Teacher Training · Spelling Workout Level F Teacher English Grammar Recitation Workbook Three Student Guide English Grammar Recitation Workbook Three Teacher Guide Classical Composition:

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

Teacher TrainingFor Classical Teachers

FIFTH GRADE

1Fifth Grade Curriculum Manual 1

□ Accelerated Fifth Grade Curriculum Manual

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n □ Second Form Latin Student Text □ Second Form Latin Student Workbook □ Second Form Latin Teacher Manual □ Second Form Latin Teacher Key (for workbook, quizzes, and tests) □ Second Form Latin Quizzes & Tests □ Second Form Latin Pronunciation CD □ Second Form Latin DVDs □ Second Form Latin Flashcards

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□ Rod & Staff Beginning Arithmetic 5 □ Rod & Staff Beginning Arithmetic 5 Teacher Book (Part I & II)

□ Rod & Staff Beginning Arithmetic 5 Tests

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□ Spelling Workout Level F Teacher □ English Grammar Recitation Workbook Three Student Guide □ English Grammar Recitation Workbook Three Teacher Guide □ Classical Composition: The Narrative Stage Student □ Classical Composition: The Narrative Stage Teacher

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e □ King Arthur (Book, Student Guide, Teacher Guide)

□ The Door in the Wall (Book, Student Guide, Teacher Guide)

□ Robin Hood (Book, Student Guide, Teacher Guide)

□ Adam of the Road (Book, Student Guide, Teacher Guide)

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□ Famous Men of the Middle Ages □ Famous Men of the Middle Ages Student Book □ Famous Men of the Middle Ages Teacher Book □ Famous Men of the Middle Ages Flashcards □ Christian Studies III Student Book □ Christian Studies III Teacher Book

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□ Geography II Text □ Geography II Student Workbook □ Geography II Teacher Book □ Geography I Review Student □ Geography I Review Teacher □ What’s That Bird? Student Study Guide □ What’s That Bird? Teacher Guide □ What’s That Bird? □ Peterson Field Guide & Coloring Book □ Exploring the History of Medicine (text, student, and teacher)

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set) □ Fifth Grade Read-Aloud Set

□ Timeline Program □ The Golden Children’s Bible □ English Grammar Recitation □ Poetry for the Grammar Stage

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

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

26 Memoria Press

teaching guidelinesr

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

The general guidelines for conducting a recitation are as follows:

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

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

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

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


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

The general guidelines for conducting a recitation are as follows:

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

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

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

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

Lati

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

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

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

The lesson plans reference timed drills. These are drills over the four processes: addition, subtraction, multiplication and division. You may choose the drills that you prefer; the goal is to have students reviewing their math facts on a daily basis. Some books that you could use are Mad Minutes or Timed Math Drills by Remedia Publications. The internet is also great for making your own free math drills. Students should also have flash cards for the four processes that they can use for review.

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

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

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

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

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

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

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

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

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

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

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

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


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

and lessons:

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

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

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

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

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

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

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

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

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

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ing CONSONANTS

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

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

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

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


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

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

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

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e We consider literature to be fundamental to a strong classical education. It is imperative that students develop a taste for quality literature from an early age. Most of the books we have selected are children’s classics that contribute to cultural literacy and prepare students to read the “Great Books” to come in the Memoria Press curriculum.

You can purchase a complete set of our read-aloud books with the fifth grade curriculum if you wish to add these books to your personal library. Or, you can find these books at your local library or bookstore. They are all currently in print and readily available.

To teach a lesson in Literature:

1. Review: Orally review any previous vocabulary. Review the plot of the book as read so far. Periodically review the concepts of character, setting, and plot.

2. Preview vocabulary and comprehension questions with the students to encourage purposeful reading.

3. Read the lesson’s chapter orally: Alternate between teacher-read and student-read passages. Model good reading skills. Encourage students to read expressively and smoothly. Teacher may occasionally take oral reading grades. While reading, stop at each vocabulary word and record the word’s meaning in the students’ study guides. Use students’ knowledge of Latin and other vocabulary to decipher meanings. Have students take note in their study guide margin of pages where a comprehension question is answered.

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

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


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y Poetry is included in our Literature study once a week. In fifth grade students memorize several different poems that are loosely tied to their Literature books. These poems are found in the Poetry Guide for Grades 3-6. To study these poems:

• Ideally, you could recite the poem from memory, but if that is not possible, read through the poem one time so the student can hear the rhythm and cadence of the poem.

• Then, read the poem through a second time, pausing to define new vocabulary words. Explain new concepts or discuss important ideas. Use the discussion questions in the Poetry Guide to help the student to understand the meaning of the poem.

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

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

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

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

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ieS Read the pages for the assigned lesson in Classical or Christian Studies III. We recommend for fifth

grade that the teacher mainly reads the book orally and students follow along as the content may be beyond their current reading abilities. When possible, allow students to read aloud, as well. • Periodically stop reading to discuss difficult concepts, to summarize the plot, and to discuss

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

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

question aloud. Teacher edits the answer and writes it on the board using good sentence structure. Teacher may also dictate answers to students. Students copy word for word into their study guide at the beginning of the year and gradually move towards independently wording the main ideas accurately. Remind students to be mindful of writing accurately.

• It is not necessary to write the answer to every question. A few of them may be answered orally.

• Activities: Discuss Map locations: Locate places mentioned in the text on a map at the back of the book or globe. Then find the locations on the unit map(s) provided in the study guide. Students highlight locations on the unit map(s) and write in the significance of each location.

• Complete other Activities as time and interest allows.

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y We usually study 2-3 countries each week. For each country, do the following:• Teacher leads students in the pronunciation of each country with its capital.• Teacher calls on individual students to read the paragraphs from the text.• Comprehension Questions: Students record questions independently before they are discussed

with the Teacher.• Map Work: Students label and color (with colored pencil) each country.• Flashcards: Students make flashcards for the countries whose capitals they are responsible to

know.• Review daily, if possible, the map work and flashcards.

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S The Science curriculum has been divided into two different studies, one on birds and the other on the history of medicine. You may adjust the lesson plans if you would prefer to study birds during the fall and again in the spring, when it is pleasant to go out and visit with the birds in your area.

Bird Study: The Peterson Field Guide is an invaluable tool for both teachers and students. Although specific birds to study are included in these lesson plans, feel free to choose additional birds commonly found where you live to research and study. Encourage your students to take their field guide with them any time they go outside. Take nature walks if possible. Students should learn to identify many common birds by sight and song. The goal is to develop a love for nature and a curiosity to explore.

the history of Medicine Study: The History of Medicine provides a fascinating history of how modern medicine developed. Each lesson includes review questions which may be answered individually or as a class. Supplemental quizzes and tests from Memoria Press are included with this curriculum.

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Fifth Grade Curriculum Manual 15

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day 1 day 2 day 3 day 4 day 5

8:00 - 9:30 Latin Recitation & Latin

9:30 - 10:30 Language Arts

10:30 - 11:30 Math

11:30 - 12:00 Break

12:00 - 1:15 Weekly Studies

1:15 - 2:30 Literature and Enrichment

day 1 day 2 day 3 day 4 day 5

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WeeK 1 MOnday tueSday WedneSday thurSday Friday

Latin

□ Second Form Latin Pronunciation □ Recitation □ Review □ Read the guide on pronunciation in

student text □ Memorize ‘gloria Jesu’ hint and

rules for accents

□ Second Form Latin, Unit I Introduction

□ Second Form Latin Lesson 1: First Form Review

□ Recitation □ Review □ Teach Lesson □ Workbook, worksheet 1


□ Recitation □ Review □ Workbook, worksheets 2-3


□ Recitation □ Review □ Workbook, wkst 4 □ Oral Drill


□ Recitation □ Review □ Test

Math

□ Arithmetic 5 Lessons 1 & 2 □ Timed Drill □ L. 1, Sections A - D □ L. 2, Sections A - E

□ Arithmetic 5 Lessons 3 & 4 □ Timed Drill □ L. 3, Sections A - D □ L. 4, Sections A - D

□ Arithmetic 5 Lesson 5 □ Timed Drill □ Sections A - E

□ Arithmetic 5 Lessons 6 & 7 □ Timed Drill □ L. 6, Sections A - C □ L. 7, Sections A & B

□ Arithmetic 5 □ L. 2, Sections F & G □ L. 4, Sections E & F □ L. 6, Section D □ L. 7, Sections C & D

SPeLLing

□ Spelling Workout Level F Lesson 1 □ Spelling Words in Action □ Teach Tip & introduce spelling words

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

□ Spelling Workout Level F □ Complete Spelling Practice □ Complete Spelling and Writing*

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

□ Spelling Workout Level F □ Write spelling words one time


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

□ Spelling Workout Level F □ Lesson 1 Test

graMMar

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

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

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

Rules 1-5 from dictation.

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

for Rules 6-10 from dictation.

□ English Grammar III Lesson 1 □ Recite Capitalization Rules 1-10 □ Complete Practices A-C

□ English Grammar III Lesson 1 □ Recite Capitalization Rules 1-10 □ Written Dictation Quiz

MOdern StudieS, cLaSSicaL StudieS, chriStian StudieS,

& Science

□ Geography I Review, □ Section I: Middle East

□ Geography Text □ Read Introduction to Geography □ Read Intro. to Sub-Saharan Africa

□ Geography Student Workbook: Africa

□ American Studies: □ The Landing of the Pilgrims by James

Daugherty (Part 1)

□ Classical Studies □ Read “Introduction to the Middle

Ages” lecture in Appendix □ Read “Who Were the Barbarians?”

lecture in Appendix

□ Christian Studies III □ Old Testament Review

(in appendix of this manual)

□ Begin memorizing The Magnificat

□ Make flashcard for The Magnificat

□ What’s That Bird? □ Read pp. 1-3

□ Birds Study Guide □ Complete Lesson 1

□ Birds Coloring Book □ Common Grackle - pp. 57 □ European Starling - pp. 47

□ Geography I Review □ Middle East Quiz

□ Timeline □ Review all dates learned in 3rd and

4th grade *Familiarize yourself with the Teaching Guidelines in the Timeline Handbook.

Literature

□ Adam of the Road Study Guide □ Introduction

□ Poetry for the Grammar Stage: “England’s Sovereigns in Verse”

□ Introduce poem □ Go over vocabulary and history

□ Adam of the Road, □ Chapter 1, “Adam”

□ Adam of the Road Study Guide □ Chapter 1

□ Adam of the Road □ Chapter 2, “Nick”


□ Adam of the Road □ Chapter 3, “Roger”


□ Adam of the Road Study Guide □ Chapters 1 - 3 Enrichment

Activities


□ Memorize lines 1-8

cOMPOSitiOn

□ Classical Composition: Fable Lesson 18 (or a lesson you haven’t

completed before in the Fable Stage guide)

□ Review Fable stage □ The Fable

□ Classical Composition: Fable Lesson 18

□ Variations: Part 1


□ Outline


□ Narration


□ Correct and improve narration

read-aLOudS □ Alice's Adventures in Wonderland, Ch. 1 □ Alice’s Adventures in Wonderland, Ch. 2 □ Alice’s Adventures in Wonderland, Ch. 3 □ Alice's Adventures in Wonderland, Ch. 4 □ Alice’s Adventures in Wonderland, Ch. 5


WeeK 1 MOnday tueSday WedneSday thurSday Friday

Latin

□ Second Form Latin Pronunciation □ Recitation □ Review □ Read the guide on pronunciation in

student text □ Memorize ‘gloria Jesu’ hint and

rules for accents

□ Second Form Latin, Unit I Introduction


□ Recitation □ Review □ Teach Lesson □ Workbook, worksheet 1


□ Recitation □ Review □ Workbook, worksheets 2-3


□ Recitation □ Review □ Workbook, wkst 4 □ Oral Drill


□ Recitation □ Review □ Test

Math

□ Arithmetic 5 Lessons 1 & 2 □ Timed Drill □ L. 1, Sections A - D □ L. 2, Sections A - E

□ Arithmetic 5 Lessons 3 & 4 □ Timed Drill □ L. 3, Sections A - D □ L. 4, Sections A - D

□ Arithmetic 5 Lesson 5 □ Timed Drill □ Sections A - E

□ Arithmetic 5 Lessons 6 & 7 □ Timed Drill □ L. 6, Sections A - C □ L. 7, Sections A & B

□ Arithmetic 5 □ L. 2, Sections F & G □ L. 4, Sections E & F □ L. 6, Section D □ L. 7, Sections C & D

SPeLLing

□ Spelling Workout Level F Lesson 1 □ Spelling Words in Action □ Teach Tip & introduce spelling words

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

□ Spelling Workout Level F □ Complete Spelling Practice □ Complete Spelling and Writing*

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



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

□ Spelling Workout Level F □ Lesson 1 Test

graMMar

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

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

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

Rules 1-5 from dictation.

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

for Rules 6-10 from dictation.

