (Classes that

struggle with self control or focus may find this method too

distracting.)

● Practice:

o Students use their whiteboards to complete a problem dictated by the

teacher

▪ teacher circulates and helps as needed

▪ encourage neatness, proper writing of math problems

▪ encourage students to check work

o Practice the new concept in the book (if it is in this lesson)

▪ Complete a few rows of the book together.

▪ Assign a few rows of book to be finished individually

● Start with only a few rows at a time. You can always increase

the amount later when students show proficiency.

90


Give a specific amount of timeo Use a timer. (about 1 min. per row usually works well)o If most of the class is not finished when the time is up,

then I give more time. It is fine if all the students are not able to finish as long as

they were all diligently trying to complete the work.o I have at least one student every year who struggles to

complete the assignment in the given time. For this student, I usually encourage improvement, but do notput a great deal of importance on finishing. I also allow a longer time than necessary when we can affordit so this student can sometimes have the feeling of success.

o Since the slower worker will have more practiceduring their HW, I don’t assign leftover class work forHW unless the student was clearly wasting time.

o You can work with slower students to help themimprove. Extra practice may also be given on aweekend or at a parents’ discretion.

If students finish before the time is up, they may completeunfinished pages from a previous lesson. The workbook canbe used this way as well.

o Challenge--finish your whole book before the end ofthe year!

Games Gladiator Team Fact Challenge (Like Gladiator, but team based scoring instead of individual) Around the World Baseball Board Races Relay Races (outside, in gym, or in long hallway) Homeschoolers: play fact games with siblings, try speed challenges, etc. Other suggestions?

36

● Give a specific amount of time

o Use a timer. (about 1 min. per row usually works well)

o If most of the class is not finished when the time is up,

then I give more time.

● It is fine if all the students are not able to finish as long as

they were all diligently trying to complete the work.

o I have at least one student every year who struggles to

complete the assignment in the given time. For this

student, I usually encourage improvement, but do not

put a great deal of importance on finishing. I also

allow a longer time than necessary when we can afford

it so this student can sometimes have the feeling of

success.

o Since the slower worker will have more practice

during their HW, I don’t assign leftover class work for

HW unless the student was clearly wasting time.

o You can work with slower students to help them

improve. Extra practice may also be given on a

weekend or at a parents’ discretion.

● If students finish before the time is up, they may go back to

complete pages from a previous lesson.

o Challenge--finish your whole book before the end of

the year!

Games

● Gladiator

● Team Fact Challenge (Like Gladiator, but team based scoring instead of individual)

● Around the World

● Baseball

● Math Fact Relay Races (outside, in gym, or in a long hallway)

99


Geography: American Studies

Course Details Quizzes: Written Quiz requiring students to identify the location of the state , correctlyspell the state name, and record the state capital and correct state abbreviation. Homework: Tuesday Review for upcoming quiz Wednesday Review for upcoming quiz Thursday Review for upcoming quiz Friday Review all states/capitals learned to date Grading: 50% Tests and quizzes25% study guides 25% hw/participation ✓ 2 points if the student does not bring supplies✓ Each homework assignment is 100% (10 pts if missing the first day) Model Lesson - MA and RI 1. General overview of books and materials used; classroom procedures2. New lesson

Review previously taught content Introduction of new state(s) Read information from 50 States Books Fill in facts and maps in study guide on board or with overhead

o Items to include on map: major landforms (mountains, rivers, lakes, forests, national parks, etc.), important cities, state bird, state flower, stateflag; events, people, and places mentioned in 50 States Book; locations of family members or friends, sports teams, any other items of interest

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100

Course Details

Quizzes: Written Quiz requiring students to identify the location of the state , correctly spellthe state name, and record the state capital and correct state abbreviation.

Homework:

Tuesday Review for upcoming quiz

Wednesday Review for upcoming quiz

Thursday Review for upcoming quiz

Friday Review all states/capitals learned to date

Grading:

50% Tests and quizzes25% study guides25% hw/participation

✓ 2 points if the student does not bring supplies

✓ Each homework assignment is 100% (10 pts if missing the first day)

Model Lesson - MA and RI

1. General overview of books and materials used; classroom procedures

2. New lesson

● Review previously taught content

● Introduction of new state

● Read information from 50 States Books

● Fill in facts and maps in study guide on board or with overhead

96

101

97

102

Massachusetts Abbreviation (postal) __________________ Capital _____________________

Nickname _________________________________________________________

Fun Facts _________________________________________________________

_________________________________________________________________

_________________________________________________________________

Don’t Know Much About the 50 States, p. 29

11

MA Boston

The Bay State

Vermont

New Hampshire

Rhode Island

Connecticut

New York

A t l an

ti c

O c e a n

103

Rhode Island Abbreviation (postal) __________________ Capital _____________________

Nickname _________________________________________________________

Fun Facts _________________________________________________________

_________________________________________________________________

_________________________________________________________________

Don’t Know Much About the 50 States, p. 48

12

RI Providence

The Ocean State

Massachusetts

Connecticut

Massachusetts

A

t l a n t i c O c e a n

104


Science: Astronomy

GENERAL OVERVIEW: 1 lesson per week 45 minutes to an 1 hour per lesson Memoria Press Astronomy: 4 Units (3 over constellations, 1 over the solar �

system Optional: Overhead projector with slides of each constellation and �

constellation group

MODEL LESSON: Cygnus

Transition: Students take books out, put them on the upper left corner of desk Teacher skims the new lesson and glances over previous lesson (s). This is a

good time to draw new constellations on the board if you are not using anoverhead projector.

