CLASSICAL LITERATURE Level 230

TURE / LANGUAGE TS INSTRUCT E D I U G S ’ R TO C U R T S N I S RT A E G A U G N A L / E R U AT R E T I L CLASSICAL LITERATURE Level 230

FUN FACT Oliver Twist exposes the harsh realities of 1830’s London.

Belton House Lincolnshire, England

STUDENT GUIDE I was feeling overwhelmed and afraid that I lacked what it takes to successfully homeschool my kids,” writes Jennifer A of Battle Creek, MI. “I contacted an Advisor and got the help I needed!”

Contact a Sonlight Advisor today-FREE

CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] 230 Ages 14–17 Grades 9–11

Literature Language Arts

Classic Literature

By the Sonlight Team

For since the creation of the world God’s invisible qualities — his eternal power and divine nature — have been clearly seen, being understood from what has been made, so that men are without excuse. Romans 1:20 (NIV)

STUDENT GUIDE Sonlight Curriculum® 230 “Classic Literature” Student Guide, Seventh Edition Sonlight Curriculum, Ltd. is committed to providing the best homeschool resources on the market. This entails regular upgrades to our curriculum Copyright © 2016, and annually 2013–2020 by Sonlight Curriculum, Ltd. and to our Instructor’s Guides. This guide is the 2020 Edition of the Son- All Rights Reserved. light Curriculum® 230 “Classic Literature” Student Guide. If you purchased it from a source other than Sonlight Curriculum, Ltd., you should know No part of this publication may be reproduced, stored in a retrieval sys- that it may not be the latest edition available. tem, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotations This guide is sold with the understanding that none of the Authors nor embodied in critical articles or printed reviews, without prior written the Publisher is engaged in rendering educational services. Questions permission of the publisher. However, permission is hereby granted to relevant to the specific educational or legal needs of the user should be the original Sonlight Curriculum, Ltd. purchaser only to reproduce as many addressed to practicing members of those professions. copies of the Schedule Pages, Evaluation Form, Certificate of Comple- The information, ideas, and suggestions contained herein have been tion, Life Skills Check-Off Lists, Field Trip Planning Sheets, and Additional developed from sources, including publications and research, that are Schedule Pages as necessary for his or her immediate family’s use. considered and believed to be reliable but cannot be guaranteed insofar “Do to others what you would have them do to you” as they apply to any particular classroom or homeschooling situation. (Matthew 7:12). The Authors and Publisher specifically disclaim any liability, loss, or risk, “The worker is worth his keep” (Matthew 10:10). personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Published by Printed in the United States of America. Sonlight Curriculum, Ltd. 8042 South Grant Way For the latest information about changes in this guide, Littleton, CO 80122-2705 please visit www.sonlight.com/curriculum-updates. USA Please notify us of any errors you find not listed on this site. Phone (303) 730-6292 Fax (303) 795-8668 E-mail corrections to [email protected] and any E-mail: [email protected] suggestions you may have to [email protected]. NOTE TO PURCHASER Table of Contents

1 Introduction to Your Instructor’s Guide • Table of Contents • Introduction • Instructor’s Guide Overview About “Classic Literature” Further Assistance

2 Schedule and Notes • Sonlight Curriculum® “Classic Literature” Schedule and Notes

3 Instructor’s Guide Resources • Appendix 1: Teaching Writing to High School Students • Appendix 2: “Classic Literature”—Maps • Appendix 3: SAT Essay Exam Practice Resources • Appendix 4: Literary Analysis Overview • Appendix 6: Scope and Sequence: Schedule for Topics and Skills • Appendix 7: Timeline Suggestion—Schedule ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

Classic Literature | Student Guide | Section One | 3 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. schedule each week. If anote appearsaboutaconcept If schedule eachweek. in covered. For helpreading your schedule, see about specificbooksto help you why know we’ve select and understandingofcrucialideas. it’sa book, easyto your finditright after scheduleonthe and more. ofyour ofthestructure Instructor’san overview Guide, and helpfulaspossible. We have carefully organized your Instructor’s GuideOverview ed a particular resource.ed aparticular ers includingtipsfor gettingorganized, ideasfor adapting day therelevant reading isscheduled. in one easy-to-find place.in oneeasy-to-find hone in on the basics of a book, to further comprehension to further hone inonthebasicsofabook, together! to resources. optimize useofthecurriculum 5-Day schedule,to-use whichhasbeencarefully planned to yourthe curriculum needs, record keepingsuggestions, to makeyour educational experience as straightforward plot assigned answer locations Map for keys are eachbook. materials to helpyou andgetthemostoutofsubjects What helpfulfeatures canyou from expect your IG? literacy andgeneral usagetermsliteracy [words printed in located inSection Three oftheParent’s Instructor’s Guide. tion Four the Schedule” Third, your Instructor’s Guideincludes acomplete ready- Sixth, notes labeled Sixth, Second, usingtheblankmapsprovided, students will We’ve designed your Instructor’s Sonlight Guide(IG) If youIf are newto thisyear, Sonlight pleaselookin Finally, don’t forget to have funasyou at learn home Fifth, “Vocabulary” includesterms related to cultural Fourth, “To DiscussAfter You Read” helpyou sections First, you needislocated everything your right after , where you’ll findhelpfulresources for newus page

just before Week 1. “Rationale” contain information “How to Use bold Sec - ] - - Juliet Screwtape LettersScrewtape Brown, Pilgrim’s Progress inToday’s English,The Wise Woman and Other Stories and Other Robinson Crusoe, analysis, essays, research, andcreative writing. About “Classic Literature”About “Classic of allreaders. Asamplingofsomethefamoustitles assignments drawnengaging from languagearts your erature, as well asafullyintegrated program languagearts included are history via many classicworkshistory ofliterature. 230includes works are part ofthe230readingworks suchas are part will encounter many fascinating peopleandevents from that willhelpyou tapinto your potential. writing With nating novel many works you’ve nodoubtheard of, aswell assome reading, you thebasicsofliterary andpractice willlearn lesser-known titlesthat arelesser-known sure to capture theattention 230 offers trek aliterature-filled through classicsoflit In addition to the robust language arts studies, additionto you therobustIn languagearts . The well-respected andcreative C.S.Lewis classic Classic Literature |Student Guide | Section One | Pride andPrejudice, JaneEyre, Oliver Twist, Till We Have Faces , andmore. isalsoincluded, inadditionto hisfasci and Shakespeare’s classicR

n . Many other fine literary . Many otherfineliterary The ofFather Best omeo and - The - 9

Section Two Schedule and Notes How to Use the Schedule

Write in the week΄s date for your records. 130 Parent Guide Days 1–5 How to Use the Schedule Literature / Language Arts Date: ______to ______

Week 1

Date: Day 1 Day 2 Day 3 Day 4 Day 5 Literature Peace Child chaps. 1–2 chaps. 3–4 chap. 5 chaps. 6–7 chaps. 8–9 Write in the week΄s  N  d  date for your records. The  symbol A Treasury of Poetry for pp. 9–13 p. 14 p. 15 pp. 16–17 Young People indicates you will ﬁ nd The  symbol indicates you will ﬁ nd a map assignment in Language Arts a map assignment in the notes for that day. Creative Expression Literary Analysis Overview & Two Perspectives N the notes for that day.

Spelling d The symbol Alternative Spelling Pretest Write Write Sentences Posttest indicates there is a timeline suggestion in The d symbol the notes for that day. indicates there is a Optional: Lesson 1A Lesson 1B Lesson 1C timeline suggestion in Wordly Wise 3000 Book 8 the notes for that day. Other Notes Use the extra row to schedule additional assignments or activities.

Peace Child Although chronologically this book takes place near the end of American history studies (in the 1960s), the people Day 1 Chapters 1–2 group the Richardsons went to lived a primitive life, a Stone Age existence, probably similar to how some of the Initial Comments original inhabitants of America lived. Hence, we include Additional space for Note to Mom or Dad: Please be aware that the people this in the beginning of the course to correspond to read- your record keeping. group in this book, the Sawi of New Guinea, engage in ings on the first settlers on the North American continent. killing, cannibalism, and horrible acts with corpses. These The power of the Gospel transforms. Prepare to be amazed. acts are described to share the experiences of the author. Why include a book with such incredible darkness? Be- Overview cause the light of God shines brighter, and He can com- When Don Richardson and his wife and growing family pletely change a culture. go to live among a cannibal tribe in New Guinea, they More notes with important need to find a connection to the people, a “redemptive information about specific books. analogy.” The Sawi valued treachery above all other “vir- The N symbol provides you with a heads-up tues,” so in their view, Judas was the hero. about diﬃ cult content. We tell you what to But when Don demanded peace, or he (and his axes) expect and often suggest how to talk about it would leave, the enemy peoples each took a child and with your kids. exchanged them. As long as these adopted children lived,

N Note to Mom or Dad  Map Point d Timeline Suggestion

American Historical Literature | Parent Guide | Section Two | Week 1 | 1

More notes with important information about specifi c books . The N symbol on the Schedule provides you with a heads-up about diﬃ cult content. We tell you within the notes what to expect and often suggest how to talk about it with your kids. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. short mysteries.short Complete Father Brown solutions to thevariouspuzzles. attributesChristian ofthemaincharacter, andincredible useoflanguage,displays withunapologetic amasterful literature, Father Brown remains at thetop. Chesterton Notes Introductory Literature /LanguageArts Level 230 The of Best Father Brown (for 4–12) books Wordly Wise 3000 Optional: Classical Roots C Vocabulary from Optional: Creative Expression Language Arts of Poetry A Child’s Anthology The Best ofFatherThe Best Brown Literature Date: Day 1 If youIf enjoy you thiscollection, might look for andloved sleuthsknown themany in marvelous Of “The Secret ofFather“The Brown” & Secret Garden”“The

, andread therest ofChesterton’s Response PaperResponse (analyzingplot) “The Secret Garden”“The Father Brown” & “The Secret of “The “Hiding” p. 3 Lesson 1A pp. v–viii Day 1 Day d

“The Invisible Man” “The “The Queer Feet” Queer “The & “The Creation”“The p. 5 Lesson 1;study The Key Words

Day 2 Day Other Notes Week 1 Classical Literature |Student Guide |Section Two | the flagstones”). sunset, asmallstove suddenlyafter air sharpens stood on ample found inthefirstparagraph ofthebook: “mountain for examples ofalliteration asyou read (suchasthisex features,of sounds. additionto theusualliterary In watch sounds. The subtle, result pleasant isavery combination technique that features therepetition ofinitialconsonant insights aboutGod. with marvelous Fromaction. thenonhetakesa hostofproblems, often way isthecriminal, except inevery he actually inphysical imagines until himselfthe criminal method isunique—he solves ofcrimes, from avariety murders to robberies. His Summary Chesterton mastered the art of masteredChesterton theart ofmysteries, thiscollection In Catholic aRoman priest “The Wrong Shape” Wrong “The N & Hammerof “The Frighten Me” p. 6

“Life Doesn’t Note to orDad Mom Exercise 1A Lesson 1B Day 3 Day God” d

“The Man inthe Man “The Young …” p. 8; of Mr. Glass” & “The Absence “The “Song for“Song the  Sun …” p. 9 Exercise 1B “Song for“Song a Passage”

Day 4 Day Map PointMap Date: ______to ______alliteration

Mystery Narrative Mystery “The Purple Wig” “The “The Mistake of Mistake “The Timeline Suggestion the Machine” & Mr. Fox” p. 10 “AFrom Visit Exercise 1C Lesson 1C Optional: , a literary , aliterary Day 5 Day Days 1–5 Week 1 |

