Language WISDOM BOOKLET Artsmedia.iblp.org/products/a4952b/wblaanswerkeys4952b.pdf · First Printing: 070719 WBLA Level B 49–52. 49B Week 1 Teacher’s Helps (Preliminary Edition)

Teacher’s Helps &Answer Keys

49B–52B

Language ArtsWI S D O M BO O K L E T

Table of Contents

Teacher’s Helps and Answer Keys for 49B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3

Teacher’s Helps and Answer Keys for 50B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 25



The Wisdom Booklet Language Arts program is designed for families enrolledin the Advanced Training Institute International, which provides a variety ofresources for training parents, young people, and children to be mighty in Spirit.For more information, contact:

Advanced Training Institute InternationalBox One • Oak Brook, IL 60522-3001630-323-2842 • www.ati.iblp.org

Copyright ©2010 Advanced Training Institute International

All rights reserved. No portion of this publication may be reproduced, stored in a retrieval system,or transmitted, in any form or by any means—electronic, mechanical, photocopying, recording,or otherwise—without prior written permission of the publisher.

Many thanks to Ray and Donna Reish for their contribution to the development of this curriculum.

Cover photos courtesy of Joy Jensen.

Printed in the United States of America

First Printing: 070719

WBLA Level B 49–52

49B Week 1 Teacher’s Helps (Preliminary Edition) 3

49B Week 1 Teacher’s HelpsFor a Five-Day Week

1. Copying, Vocabulary, and ComprehensionBASIC LEVEL

The broad road is filled with people who exert a significantamount of peer pressure on those who walk with them. The broadroad represents the easy life and is filled with allurements thatappeal to the physical senses.

EXTENSION

In contrast, the strait way is a lonely path that forces us to lookto the Savior, Who has promised never to leave us or to forsake us.The strait path has obstacles that must be overcome. These hurdlesforce us to cry out to God for His strength and to claim the wordsof Paul, “I can do all things through Christ which strengthenethme” (Philippians 4:13).

FURTHER EXTENSION

The strait way has curves and bends that require us to look tothe Lord for daily direction and constant reassurance that we are inthe center of His will. Unquestionably, the strait way depletes ourstrength and wears out our bodies, but in the process we are ableto experience more of the life of Christ. This paradox is explainedin II Corinthians 4:16. “For which cause we faint not; but thoughour outward man perish, yet the inward man is renewed day byday.” —Adapted from Wisdom Booklet 49

2. Spelling: Unusual R-Controlled Words That Say er (Examples: word, world)BASIC LEVEL

1. visitor 4. reflector2. editor 5. worship3. creator 6. worthy

EXTENSION FURTHER EXTENSION Optional7. investigator 9. exhibitor 11. opinion8. calculator 10. senator 12. conjecture

TT: R-controlled means that the letter r controls the sound of theletter or letters that are before the r.

3. Editor Duty: Correct Given Paragraph(s)(Adverbs)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1________________________________________2 Sentences

Paragraph Two of BodyTopic of Paragraph 2________________________________________3 Sentences(You may choose up to ten words for sentences one and three.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences(You may choose up to ten words for sentence one.)(You may choose up to eight words for sentence two.)

5. Grammar: Adverbs

6. Composition/Creative Writing: Write anEssay From a Key Word Outline

7. Grammar: -Ly Openers

8. FURTHER EXTENSION:Prewriting/Composition: Take Notes andWrite an Original Closing Paragraph

9. Composition: Edit and Revise

10. Spelling: Spelling Test

11. Dictation: Dictation Quiz

12. Composition: Final Copy Informative Essay

Extra Practice (Optional)

Day One

Day Three

Day Four

Day Five

Day Two

Vocabulary BoxActivities of the mind which can lead to false presump-tions and destruction

opinion conjecture speculationtheory

4 49B Week 1 Teacher’s Helps (Preliminary Edition)

49B Week 1 Teacher’s HelpsFor a Four-Day Week


The broad road is filled with people who exert a significantamount of peer pressure on those who walk with them. The broadroad represents the easy life and is filled with allurements thatappeal to the physical senses.

EXTENSION

In contrast, the strait way is a lonely path that forces us to lookto the Savior, Who has promised never to leave us or to forsakeus. The strait path has obstacles that must be overcome. Thesehurdles force us to cry out to God for His strength and to claimthe words of Paul, “I can do all things through Christ whichstrengtheneth me” (Philippians 4:13).

FURTHER EXTENSION

The strait way has curves and bends that require us to look tothe Lord for daily direction and constant reassurance that we arein the center of His will. Unquestionably, the strait way depletesour strength and wears out our bodies, but in the process we areable to experience more of the life of Christ. This paradox isexplained in II Corinthians 4:16. “For which cause we faint not;but though our outward man perish, yet the inward man isrenewed day by day.” —Adapted from Wisdom Booklet 49

2. Spelling: Unusual R-Controlled Words That Say er (Examples: word, world)BASIC LEVEL

1. visitor 4. reflector2. editor 5. worship3. creator 6. worthy

EXTENSION FURTHER EXTENSION Optional7. investigator 9. exhibitor 11. opinion8. calculator 10. senator 12. conjecture

TT: R-controlled means that the letter r controls the sound of theletter or letters that are before the r.

3. Editor Duty: Correct Given Paragraph(s)(Adverbs)


Paragraph Two of BodyTopic of Paragraph 2________________________________________3 Sentences(You may choose up to ten words for sentences one and three.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences(You may choose up to ten words for sentence one.)(You may choose up to eight words for sentence two.)

5. Grammar: Adverbs

6. Composition/Creative Writing: Write anEssay From a Key Word Outline

7. Grammar: -Ly Openers

8. FURTHER EXTENSION:Prewriting/Composition: Take Notes andWrite an Original Closing Paragraph






Day One

Day Three

Day Four

Day Two



49B Week 1 Answer Keys

49B Week 1 Answer Keys (Preliminary Edition) 5

q 3. Complete the following steps:

1. In the paragraphs provided, make corrections at the level directed by your teacher.BASIC LEVEL: Correct only the first paragraph.EXTENSION: Correct the first and second paragraphs.FURTHER EXTENSION: Correct all three paragraphs.

2. In the first two paragraphs, highlight the adverbs.

q 5c. In the sentences provided, highlight the adverbs and draw arrows from eachadverb to the word it modifies.

1. Dwight Moody grew <— without knowing the basic doctrines of the Bible oreven how to look <— Scripture references.

2. On Sunday morning he —> attended his uncle’s church.

3. As Dwight sat <— and began thumbing through Genesis, looking in vainfor the right verse, the other boys began to snicker.

4. Mr. Kimball saved him from further embarrassment by —> handing him aBible that was —> opened to the right page.already

quietly

down

dutifully

upup

Chicago, in the mid-1800s, was a sprawling collection of wooden buildings along straight, broad streets which

stretched from the shore of Lake Michigan as as the eye could see. Teeming with activity and growing

, the city was becoming the “general store” of the West.

The stocky nineteen-year-old who stepped off the train one September evening in 1856 found Chicago a

flamboyant, exciting place— compared to the staid and stifling Boston he had left behind. What excited

him the was the possibility of getting rich. The only trade he knew was selling shoes, but he had set out to

accumulate $100,000. long after his arrival, the young man had a job and was convinced that Chicago was the

place where he could reach his financial goals. The road to financial success seemed marked out, as wide and

straight as a Chicago boulevard.

In fact, had he not discovered God’s “strait way,” his life message might have been similar to that of another

young man who came to Chicago—Marshall Field, whose name is now associated with great material wealth. Instead,

the name “Dwight L. Moody” symbolizes what God can do through one man who is totally dedicated to Him.

clearly

Not

most

especially

fastrapidly

farwestward

6 49B Week 1 Answer Keys (Preliminary Edition)

5. Dwight would remember little of the teacher’s lesson that morning, but he —>forgot that simple act of kindness.

6. Full of energy, young Dwight tended to be —> wild.

7. Dwight —> went to his uncle to ask for a job in his shoe store.

8. One Saturday morning, Mr. Kimball —> entered the shoe store to talkto Dwight Moody about his soul.

9. Dwight was in the back room, —> wrapping up shoes.

10. He —> told Dwight that Christ loved him, and then —> askedif Dwight wanted to accept Jesus Christ as Savior.

11. They prayed, and Mr. Kimball —>left the store.

12. The whole meeting had —> taken a few minutes, but the results would havean eternal impact on the world.

13. Dwight —> accepted a job as a traveling salesman.

14. However, a new interest began to —> challenge his desire to makemoney.

q 7d. In the sentences provided, add punctuation after the -ly openers according to therules you learned this week.

Note: Some are one-word openers and some are -ly clauses or phrases.

1. Enthusiastically, Dwight rented four pews and began to fill them with childreneach week.

2. Willingly, he volunteered to help with the mission’s Sunday School.

3. Surprisingly, there were enough teachers, but not enough pupils.

4. Quickly, he gathered up eighteen barefoot boys.

5. Unfortunately, the boys reacted to the formality of the Wells Street Mission.

6. Creatively solving the problem, Dwight decided to start his own Sunday School.

7. Eventually, he became more committed to reaching children and less focused onmaking a fortune.

8. Thoroughly sweeping and scrubbing the room, he prepared it for Sunday Schooleach week.

9. Faithfully making his way up and down the narrow streets and alleys, he gatheredup the children.

10. Frequently, he had to convince the suspicious parents to let their children come.

11. Diligently working on a part-time basis, Dwight was able to make as much incomeas he had previously made working full-time.

seriously

soon

only

then

tearfullysimply

busily

hesitantly

reluctantly

rather

never

12. Amazingly, Dwight’s desires were being transformed by the power of the Gospel.

13. Early one day, a man who taught in Dwight’s Sunday School came to see him athis office.

14. Simply stating his situation, he explained that he was having to leave Chicago andmight die soon.

15. Earnestly telling the young woman that she needed to accept Christ, he urged herto settle the matter right then and there.


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8 49–52B AK (Preliminary Edition)




Dwight Lyman Moody was born in 1837 in the small town ofNorthfield, Massachusetts. Northfield was a typical New Englandfarming community where everything followed the steady pace ofthe changing seasons. The placid routine of Dwight’s young lifewas shattered by the unexpected death of his father. The boy wasjust four years old and hardly understood what was happening.

EXTENSION

Not long after Dwight’s father died, some men came to hishome and began to haul away the family’s furniture. They scouredthe entire house, taking whatever had any value. Dwight laterlearned that these men were creditors who had come to collect adebt his father had left unpaid. What a sobering lesson for theyoung boy about the consequences of borrowing money. Amonth after the funeral, Mrs. Moody gave birth to twins.

FURTHER EXTENSION

Mrs. Moody wanted her children to receive religious training.The family belonged to a church in town, and Mrs. Moody madesure her boys always went to Sunday school, but the trainingDwight received there was of little consequence. He grew upwithout knowing the basic doctrines of the Bible or even how tolook up Scripture references.

—Adapted from Wisdom Booklet 49

2. Spelling: Sounds of gh(Examples: eight, tough)BASIC LEVEL

1. sighing 4. dough 5. cough2. righteousness 5. laughter 6. bright

EXTENSION FURTHER EXTENSION Optional7. manslaughter 9. furlough 12. speculation8. thoroughfare 10. overweight 13. theory

11. neighborhood

TT: The combinations gh and ph are sometimes silent (e.g., aught)and sometimes say the consonant ff sound (e.g., cough, phone).

TT: Often the gh combination does not make the ff sound andinstead makes no sound at all. In these cases, the ough familymakes four different sounds: bough, through, bought, and though.

TT: The eigh family is another instance where the gh does not sayff, but is silent instead. Sometimes eigh says the long i sound (e.g.,height) and other times eigh says the long a sound (e.g., weight).

TT: Igh is another instance is which gh does not say ff, but is silentinstead.

3. Editor Duty: Correct Given Paragraph(s)(Adverbs; Adverb Openers)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1 ________________________________________4 Sentences

Paragraph Two of BodyTopic of Paragraph 2 ________________________________________5 Sentences

Paragraph Three of BodyTopic of Paragraph 3 ________________________________________3 Sentences (You may choose up to ten words for sentence two.)

5. Grammar: Prepositions

6. Composition/Creative Writing: Write aRough Draft From a Key Word Outline

7. Grammar/Sentence Structure: Prepositional Phrases

8. Grammar/Sentence Structure: Prepositional Phrase Openers


10. Grammar: Main Subject





Day One

Day Three

Day Four

Day Five

Day Two






Dwight Lyman Moody was born in 1837 in the small town ofNorthfield, Massachusetts. Northfield was a typical New Englandfarming community where everything followed the steady pace ofthe changing seasons. The placid routine of Dwight’s young lifewas shattered by the unexpected death of his father. The boy wasjust four years old and hardly understood what was happening.

EXTENSION

Not long after Dwight’s father died, some men came to hishome and began to haul away the family’s furniture. They scouredthe entire house, taking whatever had any value. Dwight laterlearned that these men were creditors who had come to collect adebt his father had left unpaid. What a sobering lesson for theyoung boy about the consequences of borrowing money. Amonth after the funeral, Mrs. Moody gave birth to twins.

FURTHER EXTENSION

Mrs. Moody wanted her children to receive religious training.The family belonged to a church in town, and Mrs. Moody madesure her boys always went to Sunday school, but the trainingDwight received there was of little consequence. He grew upwithout knowing the basic doctrines of the Bible or even how tolook up Scripture references.


2. Spelling: Sounds of gh(Examples: eight, tough)BASIC LEVEL

1. sighing 4. dough 5. cough2. righteousness 5. laughter 6. bright

EXTENSION FURTHER EXTENSION Optional7. manslaughter 9. furlough 12. speculation8. thoroughfare 10. overweight 13. theory

11. neighborhood

TT: The combinations gh and ph are sometimes silent (e.g., aught)and sometimes say the consonant ff sound (e.g., cough, phone).

TT: Often the gh combination does not make the ff sound andinstead makes no sound at all. In these cases, the ough familymakes four different sounds: bough, through, bought, and though.

TT: The eigh family is another instance where the gh does not sayff, but is silent instead. Sometimes eigh says the long i sound (e.g.,height) and other times eigh says the long a sound (e.g., weight).

TT: Igh is another instance is which gh does not say ff, but is silentinstead.

3. Editor Duty: Correct Given Paragraph(s)(Adverbs; Adverb Openers)


Paragraph Two of BodyTopic of Paragraph 2________________________________________5 Sentences

Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences (You may choose up to ten words for sentence two.)



7. Grammar/Sentence Structure: Prepositional Phrases

8. Grammar/Sentence Structure: Prepositional Phrase Openers


10. Grammar: Main Subject





Day One

Day Three

Day Four

Day Two







2. In the second paragraph, highlight the adverbs.

3. In the first paragraph, highlight the adverb opener.

q 5e. In the sentences provided, find and highlight all of the prepositions. (Highlightall prepositions, not just the ones at the beginning of the sentences.) There may bemore than one preposition in a sentence.Note: The word to + verb is an example of a case when the word to is not being used as apreposition. When you see to + verb, do not highlight it since it is a special kind of verbcalled an infinitive—not a preposition.

1. science, a theory can be a valuable basis experiments and observation.

2. Philosophical theories, however, are usually based human presuppositions ratherthan divine revelation.

3. As such, they leave Christ and are vain—devoid true wisdom.

4. The danger philosophical theories is explained Colossians 2:8: “Beware lestany man spoil you philosophy and vain deceit, the traditions men, the rudiments the world, and not Christ.”afterofafter

ofafterthroughinof

ofout

on

forIn

Several days and many rejections later, Dwight reluctantly went to his uncle to ask for a job in his shoe store.

Because of the boy’s cocky attitude, his Uncle Samuel hesitated. , he decided to give his nephew a job but put

strict limits on him. One of the conditions to which Dwight had to agree was that he would attend Sunday School

and church each week.

On Sunday morning he attended his uncle’s church. He was assigned to a class of young men his age

taught by a man named Edward Kimball. When he arrived, the class had started. Mr. Kimball smiled at the

newcomer and gave him a Bible, saying they were studying a passage in John. As Dwight sat and began

thumbing through Genesis, looking in vain for the right verse, the other boys began to snicker. Mr. Kimball saved him

from further embarrassment by handing him a Bible opened to the right page. Dwight remembered

little of the teacher’s lesson that morning, but he forgot that simple act of kindness.

After the class was over, Dwight attended the preaching service. He found a seat in the balcony and fell asleep

during the sermon. For nearly a year, Mr. Kimball’s Bible teaching and Dr. E.N. Kirk’s preaching seemed to have little

effect on this young man whose heart had already been captured by the dream of wealth.

never

alreadyquietly

down

already

dutifully

Finally


5. A theory is often an attempt to explain the important factors life as they relateus.

6. Theories provide explanation the past that becomes rationale the future.

7. Charles Darwin’s theory evolution has formed the basis many incorrectconclusions.

8. Although his theory has been discredited overwhelming scientific evidence, it isoften taught fact schools.

9. his youth, Solomon likely read the Law the instruction that required aking to write his own copy the Law.

10. When Solomon began his reign, he based his decisions the Law God.

11. As he grew older, however, he began to theorize life.

12. His theories focused man and his struggles rather than God and His glory.

13. When Solomon left the strait way that leads life, many people followed him.

14. one generation, the great kingdom God allowed him to build was divided, andcivil war was raging the land.

q 7e. In the sentences provided, place parentheses around the prepositional phrases.(See answers for 10c.)

q 10c. Highlight the main subject in each sentence from assignment 7e.

1. Because (of his lack) (of education), had always been reluctant toaccept any (of the invitations) to speak (on college campuses).