Review: Students stand while teacher leads them in recitation of:

o 15 brightest stars (spelling of names too!)o Zodiac Constellations (later in the year)o Poetry / Bible verses from Astronomy book (later in the year)o Planet facts (later in the year)

Allow students to sit and continue reviewing recent material by asking questionand calling on volunteers.

o What is an asterism (p.15)? a pattern of stars that is not a constellationo What three stars make up the summer triangle? Vega, Altair, Denebo Which constellation contains Vega? Lyra / Lyreo Which constellation contains Altair? Aquila/ Eagle

Lesson: Cygnus p. 20-22 Teacher directs students to turn to p. 15

o Observe Cygnus: shape, constellations, location compared to otherconstellations

o Teacher / students read paragraph below the picture aloudo Teacher explains / leads brief discussion over materialo Highlight any test materialo Teacher directs students in drawing Cygnus on p. 21

Starting with the Northern Cross, draw one line at a time,

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105


Use rulers for precise lines Teach students to line up two points, hold ruler firmly, then

draw Move the book so the center “bump” isn’t a problem

Circulate the room to see that students are understanding Emphasize neatness, always label names Try second one on their own

o Skip star review exercise for nowo Teacher directs students in drawing Summer Triangle on p. 22 (see above)o Assign p. 21 star review for homeworko p. 10 Brightest Stars List: Highlight #14 Cygnus and Deneb

Closing:o Close books and briefly review key details from the lesson

English name for Cygnus: Swan bright star within Cygnus: Deneb asterism in Cygnus: Northern Cross Stars / Constellations of the Summer Triangle: Lyra/Lyre (Vega),

Aquila /Eagle (Altair), Cygnus/Swan (Deneb)o Review Games:

Bright Stars Board Race Sparkle--Spelling names of Brightest Stars Brightest Stars Recitation Race

Questions?

103

106

Here is a list of the 15 brightest stars in the northern sky, along with the constellations they are in and the seasons in which they appear. Memorize five of these each week for the next three weeks. You will learn more about their constellations as you move through the course. (Pronunciation Guide on p. 164.)

Star(in order of brightness) Constellation Season

1 Sirius Canis Major / Bigger Dog Winter

2 Arcturus BoÖtes / Herdsman Spring

3 Vega Lyra / Lyre Summer-Fall

4 Capella Auriga / Charioteer Winter

5 Rigel Orion Winter

6 Procyon Canis Minor / Smaller Dog Winter

7 Betelgeuse Orion Winter

8 Altair Aquila / Eagle Summer-Fall

9 Aldebaran Taurus / Bull Winter

10 Antares Scorpius / Scorpion Summer-Fall

11 Spica Virgo / Maiden Spring

12 Pollux Gemini / Twins Winter

13 Fomalhaut Piscis Austrinus / Southern Fish Summer-Fall

14 Deneb Cygnus / Swan Summer-Fall

15 Regulus Leo / Lion Spring

107

Summer-Fall: The Summer Triangle

An asterism is a pattern of stars, as seen in the night sky from Earth, that is not one of the official constellations. It may include stars within a single constellation or from several constellations.

The Summer Triangle is an asterism in the form of a triangle with the stars Altair, Deneb, and Vega at its corners. These are the brightest stars in the constellations Aquila, Cygnus, and Lyra, respectively.

The Summer Triangle can be seen overhead in the northern sky during the summer months. It can also be seen during spring in the early morning, and in the evening during autumn.

Cygnus Swan

Deneb

Aquila Eagle

Altair

Lyra Lyre

Vega

Summer Triangle

108

Cygnus is a Latinized Greek word meaning "swan," and has been identified with several swans of Greek mythology. Zeus disguised himself as a swan to seduce Leda (D'Aulaires' Book of Greek Myths, p. 182), Orpheus was transformed into a swan, and King Cygnus was transformed into a swan.

In the figure, you can see the swan’s broad wings in flight, behind its head and long neck.A prominent feature of Cygnus is the asterism known as the Northern Cross, formed by

the five brightest stars in the constellation

Deneb

Cygnus(Swan)

Cygnus Swan

Deneb

Aquila Eagle

Altair

Lyra Lyre

Vega

Summer Triangle

Northern Cross

109

Exercise. Draw the constellation, label the brightest star, and give the Latin and English names for the constellation.