. [p. 15] . [p. enigma Church of … Church . [p. 14] . [p. infantile section … [p. 20] section … [p. assize had fallen … paramours superciliousness mein cassock had reached a crisis of … had reached truncated ,’ said the priest … [p. 20] said the priest … [p. ,’ pugnacious . [p. 23] . [p. * * * ?’ [p. 20] [p. ?’ had closed the door … [p. 18] [p. had closed the door … French: Légion Étrangère; a unit Étrangère; Légion French: sketch lying on Valentin’s table … Valentin’s lying on sketch vendettas still. … [p. 18] … [p. still. logomachy exhibiting the cunning or wickedness exhibiting and vague. … [p. 12] … [p. and vague. factotum hiatus rose against that great brutality … [p. 21] brutality … [p. great against that rose sanguinary monomaniac major river in the northern major river part of France a tragedy written by Shakespeare; the title char Shakespeare; by written a tragedy Saint Thomas Aquinas; a Catholic theologian; he theologian; a Catholic Aquinas; Thomas Saint virulent a silvery color. [p. 12] [p. a silvery color. most Noble Order of the Garter; most Noble Order of a British order of the Celts of Ireland or Scotland. [p. 25] [p. of Ireland or Scotland. of the Celts Auguste Dupin; a fictional character detective Auguste gorge … [p. 11] … [p. The Principles of Nature Principles The Aquinas: wrote Gaelic: … his the … from 21] [p. and the impoverished … into 26] [p. Dupin: 3] [p. Poe. by written stories three from Seine: The 9] [p. Paris. which runs through Garter: 10] [p. chivalry today. which still exists Legion: Foreign French 10] [p. enlist. may in which foreigners Army in the French Mephistophelean: 11] [p. characteristic of a devil. argent: Macbeth: with collaborating by of Scotland acter the throne gains 16] King murder Duncan. [p. to his wife … wrinkles the penalty of are which 10] [p. otherwise up that threw that lip … lower visage … this ‘progressive’ 11–12] [pp. a second was which face, scornful … white, … once of the the sight … on principle at at of a judge eye the iron was … his eye husbands and poisonous … of murdered the instant The is a But there futility of his ordinary… the tragic 19] [p. the cuts across many … I found a ‘Is Brayne ‘There American are - - in its character. in its character. occult , and with her two daughters … , and with her two ,’ replied the other. ‘I can tell you … you … ‘I can tell the other. replied ,’ opulent esoteric old man with a russet face like an apple … old man with a russet face choleric Classical Literature Guide | Classical | Student Two 1 | Section Week The themes of a story are the author’s overarching overarching themes of a storyThe the author’s are Conflicts are the struggles the protagonist encounters. encounters. the struggles the protagonist Conflicts are Point-of-view is the perspective from which a story is the perspective from is Point-of-view Father Brown is the protagonist, and the various crimi and the various is the protagonist, Brown Father Characters are the people in the story. Readers learn the people in the story. Characters are Most of the Father Brown stories take place in the early take place stories Brown Most the Father of To increase geographical awareness, we urge you to to you urge we awareness, geographical increase To | 2 … black-eyed and … black-eyed 10] [p. … a 10] [p. [p. 4] [p. kind of ‘Why, 4] [p. has its own theme. As you read, consider what lesson what consider read, you As theme. has its own each story. learn from supposed to you’re as being be divulged, … not to a moral lesson. As you read, try the main theme identify read, to you As lesson. a moral book that mark passages in your to free Feel of the story. Each story theme. that most powerfully express feel you Theme often include Themes observations about human nature. The stories’ conflicts are mainly person vs. person: Father person: Father mainly person vs. conflicts are stories’ The criminals. the various vs. Brown A story may contain multiple conflicts. Typical types of Typical A story multiple conflicts. contain may person self, person, person vs. conflict include: person vs. God. person vs. and even nature, person vs. society, vs. Conflict told. The point-of-view of each of the stories is third per point-of-view is third stories of each of the The told. does not reader as the son, though not wholly omniscient, characters. of the various see the thoughts always consistently flat and static. flat consistently Point-of-view antagonist. characters are The servenals he faces as his antagonists. same. You will also often be asked to identify the main identify will also often be asked to You same. and the character the protagonist, character of the story, the against whom the main character primarily struggles, and whether or not they change over the course of a story. of a story. the course they change over and whether or not while one-dimensional round, characters are Complex Dynamic flat. characterscharacters or grow change are the characters remain but static of a story, the course over about characters through the author’s descriptions, their descriptions, the author’s about characters through and their actions. Literary usually characters are words, they are complex important two in how analyzed ways: Characters begin to read. to begin in England. various locations 1900s at Setting you before takes place a book setting where look up the ©2020 by Sonlight Curriculum, Ltd. All rights reserved. … andcrushed into allthat [p. 57] … showed substantially thesame [p. 50] … supposeyou’ve seenon the [p. 47] … astate ofstrong butnotunsympathetic … eyeing himwithacertain … there are the [p. 41] … seemedrather to likethe [p. 38] … likea [p. 36] … thoughevening was closinginsomewhat … andhisoffice was a [p. 30] agedrioter and … avery ofa theheart In … suchascanonlyexist inan Vocabulary Timeline Points Map and had given hislife andBrayne’s ashard medicine. Valentin, inhismadness, nodoubtalsothought that he doctors, andthat hewas voted such;theRomans for him. vote for him.Cato declared that hard timesneedhard to nottounscrupulous mentried persuadetheRomans (27) Cato, almostlosttheconsulship aRoman, whenseven death, onwhoseface was “more ofCato.” thanthepride 2. 1. To You After Discuss Read d d Day 2

Chesterton ends Chesterton Secret Garden”“The with Valentin’s the flyingrags andtatters ofastorm.” (9) than justice,” (9)orthe “sharp moonwas fighting with the French freethinkers who “make even mercy colder descriptions, nomore thanseveral words each,suchas In Secret Garden”“The vivid, creative findfive short, ever witnessedthisyourself? more concrete topics (likegravity, Have perhaps). you truth, preferring to thingsless makespiritual “real” than This likelymeansthat peopledon’t moral takeseriously moral, peoplealways thinkit’s merely metaphorical.” (5) that to talkabout atruththat’s“[i]f you try merely In Secret ofFather“The Brown,” Father Brown notes Edgar Allen Poe (1809–1849), American author (1874–1936),authorof Chesterton G.K. and poet, wrote Father Brown “The Queer Feet” Queer “The & Invisible Man” “The cataleptic rococo excrescences plutocracy (early 1900s) , turned round, turned andran madlyoutof … The Raven sinecure demagogue tradesmen become … [p. 28] acephalous saturnine sardonic oligarchical hoardings . [p. 33] serried … [p. 42] approval. [p. 44] whobreaks into …

candour clockwork. [p. clockwork. 58] interior; the … interior; society … [p. society … 28] allaboutthis … cogitation luridly The Best of The Best ofthe … … . Classical Literature |Student Guide |Section Two | 6. 5. 4. 3. To You After Discuss Read harquebuses: collars. [p. 35] which were worn by men;asilktiewas worn withthese Gladstone collars: London, England. [p. 29] Belgravia: … I’m afraid you’ll thinkitso [p. 58] … whoagain … inairamidthegyrating wingsofcolossal … bearded withold ‘Those [p. 87] … andhewent onin a … saidthecobbler in of … hailhimwithasort even … [p. 80] … butinpeculiarplaces, inthe … whiletheman’s was piety practical He would have lookedmerely blondand … supposethat suchhousesstandhighin … andtheir [p. 68] … [p. 68] … permitted the [p. 62] of asort … into thecountry Vocabulary Day 3 inane Think oftwo examples from your own life that prove Why is Welkin ableto remain invisible? What isthe “indispensable mark” ofallcrimes? he meant by that? without fruitfor orman" God (41). What doyou think who are andsecure rich remain hard andfrivolous, and thief andavagabond shouldrepent, whensomany In Feet,” Queer “The Father Brown findsitoddthat “a truly.” (60) answered literally, even whenyou getitanswered Father Brown’s point that “you never get a question popish “The “The Wrong Shape” & HammerofGod” “The Atkinson was stillhanging Atkinson about, humming … a district located of intheCity adistrict Westminster, pennon  asseverated priests are priests early types of portable guns. [p. ofportable types 55] early omnipresent standingcollars having flared sides had actually seenPalestine. hadactually [p. 79] fungoids  officious febrile avuncular jocularity.avuncular deucedly that hehadletnointruder … * * attenuated prosy … [p. 91] andfeminine agitation. Asiatic to makehisexit … excitement. … [p. 85] crypts … [p. 59] sly.’ [p. 88] orgallery, or indubitable andinterrupted … chivalric leonine  genii [p. 82] Week 1 | … [p. 92] … [p. 79] … [p. 79]  . [p. 80] 3

- . -  … …

. [p. 95] . [p. jesuitry dado polypi mildness. mildness. to ideas … to tried to explain … explain … tried to and accuracy … face … [p. 105] [p. face … . [p. 110] . [p. bundle long … physiologists , writhing and muscles … [p. 112] and muscles … [p. ineffable pontiff for Greater Britain. [p. 110] Britain. [p. Greater for probity fatuous prosaic Elements thews cuttlefish * * * pachydermatous Ira Erastus Davenport and William William Ira Davenport Erastus and is his well-known work of short work is his well-known sto bimetallism art 1768 in in institution founded town in North Yorkshire, England. [p. 95] [p. England. Yorkshire, in North town Spanish painter in the court Spanish painter of King IV Philip containing three kinds of spirit … [p. 95] kinds three of spirit containing … [p. Geoffrey Chaucer; a British author, philosopher; Chaucer; British a Geoffrey author, “The Absence of Mr. Glass” & “The Man in the…” & Glass” “The of Mr. Absence known as Euclid of Alexandria; a Greek mathemati known a Greek of Alexandria; as Euclid Canterbury Tales Chesterton remarks in “The Hammer of God” that “no “no that “The of God” Hammer Chesterton in remarks do What Secularist.” the good as is such a legalist man agree? Do think he means? you you that “The of God” Hammer claims in Brown Father Why? (92). be dangerous may prayers mountaintop this? experienced you him? Have with agree Do you out think of the do you what “The Hammer of God,” In served Is justice come? all sides? on tantalus 4 Day Then he turned his own rather rather he turned his own Then shook his head with Brown Father 106] [p. the project of … to 122] [p. 8. 9. 10. 11. Vocabulary of a blue-green monotony … something of the 95] [p. A of English and foreign show … could a black and was umbrella The 96] [p. or like crakens … monsters 104] [p. [p. 107] [p. Academy: Royal 110] [p. London. Velázquez: 110] [p. during the 1600s. Euclid: the textbook cian who wrote … and of more than theatrical … and of more was … the British officer, 113] [p. into paralyzed was … the Press 118] [p. proud that … sharplywhenever 122] [p. the plain facts and tell without any or no, … yes Scarborough: Chaucer: the 95] [p. ries. Brothers: Davenport Henry 1800s. Davenport; in the late American magicians - - The The -

French for king for of the thugs or ruffians. French known as Nelson’s Column; a monument a monument Column; known as Nelson’s Queen of Great Britain and and Ireland Queen of Great

 Protestant church; follows Calvinistic Calvinistic follows church; Protestant the day of Pentecost; the beginning of of the beginning of Pentecost; the day Assyrian king who attempted to lay siege lay king to Assyrian who attempted Queen of Great Britain during and Ireland Queen of Great also called Whit Week; the week celebrating celebrating the week Week; Whit called also scarves worn wrapped around a hat. [p. 62] [p. hat. a scarves around wrapped worn also called the “bloods”; a gang of young of young a gang “bloods”; also called the men who attempt to force themselves on themselves force to men who attempt member of a group of Protestants which began of Protestants member of a group Greek god of music and prophecy; Greek usually de referring to Gothic architecture which was used which was Gothic architecture to referring a liturgical headdress worn by bishops and bishops by worn headdress a liturgical cleric of a parish. [p. 80] clericparish. of a [p. . [p. 64] . [p. Publius Vergilius Maro; a Latin poet who wrote who wrote poet a Latin Maro; Vergilius Publius one possessing enormous size and strength. [p. 91] [p. and strength. one possessing enormous size Muslim or Hindu holy man who is committed to Muslim to or Hindu is committed holy man who Classical Literature Guide | Classical | Student Two 1 | Section Week What does “The Wrong Shape” proclaim about proclaim Shape” Wrong “The does What humanity? | 4 7. Titan: Read Discuss After You To on Jerusalem; he mocked God and King Hezekiah of Ju army; see 2 Chronicles Sennacherib’s dah; God destroyed 89] 32. [p. Apollo: 84] man. [p. picted a handsome young as Sennacherib: Nelson Column: Nelson Trafal in Nelson; located Horatio Admiral commemorating 83] [p. in London. gar Square in England; strongly believed in the supreme authority supreme in the of believed in England; strongly 80] [p. human affairs. God regarding European styles of architecture used in cathedrals and used in cathedrals styles of architecture European 80] [p. churches. Puritan: Gothic: is not period;during Gothic medieval the architecture of the any but represents Goths, the European to related Presbyterian: 80] doctrine. [p. Queen Victoria: 79] 1901. [p. 1837 to of India from Empress curate: Mashers: 79] [p. women. after dark. [p. 79] after dark. [p. Queen Anne: 79] [p. the early century. 18th [p. 72] [p. Mohocks: in London men and women who attacked gentlemen fakir: 68] [p. make his living. or begs to work Roi des Apaches: Virgil: Aeneid Whitsuntide. [p. 62] [p. Whitsuntide. mitres: 63] [p. abbotts. [p. 62] [p. Sunday: Whit puggarees: Whitsuntide: Spirit of the Holy on the Apostles. the coming Pentecost, ©2020 by Sonlight Curriculum, Ltd. All rights reserved. [p. 146] … hasbeenfeared more for a [p. 142] … themore saturnine because his tight grey… invery sleeves and … witha [p. 141] The openingwas asoundpiece ofslashing … withthree … [p. 126] … willrecall the [p. 126] … a Vocabulary 13. 12. To You After Discuss Read St. Augustine. [p. 119] Church ofEngland;thefirstArchbishop was ofCanterbury Archbishop ofCanterbury: dom; thechiefadvisorto themonarchy. [p. 119] Prime Minister: River Thames. [p. 115] The Strand: [p. 115] Charing Cross: reign [p. ofNapoleonBonaparte. 113] campaign: Napoleonic the larger population. [p. 113] wrong dependingontheeffect ofhappinessorpainon Hedonists: Titania: Oberon: OberonKing oftheFairies andhiswife, Titania. [p. 111] ment ofLysander, and andHel-ena; Demetrius, Hermia, of Athens andtheAmazonianlove Hippolyta; entangle edy aboutawedding celebration between Duke Theseus Midsummer Night’s Dream and theNapoleonic Wars. [p. 111] his accomplishments intheFrench Revolutionary Wars Britain’sthe late 18thcentury; mostfamousnaval hero for Nelson: Day 5 vociferated “The Man inthePassage”? Man “The What might beChesterton’s for purpose writing Brown’s? How doDr. Hood’s methodsdiffer from Father cadaverous “The Mistake oftheMachine” Mistake “The & Purple “The Wig” estranged wife ofOberon. [p. 111] Viscount Horatio admiral Nelson;aBritish during king oftheFairies. king [p. 111] rubicund peoplewhobelieve isright or that anact famousLondon road whichrunsalongthe  ineradicable thestranger, thetable, but …[p. striking 136]

district in the City of intheCity district Westminster, London. headofgovernment intheUnited King Perambulator , careful-spoken Yankee philosopher … , even oneofthewars fought the during apoplectic mistakesinhismind …[p. 139] : Shakespearean romantic com leadingclergyman ofthe  warlock Parade Dinner, inwhich …

pantaloons lantern

visage thaneven for a … jaws were … invective … [p. 142] … [p. 142]