□ English Grammar III Lesson 1 □ Recite Capitalization Rules 1-10 □ Complete Practices A-C

□ English Grammar III Lesson 1 □ Recite Capitalization Rules 1-10 □ Written Dictation Quiz

MOdern StudieS, cLaSSicaL StudieS, chriStian StudieS,

& Science

□ Geography I Review, □ Section I: Middle East

□ Geography Text □ Read Introduction to Geography □ Read Intro. to Sub-Saharan Africa

□ Geography Student Workbook: Africa

□ American Studies: □ The Landing of the Pilgrims by James

Daugherty (Part 1)

□ Classical Studies □ Read “Introduction to the Middle

Ages” lecture in Appendix □ Read “Who Were the Barbarians?”

lecture in Appendix

□ Christian Studies III □ Old Testament Review

(in appendix of this manual)

□ Begin memorizing The Magnificat

□ Make flashcard for The Magnificat

□ What’s That Bird? □ Read pp. 1-3

□ Birds Study Guide □ Complete Lesson 1

□ Birds Coloring Book □ Common Grackle - pp. 57 □ European Starling - pp. 47

□ Geography I Review □ Middle East Quiz

□ Timeline □ Review all dates learned in 3rd and

4th grade *Familiarize yourself with the Teaching Guidelines in the Timeline Handbook.

Literature

□ Adam of the Road Study Guide □ Introduction


□ Introduce poem □ Go over vocabulary and history

□ Adam of the Road, □ Chapter 1, “Adam”


□ Adam of the Road □ Chapter 2, “Nick”


□ Adam of the Road □ Chapter 3, “Roger”


□ Adam of the Road Study Guide □ Chapters 1 - 3 Enrichment

Activities


□ Memorize lines 1-8

cOMPOSitiOn

□ Classical Composition: Fable Lesson 18 (or a lesson you haven’t

completed before in the Fable Stage guide)

□ Review Fable stage □ The Fable


□ Variations: Part 1


□ Outline


□ Narration


□ Correct and improve narration

read-aLOudS □ Alice's Adventures in Wonderland, Ch. 1 □ Alice’s Adventures in Wonderland, Ch. 2 □ Alice’s Adventures in Wonderland, Ch. 3 □ Alice's Adventures in Wonderland, Ch. 4 □ Alice’s Adventures in Wonderland, Ch. 5

14

Scheduling notes: ● Try to schedule Latin and math for the beginning of the day as these tend to

be the most challenging subjects for students ● Build review into your schedule so you don’t forget to make time for it ● Try to give students opportunities to move (recess, PE, etc.) each day ● Language arts includes spelling, composition, and grammar (these subjects

sometimes vary in time length, so it’s helpful to group them together)

1

Tuesday Wednesday Thursday Thursday (Art) Friday8:05-9:05

Latin8:05-9:05

Latin8:05-9:05

Latin8:05-9:05

Latin8:05-9:05

Latin

9:05-10:10Math; Snack

9:05-10:20Math

9:05-10:10Math

9:05-10:10Math

9:05-10:10Math

10:10-10:20Restroom Break




10:10-10:50Language Arts;

Snack10:20-10:50

PE10:30-11:10

Language Arts; Snack


Snack


Snack


10:50-12:10Language Arts

11:10-11:50Begin Literature

11:10-12:10Timeline/Poetry

11:10-12:05Art

11:00-11:30Music

12:10-12:35Lunch

11:50-12:10Recess

12:10-12:35Lunch

12:10-12:35Lunch

11:30-12:10Geography

12:35-1:40Literature & Poetry

12:10-12:35Lunch

12:35-1:35Literature

12:35-1:35Literature

12:10-12:35Lunch

1:40-1:50 Restroom Break

12:35-1:20Finish lit./

Begin FMMA

1:35-2:30Science

1:35-2:30Science

12:35-12:55Recess

1:50-2:50Christian Studies


2:30-2:40Pack-up

2:30-2:40Pack-up


2:50-3:25Review

1:30-2:30Choir



1:05-1:55Literature

3:15-3:25Pack-up

2:30-3:25Finish FMMA;

Pack-up

2:50-3:20PE

2:50-3:20PE

1:55-2:10Pack-up

Sample Fifth Grade Schedule (4-day program)

Schedule is subject to change and may vary based on test schedule and calendar events.

15

Teacher Training - 5th grade

Preparing for the Year

● Before the school year begins ○ Plan

■ Develop class schedule ■ Establish routines and expectations

- How will students line up? - How will students turn in papers? - How will you check homework?

■ First day of school script ○ Prepare

■ Highlight any items that will be on tests and quizzes in your teacher guide

○ Develop syllabi and first few weeks’ lesson plans ○ Copy assessments and organize ○ Collaborate with teachers

● First day of school ○ Teach class procedures (we skip language arts on the first day)

■ Practice, practice, practice ■ Expect perfection

○ Establish class environment and culture ○ Set and discuss goals for the year

● Behavior management ○ Expectations ○ No tolerance ○ Consequences ○ Remind of school rules

● Weekly preparations ○ Plan your week; look at calendar ○ Organize copies and assessments ○ Plan individual lessons

* Recommended book: The First Days of School by Harry Wong

2

16


General Tips and Tricks for 5th Grade

● Always, always know what comes next - the less downtime and transition time, the more productive your day will be!

● Before teaching a lesson be sure to look at the assessment so that you know what you need to emphasize

● Have high expectations and then raise them a bit more and you will be pleasantly surprised by all that your students can accomplish!

● Hold the reins tightly ○ This refers to both behavior and practice work ○ Practice work: assign work in small sections so that you can easily

check for understanding, rather than having students complete a large chunk of practice work wrong

○ Behavior expectations: don’t give them additional freedom until they have proven they can handle it

● If you decide to allow your students to complete homework in class (such as after finishing a test or a quiz) try to avoid letting them complete math and Latin homework in class as space between teaching time and independent practice is very valuable for these subjects

● Review, review, review - since most of the finals in 5th grade are cumulative you want to help your students keep up with all of the material throughout the entirety of the year

○ Always review the day before a quiz ■ This can lessen as the year goes on to prepare them for 6th

grade where they may not always have time for review ○ Review the quiz material just before taking a quiz ○ Try to practice flashcards in all subjects once or twice a week

■ This is especially valuable in Famous Men ■ Due to time constraints, Latin flashcard review usually needs

to be done at home

3

17


Latin

● Beginning of school day ○ Unpack silently ○ Students get all books needed for day or the books needed for first

half of day ○ Have Latin books and Latin homework on desk

● Greeting and Recitation ○ Follow Recitation Plan in Teacher Guide

■ Spread out material throughout week ■ Covers relative material from First Form ■ Reviews recently covered material in Second Form ■ Don’t forget grammar questions!

○ Methods for recitation ■ Communal (most common)

- Increasing speed - Repeat if necessary - Listen for differences; look at mouths - Recite with students

■ Individual/groups - Select groups of students to recite together

○ Notes on reciting grammar questions ■ Repeat commonly missed questions as needed ■ Practice both First and Second Form ■ Methods

- Choral - Raised hands/calling on students - Every student answers a question before sitting down

● Vocabulary Review ○ Weekly quizzes given after recitation ○ Can be broken up into sections or “columns” ○ First and Second Form ○ Students need to give dictionary form

4

18


- Review or repeat information can be completed for homework

- Students can also complete additional conjugations/declensions for homework

■ Translations - always look ahead to quiz! ○ Review/games

■ Always recite, grammar review, and vocal review ■ Declining other nouns ■ Conjugating other verbs ■ Ideas for games

- Vocab - whiteboards, fly swatters, gladiator - Conjugations - snake - Grammar - jeopardy - Any material: around the world - Other game ideas?

6


● New Lesson

*Always be familiar with how the quiz is structured and what is on it!

○ Latin Saying ■ Read and repeat; spelling? ■ Read box with explanation if time

○ Second Declension er, ir nouns ■ Have conjugation on board when class begins ■ CCA: Compare, contrast, analyze

- With servus - With all three nouns

○ How do we know it’s 2nd declension? ○ Difference between puer and ager

■ Emphasize as grammar question ■ Look at vocabulary: Which words drop the e compared with

which keep the e? ○ What are the 3 nom. endings for 2nd declension masculine nouns?

■ Emphasize as grammar question ■ Note: this is the only thing that is new!

○ Vocabulary ■ Recite and repeat ■ Practicing old vocabulary should be done regularly!

○ Memorize ager, agri ■ Brief recitation of vir and pure ■ Emphasize others throughout week ■ Recite vesper and culture

● Workbook ○ First Day

■ p. 10- grammar questions together ■ p. 10 - finish for homework

○ Rest of week ■ In-class vs homework

- Any new material should be completed in-class

5

19


- Review or repeat information can be completed for homework

- Students can also complete additional conjugations/declensions for homework

■ Translations - always look ahead to quiz! ○ Review/games

■ Always recite, grammar review, and vocal review ■ Declining other nouns ■ Conjugating other verbs ■ Ideas for games

- Vocab - whiteboards, fly swatters, gladiator - Conjugations - snake - Grammar - jeopardy - Any material: around the world - Other game ideas?

6

2012

ORAL RECITATION/REVIEWGreetingRecitation: case names mensa servus bellum bonus -a -um unus, duo primus, secundus

Grammar Questions: FF 1-9, 57-92(Every lesson will have suggested grammar questions, but feel free to tailor this review to the needs of your students.)

Vocab Drill: FF Lessons 19-24(Every lesson will have suggested vocabulary review, but feel free to tailor this review to the needs of your students.)

LATIN SAYING Say aloud and ask students to repeat after you. Notes:ager agri fieldvaticanus -a -um vatican

GRAMMAR - CHALK TALKWrite the declension of vir, viri on the board and ask students to CCA (compare, contrast, analyze). What gender and declension is vir, viri and how do you know? (2nd declension masculine, because all nouns whose genitive sing. ends in i belong to the 2nd decl. Excepting the nom. sing. ending in ir, the case endings are the same as the 2nd declension masculine. Vir has natural gender.) What is the stem of vir, viri? (vir) The nominative singular and stem are the same. Can you think of any other nouns where this occurs? (soror, sororis and sol, solis)

Write the declension of puer, púeri on the board and ask students to CCA (compare, contrast, analyze). What gender and declension is puer, púeri and how do you know? (2nd declension masculine, because all nouns whose genitive sing. ends in i belong to the 2nd decl. Excepting the nom. sing. ending in er, the case endings are the same as the 2nd declension masculine. Puer has natural gender.) What is the stem of puer, púeri? (puer) The nominative singular and stem are the same. Can you think of any other nouns where this occurs? (vir, soror, and sol)

Ager Vaticanus The Vatican Field

Second Declension er, ir Nouns

vir viri m. man puer pueri m. boy, childCase S. Pl. Case S. Pl.

nom. vir vir i nom. puer púer igen. vir i virorum gen. púer i puerorumdat. viro vir is dat. púero púer isacc. vir um viros acc. púer um púerosabl. viro vir is abl. púero púer is

ager agri m. fieldCase S. Pl.

nom. ager agr igen. agr i agrorumdat. agro agr isacc. agr um agrosabl. agro agr is

VocabularyLatin Gender English Derivative(s)

vir viri m. man virilepuer púeri m. boy, child puerilevesper vésperi m. evening vespersager agri m. field agricultureculter cultri m. knife cutleryliber libri m. book librarymagister magistrimagistra -ae

m.f.

teacher (male)teacher (female)

magistrate, master

líberi liberorum m. children

*Oral Drill for Lesson II is in the Appendices.

LESSON II

12

1

2

4

2113

VOCABULARYSay each word aloud with its genitive form, gender, meaning, and derivatives; have students repeat after you. Begin every day with this oral drill of the week’s new vocabulary.Can you see two different groups in these words with respect to stem formation? (one group retains the final e in the stem, and the other group loses the final e in the stem.) The er nouns, like the us nouns of the 2nd declension, are usually masculine.

in Latin there are many nouns that only have plural forms. This is less common in english, but some examples are pants and scissors. decline líberi, liberorum aloud with students and give meanings. (see workbook)

how líberi, liberorum came to mean children is not clear. Since liber is also an adjective (Lesson 3) that means free, it could refer to the freedom of children, or it could refer to the children of roman citizens who are free, or it could be the two words are unrelated.Derivatives: agronomy

GRAMMAR - CHALK TALKWrite the declension of ager, agri on the board and ask students to CCA. What gender and declension is ager, agri and how do you know? (2nd declension masculine, because all nouns whose genitive sing. ends in i belong to the 2nd decl. excepting the nom. sing. ending in er, the case endings are the same as the 2nd declension masculine. Ager is listed in the vocabulary list as masculine.) What is the stem of ager, agri? (agr) how is the stem formed from the nominative? (it drops the e.) do you know any other nouns that drop the e to form the stem? (mater, pater, frater) What declension are they? (3rd) Look at the vocabulary list. Write puer and ager on the board. all of the vocabulary words are either like puer or ager with respect to stem formation. is culter, cultri like puer or ager? Go through the list and ask students which column to put each word in and to give the stem.

stem stem puer puer ager agr

liber, líberi liber culter, cultri cultr vir, viri vir liber, libri libr vesper, vésperi vesper magister, magistri magistr magistra, magistrae magistr

Most 2nd declension masculine nouns end in us in the nominative singular, but there are some that end in er and one that ends in ir. Except for the nominative singular, these nouns have the same case endings as all 2nd declension masculine nouns. The er nouns are all masculine.