15 Brightest Stars Constellation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

110


Christian Studies

COURSE DETAILS Quizzes: Written Unit test after five lessons Homework: Tuesday- Review for upcoming Unit test as needed/ practice memory verse Wednesday- Review for upcoming Unit test as needed/ practice memory verseThursday- Review new lesson focusing on highlighted material and review for upcoming Unit tests/ practice memory verse Friday- Review highlighted content from current Unit lessons and completewritten assignments prior to review lessons/ practice memory verse Grading: 50% Quizzes and tests 25% study guides 25% homework/participation/memory verses✓ 2 points if the student does not bring supplies✓ Each homework assignment is 100% (10 pts if missing the first day) *Memory verses count as participation: 5pts deducted for 3 prompts, 10 pts for notmemorizing verse, and the student is given a second chance the following day. MODEL LESSON - Abraham Sacrifices Isaac 1. General overview of books and materials; Classroom procedures2. New lesson

Check Memory Verse Recitation of Books of the Bible, previous memory verses Review previous facts to know, vocabulary words, map locations Introduce new facts to know, lesson Read pages in Bible Answer comprehension questions Identify new map locations Teach new memory verse Recap lesson

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111

LESSON 6: The Sacrifi ce of Isaac| A Wife for IsaacGolden Children’s Bible: pp. 42-47 (Genesis 22-24)

THE SACRIFICE OF ISAAC (GENESIS 22)After all these things had happened, God tested Abraham. he said to Abraham, “take your only

son, Isaac, whom you love, and off er him as a sacrifi ce at a place in the mountains that I will point out to you.” Abraham got up early the next morning, saddled his donkey, and took his son, isaac, to the place in the mountains God had shown. He brought wood along for the fi re.

he had traveled for three days when he told the two young men he had brought along as helpers to stay behind with the donkey. he said he wanted to worship with his son farther ahead. he gave isaac the wood to carry, and he himself took fi re and a knife.

Isaac said, “I see the wood and the fi re, but where is the lamb for the burnt off ering?” Abraham said, “God will provide a lamb.” When they reached the designated spot, Abraham built an altar. he arranged the wood. he then tied isaac up and placed him upon the wood on the altar. he picked up the knife and was about to use it to kill his son.

At the last minute, the angel of the Lord called from the sky, “Abraham, Abraham. do not harm your son. God knows now that your devotion to him is true.” As Abraham looked, he saw a ram caught in a thicket by its horns. Abraham took the ram and sacrifi ced it in place of his son. Abraham called that place Jehovah-jireh, meaning “the Lord will provide,” as it was known thereafter.

The angel of the Lord called to Abraham a second time, “Because you were willing to sacrifi ce your son, the Lord blesses you and guarantees that you shall have more off spring than can be counted. Yours will be the seed for all the nations of the earth, because you have obeyed the Lord.”

So Abraham and isaac returned to the young men, and they all went together to the town of Beersheba, where Abraham lived from then on.

FACTS TO KNOW1. Rebekah: wife of isaac2. Laban: rebekah’s brother3. Nahor: Abraham’s brother4. burnt off ering: an animal burned as a sacrifi ce to God

MEMORY VERSE

GENESIS 22:7-8And Isaac spake unto Abraham his father and said, Behold the fi re and the wood: but where is the lamb? And Abraham said, My son, God will provide himself a lamb for a burnt off ering.

1. What great act of sacrifi ce was Abraham willing to perform for God?

2. Abraham told Isaac that God would provide a lamb for the sacrifi ce. What lamb did God provide?

3. What did John the Baptist call Jesus in John 1:29?

Abraham was willing to sacrifi ce his own son.

God provided a lamb in the thicket for the sacrifi ce, as a substitute for Isaac.

John said, “Behold the Lamb of God who takes away the sins of the world.”

26 Lesson 6: The Sacrifi ce of Isaac| A Wife for Isaac

LESSON 6BACKGROUND AND SUMMARY

in the ancient world, all religions practiced animal sacrifice. People sacrificed the best animals that they had to their gods. Eventually human and child sacrifice became widespread among wicked populations. Baal worship, including human sacrifice, was dominant in the land of Canaan.

Scripture addresses human sacrifice in this story. the lesson is that while an almighty God could require the ultimate sacrifice of a child, the God of Heaven accepts the substitute of a lamb. the meaning of this story becomes complete with Jesus, the Lamb of God. God, in His mercy, sacrifices His own son, rather than asking us to sacrifice our children.

the writer of hebrews commends the faith of Abraham because he truly relied upon the promise of God for all things, even what he thought was impossible (hebrews 11:17-19)! in this light, we can see how the story of the attempted sacrifice of Isaac displays beautifully the full-grown faith of Abraham; the “father of multitudes” was in the act of offering up the only descendant he would ever see. Abraham had learned to fully rely on the promise of God.

Selected Reading: • Hebrews 11:17-19 for Abraham’s

faith in the potential sacrifice of Isaac.• John 1:29 for John the Baptist’s announcement of Jesus as the Lamb of God.