… - Classical Literature |Student Guide |Section Two | - - God’s creation you’re feeling thankful for! stanzas. Consider thestars, of theocean, orany other part ing afew stanzas ofyour own insimple, rhyming 4-line you’re notallofthem.If certainly feeling add inspired, try the poemaloud. unstressed syllables. Try clappingto the “beat” asyou read B, B, A). common rhyme patterns are A,B, A,BorB, C,BorA, rhyming soundisgiven anewletter ofthealphabet— Try to identify therhyming pattern (remember, each new rhyme andmeter. Look at of4-linestanzas. thestructure guttersnipe: cicatrice: insulted him.[p.donkey whenMidas 147] whatever hetouched; his earsto Apollo turned thoseofa was granted hiswishto have to to turn gold theability King Midas: Wars. [p. 140] Cavaliers: James I: UK Conservative Party. [p. 139] Tory: larrikins: blood throughout thebody. [p. 125] system ofthecirculatory detailed description pumping Harvey: police, to obtaininformation oraconfession. [p. 125] Third Degree: ownMy mother’s familyhada 16. 15. 14. To You After Discuss Read pettifogger: A Child’s Anthology of Poetry of Anthology Child’s A Day Day 2 1 This poemlistsmany elements ofGod’s creation, but consider themeter,Next, establishedby stressed and “Hiding” isafun,simplepoemwithwhichto practice Who is the Unknown God,Who inFather istheUnknown Brown’s opinion? articles? Why doesFrancis Finn propose of hisnewseries those suchasliedetectors? What isFather Brown’s viewofmachines, especially memberofthe Tory party, whichisthepresent-day “The Creation”“The p. 5 “Hiding” p. 3 William Harvey; a medical doctor; offered amedicaldoctor; a William Harvey; King ofEngland, King Ireland, andScotland. [p. 139] hoodlums;rowdy persons. [p. 138] scartissue. [p. 150] Royalist supporters during theEnglishCivil during Royalist supporters  inGreek mythology, who ofPhrygia king personbelonging to thelowest class. [p. 150] petty lawyer. petty [p. 150]

longandharshquestioning, especiallyby * banshee 

… [p. 148] Week 1 |

 - 5

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - . Focus on the plot of the plot on . Focus The Best of Father Brown Best of Father The author heightens the suspense by just having Father Father just having the suspense by author heightens questions plainly. the doctor’s answer Brown I found the author made the climax especially exciting climax especially exciting the author made the I found While about it. so nonchalant Brown makingby Father everyone (including myself) the by perplexed was “There was never calmly, stated Brown Father murder, (24) I think he knows man in the garden.” strange any he out the mystery figured haven’t the listeners that The blurt out his solution. but he doesn’t has solved, Response Paper (analyzing plot) Response Paper Response Paper (analyzing plot) Response Paper I think It me to seems I felt I realize understand I now opinion In my • • • • • • By the end of today, you should have finished your first finished your should have you By the end of today, It probably makes the most sense to work chronologi work It makes the most sense to probably include to free Feel paper today. drafting your Continue This week, you’ll write a response paper about one of one of about paper a response write week, you’ll This the plot go back to writing is to your begin to One way response on writing your work the next days, two For 3 2 Day Day draft of the response paper. draft of the response following in your response paper: response in your following likely though you’ll the story analysis, cally through in your ideas as well some over-arching have the story noting the page from direct quotes as examples, would that of what an example number after each. Here’s look like: the stories in the stories What the main conflict? think was do you What the story. like do you What be the climax? to consider do you point find a to Try change? you would What plot? about the writing and G.K. analyzing between balance Chesterton’s writing Avoid story. about the thoughts own sharing your a summary of the story. line in the LiteraryThree Overview Analysis Section of your out a plot line sketch of paper, piece On a large resources. Include the main all analyze. chosen to the storyfor you’ve occur to climax does not have The of a narrative. elements exactly appears in the it in the middle or exactly where about each element. Jot notes resources. in your diagram section? the plot in each the author develop does How a reader? as feel did you of it? How think do you What writing and guide your to plot line notes your Use paper. craft with your of the author’s blend analysis to remember like the use phrases might means you That response. own - - - -

includes some plot twists and Response Paper (analyzing plot) Response Paper “A Visit From Mr. Fox” p. 10 p. Fox” Mr. From Visit “A “Song for a Young…” p. 8; “Song for the Sun…” p. 9 p. the Sun…” “Song for 8; p. Young…” a “Song for “Life Doesn’t Frighten Me” p. 6 p. Me” Frighten Doesn’t “Life Maya Angelou (b. 1928), American poet 1928), American (b. Angelou Maya Classical Literature Guide | Classical | Student Two 1 | Section Week To begin with, we’ll analyze your reading this week. reading your analyze with, we’ll begin To We call all writing assignments “Creative Expression.” The Expression.” “Creative call all writing assignments We Can you almost hear the music in your head as you read read head as you almost hear the music in your you Can In “Song for the Sun That Disappeared behind the Disappeared That the Sun “Song for In Both of today’s poems use non-literal language to con language to poems use non-literal Both of today’s “Life Doesn’t Frighten Me” is a good introduction to her to good introduction is a Me” Frighten Doesn’t “Life Maya Angelou is a highly acclaimed poet, but her ac but her poet, is a highly acclaimed Angelou Maya

1 5 4 3 Day Day Day Day | Creative ExpressionCreative dd 6 process? Have you picked up on any clues yourself as you as you clues yourself picked up on any you Have process? the from away attention your draw details What read? true culprit? The Best of Father Brown BestThe of Father thought Brown’s Father follow able to you surprises! Are several days. Plan to have the Creative Expression assignment Expression the Creative have to Plan days. several an optional writing as provide 5, we Day 4. (On due on Day is a fun, one-dayThis ties in to that writing exercise signment. extra practice.) for the main writing assignment creative writing assignments. You should work on writing work should You writing assignments. creative in full most assignments present the week, so we throughout over steps them in on work to guidance include 1, but Day on writing tasks, styles, and skills. For example, you will encoun you example, and skills. styles, For writing tasks, informal essays, practice (formal composition traditional ter and fun book reports, analysis, poetry, research, letters), actual assignments, however, encompass a wide variety encompass of however, actual assignments, this poem. If you can manage to compose one stanza, it compose can manage to this poem. If you them all! for will work “A Visit from Mr. Fox”? In addition to the meter and rhyme, and rhyme, In the meter addition to Fox”? Mr. from Visit “A If you the end of lines. to “O!” this poem adds a musical try an instrument, play up with a simple tune for coming Rainclouds,” the author describes God as having a rainbow the author describes a rainbow God as having Rainclouds,” descriptions these in His Are and collecting hand stars. they help us picture do God? How literal? literally trying If the edge of the world? then literally not, reach to does it represent? what vey a deeper meaning. Consider the author’s message in the author’s Consider meaning. a deeper vey Is the speaker Puberty Ceremony”. Girl’s Young a “Song for Timeline and Map Points Timeline style and message. If you enjoy this poem, seek out more this poem, seek out more enjoy Ifstyle you and message. author! this prolific by complishments don’t end there. In her lifetime, Angelou Angelou In lifetime, her there. end don’t complishments and playwright, director, as an essayist, success found Martin Jr. King, Luther activist civil rights even under Dr. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. in your writing. out for homophoneslikeits/it’s any tricky oraffect/effect spelling, capitalization, andgrammar. punctuation, Watch make sure itlooksgood. Editing involves to corrections Father Brown understand this, even withouthaving read you includeenoughdetailorexamples? Could areader about how you organized anddeveloped mainpoints. Did your papersoundbetter. As you reread your think work, revising—adding, deleting, orrearranging ideasto make improve your writing. You might needto spendtimeon Mechanics Language Development Organization Content AnalysisLiterary Rubric Day 4 Today, lookover your response paperandfindways to Response PaperResponse (analyzingplot) ? Once your papersoundsgood, it’s timeto grammar withfew/no errors. command ofconventions and Demonstrates proficient specific vocabulary. sophisticated languageand Uses ofthetext. sections and concepts. Linksmajor the relationship amongideas phrases, andclausesto show Uses various, relevant words, information provided. the effectively supports Concluding statement quotations, andexamples. definitions,of facts, details, avariety Includes thinking. topic anddemonstrates critical information develops the Relevant, well-chosen categories orsections. information into logical and organization that groups has aneffective structure identifies thetopic. The text Clear, interesting introduction Level 5 The of Best hinder comprehension. occasional errors that donot conventions andgrammar with appropriate command of Demonstrates grade- language andvocabulary. ideas clearly. Uses appropriate Words, phrases, andclauseslink statement. aconcluding Includes demonstrate understanding. to develop thetopic and ofinformationUses avariety logically. Overall, isorganized thetext Introduces thetopic. Classical Literature |Student Guide |Section Two | we 9. suggestBook that matches withyour student’s grade level. For thislevel, a schedulefor you. We recommend choosingthebook 3000 the piece that you inonesitting. canwrite (afirstdraft) great detective whosolves themystery. This shouldbea esting details. Perhaps you canpositionyourself asthe cluesthroughout your writing,Sprinkle alongwithinter Chesterton. ofG.K. itinthestyle writing better) and try ofcookies. package Think ofamystery (thesmallerthe ily couldn’t figure outwhat happenedto thebrand new Maybe your father couldn’t findhiscarkeys, oryour fam Wordly Wise 3000 Wordly Wise Day 5 If you’dIf practice, likemore we vocabulary recommend Have you ever solved amystery, nomatter how small? Level 3 Wordly Wise series followseries thesameformat andwe have included Optional: Mystery Narrative Optional: Mystery

program. 4-12ofthe Books n that hindercomprehension. grammar withfrequent errors command ofconventions and Demonstrates alackof and vocabulary. inappropriate useoflanguage incorrectly. Inaccurate or and phrases orusesthem wordsLacks theuseoflinking statement isillogical ormissing. information. Concluding thetopic orinaccuratesupport Little ornoinformation to or structure. Little evidence oforganization No clearstatement ofatopic. Level 1 Wordly Wise Week 1 | - - 7

©2020 by Sonlight Curriculum, Ltd. All rights reserved. [p. 160] Holy Grail: President oftheUnited States. [p. 157] Hickory: Old Whitechapel, London in1888.[p. 154] Jack theRipper: to give to thepoor. [p. 154] Robin Hood: ‘He’s a … to continue hiscurious … hewas the Vocabulary Literature /LanguageArts Level 230 The of Best Father Brown (for 4–12) books Wordly Wise 3000 Optional: 2 Analogies Optional: Creative Expression Language Arts of Poetry A Child’s Anthology ofFatherThe Best Brown Literature Date: Day 6

mystagogue “The Arrow ofHeaven”“The

mythical cup usedby Jesusat theLastSupper. nickname for Andrew nickname Jackson,theseventh legendary folk hero whostole legendary from the rich inscrutable unidentified serial killer whoterrorized unidentified killer serial

,’ saidFather Brown … [p. 167] American. [p. American. 154] peregrinations What Was He (narrative,Thinking? point-of-view) * “Monday’s Childis Fair ofFace” p. 13 all for me?” p. 12; “Do you“Do carrot “The Arrow of “The Lesson 1D Heaven” Day 6 Day . [p. 164] “The Oracle ofthe “The p. 14; “I ShallNot Pass ThisWay “Mr. Nobody” Again” p. 15 pp. 1–3 Day 7 Day Dog” Other Notes Week 2 Classical Literature |Student Guide |Section Two |

poignard: of England. [p. 167] Age oflarge standingstones located part inthesouthern Stonehenge: [p. 167] Isis: being charged [p. asaChristian. 166] tiedto atree army; andshotwitharrowsthe Roman after St. Sebastian: in pieces; references found 15:8–33.[p. in1Samuel 165] order ordered Samuel ofGod; andcut that Agag bekilled Agag: body would beeaten by dogs;see1Kings. [p. 165] Elijahprophesied thathad theprophets her killed; ofGod Ahab away ofKing from andtoward God the heart Baal; Jezebel: up to thenines: tan, New York City. [p. 162] Central Park: N “The Doom ofthe Doom “The Egyptian mother goddess of fertility andmagic. Egyptian mothergoddessoffertility

Mother” p. 16 “Somebody’s Darnaways” Note to orDad Mom Amalekite king whoselife spared Saul king againstthe Amalekite Lesson 1E pp. 4–5 Day 8 Day Queen ofIsrael Queen intheOld Testament; turned French for dagger. [p. 169] monument from theNeolithicandBronze large, located landscapedpark inManhat from awealthy in familyandserved Roman dressed highlyelaborately. [p. 165] “The Mirror ofthe Mirror “The

Kilkenny” p. 18; “The Cowboy’s“The Lament” p. 19 “The Cats of “The  Magistrate” pp. 6–7

Day 9 Day Map PointMap Date: ______to ______

d p. 20; “Pachycepha p.

the Flying Fish” & “The Vampireof “The Sportsmanship” Timeline Suggestion losaurus” p. 21 “The Song of Song “The the Village” Lesson 2A Interview Optional: Days 6–10 Day 10 Day “Good Week 2 | p. 8 p.