2. Often ridiculed (in the press) because (of his poor grammar and homespunmanner) (of speaking), did not relish exposing himself (to the cruel sarcasm)(of intellectuals).

3. However, (during the 1876 Philadelphia campaign), agreed to spend one day(at Princeton).

4. The (to his message) surprised him.

5. Nevertheless, continued to have doubts (about his effectiveness) (with students).

6. So was (with a great deal) of hesitancy) that he accepted an invitation to hold aweek (of meetings) (at Trinity College), Cambridge, (in November) (of 1882).

7. Such were not unfounded; a (of the undergraduates) then enrolledwere (from wealthy homes) where religion was regarded (as irrelevant).

8. The continued (throughout the first sermon) there, butremained calm and did not express impatience (with the rowdies).

9. (At the end) (of his final message) (for the week), asked all those whohad received Christ that week to stand.

10. As Mr. Moody looked out (across the room) and saw (at least) two hundred youngmen rise, murmured, “My God, this is enough to live for.”

11. The (at Cambridge) brought about the rise (of the Student ChristianMovement).

week

he

Mr. Moody

Mr. Moodyheckling and mocking

majorityfears

it

he

response

he

he

Mr. Moody

throughoutIn

to

onon

about

ofon

ofinDuring

inasby

forof

forfrom

toof

Teacher Tip: Youmight want to explain toyour student that apreposition is used as anadverb whenever it doesnot have an object of thepreposition following it—and when it tells wheresomething happened,such as down, up, on, etc.

12. (Within weeks) (of Mr. Moody’s visit), of the young men who had beenstirred because (of his messages) were committing themselves to become missionar-ies (in other countries).

13. One (by one), a (of young men) volunteered to go (to China); became known (as the “Cambridge Seven.”

14. All famous athletes and sons (of wealthy families), their to serve (as mis-sionaries) surprised the entire nation.

15. (on campuses) (across England and Scotland) were challenged (by theirexample) to consider Christian service overseas.Students

decision

theygroup

several


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Across the stormy North Atlantic, Mr. Moody began to thinkas he tossed and turned on his bunk. He reluctantly decided thathe would pull back on the plans he had been making for a hugefive-month evangelistic campaign to be held during the time ofthe 1883 World’s Fair in Chicago. Suddenly a tremendous crashinterrupted his thought. The entire ship seemed to shudder. Thestartled Mr. Moody learned that the shaft had broken.

EXTENSION

There were cries that the ship was sinking. He quicklydressed and went up on deck only to encounter several passen-gers screaming that their cabins were flooding. All the passengerswere assembled in one of the main dining rooms. The ship wasrolling from side to side in the rough seas. Adrift on the open seain the days before radio, their only hope was that some passingship would see their distress flares soon; darkness fell withoutanother vessel being sighted. Through the night they driftedfarther away from the well-traveled sea lanes.

FURTHER EXTENSION

During those dark hours, a storm raged within Mr. Moodytoo. It seemed as though the Lord was saying to him, “Were youready to let up, to go slow? Then I will take you to Myself. Youare of no use to Me unless you are out and out.” This convictionled him to promise that if by God’s grace he made it home, hewould pour all the remaining energy God gave him into theWorld’s Fair campaign.

Shortly after dawn on the third day, the wind and wavescalmed enough for a rescue ship to attach a tow cable to thedisabled liner. It took six days for the two ships to reachLiverpool, but God miraculously provided calm seas the entireway. —Adapted from Wisdom Booklet 17

2. Spelling/Structural Analysis: DoubleConsonant in the Middle of a Word = FirstSyllable Short (Examples: hap/py, sun/ny)BASIC LEVEL

1. inlet 5. under2. narrow 6. millions3. pillar 7. control4. funnel

EXTENSION FURTHER EXTENSION Optional8. allude 11. centuries 15. presupposition9. excess 12. tempestuous 16. destruction

10. instead 13. importance14. concentrate

TT: A syllable is a sound that is made by one vowel sound. Asyllable may or may not contain a consonant (e.g., I, a). Whensyllabicating words, each syllable must contain a vowel sound.This sound may be made of a y, one vowel, or a vowel combina-tion (e.g., by, joy, read, beau). Syllables that end in a consonant are“closed” syllables. When a two-syllable word has a short vowelsound at the beginning, that syllable is called a “closed” syllablebecause it ends with a consonant. In the case of double-conso-nant-in-the-middle words, one consonant goes with the firstsyllable and the second consonant goes with the second syllable(e.g., hap/py).

3. Editor Duty: Correct Given Paragraph(s)(Prepositions; Prepositional Phrases)

4. Study Skills/Prewriting: Outline an Original StoryParagraph One of BodyTopic of Paragraph 1________________________________________6–8 Sentences

Paragraph Two of BodyTopic of Paragraph 2________________________________________6–8 Sentences

Paragraph Three of BodyTopic of Paragraph 3________________________________________6–8 Sentences

Extensions: Paragraph Four of BodyTopic of Paragraph 4________________________________________8 Sentences

Further Extension: Paragraph Five of BodyTopic of Paragraph 5________________________________________8 Sentences

5. Punctuation: Semicolon Usage

6. Composition/Creative Writing: Write anOriginal Story (Rough Draft of Body)

7. Grammar: Transition Words

8. Study Skills/Prewriting/Composition: TakeNotes and Write an Original Opening Paragraph




Day One

Day Three

Day Four

Day Five

Day Two






Across the stormy North Atlantic, Mr. Moody began to thinkas he tossed and turned on his bunk. He reluctantly decided thathe would pull back on the plans he had been making for a hugefive-month evangelistic campaign to be held during the time ofthe 1883 World’s Fair in Chicago. Suddenly a tremendous crashinterrupted his thought. The entire ship seemed to shudder. Thestartled Mr. Moody learned that the shaft had broken.

EXTENSION

There were cries that the ship was sinking. He quicklydressed and went up on deck only to encounter several passen-gers screaming that their cabins were flooding. All the passengerswere assembled in one of the main dining rooms. The ship wasrolling from side to side in the rough seas. Adrift on the open seain the days before radio, their only hope was that some passingship would see their distress flares soon; darkness fell withoutanother vessel being sighted. Through the night they driftedfarther away from the well-traveled sea lanes.

FURTHER EXTENSION

During those dark hours, a storm raged within Mr. Moodytoo. It seemed as though the Lord was saying to him, “Were youready to let up, to go slow? Then I will take you to Myself. Youare of no use to Me unless you are out and out.” This convictionled him to promise that if by God’s grace he made it home, hewould pour all the remaining energy God gave him into theWorld’s Fair campaign.

Shortly after dawn on the third day, the wind and wavescalmed enough for a rescue ship to attach a tow cable to thedisabled liner. It took six days for the two ships to reachLiverpool, but God miraculously provided calm seas the entireway. —Adapted from Wisdom Booklet 17

2. Spelling/Structural Analysis: DoubleConsonant in the Middle of a Word = FirstSyllable Short (Examples: hap/py, sun/ny)BASIC LEVEL

1. inlet 5. under2. narrow 6. millions3. pillar 7. control4. funnel

EXTENSION FURTHER EXTENSION Optional8. allude 11. centuries 15. presupposition9. excess 12. tempestuous 16. destruction

10. instead 13. importance14. concentrate

TT: A syllable is a sound that is made by one vowel sound. Asyllable may or may not contain a consonant (e.g., I, a). Whensyllabicating words, each syllable must contain a vowel sound.This sound may be made of a y, one vowel, or a vowel combina-tion (e.g., by, joy, read, beau). Syllables that end in a consonant are“closed” syllables. When a two-syllable word has a short vowelsound at the beginning, that syllable is called a “closed” syllablebecause it ends with a consonant. In the case of double-conso-nant-in-the-middle words, one consonant goes with the firstsyllable and the second consonant goes with the second syllable(e.g., hap/py).

3. Editor Duty: Correct Given Paragraph(s)(Prepositions; Prepositional Phrases)

4. Study Skills/Prewriting: Outline an Original Story

Paragraph One of BodyTopic of Paragraph 1________________________________________6–8 Sentences

Paragraph Two of BodyTopic of Paragraph 2________________________________________6–8 Sentences

Paragraph Three of BodyTopic of Paragraph 3________________________________________6–8 Sentences

Extensions: Paragraph Four of BodyTopic of Paragraph 4________________________________________8 Sentences

Further Extension: Paragraph Five of BodyTopic of Paragraph 5________________________________________8 Sentences

5. Punctuation: Semicolon Usage

6. Composition/Creative Writing: Write anOriginal Story (Rough Draft of Body)

7. Grammar: Transition Words





Day One

Day Three

Day Four

Day Two





q 2b. Complete the following steps:1. On the lines provided, write the spelling words at the level directed by your teacher.

2. Syllabicate the words by drawing a line between each syllable.

Example: happy—hap/py

BASIC LEVEL EXTENSION FURTHER EXTENSION1. in/let 8. al/lude 11. cen/tu/ries2. nar/row 9. ex/cess 12. tem/pes/tu/ous3. pil/lar 10. in/stead 13. im/por/tance4. fun/nel 14. con/cen/trate5. un/der6. mil/lions7. con/trol



2. In the first paragraph, highlight the prepositions.

3. In the second paragraph, highlight the prepositional phrases.

q 5d. In the sentences provided, combine the two sentences in each set to make acompound sentence by completing the following steps:

1. Write the letters CS above each complete sentence.

2. Change the period at the end of the first sentence in each set to a semicolon.

3. Change the first letter of the second sentence in each set to a lowercase letter, unlessit is proper noun.

an August 1899 meeting New York, D.L. Moody made a profound prediction. He told his audience,

“Some day you will read the papers that D.L. Moody East Northfield is dead. Don’t you believe a word it!

that moment I shall be more alive than I am now.

The truth was realized when he died four months later . He is even now alive

rejoicing he served . He is also alive

that bear his name and continue to carry on his work .

The spiritual fruit of his ministries continue to bring eternal rewards to D.L. Moody and to those who faithfully

labored with him. Perhaps the greatest legacy that D.L. Moody left to us is his living demonstration of the phrase that

challenged his life: “The world has yet to see what God can do through one man wholly consecrated to Him.”

after his deathover one hundred years

in the ministriesfor forty yearsof the Onein the presencewith his Savior

on December 22of these words

At

ofofin

inIn


Example: A pure democracy makes the will of the majority the sovereign will of the land. Itviolates the requirement for a Godly nation.

CS CSA pure democracy makes the will of the majority the sovereign will of the land; it violatesthe requirement for a Godly nation.

CS1. The United States’ system has been historically praised. It is a government “of the

CSpeople, by the people, and for the people;” this concept of popular sovereignty isaccepted by almost everyone.

CS CS2. The “broad way” transfers sovereignty from God to the will of the majority; modern

thinking has severed it from its Biblical roots.

CS CS3. To transfer sovereignty from God to man is to deny that God is sovereign; God’s

sovereignty, which is absolute and indivisible, cannot be shared with any other person.

CS CS4. God delegates to man the authority to rule; an accurate concept of sovereignty

includes the political principle of local self-government.

CS CS5. The most basic meaning of government is self-government; the tendency to associate

the term almost exclusively with the Washington-based bureaucracy is a recent trend.

CS CS6. The U.S. civil government has been given more control over more areas; its citizens

have lost the fuller sense of what government really is.

CS7. The U.S. Constitution was carefully worded to protect the autonomy of the state;

CSthe Founding Fathers feared the implication of an overly powerful centralizedgovernment.

CS8. A republic based on the principles of Scripture has one primary difference from

CSother forms of government; the people govern themselves with the understandingthat they are ultimately accountable to God.

CS9. In the twentieth century, the United States came to be commonly referred to as a

CSrepresentative democracy; this label distinguishes it from a pure democracy.

CS CS10. The United States was not founded as a democracy but as a republic; however, the

U.S. government has become increasingly centralized in form and more democraticin practice.




Rising approximately 1,398 feet above sea level, the Rock ofGibraltar stands like a giant guardian looking out across a narrowinlet of water. Across the water to the south, another pillar, the2,782 foot Jebel Musa, rises up from the ocean floor to funnelmillions of tons of water per second from the Atlantic Ocean intothe Mediterranean Sea.

EXTENSION

For centuries, nations have sought to gain control of the pillar,because it has been said that whoever controls the pillar controlsthe strait, and whoever controls the strait controls theMediterranean Sea. The southern pillar, located in Morocco, hasnever been coveted. Yet, the northern rock, the Rock of Gibraltar,has been besieged many times. It served as a command post forAllied troops during the liberation of Europe in World War II.

FURTHER EXTENSION

Even Gibraltar’s name alludes to its tempestuous history. InA.D. 711, a Moslem army under the leadership of Tariq ibn-Ziyad seized the Rock. Recognizing the strategic importance ofhis prize, he named the rock Jabal Tariq, meaning “Tariq’s moun-tain.” Centuries later, the name was slurred into the Englishversion, “Gibraltar.”


2. Spelling: Open Syllables Have Long VowelSounds (Examples: Bi/ble, be/long)BASIC LEVEL

1. because 4. dilute2. beyond 5. saline3. ocean 6. solution

EXTENSION FURTHER EXTENSION Optional7. replenish 9. diameter 11. orderliness8. radiates 10. coherent 12. efficiency

TT: An open syllable is a syllable that ends in a vowel, as opposedto a closed syllable which ends in a consonant. (A consonant“closes up” a syllable.) When a syllable is an open syllable, itusually makes the vowel’s long sound, as in be, go, and Bi/ble.

3. Editor Duty: Correct Given Paragraph(s)(Semicolons; Sequencing Words)


5. Grammar: Subject Part and Predicate Part

6. Grammar: Strong, Active Verbs With Helpers



9. Composition: Final Copy Original Story


Day One

Day Two

Day Four

Day Five

Day Three






Rising approximately 1,398 feet above sea level, the Rock ofGibraltar stands like a giant guardian looking out across a narrowinlet of water. Across the water to the south, another pillar, the2,782 foot Jebel Musa, rises up from the ocean floor to funnelmillions of tons of water per second from the Atlantic Ocean intothe Mediterranean Sea.

EXTENSION

For centuries, nations have sought to gain control of the pillar,because it has been said that whoever controls the pillar controlsthe strait, and whoever controls the strait controls theMediterranean Sea. The southern pillar, located in Morocco, hasnever been coveted. Yet, the northern rock, the Rock of Gibraltar,has been besieged many times. It served as a command post forAllied troops during the liberation of Europe in World War II.

FURTHER EXTENSION

Even Gibraltar’s name alludes to its tempestuous history. InA.D. 711, a Moslem army under the leadership of Tariq ibn-Ziyad seized the Rock. Recognizing the strategic importance ofhis prize, he named the rock Jabal Tariq, meaning “Tariq’s moun-tain.” Centuries later, the name was slurred into the Englishversion, “Gibraltar.”


2. Spelling: Open Syllables Have Long VowelSounds (Examples: Bi/ble, be/long)BASIC LEVEL

1. because 4. dilute2. beyond 5. saline3. ocean 6. solution

EXTENSION FURTHER EXTENSION Optional7. replenish 9. diameter 11. orderliness8. radiates 10. coherent 12. efficiency

TT: An open syllable is a syllable that ends in a vowel, as opposedto a closed syllable which ends in a consonant. (A consonant“closes up” a syllable.) When a syllable is an open syllable, itusually makes the vowel’s long sound, as in be, go, and Bi/ble.

3. Editor Duty: Correct Given Paragraph(s)(Semicolons; Sequencing Words)


5. Grammar: Subject Part and Predicate Part

6. Grammar: Strong, Active Verbs With Helpers



9. Composition: Final Copy Original Story


Day One

Day Three

Day Four

Day Two





q 2b. On the lines provided, copy the spelling words at the level directed by your teacher,and syllabicate them where you hear the break.

Example: focus—fo/cus

BASIC LEVEL EXTENSIONS FURTHER EXTENSION

1. be/cause 7. re/plen/ish 9. di/am/e/ter2. be/yond 8. ra/di/ates 10. co/her/ent3. o/cean4. di/lute5. sa/line6. sta/tion



2. In the second paragraph, insert a semicolon, and underline the complete sentencesjoined by the semicolon in two different colored highlighters.

3. In the second paragraph, find and highlight the word that shows sequence.

It was not until the eighth century that the strategic importance of the strait was recognized. The Moors

learned that the Rock of Gibraltar was the key to Spain and the entire Mediterranean. But in 1309 the Spaniards drove

the Moors off Gibraltar.

The Spaniards lost it again in 1333 and then retook it in 1462. To make the rock more attractive, the King of

Spain offered it as a haven to any “evildoer” who would take up residence on the rock. , the residents lost

their gift because they failed to protect it; the rock’s defenses had crumbled into disarray by the end of the 1400s.

The Turks invaded the neglected fortress in 1540, and this prompted Spain to improve its defense.

For more than 150 years, the rock of Gibraltar enjoyed relative peace. Then on July 21, 1704, a combined

British and Dutch fleet attacked Gibraltar. At that time the Spanish garrison had fewer than eighty properly trained

men. The fleet took just three days to bring the Spaniards to surrender. In 1713, the Treaty of Utrecht gave Britain a

permanent claim to the rock.

Eventually

q 5d. In the sentences provided, complete the following steps:

BASIC LEVEL: Draw a line between the subject part and the predicate part of each sentence.

EXTENSIONS:1. Draw a line between the subject part and the predicate part of each sentence.

2. Highlight the main subject of the sentence in one color.

3. With another color, highlight the main verb (the main verb, helping verbs, andinfinitives that make up the main verb of the sentence).

1. | life to the Mediterranean Sea.