BOOKS OF THE OLD TESTAMENT See instructions in the teaching Guidelines (Books of the Old testament). (See Appendix for a full list of

the book subtitles.) Teach:• Genesis: Book of Beginnings• Exodus: Deliverance from Egyptian Bondage• Leviticus: Book of the Law• Numbers: Wilderness Wanderings• Deuteronomy: Second Book of the Law

TEACHER NOTESpiritual Lesson: No matter how dark and despairing your situation, trust in the Lord; he will provide.

26 Lesson 6

112

BOOKS OF THE OLD TESTAMENT • Genesis• Exodus• Leviticus• Numbers• Deuteronomy

COMPREHENSION QUESTIONS

1. How did God reward Abraham for his faithfulness? _____________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What did Abraham ask his servant to do for him? _______________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. Where specifi cally did Abraham’s servant go to fi nd a wife for Isaac? ______________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. How was the servant to know whom God intended for Isaac? _____________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

GEOGRAPHY1. Find on Unit 1 Map 1A:

□ Mesopotamia □ Tigris River

□ Euphrates River □ Haran (Nahor)

God gave Abraham so many off spring

that he became the father of many nations.

Abraham asked his servant to go to

Haran, where Abraham had come from and where his relatives still lived, to choose a

wife for Isaac. (p. 42)

His servant went to

Mesopotamia, to the city of Nahor, in Haran. (p. 43)

When the servant said, “Let

down your pitcher, so that I may drink,” Isaac’s intended would say, “Drink! And I will

give your camels a drink also.” (p. 44)

27Lesson 6: The Sacrifi ce of Isaac| A Wife for Isaac

ACTIVITIES • pp. 42-43: Identify Abraham and his servant. What is Abraham asking the servant to do? How many

camels did the servant take?Abraham is asking his servant to go back to their homeland and seek a wife for Isaac. The servant packed ten camels.

• pp. 44-45: How did people obtain water for their needs? Describe what is happening.Women went to the community well and drew up water and filled their pitchers or jars. Abraham’s servant meets Rebekah, who gives him a drink and also water for his camels.

• p. 46: What is Rebekah holding? What is she telling her mother?Rebekah is holding the gold bracelet that Abraham’s servant gave her. Rebekah is telling her mother about the stranger she met at the well who is the servant of her father’s relatives.

• p. 47: Who are meeting for the first time in this picture?Rebekah descends from her camel, veils her face, and comes to meet her future husband, Isaac.

Questions to Mark for Review & Mastery:Students should mark the following items in their study guides, which they will be responsible for on their test: Facts to Know: #1, 2, 4Activities: #1

27Lesson 6

113

UNIT 2 MAP A

Beersheba

N i

l e

R

i v

e r

Hebron

Gul

f of

Aqa

ba

G u l f o f S u e z

D e

a d

S e

a

C A

N A

A N

Shechem

Bethel

SINAIPENINSULA

E G Y P T

NILE DELTA

M e d i t e r r a n e a n S e a

R e d S e a

40 unit 2 Map A

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Highlands Latin SchoolThird Grade

Sample Syllabi

115

Grade 3

Latin

Week Chapter/Lesson Assessments 1 Lesson 1 Quiz 1 2 Lesson 2 Quiz 2 3 Lesson 3 Quiz 3 4 Lesson 4 Quiz 4 5 Lesson 5 Quiz 5 6 Review Lesson 1 Test 1 7 Lesson 6 Quiz 6 8 Lesson 7 Quiz 7 9 Lesson 8 Quiz 8 10 Lesson 9 Quiz 9 11 Lesson 10 Quiz 10 12 Review Lesson 2 Test 2 13 Lesson 11 Quiz 11 14 Lesson 12 Quiz 12 15 None None 16 Lesson 13 Quiz 13 17 Lesson 14 Quiz 14 18 Lesson 15 Quiz 15 19 Review Lesson 3 Test 3 20 Lesson 16 Quiz 16 21 Lesson 17 Quiz 17 22 Lesson 18 Quiz 18 23 Lesson 19 Quiz 19 24 Lesson 20 Quiz 20 25 Review Lesson 4 Test 4 26 None None 27 Lesson 21 Quiz 21 28 Lesson 22 Quiz 22 29 Lesson 23 Quiz 23 30 Lesson 24 Quiz 24 31 None None 32 Lesson 25 Quiz 25 33 Review Lesson 5 Test 5 34 Review for Final None 35 Final Final

111

116

Course Details

Quizzes: Weekly

Homework: Detail anticipated homework expectations and format.