 * * * adamantine

 romantic poem written by England’s Lord Lord England’s by written poem romantic he was looking for … [p. 231] looking [p. he was for … a prophetess, especially a priestess of Apollo of Apollo especially a priestess a prophetess, mostly known as Bolshevik; of a a member son of Henry VII; reigned from 1509 until 1547; until 1509 from VII; reigned son of Henry King Henry VII of England from 1485–1509; the 1485–1509; from VII of England King Henry in Greek myth, a king of Thebes who inadver Thebes a king myth, of in Greek Hans Holbein the Elder, Ambrosius Holbein, and Holbein, Ambrosius the Elder, Hans Holbein epithet “The Mirror of the Magistrate” a merman; a man with a fish the upper body of first son of Adam and Eve who murdered his brother his brother who murdered and Eve first son of Adam Father Brown also says in frustration, “You talk about “You in frustration, also says Brown Father have you don’t Why a jurya man having of his peers. think about this do you What (231) a jury of poets?” justice this increase Would is a peer? Who statement? it? or decrease What do you think of the motive for the murder in this the murder for think of the motive do you What or story? and realistic think it is compelling Do you and fantastic? weak of poet Osric Orm, ex in his defense Brown, Father two for in a garden easily remain Orm could plains why hours, Why? unoccupied. Chesterton creates a unique atmosphere in “The Doom in a unique atmosphere Chesterton creates dwelling. Describe the Darnaway of the Darnaways.” 9 Day 8. 6. Vocabulary whim of diabolical some weird by As His be of a seemed to opinions with … asked Sir Arthur, … what Bolshevist: Russian who seized Lenin Vladimir led by political group 226] Nicholas II in 1917. [p. Tzar from power Cain: 229] [p. Abel. Read Discuss After You To 7. Lady Shallot: of 198] [p. Tennyson. Alfred Holbein: sons who two and his a father Younger; the Hans Holbein 199] [p. during period. Renaissance the painted Henry VII: 200] [p. Tudor. first king of the House of Henry VIII: the from married six times and broke having known for 200] [p. of England. the Church and formed Church Catholic Oedipus: 202] [p. married his mother aftertently killing his father. pythoness: 202] Delphi.at [p. triton: 212] tail.[p. Read Discuss After You To 5. - - -

 sin … [p. 206] sin … [p. venial

 , disappeared … [p. 185] [p. , disappeared … about the young man’s … man’s … about the young * * * * * * in his boisterous freshness … freshness … in his boisterous fey

 quadruped the war between the House of Lancast between the war bucolic see biblical reference in Psalm 22:12–16. in Psalm see biblical reference the wealthy part of Monaco. [p. 186] [p. part the wealthy of Monaco. and the Francis of Assisi; born Giovanni Bernardone; Cath Bernardone; born Giovanni of Assisi; Francis soldier who travels on horse, as in the cavalry, as in the cavalry, on horse, soldier who travels giant with one eye in the middle of his forehead. in the middle of his forehead. one eye with giant Egyptian god of the underworld; Egyptian as he appeared “The Doom of the Darnaways” “The of the Dog” Oracle English architecture of the period of 1485–1603 English architecture biped also spelled Pakhet, Pachet, Pekhet, and Phastet; and Phastet; Pekhet, Pachet, also spelled Pakhet, Classical Literature Guide | Classical | Student Two 2 | Section Week motionless for a moment, looking up steadily at Father looking Father a moment, at up steadily motionless for (194) contradict Francis,” St at looked as the wolf Brown position? Brown’s Father Does the last sentence of the story, “But he had to call “But he had to of the story, Does sentence the last behind quite the dog had remained for the dog twice, Can you think of any real-life examples? Is there any any Is there examples? real-life think of any you Can biblical support this view? for think about animals? Brown does Father What the Dog” that “[t]hose who are quick in talking quick in not “[t]hose who are are that the Dog” their bril Sometimes even quick in listening. always agree? (175) Do you liancy a sort produces of stupidity.” The author writes at the beginning of “The of Oracle of the beginning at author writes The What does Father Brown insist upon at the end of “The of the end upon at insist Brown Father does What of Heaven”? Arrow | 8 7 Day Day 10 er and the House of York for the throne of England. [p. 196] [p. of England. the throne for York er and the House of Tudor: 197] [p. Tudor. the House of belonged to when the throne Wars of the Roses: Wars A man isn’t fated to fall into the smallest fall into to fated A man isn’t something … as if he felt 207] [p. … seemed almost 195] [p. Vocabulary 4. 3. To Discuss After You Read Discuss After You To 2. [p. 194] [p. Francis: St. 194] [p. of animals and the environment. saint olic patron Pasht: 194] [p. of a cat. sun goddess who had the head Egyptian Bulls of Bashan: Anubis: 194] a jackal [p. dog. or Dragoon: 181] [p. as in the infantry. on foot, and fights Carlo: Monte Cyclops: 181] [p. … the Vocabulary To Discuss After You Read Discuss After You To 1. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 10. 9. To You After Discuss Read focus isevangelism. [p. 268] Low Churchman: to sacraments andrituals. [p. 268] emphasizes obedience to anddevotion church authority Churchman:High traditions oftheChurch ofEngland. [p. 268] Anglican: by Hamlet. [p. andwas killed Laertes 261] Polonius: avenge hisfather’s murder by Hamlet’s father. [p. 261] whodesired to inorderof Norway attack Denmark to Fortinbras: flesh. [p. 261] Antonio to reimburse theloanwithapoundofAntonio’s Venice Shylock: one ofShylock’s from Jewishfriends Venice. [p. 261] Tubal: he wrote 6th Baron; anEnglishpoetinthelate 1700sto 1800s; early Byronic: of Buddhism.[p. 238] teach how to prevail over suffering; founded thereligion AsiaSouth whogave upalife to ofpower andluxury Buddha: [p. 265] … say anything that might seemto [p. 264] … canwipeoutonespotonthe … awhite hat tilted uponblack … andyou would withaburstof retort …you would say itwas only Vocabulary 10 Day a fake? How doesFather Brown thevillageparsonis know you alsolose?Do agree?their charity What doesFather Brown claimallpeoplewholose ; a Venetian Jewishmoneylenderwhoexpected character inShakespeare’s character “The Song oftheFlying…” Song “The & “The Vampire of…” reminiscent ofGeorge Gordon NoelByron, the main character inShakespeare’s maincharacter referring to Siddhartha Gautama, aprince in Gautama, referring to Siddhartha Don Juan Don character in character Christian denomination Christian whichfollowed the  character inShakespeare’s character

memberoftheAnglican Church whose memberoftheAnglican Church who . [p. 254] Hamlet * atavism ; thefather ofOpheliaand ambrosial escutcheon A Merchant inVenice palliate .’ [p. 239] taciturnity Hamlet  curls … [p. curls … 254] A Merchant in

murderous … ofPotter’s … ; thePrince .’ [p. 241] ;

Classical Literature |Student Guide |Section Two | 15. Theme 14. Conflict 13. Point-of-view 12. Characters 11. Setting Review the poem. characters, setting, conflict/resolution, andthemein traditional elements ofanarrative. ifyou See canidentify able ofthesheepandgoats 25). (Matthew ofEverybody,the Story Somebody, Anybody, andNobody. time, andword usageandtheirmeaningshave changed. unfamiliar to you. This poemhasbeenaround for along of Face,” lookupany ofthewords inthelastlinethat are youDo care at allfor me?). wordsthis poem,replacing thepunswiththeiractual (e.g., or word play. Take amoment to rewrite a “translation” of A Child’s Anthology of Poetry of Anthology Child’s A Day Day Day 8 7 6 Although itisapoem, “Somebody’s Mother” hasallthe Compare “I ShallNotPass This Way Again” to Jesus’ par youIf enjoy thecleverness of “Mr. Nobody” up looking try To helpyou better appreciate “Monday’s ChildIsFair you“Do carrot allfor me?” isafunpoembasedonpuns, of stories asawhole, what would itbe? youIf hadto come upwithathemefor thecollection FatherBrown? Why? Which presented criminal for themostdifficultconflict What additionalinsights would you to receive? expect person, i.e., from Father Brown’s personalperspective? would youWhich story mostliketo hearinthefirst you themost? Why? thanFatherOther Brown, what fascinated character missing inotherstories? that might havedid thesettingaddto that story been Which story’s settingdid you enjoy most? Why? What “Somebody’s Mother” p. 16 “Mr. Nobody” p. 14; “I ShallNotPass…” p. 15 you“Do carrot…” p. 12; “Monday’s Child…” p. 13 

Week 2 |

- 11

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - , - - how ? why you did. This factualThis did. you what ). Again, keep this factual). Again, informa who , and What Was He Thinking? (narrative, point-of-view) Thinking? (narrative, He Was What What Was He Thinking? (narrative, point-of-view) Thinking? (narrative, He Was What point-of-view) Thinking? (narrative, He Was What where , Feel free to examine the subject’s actions and reason the subject’s examine to free Feel day and go about your Histhank God grace, for Finally, and reread Then, narrative. writing finish your Today, Now that you understand your subject, break out the subject, break your understand you that Now start to want telling by You’ll add other and relevant, interesting if they’re Then, What play. into comes special insight your is where This do How did it. you why subject, the reader tell your As turn time to it’s Now one side of the story. heard We’ve 9 7 8 Day Day Day the tables on your subject. End your paper with an honest subject. End your the tables on your the third to Switch so far. written you’ve critiquewhat of point-of-view and as a disembodied person omniscient think of the honestly you what the reader tell “narrator” Do justified? you justifications your actions. Are subject’s selling? were you buy what Be rather discerning of biblical principles. ing in light Also yourself? give can you advice What than judgmental. les What this process. learned from you’ve what address to been moved you Have subject you? sons did your teach way? change in any humbly! more goal your revise, you When rush this process! Don’t revise. it make sense to Will sound better. work make your is to removing, adding, are revising in main steps The readers? time it’s writing sounds good, your Once and rearranging. making involves Editing editing. it look good by make to punctuation, sentence capitalization, spelling, changes to and other aspects of writing. grammar, structure, ink. It’s time to put quill to parchment and tell “your” story. “your” and tell parchment put quill to to time ink. It’s part of the story but as as brief should be as possible, clear sense a reader the to necessarydetailed as relate to issue. at wrong of the crime or moral know to (think about want might details the reader when on the will focus reader the tion as brief as possible so that the heart get to to want of: we question real any subject? learned have about your Do you you have thinking? you were What "you"did? he did what idea why questions? moral with any wrestle Did you persuade the reader actions? you your Can explain you justified? were you -

What Was He Thinking? (narrative, point-of-view) Thinking? (narrative, He Was What “Good Sportsmanship” p. 20; “Pachycepha…” p. 21 p. “Pachycepha…” 20; p. Sportsmanship” “Good “The Cats of…” p. 18; “The Cowboy’s Lament” p. 19 p. Lament” “The Cowboy’s 18; p. “The of…” Cats Classical Literature Guide | Classical | Student Two 2 | Section Week Your task will be to tell your subject’s story in the first subject’s your tell task will be to Your Next, put yourself in your subject’s shoes. Better yet, get yet, Better shoes. subject’s in your Next, put yourself We want you to try Father Brown’s “religious exercise” exercise” “religious Brown’s try to you want Father We subject. Beyour choose careful, need to you’ll First, Father Brown solved mysteries by answering that very that answering by mysteries solved Brown Father Can you memorize the short poem “Good Sportsman“Good the short memorize you Can poem If you feel inspired, try (or inspired, writinga poetic response If feel you Who is the speaker in “The Cowboy’s Lament”? How “The Cowboy’s the speaker in is Who | 6 9 Day Day Day 10 Creative ExpressionCreative 12 or her story, and jot some ideas. You’ll frame out your nar out your frame You’ll and jot some ideas. or her story, tomorrow. rative beans. This will give you practice in thinking you about point- will give This beans. and the main character’s the author’s both from of-view, start, subject, know choose your get to his To perspectives. Brown did. Brown one actually the person, as if he or she was spilling the inside his head. Imagine yourself as the person. Identify as the person. Identify Imagine yourself inside his head. subject subject. your Become with your just like Father guilty of a moral, but not necessarily criminal, wrong. If wrong. criminal, but not necessarily guilty of a moral, and scan the pick up a local newspaper need help, you in event It find a current stories. should not take long to publicly doing wrong. which a person is caught though: this is not the assignment to pick Jack the Ripper. pick Jack the Ripper. to though: this is not the assignment be a heinous to In subject fact, have your does not even know Itcriminal. who is simply be someone you could for yourself. for a man could really do it. And when I was quite sure that I that sure quite when I was And do it. really a man could I knew of course who myself, exactly like the murderer felt he was.” solved a murder: “I had planned out each of the crimes a murder: solved very out exactly a thing I had thought how carefully … of mind style and in what or state be done, could like that question. His unique technique was to get into the head the head get into to question. His was unique technique he he describes how In words, of the criminal. his own ship”? Imagine how handy it will be to have it ready to to it ready have handy it will be to Imagine how ship”? loss! with a tough when faced teammates with your share words of comfort do you have for someone who has someone for have of comfort do you words wrong”? “done does the change in speaker affect the poem? in speaker affect does the change What cowboy. the young to a non-poetic message) even ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Mechanics Content Fictional Narrative Rubric Yes Yes Partially Partially No No structures effectivelystructures ofsentenceUses avariety attributions of and includesavariety Punctuates dialoguecorrectly andspelling tion, punctuation, Uses grammar, correct capitaliza transition words asappropriate Sequences events logically, using techniques to advance theplot sen details, dialogueandother language, well-cho Uses sensory andnarrationdialogue, action, Develops through characters end with abeginning, middle, and Presents awell-developed story

Classical Literature |Student Guide |Section Two | - - changing narrator impact the way the story istold?changing theway narrator thestory impact them listen to oneanother! withadifferentinterview memberofthefamily. Don’t let ing notes onhisorherresponse. Then, thesame conduct onememberofyour familyabouttheevent,Interview tak the cat to school, thefamilyroad to trip abeachcottage). your family(e.g., thetimeEmmaaccidentally brought story. orcommonThink experience ofashared in story 10 Day Compare thetwo versions ofthestory. How doesthe The istold dependsonwhoistelling way the astory Optional: interview Week 2 |

n 13 -

©2020 by Sonlight Curriculum, Ltd. All rights reserved. 1. Characters whether you would have wanted to live thisera. during England andsurrounding areas. As you read, consider Setting Literature /LanguageArts Level 230 Oliver Twist (for 4–12) books Wordly Wise 3000 Optional: Classical Roots C Vocabulary from Optional: Creative Expression Literature of Poetry A Child’s Anthology Oliver Twist Literature Date: 11 Day Oliver Twist round characters? Who isOliver’s antagonist? many othercharacters. Evaluate each.Are there any face, anddoesnowrong. As you read, you willmeet schooling), hasastrong moral compass, hasanangelic (withno Throughout hespeaksperfectly thebook, nist andtitlecharacter, Oliver Twist, isaflat character. Unlike mostofthebooksyou willread, theprotago