2. Unlike the Dead Sea, which is stagnant and void of life, the |with an abundance of fish and vegetation.

3. However, if it were not for the Strait of Gibraltar, the |the same fate as the Dead Sea.

4. The of the | evaporates quickly.

5. Not enough | to replenish this lost water.

6. Even the of four major rivers | not enough to offset the effects of the sun.

7. All of this | the water saltier and heavier as itmoves eastward.

8. If the sea continued to grow saltier without being replenished, | quicklya desert of salt, choked in its own minerals.

9. Fortunately, as the salt concentration in the water mounts, the |.

10. This | a current within the Mediterranean that plunges downward atthe eastern end of the sea, doubles back under itself, and eventually flows out intothe Atlantic Ocean through the Strait of Gibraltar.

11. In effect, the | like a washing machine to scour the depths of thesea, removing the excess salt and carrying life-giving oxygen and carbon dioxide tofish and plants.

q 6d. In the sentences provided, write a new verb above each italicized one. Use yourthesaurus for this, and try to find verbs you have never used in your writing before.

Example: We can see that Christ carried out every action as an expression of meekness.We can discern that Christ carried out every action as an expression of meekness.

Note: You may have to add other words in order to make your new verb fit into the sentence.

Answers will vary.

workscurrent

sets upthis

begins to sinkwater

becomewouldit

to becomecausesevaporation

isflow

fallsrain

Mediterraneanwater

would experienceMediterranean

flourishesMediterranean

givesThe Strait of Gibraltar


Teacher Tip: If yourstudent had trouble find-ing the main subject ofeach sentence, encouragehim to isolate the preposi-tional phrases with paren-theses, and emphasizethat the subject is usuallynot found in a preposi-tional phrase.

49-52B AK (Preliminary Edition) 23

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24 49-52B AK (Preliminary Edition)



False prophets are so deceptive, dangerous, and destructive thatGod gives clear direction to every believer on how to detect them.This instruction is extremely important, because Scripture alsowarns us that when these false teachers bring in “…damnable here-sies… many shall follow their pernicious ways…” (II Peter 2:1-2)

False prophets are ministers of Satan. Their mission is to deceivebelievers and damage the work of God. They prey upon weak,young believers, and older believers who have given “ground” toSatan. False prophets creep into homes and lead captive those whoare too simple-minded to see through their diabolical motives. Theylead families astray and bring division and destruction to the church.

EXTENSIONThe Bible’s name for those who come in the guise of Godliness

is “ravening wolves.” There are some other animals that showspecific characteristics displayed by false prophets. The body louse,for example, illustrates prurience. Just as the body louse feeds itselfby piercing its victim’s skin and drawing blood through its sucker-mouth, so the false prophet creates discontentment with the truthand causes his victims to have itching ears for new teachings whiledraining them of spiritual life and vitality.

FURTHER EXTENSIONThe intractable false prophet is ungoverned by outside authority.

He has built life around himself and will follow only the dictates ofhis own pride and passion. The false prophet fits the analogy givenin Psalm 32:9: “... as the horse, or as the mule, which have no under-standing; whose mouth must be held in with bit and bridle...” Ahorse that is difficult to control will be subjected to increasinglystronger bits.

The self-righteous Pharisees exhibited a perfidious attitudetoward the people of their time who devoutly followed their teach-ings, hoping thereby to gain eternal life. Christ condemned them formaking their converts “twofold more the child[ren] of hell” thanthey were. The treacherous black widow is so named because sheeats her mate. This perfidious creature’s bite is the most dangerousof all spiders in the United States. Likewise, the false prophets “bite”may result in spiritual death.


2. Spelling: Schwa Sound at the Beginning or in theMiddle of Words (Examples: against, counselors)BASIC LEVEL

1. alliteration 3. illustrate 5. hypocrite2. harmony 4. investigate 6. justified

EXTENSION FURTHER EXTENSION Optional7. accomplishment 9. consequences 11. pernicious8. indicative 10. intuitive 12. avaricious

13. prurient

TT: The schwa sound is the name of the sound made when youhear a fast, short u. There are as many combinations of vowelsthat make the schwa sound as there are combinations of vowels! Inother words, the schwa sound can be made by nearly any vowel orvowel combination. Thus, these words must be memorized.

3. Editor Duty: Correct Given Paragraph(s)(Subject Part; Predicate Part)


Paragraph Two of BodyTopic of Paragraph 2________________________________________4 Sentences(You may use up to eight words for sentence four.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________4 Sentences(You may use up to twelve words for sentence four.)

Paragraph Four of BodyTopic of Paragraph 4________________________________________4 Sentences(You may use up to eight words for sentence two.)

Paragraph Five of BodyTopic of Paragraph 5________________________________________5 Sentences(You may use up to eight words for sentence one.)

5. Grammar: Noun Markers (Articles)

6. Composition/Creative Writing: Write a Rough Draft From a Key Word Outline

7. Structural Analysis: Plural Nouns

8. EXTENSIONS:Study Skills/Prewriting/Composition: TakeNotes and Write an Original Opening Paragraph

9. Grammar: Be, a Helper, Link Verbs and Verb Phrases







Day One

Day Three

Day Four

Day Two

Day Five

Vocabulary Box

Words that describe characteristics of False Prophets

Pernicious Presumptuous Perfidious InaneAvaricious Intractable Lecherous PromiscuousPrurient Impudent Libidinous DegenerateArrogant Uncouth Beguiled


False prophets are so deceptive, dangerous, and destructive thatGod gives clear direction to every believer on how to detect them.This instruction is extremely important, because Scripture alsowarns us that when these false teachers bring in “…damnable here-sies… many shall follow their pernicious ways…” (II Peter 2:1-2)

False prophets are ministers of Satan. Their mission is to deceivebelievers and damage the work of God. They prey upon weak,young believers, and older believers who have given “ground” toSatan. False prophets creep into homes and lead captive those whoare too simple-minded to see through their diabolical motives. Theylead families astray and bring division and destruction to the church.

EXTENSIONThe Bible’s name for those who come in the guise of Godliness

is “ravening wolves.” There are some other animals that showspecific characteristics displayed by false prophets. The body louse,for example, illustrates prurience. Just as the body louse feeds itselfby piercing its victim’s skin and drawing blood through its sucker-mouth, so the false prophet creates discontentment with the truthand causes his victims to have itching ears for new teachings whiledraining them of spiritual life and vitality.

FURTHER EXTENSIONThe intractable false prophet is ungoverned by outside authority.

He has built life around himself and will follow only the dictates ofhis own pride and passion. The false prophet fits the analogy givenin Psalm 32:9: “... as the horse, or as the mule, which have no under-standing; whose mouth must be held in with bit and bridle...” Ahorse that is difficult to control will be subjected to increasinglystronger bits.

The self-righteous Pharisees exhibited a perfidious attitudetoward the people of their time who devoutly followed their teach-ings, hoping thereby to gain eternal life. Christ condemned them formaking their converts “twofold more the child[ren] of hell” thanthey were. The treacherous black widow is so named because sheeats her mate. This perfidious creature’s bite is the most dangerousof all spiders in the United States. Likewise, the false prophets “bite”may result in spiritual death.


2. Spelling: Schwa Sound at the Beginning or in theMiddle of Words (Examples: against, counselors)BASIC LEVEL

1. alliteration 3. illustrate 5. hypocrite2. harmony 4. investigate 6. justified

EXTENSION FURTHER EXTENSION Optional7. accomplishment 9. consequences 11. pernicious8. indicative 10. intuitive 12. avaricious

13. prurient

TT: The schwa sound is the name of the sound made when youhear a fast, short u. There are as many combinations of vowelsthat make the schwa sound as there are combinations of vowels! Inother words, the schwa sound can be made by nearly any vowel orvowel combination. Thus, these words must be memorized.

3. Editor Duty: Correct Given Paragraph(s)(Subject Part; Predicate Part)


Paragraph Two of BodyTopic of Paragraph 2________________________________________4 Sentences(You may use up to eight words for sentence four.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________4 Sentences(You may use up to twelve words for sentence four.)

Paragraph Four of BodyTopic of Paragraph 4________________________________________4 Sentences(You may use up to eight words for sentence two.)

Paragraph Five of BodyTopic of Paragraph 5________________________________________5 Sentences(You may use up to eight words for sentence one.)

5. Grammar: Noun Markers (Articles)


7. Structural Analysis: Plural Nouns


9. Grammar: Be, a Helper, Link Verbs and Verb Phrases








Day Three

Day Four

Day Two

Day One

Vocabulary Box





2. In the first paragraph, draw a line between the subject part and the predicate part ofeach sentence.

q 7d. Write the plural forms of the nouns provided, applying the rules you havelearned this week.

1. man—men 7. goose—geese2. approach—approaches 8. moose—moose3. language—languages 9. bunny—bunnies4. military—militaries 10. piano—pianos5. officer—officers 11. monkey—monkeys6. tornado—tornadoes 12. missile—missiles



One chief motivation of the false prophet | is personal financial gain. False prophets | are destitute of wisdom

but assume that financial gain is a measure of godliness. From such people we | are to withdraw ourselves. (See

I Timothy 6:5). In order to avoid this mark of a false prophet, Paul | established the policy of charging nothing for his

service, even though he had the Scriptural right to do so, because the laborer | is worthy of his hire. This sign of a

false prophet | is so important to avoid that Paul made a requirement that any one who wanted to be a leader in

the church must not do it for the motive of money. “…Not greedy of filthy lucre…” (I Timothy 3:3). The money motive

of a false prophet | is again warned about in Titus 1:11: “Whose mouths must be stopped, who subvert whole houses,

teaching things which they ought not, for filthy lucre’s sake.”

The second distinctive mark of a false prophet is that he wants to control people because he views people

as the source of his power and his authority. Therefore, the more people he can control, the more power he has. In

dramatic contrast to this false view of power, the true prophet views God as the source of his power. The true prophet

is therefore not afraid to stand up against all the people of a nation in speaking truth for God.

Jeremiah, Elijah, Ezekiel and Daniel were all willing to stand for truth, even though it was unpopular in their

day. A false prophet will compromise God’s truth if it offends people, because he does not want to damage his power

base. His goal therefore, is that all men speak well of him. Yet, Jesus pointed out that this is one of the marks of a

false prophet. John the Baptist was praised by Jesus Christ as the greatest prophet ever born. His greatness was in

the fact that he so closely aligned himself with the power and program of God that he simply viewed himself as a

“voice” of the One Whom he represented.


13. reason—reasons 19. stitch—stitches14. command—commands 20. commandment—commandments15. method—methods 21. foundation—foundations16. rich—riches 22. calf—calves17. alto—altos 23. turkey—turkeys18. sheep—sheep 24. radio—radios

q 9f. In the sentences provided, underline with your highlighter the Be, a Helper,Link verbs (those that come before another verb and those that are alone).

1. When Christ and His disciples went up to the Temple to celebrate the Passover,they were shocked by the avarice of the priest.

2. The priests had been charged by God with the responsibility of the spiritual careof His chosen people.

3. These false prophets had defiled the Temple and transformed the house of worshipand prayer into a den of thieves.

4. In His grief over what had taken place, Christ made a scourge and drove out hemoney changers and the animals that were being sold.

5. To be arrogant is to be overly convinced of one’s own importance.

6. In ancient Rome, a person who was arrogant would have been described withthe Latin word arrogare, from which the English word arrogant was coined.

7. In Old Testament Israel, this term could have been applied to a certain falseprophet who had become bitter against his prurient brother and jealous of hishigh-ranking father.

8. Believing himself to be more adequate to inherit his father’s position upon deaththan his first-born brother, he began to implement a plan by which he could cap-ture the seat of authority.

9. After having the brother he despised assassinated, the unusually attractive youngman went out into the city to win the hearts of the people.

10. He succeeded in doing this by first asking questions, and then after exaggerating theproblems of the day, he expressed his desire to do justice, if only he were exalted toa higher position.



The ewe gave birth to three little lambs in the tall grass at theedge of the woods. Later she emerged with two of her offspringby her side. The shepherd walked toward them, happy to see thata successful birth had resulted.

Heading back toward the flock, the shepherd was surprised tohear the faint bleat of a third lamb coming from deeper in the woods.The terrified tremor of its voice told the shepherd that it washungry, cold, and tired. Finding the third lamb was not difficult.It was too weak to run, so the shepherd picked up the lamb in hisarms and carried it back to its mother. Carefully, he laid the lambnext to its brother and sister and waited for the ewe’s response.

EXTENSIONAt first she was curious, sniffing the little lamb from head to

tail. But as the lamb struggled to its feet in search of its first meal,the ewe pushed it away. Then, because the ewe did not recognizethe lamb as her own, she sent the helpless baby reeling with a buttfrom her broad head. Quickly, the shepherd stepped in to rescuethe rejected lamb. He knew that unless he could somehowconvince the mother or another ewe to accept the orphan as oneof her own, it would die within a few hours.

FURTHER EXTENSIONTo save the rejected lamb the shepherd returned to the tall

grass at the edge of the woods and saturated his own cloak withwhat was left of the afterbirth (placenta) and discarded embryonicsacs. Then, covering the orphaned lamb with the reminders of itsbirth, he offered the lamb to another ewe. Within minutes, theprospective mother began licking and grooming the strange lamb.Yes, by the end of the day, they had bonded so strongly that theorphan could nurse right alongside the ewe’s own lamb.

A false prophet seeks acceptance by clothing himself in theappearance of a new birth. Without such a covering, false prophetsare likely to be rejected.


2. Spelling/Structural Analysis: Adding Suffixes to Root WordsBASIC LEVEL

1. fly (ing) 4. catch (es) 7. kid (ing)2. skill (ed) 5. pillow (s) 8. fan (ed)3. snow (ing) 6. teach (er)

EXTENSION FURTHER EXTENSION Optional9. call (ed) 11. flash (ed) 14. arrogant

10. nap (ing) 12. hull (ing) 15. presumptuous13. trap (ing) 16. intractable

TT: In some cases, suffixes may be easily added to words—justattach the suffix to the end of the word and make no changes tothe root word (e.g., work—working, hope—hoped, bar—bars).

TT: A syllable is a sound that is made by one vowel sound. A syllablemay or may not contain a consonant (e.g., I, a). When syllabicatingwords, each syllable must contain a vowel sound. This sound maybe made of a y, one vowel, or a vowel combination (e.g., by, joy, read,beau). Syllables that end in a consonant are “closed” syllables. Whena two-syllable word has a short vowel sound at the beginning, thatsyllable is called a “closed” syllable because it ends with a consonant.In the case of double-consonant-in-the-middle words, one conso-nant goes with the first syllable and the second consonant goes withthe second syllable (e.g., hap/py).

3. Editor Duty: Correct Given Paragraph(s)(Noun Markers; Plural Nouns)



Paragraph Three of BodyTopic of Paragraph 3________________________________________5 Sentences(You may use up to eight words for sentences three and four.)

Paragraph Four of BodyTopic of Paragraph 4________________________________________4 Sentences(You may use up to ten words for sentences one and four.)

Paragraph Five of BodyTopic of Paragraph 5________________________________________2 Sentences

5. Grammar: Past Participles


7. Structural Analysis: Homophones (Examples:to, too, two)

8. Grammar: Interjection Sentence Openers







Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box




The ewe gave birth to three little lambs in the tall grass at theedge of the woods. Later she emerged with two of her offspringby her side. The shepherd walked toward them, happy to see thata successful birth had resulted.

Heading back toward the flock, the shepherd was surprised tohear the faint bleat of a third lamb coming from deeper in the woods.The terrified tremor of its voice told the shepherd that it washungry, cold, and tired. Finding the third lamb was not difficult.It was too weak to run, so the shepherd picked up the lamb in hisarms and carried it back to its mother. Carefully, he laid the lambnext to its brother and sister and waited for the ewe’s response.

EXTENSIONAt first she was curious, sniffing the little lamb from head to

tail. But as the lamb struggled to its feet in search of its first meal,the ewe pushed it away. Then, because the ewe did not recognizethe lamb as her own, she sent the helpless baby reeling with a buttfrom her broad head. Quickly, the shepherd stepped in to rescuethe rejected lamb. He knew that unless he could somehowconvince the mother or another ewe to accept the orphan as oneof her own, it would die within a few hours.

FURTHER EXTENSIONTo save the rejected lamb the shepherd returned to the tall

grass at the edge of the woods and saturated his own cloak withwhat was left of the afterbirth (placenta) and discarded embryonicsacs. Then, covering the orphaned lamb with the reminders of itsbirth, he offered the lamb to another ewe. Within minutes, theprospective mother began licking and grooming the strange lamb.Yes, by the end of the day, they had bonded so strongly that theorphan could nurse right alongside the ewe’s own lamb.

A false prophet seeks acceptance by clothing himself in theappearance of a new birth. Without such a covering, false prophetsare likely to be rejected.


2. Spelling/Structural Analysis: Adding Suffixes to Root WordsBASIC LEVEL

1. fly (ing) 4. catch (es) 7. kid (ing)2. skill (ed) 5. pillow (s) 8. fan (ed)3. snow (ing) 6. teach (er)

EXTENSION FURTHER EXTENSION Optional9. call (ed) 11. flash (ed) 14. arrogant

10. nap (ing) 12. hull (ing) 15. presumptuous13. trap (ing) 16. intractable

TT: In some cases, suffixes may be easily added to words—justattach the suffix to the end of the word and make no changes tothe root word (e.g., work—working, hope—hoped, bar—bars).

TT: A syllable is a sound that is made by one vowel sound. A syllablemay or may not contain a consonant (e.g., I, a). When syllabicatingwords, each syllable must contain a vowel sound. This sound maybe made of a y, one vowel, or a vowel combination (e.g., by, joy, read,beau). Syllables that end in a consonant are “closed” syllables. Whena two-syllable word has a short vowel sound at the beginning, thatsyllable is called a “closed” syllable because it ends with a consonant.In the case of double-consonant-in-the-middle words, one conso-nant goes with the first syllable and the second consonant goes withthe second syllable (e.g., hap/py).