Mondays Review all flashcards Tuesdays Flashcards from new lesson; copy sheet 1x Wednesdays Flashcards from new lesson; copy sheet 2nd time Thursdays Flashcards from new lesson; copy sheet 3rd time Fridays Review all flashcards, assignment from Ludere

Grading: Test and Quizzes 50%

Homework 25% ✓ 100 points given for term (subtract 2pts for missing or incomplete)

Participation 25% ✓ 2 points if the student does not bring supplies✓ Notebooks and study guides are neat and organized

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117

Course Details

Quizzes: Weekly


Mondays Review all flashcards Tuesdays Flashcards from new lesson; copy sheet 1x Wednesdays Flashcards from new lesson; copy sheet 2nd time Thursdays Flashcards from new lesson; copy sheet 3rd time Fridays Review all flashcards, assignment from Ludere

Grading: Test and Quizzes 50%

Homework 25% ✓ 100 points given for term (subtract 2pts for missing or incomplete)

Participation 25% ✓ 2 points if the student does not bring supplies✓ Notebooks and study guides are neat and organized

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Grade 3

Math

Week Chapter/Lesson Assessments 1 Lessons 1-4 2 Lessons 5-9 3 Lessons 10-15 4 Lessons 16-21 5 Lessons 22-25 Test 1 6 Lessons 26-31 7 Lessons 32-37 8 Lessons 38-40 Test 2 9 Lessons 41-45 10 Lessons 46-51 11 Lessons 52-55 Test 3 12 Lessons 56-60 13 Lessons 61-66 14 Lesson 67-70 Test 4 15 None 16 Lessons 71-75 17 Lessons 76-80 18 Lessons 81-86 19 Lessons 87-90 Test 5 20 Lessons 91-96 21 Lessons 97-101 22 Lessons 102-106 Test 6 23 Lessons 107-112 24 Lessons 113-118 25 Lessons 119-123 26 Lessons 124-127 Test 7 27 Lessons 128-133 28 Lessons 134-137 29 Lessons 138-142 Test 8 30 Lessons 143-147 31 Lessons 148-150 32 Lessons 151-156 33 Lessons 157-161 Test 9 34 Lessons 162-168 35 Lessons 169-170 Final

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Course Details/ Math

Quizzes: Tests, approx. 2 pages long, covering material from 15-20 chapters.

Students always have about 5 lessons in which to practice any new

material before they are tested on it.


Tuesdays Written assignment from math book.

Wednesdays Flashcards

Thursdays Written assignment from math book.

Fridays Written assignment from math book.

Grading:

Tests 50%

Homework 25% ● 100 points each week

1 missing assignment 90%2 missing assignments 80% 3 missing assignments 70%

Participation 25% ● 2 points if the student does not bring supplies● Notebooks are neat and organized

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Grade 3

Classical Studies

Week Chapter/Lesson Assessments1 None2 Introduction (Read p. 9-11, Map)3 Lesson 14 Lesson 25 Lesson 36 Lesson 47 Lesson 5 Olympian Quiz8 Review Lessons 1-5 Unit 1 Test9 Lesson 610 Lesson 711 Lesson 812 Lesson 913 Lesson 1014 Review Lessons 6-10 Unit 2 Test15 None16 Lesson 1117 Lesson 1218 Lesson 13 Olympian Quiz19 Lesson 1420 Lesson 1521 Review Lessons 11-15 Unit 3 Test22 Lesson 1623 Lesson 1724 Lesson 1825 Lesson 19 / Assign play roles26 Lesson 2027 Review Lessons 16-20 Unit 4 Test28 Lesson 2129 Greek Myths Play 30 Lesson 2331 Lesson 24 Olympian Quiz32 Lesson 2533 Review Unit 5 Unit 5 Test34 Review for Final35 Final Final

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Course Details

Quizzes: Written Unit test after five lessons

Homework:

Tuesday Review new lesson focusing on highlighted material and review for upcoming Unit tests

Wednesday Review for upcoming Unit test as needed

Thursday Review for upcoming Unit test as needed

Friday Review highlighted content from current Unit lessons and complete written assignments prior to review lessons

Grading:

50% Tests and quizzes 25% study guides 25% hw/participation

● 2 points if the student does not bring supplies● Each homework assignment is 100% (10 pts if missing the first day)

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Grade: 3

Literature

Week Lesson Assessments 1 Farmer Boy Lessons 1-2

2 Farmer Boy Lessons 3-5

3 Farmer Boy Lessons 6-7, Poem:The Happy Farmer


5 Farmer Boy Lessons 11-12 Quiz 1: Ch.1-10




9 Farmer Boy Lessons 22-23 Quiz 2: Ch. 11-21


11 Farmer Boy Lessons 27-29 Quiz 3: Ch. 22-29

12 Farmer Boy Review and Final Test Final Test: Ch. 1-29

13 The Best Christmas Pageant Ever Ch. 1-2



16 Charlotte's Web Lessons 1-3

17 Charlotte's Web Lessons 4-5, Poem: Lazy Ned


19 Charlotte's Web Lessons 9-10 Quiz 1: Ch. 1-7



22 Charlotte's Web Lessons 17-18 Quiz 2: Ch.8-15


24 Charlotte's Web Lessons 22 Quiz 3: Ch. 16-22

25 Charlotte's Web Review and Final Test, Poem: Try, Try Again Final Test: Ch. 1-22

26 The Moffats Lessons 1-2 (Part 1)

27 The Moffats Lessons 2 (Part 2)- 3

28 The Moffats Lessons 4- 5 (Part 1)

29 The Moffats Lessons 5 (Part 2)

30 The Moffats Lessons 6 (Part 1) – 7 (Part 1)

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31 The Moffats Lessons 7 (Part 2)- 8