Preface—Chapter III Preface—Chapter

takes place the1830sinLondon, during

Character SketchesCharacter (descriptive writing) “Song Form”“Song p. 22; “The Frog”“The p. 24 Lesson 2;study “It would melt”“It p. 23; old “The & chaps. I–III pond” p. 23; Key Words Lesson 2B Preface Day 11 Day d

Willowby Wood” “The Witch of Witch “The chaps. IV–VI Exercise 2A Day 12 Day p. 25 - Other Notes Classical Literature |Student Guide |Section Two | Week 3

larly well.larly passagesthatmark demonstrate thesethemesparticu comparedcountryside to theevilofcity. As you read, foolishness ofindividualism,andtheidealization ofthe ing poverty, thefailure ofgovernment systems, charity the Theme asheattemptssociety to overcome hislow socialstatus. Oliver’s ofthestory: struggleagainst at theheart conflict to highlight thetrue these obvious onlyserve conflicts Conflict 2. Point-of-view Oliver Twist While there inthestory, isalotofinterpersonal conflict N “The Gingerbread “The for thispoint-of-view? point-of-view. What are theadvantages, inthisbook, Oliver’s istold from thethird story personomniscient

chaps. VII–VIII Note to orDad Mom Exercise 2B Man” p. 27 Lesson 2C Day 13 Day features themes, several includ intertwined

“The BallPoem”“The chaps. IX–XII  Exercise 2C

Day 14 Day Map PointMap p. 28 Date: ______to ______

Timeline Suggestion chaps. XIII–XIV Lessons 1&2 Review forReview Lesson 2D “The Fish”“The Optional: Days 11–15 Tribute Day 15 Day Week 3 | p. 29 d

- 15 - ©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - - - - * * * the only court through which divorce courtonly the divorce which through the use of once-fashionable hair mattress stuffed with rags or wool-refuse. or wool-refuse. with rags stuffed mattress baptized privately and without full rites, full rites, and without privately baptized a poorhouse where able-bodied a poorhouse where poor are staple food, shared with others. [p. 12] [p. with others. shared staple food, a small bowl. [p. 11] [p. a small bowl. of, relating to, supported by, or located in a or located supported by, to, relating of, Latin for ‘each day’. [p. 11] [p. day’. ‘each for Latin : a large copper vessel in a brick or stone structure, structure, in a brick or stone vessel copper a large loose hemp or jute fiber obtained by unravelling unravelling fiber obtained by loose hemp or jute a minor official of a parish with a range of duties, of duties, parish a minor official of a with a range a little door set into a larger gate. [p. 5] [p. gate. a larger a little door set into iron stoves replaced open fireplaces with chim open fireplaces replaced stoves iron a local church community; church a local subdivision a political a widely used tonic, named after its inventor. [p. 7] [p. named after its inventor. a widely used tonic, ground tobacco which is taken by sniffing up the which is taken by tobacco ground The elderly lady in charge of the branch-workhouse elderly lady in charge The she knew of wisdom and experience; “was a woman and she had a very children; accu good for was what What (4) herself.” good for was of what perception rate wise? Does she truly act think? Is she really in do you speak Is the narrator of the children? the best interest is a literary (Satire ing honestly or satirically? device or ridicule to exaggeration, irony, uses humor, that particu stupidity or vices, people’s and criticize expose 3. old ropes; pickingold ropes; a horrible oakum to was job assigned 10] in prison. [p. felons Commons: Doctors’ 11] [p. be gained. could copper: 11] [p. be lit. could under which a fire porringer: per diem commons: stoves: century during the nineteenth probably neys (Gamfield chim fit up a narrow is small enough to Oliver means that 17] clean it). [p. ney or flue to heads: powdered century; declining in the early nineteenth was powder this not only old, are these gentlemen that indicates reference 20] [p. but also old-fashioned. snuff: 22] [p. nose. Read Discuss After You To parish: in boundaries to usually corresponding of a British county, 1] parish. [p. ecclesiastical an original workhouse: 1] [p. labor. to compelled flock mattress: 1] [p. parochial: 4] parish. [p. beadle: century do with super- nineteenth the mostly to but by 5] [p. public order. maintaining vising paupers and wicket: Daffy: half-baptized: the new- that a fear is only taken when there a measure be baptism could a proper die before bornmight child 7] [p. arranged. oakum: ?’ … … . [p. 21] . [p. of rent … of rent … … [p. 11] … [p. of Mr. … [p. 5] [p. of Mr. … stipendiary … [p. 12] … [p. arrears remonstrance obeisance deposited his … deposited in ‘the house’ … ‘the house’ … in encumbered from no leg … [p. 5] no leg … [p. from were to be conveyed … be conveyed … to were temerity and comfortable state … and comfortable state … apparition animal on nothing at … at … animal on nothing on the donkey … [p. 16] on the donkey … [p. assiduously his brains and his … [p. 16] [p. and his … his brains and wild with hunger … … [p. 10] … [p. officiously domiciled of churchwardens … [p. 3] [p. of churchwardens … every morning … [p. 16] every morning … [p. emanated , a voice … [p. 2] [p. , a voice … , for signature and approval … and approval … signature , for were speedily checked by … [p. 5] [p. speedily checked by … were indentures elysium the prophetic gentleman’s … [p. 12] [p. gentleman’s … the prophetic rapacious auspicious voracious cudgelling mercies the greater part 4] of the weekly … the greater [p.

imprecation have been killed in no time. [p. 1] been killed [p. time. in no have if it is.’ [p. 3] [p. if it is.’ made periodical pilgrimages to … [p. 5] [p. made periodical to … pilgrimages estimate of his finances could not … could of his finances estimate ablutions appendage magistrate gruel tender board in the literature of any age or country. [p. 1] [p. or country. age of any literature in the impertinences controverted sanguine indubitably appropriated Classical Literature Guide | Classical | Student Two 3 | Section Week extant | 16 [p. 19] [p. and made his best himself, roused Oliver … Oliver Twist and his Twist … Oliver 19] [p. the … before … and, as to the boy with which it was with which it was the boy as to … and, 17] [p. … he was alternately alternately … he was a fierce … growled [p. 16] [p. … most 16] [p. … affairs were in this … affairs were 16] [p. certain and means of paying … his ways Nobody perform… to his [p. 11] [p. his own alarmed at … somewhat … a brick-and-mortar … in sucking fingers most their last they got so … at … placed a seat for him; and for a seat … placed 6] [p. … a kick which could have … a kick have which could and a delegate, a parochial say, … as I may 6] [p. Besides, the Besides, … unexpectedly startled the by [p. 5] [p. But these … a very and spirited 4] [p. a to affix their signatures … rebelliously [p. 4] [p. … she … left the to then no female was … there … very useful it a little Give Vocabulary … … and ©2020 by Sonlight Curriculum, Ltd. All rights reserved. … Noahattempted to bemore [p. 36] which,likehimself,… pocket-book: was very [p. 34] … withthe [p. 34] … awooden leg, anda … andwithfearful tore … [p. 31] … witnessedthehorrible … wherein sat a … to thecoal-cellar, and … he … whoisat present adeadweight; a [p. 26] … was ingeneral rather given to professional Vocabulary Timeline Points Map and 8. 7. 6. cost and duty. want somemore” remains more forceful thanquestionsof a child, andOliver Twist’s famousstatement, “Please, sir, I Dickens shows how theanswers to thesequestionsaffect but independent laborer andthedependent pauper?” What ought therelative to comfort beofthestruggling those whocannotorwillnotprovide for themselves? “How canprovision bemademostcost-effectively for cost ofthe Poor system. Relief is: The questionsetforth their state, andpeoplewanted to reduce theincreasing 5. 4. d 12 Day

In Dickens’In time, thepoorwere notsupposed to enjoy Can you identify thesatirical passageinChapter III? taxes influence you? Should it? help thepoorcomes outof your pocketintheform of that any thefact Does moneyyou suggestspendingto What changes would you maketo thewelfare system? ver’s time?How dealwiththepoor? doesyour country those incharge improve thePoor system Relief ofOli solution to theproblem above. described How could The firstthree chapters offer anaccusation butnota What doesthissay aboutthoseincharge? (10) Why doesn’t he? Christian” for thepeople that feed andtakecare ofhim. Oliver istold that night heshouldpray every a “like either provoke orprevent adesired change.) inthecontext politics,larly ofcontemporary inorder to Charles Dickens (1812-1870) evinced Chapters IV–VI ignominious solittleemotion …[p. 28] slatternly auguries diurnal denominated 

epithets avidity

girl … [p. 31] ofhisfuture appetite … [p. 31] pensionoftwopence … facetious withwhichOliver of ‘leathers,’ ‘charity,’ … millstone kitchen:’ …‘the [p. 30] still …[p. 43] corpulent  jocosity … [p. 27]

.  . Classical Literature |Student Guide |Section Two | - ‘sickening’). [p. 36] (Bumble isheightening theeffect ofhiscoarser word, and that itwas usedasanemetic(to induce vomiting) Antimonial: school clothing. [p. 34] leathers: yellow smalls: [p. 33] charity-boy: coffin-plates: tions. [p. 30] day-book: drab plush: ofthepoor.port [p. 28] poor’s rates: back ofthebookfor complete explanation). [p. 28] ior asaneconomic andpoliticalanimal(seenotes inthe economy:political 11. 10. 9. To You After Discuss Read [p.prison. 44] hadbecome term forteenth thegeneric century any local Bridewell: boys. [p. 42] muffin-cap: hanging from one’s [p. hat at theback. 42] hat-band: wide sleeves, worn over [p. acassock. 40] surplice: kennel: [p. 36] blacking-bottle: never knew? think he’s sopassionate abouthismotherwhomhe What doyou think of Oliver’s response? Why doyou Noah arouses Oliver’s ire by insultinghisdeadmother. est charity-boy.” (34) What doeshemean? qualities are developed inthe finest lord andthe dirti thesameamiable sometimes is;andhow impartially Dickens remarks “what abeautifulthinghumannature What iswrong withthispicture? healingthesickandbruisedman.” Samaritan Good (27) Yet Mr. Bumblealsoreceived parochial“the seal—the millstone, round asImay theparochial say; throat.” (27) Mr. Bumbleclaimsthat Oliver is “a deadweight; a opendrainage gutter. [p. 38] a loose-fitting, white ecclesiastical gown aloose-fitting, with leather breeches, form adistinctive ofcharity- funeral dress: longbandsofblackcrape orsilk historically specificnamewhichby thenine account bookrecording eachday’s transac undyed clothwithavelvety nap. [p. 29] aflat woollen capworn by charity-school amedicinecontaining antimony, analloy, a pupil at a school supported by charity. apupilat aschoolsupported taxes onproperty, leviedlocallyfor thesup metal name-plates for coffin metalname-plates lids. [p. 32] yellow [p. shorts. 33] smallbottlecontaining acleaningagent. away ofunderstandingman’s behav * 

 Week 3 |

- - - 17 - -

- … [p. 74] … [p. axiom … [p. 86] … [p. staggerings … depredator likenesses , child. [p. 86] [p. , child. at frequent intervals … frequent at discursive custom and * * * chequered fellow … [p. 75] [p. fellow …

process … [p. 89] [p. process …  lubberly go on foot. [p. 68] [p. go on foot. a fogle is a pocket-handkerchief; a fogle fogle- a loud, public outcry. [p. 74] [p. public outcry. a loud, gentlemen’s watches were carried in the were watches gentlemen’s a racket used for hitting a shuttlecock in a hitting a shuttlecock used for a racket hydraulic circumlocutions spicy no dried and requiring pork sausage, tripod stand for a kettle or cooking-pot. [p. 93] a kettle or cooking-pot. [p. tripod for stand culty in inducing Oliver to take upon himself the office take upon himself the office to culty in inducing Oliver but one which practice, a troublesome of respiration, necessary our easy existence.” to has rendered custom nurse Mrs. Bedwin is when Oliver’s example (1) Another on “her spectacles, which lay first and wipes her eyes part afterwards, as if they were and the counterpane, any identify you (84) Can of those features.” parcel other examples? Fagin appreciates capital punishment because dead because dead capital punishment appreciates Fagin opinion of capital is your What him. men cannot betray people hung in Dickens’ many too Were punishment? the and trains who masterminds Fagin, (since day criminals killed few too now? Are goes free)? criminals, not? or why Why phi by although raised Oliver, that Dickens notes with the acquainted “theoretically not was losophers, self-preservationbeautiful axiom that law is the first with the experience own (74) Based on your of nature.” Dickens far off in think? Is do you what thus far, world his tongue-in-cheek remark? example, For detail. his humorous Dickens is famous for diffi “considerable birth, the doctor had after Oliver’s child’s game. [p. 74] [p. game. child’s fogle-hunter: be a nickname a thief or someone appears to hunter for 76] who pickpockets. [p. saveloy: 93] [p. cooking. trivet: Read Discuss After You To 15. 16. 17. … naturally concluded him to be the be to him concluded … naturally beautiful with the acquainted … theoretically 74] [p. … said a great … a series of short naps: 85] [p. get any … or they wouldn’t taking the machine for … invented some … by … various 91] [p. guard-chain: that a chain the clothing by to secured pocket but were 68] [p. oftenwas ornamental. pad the hoof: hue-and-cry: battledore:

… [p. 70] … [p.  associate. associate. capacious … [p. 59] … [p. , too … [p. 70] [p. , too … … [p. 51] … [p. of the elderly … [p. 59] of the elderly … [p. and death-like … [p. 53] [p. and death-like … corporeal juncture of the old kitchen staircase … protégé * * * incorrigible propensity

with great vehemence … [p. 70] [p. vehemence … with great sepulchral  balustrade and swaggering a young gentleman … gentleman … a young and swaggering order from a magistrate to leave an area. an area. leave to a magistrate from order expatiate an affectionate or humorous nickname. [p. 59] nickname. [p. or humorous an affectionate a retail dealer in provisions and supplies; a maker dealer in provisions a retail a district 59] in north [p. London. half-boots. [p. 57] [p. half-boots. a nickname for a halfpenny. [p. 58] [p. a nickname a halfpenny. for Hertfordshire; a market and coaching town on the town a market and coaching Hertfordshire; Chapters IX–XII Chapters Chapters VII–VIII Chapters roystering Classical Literature Guide | Classical | Student Two 3 | Section Week a nickname for one shilling. [p. 58] [p. a nickname one shilling. for think he intends this to have on the reader? on the reader? have this to think he intends Dickens alternately describes Fagin as “the merry old as describes Fagin Dickens alternately whose very Jew, old shrivelled “a and gentleman” by obscured was face villainous-looking and repulsive effect do you What (63) hair.” red a quantity of matted What emotional responses have you had to the past had to you have emotional responses What chapters? several importance of kind words? no emotions—this is, on his readers’ Dickens plays a popular author. he remains one of the reasons doubt, Oliver is particularly affected by Dick’s blessing, “the blessing, is particularlyOliver Dick’s by affected his head.” upon invoked heard had ever Oliver first that about the you tell would Oliver think do you What (54) | Day Day 14 13 18 The Dodger had a vicious The so surprisingly … pockets which were [p. 64] [p. … he would Vocabulary of its the restraint from … freed 14. 13. 12. Islington: Read Discuss After You To and seller of candles and soap and oils and paints. [p. 58] [p. paints. and seller of candles and soap and oils and sobriquet: bob: magpie: chandler’s: Beak’s order: Beak’s 57] [p. Barnet: 56] [p. North Albans. and St. Great Road London between bluchers: [p. 60] [p. … if he found the Dodger … if he found a where … from … as 57] [p. a peculiar pet and … he was Sowerberry this at returned looked … the ground, Vocabulary ©2020 by Sonlight Curriculum, Ltd. All rights reserved. in themid-nineteenth century. [p. 106] trespasser’s was legwhenthespring operated; stillinuse man-trap: theatre). [p. 106] being usedwithincreasing sophistication inpantomime lamp withred glass(Grimwig likensthisto lighting effects pantomime-light: [p. orknee. the ankle 105] leather covering for from thelegextending theinstep to gaiters: [p.teenth century). 105] ofthenine appropriate style to part theearly country cotton cloth(Grimwig’s overall appearance suggestsa nankeen breeches: ken: fence: [p. 106] Here the … andmany other … amostviolent anddeeply-rooted memberoftherespectable Every He thenin [p. 94] … incomplete state withoutasetof [p. 94] … anticipated inamanofhisapparent Vocabulary 19. 18. 15 Day developed that Bedwin’s bearoutMrs. comments? for painters thesedays, what devices modern have we truth to be found inherstatement. Since we rarely sit photography hasnotcome to pass. However, there is Obviously, Bedwin’s Mrs. aboutthefate prediction of that would never succeed; it’s adealtoo honest.” (86) likenessesmightmachine for have taking known get any custom, child. The manwhoinvented the make ladiesoutprettier thantheyare, ortheywouldn’t man nature. comments, Bedwin Mrs. “painters always forDickens isalsoknown hiskeenperception ofhu find eitherfor oragainsthisview? hiscondition?mourn canyou What biblicalsupport was inheaven, would shebeableto seehimand poor boy.” (84) What doyou Oliver’s think?If mother too happy there, to come down to thebedsideofa him, andtheyare Heaven“because isalongway off; Oliver thinksthat hismothermustnotbeableto see asafe housewhere thieves lodgeormeet. [p. 100] thereceiver ofstolen goods. [p. 95] Chapters XIII–XIV anovershoe withaclothtop; clothor aheavy irascible steel jaws whichcould crushapoacher’s or cant terms … [p. 95] oldgentleman gave agreat knock … surgeons advertised themselves surgeons by advertised a encomiums nankeenisayellowish tan-colored * … [p. 98] coterie fetters antipathy  appeared … [p. 96]

decrepitude to garnish … … [p. 97] … -  - Classical Literature |Student Guide |Section Two |

writing short poemsismore challenging long thanwriting short writing ityourself andyou’llsimplistic, buttry seethat sometimes Which onemostappealsto you? How would you eachauthor’s classifyordescribe style? 20. one a “nice girl” opposite. butthevery which, from mostpeople’s perspective, doesnotmake She is, althoughnever specificallystated, aprostitute, nice girl since shehassuchfree andagreeable manners. To You After Discuss Read exploitation ofAfrican slaves. [p. 107] nation dueto the became thelargest sugarexporting Jamaica: through Jesus? the unavoidable, doyou aboutsalvation thinkheknows to consider hisown childhood(andlossofit). the boy losingaballbecomes ametaphorfor thespeaker message. Consider how theconcrete, real illustration of butasecond orthirdsurface, reading reveals adeeper Willowby Wood)? Gingerbread Man”) (“The orerratic (“The Witchdictable of meter pattern. doyouWhich style prefer? andpre Regular that thispoetcan,indeed, follow atraditional rhyme and children’s rhyme. However, Gingerbread Man”“The shows there isaregular meter andrhyme pattern hiddenwithin? do you thinktheauthorchosethisstructure, even though oftherhymesseek outtheregularity (e.g., rut/hut). Why mind follow thelinebreaks laidoutby theauthor, ordoyou Givemeaningful? itatry! choice really matters. Can you write apoemasconcise and ones! With just8or9words to convey amessage, word A Child’s Anthology of Poetry of Anthology Child’s A 11 14 13 12 Day Day Day Day On the surface, BashoMatsuo’sOn thesurface, poemsmight look Today’s present styles. selections avast array ofpoetry When Oliver firstmeetsNancy, hethinkssheisavery Based onthisauthor’s viewoftheirreplaceable and This poemthat might seemlikeonethingonthe thistimewithanotherfun Rowena isback, Bennett As you read “The Witch of Willowby Wood,” doesyour sense of her personality at all? sense ofherpersonality Overall, you Do what have doyou thinkofNancy? a “Song Form”“Song p. 22; would melt”“It p. 23; old…"“The “The Ball Poem”“The p. 28 Gingerbread Man”“The p. 27 of Willowby Witch Wood” “The 25 p. theEnglishconquered theislandin1655;it Week 3 | 19 -

Theo’s father, George, however did know Violet Violet did know however George, father, Theo’s older slightly on the beautiful, has a crush Theo Chris is con heir. is also an Chris, brother, Theo’s in pictures He is seen escorting par her to Westing. marry to wanted Violet It dancing. ties and seems his resembles Theo the senator. than rather George latches Crow reason, this for possibly and, father his After letter. mysterious him a him and gives onto in the stair with Crow encounter nighttime strange all a dream. himself it was convinces Theo well, talks directly with he rarely However, Wexler. Angela a bomb plant he would It that seems unfeasible her. he unless he is upset that gifts, in one of her shower her beau ruin to wants her and somehow date can’t else. anyone for tiful face for help care seems to Theo a wheelchair and fined to Chris who treats brother seems like a great Theo him. object.like a human, not an Character Sketches (descriptive writing) (descriptive Character Sketches Optional: Tribute Character Sketches (descriptive writing) (descriptive Character Sketches Continue writing your character sketches today. Make today. character sketches writing your Continue writing These today. Keep writing character sketches is actuallyA tribute a type is of character sketch—it about include factual information tribute, your write To Well, there you go! That’s one approach to a character to one approach That’s go! you there Well, Day Day Day 14 15 13 sure you balance your reporting your of the facts balance you with your sure and inferences! observations, predictions, thoughts, own Instead of in their first draft stage. can remain pieces keep writ time to use your and editing, heavy revising is not on a beautiful emphasis of this assignment The ing. observationfinished product but on your of and analysis reading. your writ person (always of a real a description and analysis know who of someone you Think light). in a positive ten or coach, pastor, deserves It be a relative, a tribute. could other important life. person in your has the How analysis. own with your the person combined be this person to motivates What you? person influenced so wonderful? the subject Of if will be delighted course, writing or her. with him your share you sketch. Depending on whom you choose, yours might be might yours choose, Depending on whom you sketch. okay is long if one character sketch It’s longer or shorter. analy more have writing might Your and another is short. questions. sis or unanswered - ! ------Oliver Twist Oliver . Even if you don’t knowthe don’t if you . Even . Consider this assignment a blend of character this assignment . Consider Theo has been paired up with his friend Doug in has been paired Theo ter all, he’s only a high-schooler with no foreseeable only a high-schooler with no foreseeable he’s all, ter Westing. Sam murder to motive at the Westing estate, Theo enters into a mysterious a mysterious into enters Theo estate, Westing the at He chess game against an unknown competitor. about chess in with the fit his thoughts tries to later TO the clues HIS N ON He receives game. Westing them out works Theo the bombings, THEE FOR. After and the name an explosive for spell out a formula to and winning in solving the mystery Otis. His interest him. Af from suspicion away draw the game seem to coffee shop in the lobby and sometimes hangs shop in the lobby coffee on Hallow present was Theo with Doug Hoo. around Westing the enter had made a bet to Turtle een when he had manipu that seem, however, Ithome. didn’t situation. that lated seem in though Doug doesn’t Game, Westing the During meetings in much besides running. terested Theo Theodorakis, a high school senior, lives in apart lives senior, a high school Theodorakis, Theo his parents’ at He works Towers. 2D of Sunset ment The Westing Game Westing The Character Sketches (descriptive writing) (descriptive Character Sketches Character Sketches (descriptive writing) (descriptive Character Sketches “The Fish” p. 29 p. “The Fish” Classical Literature Guide | Classical | Student Two 3 | Section Week Elizabeth English poet Bishop (1911-1979), | Need an example to get a feel for a character sketch? a character sketch? for get a feel to Need an example Choose whichever characters you like and start characters you Choose whichever compil A character sketch should include basic facts should include A character sketch about the This week, you’ll create 3–5 character sketches based on 3–5 character sketches create week, you’ll This How do you feel about the last line of the poem? about the feel do you How Have you ever caught a fish? Even if you haven’t, Eliza haven’t, if you a fish? Even caught ever you Have

Day Day Day 12 11 15 Creative ExpressionCreative dd 20 book— should the assignment an idea of what get you’ll story, look like. You got it—but don’t think we’re going to write your as your write going to think we’re don’t got it—but You based on a character from you for signment a different from of a character sketch an example Here’s ing notes. Depending on how much you write and how and how write you much Depending on how ing notes. 3–5 characters. for sketches create might you long it takes, head of the characters and include your own analysis. analysis. own head of the characters your and include actions? Do the character’s this character’s motivates What like the character? Do you actions reflect his or her words? character, based on what the author shares in the text. the author shares based on what character, get inside the they should also dig deeper to However, Oliver Twist Oliver writing. and descriptive analysis Timeline and Map Points Timeline beth Bishop’s poem will make you feel like you have. Her have. like you feel poem will make you beth Bishop’s like feel you excitement—do such detail and convey words know the fish? you the fisherman? Or that become you’ve ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Language Development Organization Content Character Sketch Rubric Information isgrouped logically. vocabulary. language andspecific ideas clearly. Uses sophisticated phrases, andclausesto link Uses various, relevant words, ofthecharacter.aspects thoughtful analysis. Explores all thorough and descriptions thetopic.describe Includes Sufficient precise detailsto information. incorporated withfactual Personal analysis isskillfully Level 5 language andvocabulary. link ideas. Uses appropriate Words, phrases, andclauses ofthecharacter.aspects themostimportant Includes andanalysis.descriptions with thetopic. surface Some demonstrate Details familiarity presented. or may relate notclearly to facts logically. Personal analysis may Overall, isorganized thetext Classical Literature |Student Guide |Section Two | Level 3 and vocabulary. inappropriate useoflanguage incorrectly. Inaccurate or and phrases orusesthem wordsLacks theuseoflinking ofthecharacter.aspects the topic. Omitsimportant detailsto Insufficient describe presented.facts Personal analysis isunrelated to Little evidence oforganization. Level 1 Week 3 | 21

Section Three Instructor’s Guide Resources Appendix Recommendations 1: Teaching Writing for Teachingto High School Writing Students