3. Editor Duty: Correct Given Paragraph(s)(Noun Markers; Plural Nouns)



Paragraph Three of BodyTopic of Paragraph 3________________________________________5 Sentences(You may use up to eight words for sentences three and four.)

Paragraph Four of BodyTopic of Paragraph 4________________________________________4 Sentences(You may use up to ten words for sentences one and four.)

Paragraph Five of BodyTopic of Paragraph 5________________________________________2 Sentences

5. Grammar: Past Participles


7. Structural Analysis: Homophones (Examples:to, too, two)

8. Grammar: Interjection Sentence Openers








Day Three

Day Four

Day Two

Day One

Vocabulary Box



q 2c. On the lines provided, copy the spelling words at the level directed by yourteacher. Add the suffixes in parentheses according to the spelling rules learned.

BASIC LEVEL

1. flying 5. pillows2. skilled 6. teacher3. snowing 7. kidding4. catches 8. fanned

EXTENSION

9. called 10. napping

FURTHER EXTENSION

11. flashed 13. trapping12. hulling



2. In the first two paragraphs, highlight all of the plural nouns.

3. In the last paragraph, highlight all of the noun markers.


From its earliest , the Latter-Day cult was engaged in money-making . In Kirtland,

Joseph Smith and Sidney Rigdon purchased several and divided them into 4,500 . These were then

sold to the Mormon who were pouring into the area. Land speculation ran the way up.

The Kirtland temple, dedicated in 1836, was built mostly by volunteer labor, but when it was finished, the

church was $20,000 in debt. As was usual when he faced a difficulty, Mr. Smith received a revelation. In this one ,

the Lord allegedly told Mr. Smith to announce to all : “Thou shalt consecrate all thy , that

which thou hast, unto me, with a covenant and deed which cannot be broken.”

In effect, this meant that all church members had to turn their property over to the church. All Mormons who

owned “surplus” property in Kirtland were to turn it over to bishop for payment of church’s debts.thethethe

propertiesMormons

pricesconverts

lotslotsfarms

activitiesSaintsdays


Teacher Tip: Do notconsider any sentenceswrong in the ED’s inwhich your studentcombined sentences witha semicolon rather thaninserting a period andstarting a new sentence.Be glad he can use semi-colons correctly!

Teacher Tip: Do notconsider any sentenceswrong in the ED’s inwhich your student putin or omitted question-able commas. Commausage is highly subjec-tive. Your student may“hear” a comma wherethe author did not andvice versa.

q 5f. In the sentences provided, choose the correct verb according to the tense theverb should be written in. Be especially aware of the verbs using past participles.

Note: Many of these sentences would sound better without the past participle tense. Thattense is used here for teaching purposes.

1. Joseph Smith /has been born in Vermont in 1805.

2. His parents were considering/ very religious, but the word superstitiouswould have described them better.

3. As a teenager, he /claims that an angel appears/ to him, andhad /tells him where to find some golden plates.

4. On the golden plates was etch/ the story of Israel's migration to America.

5. The messenger was said to be/ a resurrected human being namedMoroni.

6. Smith was supposed to have digged/ up some plates that had been buried forfour hundred years.

7. A few of his closest friends claim to have saw/ them.

8. Smith claimed that the material was /wrote in “Reformed Egyptian.”

9. Unbiased linguists /has been unable to find any evidence that such alanguage ever exists/ .

10. In fact, it was/ documented that his manuscript was largelyplagiarize/ from a romantic novel.

11. Furthermore, significant portions have been/ copied from the KingJames Version of the Bible, word for word.

12. It was with some difficulty that Joseph Smith /founded a printer will-ing to publish the Book of Mormon.

q 7b. On the lines provided, write the definition (or a synonym) beside each word,at the level directed by your teacher.

Note: If there are any that you do not know, look them up in the dictionary or thesaurus.

BASIC LEVEL

1. prays makes a request2. praise to commend or glorify3. muscle body part; strength4. mussel shellfish

5. isle a small island

6. aisle a narrow passage

7. loot plunder or rob

8. lute stringed instrument

9. night time of day after sundown

10. knight military rank in Britain

had found

had been

plagiarizedhas been

existedhave been

written

have seen

dug

to have been

etched

toldhad appearedclaimed

considered

had been


EXTENSION

11. affect to influence or impress12. effect the accomplishment of a cause13. suede soft leather fabric14. swayed to swing slowly back and forth

FURTHER EXTENSION

15. allusion hinting at; indirect reference to something16. elusion elusiveness; evasion17. illusion misleading vision or image

q 7c. In the sentences provided, highlight the correct homophone.

1. The bonding process among sheep is an intimate /won that requires /clothes contact.

2. In fact, mothers separated from there/ /they’re lambs by even a few /featoften fail to recognize /there own.

3. However, once a bond is established, other sensory clues extend the distance at/witch a mother and lamb can identify each other.

4. /bye the age of three /weaks, ewes can usually locate /they’re youngby both voice and site/ .

5. For example, in a research test, lambs /we’re hidden /inn covered penswile/ their mothers were turned lose/ in an open area.

6. Within seconds, each /you was standing beside the pen of her own lamb.

7. Only the sound of the lamb’s voice directed it’s/ mother too/ /two the right lamb.

8. Ewes also learn too/two/ recognize they’re/there/ lambs by /site.

9. In particular, they learn to recognize the conformation of there/ lambs’ heads.

10. Researchers studying the /roll of vision disguised several lambs by blackeningparts of they’re/ bodies.

11. When first confronted with /they’re own blackened offspring, most ewes initiallyran toward /they’re/there bleating lambs, drawn /bye the sound of their voices.

12. However, as they discovered that the lambs looked quite different from what theyhad expected, the /use turned and fled.

13. As the lambs continued to cry out too/ /two their mothers, the ewes ran inn/incircles with their lambs in hot pursuit.

14. The ewes recognized the sound but we’re/ confused by the sight.

15. Some ewes butted their own blackened lambs when they attempted too/ /twonurse.

16. Next, the researchers tested the responses of the use/ to partial disguises.

17. In various cases, only the heads legs, or /tales we’re/ blackened.

18. On the other hand, major changes in the bodies, legs, /tales, or rumps did notseam/ to fool the ewes at all.seem

tails

weretails

ewes

to

were

to

ewes

bytheirtheir

theirrole

their

sighttheirto

toits

ewe

loosewhileinwere

sighttheirweeksBy

which

theirfeettheir

closeone



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Charles Taze Russell claimed to have special understandingfrom the Bible. “Christ will return in 1878,” he stated. Whenhistory proved him wrong, many disillusioned followers left hiscult. Undaunted by this failure, Russell simply set a new date of1881. He also established the Watchtower magazine to convincepeople to sell their possessions to watch for Christ’s return.

EXTENSIONS

When history again confirmed that he was a false prophet, heredirected his focus to the Battle of Armageddon, which he proph-esied would take place in 1914. Those whom he deceivedcontinue to propagate his teachings under the name of Jehovah’sWitnesses. —Adapted from Wisdom Booklet 50

2. Spelling: Number WordsBASIC LEVEL

1. twenty-one 5. fifty 9. ninety2. fifty-eight 6. sixty 10. hundred3. thirty 7. seventy 11. thousand4. forty 8. eighty

EXTENSION FURTHER EXTENSION Optional Words12. thirty-eight 14. six thousand, four 15. impudent13. seventy-nine hundred eighty-five 16. uncouth

17. perfidious

3. Editor Duty: Correct Given Paragraph(s)(Interjections; Homophones)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Personal EssayParagraph One of BodyTopic of Paragraph 1________________________________________6–8 Sentences (EXTENSIONS 8-10)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6–8 Sentences (EXTENSIONS 8-10)

Paragraph Three of BodyTopic of Paragraph 3________________________________________6–8 Sentences (EXTENSIONS 8-10)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________8-10 Sentences

5. Punctuation: Speech Tags

6. Composition/Creative Writing: Write anOriginal Personal Essay (Rough Draft of Body)

7. Punctuation: Punctuating Quotations





Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box




Charles Taze Russell claimed to have special understandingfrom the Bible. “Christ will return in 1878,” he stated. Whenhistory proved him wrong, many disillusioned followers left hiscult. Undaunted by this failure, Russell simply set a new date of1881. He also established the Watchtower magazine to convincepeople to sell their possessions to watch for Christ’s return.

EXTENSIONS

When history again confirmed that he was a false prophet, heredirected his focus to the Battle of Armageddon, which he proph-esied would take place in 1914. Those whom he deceivedcontinue to propagate his teachings under the name of Jehovah’sWitnesses. —Adapted from Wisdom Booklet 50

2. Spelling: Number WordsBASIC LEVEL

1. twenty-one 5. fifty 9. ninety2. fifty-eight 6. sixty 10. hundred3. thirty 7. seventy 11. thousand4. forty 8. eighty

EXTENSION FURTHER EXTENSION Optional Words12. thirty-eight 14. six thousand, four 15. impudent13. seventy-nine hundred eighty-five 16. uncouth

17. perfidious

3. Editor Duty: Correct Given Paragraph(s)(Interjections; Homophones)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Personal EssayParagraph One of BodyTopic of Paragraph 1________________________________________6–8 Sentences (EXTENSIONS 8-10)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6–8 Sentences (EXTENSIONS 8-10)

Paragraph Three of BodyTopic of Paragraph 3________________________________________6–8 Sentences (EXTENSIONS 8-10)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________8-10 Sentences

5. Punctuation: Speech Tags

6. Composition/Creative Writing: Write anOriginal Personal Essay (Rough Draft of Body)

7. Punctuation: Punctuating Quotations






Day Three

Day Four

Day Two

Day One

Vocabulary Box





2. In the first paragraph, highlight and correct all of the homophones/confusing words.

3. In the second paragraph, highlight the interjection sentence opener, and place acomma following it if you have not already done so.

q 5b. In the sentences provided, place commas before or after the speech tag, astaught in this lesson.

1. Joseph Smith claimed, “I have received frequent revelations from God.”

2. He declared, “The angel Moroni appeared to me, and told me where to find thegold plates from which I could translate The Book of Mormon.”

3. “I regard the Bible as the Word of God, as far as it was correctly translated,” hemaintained.



The Mormons had begun to wield so much political power because of numbers that Joseph Smith

even decided to run for President of the United States in the 1844 election. Yet all was not well within the Mormon

camp. Some who disagreed with Joseph Smith’s teaching on polygamy started a newspaper (The Nauvoo Expositer)

for the purpose of voicing views. (their, their)

However, only one issue of the paper made it to press. When that issue appeared in June of 1844, Mr Smith

immediately tried to suppress it and ordered the destruction of the newspaper. Under his orders, some of his men

broke into the printing office, destroyed the press, and scrambled the type. , the owners of the paper had Mr.

Smith arrested, but he was brought before a Mormon-controlled municipal court which simply dismissed the charges.

When news of this miscarriage of justice reached the other citizens who were already indignant about the polygamous

tendencies of the cultists, vigilante groups began forming.

At this point, the governor stepped in and took Joseph Smith, his brother Hyrum, and John Taylor into custody.

The three were placed in a second-floor cell of the Carthage jail. On the morning of June 27, 1844, a group of

local militiamen forced their way up the stairs and into the cell. The prisoners fought back with weapons that had

been smuggled into them, but Hyrum was killed, and John Taylor was wounded in the first volley of shots. Mr.

Smith, realizing that he had no other hope of escape, tried to jump out the window. He was hit by two bullets as he

leaped, and within a few brief moments, Joseph Smith was dead.

Well

there

there


4. He said, “The Bible is not only defective but also an incomplete revelation.”

5. He also proclaimed, “The Book of Mormon is entirely without error.”

6. However, God says in Revelation 22:18, “For I testify unto every man that heareththe words of the prophecy of the book, If any man shall add unto these things,God shall add unto him the plagues that are written in this book.”

7. Because his church was in debt, Joseph Smith announced to all Mormons, “Thoushalt consecrate all they properties . . . unto me, with a covenant and deed whichcannot be broken.”

8. Concerning his teaching on plural marriage, Joseph Smith once admitted privately,“We are a ruined people . . . the doctrine of polygamy will prove our destructionand overthrow.”

9. “It is a curse to mankind,” he continued, “and it practice must be stopped.”

10. When a newspaper wrote against polygamy in 1844, Mr. Smith ordered, “Godestroy the press.”

11. The owners of the paper had him arrested, but the Mormon-controlled court said,“The charges are dismissed.”

12. When trying to escape after a second arrest, Joseph Smith was killed, but his followers cried, “He was a martyr.”

q 7b. Based on the rules in this lesson, correctly punctuate the quotations provided.

1. Jimi Hendrix, a rock musician, stated, “You can hypnotize people with music, andwhen you get them at their weakest point, you can preach into the subconsciouswhat you want to say.”

2. An African believer whim Christ saved from a life of ancestral worship testified, “Iam very sensitive to the beat in music, because as a boy, I played the drums in ourvillage worship rituals.”

3. The beat I played on the drum was to get the demon spirits into the people, “heexplained.”

4. He continued, “When I became a Christian, I rejected this kind of beat because Irealized how damaging it was.”

5. He said, “When I turned on a Christian radio station in the United States, I wasshocked. The same beat that I used to play to call up the evil spirits is the music Iheard on the Christian station.”

6. An American teenager who was encouraged to embrace ‘Christian rock’ by hisyouth pastor said, “That was enough to cause me to rebel and wreck my life forthe next four years.”

7. He then started listening to soft rock music and had reasoned, “What’s wrong withthis? It has less beat than Christian music.”

8. “If only I had known what a deceiver Satan is,” he moaned. “I would have savedmyself a lot of heartache.”

9. He continued, “Next, I was introduced to ‘Christian rap.’”

10. Again he told himself. “The beat couldn’t be all that bad because Christian’s listened to it, and it didn’t seem to harm them.”

11. “What it did to me was cause a complete moral breakdown in morals,” he said regretfully.

12. “Since then, I have taken steps to regain the ‘ground’ given to Satan, and I nowhave complete freedom from the influence of this music,” he said.

13. Another group reported, “At the very least, commitment to a rock subculture issymptomatic of adolescent alienation.”

14. “As an important agent of adolescent socialization, the negative messages of rockmusic should not be dismissed,” the committee said.


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Joseph Smith claimed that an angel told him where to findgolden plates of the history of God’s people in North America.This fraudulent “discovery” became the basis of Mormonism andthe license to indulge in many evil practices.

EXTENSION

God established one-partner marriage at Creation. He reaf-firmed this standard in Matthew 19 and in the requirement ofchurch leaders’ being the husbands of one wife. Joseph Smithexcused his own moral failures by the teaching of pluralmarriages. When Utah requested statehood between 1849 and1895, Congress refused to grant it because of the practice ofpolygamy.

FURTHER EXTENSION

Emma Smith was named in one of her husband’s revelationson plural marriages. She was told that if she did not accept all ofhis other wives, she would go to hell. In 1862, Congress passed alaw forbidding polygamy. Federal troops were sent into the terri-tory of Utah to arrest hundreds of Mormons who violated thislaw. Twenty-eight years later, the Mormon church finallycomplied with the federal law and changed its teaching ofpolygamy. Utah was admitted to the Union in 1896.


2. Spelling: Sh, th, ch, and wh Digraphs(Examples: short, what, the, thin, choke)BASIC LEVEL

1. whatsoever 4. shrapnel2. shilling 5. whomever3. whittle 6. sharpen

EXTENSION FURTHER EXTENSION Optional7. relationship 9. establishment 13. lecherous8. publisher 10. wholeness 14. libidinous

11. accomplish 15. beguiled12. punishment

TT: The letters w and h together and the letters s and h togetherform what are called consonant digraphs. A consonant digraph isdifferent from a consonant blend in that each consonant does notcontinue to make its original sound. The two consonants togetherform a new sound. Sometimes wh makes a whistling w sound, andother times it makes the sound of the letter h, like in who. Sh nearlyalways makes the sh sound as in shell.

TT: The letters t and h together form what is called a consonantdigraph. A consonant digraph is different from a consonant blendin that each consonant does not continue to make its originalsound. The two consonants together form a new sound. Theconsonant digraph th actually makes two different sounds: thehard sound as in the and the soft sound as in thin. The differencein sounds is very slight and some students are not able to distin-guish between the two sounds. Do not be concerned if yourstudent is unable to do so.

3. Editor Duty: Correct Given Paragraph(s)(Quotations; Speech Tags)


5. Grammar: Dates, Numbers, and Places Within Text

6. Grammar: Positive, Comparative, andSuperlative Degrees of Words



9. Composition: Final Copy Original Personal Essay



Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box




Joseph Smith claimed that an angel told him where to findgolden plates of the history of God’s people in North America.This fraudulent “discovery” became the basis of Mormonism andthe license to indulge in many evil practices.

EXTENSION

God established one-partner marriage at Creation. He reaf-firmed this standard in Matthew 19 and in the requirement ofchurch leaders’ being the husbands of one wife. Joseph Smithexcused his own moral failures by the teaching of pluralmarriages. When Utah requested statehood between 1849 and1895, Congress refused to grant it because of the practice ofpolygamy.

FURTHER EXTENSION

Emma Smith was named in one of her husband’s revelationson plural marriages. She was told that if she did not accept all ofhis other wives, she would go to hell. In 1862, Congress passed alaw forbidding polygamy. Federal troops were sent into the terri-tory of Utah to arrest hundreds of Mormons who violated thislaw. Twenty-eight years later, the Mormon church finallycomplied with the federal law and changed its teaching ofpolygamy. Utah was admitted to the Union in 1896.