32 The MoffatsLessons 9 – 10 (Part 1)

33 The Moffats Lessons 10 (Part 2) -11

34 The Moffats Lessons 12

35 The Moffats Review and Final Test Final Test: Ch. 1-12

Course Details

Quizzes:: Written assessments after each unit Tests: Written assessments at the end of each book

Homework:

Friday: Pre-read next week’s chapters and review highlighted content from new lessons

Grading:

Quizzes and Tests 50%

Study Guides 25% ✓ Graded for neatness and completion

Participation/Homework 25% ✓ 2 points if the student does not bring supplies✓ Workbooks are neat and organized✓ Each completed homework assignment is added to grade book as 100% (-10 pts if missing the first day)

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Grade 3

Grammar

Week Lessons for Grammar/Composition Assessments 1 Lesson 1 (no assessments) 2 Lesson 2 3 Lesson 3 4 Teach Friendly Letters/ write postcard letters for Amer.

St. 5 Lesson 4 6 Lesson 5 7 Review Lesson/Lesson 3a - Belling the Cat 8 Lesson 6 9 Lesson 7 10 Lesson 8 11 Lesson 9 12 Lesson 10 13 Lesson 11 14 Review Lesson 15 Lesson 12 16 Lesson 13 17 Lesson 14 18 Lesson 15 19 Review Lesson 20 Lesson 16 21 Lesson 17 22 Lesson 18 23 Lesson 19 24 Review Lesson 25 Lesson 20 26 Lesson 21 27 no lesson (Greek myths play practice) 28 Lesson 22 29 Lesson 23 30 Lesson 24 31 Lesson 25 32 Lesson 26 33 Review Lesson 34 Final Review Lesson 35 None

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Course Details Grammar

Quizzes: Assessments will be weekly oral recitations of the newest rules. On review weeks the

oral recitation may be chosen from any rule that has been previously taught.


Tuesdays none

Wednesdays Review new rules

Thursdays none

Fridays Review all rules

Grading: Grammar is part of the Language Arts grading category

Recitation Assessments: 25%

● 100 pts given for perfect or near perfect recitation, subtract 10 pts for 3 prompts. If more than 3

prompts, student must study rule and be ready to recite again the following day. Deduct 10

points.

Participation 25% ● 2 points if the student does not bring supplies● Notebooks and study guides are neat and organized● Students are putting forth best effort on assignments

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3rd Grade

Spelling Syllabus

Week Lesson Assessment 1 Lesson 1 Lesson Test Friday 2 Lesson 2 Lesson Test Friday 3 Lesson 3 Lesson Test Friday 4 Lesson 4 Lesson Test Friday 5 Lesson 5 Lesson Test Friday 6 Lesson 7 Lesson Test Friday 7 Lesson 8 Lesson Test Friday 8 Lesson 9 Lesson Test Friday 9 Lesson 10 Lesson Test Friday 10 Lesson 11 Lesson Test Friday 11 Lesson 13 Lesson Test Friday 12 Lesson 14 Lesson Test Friday 13 Lesson 15 Lesson Test Friday 14 Lesson 16 Lesson Test Friday 15 none 16 none 17 Lesson 17 Lesson Test Friday 18 Lesson 19 Lesson Test Friday 19 Lesson 20 Lesson Test Friday 20 Lesson 21 Lesson Test Friday 21 Lesson 22 Lesson Test Friday 22 Lesson 23 Lesson Test Friday 23 Lesson 25 Lesson Test Friday 24 Lesson 26 Lesson Test Friday 25 Lesson 27 Lesson Test Friday 26 none 27 Lesson 28 Lesson Test Friday 28 Lesson 29 Lesson Test Friday 29 Lesson 31 Lesson Test Friday 30 Lesson 32 Lesson Test Friday 31 Lesson 33 Lesson Test Friday 32 Lesson 34 Lesson Test Friday 33 Lesson 35 Lesson Test Friday 34 None 35 None

Grading (Spelling is part of the Language Arts grading category)