Since we know that no two budding writers will grow writing. You could then cement lessons learned in your and develop at the same pace, we have designed the discussion by having them use your edits to write a final writing program in this guide to be flexible. We also draft. Simply give them the time they need to complete understand that parents may feel unprepared to teach each task successfully. Then, pick up with the next assign- writing. Some parents feel like they’re not good writers ment in the guide in whatever week you happen to be in themselves. Other parents may write well, but do not when you’re ready. understand how to communicate what they know in a Now that your students are older, however, we recom- meaningful way to their students. To all these parents, we mend you use this slower-paced method only in the say, “Don’t worry! You can do it.” The following suggestions beginning of the year and will help you know how to use the tools we provide and, if work toward increasing your necessary, how to modify this program to best meet your students’ writing pace as the High School and your students’ needs. year progresses. High School students and college-aged students should apply Allow Students to Write at Their Own Pace need to be able to complete assignments within a pro- time management In the same way that we wouldn’t teach a toddler to vided time-frame, so since we skills to the ride a bike with a 10-speed on a nice steep hill, we don’t expect their ability to express writing process. expect beginning writers to produce polished work on a themselves on paper is now tight schedule either. If you find that the pace we present more developed, they should in this guide is too much for your students, simply allow focus instead on applying time management techniques your students to work through the assignments at their to the writing process so they can complete assignments own pace. both well and on time. Start with our first writing assignment in Week 1. Ask your students to work on it for a set amount of time each The Writing Process day as it fits into your daily schedule. For older students, this could be part of their independent work time, but be Coaching the Writing Process careful not to let it consume all of their time. Of course For their first drafts, ask nothing more of your students we’re happy if they’re enjoying a project and don’t want than to simply put their thoughts on paper. At this stage, to put it down, but don’t hesitate to set a timer so that ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by anything goes. If you’re working with them, resist the urge they can have time to accomplish other work, too. A timer to correct their spelling or revise their sentence structure, might also help when they’re struggling with an assign- and help them do the same—you will have the opportu- ment, so they know that there is an end in sight to their nity to edit later. Build their writing confidence and show writing time. you value their creativity by giving them the freedom to If your students can complete some of the brainstorm- “just write,” and not interrupt their creative flow. Pay more ing activities in the time we suggest, have them do so. But attention to the fact that they’re meeting the require- we’d understand if the creative writing portion takes lon- ments of the assignment: Are they successfully writing ger. Therefore, if your students seem to need more days a fairy tale? A poem? Are they impressing you with their to complete the assignments than outlined in our guide, inventiveness or imagination? If so, applaud them! give it to them. Don’t feel as though you have to move on Have your students write their first drafts on wide-ruled to our next assignment if they’re still working on the last paper, by skipping every other line on notebook paper, one. Writing is a creative process and at this level, please or typed and double-spaced in word processing software let the creative juices flow. so you (and they) will have room to write edits directly on If you’d like to spend a day reviewing your students’ their rough drafts. At review time, sit with your students work with them when they complete an assignment, con- and ask them to read their pieces aloud while you read sider it time well spent. It is during these review sessions them over their shoulders. Watch for misspelled words that you can reinforce any grammar and mechanical skills and other mechanical errors that don’t align with the they might have learned that week by correcting issues way your student reads what he or she wrote. Help them and pointing out things they’ve done well in their own

Classical Literature | Student Guide | Section Three | AppendixSection Four 1: Teaching | Recommendations Writing to High for School Teaching Students Writing | 1 think through the corrections as you go, but more im- with you, the more we hope you’ll both get to cherish this portantly, help them make the words say on paper what work time together as they’re growing more and more they dreamed up in their heads. By now you can expect independent. them to catch some of their own mechanical errors, so When your students were younger, we recommended applaud them when they do. Your inputs at this level will that you review their writing with them each time. Now likely have more to do with content than with mechani- that they are older, even if you work through coaching cal and grammatical correction, but offer assistance with sessions together, we do recommend that you ask your both if needed. Ask questions about what they wrote to students to submit a final paper by a defined time that point out where they need more support, or where they you will formally evaluate. We provide rubrics for you at need to clarify their thoughts. Suggest adding transitions the end of each assignment to make your review process to improve flow, or ask if they can say something more easier, but we hope that by adding a degree of formality succinctly if you notice wordiness. Through your studies to the end of a project now, your students will be bet- with our curriculum, you have both read so many accom- ter prepared for submitting final papers in college. We plished authors, you can trust your ear to tell you when hope you really enjoy your reviews of their work, and the writing is smooth and clean and where it needs improve- chance to marvel at the strong writers they’ve become. ment. For example you might say “You made these two state- How DO I Evaluate Writing Assignments? ments, but didn’t tell me any more about them. Could you add a supporting sentence that helps me better Using Sonlight’s Rubrics understand how they’re connected?” or “This feels a little

We understand that the idea of evaluating your stu- ©2020 by Curriculum, Sonlight Ltd. All rights reserved. choppy here. Can you write a transition sentence that dents’s writing may be just as overwhelming for you as it would help a reader better follow you as you change from was for them to write it. And yes, evaluating writing can one idea to the next?” or “I like the claim you make here. be highly subjective. Therefore, we’ve included evaluation I’m ready to agree with you, but you didn’t provide any checklists or Rubrics for most assignments in your weekly evidence to support it. I think telling me more about your notes that will help you focus your thoughts on the most reasons for this claim would better help me form a clear important skills each assignment addressed. These rubrics opinion.” Practice review skills together that you’d like should help you make the evaluation process more con- them to be able to use on their own . If they’re writing a crete and less subjective. And by the time you get to the narrative, think about the elements they use for literary evaluation stage, you should be very familiar with your analysis. If you see aspects in their narrative that leave students’ work and the skills addressed because you’ve gaps in the reader’s understanding of these elements, ask often coached their progress along the way. Feel free to questions as though you’re an interested reader to help adjust or modify our rubrics at any time if you feel your them revise and correct. For example, “Okay, you said that student worked on skills we didn’t include on our list. this character did this, but I’m not really sure why. Can you explain that a little better? …Okay, how could you work Much of literary critique is subjective, but we under- that information into your piece?’ stand that sometimes its helpful to have a concrete way to If the dialogue between you about your student’s help you focus your critique. A rubric is a simple form that writing gets lengthy, take a break from questions and will help you give point values to certain characteristics of simply quietly mark corrections on their paper while they an assignment read. Remember to use the review session to also show When your students were younger, we suggested you that you value what they place more emphasis on the writing process rather than created, and try to avoid the final result. Now that they are more accomplished nit-picking every little mistake. writers, they shouldn’t need as much of your support to You can make a global sugges- work through the process itself, so now is a good time to tion like “Don’t forget to work start honing their actual writing skill. And the best way to through the spell check when do that is to critique their work. you’re finished.” if you notice As we suggested earlier, lean on your experience as a that your critique is starting to reader to help you catch rough patches in your students’ frustrate your students. If they writing. Help them improve the structure of their writing still enjoy reviewing their papers by asking to see (or think about their piece in light of) an

2Recommendations | Appendix 1: Teaching for Teaching Writing Writing to High School| Section Students Four | Section Three | Student Guide | Classical Literature outline. An outline can also help you check to ensure argu- to determine the number of points that will equal 100%. ments are well-supported, but you can also rely on your After that, simply read through your students’s work, own understanding as a reader. If you’re not convinced thinking about each point on your rubric as you go. Divide by their argument, suggest they provide more support the number of points your students earned by the number or clarification. If a sentence is unclear, suggest they say of points possible to determine a percentage. it differently. Suggest they find ways to combine choppy Now that your students are older, it may help to hand sentences and split or condense long wordy passages. them a copy of your evaluation rubric when they first be- You don’t always have to model how to do each of these gin an assignment. Isn’t it easier to hit the target when you things. Make the suggestion and see if they can make the can see what you should be aiming for? Afford this same correction on their own. It could be they just need fresh opportunity to your students when they work on writing eyes to help them find places in their writing they should assignments. improve. As you review, think about the elements we pres- If you think your students would benefit, you might put ent in the rubric for that assignment so you can give those together an Editing Checklist with them if you’d like to elements a score when you’re finished reading. help structure the editing they accomplish on their own. Draft such a checklist together, Creating your own Rubrics and be sure to include both If you’d like to modify our rubric or create your own for basic content you always want each assignment, please feel free. Please note that the them to check, and common items we chose to emphasize on our sample are just ideas mistakes you know they’re still of things you might want to include on a rubric of your working on. Most importantly, own. As their teacher, only you will know how your stu- use rubrics to help you more dents are writing—where they shine and what they need clearly gauge the areas in which to polish up—so be sure to include both potential chal- . your students could use more lenges and potential successes on rubrics you compose. work and revise your instruction When you create a rubric, first draft a list of all the things accordingly. you hope the assignment will accomplish, or you hope

your child will learn or practice as they complete the as- Additional Resources signment. Sometimes it’s helpful to list skills by category, Over the years, we have noticed that many parents who so you’re sure you’ve thought of everything you want to otherwise feel confident and competent to teach their evaluate. students at home nonetheless experience some anxiety Next, assign a point value for each item, giving more when it comes to teaching them how to write well. Such ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by points to skills you want to weigh more heavily (or see writing-related anxiety often stems from a feeling that as more important). Add up all of the points in the rubric writing is not one of their strengths, combined with the Sample Rubric fact that judging “good” writing is a somewhat-subjective endeavor. While 2+2 will always equal 4, the quality of a Content particular paragraph can often be open for debate. ______5 pts Presented a clean, polished, final Does this describe you? If so, don’t worry—you’re not copy alone. What you feel is perfectly normal. But let us reassure ______5 pts Successfully revised the description you about a couple of things. First, you probably write bet- from Week 1 ter than you think you do. But even if writing is not your ______5 pts Included at least 1 simile strong suit, you don’t have to be an exceptional writer to Mechanics help your students learn to write well. Second, don’t be afraid of the evaluation process. Trust ______5 pts Worked with Mom or Dad to edit your instincts. You know when something just doesn’t this assignment sound right. Be supportive and encouraging and work with ______5 pts Used the dictionary to research the your students to make their assignments better. Never spelling of a word forget that writing is a collaborative process. Even profes- ______÷ 25 pts possible = ______% sional writers rarely get things perfect on the first try. Total pts

Classical Literature | Student Guide | Section Three | AppendixSection Four 1: Teaching | Recommendations Writing to High for School Teaching Students Writing | 3 Lastly, don’t be afraid to show your students that you to the writing process, as well as information on basic still have things to learn, too. We can never really stop writing fundamentals, like constructing sentences and learning, can we? Share with them when you pick up paragraphs, to information on style, grammar, documen- something you hadn’t known before about anything tation and more. You can find more information about you’re learning together, and acknowledge mistakes when how to write a Research Paper from our Research Paper you make them. Let them see you correct mistakes and Packet, also located in Section Three. And, for additional model for your students how you learn from them—you’ll grammar help, check out our various grammar programs be showing them how to be a humble, mature, patient, also available on our website. and teachable student (or teacher!) when you do. You can teach your students to write well. Keep the If you do, however, feel like you could benefit from faith and work together with your students to improve further resources, check out Writers INC. (available on our their writing. You’ll be glad you did! n website, item #RL04). This book contains a complete guide ©2020 by Curriculum, Sonlight Ltd. All rights reserved.

Please read this overview before you begin your feature? Does the character experience character devel- studies. It provides a quick introduction to the main opment, which means the character changes during the literary analysis concepts you’ll use throughout the year: course of the book (hopefully for the better)? Or does the setting, characters, point of view, conflict, and theme. character stay the same? When you use these concepts to analyze the books you Flat characters are encompassed by a single idea or read, you’ll discover a whole new layer of understanding quality—they never genuinely surprise the reader. Flat in them. They will be deeper, richer. characters don’t change—they’re static. You can leave a These brief notes emphasize certain important terms flat character, come back several chapters later, and the and concepts. Our hope is that, once you learn a term or character will need no reintroduction. concept, you will then look for and apply it to all the books At first glance, you might think that an author should you read. avoid flat characters. However, flat characters have their We also hope you will learn to critically evaluate the place. They are convenient for authors, since they never moral tone of the books you read. You probably do this to have to be reintroduced to the reader. They are simple, some extent already, for example, when you ask questions easy-to-remember examples of certain, narrowly-de- such as “Is this action right or wrong? Would God be fined traits. pleased?” We urge you not to neglect this aspect of literary For example, Goliath, the Philistine warrior who defied analysis. You should learn from the books you read, but the armies of Israel (1 Sam. 17), is a good example of a flat, you shouldn’t blindly accept every idea in them. static character. He represents the seemingly insurmount- So go ahead and review these important concepts— able power of the Philistines, whom the Lord delivers into they are powerful ideas. They could forever change the David’s hand when he steps out in faith. quality of your reading experience. Round characters are more complex than flat characters. They genuinely surprise the reader (or at least Setting have the ability to do so). They also experience character development. They change—they’re dynamic. Usually, The setting of a story is the particular time and place in the development of round characters proceeds slowly. which it occurs. Setting is a key element that provides a It happens gradually through the story. We can’t predict backdrop for the events of the story. For example, the set- what the characters will do next. ting of the Gospels is around AD 30 in Israel. For example, David, the shepherd boy who becomes Authors will often use certain aspects of the setting to the most revered king of Israel and the patriarch of the convey information they do not want to state explicitly. Messianic line that leads eventually to Jesus, is a good Instead, they let the details of the setting convey these example of a round, dynamic character. He is complex “understood” elements of the story. For example, if a story and develops gradually. He also surprises the reader at is set in Europe in 1943, the background of World War II several points: when he slays Goliath (1 Sam. 17); when he will come to mind, regardless of what other specific details