These nouns show why it is important to always learn the genitive singular. The nominative singular of most declensions can vary, but the genitive singular never varies. The genitive singular 1) identifies the declension the noun belongs to and 2) provides the stem.

Looking at the genitive singular of puer, vir, and vesper, you see that the stem is the same as the nominative singular form.

Looking at the genitive singular of ager, culter, magister, and liber, you see that the genitive singular form drops the letter e.

Liberi liberorum, children, is a noun that is declined in the plural only. Do not confuse: liber libri book líberi liberorum children líbero liberare to set free

The Ager Vaticanus on the west bank of the Tiber river was the 14th district of the ancient city of rome. Low-lying and damp, it was considered unhealthy and was used as a cemetery until the emperor Caligula built a racetrack, later enlarged by nero, in the ager. it was the site of the martyrdom of St. Peter and thus became the location of Vatican City and St. Peter’s Basilica. The original church, built by Constantine in the 4th century over St. Peter’s tomb, was torn down and replaced by the current St. Peter’s, built in the 15th century and designed by Michelangelo. The colonnade and square were added by Bernini in the 16th century.

St. Peter’s Basilica Rome, Italy

Word Study Grammar Syntax

13

3

22


Composition: Narrative

● General details ○ Takes 2-3 weeks to complete one piece with 4 day/week program ○ Typically have class for 10-30 minutes every day during 4 day per

week program ○ Start with a Fable to make any necessary bridges to Narrative ○ Discuss and explain what Narrative means

● Introduce story ○ Teacher reads story aloud first while students follow along ○ Allow students to read aloud once or twice, use characters if time and

story allows for it ○ Students could act out story if time

● Nine Components (who, what, when, where, etc.) ○ Call on students for answers and guide them if needed ○ Some components are additional from 4th grade so you will need to

explain these to them ○ Some components (such as recognition) may vary based on student

● Outline ○ Use story to guide you ○ Students volunteer answers ○ Guide/adjust students answers if needed ○ Later in the year you may want to give students the main divisions

and have them complete the remainder of the outline ○ Can use phrases rather than full sentences

● Variations ○ Students can use thesaurus’ to look up synonyms ○ Students volunteer answers and brainstorm as a class; write on board ○ Make sure that the words fit with the meaning of the sentence ○ Encourage students to change the order of at least one of the

variation sentences

7

23


● Paraphrase ○ Be sure to read directions (condensing, extending, changing

viewpoint, etc.) and discuss these ○ Students may come to you only having experience of writing the

entirety of the paraphrase together so you will want to do this for the first few pieces

■ If this is the case, eventually, you can move to writing just the first paragraph together and then have the students write the whole piece on their own

○ Make sure to discuss Figures of Description ■ May want to write these together ■ May want to have students write on own and then collect so

that you can read over them ● Editing

○ It’s best to collect the rough paraphrases and give the students feedback on grammar and overall content, especially for the first few pieces that they complete on their own

○ May be able to move to peer editing as the year goes on ■ Consider giving the students a “rubric” or checklist

● Weekend Homework ○ Write final paraphrase and draw picture (in brown “Final Draft”

book) ○ Give focal points for students to focus on while writing their final

drafts ○ Have students underling Figures of Description so that you can easily

check those ● Optional: using literature for composition

○ Selecting the right stories/what to look for ■ Action ■ Dialogue ■ Description

8

24

Composition:Narrative Sample Lesson 1. “Chico and the Crane” (Completed in 2 weeks)

- Day 1: Define vocabulary words and read the story together. Have a student summarize the story in their own words.

- Day 2: Analyze the story by completing the Nine Components. Ask students to share their answers aloud with the class.

- Day 3: Call on individuals within the class to give the outline or order of events within the story. Write the class outline on the whiteboard.

- Day 4: Ask for students to share descriptive words in Variations part 1 and ask students to share the sentences they wrote in their own words (inverted).

- Day 5: Rewrite or paraphrase the entire story with students. Have them think aloud about how to add description and invert (put the sentence in their own words) from the story.(Don’t let them simply recite word for word sentences from the story.)

- Day 6: Complete Variations part 2 and one more paraphrase. This should go quickly… Students should be very familiar with the story and confidently share.

- Day 7: Write Final Draft in Composition Sketch book.- Day 8: Color Sketch in Final Composition Sketch book

25

14 Lesson 2 • Chico and the Crane

Lesson 2

14

Chico and the Crane

1. The Narrative 1. read aloud.2. Vocabulary:

» savory — (of food) salty or spicy, not sweet Æ Crackers are a nice savory snack.

» woe — great distress or sorrow Æ Woe is me! I am ruined!

» betide — happen to » scoundrel — a dishonest person

Æ That scoundrel took my pencil.

» clapped — slapped encouragingly Æ Coach clapped my back after the win.

3. “What do these words add to the story?”

4. students narrate. » Put the story in their own words. » Amplify the Narrative. » As many students narrate as time allows.

+TEACHER TIPS » When students read aloud, find something about their presentation to praise.

» Have a competition to see which student is the best narrator.

2. The Nine ComponentsAsk these questions.

1. What familiar situation is brought to mind? What truth have you discovered in the story? (Recognition)

2. When does the action change in the story? (Reversal)

3. What examples of suffering occur? (Suffering)

4. Who is in the narrative? (Agents)5. What happens to the agents?

(Action)6. When does it happen? (Time)7. Where does it happen? (Place)8. how does it happen? (Manner)9. Why does it happen? (Cause)

+TEACHER TIPS » The nine components may be answered slightly differently, so be open to students’ various answers.

» When working in a group, don’t be reluctant to leave suggestions out. Some words are better than others, and praising superior diction will teach students to independently improve their own diction.

14 Lesson 2

Chico and the CraneRead the Narrative aloud.

once upon a time, in the city of Florence lived Mr. Corrado, a nobleman famous for his love of hunting and for his banquets. one day, his falcon caught a beautiful crane, which Mr. Corrado handed to Chico the cook and told him to roast to perfection. the bird was almost done when a prett y young peasant girl entered the kitchen to visit the cook. When she sniff ed the savory smell of roasting, the girl persuaded Chico to give her one of the bird's legs. in due course, the crane was carried to the nobleman's table, and Mr. Corrado summoned the cook to explain what had happened to the missing leg.

to his question, the unfortunate cook replied: "sire! Cranes have only one leg!""What? one leg?" exclaimed Mr. Corrado. "Do you think i've never seen a crane before?"But Chico insisted that these birds had only one leg: "if i had a live bird here, i'd show you!"the nobleman had no desire to argue in front of his guests, but he told the cook: "Very

well. We'll go and see tomorrow morning, but woe betide you if it's not true."at sunrise, Mr. Corrado, angrier than ever, gave the order to saddle the horses. "now

we'll see who's telling lies," he said grimly.Chico would gladly have fl ed in fear, but he did not dare. However, as they approached

the river, the cook spott ed a fl ock of cranes, fast asleep. Of course, they were all standing on one leg, as they do when resting. "sire! sire!" Chico cried. "look, i was right. they have only one leg."

"indeed!" snorted Mr. Corrado. "i'll show you!" and so saying, he clapped his hands and gave a shout. At the sudden sound, the cranes uncurled the other leg and fl apped away. "there you are, you scoundrel," growled the nobleman. "You see they have two legs!"

to this Chico quickly retorted, "But, sire, if you had clapped and shouted at table yesterday, then the bird would have uncurled its other leg!"

at such a clever reply, Mr. Corrado's anger turned to amusement. "Yes, Chico, you're right. i should have done just that!" he clapped the cook's shoulder, and they parted friends.

Nine Components of Narrative InventionIdentify the who, what, when, where, how, and why of the narrative. Give examples of Recognition, Reversal, and Suffering.

1. Recognition _____________________________________________________________________________

2. Reversal ________________________________________________________________________________

3. Suffering _______________________________________________________________________________

4. Agents _________________________________________________________________________________

5. Action __________________________________________________________________________________

6. Time ___________________________________________________________________________________

7. Place __________________________________________________________________________________

8. Manner ________________________________________________________________________________

9. Cause__________________________________________________________________________________

"When she sniff ed the course"; "saddle the horses"; (2) "anger turned to amusement" "… Mr. Corrado's anger turned to amusement." "… would gladly have fl ed in fear …"Chico, Mr. Corrado, peasant girl, craneChico's wit excuses his wrongfully giving away his master's food.once upon a timeFlorencewittily; amusedlyto show wit of Chico and value of quick wit

26

15Lesson 2 • Chico and the Crane

Lesson 2Chico and the Crane

15

3. Outline1. Acts: identify the most general

divisions of the plot. (i, ii, iii, etc.)

2. Subdivisions: identify the general divisions within each act. (a, B, C, etc.)

3. Details: summarize the important details within each subdivision, if applicable. (1, 2, 3, etc.)

4. Plot Components: Mark examples in the outline: » Recognition (R) » Reversal (V) » Suffering (S)

+TEACHER TIPS » Keep outline diction succinct. You don’t need adverbs, adjectives, etc.

» Value parallelism. (e.g., Each subdivision starts with a verb.)

» Be open to alternate outline structures.

15Chico and the Crane

OutlineSummarize the Narrative by completing the outline.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________

I. The MealA. Mr. Corrado

1. Nobleman of Florence2. Famous for love of hunting and fi shing3. His falcon caught a beautiful crane

B. Chico the Cook1. Roasted crane to perfection2. Pretty girl persuaded Chico for a leg3. Served the crane at banquet4. Mr. Corrado questioned missing leg5. Argued over how many legs6. Mr. Corrado threatened Chico

II. The CranesA. Saddled horses at sunrise

1. Mr. Corrado angrier than ever2. Chico scared—wanted to run

B. Cranes on one leg1. How they sleep2. Chico claimed, "I'm right!"

C. Mr. Corrado clapped and shouted1. Cranes awakened and uncurled other leg2. Mr. Corrado claimed, "They have two legs!"

D. Chico said, "If you had clapped yesterday, the bird would have uncurled its other leg!"E. Mr. Corrado's anger turned to amusement—they parted friends

27


Lesson 2

16

Chico and the Crane

Æ Prosopopoeia: “But thou Bethlehem, in the land of Judah, art not the least among the princes of Judah …” - Matthew 2:6 (KJV)

Æ Sermocinatio: “Why, my soul, are you downcast? Why so disturbed within me? Put your hope in God, for I will yet praise him, my Savior and my God.” - Psalm 43:5 (KJV)

2. Changing the Viewpoint » Choose a character in the story. » Imagine the character narrating the story. The character will speak in the

first person. » The narrative will be written from this character’s perspective.

3. Begin writing the paraphrase. remember: » Transform the points of the outline into sentences. » Include the figures of description. » Change the perspective. » Use proper grammar, spelling, and punctuation. » Use fine penmanship. » Maintain paragraph form (e.g., indent).

4. Variations: Part 11. Find synonyms for the bold words.2. Compose sentence variations,

varying with synonyms and word order.

3. read answers aloud. answers should be varied but faithful to the original sentence.

+TEACHER TIPS » Praise students’ variations!

5. Narration1. students put the narrative aside

and narrate it in their own words using their outlines.

Æ They should introduce their narration in this way: “Chico and the Crane, as retold by (student name).”

2. they may amplify with figures of description, reduction, etc.

3. another option is to rewrite the narrative in their own words.

Æ They title their papers in this way: “Chico and the Crane, as retold by (student name).”

4. When finished, students check their work with the original narrative and make any necessary additions or corrections.

+TEACHER TIPS » Use Narration time as practice for public speaking or even performance.

» Have students give narrations in front of the class, with an accent.

» Praise the students’ narrations!

6. Paraphrase: Part 11. Figures of Description

» Brainstorm examples, then make changes. » Vary descriptions. » Change word order. » Add new descriptive words. » Use real-time examples.

16 Lesson 2

Variations: Part 1Give two synonyms for the bold words in each sentence. Then vary the sentence in three ways.

1. "Once upon a time, in the city of Florence Mr. Corrado lived in a mansion."___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

1. ______________________________________________________________________________________

_______________________________________________________________________________________

2. ______________________________________________________________________________________

_______________________________________________________________________________________

3. ______________________________________________________________________________________

_______________________________________________________________________________________

2. "Noblemen are famous for their love of hunting and for banquets."___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

1. ______________________________________________________________________________________

_______________________________________________________________________________________

2. ______________________________________________________________________________________

_______________________________________________________________________________________

3. ______________________________________________________________________________________

_______________________________________________________________________________________

ParaphrasesParaphrase the Narrative using your Outline and Variations.

Follow the special directions for each Paraphrase.