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Grade 3

Composition

Week Chapter/Lesson Assessments

1 L.1 Floating Rocks (Outline/ Tell)

2 L. 1 The Stinking Giant (Outline/ Tell)

3 L. 1 Life Preservers (Outline/ Tell)

4 Teach Friendly Letters/ write postcard letters for Amer. St.

5 L. 2 A Giant Leap (Outline / Tell / Report)

6 L. 2 Limeys (Outline / Tell / Report)

7 L. 2 A Strange Creature (Outline / Tell / Report)

8 L. 3A Belling the Cat (Outline/ Tell / Report)

9 L. 3A Belling the Cat (Dress ups / Brainstorm)

10 L. 3B Belling the Cat (Write Rough Draft)

11 L. 3B Belling the Cat (Edit / Moral & Title/ Copy Final) Final draft

12 Finish Copying and Pictures for L. 3

13 L. 4A The Crow & the Peacocks (Outline/ Tell / Report)

14 L. 4A The Crow & the Peacocks (Dress ups / Brainstorm)

15 None (Christmas Party)

16 L. 4B The Crow & the Peacocks (Write Rough Draft)

17 L. 4B The Crow & the Peacocks (Edit/Moral & Title/Copy) Final draft

18 L. 5A The Ants & the Grasshopper (Outline/ Tell / Report)

19 L. 5A The Ants & the Grasshopper (Dress ups / Brainstorm)

20 L. 5B The Ants & the Grasshopper (Write Rough Draft)

21 L. 5B The Ants & the Grasshopper (Edit/Moral &Title/Copy)

Final draft

22 L. 6 Damocles & the King (Outline I / Brainstorm)

23 L. 6 Damocles & the King (Outline II / Brainstorm)

24 L. 6 Damocles & the King (Outline III / Brainstorm)

25 L. 6 Damocles & the King (Write Section I and II)

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26 L. 6 Damocles & the King (Write Section III/ Edit)

27 L. 6 Damocles & the King (Finish Editing/ Copy all) Final draft

28 None (Greek myths play practice)

29 None (Greek myths play practice)

30 Finish Copying and Pictures for L. 4, 5, 6 (Holy week)

31 L. 7 The Little Dutch Boy (Outline all / retell)

32 L. 7 The Little Dutch Boy (Dress ups / Who, Which)

33 L. 7 The Little Dutch Boy (Write Rough Draft)

34 L. 7 The Little Dutch Boy (Edit / Copy Final Draft) Final draft

35 Finish Copying and Pictures for L. 7 (Recitation Practice)

Course Details/ Composition

Quizzes: Assessments will be graded compositions composed by the class and copied by each student.


Tuesdays none Wednesdays none Thursdays occasional retelling or reporting of a story Fridays occasional finishing copying final draft

Grading: Composition is part of the Language Arts grading category

Compositions 25% of Language Arts grade ● grading rubrics provided in teacher’s guide

Participation 25%

● 2 points if the student does not bring supplies

● Composition book and study guides are neat and organized

● Students are putting forth best effort on assignments

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Grade 3

American

Week Chapter/Lesson Assessments1 Intro North America / Introduce Timeline2 8 Regions3 Maine, New Hampshire4 Massachusetts, Rhode Island5 Connecticut, Vermont6 New England Quiz/ New York, New Jersey New England Quiz7 Delaware, Maryland8 Pennsylvania, West Virginia9 Mid Atlantic Quiz/ Michigan, Wisconsin Mid Atlantic Quiz10 Illinois, Indiana11 Ohio12 Great Lakes Quiz, Arizona, New Mexico Great Lakes Quiz13 Oklahoma, Texas14 Southwest Quiz/ Review 4 Regions Southwest Quiz15 4 Regions Quiz (Tuesday) 4 Regions Quiz16 Kentucky, Virginia17 Arkansas, Tennessee18 North Carolina, South Carolina19 Georgia, Alabama20 Mississippi, Louisiana21 Florida22 Southern Quiz/ North Dakota, Minnesota Southern Quiz23 South Dakota, Nebraska, Iowa24 Kansas, Missouri25 Plains Quiz / Montana, Idaho Plains States Quiz26 Wyoming, Nevada (Wednesday)27 Utah, Colorado28 Rocky Mt. Quiz / Washington, Oregon Rocky Mt. Quiz29 California, Alaska, Hawaii30 Pacific Quiz/ 4 Regions Review Pacific Quiz 31 4 Regions Quiz 4 Regions Quiz32 North American Landforms 33 Review34 Final Final 35 None

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Course Details

Quizzes: Written Quiz requiring students to identify the location of the state and record the state

capital and correct state abbreviation.

Homework:

Tuesday Review for upcoming quiz

Wednesday Review for upcoming quiz

Thursday Review for upcoming quiz

Friday Review all states/capitals learned to date

Grading:



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Grade 3

Astronomy

Week Chapter/Lesson Assessments 1 Introduce Astronomy/ 15 Brightest Stars 2 Introduce Astronomy/ Definitions 3 Intro. Unit 1 Summer/Fall: Lyra, Aquila 4 Cygnus 5 Hercules 6 Summer Triangle; learn Psalm 19:1-3 7 Summer/Fall zodiac constellations 8 Review Unit 1 9 TEST Test/ Unit 1 10 Intro. Unit 2 Winter: Orion 11 Canis Major, Canis Minor 12 Taurus and Gemini 13 Orion as a Signpost Review Unit 2 14 TEST Test/ Unit 2 15 Intro. Unit 3: Spring: Ursa Major, Big Dipper 16 Poem “The Pleiades” 17 Ursa Minor, Polaris 18 Ophiuchus, Bootes, Draco; learn Psalm 147:3-5 19 Spring zodiac constellations, Virgo 20 More zodiacs, find Leo 21 Find Bootes and Virgo 22 Review Unit 3 23 Unit 3/ TEST Test/ Unit 3 24 Intro. Unit 4: Solar System/ Solar System and Sun 25 Intro. Unit 4: Solar System/ Planets 26 Mercury, Venus 27 Earth, Mars 28 Jupiter, Saturn 29 Uranus, Neptune 30 Dwarf planets, Moon, Comets 31 Review Unit 4 32 TEST Test/ Unit4 33 Constellation Finder / Review for Final 34 FINAL TEST Final Test 35 None