2. Spelling: Sh, th, ch, and wh Digraphs(Examples: short, what, the, thin, choke)BASIC LEVEL

1. whatsoever 4. shrapnel2. shilling 5. whomever3. whittle 6. sharpen

EXTENSION FURTHER EXTENSION Optional7. relationship 9. establishment 13. lecherous8. publisher 10. wholeness 14. libidinous

11. accomplish 15. beguiled12. punishment

TT: The letters w and h together and the letters s and h togetherform what are called consonant digraphs. A consonant digraph isdifferent from a consonant blend in that each consonant does notcontinue to make its original sound. The two consonants togetherform a new sound. Sometimes wh makes a whistling w sound, andother times it makes the sound of the letter h, like in who. Sh nearlyalways makes the sh sound as in shell.

TT: The letters t and h together form what is called a consonantdigraph. A consonant digraph is different from a consonant blendin that each consonant does not continue to make its originalsound. The two consonants together form a new sound. Theconsonant digraph th actually makes two different sounds: thehard sound as in the and the soft sound as in thin. The differencein sounds is very slight and some students are not able to distin-guish between the two sounds. Do not be concerned if yourstudent is unable to do so.

3. Editor Duty: Correct Given Paragraph(s)(Quotations; Speech Tags)


5. Grammar: Dates, Numbers, and Places Within Text

6. Grammar: Positive, Comparative, andSuperlative Degrees of Words



9. Composition: Final Copy Original Personal Essay




Day Three

Day Four

Day Two

Day One

Vocabulary Box





2. In the first paragraph, correct the quotation by adding a comma after the speechtag and an ending quotation mark.

q 5d. In the sentences provided, highlight the dates, numbers, and places. Correctany punctuation and write the numbers in the correct form, either in words or innumerals according to the rules taught in Week 3.

1. In , the future “prophet” was born in .

2. When he was years old, the family moved to western .

3. One day when he was about years old, he had a “spiritual experience” in agrove of trees behind his house.

4. Off and on during the next couple of years, he worked at “translating” the inscrip-tions on the plates into english.

fifteen

New Yorkten

Vermont1805



In an experiment conducted a number of years ago, researchers asked two people to complete a simple

task. However only one of the two man was actually the subject. The other man was a research assistant named “Joe”

who helped with the experiment. While the two men were carrying out their simple task, Joe (the research

assistant) left the room for a short break. In a few minutes, he returned with two bottles of Coca-Cola. He said to his

partner, “I asked the supervisor if I could get myself a Coke, and he said it was okay, so I bought one for your too.”

With the other half of the subjects Joe returned without any soda for the coworker. In every other aspect of

the experiment, Joe’s behavior was the same. In both cases, when the simple task was finished Joe asked his coworker

to do him a favor. He explained that he was selling raffle tickets for a new car and that he would win a fifty-dollar

prize if he sold the most tickets. The researchers found that Joe sold twice as many tickets to those subjects who had

received a Coke as he did to those who did not.

Jesus made it clear that if we give with the wrong motives, we receive no reward from Him. (See Matthew 6:1).

A cult spread its deception in the marketplace by giving with the motive of greed. By pinning a flower to a person’s

jacket and refusing to take it back, members of a cult hoped to prompt a purchase or donation in return. Even thought

the gift was unwanted and was often thrown away, the method of giving in order to receive prompted recipients to

give millions of dollars to the sect.

5. In the spring of , the Book of Mormon was published.

6. When Samuel returned weeks later to retrieve the copy of the volume he hadleft, the pastor was not home, but his wife had read the book and decided thatSamuel’s books were filled with lies.

7. In the late , a popular preacher named Sidney Rigdon was pastoring achurch in .

8. Previously he had been pastor of a large church in but was thrown outbecause of his unorthodox doctrine.

9. In he had associated himself with Alexander Campbell, founder of theChristian Church.

10. John Taylor, one of the first “apostles” of the Mormon church and later thesuccessor of Brigham Young as President, was at one time a Methodist preacher in

.

q 6c. In your notebook, write sentences using the words provided.

1. better 5. more alert

2. best 6. most alert

3. more 7. less alert

4. most 8. least alert

Example: Best—The parable of the Pharisee and Publican is the best example of pride and humility (indicating the best of “all”).

BASIC LEVEL: Write six sentences.

EXTENSION: Write eight sentences.

FURTHER EXTENSION: Write ten sentences containing information from the WisdomBooklet or another source.

Answers will vary.

Toronto

twelve

Ohio

Pittsburg

Ohio1820s

two

1830



The nature of a reformation movement within the churchinvolves believers who recognize and speak out against teachingsor policies that are contrary to Scripture. Such individuals wouldlikely be called “factious” believers by those who do not want thereform to occur. John Knox challenged the teachings of thechurch in Scotland; Martin Luther spoke out against the falsedoctrines and practices of the Church in Rome. How do themotives and actions of factious believers differ from reformerswho challenged the religious errors of their day?

EXTENSION

It is the work of the Holy Spirit to convict believers of thingsin their lives that are not right. Often one believer will yield a newarea in his life to the Lord and then try to do the work of the HolySpirit by forcing other believers to make the same commitment.Factious believers try to be the conscience of other believers. In sodoing, they cause others to react to them and hinder the workthat the Holy Spirit could have done in the lives of those aroundthem. The Holy Spirit may take months or years to bring abeliever to a particular point of surrender or commitment.When a believer expects others to make the same commitmentwithout the benefit of the teaching and the prodding of the HolySpirit, he becomes factious.

FURTHER EXTENSION

Courageous believers majored on key doctrines of the faithsuch as the inspiration of Scripture and the basic teaching ofsalvation. Factious believers focus on minor issues, such as thetraditional order of the service, the type of hymnal used, decor ofthe church building, or methods of carrying out the Lord’s work.It may be proper to express opinions on these matters, but then tolet the Holy Spirit and the Scriptures do the work of convicting.


2. Spelling: Soft and Hard g Sounds (Examples: gem, gum)BASIC LEVEL

1. change 4. legalistic 7. damage2. guilty 5. generally 8. greedy3. gentile 6. gain

EXTENSION FURTHER EXTENSION Optional9. against 13. argumentation 17. carnal10. original 14. courageous 18. divisive11. grieve 15. advantage12. energy 16. Greek

Vocabulary Box

Words that describe a Types of fallen brethrenfactious believercarnal divisive fornicator drunkarddiscordant argumentative railer extortionerunruly covetous idolater


TT: The letter g often makes two sounds: (1) Soft g in the case of gem,(2) Hard g in the case of game. The sound that g makes in individualwords is usually determined by the letter directly following the g.When the letter g is followed by an i, or y, it makes the soft sound (j).When the letter g is followed by any consonant (other than h as in gh),a, o, or u, it makes the hard sound (g).

3. Editor Duty: Correct Given Paragraph(s)(Superlatives; Spelling Errors)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1________________________________________4 Sentences(You may use up to eight words for sentence four.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6 Sentences(You may use up to eight words for sentence six.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences(You may use up to ten words for sentence two.)

5. Punctuation: Semicolons Used to Combine TwoComplete, Related Sentences


7. Grammar: Main Subject and Simple Subject







Day One

Day Three

Day Four

Day Two

Day Five


The nature of a reformation movement within the churchinvolves believers who recognize and speak out against teachingsor policies that are contrary to Scripture. Such individuals wouldlikely be called “factious” believers by those who do not want thereform to occur. John Knox challenged the teachings of thechurch in Scotland; Martin Luther spoke out against the falsedoctrines and practices of the Church in Rome. How do themotives and actions of factious believers differ from reformerswho challenged the religious errors of their day?

EXTENSION

It is the work of the Holy Spirit to convict believers of thingsin their lives that are not right. Often one believer will yield a newarea in his life to the Lord and then try to do the work of the HolySpirit by forcing other believers to make the same commitment.Factious believers try to be the conscience of other believers. In sodoing, they cause others to react to them and hinder the workthat the Holy Spirit could have done in the lives of those aroundthem. The Holy Spirit may take months or years to bring abeliever to a particular point of surrender or commitment.When a believer expects others to make the same commitmentwithout the benefit of the teaching and the prodding of the HolySpirit, he becomes factious.

FURTHER EXTENSION

Courageous believers majored on key doctrines of the faithsuch as the inspiration of Scripture and the basic teaching ofsalvation. Factious believers focus on minor issues, such as thetraditional order of the service, the type of hymnal used, decor ofthe church building, or methods of carrying out the Lord’s work.It may be proper to express opinions on these matters, but then tolet the Holy Spirit and the Scriptures do the work of convicting.


2. Spelling: Soft and Hard g Sounds (Examples: gem, gum)BASIC LEVEL

1. change 4. legalistic 7. damage2. guilty 5. generally 8. greedy3. gentile 6. gain

EXTENSION FURTHER EXTENSION Optional9. against 13. argumentation 17. carnal10. original 14. courageous 18. divisive11. grieve 15. advantage12. energy 16. Greek

TT: The letter g often makes two sounds: (1) Soft g in the case of gem,(2) Hard g in the case of game. The sound that g makes in individualwords is usually determined by the letter directly following the g.When the letter g is followed by an i, or y, it makes the soft sound (j).When the letter g is followed by any consonant (other than h as in gh),a, o, or u, it makes the hard sound (g).

3. Editor Duty: Correct Given Paragraph(s)(Superlatives; Spelling Errors)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1________________________________________4 Sentences(You may use up to eight words for sentence four.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6 Sentences(You may use up to eight words for sentence six.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences(You may use up to ten words for sentence two.)

5. Punctuation: Semicolons Used to Combine TwoComplete, Related Sentences


7. Grammar: Main Subject and Simple Subject








Day Three

Day Four

Day Two

Day One

Vocabulary Box




2. In the second paragraphs, highlight the superlative word.

3. Correct any homophone or spelling errors throughout the paragraphs, if neededand if you have not already done so.

q 5e. In the sentences provided, combine two sentences into one using a commaand a coordinating conjunction or a semicolon.

Example: We must examine ourselves on a regular basis. The heart is deceitful above all things.

1. We must examine ourselves on a regular basis; the heart is deceitful above all things.

2. We must examine ourselves on a regular basis, for the heart is deceitful above all things.

1. A factious believer is not a false prophet; he can do much to damage the church,though.

2. A wise believer leads by instruction and example; but a factious believer leads bydemands and argumentation.

3. A factious believer is self-willed and impatient; he is stubborn, obstinate, and head-strong, and ungovernable.

4. A wise believer will follow proper channels in pointing out inconsistencies or errors;but a factious believer becomes consumed with the belief that he is correct and forcesall those around him either to agree with him or to become his enemy.

5. A factious believer has a keen awareness of what is right and wrong; and he is out-wardly committed to being a champion of what is right.



God uses the picture of the body to describe a local church. Each member is a part of the body. Every day

cells in our physical bodies leave and create no damage in doing so. If, however, a group of cells leaving the body

collect in an unauthorized way, they become cancerous, and do great damage throughout the entire body.

There are times when a believer should leave a church. If he does, it is to do it quietly and alone. Thus,

he avoids the pattern of a factious believer.

A factious person will usually emphasize one truth while neglecting others. In so doing, he takes the truth

out of balance. Truth out of balance leads to heresy and causes polarization within the church. As sides are drawn up,

division and destructive attitudes occur among the people.

best

Teacher Tip: Thesesentences have been com-bined using a semicolon.Do not consider it wrongif your student chooses tocombine them using acomma and a coordinat-ing conjunction.

6. A factious believer may pride himself in surface victory and react to others who do notdemonstrate the same victory; yet the root problems that caused the defeat areignored or justified.

7. A factious believer may react to a wrong in a variety of ways; but he will usuallyexpress his displeasure to whoever is around him at that moment.

8. A factious believer will often form a group in order to make the demands heard by theleadership; so the people are then divided and the church splits.

q 7e. In the sentences provided, highlight the main subject of each sentence. Ifyou have difficulty finding it, get rid of the distracters (phrases, clauses, anddescribers) by placing parentheses around them.

1. A fallen is a believer who has been overtaken by a sin.

2. is not a false prophet and should not be rejected as one.

3. A does not normally fall all at once.

4. A slow of spiritual defeat takes place in him.

5. Then when a test comes, the is unable to withstand it.

6. The between God and Satan is the human mind.

7. When a believer allows an evil thought to stay in his mind, provides “ground”for Satan to bring a temptation.

8. Sinful give Satan the freedom to construct a fortress of evil in the mindof the believer.

9. From this stronghold, has a distinct advantage over the mind, will, andemotions of the believers.

10. can easily arrange a temptation that will overpower the believer.

11. Many repent of the sin but never reclaim the “ground” that was given toSatan or cast down the strongholds he has built.

12. try to live a victorious Christian life but repeatedly experience defeat.

13. A fallen will judge others for the things of which he himself is guilty.

14. A uses bitter, harsh, or abusive words in his dealings with others.

15. slanders the name of a person and works to assassinate another’s character.

16. A is addicted to intoxicating beverages.

17. who uses alcoholic substances that destroy his reasoning faculties would bein the class of a drunkard.

18. The “extortioner” describes one who has a rapacious, ravening desire.

19. An seizes, plunders, or carries away by force through swindling.

20. preys upon weaker people such as the widow or fatherless.He

extortioner

word

Anyone

drunkard

He

railer

brother

They

believers

Satan

Satan

thoughts

he

battleground

believer

process

believer

He

brother




The Second World War killed more people and caused moredevastation than any other war throughout history. The actualnumber of people killed, wounded, or missing can only be esti-mated. From September 1939, when Hitler attacked Poland, toSeptember 1945, when the war ended, more than nine millionAllied servicemen and nearly six million military men from theAxis powers died. Additional millions of civilians were killed asmore than fifty nations took part in the worldwide devastation.

EXTENSIONS

After the war, gruesome accounts of torture and bloodshedexposed a mind that was twisted and distorted with one pervertedobjective: to develop a master race that would bring about autopia devoid of God and the teachings of God’s Word.

EXTENSIONS

The story of Adolf Hitler had its roots in the false teachingof a theologian who lived many years earlier. It was the writingsof Georg W.F. Hegel that helped to sow the seeds of destructionin the life of Adolf Hitler.


Extension and Further Extension copy boxes are to beconsidered one paragraph throughout this week’s lesson.

2. Spelling: Sounds of ough Without ff Sound(Examples: bough, through, bought, though)BASIC LEVEL

1. though 4. thought 7. throughout2. through 5. borough 8. thorough3. bough 6. ought

EXTENSION FURTHER EXTENSION Optional9. slough 13. thoroughbred 17. discordant

10. brought 14. sought 18. unruly11. thoroughfare 15. bought 19. argumentative12. thoughtful 16. thoughtless 20. factious

TT: Oftentimes the gh combination does not make the ff soundand instead makes no sound at all. In these cases, the ough familymakes four different sounds, as in bough, through, bought, andthough.

3. Editor Duty: Correct Given Paragraph(s)(Subordinate Clauses; Homophones)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1________________________________________4 Sentences(You may use up to ten words for sentence three.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________3 Sentences(You may use up to twelve words for sentence one.)

5. Punctuation: Commas After IntroductoryInformation


7. Grammar/Sentence Structure: Subject-Verb Agreement







Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box



The Second World War killed more people and caused moredevastation than any other war throughout history. The actualnumber of people killed, wounded, or missing can only be esti-mated. From September 1939, when Hitler attacked Poland, toSeptember 1945, when the war ended, more than nine millionAllied servicemen and nearly six million military men from theAxis powers died. Additional millions of civilians were killed asmore than fifty nations took part in the worldwide devastation.

EXTENSIONS

After the war, gruesome accounts of torture and bloodshedexposed a mind that was twisted and distorted with one pervertedobjective: to develop a master race that would bring about autopia devoid of God and the teachings of God’s Word.

EXTENSIONS

The story of Adolf Hitler had its roots in the false teachingof a theologian who lived many years earlier. It was the writingsof Georg W.F. Hegel that helped to sow the seeds of destructionin the life of Adolf Hitler.


Extension and Further Extension copy boxes are to beconsidered one paragraph throughout this week’s lesson.

2. Spelling: Sounds of ough Without ff Sound(Examples: bough, through, bought, though)BASIC LEVEL

1. though 4. thought 7. throughout2. through 5. borough 8. thorough3. bough 6. ought

EXTENSION FURTHER EXTENSION Optional9. slough 13. thoroughbred 17. discordant

10. brought 14. sought 18. unruly11. thoroughfare 15. bought 19. argumentative12. thoughtful 16. thoughtless 20. factious

TT: Oftentimes the gh combination does not make the ff soundand instead makes no sound at all. In these cases, the ough familymakes four different sounds, as in bough, through, bought, andthough.

3. Editor Duty: Correct Given Paragraph(s)(Subordinate Clauses; Homophones)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1________________________________________4 Sentences(You may use up to ten words for sentence three.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________3 Sentences(You may use up to twelve words for sentence one.)

5. Punctuation: Commas After IntroductoryInformation


7. Grammar/Sentence Structure: Subject-Verb Agreement








Day Three

Day Four

Day Two

Day One

Vocabulary Box




2. In the second paragraph highlight the subordinate clause openers, and place acomma following them.

3. In all of the paragraphs, highlight the homophone errors, and correct them, if youhave not already done so.

q 5b. According to the rules learned in this lesson, place commas where they areneeded in the sentences provided.

Example: From the beginning of time, man has tried to be independent.

1. In the university dormitory, the usual laughter and frivolity of the students wasreplaced with the quiet rustle of lecture notes and the scratching of quill pens.

2. On the next morning, final examinations would reveal how much informationthese students had assimilated during the previous months of teaching.