1. Change the viewpoint of the narrative, and use an example of each of these figures of description:

Prosopopoeia human characteristics are attributed to an abstract idea, animal, or inanimate object; e.g., "The babbling brook hummed a merry tune."Sermocinatio a first-person monologue, or a first person speech; e.g., "I know what I must do, and I will do it."

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Once upon a time, in the city of Florence lived Mr. Corrado, a nobleman famous for his love of hunting and for his banquets. I was his falcon [prosopopoeia]. One day, I caught a beautiful crane, which Mr. Corrado handed to the cook and told him to roast to perfection. My friend the sparrow said to me, "The crane was almost done when a pretty young peasant girl entered the kitchen to visit the cook. When she sniff ed the savory smell of roasting, the girl persuaded Chico to give her one of the bird's legs." I said to myself, "That cook is going to get himself in hot water" [sermocinatio]. I was indignant when, in due course, the crane was carried to the nobleman's table, and Mr. Corrado summoned the cook to explain what had happened to the missing leg. To his question, the unfortunate cook replied: "Sire! Cranes have only one leg!"

long ago

in times past

town

burg

resided

inhabited

palace

estate

Long ago, in the town of Florence Mr. Corrado resided in a palace.

In times past, in the burg of Florence Mr. Corrado inhabited an estate.

Long before our time, in the village of Florence Mr. Corrado dwelled in a luxurious villa.

Aristocrats are renowned for their enjoyment of hunting and for feasts.

Courtiers are reputed for their delight in hunting and for parties.

Knights are well known for their indulgence in hunting and for festivals.

aristocrats

courtiers

renowned

reputed

enjoyment

delight

feasts

parties

28



17

+TEACHER TIPS » Make sure you are fluent in the figures of description. The more confident you are in your ability to recognize and use them, the better your students will perform.

» Be flexible with which methods of amplification you use. You don’t need to require each one for every assignment, but make sure you are working toward long-term mastery of each.

» Avoid overly complex assignments every week. Target areas of weakness, and build confidence there.


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

"What? One leg?" exclaimed Mr. Corrado. "Do you think I've never seen a crane before?" But Chico insisted that these birds had only one leg: "If I had a live bird here, I'd show you!" I know my master, however, and the nobleman had no desire to argue in front of his guests, but he told the cook: "Very well. We'll go and see tomorrow morning, but woe betide you if it's not true." At sunrise, Mr. Corrado, angrier than ever, gave the order to bring me long and to saddle the horses. "Now we'll see who's telling lies," he said grimly. Chico looked to me as if he would gladly have fl ed in fear, but I do not believe he dared to try. However, as they approached the river, the cook spotted a fl ock of cranes, fast asleep. Of course, they were all standing on one leg, as they do when resting. "Sire! Sire!" Chico cried. "Look, I was right. They have only one leg." "Indeed!" snorted Mr. Corrado. "I'll show you!" And so saying, he clapped his hands and gave a shout. At the sudden sound, the cranes uncurled the other leg and fl apped away. "There you are, you scoundrel," growled the nobleman. "You see they have two legs!" To this Chico quickly retorted, "But, Sire, if you had clapped and shouted at table yesterday, then the bird would have uncurled its other leg!" At such a clever reply, my Master's anger turned to amusement. "Yes, Chico, you're right. I should have done just that!" He clapped the cook's shoulder, and they parted friends.

29


Lesson 2

18

Chico and the Crane

7. Paraphrase: Part 21. reducing

» Underline any extra details. » Pick volunteers to read the narrative aloud,

skipping anything they underlined. » Rewrite the narrative. Look for proper

grammar, fine penmanship, etc.

2. Begin writing the paraphrase. remember: » Transform the points of the outline into

sentences. » Use proper grammar, spelling, and

punctuation. » Use fine penmanship. » Maintain paragraph form (e.g., indent).

18 Lesson 2

2. Condense the narrative; eliminate any unnecessary adverbs, adjectives, phrases, or clauses.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Once, in Florence lived Mr. Corrado, a nobleman famous for his hunting and banquets. One day, his falcon caught a crane, which he handed to Chico the cook and told him to roast. The bird was almost done when a peasant girl entered the kitchen. When she sniff ed the smell, the girl persuaded Chico to give her one of the bird's legs. The crane was carried to the table, and the cook was summoned to explain what had happened to the missing leg.

The cook told Mr. Corrado that cranes only have one leg. Mr. Corrado protested, but Chico insisted they had one leg. He claimed he could prove it if he had a live bird available.

The nobleman had no desire to argue in front of his guests, but he told the cook to be ready to prove it in the morning.

At sunrise, Mr. Corrado gave the order to saddle the horses. He set out to prove Chico a liar.Chico would have fl ed, but he did not dare. As they approached the river, the cook spotted a

fl ock of cranes, fast asleep. They were all standing on one leg, as they do when resting. Chico called Mr. Corrado's attention to the fact.

Mr. Corrado snorted, clapped his hands, and gave a shout. At the sound, the cranes uncurled the other leg and fl apped away. The nobleman growled his victory.

Chico quickly retorted that if the nobleman had clapped and shouted at table yesterday, then the bird would have uncurled its other leg.

At such a clever reply, Mr. Corrado's anger turned to amusement. He agreed with Chico, clapped the cook's shoulder, and they parted friends.

30



19

8. Variations: Part 21. Find synonyms for bold words.2. Compose sentence variations,

varying with synonyms and word order.

3. read answers aloud. answers should be varied, but faithful to the original sentence.

+TEACHER TIPS » Have students give you several examples, but only pick the ones you think are the best. Be sure to specifically explain why some words are better than others.

» At the end, pick your personal favorites, and model the first sentence with those words.

9. Final Draft1. rewrite Paraphrase 2, inverting

the sequence of events. » Illustrate by telling the story backwards. » Practice orally. Select students to invert the

sequence of events in Paraphrase 2, letting each student say one or two sentences.

» When the students have a good grasp of how to invert events, instruct them to write their final draft in this way.

2. Compare with the original narrative, and find omissions.

3. Find mistakes: » run-ons or fragments » improper/missing punctuation » off-topic information

4. Begin writing or assign for homework.

Æ Title papers, “Chico and the Crane, as retold by (student name).”

5. Grade the final draft with this sample rubric: » Format _____ / 5 » Mechanics _____ / 15

(spelling, punctuation, grammar)

» Content _____ / 40 (storyline)

» Vocabulary/Diction _____ / 20 (word choice)

» Amplification _____ / 20 (e.g., figures of description, inverting)


Variations: Part 2Give two synonyms for the bold words in each sentence. Then vary the sentence in three ways.

1. "Mr. Corrado handed the beautiful crane to the cook."___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

1. ______________________________________________________________________________________

_______________________________________________________________________________________

2. ______________________________________________________________________________________

_______________________________________________________________________________________

3. ______________________________________________________________________________________

_______________________________________________________________________________________

2. "The cranes uncurled the other leg and flapped away."___________________

___________________

___________________

___________________

___________________

___________________

___________________

___________________

1. ______________________________________________________________________________________

_______________________________________________________________________________________

2. ______________________________________________________________________________________

_______________________________________________________________________________________

3. ______________________________________________________________________________________

_______________________________________________________________________________________

Final DraftOn a separate sheet of paper, rewrite Paraphrase 2, and invert the sequence of events.

Use the original Narrative to correct mistakes and omissions in this Final Draft.

delivered

turned over

fine

exquisite

bird

winged creature

chef

food manager

Mr. Corrado delivered the fi ne bird to the chef.

Mr. Corrado turned over the exquisite winged creature to the food manager.

Mr. Corrado entrusted the attractive long-legged bird to the meal-maker.

The cranes released the other stalk and fl uttered off .

The cranes undrew the other stilt and beat the air into the distance.

The cranes uncoiled the other appendage and whipped their wings in exit.

released

undrew

stalk

stilt

fluttered

beat the air

off

into the distance

31


Classical Studies: Famous Men of the Middle Ages

● General details ○ Have class for 45 minutes to 1 hour one day per week during four day

per week program ○ One of the harder courses in 5th grade - lots of names to keep straight

and the textbook is written at a fairly high reading level ● Beginning of class

○ Review flashcards; may want to do as a review game - around the world or similar

○ Complete Flashcard Quiz (quizzes are given every week) ■ Cumulative - each week the stack gets larger; students have to

always be reviewing cards from previous lessons ■ Independent - each student stands next to his or her desk ■ Each student is given 2 cards each but you could do more cards

if you decided that would work better for your students ■ If they answer a card incorrectly they should be asked another

question, scoring is as follows - 2 correct = 10/10 - 1 correct, 2nd correct only after 2nd card given = 7.5/10 - More than 2 cards incorrect = 5/10

■ Make sure the rest of the class has something to work on/study ● Lesson

○ Review information from previous lessons ○ Go over Facts to Know as a class, add relevant information as needed ○ Discuss and define vocab (students can offer ideas for these, they will

have seen some of these words before) ○ Give any overview information as needed; tie in new lesson to old

lessons; tell any interesting stories about the famous men ○ Read lesson - may be all teacher-read or a mixture of teacher and

students; pause for explanation as needed ■ Optional: Pause during reading and ask students to summarize

9

32


● Study Guide

○ Answer all questions that will be on the test (usually one comprehension question per lesson)

○ Answer 2-3 additional questions as time allows ○ Some questions can also be answered with “disc.” - meaning

discussed in class but not written down ○ Highlight any material that will be on the test

● Review lesson ○ May want to just complete vocab that is on the test (definitely

highlight anything that will be on the test) ○ Discuss/review/highlight maps ○ Remind students to review comprehension questions and drill

flashcards for test ○ Group game if time allows

● Tests ○ Comprehension questions need to be answered with complete

sentences (students can lose points if not) ○ For time-sake, you may want to chose 1-2 comprehension questions

for the students to skip ○ Bonus lessons ○ Spelling of names ○ Map locations may be bonus

● Homework: drill new flashcards; review study guide; re-read story ○ Students typically pre-read the lesson’s reading during the weekend

prior to that lesson being taught as well

10

33

97

Chapter 19:WILLIAM THE CONQUERORKing from 1066-1087 A.D.

I

On the death of Edward the Confessor the throne of England was claimed by William, Duke of Normandy.

When Edward took refuge in Normandy after the Danes conquered England, he stayed at the palace of William. He was very kindly treated there, and William said that Edward had promised in gratitude that William should succeed him as king of England.

One day, in the year 1066, when William was hunting with a party of his courtiers in the woods near Rouen, a noble came riding rapidly toward him shouting, “Your Highness, a messenger has just arrived from England bearing the news that King Edward is dead and that Harold, the son of Earl Godwin, has been placed on the English throne.”

William at once called his nobles together and said to them, “I must have your consent that I enforce my claim to England’s throne by arms.”

The barons gave their consent. So an army of sixty thousand men was collected,

and a large fl eet of ships was built to carry this force across the channel.

During the months of preparation William sent an embassy to the English court to demand of Harold that he give up the throne. Harold refused.

Soon all England was startled by the news that William had landed on the English coast at the port of Hastings with a large force.

Harold immediately marched as quickly as possible from the north to the southern coast. In a week or so he arrived at a place called Senlac, nine miles from Hastings, in the neighborhood of the town in which the Norman army was encamped. He took his position on a low range of hills and awaited the att ack of William. His men were tired with their march, but he encouraged t hem a nd bade t hem prepare for batt le.

On the morning of October 14, 1066, the two

armies met. The Norman foot soldiers opened the battle by charging on the English stockades. They ran over the plain to the low hills, singing a war song at the top of their voices. But they could not carry

William (from his seal).

34

98

the stockades, although they tried again and again. They therefore att acked another part of the English forces.

William, clad in complete armor, was in the very front of the fi ght, urging on his troops. At one time a cry arose in his army that he was slain and a panic began. William drew off his helmet and rode along the lines, shouting, “I live! I live! Fight on! We shall conquer yet!”

The batt le raged from morning till night. Harold himself fought on foot at the head of his army and behaved most valiantly. His men, tired as they were from their forced march, bravely struggled on, hour after hour.

But at last William turned their lines and threw them into confusion. As the sun went down, Harold was killed and his men gave up the fi ght.

From Hastings William marched toward London. On the way he received the surrender of some towns and burned others that would not surrender. London submitt ed, and some of the nobles and citizens came forth and off ered the English crown to the Norman duke. On the 25th of December 1066, the “Conqueror,” as he is always called, was crowned in Westminster Abbey by Archbishop Ealdred. Both English and Norman people were present. When the question was asked by the Archbishop, “Will you have William, Duke of Normandy, for your king?” all present answered, “We will.”

II

At fi rst William ruled England with moderation. The laws and customs were not changed, and in a few months after the batt le of Hastings, the kingdom was

so peaceful that William left it in charge of his brother and went to Normandy for a visit.

While he was gone, many of the English nobles rebelled against him and, on his return, William made very severe laws and did some very harsh things. He laid waste an extensive territory, destroying all the houses upon it and causing thousands of persons who had not sworn allegiance to him to die from lack of food and shelter.