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Grade 3

Astronomy

Week Chapter/Lesson Assessments 1 Introduce Astronomy/ 15 Brightest Stars 2 Introduce Astronomy/ Definitions 3 Intro. Unit 1 Summer/Fall: Lyra, Aquila 4 Cygnus 5 Hercules 6 Summer Triangle; learn Psalm 19:1-3 7 Summer/Fall zodiac constellations 8 Review Unit 1 9 TEST Test/ Unit 1 10 Intro. Unit 2 Winter: Orion 11 Canis Major, Canis Minor 12 Taurus and Gemini 13 Orion as a Signpost Review Unit 2 14 TEST Test/ Unit 2 15 Intro. Unit 3: Spring: Ursa Major, Big Dipper 16 Poem “The Pleiades” 17 Ursa Minor, Polaris 18 Ophiuchus, Bootes, Draco; learn Psalm 147:3-5 19 Spring zodiac constellations, Virgo 20 More zodiacs, find Leo 21 Find Bootes and Virgo 22 Review Unit 3 23 Unit 3/ TEST Test/ Unit 3 24 Intro. Unit 4: Solar System/ Solar System and Sun 25 Intro. Unit 4: Solar System/ Planets 26 Mercury, Venus 27 Earth, Mars 28 Jupiter, Saturn 29 Uranus, Neptune 30 Dwarf planets, Moon, Comets 31 Review Unit 4 32 TEST Test/ Unit4 33 Constellation Finder / Review for Final 34 FINAL TEST Final Test 35 None

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Course Details/ Astronomy

Quizzes: Short answer, fill in the blank, matching questions. All test questions are

drawn from the review practice exercises at the end of that unit.

The overall goal for the course is for the student to know the 15 brightest

stars, their spellings, and the constellations in which they are found, to be

able to identify the brightest constellations in the sky in each season, and

to learn various facts about each of the eight planets in our solar system.


Tuesdays Review for upcoming unit tests as needed.

Wednesdays Review new lesson material, focusing on highlighted

material, and review for upcoming unit tests as needed.

Thursdays Review for upcoming unit tests as needed

Fridays Review highlighted content from current unit lessons

Grading:



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Grade 3

Christian Studies

Week Chapter/Lesson Assessments1 Lesson 1 (begin / no memory verse)2 Lesson 1 (finish and add memory verse)3 Lesson 2 / Timeline--Creation and Fall4 Lesson 3 / Timeline--Noah5 Lesson 4 / Timeline--Tower of Babel6 Lesson 5 L.4 MV quiz7 Review Lessons 1-5 / Timeline Call of Abraham Unit 1 Test8 Lesson 6 9 Lesson 7 10 Lesson 8 11 Lesson 9 12 Lesson 1013 Review Lessons 6-10 Unit 2 Test14 Lesson 1115 Timeline--Birth of Christ 16 Lesson 1217 Lesson 1318 Lesson 1419 Lesson 15 L. 14 MV quiz20 Review Lessons 11-15 Unit 3 Test21 Lesson 16 / Timeline--Exodus22 Lesson 1723 Lesson 1824 Lesson 19 / Timeline--Columbus25 Lesson 20 L.19 MV quiz26 Review Lessons 16-20 Unit 4 Test27 Lesson 2128 Lesson 2229 Lesson 23 / Timeline--Declaration of Independence30 Lesson 24 / Timeline--Third Millenium31 Lesson 25 Unit 5 Test32 Review Lessons 21-25 Unit 33 Review for Final 34 Final Final35 None

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Course Details

Quizzes: Written Unit test after five lessons

Homework:

Tuesday Review for upcoming Unit test as needed/ practice memory verse

Wednesday Review for upcoming Unit test as needed/ practice memory verse

Thursday Review new lesson focusing on highlighted material and review for upcoming Unit tests/ practice memory verse

Friday Review highlighted content from current Unit lessons and complete written assignments prior to review lessons/ practice memory verse

Grading:

50% Quizzes and tests 25% study guides 25% homework/participation/memory verses

● 2 points if the student does not bring supplies● Each homework assignment is 100% (10 pts if missing the first day)● Memory verses count as participation: 5pts deducted for 3 prompts, 10 pts for not

memorizing verse, and the student is given a second chance the following daywith parent contact

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