3. Without even looking up from his books, one of the students told Hegel that hewould drink away what little intelligence he did have.

4. However, Georg Wilhelm Friedrich Hegel somehow passed the exams the next dayand remained in seminary to imbibe more liquor and humanistic philosophies.



One of the philosophers who had particular influence on young Hegel’s mind was Immanuel Kant. Both

Kant and Hegel viewed the world with human intellect and believed that rational thinking was the highest

goal in theology. The famous words Georg Hegel’s Philosophy of Law express this idea: “All that is real is rational;

and all that is rational is real.” (Homophone corrections: their, in)

This subtle statement sounded harmless enough to the intellectuals of Hegel’s day. Deifying their own

intellects, they believed the lie that if they could understand something with their minds, it certainly could not

be considered of any or practical value. From his early years, Hegel pursued the study of theology.

, Georg began his studies as a student of

theology in 1788. (Homophone corrections: not, real)

Upon receiving his degree in 1793, however, Hegel decided that he did not want to enter the ministry

and chose rather to seek ways to teach his destructive philosophy to others. Some of Hegels most damaging philosophies

were those about religion. He came believe that any religion is good as long as it promotes human morality.

(Homophone correction: to)

too

Hegel’s father was convinced that his son should become a clergyman

Becausereel

knot

inn

there


5. By mixing a polluted form of Christianity with the filth of his corrupt mind, Hegelproposed the idea of philosophical evolution, which contends that man and theworld in which he lives are getting better and better.

6. Years later, this false teaching formed much of the basis for Charles Darwin’s theoryof evolution.

7. In Hegel’s opinion, war was essential for the preservation of society.

8. From the time he was a young child, Karl Marx, the son of a wealthy lawyer andlandlord, was spoiled.

9. As a young man, Karl went to school at the University of Bonn in Germany.

10. Although he was a bright and enthusiastic student, his professors and classmatessoon discovered Karl’s primary interest was in having a “good time.”

11. When Karl’s father learned of his foolish ways, he attempted to force Karl tobecome a more serious student by transferring him to the University of Berlin.

12. However, this move did little to correct the poor study habits and rowdy behaviorof his son.

13. Although Karl continued in his foolishness and ran up sizable debts, he did becomeinterested in the study of law and seemed to enjoy attending the lectures.

14. While studying Karl, met his favorite lecturer (Edward Gans), who was also afavorite disciple of Hegel.

15. As Karl attended Professor Gans’ law lectures, his interest in the study of philoso-phy increased.

16. Around this time, he was also introduced to a group called the Young Hegelians,who had nothing better to do with their evenings than waste time drinking anddiscussing philosophy.

17. Eventually, Karl wrote his father, telling him of his conversion to Hegelianism.

18. Warning his son of the futility of focusing on philosophy, Karl’s father pleadedwith him to forsake the pursuit of Hegelianism.

19. Disregarding his father’s admonition, Karl continued his association with the YoungHegelians.

20. By combining philosophy and religion, the Young Hegelians followed the exampleof their hero.


1. Isolate the sentence openers at the beginning by placing parentheses around them.

2. Highlight the main subject in each sentence.

1. (Ignoring the warning and cautions of his father), set out to pursueHegelianism in even greater depth.

2. (Although he disagreed with many of Hegel’s conclusions), these false became the foundation for Marx’s socialism.

3. (About this time), met another young Hegelian whose name wasFriedrich Engels.

Karl Marx

ideas

Karl Marx


Teacher Tip:Consider it correct ifyour student highlightsthe one-word mainsubject (e.g., event) orthe describers that go with it (e.g., Themomentous event).

4. (When they first met), disliked Engels because he thought that Engels was a“rich capitalist.”

5. (To his amazement), discovered that Engels had philosophical views almostidentical to his own.

6. (Happily), also discovered that Engels was willing to share his money to propa-gate these philosophical views.

7. (Thus), became friends.

8. (For the rest of his life), was the only close friend that Marx had.

9. (Constantly striving to establish the utopia that Hegel had first espoused), envisioned Socialism as a means to evolve the world into perfection

and equality.

10. (Actually), their of Socialism focused on man’s ability to raise himself toperfection.

11. (Not surprisingly), their humanistic left out God and instead raised manto the level of God.

12. (Thus), their was built around the lie that man could be equal withGod.

13. (Surprisingly), was at least partly Jewish, coming from a long line ofrabbis.

14. (However), viewed the Jewish race as a hindrance to society.

15. (Because he did not accept the God-given, unchangeable feature of his heritage),always referred to the Jews in the third person.

16. (Neglecting his responsibilities to his wife and children), spent his daysstudying economics and writing manuscripts.

17. (Ultimately), only four of his seven lived to adulthood.

18. (Actually), the who did not live to adulthood died of starvation.

19. (Moreover), of the ones who did live to adulthood committed suicide.

20. (Ultimately), himself died a drunkard at the age of sixty-five, and hisfuneral was attended by only a handful of people.

Marx

two

three

children

Marx

he

he

Karl Marx

philosophy

concepts

theories

and EngelsMarx

Engels

Marx and Engels

he

Marx

Marx


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Botanists divide fruits into two main groups: simple andcompound. Simple fruits are considered an entire fruit in and ofthemselves and contain anywhere from one to many seeds. Theseinclude apples, blueberries, bananas, grapes, oranges, greenpeppers, apricots, cherries, peaches, and plums.

EXTENSION

Compound fruits, however, are made up of many fruits of thesame kind clustered together to form an entire fruit. Each indi-vidual fruit contains its own seeds. There are two kinds ofcompound fruits. Blackberries, raspberries, and strawberries areaggregate compound fruits because they develop from a singleflower containing many ovaries. Figs, mulberries, and pineapplesare considered multiple compound fruits because they developfrom a cluster of flowers on a single stem. The flowers bloom soclosely together that they form a single fruit.

FURTHER EXTENSION

All fruits have one common characteristic: they are always apart of the plant’s seed-bearing structure and are intimatelyinvolved with producing and dispersing seed. If a fruit tree doesnot bring forth succeeding generations of fruit-bearing plants,you cannot identify it as a good fruit tree.


2. Spelling: Soft and Hard c Sounds and When toUse k Instead of c (Examples: cent, can, keg, kiss)BASIC LEVEL1. city 4. cycle 7. center2. combine 5. common 8. because3. kettle 6. kindness

EXTENSION FURTHER EXTENSION Optional9. characteristic 13. kindred 17. fornicator

10. necessary 14. recognize 18. railer11. successful 15. delicious 19. covetous12. compound 16. decide 20. fallen

TT: The letter c often makes two sounds: (1) soft c in the case ofcent, and (2) hard c in the case of candy. The sound that c makesin individual words is usually determined by the letter directlyfollowing the c. When the letter c is followed by an e, i, or y, itmakes its soft sound (s). When the letter c is followed by anyconsonant (other than h as in ch), a, o, or u, it makes its hardsound (k).

TT: This rule goes hand in hand with the soft c and hard c rule.When a k sound is heard, and the vowel following the k sound isan e, i, or y, the letter k is used (e.g., key). When a k sound isheard, and the letter following the k sound is an a, o, u, or aconsonant, the letter c is used (e.g., cat, clang).

3. Editor Duty: Correct Given Paragraph(s)(Introductory Material; Main Subjects; Compound Sentences)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Cause/Effect EssayParagraph One of BodyTopic of Paragraph 1________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________6–10 Sentences

FURTHER EXTENSION: Paragraph Five of BodyTopic of Paragraph 5________________________________________8–10 Sentences

5. Composition/Creative Writing: Write anOriginal Cause/Effect Essay (Rough Draft ofBody)

6. Grammar: Subjective and Objective Case of Pronouns






Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box



Botanists divide fruits into two main groups: simple andcompound. Simple fruits are considered an entire fruit in and ofthemselves and contain anywhere from one to many seeds. Theseinclude apples, blueberries, bananas, grapes, oranges, greenpeppers, apricots, cherries, peaches, and plums.

EXTENSION

Compound fruits, however, are made up of many fruits of thesame kind clustered together to form an entire fruit. Each indi-vidual fruit contains its own seeds. There are two kinds ofcompound fruits. Blackberries, raspberries, and strawberries areaggregate compound fruits because they develop from a singleflower containing many ovaries. Figs, mulberries, and pineapplesare considered multiple compound fruits because they developfrom a cluster of flowers on a single stem. The flowers bloom soclosely together that they form a single fruit.

FURTHER EXTENSION

All fruits have one common characteristic: they are always apart of the plant’s seed-bearing structure and are intimatelyinvolved with producing and dispersing seed. If a fruit tree doesnot bring forth succeeding generations of fruit-bearing plants,you cannot identify it as a good fruit tree.


2. Spelling: Soft and Hard c Sounds and When toUse k Instead of c (Examples: cent, can, keg, kiss)BASIC LEVEL1. city 4. cycle 7. center2. combine 5. common 8. because3. kettle 6. kindness

EXTENSION FURTHER EXTENSION Optional9. characteristic 13. kindred 17. fornicator

10. necessary 14. recognize 18. railer11. successful 15. delicious 19. covetous12. compound 16. decide 20. fallen

TT: The letter c often makes two sounds: (1) soft c in the case ofcent, and (2) hard c in the case of candy. The sound that c makesin individual words is usually determined by the letter directlyfollowing the c. When the letter c is followed by an e, i, or y, itmakes its soft sound (s). When the letter c is followed by anyconsonant (other than h as in ch), a, o, or u, it makes its hardsound (k).

TT: This rule goes hand in hand with the soft c and hard c rule.When a k sound is heard, and the vowel following the k sound isan e, i, or y, the letter k is used (e.g., key). When a k sound isheard, and the letter following the k sound is an a, o, u, or aconsonant, the letter c is used (e.g., cat, clang).

3. Editor Duty: Correct Given Paragraph(s)(Introductory Material; Main Subjects; Compound Sentences)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Cause/Effect EssayParagraph One of BodyTopic of Paragraph 1________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

Paragraph Two of BodyTopic of Paragraph 2________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

Paragraph Three of BodyTopic of Paragraph 3________________________________________5 Sentences (EXTENSIONS: 6-10 sentences.)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________6–10 Sentences

FURTHER EXTENSION: Paragraph Five of BodyTopic of Paragraph 5________________________________________8–10 Sentences

5. Composition/Creative Writing: Write anOriginal Cause/Effect Essay (Rough Draft ofBody)

6. Grammar: Subjective and Objective Case of Pronouns







Day Three

Day Four

Day Two

Day One

Vocabulary Box




2. In all of the paragraphs, highlight all of the introductory material.

3. In the third paragraph, highlight the main subjects of each sentence.

4. In the second paragraph, highlight the compound sentence that is made of twosentences joined together with a coordinating conjunction. Place a comma justbefore the and in this sentence, if you have not already done so.

q 6d. Highlight the correct subjective or objective case of pronouns as taught in thislesson. You may use himself, he, him, they, we, us, themselves, etc.

Note: Remember, you cannot use a pronoun unless you first use a noun. For this exercise,pretend that the noun has already been named in a previous sentence, and only usepronouns in the blanks since these sentences are taken out of context to help you learncases of pronouns.

Example: Man’s idea of God is of utmost importance to /He.

1. Adolf Hitler’s entire life was marked by defiance to every authority; /him livedup to his nickname “Wolf.”

2. Years after his father had suggested to he/ that /him consider a vocation ofservice to others, young Hitler wrote that he did not want to serve they/ .

3. He said, “One day it will become clear to I/ that /me would become an artist.My father was speechless.”

Ime

themhehim

he

Him



Bigger is not always better, especially when it comes to fruit trees. Bigger usually means less fruit per acre.

Larger trees that direct energy into growing branches and a heavy canopy of leaves bear substantially less fruit than

trees of smaller stature. , smaller trees direct their energy into bearing fruit

They also bear

fruit at a younger age have better quality and color of fruit, require less fertilizer, are more resistant to disease, and

have less labor costs.

, graft a root stock or an interstock that restricts vegetative growth.

The of dwarfing is directly proportional to the length of the graft they use. Longer produce

the most dramatic effects. restrict the growth of limbs and branches so that an adult tree may stand only six to

eight feet high while still allowing the tree to bear its potential of full-sized fruit.

They

interstocksamount

nurserymenTo grow a dwarf fruit tree

Horticulturalists refer to small trees as dwarfs, and dwarf trees yield more fruit per acre.

Rather than building themselves up

4. “ /Him doubted my sanity, or perhaps he thought the /him heard wrong, orthat he misunderstood I/ .”

5. “When /him became clear on the subject, /him opposed it with all hisdetermination.”

6. “ /Us pupils of old Austria were brought up to respect old people and women.”

7. The Wolf ’s insubordination and rebellion to authority led he/ to try to over-throw the government.

8. For this treasonous act, him/ was sentenced to five years in prison.

9. However, because of his public support, /him was released after only ninemonths.

10. While in prison, /him wrote a book entitled Mein Kampf (My Struggle), whichsummarized his resistance to authority.

11. After his release, /him succeeded in a new attempt to overthrow the government.

12. Hegel’s doctrines of rationalism and philosophical evolution provided he/ withthe fatal belief necessary for he/ to initiate the Holocaust.

q 6e. Optional: In your notebook, write sentences with pronouns in their subjectiveand objective cases. Underline the pronouns, and write above them which case theyare: subjective or objective.

BASIC LEVEL: Write ten sentences.

EXTENSION: Write fifteen sentences.

FURTHER EXTENSION: Write fifteen sentences with information from the Wisdom Bookletor another source.

Answers will vary.

himhim

he

he

he

he

him

We

hehe

meheHe




The American Heritage Dictionary defines the act ofgambling as “to play a game of chance for money or otherstakes.” One could reasonably argue that gambling is alsodefined as taking a risk with the hope of greater returns,including many legitimate business ventures.

BASIC LEVEL

It is to avoid this confusion that God defines the deepermotives of gambling. One motive is the desire for quick riches.God condemns any activity based on this motive: “He thathasteth to be rich hath an evil eye, and considereth not thatpoverty shall come upon him.” (Proverbs 28:22)

EXTENSIONS

The motive of quick riches is directly related to greed, andGod warns, “He that is greedy of gain troubleth his ownhouse…” (Proverbs 15:27). Greed is the love of money, whichGod identifies as “the root of all evil.” To love money is to buildone’s life around it and sacrifice God-given relationships, respon-sibilities, and principles in order to increase wealth.


2. Spelling: Spelling for sh in the Middle of Words(Examples: crescendo, spacious, ration)BASIC LEVEL

1. graciousness 4. nation 7. social2. promotion 5. action 8. missionary3. ocean 6. reaction

EXTENSION FURTHER EXTENSION Optional13. corruption 17. politicians 21. drunkard14. transmission 18. legislation 22. extortioner15. official 19. financial 23. idolater16. violation 20. professional 24. restoration

TT: Students will need to memorize these words.

3. Editor Duty: Correct Given Paragraph(s)(DO’s; Spelling Errors)

4. Structural Analysis: Possessive Nouns

5. EXTENSIONS:Prewriting/Composition: Take Notes andWrite an Original Closing Paragraph

6. Grammar: Subject-Verb Agreement With the Subject Following the Verb




10. Composition: Final Copy OriginalCause/Effect Essay



Day Three

Day Four

Day Two

Day Five

Day One

Vocabulary Box



The American Heritage Dictionary defines the act ofgambling as “to play a game of chance for money or otherstakes.” One could reasonably argue that gambling is alsodefined as taking a risk with the hope of greater returns,including many legitimate business ventures.

BASIC LEVEL

It is to avoid this confusion that God defines the deepermotives of gambling. One motive is the desire for quick riches.God condemns any activity based on this motive: “He thathasteth to be rich hath an evil eye, and considereth not thatpoverty shall come upon him.” (Proverbs 28:22)

EXTENSIONS

The motive of quick riches is directly related to greed, andGod warns, “He that is greedy of gain troubleth his ownhouse…” (Proverbs 15:27). Greed is the love of money, whichGod identifies as “the root of all evil.” To love money is to buildone’s life around it and sacrifice God-given relationships, respon-sibilities, and principles in order to increase wealth.


2. Spelling: Spelling for sh in the Middle of Words(Examples: crescendo, spacious, ration)BASIC LEVEL

1. graciousness 4. nation 7. social2. promotion 5. action 8. missionary3. ocean 6. reaction

EXTENSION FURTHER EXTENSION Optional13. corruption 17. politicians 21. drunkard14. transmission 18. legislation 22. extortioner15. official 19. financial 23. idolater16. violation 20. professional 24. restoration

TT: Students will need to memorize these words.

3. Editor Duty: Correct Given Paragraph(s)(DO’s; Spelling Errors)

4. Structural Analysis: Possessive Nouns

5. EXTENSIONS:Prewriting/Composition: Take Notes andWrite an Original Closing Paragraph

6. Grammar: Subject-Verb Agreement With the Subject Following the Verb




10. Composition: Final Copy OriginalCause/Effect Essay




Day Two

Day Three

Day Four

Day One

Vocabulary Box




2. In the first paragraph, highlight all of direct objects.

3. In the last paragraph, highlight all of spelling errors, and write the correct spellingsabove them, if you have not already done so.

q 4b. On the lines provided, complete the following steps:

1. Copy the noun listed.

2. Make the word possessive (showing ownership of something).

3. Following the possessive noun, write an item that is owned by the possessive noun.

Example: dog—dog’s dish

Answers will vary. Examples given below.