He made a law that all lights should be put out and fi res covered with ashes at eight o’clock every evening, so that the people would have to go to bed then. A bell was rung in all cities and towns throughout England to warn the people of the hour. The bell was called the “curfew,” from the French words “couvre feu,” meaning “to cover fi re.”

To fi nd out about the lands of England and their owners, so that everybody might be made to pay taxes, he appointed offi cers in all the towns to report what estates there were, who owned them, and what they were worth. The reports were copied into two volumes, called the “Domesday Book.” This book showed that England at that time had a population of a litt le more than a million.

William also made war on Scotland and conquered it. During a war with the king of France, the city of Mantes (MAHNT) was burned by William’s soldiers. As William rode over the ruins, his horse stumbled, and the king was thrown to the ground and injured. He was taken to Rouen, where he lay ill for six weeks. His sons and even his att endants abandoned him in his last hours. It is said that in his death struggle he fell from his bed to the fl oor, where his body was found by his servants.

35

WILLIAM THE CONQUEROR (1066-1087)Chapter 19, pp. 97-98

FACTS TO KNOW1. William the Conqueror – duke of Normandy; conquered England in 1066 A.D.2. Harold Godwinson – son of Earl Godwin; successor of Edward the Confessor; defeated by William3. Earl Godwin – father of Harold4. batt le of Hastings – 1066 A.D.; William takes the throne of England; pivotal date in English history:

introduction of Norman French language, laws, culture5. Domesday Book – inventory of England's estates ordered by William6. curfew – from French couvre feu, "cover fi re"

"I live! I live! Fight on! We shall conquer yet!" – William the Conqueror

VOCABULARY

1. stockade ___________________________________________________________________________________

2. curfew _____________________________________________________________________________________

COMPREHENSION QUESTIONS

1. Why did William claim the throne of England after Edward's death?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Who was put on the throne instead and what was William's fi rst action?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. How did William prepare to take the throne of England by force?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

68 William the Conqueror (1066-1087)

36

4. Where was Harold when William invaded and how did he reach Hastings?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

5. Describe the batt le of Hastings.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

6. Why is the batt le of Hastings so important to English history?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

7. What was the initial nature of William's rule? How did it change and why?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

ACTIVITIES1. Locate on your maps:

• Countries: Normandy• Cities: Hastings, London, Rouen

2. Update your timeline to include the batt le of Hastings.

The Bayeux Tapestry is a long tapestry depicting the entire batt le of Hastings. It was probably commissioned by a relative of William the Conqueror sometime after the batt le.

69William the Conqueror (1066-1087)

37


Literature

● General details ○ Taught for about one hour every day ○ Order of books: Adam of the Road, The Door in the Wall, Robin Hood, and

King Arthur (books increase in difficulty as the year progresses) ● Review recent material

○ Have students summarize last chapter ○ Define important vocabulary words ○ Discuss relevant people and places ○ Discuss overall theme when applicable

● Lesson ○ Introduction

■ Read Reading Notes as a class ■ Define vocabulary with student contributions ■ Preview comprehension questions (be warned that this does

sometimes give information away, so you may want to use discretion with this)

○ Reading ■ Student or teacher reading (students can read anywhere from

one paragraph to one page each) - Methods for rotating readers - Check for reading fluency while students read - Encourage reading with expression - Participation points

■ Note about King Arthur: may have to split chapters across two days; be sure to pause to check for understanding often

○ Comprehension Questions ■ Always answer what is on the quiz as well as a few extra ones ■ Emphasize penmanship and complete sentences

○ Enrichment ■ Only completed if time

11

12

5th Grade Presentation Outlines Mr. Lewis

B. Personal stories, informationC. Emphasize and repeat capitalsD. Map on p. 73 - pointing out

1. Can use overheadE. Workbook

1. Complete p. 86 (writing country and capital)2. Complete map on p. 87 - emphasize neatness

F. Homework - make and study flashcardsG. Review Unit - multiple mapsH. Geography I Review

Science

I. ReviewA. Weekly quiz on bird identification - using flashcardsB. Oral review of comp q’sC. Flashcards

II. New Lesson (1)A. Read page 6 facts and comp q’sB. Read pages 1-3, stopping for emphasisC. Answer questions 1-8D. Read pages 39-43E. Answer questions 9-10F. Read 48-49

III. Spelling of BirdsA. When to count spelling -all subjects

1. Vocab2. Proper names/books in CS3. Birds4. If it’s already on the test5. Latin words6. Capitals/countries

B. Grading breakdown

5th Grade Presentation Outlines Mr. Lewis

Christian Studies

I. ReviewA. Oral drill: Facts to Know and comp q’sB. Weekly quiz: memory verse

II. New LessonA. Facts to KnowB. Memory Verse

1. Read through once, children repeat once2. All stand, read verse twice3. Erasing method

a. about 10 timesb. May have to separate longer verses

4. Make a game out of itC. Read comp q’sD. Read Biblical pages

1. Stop for emphasis and discussion2. Do not read nonstop!

E. Answer questionsF. Recite memory verse

III. Review Lesson (pp. 48-53)A. Do 49, 50, 55 togetherB. Week homework: 51-52C. Review games:

1. Jeopardy2. For Bible books: number game

38


■ Could be a weekend homework assignment ● Possibilities for homework

○ Read next chapter (or part of chapter) to prepare for next lesson ○ Review study guide ○ Copy vocabulary words and definitions

● Review games ○ Around the world ○ Last man standing ○ Individual whiteboards or whiteboard races ○ Jeopardy

● Poetry ○ Read section of poem to class as an example ○ Have students read the poem aloud as they look at the book ○ Have students recite the poem a handful of times, beginning to

memorize the poem ○ Weekend homework: practice lines for next week

12

39


■ Could be a weekend homework assignment ● Possibilities for homework

○ Read next chapter (or part of chapter) to prepare for next lesson ○ Review study guide ○ Copy vocabulary words and definitions

● Review games ○ Around the world ○ Last man standing ○ Individual whiteboards or whiteboard races ○ Jeopardy

● Poetry ○ Read section of poem to class as an example ○ Have students read the poem aloud as they look at the book ○ Have students recite the poem a handful of times, beginning to

memorize the poem ○ Weekend homework: practice lines for next week

12


Timeline and Read-Alouds

● Timeline ○ Fifth Grade Dates

■ Review of fourth grade as well ○ Procedures for teaching timeline

■ Timeline on wall and methods; color codes ■ Using the copybook ■ When to teach/how to progress through the lessons ■ Flashcards

○ One quiz each trimester for maintenance purposes ● Read-Alouds

○ 5th Grade Read-Aloud Books ■ Alice’s Adventures in Wonderland by Lewis Carroll ■ The Prince and the Pauper by Mark Twain ■ A Christmas Carol by Charles Dickens ■ Number the Stars by Lois Lowry ■ A Wrinkle in Time by Madeleine L’Engle ■ The Winged Watchman by Hilda Van Stockum ■ Call It Courage by Armstrong Sperry ■ Island of the Blue Dolphins by Scott O’Dell ■ Little Lord Fauntleroy by Frances Hodgson Burnett ■ The Incredible Journey by Sheila Burnford ■ Black Beauty by Anna Sewell

○ Utilizing Read-Aloud books ■ When to utilize: end of day, snack break, after a test or quiz ■ Pause to discuss

- Character development - Difficult words - Background of time period - Topics/themes related to other books

13

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Book Two, Chapter 6: Sir Gawain and the Lady Ragnell

"This is devil's work!"

"By this your choice—to leave the choice to me—you have undone the enchantment forever …"

READING NOTESGromer Somer Joure the giant knight who struck fear into anyone who approached;

cursed by Morgana le Fay

Lady Ragnell sister of Gromer Somer Joure; under the curse of Morgana; marries Gawain

VOCABULARY: Write the meaning of each bold word or phrase.1. her face grew pale and indistinct ________________________________________________________

2. with a cry of anguish __________________________________________________________________

3. low sweet voice tremulous with love _____________________________________________________

COMPREHENSION QUESTIONS: Answer the following in complete sentences.1. What does Arthur learn about the damsel?

___________________________________________________________________________________

___________________________________________________________________________________

2. What happens when King Arthur charges at Gromer Somer Joure?

___________________________________________________________________________________

___________________________________________________________________________________

3. What quest does Gromer give to King Arthur?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

4. How do Gawain and Arthur react upon fi rst seeing Lady Ragnell?

___________________________________________________________________________________

___________________________________________________________________________________

5. In exchange for what does Ragnell tell King Arthur the answer to the riddle?

___________________________________________________________________________________

6. What is the correct response to the question that King Arthur has to answer?

___________________________________________________________________________________

*vague, hazy, murky*torment, distress, agonizing pain*trembling, quivering

*The damsel's mistress is Morgana le Fay.

His horse stops in its tracks, his arms sink to his sides, and he is fi lled with great fear.

*He tells Arthur to ask all the women he meets what it is that women most desire. After a year and one day, Arthur is to return and give his answer.

Gawain turns pale and Arthur crosses himself.

She wants to marry one of Arthur's knights.

Women most want to rule over men.

28 Book Two, Chapter 6: Sir Gawain and the Lady Ragnell28

57

7. What happens when Gawain kisses Ragnell?

___________________________________________________________________________________

8. Of what curse does Ragnell speak after they kiss?

___________________________________________________________________________________

___________________________________________________________________________________

9. How does Gawain break the curse?

___________________________________________________________________________________

___________________________________________________________________________________

10. Rumor had it that Lady Ragnell later fl ed into the woods and gave birth to whom?

___________________________________________________________________________________

QUOTATION1. When was the fi rst quotation spoken? _______________________________________

2. Who said the second quotation? __________________To whom? _________________

DISCUSSION QUESTIONS1. Why do you think Morgana le Fay keeps trying to kill Arthur?

ENRICHMENT1. Before going out to fi ght Gromer, King Arthur calls for his sword Excalibur and Ron his spear. Write a

list of fi ve things which King Arthur possesses. Give each possession a name that you think would be appropriate. Then write a paragraph about King Arthur using all these objects in an adventure, using the names you chose for them. The class will then try to guess each object.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. Read the poem "The Wooing of Sir Keith" in the Appendix of this guide. Practice reading this poem aloud, and then recite it before an audience, putting all the drama and humor into your voice. This also makes a fun group performance if acted out.

Ragnell turns into a beautiful lady.

Morgana has cursed her to be ugly for twelve hours a day and prett y for theother twelve.

He can choose when Ragnell will be prett y, but he gives the choice to her, which breaks the curse. *Percivale

when Arthur charged GromerRagnell Gawain

Answers will vary.

29Book Two, Chapter 6: Sir Gawain and the Lady Ragnell 29

58


- Connections to curriculum

Grammar

● Recitation ○ Should be done daily (about 10 minutes) ○ Recite rules learned in previous years

■ Encourage correct posture ■ Students should be able to recite these as a class, word for

word ○ Recite new rules ○ Recite rule(s) being studied that week

● Lesson ○ Introduce/discuss new rule ○ Complete copywork ○ Complete workbook practices throughout week

■ Complete about half of the practice as a class and then let the students work on the remainder of the exercise on their own

● Quiz ○ Weekly, on Fridays ○ Covers just the rule(s) learned that week ○ Teacher reads question or writes question on whiteboard exactly as

written in the grammar workbook ○ Students write answer on notebook paper (can be written on back of

spelling quiz to save time and paper) ○ Teacher discretion with grading

● Homework ideas ○ Make flashcards of new rules ○ Copy new rules on notebook paper ○ Review new rules orally (this is what we do most often)

14

59

LESSON 12: Principal Parts

Review Recitation:

□ grammar Questions #24-31

lesson:

Grammar Question #37: What are the principal parts of a verb? The principal parts are the four basic forms of the verb.

Grammar Question #38: give the names of the four* principal parts of an English verb with examples using the verb walk.

the infinitive to walk the present participle walking the past tense walked the past participle have walked (has walked)

coPywoRk:

Grammar Question #37: ___________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

Grammar Question #38: ___________________________________________________________

_________________________________________________________________________________

answer: _________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

PRactice a: Rewrite the following sentences by changing the verb to the infinitive, the present participle, the past tense, and the past participle.

ex. we fill the holes.We plan to fill the holes. We are filling the holes. We filled the holes. We have filled the holes.

1. You fold the paper.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

You try to fold the paper. You are folding the paper. You folded the paper.

You have folded the paper.

Teacher's Note: Principle, principal, and participle are confusing words. Work on meanings and spellings.

*The present participle is technically not a principal part since it can always be derived from the infinitive by adding ing. The present participle is often omitted in English grammars.

42 Lesson 12: Principal Parts

60

2. he carries the basket for me.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. they climb the stairs.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4. We study Latin.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. i walk in the garden.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

PRactice B: Give the four principal parts for each of the following verbs.

infinitive Present Participle Past Tense Past Participle to pray praying prayed have prayed

to work working worked have worked to move moving moved have moved

to help helping helped have helpedto ask asking asked have asked

to look looking looked have looked

oRal Quiz: Recite answers with examples.