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by exhibits grace and mercy toward Saul, despite Saul’s many the author gives. attempts to kill him (1 Sam. 26); and, in a disappointing The times and places in which we live greatly affect way, when he falls into sin with Bathsheba and has her our experiences. The characters in the books we read are husband, Uriah the Hittite, killed (2 Sam. 11). affected by their settings in the same way. As you read, Authors use several methods to increase readers’ under- consider what effect the setting has on the other elements standing of the characters. This is called character exposi- of the story. Ask yourself: Could this story have taken tion. Pay attention to these ways of revealing a character place—or been as interesting—if it had occurred at any as you read. other time or place? The most basic method is, of course, through description. Vivid character descriptions can tell readers much Characters about a character, especially appearance. The author A character is a person in a literary work. The main may also use character sketches, which are brief narra- character is the protagonist, and the main “enemy” of the tives that expand upon a straightforward description by protagonist is the antagonist. As you will soon learn in revealing more about a character’s personality or particu- the “Conflicts” section, a protagonist may have more than lar traits. one antagonist. Moreover, antagonists don’t necessarily Authors may also develop their characters in less explicit have to be other characters: nature, society, and even God ways. For instance, authors may use the actions of the (fate) can serve as antagonists. character, or what the character does, to add to readers’ Literary analysis of characters focuses on a few inter- understanding. As the old saying goes, actions sometimes related traits. What is the essence of the character? Does speak louder than words. And speaking of words, authors the character ever genuinely surprise the reader? Or is the also often use dialogue in the same way. How do the character conveniently summarized by a lone concept or characters speak to one another? What does their speech reveal about them? Classical Literature | Student Guide | Section Three | Appendix 4: Literary Analysis Overview | 41 As you read, think about not only what you know about story better? If so, how? What do I wish I knew that the the characters, but why you know what you know. Is it narrator doesn’t (or can’t!) know? because of description? Character sketches? Their actions? Dialogue? Ask yourself: Which type of character exposition Conflict is most powerful? Which do you prefer? Why? Conflict, the struggle between the protagonist and the antagonist(s), produces tension and compels readers’ Point of View interest (and prevents boredom!). The most basic type You’ve probably heard the old saying, “It’s all a matter of of conflict is classified as person vs. person. This type perspective.” In terms of literary analysis, perspective—or of conflict can be as quick and simple as the showdown point of view—refers to the way in which a story is told. between David and Goliath (1 Sam. 17) or as prolonged And, as you’ll see, perspective can make all the difference! and complicated as the struggle between David and Saul Books have a narrator, a person who tells the story. (1 Sam. 18–31). When the narrator tells events from an “I” perspective—”I Another common conflict is called person vs. soci- ate the fruit”—this is known as the first person point of ety, in which the protagonist struggles against societal view. Another popular point of view is the third person, constructs, such as social mores, the law, or education. For which means that the narrator writes about characters example, Jesus faced this frequently as he dealt with the outside himself: “Eve ate the fruit.” Another possible point religious leaders of his day: They taught the law one way, of view, although quite uncommon, is the second person, and he wanted them to see how foolish their understand- which means that the narrator says “you” instead of “I” ing was. He was not in conflict with Phil the Pharisee or or “he.” Thus, the example sentence would read, “You ate Sam the Sadducee—He was struggling against his cul- the fruit.” ture’s understanding of the law and proper behavior (see In the Bible, you’ll find many examples of both first per- Matt. 15:1–20 for a good example). son and third person perspectives. Genesis, for example, The protagonist’s struggle might also be purely ©2020 by Curriculum, Sonlight Ltd. All rights reserved. was written by Moses from the third person point of view. internal—a person vs. self conflict. The Apostle Paul As narrator, he writes about many characters outside wrote about his experience with this type of conflict: himself. Philippians, on the other hand, was written by “When I want to do good, evil is right there with me. For in Paul from the first person point of view. He writes a very my inner being I delight in God’s law; but I see another law personal letter based on his experience to the members at work in the members of my body, waging war against of the church at Philippi. Read a few chapters from each of the law of my mind and making me a prisoner of the law these books to get a feel for the difference in the perspec- of sin at work within my members” (Rom. 7:21–23). tives used by their authors. In a person vs. nature conflict, nature serves as the Analysis of point of view is more than just identification. antagonist. For example, the disciples faced storms on the Being able to point out and label the correct point of view Sea of Galilee (Matt. 8:23–27) and Noah and his family— is just the first step in the process. Once you’ve identified and two of every animal—overcame the flooding of the the point of view used in a story, think about how it affects Earth with God’s protection (Gen. 6–9). the story. What can the narrator know if the story is told The final type of conflict is person vs. God (or fate). This from this perspective? What can’t he know? type of conflict could be as obvious as Jacob wrestling For example, a first person narrator can know his own with an “angel” (Gen. 32:22–32) or Job angrily demanding thoughts, whatever he observes, whatever he hears. How- from God an explanation for his sufferings (Job 10). Less ever, he cannot know the thoughts of others unless they obvious examples could include a protagonist fighting tell him. He also cannot know the future—he can only against cancer or trying to deal with the death of a spouse. know as much as you or I in real life. Some stories may involve all of these types of conflict. A third person narrator, on the other hand, can have a Take the story of Jonah for example. Throughout his wide variety of viewpoints, all along a spectrum. One end well-known ordeal, Jonah experiences conflict with: the of the spectrum is the camera point of view, in which the will of God as directly revealed to him (person vs. God— narrator, like a camera, records what happens visibly, but Jon. 1:1–3); his shipmates bound for Tarshish (person vs. does not record any of the characters’ thoughts or feelings. person—Jon. 1:13–16); the sea and a great fish (person Somewhere in the middle of the spectrum is a limited vs. nature—Jon. 1:15–17); the societal values (sin) of the omniscient point of view, in which the narrator knows all people of Nineveh (person vs. society—Jon. 3:1–4); and the thoughts and feelings of a single character. The other his own anger at the grace and mercy God showed to the end of the spectrum is the full omniscient point of view, people of Nineveh (person vs. self—Jon. 4:1–3). in which the narrator knows the thoughts and feelings Eventually, each conflict needs to have an outcome—or of all the characters, as well as other information that the resolution—to satisfy the readers and not leave them characters themselves may not know. hanging. Stories with unresolved conflict leave readers As you analyze the point of view of the books you read, with an unpleasant, unfinished feeling. For example, the think about why the author used that perspective. Ask story of Job would be incomplete and unsatisfying with- yourself: Would a different point of view have made the out Job’s repentance and restoration (Job 42).

42 | Appendix 4: Literary Analysis Overview | Section Three | Student Guide | Classical Literature As you read, track the conflicts. Who struggles against Rising action increases the excitement in a plot. The whom (or what)? How would you classify each conflict? rising action is often a natural result of the conflict that oc- Ask yourself: How are the conflicts resolved? Which con- curs in the story. Chapters 4–26 of Matthew’s Gospel detail flict is primary? Are there any conflicts that mask or hide Jesus’ ministry, which led step-by-step to the climactic another conflict? For example, does the protagonist lash events in Jerusalem. out at someone (person vs. person) because of an internal The climax is the high point in the excitement, which issue (person vs. self)? usually comes near the end of the action. An easy way to identify the climax is to look for a turning point, a deci- Theme sion or an action which completely changes the outcome of the story. Remember: Most stories will have numer- The theme of a book is its central idea, the statement ous smaller climaxes leading up to the main climax. In about life that the author wants to express. You may have Matthew’s Gospel, Chapters 27–28 contain the climactic heard the same idea called the “purpose” of the book. It is events of Jesus’ death and resurrection. the sum total of what the various details of the story—its Falling action follows the climax of the story. The falling setting, characters, conflict, etc.—reveal about life. action releases all the tension the reader feels from the Identifying a story’s theme can be tricky—only occa- climax. Everything else is included in the resolution, or sionally does the author explicitly state the theme. More denouement (pronounced “day new MA”). The author commonly, readers must piece together what an author uses the resolution to wrap up all the loose ends of the tells them implicitly, through subtle clues blended into the story. Chapters 20–21 of the Gospel of John recount the story’s elements. post-resurrection events that represent the falling action Thus, unlike other areas of literary analysis, there is and resolution of the Gospels. not always a “right” answer when it comes to identifying To get a better grasp of the plot, you can draw a sketch theme. Instead, there are often several possible answers. of the plot, called a plot line: flat for the exposition, moun- For example, what are possible themes of the Gospels? tain peaks for the rising action (since each specific episode God’s abounding grace and mercy are endless. Mankind or complication has its own climax), the tallest peak for is sinful at heart and needs to repent. God’s forgiveness the climax of the entire story, followed by a swift drop (the and salvation are free to those who will repent and put falling action) to the resolution. See the picture on the next their faith in Jesus. These are all possible themes. If you page for an example of a plot line for the Gospels. n can clearly and convincingly defend your answer, it’s probably “right.” Structure Finally, we want to discuss a few terms related to the literary analysis concept of structure. Although you will not be asked to analyze each book’s structure, you should know these terms and understand their use and impor-

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by tance. The sequence of events in a book is called the plot. A standard plot follows a usual pattern. The first element is exposition: This is where the author lets the reader know what is going on, i.e. explains the background of the story. Chapters 1–3 of the Gospel of Matthew, for example, provide background information about Jesus’ birth, his family’s journey to Egypt, and his baptism by John the Baptist.

44 | Appendix 4: Literary Analysis Overview | Section Three | Student Guide | Classical Literature Appendix 6: Scope and Sequence: Schedule for Topics and Skills

Week Literature Creative Expression 1 The Best of Father Brown (Short Story); A Child’s Anthology of Response Paper (analyzing plot) Poetry (Poetry) Optional: Mystery Narrative

2 The Best of Father Brown (Short Story); A Child’s Anthology of What Was He Thinking? (narrative, point-of-view) Poetry (Poetry) Optional: Interview

3 Oliver Twist (Novel); A Child’s Anthology of Poetry (Poetry) Character Sketches (descriptive writing) Optional: Tribute

4 Oliver Twist (Novel); A Child’s Anthology of Poetry (Poetry) Response Paper (analyzing conflict) Optional: Resolving Conflict

5 Oliver Twist (Novel); A Child’s Anthology of Poetry (Poetry) Read All About It! (newspaper) Optional: Letter to the Editor

6 Oliver Twist (Novel); A Child’s Anthology of Poetry (Poetry) Read All About It! (newspaper) Optional: Free Journaling

7 Till We Have Faces (Myth/Novel); A Child’s Anthology of Poetry A Short Story of Mythical Proportions (narrative elements) (Poetry) Optional: Journal Entry

8 Till We Have Faces (Myth/Novel); A Child’s Anthology of Poetry Response Paper (analyzing character) (Poetry) Optional: Journal Entry

9 Twelfth Night (Comedic Play); A Child’s Anthology of Poetry SAT Practice (analysis essay) (Poetry) Optional: Book Review

10 The Ramsey Scallop (Novel); A Child’s Anthology of Poetry A Good Hook (hooks, narration) (Poetry) Optional: Book Cover

11 The Ramsey Scallop (Novel); Response Paper (analyzing point-of-view) A Child’s Anthology of Poetry (Poetry) Optional: Atonement Essay

12 Pride & Prejudice (Novel); A Child’s Anthology of Poetry (Poetry) What’s Your Opinion? (persuasive essay) Optional: Rebuttal

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 13 Pride & Prejudice (Novel); A Child’s Anthology of Poetry (Poetry) Human Connection (character letter) Optional: Personal Letter

14 Pride & Prejudice (Novel); A Child’s Anthology of Poetry (Poetry) Response Paper (analyzing theme) Optional: Wanted Poster

15 A Solitary Blue (Novel); A Child’s Anthology of Poetry (Poetry) Timed Essay (descriptive writing) Optional: Small Description

16 A Solitary Blue (Novel); A Child’s Anthology of Poetry (Poetry) Memoir (personal narrative) Optional: Co-Author

17 Romeo & Juliet (Tragic Play); A Child’s Anthology of Poetry Response Paper (analyzing genre) (Poetry) Optional: Drama

18 Moon Over Manifest (Novel); A Child’s Anthology of Poetry Travel Guide (expository writing) (Poetry) Optional: Auxiliary Article

19 Moon Over Manifest (Novel); A Child’s Anthology of Poetry Research Project or Radio Broadcast (Poetry) Optional: Short Story

20 “The Hawk and the Dove” (Novel); A Child’s Anthology of Poetry Research Project or Radio Broadcast (Poetry) Optional: Missing Chapter

(continued on the following page)

Classical Literature | Student Guide | Section Three | Appendix 6: Scope and Sequence: Schedule for Topics and Skills | 47 Week Literature Creative Expression 21 “The Hawk and the Dove” (Novel); “The Wounds of God” Research Project or Radio Broadcast (Novel); A Child’s Anthology of Poetry (Poetry) Optional: Top Tens

22 “The Wounds of God” (Novel); Jane Eyre (Novel); A Child’s Research Project or Radio Broadcast Anthology of Poetry (Poetry) Optional: Free Journaling

23 Jane Eyre (Novel); A Child’s Anthology of Poetry (Poetry) Holiday Memory (descriptive writing) Optional: The Best Gift

24 Jane Eyre (Novel); A Child’s Anthology of Poetry (Poetry) How-To (expository writing) Optional: Critique

25 Jane Eyre (Novel); A Child’s Anthology of Poetry (Poetry) Motif Optional: Symbolism

26 Jane Eyre (Novel); A Child’s Anthology of Poetry (Poetry) Compare/Contrast Optional: Persuasive Essay

27 Pilgrim’s Progress (Allegory); A Child’s Anthology of Poetry Allegory (Poetry) Optional: Revise/Rewrite

28 A Parcel of Patterns (Novel); A Child’s Anthology of Poetry Rewriting History (narrative) (Poetry) Optional: Past and Present

30 The Shining Company (Novel); A Child’s Anthology of Poetry What in the Worlds is THAT? (descriptive writing) (Poetry) Optional: Analyze a Quote

31 The Shining Company (Novel); A Child’s Anthology of Poetry SAT Practice, Once Again (analysis essay) (Poetry) Optional: Epitaph

32 What Hearts (Novella); A Child’s Anthology of Poetry (Poetry) Character Sketch Optional: Create a Character

33 Robinson Crusoe (Novel); A Child’s Anthology of Poetry (Poetry) Literary Snapshot Analysis Optional: Diary

34 Robinson Crusoe (Novel); A Child’s Anthology of Poetry (Poetry) Literary Snapshot Analysis Optional: Free Journaling

35 Robinson Crusoe (Novel); A Child’s Anthology of Poetry (Poetry) Forgotten Chapter (narrative writing) Optional: Book Review

36 The Wise Woman (Short Stories); A Child’s Anthology of Poetry Turn Yourself Inside Out (Poetry) Optional: Looking Back

48 | Appendix 6: Scope and Sequence: Schedule for Topics and Skills | Section Three | Student Guide | Classical Literature f'l · an tt\sto E.xp\or\ngJ\men?s: s-6 garten-1 \ As Grades. Kinder

A FREE COPY! SON LIGHT.COM