1. pigeon—pigeon’s nest 5. debtor—debtor’s debts2. Christians—Christians’ calling 6. creditor—creditor’s bill3. arthritis—arthritis’ pain 7. Jesus—Jesus’ miracles4. joint—joint’s ache 8. David—David’s throne



Bananas are grown in tropical areas, so they are in season twelve months of the year. The supply is both

ample and steady regardless of the season, and the price remains relatively stable all year long. Because bananas

are in oversupply, there is competition among the countries that export . Vigilant fruit inspectors can find

any time of the year.

Blueberries are available from producers in both the United States and Canada for nearly eight months

of the year. In North America, the blueberry harvest extends from mid-April to October. The peak of the season

is from May to August. North America is the world’s leading blueberry producer. It accounts for nearly 90 percent

of the present production.

Kiwis are also in prime condition year-round. Fruit growers them to the United

States from New Zealand in the 1960s, and it was soon discovered that the plants flourished in California.

California’s kiwis last from October through April. Because New Zealand’s growing is opposite that of

the United States, the seasons overlap. As one ends, the other is just reaching its . (Spelling corrections:

available, introduced, season, peak)

peek

seasen

introdusedavailible

bargains

them

9. elderly—elderly’s memories 15. scholars—scholars journal10. disease—disease’s cure 16. Darwin—Darwin’s theory11. diseases—diseases’ symptoms 17. Hegel—Hegel’s conclusions12. people—people’s voices 18. teacher—teacher’s students13. lawyer—lawyer’s notes 19. Hitler—Hitler’s goal14. lawyers—lawyers’ committee 20. God—God’s will

q 4c. On the lines provided, write ten possessive nouns with an object of ownership.

Examples: cabinet’s doors, disciples’ sandals

Answers will vary.


1. Highlight the main subject of each sentence. (Do not highlight other subjects insubordinate [or dependent] clauses or phrases.)

2. Highlight the corresponding verb that goes with the main subject you highlighted.

3. Correct any subject-verb agreement errors you find.

1. to recognize good fruit more difficult than it might seem.

2. There a .

3. fruits or vegetables?

4. that a blueberry, a pea pod, a cucumber, a pear, a cherry, and achestnut are all fruits.

5. A as “the edible seed-bearing structure produced by a perennial.”

6. Many others to be fruits, even though they are annuals becausethey grow from seed each year.

7. There a that plants go through to reproduce seeds.

8. This as pollination and fertilization.

9. The of an apple tree of seven distinct parts.

10. the thread portion of the stamen the filament and the knob portion the anther.

11. There another for the pistil.

12. is divided into three parts.

13. There an , which is a hollow structure at the base of the flower.

14. Beneath the petals the .

15. as the pollen grains germinate.beginsFertilization

calyxis

ovaryis

It

subdivisionis

callBotanists

consistflowers

is knownprocess

processis

considerpeople

is definedfruit

might saySome

tomatoesAre

tomatois

isLearning




The ancient city of Babylon was the first city mentioned inthe Bible after the Flood. The founder of Babylon was Noah’sgreat-grandson, Nimrod. The name Nimrod means “rebellion” inHebrew, although the name likely originated in Mesopotamia.His name relates to resistance to God’s will. The very purpose ofhis life was in opposition to the stated will of God.

EXTENSION

We read that Nimrod was a mighty hunter before the Lord.(Genesis 10:8–9) The phrase before the Lord actually means “indefiance of Jehovah.” The expression a mighty hunter relates tohunting in the literal sense but also in the figurative sense to thehunting and murder of men. God had instructed the descendantsof Noah to disperse throughout the world. However, Nimrodopposed God with a different plan. Nimrod used his huntingskills and physical prowness to establish himself as a leader amongthe people known as Sumerians. They looked to the leadership ofa rebellious man, who urged them to follow him rather than theGod of their father Shem.

FURTHER

Nimrod also founded the ancient city of Nineveh. Before itwas destroyed in 612 B.C., it served as the capital for the AssyrianEmpire and the Assyrian kings who fought Babylon for control ofthe ancient world. From Nineveh, kings such as Sargon andSennacherib mocked Jehovah and brought Israel into tribute.


2. Spelling: Pinched Diphthongs (Examples: foul, down)BASIC LEVEL

1. sound 4. however 7. background2. without 5. proud 8. allowing3. power 6. empowered

EXTENSION FURTHER EXTENSION Optional Words9. loudly 13. pronoun 17. know10. downfall 14. boundary 18. declare11. counted 15. clown 19. glorify12. showdown 16. cowboy 20. exalt

TT: A diphthong is a combination of vowels that does not makethe short vowel sound or the long vowel sound. The pinched diph-thong sound is the sound one makes when he is pinched—“Ouch!”

3. Editor Duty: Correct Given Paragraph(s)(Possessive Noun; Spelling Errors)



Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences (You may use up to ten words for sentence two.)

5. Grammar: Adjectives


7. Grammar/Sentence Structure:Five Elements of a Paragraph (OCCTI)







Vocabulary Box

Twelve spiritual activities to use the Lord’s name properly inall we dolove declare conquer exaltknow glorify wait sing praisesremember trust honor set up banners

Day One

Day Three

Day Four

Day Two

Day Five


The ancient city of Babylon was the first city mentioned inthe Bible after the Flood. The founder of Babylon was Noah’sgreat-grandson, Nimrod. The name Nimrod means “rebellion” inHebrew, although the name likely originated in Mesopotamia.His name relates to resistance to God’s will. The very purpose ofhis life was in opposition to the stated will of God.

EXTENSION

We read that Nimrod was a mighty hunter before the Lord.(Genesis 10:8–9) The phrase before the Lord actually means “indefiance of Jehovah.” The expression a mighty hunter relates tohunting in the literal sense but also in the figurative sense to thehunting and murder of men. God had instructed the descendantsof Noah to disperse throughout the world. However, Nimrodopposed God with a different plan. Nimrod used his huntingskills and physical prowness to establish himself as a leader amongthe people known as Sumerians. They looked to the leadership ofa rebellious man, who urged them to follow him rather than theGod of their father Shem.

FURTHER

Nimrod also founded the ancient city of Nineveh. Before itwas destroyed in 612 B.C., it served as the capital for the AssyrianEmpire and the Assyrian kings who fought Babylon for control ofthe ancient world. From Nineveh, kings such as Sargon andSennacherib mocked Jehovah and brought Israel into tribute.


2. Spelling: Pinched Diphthongs (Examples: foul, down)BASIC LEVEL

1. sound 4. however 7. background2. without 5. proud 8. allowing3. power 6. empowered

EXTENSION FURTHER EXTENSION Optional Words9. loudly 13. pronoun 17. know10. downfall 14. boundary 18. declare11. counted 15. clown 19. glorify12. showdown 16. cowboy 20. exalt

TT: A diphthong is a combination of vowels that does not makethe short vowel sound or the long vowel sound. The pinched diph-thong sound is the sound one makes when he is pinched—“Ouch!”

3. Editor Duty: Correct Given Paragraph(s)(Possessive Noun; Spelling Errors)



Paragraph Three of BodyTopic of Paragraph 3________________________________________3 Sentences (You may use up to ten words for sentence two.)

5. Grammar: Adjectives


7. Grammar/Sentence Structure:Five Elements of a Paragraph (OCCTI)








Day Three

Day Four

Day Two

Vocabulary Box


Day One



2. Highlight the possessive nouns.

3. In the first paragraph, highlight the spelling errors, and write their correct spellingsabove them, if you have not already done so.

q 5d. Use descriptive adjectives to finish the sentences provided.

Answers will vary.

q 5e. Optional: Using a thesaurus, find three synonyms for each of the followingadjectives, and write them on the lines provided.

Answers will vary.



Nimrod ruled over Babylon as a of the gods and even promoted himself as a god. The

Babylonians associated name, which the mighty hunter, with the constellation Orion by

it into a “star god” that they worshiped . (Spelling corrections: representative, means, making, publicly)

The Babylonians developed an immense system of idol worship. There were patron gods and goddesses for

each city-state as well as gods of weather, crops rivers, fields, plagues, and fevers. In one case, archeologists even found

a god of pickaxes.

By the seventh century B.C.,the Babylonians worshiped hundreds of gods. There were so many gods that

some of the same gods were worshiped under different names. The Egyptians, Greeks, and Romans admired the

intricate system of idols and incorporated it into their mythologies. In their pride and rebellion, the

Babylonians chose to worship gods who were no more than glorified human beings with supernatural powers.

They rejected the Creator Who was revealed in the stars and chose to worship the creation instead.

Babylonians’

publickly

makeingmeensNimrod’s

reprasentatives

Teacher Tip: Do notconsider any sentenceswrong in the ED’s inwhich your student putin or omitted question-able commas. Commausage is highly subjec-tive. Your student may“hear” a comma wherethe author did not, andvice versa.

q 7b. Find OCCTI in the paragraph provided.

Opening sentence: Highlight the opening sentence. Closing sentence: Highlight the closing sentence in another color. Contains all the same topic: On the line provided, write the topic of the paragraph. Three or more sentences: Count the number of sentences, and write it on the lineprovided. Indented: At the beginning of the paragraph, write an I.

I

This perception fails to

account for the vital teaching ministry of the Holy Spirit. The Holy Spirit isthe Author of Scripture, and He is the One Who will guide us into truth.Without the guiding work of the Holy Spirit, the original languages ofScripture are approached simply from an intellectual level and are limited tothe understanding of the human mind.

Topic of Paragraph: Interpreting Scripture Number of Sentences: 5

spiritual understanding.

such study, under the guidance of the Holy Spirit, that we will receive

the study of Scripture and the original languages, because it is through

We are not, however to rule out

arrive at the true interpretation of a passage.

the original meaning of the words of Scripture, we will be able to

Many believers have the perception that if we simply understand




On September 20, 1519, Ferdinand Magellan and a crew of241 men set sail in five ships for a voyage around the world. Thetrip took three years and cost the lives of 223 men as well as fourof the five ships. Magellan himself died in a skirmish with MactanIndians in the Philippines.

EXTENSION

Though the crew was racked with scurvy, storms, starvation,and mutiny, they never lost their way. However, when theeighteen survivors returned home in September of 1522, theydiscovered a discrepancy in their calculations. In Spain, it was the6th of September, not the 5th, as they had figured. By travelingwestward, in the same direction as the sun, all the way around theworld, Magellan’s crew had lost a full day.

FURTHER EXTENSION

Today there are five basic types of navigation. Each type usesits own reference points, employs its own instruments, and revealsits own insights into how the lost attempt to find their way. Mostof them rely on earthly reference points in order to fix a person’sposition. However, one type relies on heavenly bodies as referencepoints.


2. Spelling: Plural Words (Examples: halves, roofs,crutches, people, deer)BASIC LEVEL

1. standards 4. sheep 7. shelves2. bodies 5. women 8. toys3. radios 6. foxes

EXTENSION FURTHER EXTENSION Optional Words9. activities 13. soprano 17. bacteria10. tornadoes 14. calves 18. instructions11. churches 15. children 19. people12. deer 16. potatoes 20. wishes

TT: When a word ends in the s sound but that s sound does notmake a new syllable (e.g., bands), only an s is used. When a wordends in the s sound but that s sound does make a new syllable(e.g., foxes), an es is used. This tip is especially helpful in makingwords plural. Generally speaking, words ending in s, ch, sh, x, orz need es instead of s.

TT: There are other infrequently found words that have suffixesadded to them in “unusual” ways.

TT: Sometimes plurals are made by changing the word entirely(e.g., child—children).

TT: For further Teacher Tips, please refer to theStudent Lesson found on pages 17–19.

3. Editor Duty: Correct Given Paragraph(s)(Adjectives)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1 ____________________________________________3 Sentences(You may use up to eight words for sentence one.)

Paragraph Two of BodyTopic of Paragraph 2 ____________________________________________4 Sentences(You may use up to eight words for sentence four.)

EXTENSIONS: Paragraph Three of BodyTopic of Paragraph 3 ____________________________________________4 Sentences(You may use up to ten words for sentence two.)

5. Grammar/Punctuation:Series of Three or More Items


7. Grammar/Sentence Structure:Five Parts of a Sentence

8. Sentence Structure/Grammar: Writing WithNouns and Pronouns Interchangeably








Day Three

Day Four

Day Two

Day Five

Vocabulary Box


Day One


On September 20, 1519, Ferdinand Magellan and a crew of241 men set sail in five ships for a voyage around the world. Thetrip took three years and cost the lives of 223 men as well as fourof the five ships. Magellan himself died in a skirmish with MactanIndians in the Philippines.

EXTENSION

Though the crew was racked with scurvy, storms, starvation,and mutiny, they never lost their way. However, when theeighteen survivors returned home in September of 1522, theydiscovered a discrepancy in their calculations. In Spain, it was the6th of September, not the 5th, as they had figured. By travelingwestward, in the same direction as the sun, all the way around theworld, Magellan’s crew had lost a full day.

FURTHER EXTENSION

Today there are five basic types of navigation. Each type usesits own reference points, employs its own instruments, and revealsits own insights into how the lost attempt to find their way. Mostof them rely on earthly reference points in order to fix a person’sposition. However, one type relies on heavenly bodies as referencepoints.


2. Spelling: Plural Words (Examples: halves, roofs,crutches, people, deer)BASIC LEVEL

1. standards 4. sheep 7. shelves2. bodies 5. women 8. toys3. radios 6. foxes

EXTENSION FURTHER EXTENSION Optional Words9. activities 13. soprano 17. bacteria10. tornadoes 14. calves 18. instructions11. churches 15. children 19. people12. deer 16. potatoes 20. wishes

TT: When a word ends in the s sound but that s sound does notmake a new syllable (e.g., bands), only an s is used. When a wordends in the s sound but that s sound does make a new syllable(e.g., foxes), an es is used. This tip is especially helpful in makingwords plural. Generally speaking, words ending in s, ch, sh, x, orz need es instead of s.

TT: There are other infrequently found words that have suffixesadded to them in “unusual” ways.

TT: Sometimes plurals are made by changing the word entirely(e.g., child—children).

TT: For further Teacher Tips, please refer to theStudent Lesson found on pages 17–19.

3. Editor Duty: Correct Given Paragraph(s)(Adjectives)

4. Study Skills/Prewriting: Key Word OutlineParagraph One of BodyTopic of Paragraph 1 ____________________________________________3 Sentences(You may use up to eight words for sentence one.)

Paragraph Two of BodyTopic of Paragraph 2 ____________________________________________4 Sentences(You may use up to eight words for sentence four.)

EXTENSIONS: Paragraph Three of BodyTopic of Paragraph 3 ____________________________________________4 Sentences(You may use up to ten words for sentence two.)

5. Grammar/Punctuation:Series of Three or More Items


7. Grammar/Sentence Structure:Five Parts of a Sentence

8. Sentence Structure/Grammar: Writing WithNouns and Pronouns Interchangeably









Day Three

Day Four

Day Two

Vocabulary Box


Day One



2. In the paragraphs provided, highlight the adjectives.BASIC LEVEL: Highlight four adjectives.EXTENSION: Highlight six adjectives.FURTHER EXTENSION: Highlight eight adjectives.

q 5d. In the sentences provided, place commas according to the rules learned in thislesson.

1. There were gods of weather, crops, rivers, fields, plagues, and fevers.

2. Hundreds of clay tablets included legal documents, personal letters, businesstransactions, and textbooks.

3. The land between the Tigris and Euphrates Rivers had practically no wood, stone,or metal.

4. High walls were embellished with colored reliefs of ferocious lions, dragons, andbulls.




Teacher Tip: Do notconsider any sentenceswrong in the ED’s inwhich your student putin or omitted question-able commas. Commausage is highly subjec-tive. Your student may“hear” a comma wherethe author did not, andvice versa.

reckoning locates a person’s position by taking into account the direction and distance he has traveled

since his last position. However, all the calculations are made with respect to the person’s reasoning

rather than any standards.

A navigator using reckoning will find direction with a compass. Then he will calculate the distance he

has traveled by multiplying his speed with the time. By adding these figures to his position, he

attempts to keep track of where he is.

Unfortunately, the accuracy of each position is only as good as the one. Any error can soon

leave the navigator and his crew lost. Sailors once calculated their speed by throwing a log overboard.

Attached to the log was a rope with knots tied in it at intervals of 47 feet, 3 inches. As the rope played

out, the sailors counted the knots .

equal

hopelessly

previousnew

oldnewelapsed

dead

external

ownknown

Dead

5. It went on to describe the riches of his new palace and its doors of cedar, cypress,and ivory.

6. They were able grow an abundance of wheat, barley, dates, and other fruits andvegetables.

7. Their livestock included vast herds of donkeys, goats, and sheep.

8. Digging the canals, plowing the fields, sowing seed, and harvesting crops were jobsthey believed the gods had created men to do.

9. The middle section of the Hammurabic Code consisted of 282 regulations dealingwith crime, punishment, business ethics, theft, husbandry, marriage, divorce, etc.

10. The forests offered an almost inexhaustible supply of cedar, fir, pine, walnut, and oak.

q 7d. In the groups of words provided, complete the following steps:

1. Write sentence or clause after each group of words.

2. In the complete sentences, label each of the five parts (CAVES).

Note: In this exercises, each example has punctuation at the end—regardless of whether it is acomplete sentence or a clause. You will need to examine the other parts of each example(other parts of CAVES) to determine whether it is a sentence or a clause.

CS V E AExample: You go and teach all nations. Sentence

When you go and teach all nations. Clause

1. When the sailors knew how fast they were going. Clause

CS V2. Someone had already calculated that 28 seconds is to one hour as 47 feet, 3 inches

E Ais to one nautical mile. Sentence

CS V E A3. This is how the term knots originated. Sentence

4. If dead reckoning gives no indication of where a person is with respect to anyabsolute standards. Clause

CS V E A5. It reflects only where a person has traveled with respect to where he once was.

Sentence

6. Since dead reckoning is navigation based on one’s own perception of his location.Clause

7. Because external factors such as wind and current can introduce major errors into aperson’s direction and speed. Clause


CS V E A8. This causes him to end up hundreds of miles from where he thought he would be.

Sentence

CS V E A9. Dead reckoning allows many ways for the lost to remain lost. Sentence

10. Even a person who thinks he knows where he is going may be lost, if he does notknow his point of origin. Clause

q 8c. Rewrite the sentences provided, replacing with a pronoun each noun that isused for the second time (in that sentence).

Note: Some sentences may sound better with two different pronouns substituted for twodifferent nouns.

Example: Magellan and Magellan’s crew set sail in five ships. Magellan and his crew set sail infive ships.

1. Inertial guidance systems are high tech forms of dead reckoning; they keep track of aperson’s direction.

2. An inertial system cannot pinpoint a person’s position because it is only useful when ithas been aligned to measure change from a known position.

3. Sailors once calculated their speed by throwing a log overboard.

4. Navigators on submarines rely on inertial guidance systems because they cannot see thestars.

5. Piloting is a form of navigation in which a person determines his position by usingexternal reference points.

6. He uses landmarks such as mountains, islands, trees, rivers, smokestacks, buildings,lighthouses, buoys, or other visible objects; these help him find his way.

7. The positions of these heavenly bodies are so orderly and precise that they provide reli-able references from which to locate positions anywhere on the face of the earth.

8. A navigator uses a sextant to measure the altitude of a star in relation to the horizon,then he uses an ephemeris to find precisely where the star is located on the celestialsphere.


Teacher Tip: Yourstudent may choose different pronouns thanthose shown in thisAnswer Key.


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Technology has enabled man to design more sophisticatedforms of navigation using reference points and tools outside hisimmediate surroundings. Instead of physical landmarks, elec-tronic navigation takes its bearings from various types of fixedradio transmitters. Some of these electronic systems includeloran, omnirange, and automatic direction finders, as well assatellite transmitters.

EXTENSION

Loran stands for “long-range navigation.” It’s used alongcoastlines to give ships and planes a fixed radio landmark thatnavigators can “see” regardless of visibility. Loran stations come ingroups of at least three. By measuring the bearing to each stationseparately, a navigator can fix his position with respect to thestations. Under good conditions, a navigator can find his wayfrom three thousand miles away.

FURTHER EXTENSION

Omnirange radio is a short-range system intended to serveairplanes flying over land. These radios have a special device thatallows a plane to measure both its distance and bearing. Thus, theplane can fix a location from just one omnirange transmitter.

Satellite transmitters have become essential for efficient navi-gation in recent years. While there are several satellite-based posi-tioning systems available, the most well known is the GlobalPositioning System (GPS).


2. Spelling: R-Controlled Words (Examples: far, her, fir, for, burn)BASIC LEVEL

1. navigator 4. measuring 7. computer2. landmark 5. form 8. more3. transmitter 6. standards

EXTENSION FURTHER EXTENSION Optional Words9. purpose 13. horizon 17. appears10. stars 14. skirt 18. apparent11. surroundings 15. squirm 19. anywhere12. perfect 16. largely 20. imaginary

TT: R-controlled means that the letter r controls the sound of theletter or letters that are before the r. The families of er, ir, and urare considered to be normal r-controlled sounds. They are thethree typical spellings for the er sound.

TT: The or family is known primarily for saying the or sound asin store.

TT: The ar family is known primarily for saying the ar sound asin far. The ear family, however, has different sounds—one ofwhich is ar as in heart.

3. Editor Duty: Correct Given Paragraph(s)(Pronouns; Spelling Errors)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Cause-and-Effect EssayParagraph One of BodyTopic of Paragraph 1________________________________________6 Sentences (EXTENSIONS: 8)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6 Sentences (EXTENSIONS: 8)

Paragraph Three of BodyTopic of Paragraph 3________________________________________6 Sentences (EXTENSIONS: 8)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________8 Sentences

5. Punctuation: Comma Usage When CombiningTwo Complete Sentences (CS) With a CoordinatingConjunction (CC)


7. Structural Analysis: Contractions

8. Sentence Structure: Super Short Sentence of Five Words or Fewer—SSS5





Day Three

Day Four

Day Two

Day Five

Vocabulary Box


Day One


Technology has enabled man to design more sophisticatedforms of navigation using reference points and tools outside hisimmediate surroundings. Instead of physical landmarks, elec-tronic navigation takes its bearings from various types of fixedradio transmitters. Some of these electronic systems includeloran, omnirange, and automatic direction finders, as well assatellite transmitters.

EXTENSION

Loran stands for “long-range navigation.” It’s used alongcoastlines to give ships and planes a fixed radio landmark thatnavigators can “see” regardless of visibility. Loran stations come ingroups of at least three. By measuring the bearing to each stationseparately, a navigator can fix his position with respect to thestations. Under good conditions, a navigator can find his wayfrom three thousand miles away.

FURTHER EXTENSION

Omnirange radio is a short-range system intended to serveairplanes flying over land. These radios have a special device thatallows a plane to measure both its distance and bearing. Thus, theplane can fix a location from just one omnirange transmitter.

Satellite transmitters have become essential for efficient navi-gation in recent years. While there are several satellite-based posi-tioning systems available, the most well known is the GlobalPositioning System (GPS).


2. Spelling: R-Controlled Words (Examples: far, her, fir, for, burn)BASIC LEVEL

1. navigator 4. measuring 7. computer2. landmark 5. form 8. more3. transmitter 6. standards

EXTENSION FURTHER EXTENSION Optional Words9. purpose 13. horizon 17. appears10. stars 14. skirt 18. apparent11. surroundings 15. squirm 19. anywhere12. perfect 16. largely 20. imaginary

TT: R-controlled means that the letter r controls the sound of theletter or letters that are before the r. The families of er, ir, and urare considered to be normal r-controlled sounds. They are thethree typical spellings for the er sound.

TT: The or family is known primarily for saying the or sound asin store.

TT: The ar family is known primarily for saying the ar sound asin far. The ear family, however, has different sounds—one ofwhich is ar as in heart.

3. Editor Duty: Correct Given Paragraph(s)(Pronouns; Spelling Errors)

4. Study Skills/Prewriting: Outline OriginalParagraphs for a Cause-and-Effect EssayParagraph One of BodyTopic of Paragraph 1________________________________________6 Sentences (EXTENSIONS: 8)

Paragraph Two of BodyTopic of Paragraph 2________________________________________6 Sentences (EXTENSIONS: 8)

Paragraph Three of BodyTopic of Paragraph 3________________________________________6 Sentences (EXTENSIONS: 8)

EXTENSIONS: Paragraph Four of BodyTopic of Paragraph 4________________________________________8 Sentences

5. Punctuation: Comma Usage When CombiningTwo Complete Sentences (CS) With a CoordinatingConjunction (CC)


7. Structural Analysis: Contractions

8. Sentence Structure: Super Short Sentence of Five Words or Fewer—SSS5






Day Three

Day Four

Day Two

Vocabulary Box


Day One



2. In the paragraphs, highlight all of the pronouns.

3. In the first paragraph, highlight the spelling errors, and write their correct spellingsabove them, if you have not already done so.

q 5e. In the sentences provided, complete the following steps:

1. Combine the two sentences by putting a comma and a coordinating conjunctionbetween them.

2. Highlight the comma and the coordinating conjunction.

3. Underline complete sentences on each side of the coordinating conjunction.

Note: Be sure you do not capitalize the second part, since it is now part of an existingsentence rather than a sentence on its own.

Example: We should mourn over sin we should be truly repentant.

1. Today there are government funded projects which are evil some of them killunborn babies, support lewd art, and provide drug paraphernalia for addicts.

, for

, and



For a sextant to operate properly, both the horizon mirror and the index mirror must be adjusted so are

perpendicular to the plane of the sextant. If the two mirrors are misaligned, may not be possible to see both the

images on the horizon and the star through same eyepiece. A navigator will have to tip the sextant to one side

or the other in order to both at the same time. introduces major errors into the reading. (Spelling

corrections: then, see, sextant)

A second adjustment requires that the horizon glass and the index glass be parallel when the sextant reads 0o.

ensures that the sextant reads zero when the angle is zero. If not adjusted for what is called “index error,” the

sextant can consistently introduce errors into every measurement.

Because the earth’s atmosphere works like a lens, light from celestial bodies are bent downward, causing stars

to appear higher above the horizon than actually are. The measured altitude is therefore larger than the true

altitude. Navigators make observations from the earth’s surface rather than center. Consequently, the

phenomenon of parallax causes an apparent displacement of a body on the celestial sphere.

itstheir

they

This

sextentThissea

them

it

they

Teacher Tip: Yourstudent may choose different CC’s thanthose shown in thisAnswer Key.

2. Mary and Joseph paid taxes to the Roman government at the time of the birth ofJesus Scripture does not support withholding payment of taxes on the basisthat the money may be used for evil purposes.

3. There was certainly corruption in the government at that time evil projectswere carried out with the money collected by taxes.

4. The rulers of the Temple were evil at the time when Jesus paid them a taxthey conspired to kill the Son of God.

5. Believers who refuse to pay taxes on the basis of the government using the moneyfor evil are wrong they will lose the praise and approval of the Lord.

6. The method that God used to provide this tax money for Peter was significantJesus told him to catch a fish and take a coin from its mouth.

7. Peter was a fisherman by trade God used his trade to provide an “income tax”from his profession.

8. God has called us to follow in the steps of Christ the mission of Christ wasto establish the kingdom of God.

q 7b. On the lines provided, complete the following steps:

1. Write ten sentences using contractions.

2. Write the two words that were used to form each contraction below each sentence.

Answers will vary.

, for

, so

, for

, so

, and

, and

, yet




Not everything that tastes good builds up our bodies. In fact,some foods taste delicious but have no nutritional value. One ofthese foods is refined white sugar. Sugar is devoid of protein, vita-mins, and minerals. Its pure carbohydrate content (sucrose) cansupply quick bursts of energy, but it has no lasting benefit.

Sugar as we know it today is a man-made (artificial) substance.While sucrose does exist naturally, it is found in combinationwith fiber. God placed sucrose in high-fiber substances (i.e. canesugar) in order to prevent over-consumption of the sucrose.Unfortunately, man has removed the fiber and concentrated theremaining sugar, creating the high concentrations of sucrose thatwe find in common table sugar.

EXTENSION

Between the years 1983 and 1999, the consumption of sugarin the United States increased approximately 25 percent.Currently, the average American eats about 65 pounds of sugar ayear. That’s more than one pound of sugar per week! This highsugar consumption contributes to a variety of conditions that leadto crippling diseases.

FURTHER EXTENSION

Honey, on the other hand, is a natural sweetener. Unlikesugar, honey contains vitamins, minerals, and enzymes that ourbodies require. The honeycomb is “…health to the bones”(Proverbs 16:24) and is a symbol of blessing and prosperity.


2. Spelling: Unusual Spellings for the Short u Sound(Examples: love, blood, couple)BASIC LEVEL

1. some 4. conclusion 7. from2. love 5. condition 8. blood3. honey 6. mother

EXTENSION FURTHER EXTENSION Optional Words9. trouble 13. welcome 15. natural

10. another 14. covering 16. artificial11. contains12. contamination

TT: Sometimes these combinations sound like a short u (e.g., moun-tain), and sometimes they sound more like a schwa sound (e.g.,mountainous). Either way, they are known as spellings for uh.

3. Editor Duty: Correct Given Paragraph(s)(Coordinating Conjunctions)


5. Composition and Creative Writing: Write an Original Cause-and-Effect Essay(Rough Draft of Body)

6. Sentence Structure: Prepositional Phrase Openers




10. Composition: Final Copy Original Cause-and-Effect Essay



Day Three

Day Four

Day Two

Day Five

Vocabulary Box


Day One


Not everything that tastes good builds up our bodies. In fact,some foods taste delicious but have no nutritional value. One ofthese foods is refined white sugar. Sugar is devoid of protein, vita-mins, and minerals. Its pure carbohydrate content (sucrose) cansupply quick bursts of energy, but it has no lasting benefit.

Sugar as we know it today is a man-made (artificial) substance.While sucrose does exist naturally, it is found in combinationwith fiber. God placed sucrose in high-fiber substances (i.e. canesugar) in order to prevent over-consumption of the sucrose.Unfortunately, man has removed the fiber and concentrated theremaining sugar, creating the high concentrations of sucrose thatwe find in common table sugar.

EXTENSION

Between the years 1983 and 1999, the consumption of sugarin the United States increased approximately 25 percent.Currently, the average American eats about 65 pounds of sugar ayear. That’s more than one pound of sugar per week! This highsugar consumption contributes to a variety of conditions that leadto crippling diseases.

FURTHER EXTENSION

Honey, on the other hand, is a natural sweetener. Unlikesugar, honey contains vitamins, minerals, and enzymes that ourbodies require. The honeycomb is “…health to the bones”(Proverbs 16:24) and is a symbol of blessing and prosperity.


2. Spelling: Unusual Spellings for the Short u Sound(Examples: love, blood, couple)BASIC LEVEL

1. some 4. conclusion 7. from2. love 5. condition 8. blood3. honey 6. mother

EXTENSION FURTHER EXTENSION Optional Words9. trouble 13. welcome 15. natural

10. another 14. covering 16. artificial11. contains12. contamination

TT: Sometimes these combinations sound like a short u (e.g., moun-tain), and sometimes they sound more like a schwa sound (e.g.,mountainous). Either way, they are known as spellings for uh.

3. Editor Duty: Correct Given Paragraph(s)(Coordinating Conjunctions)


5. Composition and Creative Writing: Write an Original Cause-and-Effect Essay(Rough Draft of Body)

6. Sentence Structure: Prepositional Phrase Openers




10. Composition: Final Copy Original Cause-and-Effect Essay




Day Three

Day Four

Day Two

Vocabulary Box


Day One



2. In the second paragraph, highlight the coordinating conjunction.

q 4g. In the sentences provided, complete the following steps:1. Highlight the prepositions.

2. EXTENSIONS: Whenever possible, cross out the highlighted prepositions throughoutany of the sentences, and write a different preposition in its place. (Several examplesare given in the sentences below, your student may choose to substitute a differ-ent preposition than shown.)

Note: Some sentences contain more than one preposition.

ThroughoutExample: our lives, we should be hungry God.

from1. Each year dentists pull millions decayed teeth the mouths chil-

dren and adults.

2. Many elderly adults have had every one their teeth extracted as a direct resulttooth decay.of

of

ofofoutof

forDuring



The founders of the United States were concerned about the dangers of a centralized government becoming

too powerful. Consequently, they required that any direct taxes be apportioned among the states according to

population – not according to income.

In 1985, the Supreme Court ruled that an income tax law that had been passed the previous year was

unconstitutional, because it was a direct tax on the people not apportioned according to population.

In 1913, President Woodrow Wilson urged Congress to pass the Underwood-Simmons Tariff Act. This act

reduced income from foreign imports by 10 percent. The result was a significant reduction in government funds and

a need to locate other sources of revenue. In that same year, the Sixteenth Amendment was added to the Constitution.

This amendment removed the restriction against direct taxation and made it possible for the government to

establish income taxes.

and

throughout3. Today, approximately 90 percent adults’ teeth the United States are

decayed some degree.

4. One cause this staggering statistic is sugar.

5. Tooth decay begins when acid-producing bacteria attack the protective enamel healthy teeth.

6. These bacteria thrive sugar, which readily adheres the teeth, easily working its way natural fissures and crevices.

7. The bacteria the mouth and the teeth convert the sucrose a carbohydrate called dextrin.

8. Sugar added infant formulas and cereals poses a threat children’s teeth.

9. Because this sugar is predominantly sucrose, it can destroy a baby’s teeth afew months’ time.

10. The large intestine contains billions bacteria.

11. The food we eat determines the kinds and amounts of bacteria that live ourintestines.

12. While some bacteria help digest food, manufacture vitamins, and break down wasteproducts, other kinds bacteria promote disease.

within13. Sucrose the intestine promotes E. coli growth.

14. A regular intake refined sugar has the potential contributing gallstones.

15. This imbalance may be triggered eating too much refined sugar.

within16. The absence fiber the sugar causes certain bacteria the intestinal tract

to convert extra amounts a major bile salt “stone bile.”

17. Honey is one the best topical dressings wounds and burns.

18. addition to being sterile, it contains ingredients that actually fight bacterial growth.

q 5f. In the sentences provided, highlight the prepositional phrase openers.

Example: , 90% of adults’ teeth are decayed to some degree.

1. , honey contains ingredients that actually fight againstbacterial growth.

2. , the antibacterial qualities of honeywere attributed to a component called “inhibine.”At the beginning of the twentieth century

In addition to being sterile

In the United States

againstIn

forof

intoofininof

by

toofof

in

of

in

of

within

toto

intoonin

intotoon

of

of

toinof


3. , this component was correctly identified as hydrogen peroxide.

4. , reducing sucrose, adding fiber to the diet, and fasting regularly helpto bring the population of bacteria back into balance.

5. , insulin decreases blood sugar, and glucagon increases it.

6. , the body grows insensitive toinsulin.

7. , Americans could reduce their cholesterol and triglyceride levels by 20 to 40 percent.By reducing sugar intake

In this type of diabetes, with increasing fat stores

In other words

For an adult

In the 1960s

WBLA Answer Key 49–52B

*P6250*P 6 2 5 0

Documents

Language WISDOM BOOKLET Artsmedia.iblp.org/products/a4952b/wblaanswerkeys4952b.pdf · First Printing: 070719 WBLA Level B 49–52. 49B Week 1 Teacher’s Helps (Preliminary Edition)