□ grammar Questions #37-38

He likes to carry the basket for me. He is carrying the basket for me.

He carried the basket for me. He has carried the basket for me.

They hope to climb the stairs. They are climbing the stairs. They climbed the stairs.

They have climbed the stairs.

We like to study Latin. We are studying Latin. We studied Latin. We have studied Latin.

I like to walk in the garden. I am walking in the garden. I walked in the garden.

I have walked in the garden.

43Lesson 12: Principal Parts

61


Spelling

● General details ○ Taught for about 15-20 minutes each day during a 4-day program ○ Students need practice with both spelling out loud (helps auditory

learners) and writing words on paper (helps tactile and visual learners)

○ Sample 4 day per week lesson plan is included below ● Tuesday

○ Read and discuss rule for the week ○ Go over new words

■ Define any words with which the class is not familiar ■ Discuss any tricky spellings or hints for the lesson’s words

○ Complete first exercise (categorizing); go over ○ HW: write list words two times each

● Wednesday ○ Check homework (students can trade to check or check their own);

students should say and spell the words out-loud (“snaking”) ○ Say-spell-say ○ Complete next two exercises ○ HW: write list words one time each

● Thursday ○ Check homework in the same fashion as the day before ○ Complete any remaining exercises ○ Play sparkle/review game/take a pre-quiz if time ○ HW: study (students could also take a pre-quiz herE)

● Friday ○ Take spelling quiz (read words and sentences from the teacher book)

■ Bonus words

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Spelling

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Math

● General details

○ Taught for about one hour every day during 4-day program ○ We do not typically make it through the whole book but try to expose

the students to all the material (even if it’s a quick overview) ○ Tests are given about every other week ○ Some lessons can be combined based on your students ability level

● Begin with review of math facts ○ Gives the students a chance to stretch their legs and gets their brains

into “math mode” ○ Use beige page in teacher text to guide you

● Speed drills ○ Typically given on Tuesdays and Thursdays during 4-day program ○ Start the year with a 4 minute time limit and work your way down to

3 minutes by the end of the year ○ Complete a different operation each week ○ Ideas for timing ○ Tip: While students are taking the speed drill, you can write their

homework answers from the previous night on the board or overhead ○ Trade and check speed drills together

■ Take up for a grade once a week ■ Speed drill record sheet

● Check homework ○ Walk around room to make sure all students completed the HW

■ Usually graded for completion ■ If you plan to grade for accuracy, be sure to let students know

○ Go over answers; either orally or with answers written on the board/overhead

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■ Writing the answers on the board/overhead lessens the amount of time you need to spend repeating yourself

○ Students should mark their incorrect answer with a red pen ○ Ask students if they have any questions or if they would like to see

any problems completed by the teacher ■ Make a mental note if there are many students who miss

similar problems so that you can review that concept ● Teaching the Lesson

○ Read “box” in text - sometimes this is more helpful than others ○ Complete at least 3 example problems as a class

■ Typically these are problems in “section A” ■ Be sure to include a variety of problems so that students are

exposed to the different facets of the lesson ■ May want to call on a few students to explain the process in

their own words after teaching the new process ○ Word problems often need to be worked through together or with a

good amount of guidance ● Practicing new material

○ Start with just having the students complete 1-2 problems on own ○ Be sure to allow for some independent practice time; walk around to

assist students who have questions ○ Try to give students about 10-20 questions for practice time; any

more and quick finishers will end up bored ○ May want to follow up with some all-class practice on whiteboards

● Review any other material as needed; “review” problems in text is helpful ● Homework

○ Assigned every night ○ Between 10-20 problems, depending on problem type ○ Can assign more homework over weekend ○ Usually based on information that was taught earlier on in the week

(not brand-new information) ○ Select problems from “Review” section in text; drills in back of book

are also good options

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Math

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Geography

● General details ○ Taught once a week for about 30-45 minutes for 4-day pogram ○ Main focus is learning map locations and select capitals ○ Weekly quiz over current unit ○ Weekly quiz over a portion of material covered in fourth grade

● Begin class with review ○ Also try to review the day prior to teaching geography so that

students are prepared for the quiz or test the next day ● Give fourth grade review quiz

○ Various “sections,” be sure to read the directions ○ Spelling counts when students start writing capitals and countries

● Give weekly quiz ○ Students are given two map locations with overhead (both from

previous week) and must name the country and capital (if required) ■ Can be completed as flashcard quiz, asking each student about

two locations and their capitals (if assessed on the region quiz/test)

■ Can be completed on a notecard or at the bottom of fourth grade review quiz

■ Checking for spelling? ○ No weekly quizzes on weeks when there is a written map quiz or test

● Lesson ○ Give any relevant background information; define words as necessary ○ Read material in reader

■ Students can read this independently or “snake” through the class to read

■ Define words students are not familiar with as you read ○ Complete study guide questions and map work

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■ This can be done independently ■ If there is extra time, students can color their maps

○ Students make capital flashcards for new countries learned or use the

F/C from Memoria Press ● Review book (“blue book” for students)

○ Complete page of review according to lesson plans ○ Go over review page to make sure everyone has the correct answers

■ Since this is review, not much class time is spent “teaching” it ● Homework ideas

○ Review maps - always! ○ Make country/capital flashcards for capitals that will be on tests ○ Fill in blank maps (can make copies for students from Study Guide or

Teacher Guide) ● General tips

○ May want to make copies of Review Lesson Map from teacher guide for students to highlight as you progress through the unit

○ Copies of blank maps for practice quizzes and studying ○ Once you have finished a unit be sure to review it as the final is

cumulative (countries only, no capitals)

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Geography II Sample Lesson 1. Central Andes and the Amazon Rainforest of South America

a. Peru, Lima b. Ecuador, Quito c. Brasilia, Rio de Janeiro, Brazil d. La Paz, Bolivia

2. Equatorial and Tropical Climates a. Lima’s climate is springtime year around at (64-75 degrees

fahrenheit). From December to April in Lima, the summer months include a clear sky and warm ocean, which make swimming enjoyable in this coastal capital. Rio de Janeiro, a coastal city in Brazil also draws visitors during these months to enjoy plentiful beaches and warm water.

b. The Andean Mountain temperatures are variable because of the altitude. High peaks that exceed 5,000 meters have an everlasting snow. Slopes and highland plateaus may be warm during the day and below freezing after sunset. Best time to visit is June- August during the dry season.

c. In the Amazon jungle the temperatures are humid/hot. Thunderstorms and heavy rainfall occur late in the day. Northern Ecuador, N. Brazil and N. Bolivia is like this year around.

d. The plains, hills and lowlands of Bolivia and Central Brazil are tropical, with little variation in temperature (Characterized by rainy and dry seasons).

3. Cordillera of Andes Mountains a. In the Andes Mountains, many cities are nestled in the high plateaus

between parallel mountains. One modern city, Quito is between two mountains in a plateau. It is nearly 3,000 meters above sea level. Another city, the highest capital city in the world, La Paz is estimated to be 4,000 meters above sea level in a plateau. In the Altiplano shared by Bolivia and Peru is Lake Titicaca. It is the highest navigable lake in the world and worth visiting.

GeographY

80

b.

Facts to Know Cordilleras: a group of parallel mountains together with intervening plateaus. (Common in the Andes and Rocky Mtn.) Altiplano: High Plain in Spanish Images Top: Lake Titicaca Left: Andes Mountains of Peru Right: Andes Mountains of Bolivia

81

LESSON 27: Central Andes

ECUADORCapital City Quito

Languages Spanish, native languages

Population 15 million (July 2012 est.)

Terrain coastal plains, central highlands, and fl at to rolling eastern jungle

PERUCapital City Lima

Languages Spanish, Quechua, Aymara

Population 29.5 million (July 2012 est.)

Terrain coastal plains, high and rugged Andes in center, eastern lowland jungle of Amazon Basin

Snow-capped Rucu Pichincha is an extinct volcanic peak located 5 miles from the center of Quito. Its active sister, Guagua Pichincha Volcano, last covered Quito in ash on August 23, 2006.

Machu Picchu.

DID YOU KNOW?• A remote slope of Nevado Mismi, a 17,440-

ft. peak in Peru, is the ultimate source of the Amazon River. You will read more about this river in the next lesson.

• The Galapagos Islands, perhaps most famous for their sea turtles, are a national park and biological marine reserve. The islands are part of Ecuador.

MACHU PICCHULocated high in the Andes, and not

rediscovered until the early part of the 20th century, the spectacular Inca ruins of Machu Picchu are one of the showpieces of South America. Machu Picchu is situated roughly 7,970 ft. above sea level. The Incas built terraces to stabilize the mountainsides and to grow crops. Thatched roofs have been restored on some of the buildings at Machu Picchu.

The closest modern-day town to Machu Picchu is Aguas Calientes (Hot Waters), Peru. In a square in Aguas Calientes is a statue of the Inca Emperor Pachacuti, who reigned from 1438-1472. Archaeologists think Machu Picchu was built during his reign.

GEOGRAPHYWhat was it like to live in a town like Machu

Picchu, built at such a high altitude? In fact, there are modern cities built at even higher altitudes. One of them is Quito, the capital of Ecuador and the second highest capital in the world at approximately 9,200 ft. above sea level. That's over 1,000 ft. higher than Machu Picchu. The world's highest capital is also located in a South American country: La Paz, Bolivia.

7878 Unit 5: Central America, the Caribbean, & South America

82

PERU

AndesMtns.

QuitoEquator

Lima

Machu Picchu

ECUADOR

Pacific Ocean

GALAPAGOSISLANDS

Amazon River

79Unit 5: Central America, the Caribbean, & South America 79

83

LESSON 28: The Amazon Rainforest

BRAZILCapital City Brasilia

Languages Portuguese

Population 206 million (July 2012 est.)

Terrain mostly fl at to rolling lowlands in north; some plains, hills, mountains, and narrow coastal belt

BOLIVIACapital Cities La Paz and Sucre

Languages Spanish, Quechua, Aymara

Population 10.3 million (July 2012 est.)

Terrain rugged Andes Mountains with a highland plateau (Altiplano); hills; lowland plains of the Amazon Basin

Begun in 1835, La Catedral Metropolitana Nuestra Señora de La Paz (Metropolitan Cathedral of Our Lady of Peace or Metropolitan Cathedral) in La Paz was built in the neoclassical style and was not completed until 1987.

O Cristo Redentor (Christ the Redeemer).

DID YOU KNOW?• Brazil is the largest country in South

America and shares common boundaries with every South American country except Chile and Ecuador.

• O Cristo Redentor (Christ the Redeemer) is a famous statue overlooking Rio de Janeiro, Brazil. The monument, which is 120 ft. tall and stands on Corcovado Mountain, is made of reinforced concrete and soapstone. Constructed over a period of nine years, the sculpture was dedicated in 1931.

• Bolivia has two capitals. La Paz, the administrative capital, is the world's highest capital city at 12,005 ft. It was founded under the name Nuestra Señora de La Paz (Our Lady of Peace) in 1548 by the Spanish. Sucre is the constitutional and judicial capital.

GEOGRAPHY - THE AMAZONIn terms of volume, the Amazon River is the

largest river in the world. (In terms of length, only the Nile is longer.) During the tropical rainy season, it is as long as 60 miles wide in places. The size of the Amazon allows ships to navigate the river for 2,280 miles from the ocean to Iquitos, Peru. Ocean going vessels can reach as far as Manuas, Brazil, 990 miles upstream.

The Amazon River begins in the Andes Mountains of Peru and supplies the mighty Amazon Rainforest before emptying into the North Atlantic Ocean. This rainforest is home to over a million species of wildlife—more than any other land ecosystem on the planet—including the jaguar, poison dart frog, scarlet macaw, and howler monkey, to name a few.

8080 Unit 5: Central America, the Caribbean, & South America

84

Amazon River

Amazon Rai

nfor

est

Rio deJaneiro

Iquitos

BRAZIL

Atlantic Ocean

Brasilia

Equator

BOLIVIA

Sucre

La Paz

Andes Mtns.

Manaus

81Unit 5: Central America, the Caribbean, & South America 81

85

94 Lesson 27: Central Andes

LESSON 27: Central Andes

Fill in the blanks. Pay att ention to correct spelling. Then, using complete sentences, use what you have learned to briefl y describe each country.

ECUADOR1. Country: ________________________________ Capital: _____________________________________

Fun Facts: _____________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

PERU2. Country: ________________________________ Capital: _____________________________________

Fun Facts: _____________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

MAP WORK: Use the word bank to label the map on the next page.

Equator*Peru

Galapagos Islands*Lima

*EcuadorAndes Mtns.

QuitoPacifi c Ocean

Amazon RiverMachu Picchu

86

95Lesson 27: Central Andes

87

96 Lesson 28: The Amazon Rainforest

LESSON 28: The Amazon Rainforest

Fill in the blanks. Pay att ention to correct spelling. Then, using complete sentences, use what you have learned to briefl y describe each country.

BRAZIL1. Country: ________________________________ Capital: _____________________________________

Fun Facts: _____________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

BOLIVIA2. Country: ________________________________ Capitals: ____________________________________

Fun Facts: _____________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

MAP WORK: Use the word bank to label the map on the next page.

Amazon River*Rio de JaneiroBolivia

IquitosAtlantic OceanAndes Mtns.

*BrasiliaSucreAmazon Rainforest

*BrazilManausEquator

La Paz

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97Lesson 28: The Amazon Rainforest

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APPENDIXINSTRUCTIONS: These Reproducible Practice Maps are intended as extra practice for your

student after each unit, to help prepare for the Quizzes and Tests. Feel free to either make copies and have the student practice filling in the blank maps or use them as an oral drill.

90106 Unit 1 Sub-Saharan Africa

UNIT 1 SUB-SAHARAN AFRICA

91107unit 2 Asia

UNIT 2 aSIa

92108 Unit 3 Oceania, Australia, & Antarctica

UNIT 3 OCEANIA, AUSTRALIA, & ANTARCTICA

93109Unit 4 North America

UNIT 4 NORTH AMERICA

94110 Unit 5 Central America, the Caribbean, & South America

UNIT 5 CENTRAL AMERICA, THE CARIBBEAN, & SOUTH AMERICA

95


Science: Birds and Medicine

● General Information ○ Taught for about 45 minutes once a week during 4-day program ○ Birds is taught August-December ○ Medicine is taught January-May

● Birds ○ Review bird flashcards and any necessary information before the

quiz (bird identification is cumulative) ○ Students take written quiz (quizzes are given every week)

■ Bird flashcards - add magnets so you can stick on board; numbered on the board during quiz

■ Collect quiz; be sure to check spelling of bird names ○ Read new lesson - students can “snake” to read

■ If reading section is long you can break it up and answer comprehension questions halfway through

○ Complete study guide ■ Be sure to answer any questions that will be on quiz

○ Homework ■ Drill new flashcards ■ Review study guide

● Medicine ○ Review lesson from previous week ○ Take quiz - questions from previous week’s lesson ○ Read new lesson

■ Emphasis on names ■ You may want to lead students in highlighting important

information within the reading ■ Highlighting?

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○ Students answer questions at the end of chapter on their own and then check as a class

Christian Studies

● General Information ○ Taught for about an hour once a week during the 4-day program ○ Focus is on memory verses, books of the Bible, and overall themes in

the New Testament ● Review previous week’s memory verse ● Quiz students on memory verse independently (quizzes every week)

○ Students should stand up next to their desk and recite from memory ○ You can take volunteers or just call on students/proceed

alphabetically ○ Graded out of 10, grading is somewhat subjective

■ If a student misses just a few words, they would get somewhere between a 9 and 9.5 out of 10

■ If a student just messes up phrasing or something of that nature they could earn a 9.8

■ If a student misses a whole line they might earn an 8/10) ○ May need to prompt students with words if they struggle with

memorization ● Review recent material (apostles, NT books, etc.) ● Read Reading Notes (call on volunteers to read these out loud) ● Lesson

○ Give some intro/context for the lesson - where did we leave off?; what happened in our last lesson?, etc.

○ Read lesson - it’s best if the teacher reads this but students can read sections or the whole section as the year progresses

● Study Guide

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○ Answer relevant comprehension questions (you always want to answer the highlighted questions -questions that will be on the test; but you should answer 2-5 others as well depending on length)

○ Pay special attention to any notes in the teacher guide that mention “learn the books of the NT, apostles,” etc., as these will be on all of the tests throughout the year

● Memory Verse ○ Students should copy the memory verse two times in their Christian

Studies Copybook ○ Practice as a class using disappearing line technique

● Homework ○ Finish copying memory verse if needed ○ Drill memory verse ○ Review study guide

● Review lessons and tests ○ Students typically complete review lesson on their own and then

check as a class ○ Remind students to study comprehension questions, memory verses,

and map for tests ■ Not all memory verses are required for the test so be sure to

look at this ■ Map could be bonus; if there is more than one map within a

unit you can pick one to have the students learn ○ Students need to memorize the names of the Apostles and the books

of the New Testament ■ The number of book names gradually increases throughout the

year; be sure to recite these regularly as a class ■ Spelling of these should be counted on the tests

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CHAPTER 5

Bills, Tongues, and Diet

BillsBirds have bills of varying shapes and sizes. Bills

are one of the easiest ways to narrow down a bird identifi cation because they provide many clues as to what each bird eats. The bones of the bill are covered with a keratin sheath called the rhamphotheca, similar to the keratin found in feathers. The top part of the bill is the maxilla, while the bott om bill is the mandible, though it is common for both parts of the bill to be referred to collectively as mandibles. Beaks are continually growing because birds actively use and wear down their beaks.

There are two main types of bills for insectivores, or birds that primarily eat insects. A narrow, pointy bill is perfect for grabbing insects like tweezers. A more pointed bill with a downward hook allows birds that catch their food midair to grab and hold on to insects.

Seed and nut eaters have short, thick, conical beaks that work well for breaking and crushing seeds and nuts. Parrots also eat seeds and nuts, but they tend to have

27

Science

99

nectar feeding

seed eating

scavenging raptorial

dip nettingfi lter feeding

generalistinsectivore

surface skimming

28

CHAPTER 5

100

a more curved bill that they use for gripping bark and branches as well.

Carnivores have heavy, curved bills with sharp tips. These allow the bird to tear and pry the fl esh off its prey. The Red-tailed Hawk is an example of a carnivorous bird with its curved beak designed to snatch its prey midair and rip it to shreds.

Nectar-drinkers, mainly hummingbirds, have long, slim, and probing beaks, as well as incredibly long tongues that extend far out of their beaks. An example of a nectar-drinker is the Ruby-throated Hummingbird.

Aquatic birds have fl at, wide, spoon-like bills that are designed for scooping up aquatic plants and animals, as well as straining water from their sides. A Mallard is an aquatic bird with a spoon-like bill.

Bills come in handy for more than just feeding. A bird's bill functions similarly to human hands. Birds use their bills to build their nest and move around nest material. Bills can be used to excavate holes or as a defensive weapon against predators. During courtship, birds touch bills together. Bills are also used for grooming and cleaning feathers.

TonguesA bird's tongue varies just as much as its beak, as it

is specialized for each diet. Unlike our tongues, birds' tongues are quite tough and hard, yet sensitive to touch. Some tongues are tiny, like that of the screech owl, while others are quite long, such as the hummingbird's; some are smooth, while others are rough and covered in a barb-like structure called papillae; some serve several purposes, while others almost none. They are all diff erent colors as well: pink, black, light blue,

29

BILLS, TONGUES, AND DIET

101

spott ed with brown, mott led with black, bright yellow, etc. Believe it or not, you have papillae on your tongue too. Human papillae are tiny bumps that give the tongue its rough texture. Thousands of taste buds cover the surface, giving humans an experience of taste far superior to animals.

Among generalists, there are several diff erent types of tongues. The tongues of songbirds split at the tip and are covered in backward-facing papillae near the root of the tongue, which moves food back toward the esophagus.

Fish eaters have spiny tongues, covered in a signifi cant amount of papillae, which aid them in gripping and consuming slippery fi sh. Their beaks also have tiny ridges on the edge of their mandibles. Penguins have large, backward-facing papillae that cover the entire surface of their tongue. The roof of the mouth also has backward-facing papillae. That's equally terrifying and wonderful! Seabirds such as petrels and shearwaters have spiny tongues, but with not quite as many papillae as penguins.

Filter feeders have spiny tongues, for straining food particles from water or mud. Flamingos, most ducks and geese, prions, and avocets are all fi lter feeders. One way a fi lter feeder might catch its meal is by swinging its beak from side to side in mud or water, straining out any food as it does so. Others have tongues that function like a pump, fi lling their mouths with water and then pressing

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102

against the roof of the mouth, which pushes water out while capturing food. Some ducks, geese, and swans have sharp beaks and tongues that can cut vegetable matt er from plants and break open seeds. The serrations on a goose beak even resemble teeth, but don't ask a goose to smile for you!

Carnivores, like hawks, eagles, falcons, owls, and vultures, have large, thick, fl eshy tongues with backward-facing papillae at the root. Hawks, eagles, and falcons eat a variety of diff erent-sized animals such as insects, rodents, birds, lizards, and snakes. The smaller animals are consumed whole, but the larger animals are fi rst torn into smaller chunks. Vultures are slightly diff erent from other carnivores in that they have tongues with a rasp-like edge that can pull the fl esh off bones.

woodpecker tongue

Nectar, pollen, sap, and some insect-eating birds have protruding tongues that extend far beyond their bills to get food. These include woodpeckers, hummingbirds, fl owerpeckers, honeyeaters, and sunbirds. Woodpeckers forage for larvae and insects by extending their tongues

31


103

into crevices in trees. Their tongues are so long that they wrap around the inside of their skull. Hummingbirds primarily consume pollen and nectar, but supplement their diets with insects. The tongue of a hummingbird is partially bifurcated, starting at the tip until about halfway down the tongue. Similarly, lories and honeyeaters, which feed on nectar and pollen, have brush-like tongues that are quite lengthy.

Tongues that seem to serve no purpose are called rudimentary tongues and are usually very small and simple. These tongues are worthless in terms of catching, collecting, manipulating, or aiding in swallowing food. Cormorants, ostriches, pelicans, and kingfi shers all have rudimentary tongues. It should be noted, however, that a pelican's tongue muscle controls the pouch, allowing water to be expelled from its mouth after a catch. In this sense, the pelican's tongue is unexpectedly important.

Wouldn't it be nice if you never had to carry a backpack again? Certain species have a pocket-like extension of the esophagus called the crop, which they use for storing food. Pigeons even produce a crop milk to feed their babies. Sadly, owls, geese, gulls, and penguins are not gifted with crops and could do with a good backpack.

TastePicky eaters can be found even among our avian

friends, though how and why they decide their preferences remain a mystery, as birds lack a sharp sense of taste. They have a relatively miniscule amount of taste receptors, mostly on the roof of or at the back of their mouths.

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Number of Taste BudsCatfish 100,000

Rabbits 17,000

Humans 2,000-8,000

Mallards 500

European Starlings 200

Japanese Quail 62

Bullfinches 46

Average barnyard chickens 24

Because birds lack teeth, most birds swallow their food whole, though some raptors and other carnivores tear their prey apart before consuming. Fruit-eaters crush their fruit with their beaks before swallowing. Birds can be vastly resourceful when it comes to eating. Seed-eaters sometimes drop seeds midair to break them open.

Birds have two stomachs, which more than make up for their lack of teeth. The fi rst stomach is the proventriculus, or the glandular stomach. As food passes through the proventriculus, digestive enzymes begin breaking it down, but the real work happens in the second stomach.

The gizzard, or muscular stomach, is found in all birds, but varies in strength and size depending on need. The true eff ectiveness of the gizzard comes from pebbles and sand consumed by the bird, which are used to grind away digestible matt er that passes through. Birds of prey swallow their food whole—bones, teeth, claws, and all. These non-digestibles fi nd their journey's end at the gizzard, where, after being sucked of all their juices, they are squished into a pellet and coughed up.

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105

DietThe early bird may get the worm, but the late bird

doesn't worry because not all birds want worms. There are two main ways to categorize diet. Generalists eat a variety of things, while specialists have one main food source. Foraging is a common term for how birds fi nd food, though there are several ways that birds forage.

When birds pick bugs or foliage off the ground, from leaves, out of the crevices of rocks, or from tree trunks, they are gleaning. Some birds may even glean ticks off larger mammals.

Hawking is another technique used to gather food, typically prey. The bird perches, looking around until it sees the best opportunity to fl y down, snatch up its prey, and return to its perch.

Another way that birds forage is by probing, sticking their beaks into small crevices in trees, rocks, homes, or fl owers, for example, to extract food. Woodpeckers probe trees for food. Hummingbirds probe nectar from fl owers.

Scavengers get most of their food from dying animals or waste. The Bald Eagle (Haliaeetus leucocephalus), gulls, and certain crows are partial scavengers, while vultures are full-time scavengers.

You may have heard the phrase "eat like a bird," which means to eat very litt le. This is actually tremendously misleading, as birds can eat anywhere from fi ve to one hundred percent of their body weight daily. Most birds have fast metabolisms, so they need to eat very frequently, especially when they are young. Some hatchlings need to be fed as often as every twenty minutes.

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CHAPTER 5

106

LESSON 5: Bills, Tongues, and Diet

FACTS TO KNOW

1. rhamphotheca – a keratin sheath covering the bones of the bill

2. insectivore – an animal that feeds on insects

3. carnivore – an animal that feeds on fl esh

4. papillae – barb-like structure covering the tongue

5. crop – pocket-like extension of the esophagus used for storing food


1. Do birds chew their food? Why or why not?

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What type of beaks do seed and nut eaters have? Why?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. What are some uses for bills besides eating?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. What makes a bird's tongue diff erent from a human tongue?

___________________________________________________________________________________________

___________________________________________________________________________________________

5. What kind of food do birds with spiny tongues eat?

___________________________________________________________________________________________

___________________________________________________________________________________________

6. What type of bird has a protruding tongue that wraps around the inside of its skull?

___________________________________________________________________________________________

___________________________________________________________________________________________

No. They lack teeth and swallow their food whole.

Seed and nut eaters have short, thick, conical beaks for breaking and crushing seeds and nuts.

Bills can be used for building nests, excavating holes, defending against predators, grooming, and cleaning.

Birds' tongues are tough and hard, yet sensitive to touch.

Birds with spiny tongues eat fi sh.

A woodpecker has a tongue that wraps around the inside of its skull.

19Lesson 5: Bills, Tongues, and Diet

107

7. How many stomachs does a bird have? What are they called? Describe the function of each.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

8. Explain hawking.

___________________________________________________________________________________________

___________________________________________________________________________________________

9. What is the diff erence between probing and scavenging?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

10. How is the phrase "eat like a bird" inaccurate?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

DIAGRAM: Label the following bills.

Birds have two stomachs: the proventriculus and gizzard. The proventriculus secretes digestive enzymes that begin the breakdown of food. The gizzard houses tiny pebbles and sand that grind the food away. Any non-digestible matter is stopped at the gizzard and regurgitated as a pellet.

Hawking is a way to catch prey by suddenly swooping down to snatch it up.

Birds probe by sticking their beaks into small crevices, whether they be trees, rocks, homes, or fl owers, to extract food. Scavenging is when birds fi nd dying (or dead) animals and waste.

The phrase "eat like a bird" is misleading because birds actually eat anywhere from fi ve to one hundred percent of their body weight in one day.

20 Lesson 5: Bills, Tongues, and Diet

108

BIRD FACTS

1. Northern Cardinal

a. Scientifi c name: __________________________________________________________________________

b. Habitat: _________________________________________________________________________________

________________________________________________________________________________________

c. Song: ___________________________________________________________________________________

________________________________________________________________________________________

d. Fun fact: ________________________________________________________________________________

________________________________________________________________________________________

2. Northern Mockingbird

a. Scientifi c name: __________________________________________________________________________

b. Habitat: _________________________________________________________________________________

________________________________________________________________________________________

c. Song: ___________________________________________________________________________________

________________________________________________________________________________________

d. Fun fact: ________________________________________________________________________________

________________________________________________________________________________________

ENRICHMENT

1. With help, research the history and practice of falconry.

2. Experience for yourself why each type of bill is best suited for the bird's dietary needs. All you need is:• tweezers• two slightly damp cott on swabs• binder clip• small nuts, grains, or seeds (such as couscous)• medium nuts, grains, or seeds (such as lentils)

• large nuts, grains, or seeds (such as almonds)• paper• pencil• timer• empty bowl

Make three piles of your "bird food" by size. Lay out the "bills" (tweezers, cott on swabs, and binder clip) in front of you. Starting with the tweezers, have someone time you for about thirty seconds and see how many pieces of the small food you can pick up. Record the amount. Then, move on to the medium and large food and do the same. Repeat this with the damp cott on swabs and binder clip. Once you've gone through each food with each bill, compare your results to see which bill was suited to which food.

Cardinalis cardinalis common across the Midwest, East, and Southern United States

high, clear, and sharp "woit woit woit woit chew chew chew chew"

Answers will vary.

Mimus polyglottos low hedges, lawns, forest edges, and farmland Each phrase is repeated two to six times, followed by an obvious pause before beginning a diff erent series. "krrDEE-krrDEE-krrDEE, jeurrdi jeurrdi jeurrdi…" Answers will vary.

21Lesson 5: Bills, Tongues, and Diet

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Christian Studies III- Sample Lesson 1. Read Summary/Background to give context for Bible Story (This usually introduces Facts to Know, but insert names/descriptions if necessary to introduce key people/places to students .)

The birth of Christ was the historical climax of history. This year, in Christian Studies, we will learn that the destiny of everyone depends on whether they receive Jesus Christ. Three important people receive the news of the coming of the Messiah. The first is Mary, the mother of Jesus, wife of Joseph. When Gabriel, the angel announces that she will conceive and bear the Son of God, Mary sings a beautiful song of praise to the Lord. The second is Zacharias, who praised and prophesied over the Messiah when his wife, Elisabeth gave birth to their son, John, who would preach to the people of Jesus’ coming. The third is Simeon, who received the baby Jesus at the temple. He rejoiced that he saw and held the promised Messiah. Let’s consider these responses to the coming of the Son of God. They understood God’s promise to send his Son to earth. They believed Jesus to be the Savior and Messiah. As we learn about the life of Jesus, notice how people respond to him. See whether the people trust and believe in Jesus and notice that those who have faith in Jesus, have faith in God. 2. Read aloud Memory Verse for the week with students.

- The Magnificat Luke 1:46-55 3. Read/discuss Golden Children’s Bible selected pages.

- Incense is a spice that releases a fragrant scent, Samson/Samuel took Nazarite Vow (Prophets) Read Part 1 1. What news did the angel Gabriel tell Zacharias the Priest? Why did the angel Gabriel make Zacharias unable to speak? How did Zacharias regain his speech? What was the special purpose of John’s Life?

- Read Part 2: What news did Angel Gabriel tell Mary? Why was Mary surprised by this news?

- Read Part 3: Where did Joseph and Mary Live? Where were they when Jesus was born? What did the Shepherds do after the Angels announced the birth of Jesus to them? Where did Jesus' parents take him to be presented to the Lord? What did the Holy Spirit say would happen before Simeon died?

4. Highlight Comprehension Questions/write down answers in the study guide (write in oral in the unwritten spaces).

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- #3. John would turn the hearts of the people of Israel back to God to prepare them for Jesus coming. (p. 350)

- #5. Joseph and Mary lived in the city of Nazareth in the region of Galilee. They were in the city of Bethlehem.

5. Complete Activities - Draw a picture of Jesus Birth in Bethlehem. - If time is running out, then discuss pictures in Golden Children’s Bible with students.

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LESSON 1: Zacharias | Angel Visits Mary | Birth of JesusGolden Children’s Bible: pp. 346-353 (Luke 1-2)

FACTS TO KNOW1. Zacharias: father of John the Baptist2. Elisabeth: Mary’s cousin; mother of John the Baptist3. John the Baptist: greatest prophet who prepared the way for Jesus4. Gabriel: Angel of the Annunciation5. Mary: Jesus’ mother6. Joseph: Mary’s husband who raised Jesus as a son7. Annunciation: Gabriel’s announcement to the virgin Mary8. Simeon: priest who blessed baby Jesus in the Temple

MEMORY VERSE

THE MAGNIFICAT — LUKE 1:46-55And Mary said, My soul doth magnify the Lord and my spirit rejoices in God my Savior. For he hath regarded the low estate of his handmaiden: for behold, from henceforth all generations shall call me blessed. For he that is mighty hath done great things for me and holy is his name. And his mercy is on them that fear him from generation to generation. He hath shown strength with his arm; He hath scatt ered the proud in the imagination of their hearts. He hath put down the mighty from their seats, and exalted them of low degree. He hath fi lled the hungry with good things, and the rich he hath sent empty away. He hath helped his servant Israel, in remembrance of his mercy; as he spake to our fathers, to Abraham and to his seed forever.

8 Lesson 1: Zacharias | Angel Visits Mary | Birth of Jesus

LESSON 1BACKGROUND AND SUMMARY

“But when the fullness of time was come, God sent forth his Son, born of a woman, born under the law.” These words of Paul in Gal. 4:4 speak to the historical climax that was the birth of Christ. As we will see in this third part of our study, the fate of all peoples depends upon how they respond to God’s climax in history. The Scripture for this lesson in particular highlights the proper responses of three very signifi cant people. Each responded to the appearance of God’s Messiah with a beautiful song of praise to the Lord.

First, Mary replied to the angel Gabriel’s remarkable news with a statement of utt er submission: “Behold, I am the handmaiden (bondservant) of the Lord.” Her willing submission to such an astounding revelation demonstrates an enthusiastic readiness to serve God (Luke 1:46-55).

Next, Zacharias began to praise the Lord and prophesy over his son as soon as he received back his powers of speech. His adoration of God beautifully announces the mighty redemption of Israel and the fulfi llment of all God’s covenant faithfulness (Luke 1:68-79).

Lastly, Simeon, a devout man of God described as “waiting for the consolation of Israel,” reveled over the infant Messiah. After meeting Jesus, Simeon knew that his hopes for Israel’s restoration would soon be realized.

Not only do the faithful responses of these three provide us with rich poetry and praise to God, but they also show us the measure of sincere spirituality. Those that recognize Jesus as Messiah and Savior truly know God, but those who disregard Jesus have no knowledge of God. Because these people had an understanding of God’s ways, they were able to properly respond to God’s most profound act in history: sending His Son to Earth. As we engage the life of Jesus, we should pay careful att ention to how people receive him, for they are actually receiving the one who sent him (“He that honoreth not the Son honoreth not the Father which hath sent him,” John 5:23b).

VOCABULARY AND EXPRESSIONS 1. incense: spices that release a fragrant scent

when burned2. “For he shall be great in the sight of the

Lord, and shall drink neither wine nor strong drink.”: John will take the Nazarite vow, just as Samson, Samuel, and other prophets from the Old Testament.

3. circumcision: an ethnic marker for Israelites prescribed by the Law of Moses to take place on the eighth day after a boy is born; this was also the time to name the child.

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1. What news did the angel Gabriel tell Zacharias the priest? ________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Why did the angel Gabriel make Zacharias unable to speak? How did Zacharias regain his speech?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. What was the special purpose of John’s life? ____________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. What news did the angel Gabriel tell Mary? Why was Mary surprised by this news? _________________

___________________________________________________________________________________________

___________________________________________________________________________________________

5. Where did Joseph and Mary live? Where were they when Jesus was born? __________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

6. What did the shepherds do after the angels announced the birth of Jesus to them? ___________________

___________________________________________________________________________________________

___________________________________________________________________________________________

7. Where did Jesus’ parents take him to be presented to the Lord? ____________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

8. What did the Holy Spirit say would happen before Simeon died? __________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

The angel told Zacharias that he

and Elisabeth would have a son named John who would prepare the people of Israel

for the coming of the Lord. (p. 346)

Zacharias lost his ability to speak because he did not believe Gabriel’s words. When

Zacharias’ son was born, he insisted that he be named John as the angel had instructed

him. For that act of faith and obedience, Zacharias regained his speech. (pp. 347, 350)

John would turn the people of Israel back to God

and prepare them for Jesus’ coming. (p. 350)

Gabriel told

Mary that she would give birth to the Messiah. She was surprised by this news

because she had no husband. (p. 348)

Joseph and Mary lived

in the city of Nazareth in the region of Galilee. They were in the city of Bethlehem in

the region of Judea when Jesus was born. (p. 351)

The shepherds

went to visit the child. Then they told everyone they saw about Jesus and what the

angels had said to them. (pp. 351-352)

They took him to the Temple

in Jerusalem. (p. 352)

The Holy Spirit said that

Simeon would see the Messiah before he died. (p. 352)

9Lesson 1: Zacharias | Angel Visits Mary | Birth of Jesus

ACTIVITIES • Draw a picture of Jesus’ birth in Bethlehem.• pp. 346-347: What was Zacharias doing when the angel visited him?

He was burning incense in the Temple while the people prayed outside.

• pp. 348-349: What news has Mary just received? Describe her expression.Mary just learned that she would be the mother of the Lord. She was at once humbled by the Lord’s choice and submitted herself solemnly to God’s will.

• Name the emperor of Rome at the time Jesus was born: Caesar ________________________________• pp. 352-353: Describe the scene in the Temple. Who is holding baby Jesus? Why were people so glad

to see baby Jesus?Joseph and Mary have brought Jesus to be presented to the Lord. Simeon holds baby Jesus as he dedicates him to God. Simeon and others had waited a long time for God to send the promised Messiah.

• Copybook Verse Review: #35 and #43 in Appendix.

Augustus

BIG PICTURE OF THE BIBLE Include these selected readings from

other Bible passages to emphasize important points from this lesson and reinforce larger Scriptural themes.• Isaiah 7:14 for the prophecy about

the virgin giving birth. Matthew quotes this prophecy in 1:23 to emphasize the greater fulfi llment of that sign in the birth of Jesus—the embodiment of “God with us.”

• Isaiah 9:6-7 for the prophet’s announcement of the kind of reign Jesus will have as heir to David’s throne.

• Luke 2:36-38 for the story of the aged prophetess Anna, another witness to the infant Messiah who was eager for the redemption of Israel.

MEMORY WORK Start memorizing the New Testament

Gospels (Matt hew, Mark, Luke, & John).

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Documents

Teacher Training · Spelling Workout Level F Teacher English Grammar Recitation Workbook Three Student Guide English Grammar Recitation Workbook Three Teacher Guide Classical Composition: