Literature-Language Arts 130 Parent Guide

LITERATURE / LANGUAGE ARTS INSTRUCTOR’S GUIDE AMERICAN HISTORICAL LITERATURE Level 130

SS Moyie Kaslo, British Columbia

FUN FACT The real-life citizens of Hannibal, MO in ired the character in Tom Sawyer

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CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] 130 Ages 13–15 Grades 8–10

Literature Language Arts

American Historical Literature by the Sonlight Team

The wise in heart are called discerning, and pleasant words promote instruction. Proverbs 16:21 (NIV)

PARENT GUIDE Sonlight Curriculum® 130 “American Historical Literature” Parent Guide, NOTE TO PURCHASER Seventh Edition Sonlight Curriculum, Ltd. is committed to providing the best homeschool Copyright © 2013, and annually 2014–2020 by Sonlight Curriculum, Ltd. resources on the market. This entails regular upgrades to our curriculum and to our Instructor’s Guides. This guide is the 2020 Edition of the Son- All Rights Reserved. light Curriculum® 130 “American Historical Literature” Parent Guide and No part of this publication may be reproduced, stored in a retrieval sys- Notes. If you purchased it from a source other than Sonlight Curriculum, tem, or transmitted in any form or by any means—electronic, mechani- Ltd., you should know that it may not be the latest edition available. cal, 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- tion, Life Skills Check-Off Lists, Field Trip Planning Sheets, and Additional The information, ideas, and suggestions contained herein have been Schedule Pages as necessary for his or her immediate family’s use. developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar “Do to others what you would have them do to you” (Matthew 7:12). as they apply to any particular classroom or homeschooling situation. “The worker is worth his keep” (Matthew 10:10). The Authors and Publisher specifically disclaim any liability, loss, or risk, 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 Sonlight Curriculum, Ltd. 8042 South Grant Way Printed in the United States of America. Littleton, CO 80122-2705 USA For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates. Phone (303) 730-6292 Fax (303) 795-8668 Please notify us of any errors you find not listed on this site. E-mail: [email protected] E-mail corrections to [email protected] and any suggestions you may have to [email protected]. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 1 2 3 Schedule andNotesSchedule Introduction to Introduction Your Instructor’s Guide Instructor’s GuideResources • • • • • • • Table ofContents Appendix 5: “The Ladyorthe Tiger” Appendix 4:LiteraryAnalysisOverview Appendix 3:SAT EssayExamPracticeResources Appendix 7:ScopeandSequence:Schedulefor Appendix 2:Maps Appendix 1: • • • • • Sonlight Curriculum® “American HistoricalLiterature” Further Assistance About ”American HistoricalLiterature" Instructor’s GuideOverview Introduction Teaching WritingtoHighSchoolStudents Table ofContents American Historical Literature Topics andSkills Schedule andNotes

Parent Guide |

Section One

| 3

©2020 by Sonlight Curriculum, Ltd. All rights reserved. “How to Use theSchedule” Guide, withtheexception ofspecialnotes to theparent some books. resource aparticular andwhat weselected truststudents can discussthemmore easilywhenyou dowork together corresponding note onthepagesimmediately following carefully plannedto optimize useofthecurriculum year mirrors thelayout ofthesamecontent inyour Parent and theanswers to thestudyguidequestions. This sepa assignment. Notes labeled “ a special assigned content are located inthepagesthat follow a ready-to-use, 5-Day weekly Schedule, whichhasbeen and more. ofyour ofthestructure Instructor’san overview Guide, Instructor’s GuideOverview ule, andothersuggestionsfor you, takealookat some of egorize thewords we highlight intwo ways. easily gaugehow well your students have understood the ers includingtipsfor gettingorganized, ideasfor adapting in other texts --not just those included in this curriculum. --notjust thoseincludedinthiscurriculum. in othertexts included inthereadings. allofourstudyguides, In we cat ings andothereducational For activities. mapanswer keys, help your students better understandlesscommon words helpful aspossible. We have carefully organized your ma while you eachlookonfrom your own specificguide. text. The corresponding Student Guidewe provide this will gainfrom notes with reading marked it. Other “ tion aboutspecificbooksto helpyou why know we’ve the schedule, includedwiththeother information for that anassignmentthe schedulefor If islisted theweek. with will usewhenyou teach. Your Instructor’s Guideincludes to yourthe curriculum needs, record keepingsuggestions, whenneeded.there to andcanturn thissection the great resources in addressed,topics and skills thetimelinesuggestionsched covered.the subjects For helpreading your schedule, see terials to helpyou andyour students getthemostoutof words are words your students willprobably encounter resources. books you’ll read, followed by notes, assignments, read make your educational experience asstraightforward and pendently, butwe have numbered thequestionssoyou rate Student Guidewillallow your students to work inde ments helpyou honeinonthebasicsofabooksoyou can ficult orchallenging concepts ornotablecontent from What helpfulfeatures canyou from expect your IG? to Parents” tion Four The “To DiscussAfter You Read” questionsandcom This year, mostofthematerials you needto teach the Your IGincludesanentire 36-week scheduleofallthe Section Section Two you ofthisguidecontains themaintoolkit We’ve designed your Instructor’s Sonlight Guide(IG)to We have included “Vocabulary” terms inthenotes to If youIf are newto thisyear, Sonlight pleaselookin N , where you’ll findhelpfulresources for newus note icon ontheschedule, you willfindthe willprovide you withinsights onmore dif Section Three Section Rationale page

just before Week 1. soyou’ll what’s know ” contain informa Vocabulary Note Sec ------American Historical Literature |Parent Guide | Section One | -

- - American literatureAmerican emphasiswithothergripping books Connections CommunityConnections ( Road vocabulary, cultural literacy, andlove oflearning. They’ll subscribe short quotes aloudandseeifyour students cantellshort you such as community ofSonlighter’scommunity provides aplace for you to course educational experience. The literature American you sign up, you’ll receive regular homeschoolencour your students read orhearthemonaregular basis. You your students are reading, willbroaden anddeepentheir your students to definetheterms usingthecluesfound about Sonlight’s specialoffers. agement, news, announcements andbethefirstto know analysis, andcreative yourary students writing—skills answer keys located in also stimulate thinking asyouralso stimulate students encounter thinking inter of theWild We listthesewords within anexcerpt from ofthetext the ule; bothare designed to integrate well withthe100level However,understanding ofthetext. thesewords are gen Further Assistance Further About “American Literature” Historical erally specificto course content, andwe wouldn’t expect esting ideas, characters, andsituations. insights, give words ofencouragement andmore. interact withotherhomeschoolers, seekadvice, offer your included offers you andyour students aviewofhistory in thecontext oftherest ofthestory. Simplyread these writing programwriting liter skills, that develops thinking critical the literature your students willstudy, offering acomplete together! the meaningof treasures willhelpimprove your student’s abilities, writing works shouldknow. that everyone We also round outthe please don’t hesitate to usorvisitourSonlight contact ney withyour assistance, students. we If canbeoffurther need to effectively prepare for college andengageculture. plot assigned locations for eachbook. You willfindMap may usethesewords, formatted in book inwhichtheyare found sothat you may challenge from real-life perspectives. lon, andtheirdefinitionsmore likeaconvenient glossary. The Language Arts portion corresponds closelywith portion The LanguageArts Cultural Literacy We alsorecommend that you visit We enjoy your trustyou homeschooljour willheartily Literature are thefocus andLanguageArts ofthismod Finally, don’t forget to have funasyou at learn home Finally, usingtheblankmapsprovided, students will , They Loved to Laugh A Year Yonder Down to sign upfor ourfree emailnewsletter. When , and The Adventures ofTom Sawyer bold italicized bold terms are words that, ifdefinedwhile Section Three Section , andmuchmore. These literary sonlight.com/connections To aMockingbird Kill , Out oftheDust Out n terms. bold sonlight.com/ oftheParent Guide. followed by aco , Rules ofthe are classic , The Call

). This ------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. pletely changeaculture. shines brighter,cause thelight of God andHecancom Why Be includeabookwithsuchincredible darkness? are to described shareacts theexperiences oftheauthor. with corpses. acts cannibalism,andhorrible killing, These group theSawi ofNewGuinea,engagein inthisbook, Initial Comments Literature /LanguageArts 130 Parent Guide Peace Child Peace (for 4–12) books Wordly Wise 3000 Optional: Alternative Spelling Spelling Creative Expression Language Arts Young People A Treasury for ofPoetry Peace Child Literature Date: Creative Expression: Weekly Overview Day 1 Note to orDad: Mom Assignment Skill shows two sidesofthesameargument : Literary Analysis; Perspective: Literary Chapters 1–2

: Write ornarrative adescription that Please beaware that thepeople Literary Analysis Overview & Analysis Overview Literary Two Perspectives chaps. 1–2 Lesson 1A pp. 9–13 Pretest Day 1 Day 

N American Historical Literature |Parent Guide |Section Two | chaps. 3–4 Day 2 Day Write p. 14 - Other Notes - Week 1 peace bringers, since theycould easilydie. there would bepeace. Butthese children were notperfect exchanged them.As longas theseadopted children lived, would leave, the enemy peopleseachtook achildand tues,” sointheirview, Judaswas thehero. analogy.” The above Sawi valued treachery allother “vir toneed to thepeople, findaconnection a “redemptive go to live inNewGuinea,they amongacannibaltribe Overview continent. American ings onthefirstsettlersNorth this inthebeginning ofthecourse to correspond to read original inhabitants lived. ofAmerica Hence, we include Stone Age existence, probably similarto how someofthe group theRichardsons went to lived aprimitive life, a studies(inthe1960s),people history end ofAmerican But when Don demanded peace,But whenDon orhe(andhisaxes) When Richardson andhiswife Don andgrowing family The power transforms. oftheGospel Prepare to beamazed. Although chronologically thisbooktakesplace nearthe N

Note to orDad Mom N Lesson 1B chap. 5 Day 3 Day

Write p. 15 

 chaps. 6–7 Sentences pp. 16–17

Day 4 Day Map PointMap d

 Date: ______to ______

- -

(dependent rung. rung. nuance the nuance (exceedingly eager (exceedingly (curt; abrupt) (pertaining or to, … (a funeral song or tune, song or tune, (a funeral

of his earthly of his possessions. (harsh; throaty) suspense that formed a formed that suspense precarious terse oratorical (the quintessence or absolute absolute or (the quintessence * * * anticipation anticipation hierarchy shout … existential (expressing sorrow or melancholy; sorrow (expressing (of, pertaining to, or characteristic of the of the pertaining or characteristic to, (of, voracious guttural filtered eastward … eastward filtered of Sawi legends. legends. of Sawi nonplacental mammal, which produces living which produces mammal, nonplacental The book is autobiographical, in that the author in that book is autobiographical, The theme … dirge tough stems of such palms. stems tough elixir the color of this, ranging from pale yellow to an to pale yellow from ranging of this, the color a bacterial infection that creates skin which a bacterial lesions, creates infection that Richardson’s language is some of the richest language descrip Richardson’s Notes: character in the cultural transformation he witnesses. transformation character in the cultural with book is replete The this year. read language you’ll tive ocher sheen a bright to polished “Already passages like the beauty 18): enjoy of (p. handling” of fond years by his vocabulary. or one expressing mourning in commemoration of the dead) mourning in commemoration or one expressing ocher: yellow. or reddish orangish rattan: marsupial: of eggs. instead young yaws: she was died, wife Yae’s itself in time; since usually resolves as well. via some other contagion likely weakened Read Discuss After You To it in New Guinea. However, experiences of his own writes account a chronological of his life, retelling is not an entire it is a subset of autobi happened when. Rather, of what about the author tells in which called a memoir, ography, get little of his wooing, we Thus, a specific part of his life. little of the day-to-day irritationslittle of his children, of be of the read we Rather, culture. ing a missionary in a foreign as occurs that and the transformation of the Sawi, horrors ways, In many brought. of the message Richardson a result is a minor the story, though telling Richardson himself, … completed the main the … completed another) above one persons of ranked or things system (any perfectly… balancing on each uncertain; control; unstable) one’s beyond on circumstances kind… the same of legends … Sawi of the key ingredient of theorycharacteristic of existence) a mighty With with … bulging or avid) each at laughter with … rock subject produced. art of public speaking) It expression, Sawi an old was … the embodiment of anything) of this repetition her incessant by Deeply moved plaintive mournful) Kautap’s - - - words. words. American Historical Literature Historical American (without … (an object re (a dividing wall, (a dividing wall, bold italic vacuously of his nose … to ward off evil spirits ward to septum Knowing understand definitions is critical to fetish Parent Guide | | Parent Two 1 | Section Week Rationale: God has a redemptive analogy waiting in every culture, in every analogy waiting culture, God has a redemptive The conflict would be a character v. God conflict, except God conflict, except be a character v. conflict would The Don the first person, when much of the book in writes Canadian missionary Canadian Don with his wife Richardson, West Papua (formerly Irian Jaya), the western portion Irian the western (formerly of Jaya), Papua West Jesus, the Prince of Peace, is the perfect Peace Child. Child. the perfect is Peace Peace, of the Prince Jesus, His witnessed as they learned Jesus, of the Sawi As | 2 potent spirit or as having magical potency) spirit or as having magical potent Into the pierced membrane) contents; empty) contents; … also as a as being the embodiment with awe or habitation of a garded may also want to look up words in a dictionary look up words to compare also want to may as definitions. offer other sources what gaped … whose sad eyeholes have them guess the meanings of the them have the defini to definitions compare student’s your See how students and your time you time to From provide. tions we by, where applicable, cultural literacy terms that provide literacy provide that cultural terms applicable, where by, known. not be commonly Read but may stories depth to the vocabulary then sections students, aloud with your ing. That’s why we’ve included important vocabulary we’ve why That’s ing. terms common More Guide. Instructor’s in your terms followed first, listed not know may are students your that Vocabulary Vocabulary to show people Himself, to make the people the best, make the people the best, to people Himself, show to of themselves. most full expression in the best way: God comes to a culture to transform it. transform to in the best way: a culture to God comes Theme Conflict he speaks of his own experiences. Other experiences. parts, he speaks of his own though, are the Sawi about what person, when he writes in the third they act. and how think and see, Point of View Point Sawi, though, transform through the book, darkness through from though, transform Sawi, very Don, Although as author, are they light: dynamic. to at God is Himself, think the protagonist we the story, tells Lord. of his work, with Don as a representative about God’s faithfulness and care for all His people, do all His people, for faithfulness and care about God’s startThey off faithful and the novel. not change much in The than dynamic. static more are They faithful. continue Carol, and several cannibal Sawi make up the cast of cannibal Sawi and several Carol, although they learn much Don and Carol, characters. the island of New Guinea, in the early of New Guinea, in the island 1960s. Characters Setting power over the spirits, they put their faith in Christ. they put spirits, the over power ©2020 by Sonlight Curriculum, Ltd. All rights reserved. sympathetic) … the spirits … theforefathers oftheSawi haddeveloped … and Esepterritory … themenofHaenammade Vocabulary Hanai River yourself withthefollowing: FourSection andmapPoints,timeline activities seethenotes found in Timeline Points Map and 8. 7. 6. 5. 4. 3. 2. 1. having to allthebackground describe first. allowing without anauthorto jumpright into theaction, remembersand acharacter apastevent. This isusefulfor device in whichtheevents ofthepresent suddenlycease, wild animals Yae usingstone tools. haskilled, Impressive. to thelarder. eachtooth averaged If ½inch,that’s almost150 lights andrifles, adeerortwo inthewinter isagoodaddition amazing testament to Even hishunting skill. withmodern  Day 2 Use themapsinbook’s introduction to familiarize Note: only God can overcome theculture ofvengeance andtreachery? What istheanswer to Kautap’s beautifuldirge? eating human flesh What was considered amajormilestone ofSawi life? of later betraying him friendswithsomeonethesolepurpose making ery; What was thehighestidealofSawi culture? life hetook brought valuable trade to make goods restitution forthe How did Yao makerestitution withhisenemies? healthy wives What istheSawi idealofmarriage? and to give pauseto anyone whomightintend hostility What ofsaravon? isthepurpose chance to gain prestige their could tribes thetwo fighting; andpossibly unite to fight stopped tribes sagoifthetwo to opened harvest be Why was apeace treaty desirable? down arrows ontheirenemiestheground women andchildren duringbattles, themencan rain easy viewofthesurroundings, offerprotection forthe What are theadvantages ofatreehouse? On p. 23,Richardson usesthe “flashback,” aliterary Yae’s sixfeet ofteeth from hunting wildanimalsisan Papua NewGuinea Chapters 3–4 For onhow to detailedinstructions complete enemies; as founders of the treaty both menhada both enemies; asfoundersofthetreaty . (relation; connection, harmoniousor especially . (a quick, sudden attack) (a quick,

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9. To You After Discuss Read (having real substance) … thesewere implying ausually patronizing descent orsuperiority) from dignity … hewould explain very qualities intended to attract notice) … inamost … Haenamemerging or resound) … (a group moving together) The firstsight ofa (to demand, to claim) … continued to 13. 12. 11. 10. 14. achieved full independence.when thecountry reverberating shots andpills ram: salt;sabun:soap;obat: Western medicine, including knives; korapi: matches; sukurus:razors; rusi:mirrors; ga on p. 44? Can you figure outwhat theSawi words describe What are your thoughts ontheSawi dwellings? one ofhischildren forit How gotten hadHurip hisfinenewaxe? blows withatypical stone axe than forty ax could fella tree infourblows; itwould require more new steel axe andahand-madestone axe? What was thedifference between the inwork ability unsure ofwhatthesupernatural repercussions mightbe despite theobvious material benefits? Why were theSawi apprehensive aboutmeetinga Tuan development the Tuans? How bigwas the cultural gapbetween theSawi and JayaThe from ruledIrian Netherlands 1828to 1971, in material goods were theSawi self-sufficient,although poor myriad stuff; to large be enough butforthe notonlyforthepeople foraWesternerdifficult prospect; to live, thehouseneeds utensils, kitchen etc.? Forsary” aWesterner to move, it’s a many doyou books have? Clothingitems? Toys, “neces Think yourno possessions; about own situation: how their homeandmove onsuggests thattheyhave almost have nomaintenance, thefact thattheyabandon either; tovillage simplymoves fail, whenthedwellings start they als, because whichmakes the themfree (nomortgage!); they must constructed be entirely ofindigenousmateri  ostentatious  tangible

kapaks: axes; parangs: machetes; pisaus: expostulate

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H  unwavering faith: faith: unwavering

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   e is God and Father of all, and goes of all, e is God and Father H highly venomous viper. highly venomous the seat of government, but not the capital, of of the capital, but not government, of the seat an inflammatory disorder of the intestine, an inflammatory of the intestine, disorder inflammation of the liver. inflammation a parasitic and infectious tropical disease, disease, tropical and infectious a parasitic is people into darknessis people into The beginning of today’s reading, again, drops again, drops reading, of today’s beginning The a mosquito-borne disease that involves high a mosquito-borne involves that disease large, fast, highly venomous serpent. highly venomous fast, large, H When the, in many ways rightful, voice of doubt comes of doubt comes voice rightful, ways in many the, When does he realize? Don, what to just as and its inhabitants, and jungle, and Caucasians; with Think about the qualifications of the students at Prairie Prairie at of the students about the qualifications Think faith, self-denial, and an “Unwavering Bible Institute: do these What 69). (p. with God” communion intimate them, too? have mean? Do you behalf on the of and works trust that God is sovereign, quality of life men; self-denial: a lower accepting willingly not indulging in instant might otherwisethan we have, seek with God: prayer, communion intimate gratification; will ing God’s the Netherlands New Guinea changes came to What of the missionaries? as a result their society, to came savagery and superstition, peace doctors and meet the world, them to prepared education new health and brought yaws, eradicated nurses God followed “stone-agers” of the many how Incredibly, in the first decades of evangelism? out of 300,000 me seemed to “it Don describes the call of God thus: Note: Prairie in missions, spent a life considering If you’re and may you follow, “Guided by the peace of God” (p. 75). (p. of God” the peace by “Guided follow, you and may 21. 18. 19. 20. among us with a plan, look Godthat had suddenly come plan come make that use to the people He would ing for 1:9, where echoes Colossians This 86-87). (pp. fruition” to will make known the Lord that the people, for prays Paul your faithful to of His Has Godthe mystery has proven will. too, you, for faithful He prove May family in his guidance? the Hague: the Netherlands. adders: death taipans: malaria: and anemia. shaking flu-like symptoms, chills, fever, dysentery: diarrhea. in severe results that especially of the colon, filariasis: (roundworms). filarial nematodes thread-like caused by hepatitis: Read Discuss After You To the action, descrip into right with the vibrant the reader much more how Think tion of the angular Englishman. “The the elderlyman held onto the startinteresting is than the congregation.” pulpit as he spoke to Keep it in mind. students. Bible Institute still trains - - - - (to (to should

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idealism message. message.  * * * near the source … near the source limpid miasmal streams … streams (the quality of being indolent; or state … mettlesome (restraining force or inhibits certain force actions) (restraining turgid rendezvoused As extremely unpleasant as the details of the extremely unpleasant As Chapters 6–7 Chapters Chapter 5 Chapter bind are, they come up later to serve to pur a larger up later they come bind are, indolence Irian Jaya (Netherlands New Guinea) (Netherlands New Irian Jaya Parent Guide | | Parent Two 1 | Section Week Note: thus, to treat the in-laws with extreme care maintained the in-laws with extreme care treat to thus, think of what do you in marriage; the giving of daughters this philosophy? a wife or child die, the man could get another; the man could should he a wife or child die, perhaps with his parents-in-law, damage a relationship in marriage; their daughters no longer give would parents riageable daughters were highly prized highly were riageable daughters highly more relationship the parents-in-law was Why of spouse or children? that than even valued How did men view their parents-in-law? view their parents-in-law? did men How relationship—mar the most highly honored in-law were had a good encounter with Dutch boat officials in a had a good encounter How did the Lord prepare the Sawi people for the com the for people Sawi the prepare did the Lord How arrival? ing missionaries’ and they bring, would gifts their village for the to a Tuan

4 3 Day Day |  edge, understanding, or cognizance) understanding, edge, … they had for a meeting or assembling) designated his beyond completely … an experience … my … my exertion; avoid a disposition slothful) to having or showing Your Christian doctrine has never Your children. of my … veined with … veined the a fish cleave I watched transparent) … sweltering heat to sustain an to heat … sweltering or mentally weakening) (physically … he epitomized the rugged … he epitomized than as things as they might or should be rather represent they are) Vocabulary Vocabulary Timeline and Map Points Timeline waness Keep reading! pose. 17. To Discuss After You Read Discuss After You To 16. … an extremely Vocabulary Vocabulary Galilee the to … from atmosphere) 15. 4 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 26. 25. To You After Discuss Read the dawn-glow itself. … brought aswelling opusofsoundas forth (an inhabitant;resident) … warbling unalterable) … hisblackeyes pleading (violent andnoisycommotion ordisturbance) … quellinginstantly the tongue … Linguistic changehad Still other canoesjoinedour They hadobviously Vocabulary Timeline Points Map and 24. 23. kingdom. advancing ofHis is exciting feels to Himself thinkthat excited God at the excited alongwithourParent’s contagious joy!” (p. 91).It 22.  d Day 5 India blood. sendsaplaneto distract God them the house andhow intervene? does God aboutashebuildshis What doestheauthorworry and take natural resources go into share thegospel, otherswould gointo exploit enough forthatanymore; even ifthemissionariesdidn’t groupstribal to themselves? age” asheis. Isthisagoodideato justleave primitive Anthropologists recommend we leave the “noble sav would have great prestige amonghisown people dreaded cannibals; Asmat butifhereturned he safely theywouldlittle about; traveling be into theregion of going withthesestrange very foreigners thatheknew missionaries’ invitation? What were theimplications to Hadiofaccepting the long time in control even hadpower though Satan there fora herecognizedof alarge ofSawi, was population thatGod for awater-plane, thelocation seemedto inthemiddle be he did? Why pickthelocation didDon for hishomethat “God isexcited andwe, likechildren, are getting could make contact into atjusttherightmoment,soDon theopen, 40 Sawis What littlemiracle dofor didGod Don? (map 2) (1935–present)Don Richardson various willbreak tribes outinwarfare andwillshed Chapters 8–9

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opulent H e brought American Historical Literature |Parent Guide |Section Two |

as - mend it. If youmend it. If have usedourprogram previously, you have something together onDay 5? Well, we wouldn’t recom students to inafinal,expect turn polishedcopy onDay 5. we willsimplyintroduce theassignment onDay 1,and assignments. writing the weekly Therefore, inmany weeks, whichincludes independently onalloftheirschoolwork, that students at thislevel willbeableto work muchmore and intermediate students. For onething, we anticipate tween thiscourse andthecourses intended for beginner courses inthepast, you’llArts notice somedifferences be notes to helpfollowessary alongwiththereading material. referenced several pagenumbers. Please domakeany nec you did (ordidnot)deserve? you felt whenyour parents disciplinedyou for something The thoughts ofmaster andpetwhiledogtraining? How ple. The thoughts oftwo peoplebefore theircarscrashed? imagination, oftwo opposing peo abouttheperspectives commonplace things, likeamotor andCaucasian skin. white men. Notice the thoughts of the Sawi regarding very Tuans (white men),andwe of the seetheir perspective widely different cultures. Chapter 4theSawi In meetthe Two Perspectives Expression assignment. in Overview Analysis Literary noted.assignment dueonDay 5unlessotherwise ments infullonDay 1.Plan to have theCreative Expression throughouton writing we theweek, present mostassign we might instructions have for left portant you. each day to makesure you’re notmissingoutonany im onDaysadditional instructions 2–5,socheckthenotes work. independently to produce thesamehigh-quality that you’re older, you are ableto complete thesesteps to revise plan,draft, andproduce acleanfinalcopy. Now been well trained to follow thesteps process: inthewriting 1–4 Creative Expression for Young of Poetry People A Treasury Days Day 1 Does thatDoes meanyou canprocrastinate throw andquickly youIf have completed any Language oftheSonlight Note: Think ofanexample inyour life, orcreate onefrom your Peace Child Please read the Analysis Overview,”“Literary located Note to Parents: However, afew weeks thisyear, we willprovide some Section Three Section Literary Analysis Overview and Analysis Overview Literary Two Perspectives pp. 9–13 We have noticed that thebookhasinaccurately tells the story oftheencounter tells between two thestory before you read thisweek’s Creative As we would likeyour students to work Week 1 | - - - - - 5 -

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - - Literary Analysis Overview and Two Perspectives Two Literary Overview Analysis and Each week, review the rubrics we offer and keep the list offer the rubrics we Each week, review eval start your focus to older, are students your that Now How did your students fare on this first assignment? If assignment? on this first fare students did your How voyage, “independent” maiden students’ If your this was your should evaluate you how wondered ever you Have 5 Day concrete way to help you focus your critique. A rubric is a critique. your focus help you to way concrete certain to values point give will help you that simple form characteristics of an assignment. on the assignment. work students in mind as your ed items they turn in their work,When in the rubric use the topics performed students your each how determine help you to clearly gauge the more you help skill. the rubrics to Use and make note work use more could students your areas the share If like, you instruction your accordingly. revise to so of the week the beginning at students rubric your with their work. will evaluate they know you how year, This than the process. result on the final more uation them for Watch start producing. hone the writing they’re to and cre choice, word use clever vary structures, to sentence some students For read. easy to and are flow papers that ate others more, elaborate challenge them to will need to you succinctly. themselves practice expressing will need to an opinion, they should provide argue to they write When support to evidence their ideas—either or with examples They requires. the assignment depending on what research, and be able toshould start writing voice find their own to clearly in their writing. themselves express How to Evaluate this Assignment Evaluate to How just starting again after school a break, it can take you’re going. writing momentum students’ get your to a little bit we year-round, school to prefer if you By the same token, ease to way is a nice hope this less-structured assignment Expression. of Creative a new year in to Did you go? Did they manage their time well? did it how in the writing process the main steps that see evidence Being able of the week? the course over completed were without a lot of on an assignment independently work to and know is a huge skill them to guidance both in life for of Make note one day. pursue college if they choose to use a little could work in which this independent areas any them periodically base with as touch and plan to coaching the next of weeks. couple over they work Rubrics writing? Much of literary critique is subjective, students’s a have sometimes its helpful to understand that but we . - - - - - American Historical Literature Historical American Section Three in the Day 5 notes of each 5 notes in the Day This paper should challenge your challenge your paper should This rubric If your students choose a back-and- If students your Parent Guide | | Parent Two 1 | Section Week We usually include a usually include We If you feel like turning your students lose for an entire an entire lose for students like turning your If feel you Note to Mom or Dad: to Note Write a one page paper that demonstrates the “other the demonstrates that paper a one page Write | 6 consider sharing the rubric with them at the beginning of sharing the beginning rubric the consider at with them about rubrics and helpful information more the week. For “Teaching Language Arts, teaching please see the tips for article in High to School Students” Writing more easily, so look for those when you are ready to to ready are those when you so look for easily, more help your it would think If you each assignment. review each week, know they will be evaluated to how students they do so. writing pieces students’ your evaluate help you to week ment, problem solving, creativity, planning, drafting, edit drafting, planning, creativity, solving, problem ment, still honing all of these skills they are and revising: and ing, as and guidance feedback provide to you still okay for it’s sit with you while you read so you can speak with them so you read while you sit with you directly and they about parts or rough, find confusing you manage Time go. the writing as you improve to can work something? Would they value a few of your thoughts on thoughts of your a few they value Would something? the final? If they write they would draft before their rough they have that draft, require a rough review to like you 4, and then ask them to Day draft by written a complete this point, plan to hold a regular casual “meeting” on Day on Day “meeting” casual hold a regular plan to this point, going. things are base and see how touch 2 or 3 just to they struggling with questions? Are any Do they have completed this assignment. completed a good idea at without checkingweek in with them isn’t Help redirect them if you think their descriptions are too think their descriptions are if you them Help redirect one-sided. can gain a sense of both sides of the situ If you successfully then they have describe, they choose to ation forth description, watch for consistent use of first-person use of first-person consistent forth for description,watch the If retell party. each instead they perspectives for the challenge perspective, just one party’s from events and feelings. thoughts the other party’s lies in conveying the opposite viewpoint? Touch base with them sometime Touch viewpoint? the opposite describe and how they plan to out what find to this week do it. they plan to students to describe two opposing sides equally. We imag We describe sides equally. opposing two to students describe something them to difficult for be too ine it won’t about from with, but what the perspective they agree from convey not only both parties not only both description in your thoughts convey as well? but their emotions ness” the parties experience. Write as either a back and either a as Write parties the experience. ness” you Can perspective. forthone party’s description; or from ©2020 by Sonlight Curriculum, Ltd. All rights reserved. completed thisassignment. tion theychooseto describe, thentheyhave successfully youment. If cangainasenseofbothsidesthesitua Students”School in article dently astheygrow, seethe “Teaching Writing to High own andhow to helpyour students usethemindepen today. grade what you intheirfinalpapers seewhentheyturn view oftheirwork ornot, you shouldsimplyevaluate and Mechanics Content Two Perspectives Rubric Use below therubric to helpyou evaluate thisassign For more information aboutrubrics, how to create your Regardless ofwhetheryou metonDay 4for re anearly Total pts ______÷ 25ptspossible=______% 5 pts 5 pts 5 pts 5 pts 5 pts capitalization andpunctuation The student spelling, usescorrect complete ideas The sentences express parties Paper conveys emotionsofboth parties Paper conveys thoughts ofboth depth of thesamesituation inequal Paper two perspectives describes Section FourSection .

American Historical Literature |Parent Guide |Section Two | - - - - the proper context. word into asentence, sure theyusetheword making in your children write themisspelledwords ten times. words three times. any If are spelledwrong onDay 1, have many withoutseeingthemfirst. theycanspellcorrectly to your children. Have themwrite thewords andseehow ignore itat your pleasure. Oneway to usethesewords: commonly misspelledwords English.Use inAmerican itor for you. spellingprogram Our consists of500themost ever spellingprogram you’ve chosento use. this lineto record thelessonsyou’ve completed inwhat we 8. suggestBook that matches withyour student’s grade level. For thislevel, a schedulefor you. We recommend choosingthebook 3000 the ignorance, pamphlet, pandemonium calendar, campaign, dangerous, deceive, ecstasy, facilities, added onto week’s thenext spellingwords. as you say them. We suggestany misspelledwords be children. They may eitherrecite themorally orwrite them 1–5 Alternative Spelling Alternative Spelling Wordly Wise 3000 Wordly Wise Days Day 4: Days 2&3: Day 1: youIf don’t have aspellingprogram we provide one Your scheduleincludesablank “Spelling” line. Please use If you’dIf practice, likemore we vocabulary recommend Words: Day 5: Wordly Wise series followseries thesameformat andwe have included Pretest–Posttest Take apretest. thespellingwords Read for theweek Have your children incorporate eachspelling Take aposttest. thespellingwords Read to your absence, academic, accept, access, cafeteria, Have your children write outeachofthe program. 4-12ofthe Books n * Wordly Wise Week 1 | - 7

130 Parent Guide Days 6–10 Literature / Language Arts Date: ______to ______

Week 2

Date: Day 6 Day 7 Day 8 Day 9 Day 10 Literature Peace Child chaps. 10–12 chaps. 13–15 chaps. 16–17 chaps. 18–19 chaps. 20–22

A Treasury of Poetry for p. 18 p. 19 pp. 20–21 pp. 22–23 p. 24 Young People

Language Arts Creative Expression A Tough Testimony N

Spelling

Alternative Spelling Pretest Write Write Sentences Posttest

Optional: Lesson 1D Lesson 1E Lesson 2A Wordly Wise 3000 (for books 4–12) Optional: pp. 1–3 pp. 4–6 Analogies 1

Weekly Overview A puckish face looked up in awe … (mischievous; impish) Creative Expression: … a heavy fusillade of drumbeating … (general discharge or outpouring) Skill: Expository, Examples as Support … erupted in a paroxysm of wild shouting … (any sudden, Assignment: Write one-page paper about the per- violent outburst) sonal costs experienced to follow Jesus … an eerie nimbus of soft light … (a cloud, aura, atmosphere surrounding a person or thing) Peace Child

Day To Discuss After You Read 6 Chapters 10–12 In the way that Stephen trusts his parents so fully, and Vocabulary delights in the place they have brought him, we hope you … impelling our narrow craft across mile after sweltering may trust the Lord so fully, delighting in where God has mile … (cause to move onward; propel; impart motion to) brought you, and where you have yet to go as an adult.

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

  the fastest way way the fastest

the Richardsons

 he rightfully feared he rightfully feared 

 * * * (ancient or venerable) (ancient or Mars Hill, where Paul proclaimed the Word of Word the proclaimed Paul Mars where Hill, an enduring symbol of ancient Greece, and Greece, an enduring symbol of ancient history … concern for handling masses of detail efficiently. efficiently. of detail masses handling for concern viral disease transmitted by mosquitoes. by transmitted disease viral hoary possible: the Sawi hours a day with he spent ten lan accompanied questions, and asked he listened guage: out and hung the Sawi about hunting their as they went ten structure; their sentence analyzed in the manhouse, learn a amount of time to hours a day is a tremendous it up quickly he picked sure I’m language: the right to live next to the missionaries. The novelty and novelty The next the missionaries. to the right to live try them to induce to of an incentive enough was prestige get along to of three and disadvantages the advantages were What villages living in close proximity? al with all the tribes and would easily interact could easily; more help the three medical provide them to low fight easily could people groups the few notice this lightly, DonAlthough over passes kill father a Sawi a twin would birth? at Why actually an evil twin that the second born was believed impersonating a by the community spirit trying invade to child and being borntruly human along with it did Don learnHow the language? Why was Don hesitant to act as peacemaker and why act to Don and why hesitant was as peacemaker Why do it anyway? did he decide to of non- set a precedent to but did not want for his life, the that blessed are and he remembered involvement, peacemaking is one of his tasks peacemakers: villages took entire three about that did it come How the Richardsons? surrounding up residence and had made Don land, on Kamur had built his home they all claimed with Haenam and Yohwi, first contact 9. been ever have If you and lizards. bats, pages about bugs, of mos the hordes experienced have may you camping, miser and make life around sometimes come that quitoes of life; way is your camping that that imagine Now able. except in the house and spiders, lizards also fight you that basic irritation The side? on your the spiders are maybe is minor rats voracious by destroyed of finding good food with cannibals, lethal interactions potentially to compared they led life The irritation nonetheless. but can be a strong the soft. not for was 10. 11. … a race of pedantist-philosopher types with obsessed of pedantist-philosopher … a race fastidious please) to or demanding; hard critical, particular, (excessively From dengue: Parthenon: monuments. cultural great one of the world’s Areopagus: the Athenians. God to Read Discuss After You To 7. 8.

- it



American Historical Literature Historical American pork, sago, fish, pork, sago,

(to equip with or (to  200 strange armed warriors stood warriors armed 200 strange

(overspread)  from God rushing through me. God through rushing from though the foodsthough ap may not sound

Don: all the new mechanical things, the things, Don: all the new mechanical

 description is its goal. description is its goal. because it was much brighter than any light than any brighter much it was because

 (an erroneous or unsuitable expression, act) or unsuitable expression, (an erroneous

 with joy. with joy. of total communication looked a little closer. looked a little closer. communication of total … charisma Chapters 13–15 Chapters suffused Parent Guide | | Parent Two 2 | Section Week nirvana two cultures. cultures. two the emotional dress, of God; the Sawi:peace the warlike the signs of bloodthirstiness drumming and dance, don’t cultivate, they don’t husband flocks, yet they have they have yet flocks, husband they don’t cultivate, don’t effort without much and protein vegetables the between Describe some of the differences petizing to a typical Westerner, it is amazing that they Westerner, a typical petizing to the bounty from around well quite themselves feed can they the bees or the birds: like gathering, them, simply by snakes, birds, frogs, lizards frogs, birds, snakes, and his Hato about the foods thoughts your are What family gather? might be some sort manifestation of supernatural food? for gather did the Sawi What fruit, beetle grubs, leaves, cores, elephant grass shrimp, Why did the light of the kerosene pressure lamp scare the scare lamp pressure of the kerosene did the light Why away? Sawi Sawithey had; it lit up the whole house and the it thought missionaries, done for the pleasure of the new inhabitants of the new done for the pleasure missionaries, as if God so different, I feel afraid. not “I’m says, Carol Why did the Sawi paint their bodies and dance when Don bodies and dance their paint did the Sawi Why home? their new at and Stephen with Carol arrived the of welcoming appropriate, culturally their way, was Why could Carol’s first meeting with the Sawi have have Sawi with the meeting first Carol’s could Why intimidating? been children and wives of their in front on shore transistorized | 7 Day 10 … using transitions) a circuit convert to The The pain, worry) from freedom by characterized or state (a place I was I was some dark committed he had unwittingly … fearing impropriety Vocabulary Vocabulary feel I could gift or power) (a divinely conferred 6. 5. 4. 3. people around you? Watch for Him to prepare you for and for you Him prepare to for Watch you? people around we Aren’t life. in your events hardest the through you walk His they need? people all that gives the Lord thankful that and can carry on when we can’t imagine what we’d do we’d what imagine and can carry can’t on when we God preparing experienced ever you Have in their place. in the or seen His preparations personally, in this way you loss? Or perhaps you have watched a loved one deal with one a loved watched have loss? Or perhaps you Oftendifficult. something this in the midst are people who or strength peace unbelievable pain or trial have of a great live here” (p. 122)What is the hardest event you have ever ever have you event is the hardest 122)What (p. here” live passed away, ever you close to Has anyone through? lived a great or experienced an illness or an injury, from suffered has given me new emotional responses to enable me to to responses me new emotional has given 2. 1. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 18. 17. To You After Discuss Read nate allthebrutes.” violentturns andevil, andeventually wishesto “Extermi ness Conradian despair: less severe; relieve; ease;mitigate) … avain attempt to Vocabulary 16. 15. 14. 13. 12. Day 8 up achildforadoptioninto theenemy culture their children? ing, though,what makesitclearthat thepeopleloved other outlandishorexpensive tool. From today’s read never trade achildfor acar, oraspace shuttle, orsome natural feeling for theirchildren? We assume for anaxe (p. 41).Didyou wonder ifthepeoplelacked we that traded learn Hurip achild inthisbook, Earlier we work inopposite ways. venge, andWesterners tend to train ourchildren to peace; tolerated; train theSawi theirchildren to violence andre the desired outcome andifachildstrikes aparent itisn’t temper tantrumsnever producedom inwhattheyobey; trained to parents, obey andhopefully, alsoto have wis children strike inmany Western back; homes, children are lent tantrums, andifaparent physically disciplines, the ignore parental encourage orders; theSawi more vio in your home? How isSawi child-training different thanchild-training group’speople that demonstrates history thegospel What isaredemptive analogy? men, itwas notthemessageitclaimedto be method? Why notwant to didDon the to resort “schooling” thefirstoronlytask should notbe oftransforming aculture,ing children part isagood it something theparents dislike ordon’t believe; whiletrain don’t count, andeven abitdisrespectful, to teach children seemstoo dismissive oftheparents, asifthey part God; their lives aheadofthem,to grow into aknowledge of of itseemsbrilliant:allow thechildren, whiletheyhave thegospel? method ofsharing youDo see anything wrong withthe “schooling” agoaloflife asavirtue, idealized treachery ofJesus’hero inthestory crucifixion? Why didtheSawi thinkthat was JudasIscariot thetrue and men ofinteraction thatsupernatural between worldportance the Sawi? What were thetwo presuppositions shared Don with , inwhicha “civilized” manwhogoesto thenatives Chapters 16–17  

he felt that if the gospel couldhe feltthatifthegospel notwinthese

belief inasupernaturalbelief world andtheim   theytrain andpraise theirchildren to

from JosephConrad’s assuage how difficultitwas foranyone to give * hergrief.  

a visual picture from a Possible: while part Possible: whilepart (to make milderor 

Heart ofDark Heart because they American Historical Literature |Parent Guide |Section Two | you would ------22. 21. To You After Discuss Read charge againstanaccuser) … followed by bitter Vocabulary 20. 19. 27. Could you say itwas too? May theLord increase ourfaith! theoutcome? wouldmoment LikelyDon worth say itwas. ence it!And yet, didkeepthemsafe. God Was that horrific experi even to theideaofthiswillbring—but actually heart your own children, you willfindhow deepofanacheinyour that isbeyond harrowing. One day, whenandifyou have the neardrowning ofaninfant andtoddler, isanexperience 26. 25. 24. 23. Day 9 their hero. To betray apeace childwas theworst thing that,JudasIscariot theyunderstood When was nolonger Jesus is? How was finallyableto Don helptheSawi seewho was livingthere could nofighting be child”; to remind theenemy thatbecause thepeace child peace child hadbeengiven? What was themethodofsettlingdisputes the after peace child diedtheagreement was cancelled depend on? After thepeace childwas given what didthepeace could trusted be would give actually hisown sonto hisenemies, thatman peace? theSawi cultureIn what was theonlyway to guarantee which became thePeace Child was came; inplaybefore Don and2)thepeace child, violence, includingtreachery, andthewaness bind, which culture, there were pillars:1)atotal two idealization of had begun” (p. 197), what ishereferring to? When says, Don ofthesecond pillar ascendancy “The dugoutincrocodileThe overturned infested waters, with ern culture, intheirprimitive notjustto culture survive to andthrive give to inamod themneededethics survive in themidstofunprecedentedthe good cultural change, hope to accomplish? theGospel,Besides what otherteaching doesDon could do traitors to apeace child:that’s theworst thinganyone Are alltraitors heroes to theSawi? the demonworld accept thegospel? What was themainreason theSawi were reluctant to them allandwould notdie peace, theyate thechild, of sothebaby would part be ing ofhow to treat thepeace child:inorder to protect the the Kayagar? What cultural difference didHato experience with anyone could do Chapters 18–19  

to give a“peace ifaman child”to theenemy;

he told was themthatJesus God’s peace child.  

the continuing lifeofthepeace child;ifthe

the Kayagar hadadifferent understand recriminations  

fear ofunfavorable reaction from

teach the Sawi howteach to theSawi choose 

to “plead thepeace … 

(to bringacounter not thosewhoare Week 2 | 

in Sawi in Sawi

- 11 - - -

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - - At Sonlight we pray daily—for daily—for pray Sonlight we At A Tough Testimony A Tough We hope you have looked forward to reading through through reading to forward looked have hope you We great it’s Yes, be mindful of their writing. read, you As this assign evaluate help you to the rubric below Use Following God is costly. Worth it, certainly, but costly. costly. but certainly, it, Worth God is costly. Following as a one or Jesus of following cost family’s your Write Mom or Dad: to Note Day 10 How to Evaluate this Assignment Evaluate to How gain to a treasure What papers this week. students’ your have the journey their perspective you to to some insight experi of their pieces What as a family so far. had together for excited you Are now? shaped who they are have ences the adults they will become? teacher don your to forget hear their hearts,to but don’t articu able to they are well critique how cap and really read should be able to You on paper. their thoughts late Did their thinking easily. their papers and follow through their points? illustrate that specific examples they give drew that introduction an appropriate Did they provide a sense of closure? provide in? Did their conclusion you of related and consist focused individual paragraphs Are talk them through benefit, think they would ideas? If you their papers so you’re review make when you the edits you Make note improve. they could they understand how sure instruction focused use more think could you of anything assignments. with them on during future work to family. fit the needs of your better or modify it to ment, Talk to your parents about some of the cost of following of following cost some of the about parents your to Talk your from already an example have perhaps Or you God. life. own with your Close examples. specific Record page paper. more Jesus is worthy of that that found you’ve pray We response. cost. families in our our work, and our families, ourselves peoples unreached and for our customers, communities, takingand those who are them. the Gospel message to also know God but we Jesus, follow know to the cost We that think about the cost some time to Take is bigger. have you family before Jesus has had on your following If truly struggle you students. your this discussion with the ways counting consider costs, up with many come to faithfulness instead. your family for God has blessed your both lists in compile asking to Or consider students your so are but we our family, “It for has been costly their paper. close with students your Be sure richly because…”. blessed journey about their personal as a parttheir thoughts of Jesus together. follow family as you your ------

Possi

 God is

  American Historical Literature Historical American (frantic; frenzied) (frantic; . he witnessed the near drowning of drowning he witnessed the near

 frenetically A Tough Testimony A Tough Chapters 20–22 Chapters Parent Guide | | Parent Two 2 | Section Week What miracle encourages many to believe? believe? to many encourages miracle What the dead from “resurrection” Warahai’s more powerful than evil spirits and will prove it by raising raising it by powerfulmore than evil spirits and will prove a dead man What challenge does Don give the people? challenge does Don give What of God,” the connection isn’t as strong in our culture. in our as strong isn’t the connection of God,” the heart-sinking experienced you Have despair when ble: Even though we could say that those who follow Christ those who follow say that could we though ble: Even in perhaps the highest value themselves, more become “the become servant believers and since is liberty, America himself not as denying an alien concept, but rather as but rather an alien concept, himself not as denying culture” of the best in his own rejecting the Fulfiller too? 199). Does this hold true in our culture, (p. have peace even in the midst of such a trauma; Hato Hato of such a trauma; in the midst even peace have him, too protect that God could reasoned see Christ who rejected would Sawi on, any now “From What caused Hato to be willing to accept “the Peace “the Peace accept be willing to to caused Hato What Child of God”? trust God able to and Don and saw how was sons, Don’s As teens, we hope you dream big. What do you want want do you What big. dream hope you we teens, As Life is hard. As teenagers, we all struggle with friend we teenagers, As is hard. Life | Day Days 10 Creative ExpressionCreative 6–9 12 more if you do. At some point, however, we suspect we some however, some point, At do. if you more What will go un-met. life expectations about your of your do with those un-met expectations? will you What then? from your life? What are your aspirations? We hope you hope you We aspirations? your are What life? your from yourself Set expectations for chase after them voraciously. will accomplish aim for—you goals to have you so that While you may feel compassion for a friend who has expe for compassion feel may you While have when you comes true empathy loss, a great rienced yourself. a similar tragedy through walk also had to has asked some teens to “grow up” earlier than others, and earlier than others, up” “grow to has asked some teens life and the bitter both the sweet tasted already they have personally. experience to yet but others have offer, has to periences we hope to have as adults, yet (as we at Sonlight at (as we yet as adults, have hope to we periences much of the ourselves) been teenagers once having know, a part As of His come. to plan, God big stuff is yet really for sports, music and art. We are still learning how to bal to still learning how are We sports,for music and art. still obey with the need to freedom for new desires ance with ex the waters test We and authority figures. parents ships, self-image, wanting to belong, and finding time for and finding time for belong, to wanting self-image, ships, have and passions we and the talents both school work 31. into the Lord until He breathed courage into the disheart into courage He breathed until the Lord into upliftingened man is a beautiful, contrast. 30. it seems the Lord is far from you? Don’s picture of pressing picture of pressing Don’s you? far from is it seems the Lord 29. 28. … wailing … wailing Read Discuss After You To Vocabulary Vocabulary ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Day 1: schedule: week’s ofnext als before Here week. isasummary next want to taketimeto familiarize yourself withthemateri you usevarious tools provided inthisguide, you may the usualCreative Expression assignments andwillrequire notes. week’s Since next isquite practice different from You canfindoutmore week’s abouthow innext parent SAT Essay Examhaschangedconsiderably inrecent years. SAT essay practice exams we have scheduledthisyear. The For Week Next than a4. See takenfrom the * Skill Writing Guidefor Scoring theSAT Essay Exam. Mechanics Content A Tough TestimonyRubric Next weekNext your students willwork ontheirfirstofthree Total pts ______Section Three Section analysis oftheprovided source article. students to comment onasthey write their the persuasive elements SAT scorers willexpect Practice Resources Persuasive Style”, located inthe Together, titled read thearticle “Elements of 5 pts ÷ 29ptspossible=______% 5 pts 5 pts 4 pts 5 pts 5 pts for that descriptors ofwriting would score less experienced to follow Jesus, or Paper personalcosts describes capitalization andpunctuation The student spelling, usescorrect complete ideas The sentences express of language. * and shows adeptuseandcontrol Writer thoughts skillfully connects sponse to theseexperiences Paper closeswithpersonalre points made for costs orblessings assupport Paper cites specificexamples of in oneormore pages discusses blessingsexperienced,

Appendix , to about learn SAT Essay Exam American Historical Literature |Parent Guide |Section Two |

- - commonly misspelledwords English.Use inAmerican itor for you. spellingprogram Our consists of500themost 3–5: Days Day 2: ver, athletic, whole, wholly, handicapped apparently, lieutenant, actual, conceive, liveliest, maneu added onto week’s thenext spellingwords. as you say them. We suggestany misspelledwords be children. They may eitherrecite themorally orwrite them the proper context. word into asentence, sure theyusetheword making in your children write themisspelledwords ten times. words three times. any If are spelledwrong onDay 1,have many withoutseeingthemfirst. theycanspellcorrectly to your children. Have themwrite thewords andseehow ignore itat your pleasure. Oneway to usethesewords: 6–10 Alternative Spelling Alternative Days If youIf don’t have aspellingprogram we provide one Words: Day 10: Day 9: Days 7&8: Day 6: Take apretest. thespellingwords Read for theweek Pretest–Posttest Have your children incorporate eachspelling See next week’s next See notes to findoutwhichone. week’s notes to evaluate your students’ work. one scoring guidewe recommend innext For your evaluation onDay 5,you willusethe their essays. the in the “SAT Essay Guides” Scoring appendixin Students willusevarious scoring guidesfound aheadoftime.through thesetwo articles recommend that you, theinstructor, read Key”. for theinstructor, the “SAT Essay #1:Analysis Appendix als you willneedfrom the Complete the50minute exam. practice Materi insistence, instructor, committee, companies, Take aposttest. thespellingwords Read to your Practice Resources Appendix Have your children write outeachofthe To prepare yourself for week, next we include: “SAT Essay Practice #1” and * Practice Resources

n to revise Week 2 | - - 13

130 Parent Guide Days 11–15 Literature / Language Arts Date: ______to ______

Week 3

Date: Day 11 Day 12 Day 13 Day 14 Day 15 Literature Peace Child chaps. 23–24 chap. 25 and Author’s Postscript

Stink Alley chaps. 1–4 chaps. 5–8 chaps. 9–12 

A Treasury of Poetry for p. 25 pp. 26–27 p. 28 p. 29 pp. 30–31 Young People

Literature Creative Expression SAT Practice N

Spelling

Alternative Spelling Pretest Write Write Sentences Posttest

Optional: Lesson 2B Lesson 2C Lesson 2D Wordly Wise 3000 (for books 4–12) Optional: pp. 7–8 Analogies 1 word pairs 1–12

Optional: Vocabulary Lesson 1. from Classical Roots B

To Discuss After You Read Weekly Overview 1. What, according to the Sawi, did the ceremony “touch- Creative Expression: ing the stench” accomplish?  as man reaches the Skill: Analysis, Support with Text-based Evidence fullest measure of sorrow, the words of regeneration may come more quickly Assignment: SAT Essay Practice 2. Why was gefam ason no longer necessary for the Christian Sawi?  the extreme humiliation that we feel is Peace Child necessary to appease a deity was experienced by Jesus for Day all time; those who follow Him take His shame, and live at Chapters 23–24 11 peace with God Vocabulary How amazing that the Lord allowed Don to witness … to coerce an eventual abrogation of death itself? (to the exact culturally appropriate action in order to prevent abolish by formal or official means) bloodshed on Christmas. He gives all we need.

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

 she and more than fiftyshe and more

 several different groups of Christians who groups different several a tower with large arms or fans that are turned are arms or fans that with large a tower fortifications built from embankments fortifications from built with a close-fitting, buttoned jacket worn by men in a close-fitting, by jacket worn buttoned an edible combination of stomach parts of stomach an edible combination from partially decayed plants, which produce a wet, rich a wet, which produce partially plants, decayed to worship in the Church of England. They broke two laws broke They of England. in the Church worship to the English Holland—first, they broke to when they came authorized the king’s attend them to law that required and the other when they left the countrychurch, without permission the king’s In kind turn the book, six, what boys when Dutch of party and why? give do their parents put when boys celebrate it is to celebration”; “breeching skirts or pants breeches away big boys’ wear to did Lizzy Where come originally and the Separatists did they leave? and why from in Nottingham, left Separatists Scrooby, other religious be forced Holland so they wouldn’t to came They England. The central conflict is character v. self, as Lizzy struggles self, conflict is character v. central The as even they belong, struggle with where Pilgrims The Separatists settled in Holland while others emmigrated to to settled in Holland while others emmigrated Separatists the Americas. peat: or mires. moors, bogs, wetlands, as to soil often referred doublet: times. medieval tripe: tripe has to consumption, human For various animals. It in many be meticulously cleaned. eaten is traditionally and South such as Ireland, American countries European Peru. and Italy, Greece, Scotland, ramparts: added on top. walls) protective (low parapets Read Discuss After You To 8. 9. Conflict belongs. she where identify to Theme Lizzy she belongs. struggles with where Vocabulary windmills: which then turn the gears in machines that the wind, by used oldest mills were The perform a variety of functions. wind but most modern day water or pump grain grind to electricity. generate called wind turbines, mills, Separatists: of England the Church that left England because they felt church the Catholic from the break had not completed not they were While the Reformation. begun by was that subject to they were in England, persecuted physically They investigations. and ecclesiastical ridicule, mockery, but left freedom, because religion more for did not leave in England freedom much religious too was there they felt stricter Someand desired rules and expectations. of these

- - -  -



American Historical Literature Historical American follows young Lizzy Tin Lizzy young follows as Jesus conquered death death as Jesus conquered

 the Peace Child of God is enough the Peace Stink Alley  Chapters 1–4 Chapters Chapter 25 and Author’s Postscript 25 and Author’s Chapter Parent Guide | | Parent Two 3 | Section Week Do you want to know how the Sawi are today? Don today? are know Sawi the to how want Do you analogies that God has used over the ages to prepare prepare the ages to God that used over has analogies of Which the gospel. hearing and receiving people for familiar with? you these are children anymore? anymore? children for them redemptive several On the last page Don mentions if the Peace Child was dead, we would be free to do evil, do evil, to be free would we dead, Child was if the Peace and His hand is strong Child lives, but the Peace peace exchange not need to do the Sawi Why How can we respond when we are tempted to do evil? to tempted are when we respond can we How still living Why was it no longer necessary for the Sawi to exchange exchange it no longer necessary to was the Sawi for Why with their enemies? peace have to children peace the perfect God Child who is had given because Peace How does Don use the Christmas ceremony to encour to does Don Christmas use the How ceremony the Sawi? faith of age the hope of regeneration have we His humiliation, through | Told from the perspective of the third person limited: person limited: the perspective of the third from Told Lizzy Tinker tries to decide if she identifies most as a decide if she identifies tries to Tinker Lizzy 1614 in Leiden, Netherlands. 1614 in Leiden, Set in 1614 Holland, Set in 1614 Holland, Day Day 13 12 Stink Alley 16 the narrator does not know everythingthe narrator every that charac is thinking. ter Point of View Point Pilgrim or an easy-going Dutch; this growth, this need for this need for an easy-going or this growth, Dutch; Pilgrim decision, marks her as a dynamic character (changing). Characters Holland when the Pilgrims leave. Holland when the Pilgrims Setting of his life from English spies, needs to decide where to to decide where needs to English spies, from of his life Lizzy put. stay or whether to ends up servlead his people, in and stays Rembrandt, home of young ing in the wealthy ker, a foster daughter of Master William Brewster, leader of Brewster, William of Master daughter a foster ker, fled from English Pilgrims the austere When the Pilgrims. the Dutch they found freely, worship to Leiden England to in danger Brewster, and easygoing. carefree too of life way Overview the phrase, “Never the Same Pioneers USA.” You should be You USA.” the Same Pioneers “Never the phrase, visit. a video about their return find able to and his sons Steve, Shannon and Paul went back to visit back to went Shannon and Paul and his sons Steve, look up to engine search favorite your Use fifty later. years 7. 6. To Discuss After You Read Discuss After You To 5. 4. 3. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Timeline Points Map and 20. 19. 18. 17. 16. 15. 14. 13. 12. 11. 10.   Jamestown Netherlands Leiden, stones to grind themaltto make stout beer Dutch For what dotheDutch usewindmills? to work! alltheSeparatists work?Do much allsheowns have many Lizzy Does clothes? religious! the family iscertainly fearoftheLord“The ofwisdom,”clearly isthebeginning fruit oftheSpirit;“Fear” isahard one, it’s butperhaps from ters were feelingintheirlife;“Patience” would another be it’sperhaps justareflection ofthefrustration theBrews that’sperhaps where thatcomes from, from thePatriarch; tling” isabitharder, butif“Israel” means“God wrestler,” “Love” isobvious: whatwe shouldmostdesire; “Wres we can seethereligious tiestinthechildrens’ names: their children basedonwhat they value, andinthiscase such names? Patience, andFear. Why doyou thinktheywere given The Brewster children are namedLove, Wrestling, just because heworks hard dren are notcompliment insin,anddoes born aperson standards, isfirmlycommitted to theconcept thatchil or why not? Is theBrewster householdaneasyplace to live? Why bakery? What isspecial aboutthebread from theBlaeus’ what to do not needthebishopsofChurch ofEnglandto tell them Scrooby, andhewas ofthestrong did opinionthatpeople wealthy themaster background—as oftheestate in a graduate hecame ofCambridge from University; a to Holland? Why didtheSeparatists follow William Brewster have nolandto spare, sotheyhave to dootherthings why not? that issimilarto what theydidinEngland? Why or thefolksDo from Scrooby dowork intheNetherlands inurinewaterby thetextiles usingtheirfeetto knead What dofullersdo? many trees and thus many bridges, withtallgabledhouses, and Leiden.Describe Holland suchaplace for theSeparatists? ofbeingarefuge forHolland hasahistory refugees. Is dam

E  ; Holland 

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it is a city ofmany canalsit isacity andrivers  ; Rhine River ; Rhine Q

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W  ; Brazil

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W American Historical Literature |Parent Guide |Section Two |

yes Y ; Amster (map 1) name

- - - - 26. 25. 24. 23. 22. 21. To You After Discuss Read 33. 32. 31. 30. To You After Discuss Read 29. 28. 27. 14 15 Day Day What beverage andwhy? drink doeseveryone share withtheDutch theirbeliefs Dutch? learn Why dotheSeparatists encourage theirchildren to the Bible be ableto read andwrite? Why for boys didtheSeparatists thinkitisimportant to a forest ponds, adovecote, amoat,andissurrounded by a chapel, kennels, dog abrewhouse, abakehouse, fish  remembers themanorat it. Scrooby Describe asLizzy mill around acentral to post aimthemillinto thewind the windmill? How doesthemillercontrol thespeedofsails witches, lessonthepower theyfocus andSatan; ofGod around them. how world thepeopleviewspiritual Describe the water available inthecanals andrivers isunclean  Why doyou thinktheDutch stopped hanging witches? Master Brewster thespies about needtoWhy deceive theCook? doesLizzy have false bottoms into England? king How doesMaster Brewster getpamphletsagainst the land, buthewas livinginHollandlegally youDo agree? The spiesclaimMaster Brewster isinHollandillegally. pray “pure andsimple” and playanorgan; intheSeparatists’ church, thepeople harmony, theydance inchurch, theywear clothes, fancy apreacher,bishop appoints thecongregation singsin Separatists’ services. Compare to the theChurch ofEngland services all thenatives are cannibals America? scribe was establishedin1607.How doesthemiller’s boy de Jamestown, America, The inNorth firstcommunity with hismind enough moneyto provide work buthedoes forhisfamily; doesn’t work withhis hands, since hisfather him left Master BrewsterDoes work? Why orwhy not?

it is a large manor where kings stay; it has forty rooms, ithasforty it isalarge stay; manorwhere kings it was too hard to prove theirguilt Chapters 5–8 Chapters 9–12    

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©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - SAT Practice SAT Spend 5 minutes reading back through the article back through reading Spend 5 minutes essay writing your Spend 20 minutes to find support for the points you make. Jot notes Jot notes make. support find to you the points for about the support outline. will use in your you Spend 5-10 minutes reading through your essay, essay, your through reading Spend 5-10 minutes and making mistakes, whatever checking any for can. you quick revisions Spend 5 minutes carefully reading the question and the reading carefully Spend 5 minutes the author builds ways for article. Look the provided Watch persuade the audience. to his or her argument a they support Jot down ways their arguments. for as you write like to might you ideas about what few read. es your drafting an outline for Spend 5–10 minutes say. 5) This is not the place to write a compelling story a compelling write to with is not the place This You time carefully. manage your to have you do well, To 1) 2) 3) 4) When you take the SAT Essay exam, you will be asked to will be asked to you exam, Essay take the SAT you When a short read will be asked to article you and On the SAT, Day 12 to use as support for the points you make. You will have 50 will have You make. use as supportto you the points for essay. and polish your write plan, to minutes an essay write should instead You hooks and dialogue. claim and includes your states with a specific thesis that writing were if you would back it up (like you to evidence paper). a research plan your the assignment, read to 50 minutes only have is a recommended Here essay. your and write writing, strategy: remember, you have to keep your arguments balanced!” balanced!” arguments your keep to have you remember, think but I good, pretty was example hypothetical “Your or If can think you much hyperbole. a little too it contained you fun more The yes…” say I might analogy, of a good slip it in, and easier it will be to the the practice, can make these internalize naturally should students your the more will they prepared the more play, you more The concepts. be the next around. time a practicerolls session of time with detailed amount limited in a an essay write to is designed assignment week’s This meet. criteria to writing tests. such standardized for prepare help you optional, is now portion while the essay (Note: of the SAT to you will require apply to like to you’d some colleges take it.) support to the author uses evidence how claims, analyze and connect the evidence, to claims to uses reasoning Your their ideas. to power give uses stylistic to choices and in and conclusion, an introduction will contain essay article the example from and/or paraphrases clude quotes

- - - - - the they fig

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 what SAT Essay Exam Practice Resources Exam Practice Essay SAT In recent years, the SAT has revamped has revamped the SAT years, In recent he t , as well as persuasive writing elements writing elements as persuasive , as well BC of this guide with your parents. This articleThis parents. of this guide with your SAT Practice SAT Parent Guide | | Parent Two 3 | Section Week Why does Lizzy the spies? Why speak to Brewster of Master the trail Why do the spies watch the printer’s shop? shop? the printer’s watch do the spies Why pamphlets more with there come will Brewster Master ure be printed to Have your students started students your practicing the artHave teen of Today, read through the appendix referenced above above the appendix referenced through read Today, Note to Parents: to Note Keep in mind that the more you can internalize today today can internalize you the more Keep in mind that Before we ask you to begin the practice exam, we’d we’d the practice exam, begin to ask you we Before When you take the SAT Essay exam, you will be asked to will be asked to you exam, Essay take the SAT you When | Day 11 Creative ExpressionCreative even in simple conversation with you. Make it like a game! with you. in simple conversation even was that “Wow, things like saying and fun by Keep it light hit me with some logos… Now ethos appeal. a fantastic age persuasion on you yet? If so, or when they do, keep or when they do, If so, yet? age persuasion on you mind, of your on the top writing elements the persuasive time they try them out any and point one of the strategies, it out and review the information in it before the next before in it the information it out and review practice. When you’re finished, keep this article will be finished, you where you’re When three will complete students Your find it again. able to pull help to and it may this year, exams Essay practice SAT with your students. Work with them to ensure they under ensure with them to Work students. with your them. be new to may that present we concepts stand any asks students to analyze the work of another author and work the analyze to asks students and will describe the test We on his or her craft. comment depth under behind the changes in more the rationale tuned! Stay notes. in tomorrow’s the test?” to “Teaching the SAT Essay exam to change how it evaluates students. students. it evaluates change how to exam Essay the SAT Rather about a an opinion than asking form to students now the exam about their opinion, and write statement and apply it to what you read tomorrow, the better pre better the tomorrow, read you what and apply it to practice. tomorrow’s should be for you pared author wrote their piece—using and author wrote which techniques on not simply comment why—and need to watch for them and discuss them in the essay you you them and discuss them in the essay for watch need to will in the practice Exam—and you the SAT for will write explain is to the SAT job for Your take tomorrow. defined in 4 essays. argumentative own use in your can learn to you will you because these ideas now to you introduce We today is to read the article called “Elements of Persuasive of Persuasive “Elements the article read is to called today in located Style” Appendix modes of persuasion Aristotle’s the to you will introduce SAT Essay exam. exam. Essay SAT task Your art the to you of persuasion. introduce like to dence to support claims, uses reasoning to connect support to claims to dence uses reasoning claims, to power give and uses stylistic to choices the evidence, to a practice of the will complete you Tomorrow, their ideas. read a shortread article the author uses evi how and analyze 35. 34. 18 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. elements. We provide the three SAT for samplerubrics students getregular witheachoftherequired practice assignmentstheir weekly later intheyear, to helpyour SAT scoring elements we rubric intherubrics provide for inthefuture.critique We usingsomeofthe will alsostart soyou’rescoring rubrics aware ofotherareas you will Practice Resources other “SAT Essay Guides” Scoring inthe sion usingthe once. This you week, willscore theirreading comprehen toask your manageallthree students elements to at try of thethree we practices schedulethisyear, rather than into thisprocess andchooseonearea to focus onfor each not likelytaketheSAT thisyear, we recommend you ease in eachofthesethree areas. However, ifyour students will different to rubric evaluate andscore student submissions hension, analysis abilities. andwriting Scorers willusea Essay, theywillbeevaluated ontheirreading compre Practice Resources “SAT Essay Practice #1” located inthe andconciselywrite asclearly aspossibleyour analysis of with itlater intheweek. spaceneed theextra inyour essay for thework you willdo SAT,when you taketheactual butfor thisyear, you will other line show you read well. andunderstood thesource article you write andhow you argue your points needsto clearly communicated through thisessay. keepinmind:what So parents willonlyscore your sis andwriting. To easeinto thisprocess, thisweek your sion (how well you analy understood thesource article), will bescored inthree different ways: reading comprehen municate your thoughts, skillfully, through writing. for providea text, your arguments, solidsupport andcom will change. The goalisto show how well you cananalyze thesourcethat’s article time—only thesame)every nearly Note to Parents: So, let’s go! Today, setatimerfor 50minutes andthen When you write your essay today, When your isevaluated writing for theSAT, your writing To helpyou along, you willseethesameprompt (orone • • • • • To ahighscore earn onyour essay, itmust: structure. insentenceDemonstrate variety meaningful and accurate vocabulary; useoflanguage, includingvaried,Exhibit skillful but coherence andsmoothprogression ofideas; well-organizedBe andclearly-focused, demonstrating presented; of thearticle Show through your thorough writing comprehension you make; reasons, for thepoints andotherevidence assupport usingclearandappropriatecal thinking, examples, anddemonstrate andstructure craft outstandingcriti Effectively andinsightfully analyze theauthor’s useof onyour paper. You may notneedto dothis Reading Scoring Guide When your students taketheSAT

Appendix Appendix reading comprehension . , butpleasereview allthree be sure to skip every every be sure to skip SAT Essay Exam located withthe SAT Essay Exam American Historical Literature |Parent Guide |Section Two |

- as - - - - - than that. rowly useful. There ismuch more to thisweek’s exercise you to spendtime doingsomethingthat would besonar We we’d understandthisthought, butalsoknow never ask ‘teaching to thetest?’ What’s thepoint ofthisexercise?” wrote to makeitbetter fitwiththetest’s rubric, aren’t Ijust test, andthenspendabunchoftimerevising what they Teaching to thetest? help save you timeasyou evaluate theirpapers. choose to highlight intheirown andwillhopefully writing theanalysis points your dissect students mayquickly Resources Appendix in the “SAT Practice #1:Analysis Key”, alsointhe you read through itandalsotheinformation provided to dosoover couple ofdays. thenext We recommend are aboutfor writing thisfirstpractice, pleasetaketime essay that analyzes thisweek’s sampleessay. You willfind assignment andsimplywork to write anargumentative essay, itmay helpto forego the “test” ofthisweek’s part think quickly! ofthechallengethisweek’sassignment—part taskisto readspend muchtimeat allwiththemonce the they’ve prepare before briefly thetimer, you start notto but, try something to brain storm uponiftheyneedit. Helpthem sogivepaper alongwiththeiranswer booklet, them the real test, buttheyshouldreceive onepiece ofscratch will notbeallowed to takescratch paperwiththemto utes to jotdown somethoughts onscratch paper? They this timedessay. Would ithelpthemintheirfirstfive min with themhow theypersonallymight goaboutwriting ing theyshouldaimfor? Regardless oftopic, ofwrit dotheyunderstandwhat type themahigherSATthat willearn fitsthisdescription score. ments that score a4withyour students. Producing writing Guideforing Scoring thisweek’s practice. theele Review of thisguide. each area evaluated inthe both theiroriginal essays andanimproved version. says inthefuture. theywillhandin theendofthisweek, By they canimprove sotheycanwrite better theirwriting es abouthow thinking nowpractice shouldhelpthemstart their essays exam, theextra whentheytaketheactual they won’t have timeto thisextended review andimprove toEssay thisessay. exam, andthenapplythoseskills While theywillneedto dowell ontheSATof thespecificskills say theywrote today. They willspendtimereviewing some Practice Resources Appendix ofthe section “Elements ofPersuasive Style” inthe article tive essay inthe “How to Write anArgumentative Essay” more information abouthow to organize anargumenta But wait. You may bethinking: my“If students takea youIf haven’t hadtimeto explore thesampleessay they If yourIf students feel losthow to even begin an writing Before theybegin, spendaminute ortwo discussing Before today, you start goover ontheRead thecriteria The rest your ofthisweek, students willdiginto thees . The Analysis Keywillhelpyou more Practice Resource Appendix . Week 3 | Practice - - 19 -

- - - - -

- - - Appendix

this week, the SAT rubric this week, the SAT SAT Essay Exam Practice Exam Practice Essay SAT . Read through each element, row by by row element, each Read. through Spend a little time working your with Appendix

SAT Essay Exam Practice Resources Exam Practice Essay SAT Writing Scoring Guide Scoring Writing SAT Practice SAT Next, look through your essay again while thinking essay your Next, through look Mark your edits on the hard copy of your essay, or attach or attach essay, of your copy Mark edits on the hard your Parents: to Note work your evaluate formally won’t parents your While Scoring Guide Writing the find did yesterday, you As Today, take out the Reading take out the Scoring Guide rubriclocat Today, might you where and consider essay your at look Now Day 14 for the SAT Essay exam in the exam Essay the SAT for Resources that exhibits writer an excellent can see how so you row, who is still a writer to in their writing compared element learning. in the as presented a time, at about one writing element more to essay your improve can you How Scoring Guide. week, This writing? in your element skillfully that present elements? Discuss them. elements? to passage a lengthy have another sheet of paper if you make further to will continue edits tomorrow, You change. on now make for like to so just mark the changes you’d essay. the first draft of your the essays to as they plan some revisions today students through show to is goal today The yesterday. they wrote the source understood they thoroughly their writing that they’re the points to arguments solid for Watch article. they’re fluff writing—where making, and help them avoid anything saying just talking but not really fill up space to tomorrow, make revisions to will continue They important. final a these edits into translate a need to isn’t so there just yet. copy with the writing goals we’d great some really writing contains for start on writing to this know work like you get to as you to year. talked about what support about what talked the form to she used he or she connected he or to ideas main and how arguments, the persua noticed have should You supporting details. will know parents Your style use. to he or she chose sive you way the by well it “digested” article the read you and about it. talk able to are ed in the a time. at row one element, each scored through and read should see you in the table, each row across move you As a 4. from paper differs the writing3 level in a 2 or a how the skillfully element, use an more to able was a writer The be. will higher the score each a 4 for score help you would that make revisions It work in the Reading help to Scoringelement Guide. may essay your revise to how decide as you parents with your understood you well how reader your furtherto convince compre thorough can show you example, the article. For Did you words. own ideas in your rephrasing hension by main ideas and key details from identify could you show the article cite the article Did you in a way essay? in your found you supports made? Have that you the arguments literary and logos? Persuasive pathos of ethos, examples - - - - American Historical Literature Historical American write for the exam the exam for write Reading Scoring Reading Scoring would SAT Practice SAT to evaluate your essay. They will look at your essay essay your will look at They essay. your evaluate to Parent Guide | | Parent Two 3 | Section Week | The same thing will be true about the essay you wrote wrote you same thing will be true about the essay The This week your parents will use the parents your week This The rest of this week, you will take a second look at the at look will take a second of this week, you rest The Yesterday you completed a sample of the SAT Essay Essay a sample of the SAT completed you Yesterday So, back to the skills your students will work with when with when the skills will work back to students your So, Here’s the difference with the new SAT exam: Colleges Colleges exam: new SAT with the the difference Here’s Day 13 20 extent. When you write, you will talk about points made in will talk about points you write, you When extent. the author’s identified will have You the article correctly. will have You re-articulate and should be able to stance it. you tell someone about the plot without giving away the away giving someone about the plot without tell you know it well. You Ofwhole movie? course. the same quite article, not to though maybe on this week’s Well, look at it this way: How well can you describe your describe your can you it this way: at look well How Well, go in-depth you someone? Can about to movie favorite lines? Can favorite your quote certain you Can scenes? to find evidence that you completely and thoroughly and thoroughly completely you that evidence find to will they know But how the articleunderstood read. you looking writing? by your at read you what understood you will be to play. Or, in this case: write. Or, play. will be to Guide will hopefully help you write better essays in the future. future. in the essays better write will hopefully help you a specific style play of music on a musical Like learning to easier it the style, practice that you the more instrument, essay you wrote to dig into your own writing and improve writing and improve own your dig into to wrote you essay take the this extra time when you have won’t you While it. writ actual of your honing in on specific elements exam, ing in the very type you of essay read an article, planned an essay, written the essay, revised revised the essay, written an article,read planned an essay, think it went? did you it briefly handed it in. How and exam. In the 50 minutes allotted to you, you should have should have you you, to Inexam. allotted the 50 minutes assignment they complete this year. they complete assignment the rubrics, they are focusing on a specific set of tools and on a specific set of tools focusing they are the rubrics, will con They ability their use them. working to refine to sets of these skills in each writing different tinue refining students will take them with them on to college and into into and college will take them with them on to students in the SAT highlighted elements The careers. their future use the tools able to you are well “how askingrubrics are in working the elements So by through arsenal?” in your of the tools in the mechanic’s shop. When your students students your When shop. in the mechanic’s of the tools use the to learning how they are practice writing this year, Your project. project to from will transfer tools The tools. leges want mechanics, not just drivers. mechanics, leges want think of them like all practice exams: they take these SAT make it so? It’s like the difference between knowing between how the difference like make it so? It’s out figure being able to and looking a car, at a car, drive to Col fix it. to with it and then deciding how is wrong what just forming an opinion about the facts presented? Can Can facts opinion about the an just forming presented? it how of writing and communicate a piece at they look of piece or not it is a strong assess whether written, was used to were writing techniques and then describe what municate well. Are they ready to think and perform to they ready at Are well. municate a text and make they not only read Can level? the college than deeper level a engage with it at but also sense of it, want to know skills with the equipped is to if a student want with support,necessary argue think, to and com analyze, ©2020 by Sonlight Curriculum, Ltd. All rights reserved. translate theseeditsinto afinalcopy justyet. wrap uptheirrevisions tomorrow, sothere isn’t aneedto apply ethos, pathos andlogosintheirow essay? They will provided for thepresented arguments. How canthey what heorshe techniques heorsheused, what support the author’s craft—how theauthor wrote thearticle, andtone. surefluency Be they’re digging deepto analyze sions to theiressays. The goaltoday isto begin to work on withyour studentstime working today ascontinue revi now ofyour onthefirstdraft essay. tomorrow, thechangesyou’d sojustmark liketo makefor change. You willcontinue to makeonemore setofedits another sheetofpaperifyou have alengthy passageto an awkward and ill-placed rant. convincing, even withoutexclamation points, emojis, and do thesetwo thingswell, your and essay willbepowerful withevidence you from thosefacts If can thetext. support emotion at thedoor. Present your and audience withfacts jective, you needto argue your points withlogic, andleave communicate onpaper, asthecasemay be. To remain ob need to show themhow well you yourself—or canconduct school. You’re to well-educated adults, speaking andyou ing to decideifyou have what ittakesto succeed atheir of admissionsat your college, first-choice andthey’re try sound likeyou’re inyour dress to clothes,theboard talking you’d thisessay, usewith agoodfriend. In you needto slang, or messagelingo”,“text oreven casualspeech,like tone?” thiscase, In you shouldn’t write thisessay to include word isescapingyou at themoment. municate what you you mean,orrephrasing what you’re saying soyou com pausing longenoughto choosetheright word for what you really mean “frozen custard.” Careful word choice is cifically what you mean?Likejustsaying “ice cream” when thetimeto findawordrather thantaking to express spe term means, butitsoundsright? Orusedamore-general a word andyou’re only “pretty sure” youwhat it know pause to internalize anidea. a lotofpower. Orcreate abreak. They canhelpareader yourself. When usedcorrectly, simplesentence pack short, same paragraph. You canuselongersentences to explain or complex simplesentences sentences inthe andshort combine bothcompound it meansawriter canskillfully derstand itclearly. widely,When sentence vary structures lar asyou revise: we’d likeyou to focus onthefollowing element inparticu Note to Parents: yourMark editsonthehard copy ofyour essay, orattach How would you describe “formal andobjective style How aboutcareful word choice? Have you ever used First, let’s break down eachpiece ofthisgoalsoyou un writer maintains tone. aformal andobjective style consistently careful, deliberate andintentional. The widelyandwordSentence choice vary structures is mean As you didyesterday, spendalittle to say, even ifthat “perfect” American Historical Literature |Parent Guide |Section Two | ------more you usetheseelements in “rehearsal” now, theeasier you’re andexperience gainingpractice withthem. The digging innow to really skills, thesewriting getto know the process you went through to improve thisessay. By it would score better thantheoriginal? Think through your parents for evaluation. essays—the original andtheclean,revised version—to essay totyped checkfor any errors andthensubmitboth you madeonyour original hard copy. through Read your essay upacleancopy by typing that theedits reflects this year to really diginto theanalytictask. already thisweek andwillhave later more opportunities your essay today, you have beenthrough itseveral times Try notto tons gettoo ofeditsto boggeddown making review your essay inlight ofthescored analysis elements. how eachcomes into play inawell-written essay. Then, elements withyour parents to ensure you understand es Scoring Guide the more theypractice, theeasierthistaskwill become. other timedessay likethisone. Helpthemremember that them theyhave two more chances thisyear to an practice point outstrengths aswell as weaknesses, andremind score you gave theessay withyour students. sure Be to this week. Exam, simplyby theystudiedindepth refining the skills your students how theycould affect theirscores onthe score bothessays. sowould Doing show bothyou and on thetimedexam. will bealess-accurate ofhow picture theywould perform theirbestwithin the50minute timelimit, soit performing ment. However, you willhave removed the challengeof your ofassign at students thistype potential to perform youIf score justtheedited, version, typed you willscore on theEssay exam iftheyhadtakenitonDay 1this week. dents aclearer ofhow picture theywould have performed like to score. scoring theoriginal, By you’ll give your stu evaluate oneessay, we’ll letyou choosewhichessay you’d to evaluate thisweek’s essay. you If onlycare to read and located inthe revisions.pretty heavy typed, newer version ofthisessay some that underwent wrote for SAT Essay practice, andtheywillsubmitaclean, versionsubmit amarked-up oftheessay theyoriginally How to Evaluate thisAssignment hard work thisweek! for exam. your practice Congratulations next onallofyour it willbeto usetheminyour initialessay whenyou write 15 Day What doyou thinkofyour finalversion? you Do think When you are ready, makethefinalchangesto your Today your taskistwo-fold. First, locate the When you’ve finishedyour evaluation, talkthrough the youIf feel likeyou have thetime, you could read and This pleasefindthe week, Today your students intwo essays. willturn They will

Appendix SAT Practice , familiarize yourself withit, andreview these Practice Resources Appendix inthe SAT Essay ExamPractice Resourc Reading Scoring Guide anduseit Analysis Week 3 |

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* * * Take a posttest. Read the spelling words to your your to Read words the spelling a posttest. Take Have your children incorporate each spelling each spelling incorporate children your Have beginning, celebrate, loyalty, meant, practically, practically, meant, loyalty, celebrate, beginning, Day 14: Day 15: Day Words: word into a sentence, making sure they use the word in making the word they use sure a sentence, into word context. the proper them write or them orally either recite may They children. be words misspelled any suggest We them. say as you spelling words. the next week’s added onto suscep sorrowful, proceed, formerly, playwright, formally, punctuation, qualities eloquently, tible, American Historical Literature Historical American Have your children write out each of the out each write children your Have Pretest–Posttest Take a pretest. Read the spelling words for the for Read the spelling words a pretest. Take Parent Guide | | Parent Two 3 | Section Week Days | Days 12 & 13: Days Day 11: Day If you don’t have a spelling program we provide one one provide we program a spelling have If don’t you 11–15 Alternative Spelling 22 words three times. If any are spelled wrong on Day 1, have 1, have on Day spelled wrong are If any times. three words times. ten words the misspelled write children your week to your children. Have them write the words and see the words them write Have children. your to week they can spell correctly first. without seeing them many how commonly misspelled words in American English. Use it or in American English. Use words misspelled commonly use these words: to One way pleasure. your it at ignore for you. Our spelling program consists of 500 of the most of 500 of the most consists Our program spelling you. for 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

American Historical Literature | Parent 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 Writingto High School| Section Students Four | Section Three | Parent Guide | American Historical 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

American Historical Literature | Parent 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.

36 | Appendix 2: Maps | Section Three | Parent Guide | American Historical Literature Rip Van Winkle—Map 1

American Historical Literature | Parent Guide | Section Three | Appendix 2: Maps | 37 Stink Alley—Map 1

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©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. . Adapted from https://collegereadiness.collegeboard.org/sat/scores/understanding-scores/essay 1. to focus ononearea for exam. eachpractice As theweek on allthree areas at once, butthisyear we willguideyou grammatical andmechanical errors. ate for aformal audience. The essay shouldbefree from word choice, andhave atone, selected appropri- andstyle and well-structured. Students shouldshow strength in command oftheEnglishlanguage, andbeclear, focused intheessaythe writing itself. Writing shouldshow afirm make. The Writing Scoringwill helpyou Guide to assess theclaimsthey of paraphrases andquotes to support too, shouldprovide intheform evidence from thearticle hisorherargument,of evidence your to support students, way that theyshouldbeableto evaluate theauthor’s use prompt andexpress theirthoughts inwriting. thesame In according tothe article thespecificquestionaskedin determine how well your students were ableto analyze writing. The their showed through theyunderstood theprovided article willhelpyouGuide determine how well your students this year’s scheduledSAT practice. The ReadingScoring ent elements ofyour students’ astheycomplete writing SAT Essay Scoring Guides of the text. of thetext. thorough comprehension arguments well, showing their a way that supports es and/orquotations in skillfully, usingparaphras- Writer cites thesource text presented inthetext. terpret any misunderstand ormisin- Shows thewriter didnot of thetext. complete understanding tails, anddemonstrates a de- ideas andimportant between thetext’s main stands theconnections Shows thewriter under- source text (article). source (article). text oughly understood the Shows thewriter thor- Reading Scoring Guide When your students taketheSAT, theywillbeassessed The following three willhelpyou rubrics assessdiffer- American Historical Literature Score of4 facts orideas facts Analysis Scoring willhelpyou Guide 1 Appendix 3:SAT Essay ExamPracticeResources stood thesource text. strate heorsheunder- appropriately to demon- es and/orquotations) evidence (paraphras- Writer usestext-based terpret thetext. misunderstand ormisin- The writer did notgrossly ideas andkeydetails. stands thetext’s main Shows thewriter under- source text. understanding ofthe Writer shows competent

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Section text. understanding ofthe sistent, showing limited es) issparseorincon- quotations orparaphras- dence (eitherthrough Use oftext-based evi- source text. ideas presented inthe or misinterpreted some understood somefacts The writer may have mis- not the important details. not theimportant presented but inthetext, stood themainideas Shows thewriter under- text. text. derstanding of the source Writer shows someun- Three making use of specific writing techniques. useofspecificwriting making argue point andcoherently clearly awell-supported while students willwork theywillneedto to refine skills writing digging into theelements intheserubrics, described your to revise theessay theywrote for exam. thepractice By progresses, your students willuseeachoftheserubrics average score for that Section. points and then dividethesumby earned 4to findthe a score for eachcategory, addthescores to findthetotal inthathighest mark category. When you have determined A paperthat ofa4 willreceive fitsthedescription the yourbest describes student’s inthat writing category. horizontally across eachrow anddecidewhichstatement you willassesswhenyou review. thedescriptions Read that score a4achieved thehighest. have achieved thelowest level inthat category, andthose assign point values to Papers student work. that score a1 levels invarious categories ofwriting to helpanevaluator How to Use These Scoring to Guides Evaluate anEssay Score Average ( for thisSection Total Points ÷4) Score of2

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Writer either ineffectively either ineffectively Writer text, the source analyzes no little to or provides source of the analysis demonstrat- text, thereby no under- ing little to standing of the analytical task. Identifies but does not Identifies aspectsexplain of the use of evidence author’s supportto rea- claims, ideas develop soning to and connect ev- claims to and/or stylistic or idence, the elements persuasive has selected student to analyzed Or have discuss. aspectsnumerous of the text incorrectly. Writer includes little to includes little to Writer no support claims and for or the sup- made, points port selected is inconse- quential. Writer may not focus on not focus may Writer of the articleelements to most relevant are that or the his or her analysis, only provides response a summary of the article it. analyze and fails to arent Guide arent P

Three Score of 2 of Score Score Average for this Section ( Total Points ÷ 4) Points Total this Section for ( Average Score Section Writer shows limited limited shows Writer text of the and analysis partial only demonstrates understanding of the analytical task. Writer attempts to to attempts Writer use the author’s evaluate support to of evidence de- to reasoning claims, and connect ideas velop and/ evidence, claims to or stylistic or persuasive but merely elements, or lists them mentions than explaining rather these elements why have important.are Or, one or more analyzed aspects of the article incorrectly. Writer includes little to includes little to Writer no support claims for made. Writer may lack clear may Writer of on the elements focus the article most are that his or her to relevant of the text. analysis

Score of 3 of Score Writer effectively ana- effectively Writer text and the source lyzes under- he or she shows task.stands the analytical Writer proficiently eval- proficiently Writer use the author’s uates support to of evidence de- to reasoning claims, ideas and connect velop and/ evidence, claims to or stylistic or persuasive has the student elements selected discuss. to Writer includes applica- Writer ble support sufficiently to points claims and argue made. Writer speaks mostly to speaks mostly to Writer of the articleelements to most relevant are that of the his or her analysis text. 1 Score of 4 of Score A

Analysis Scoring Guide Scoring Analysis Writer shows insight in insight shows Writer the of analysis his or her text shows and source of the a firm command analytical task. Writer shows careful, careful, shows Writer evalua- well-considered use tion of the author’s support to of evidence de- to reasoning claims, ideas and connect velop and/ evidence, claims to or stylistic or persuasive has the student elements selected discuss. to Writer includes appli- Writer cable and well-chosen support claims and for made. points Writer maintains focus on focus maintains Writer of the articleelements to most relevant are that of the his or her analysis text. 56 Resources ExamPractice Essay 3:SAT ppendix 1. https://collegereadiness.collegeboard.org/sat/scores/understanding-scores/essay from Adapted ©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. . Adapted from https://collegereadiness.collegeboard.org/sat/scores/understanding-scores/essay 1. error-free. fully, andisornearly written Englishskill- conventions ofstandard standing ofandfollows Shows under- afirm tive tone. formal andobjec- style al. The writer maintains a deliberate andintention- is consistently careful, widely andword choice Sentence vary structures throughout theresponse. within paragraphs and progression ofideasboth effective planninginthe shows intentional and writing conclusion. The strong introduction and tured andincludesa iswell-struc-Response claim. Presents aclear, central language. adept useandcontrol of andshows skillfully Writer thoughts connects Writing Scoring Guide American Historical Literature Score of4 1 writing. from of thequality errors that takeaway and isfree ofsignificant standard written English Follows conventions of tive tone. formal andobjec- style The writer maintains a intentional word choice. of careful, deliberate and and contains examples in sentence structure showsResponse variety throughout theresponse. within paragraphs and progression ofideasboth sion andshows aclear introduction andconclu- includesan Response be clearly expressed.be clearly idea that may ormay not or impliedcontrolling Presents acentral claim control language. to effectively useand competently andisable Writer thoughts connects

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Section standing. may even impairunder- quality,writing orthat take away from overall glish. Contains errors that of standard written En- mand oftheconventions Shows alimited com- mality andobjectivity.mality times, fallaway from for- may,tone andstyle at or repetitive. The writer’s choice isgeneral, vague even berepetitive. Word ormaylimited invariety Sentence is structure response. but notthroughout the ideas withinparagraphs some progression of response may show unproductive. The are conclusion provided and/or Introduction gresses. idea astheessay pro- away from theclaimor idea, ormay wander May lackaclearmain control oflanguage. intheuseand ited skill scattered andshows lim- The may writing seem Three Score Average ( for thisSection Total Points ÷4) Score of2

A ppendix 3:SAT Essay ExamPractice Resources quality. writing that impact Contains many errors standard written English. of theconventions of Shows aweak command or objective tone.or objective lacks aformal and/ style and inaccurate. Response general, vague orispoor repetitive. Word choice is ormayited be invariety Sentence islim- structure throughout theresponse. do notseemto progress are unrecognizable. Ideas conclusion are missingor and/or Introduction idea orclaim. May lackaclearmain control oflanguage. intheuseand to noskill andshowsnected little The isdiscon- writing Total Points Scored: Score of1 Score

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. you read theprovided articles. digging into theseideassoyou’ll understandthemwhen modes ofpersuasionAristotle described. let’s So begin by between Ethos, Pathos andLogos, thefundamental the SAT Exam, you shouldbeableto identify thebalance relevant today. When you for analyze thesource articles work Rhetoric. calledOn The hedefined are theories still Persuasive Style want to lookfor whenyou taketheSAT Essay exam. rants, let’s lookat theelements ofpersuasive you style will to theclaim. show how theevidence supports vide evidence butnowarrants lacktheconnective piece do notprovide Claimsthat pro- enoughcredible support. rants mustallbepresent. Claimsthat onlyoffer warrants called warrants. Statements evidence that tosupport. connect claimsare the evidence to hisclaim,to show why itiseffective Likely no. do youif18bushelsisanimpressive know numberornot? much aboutapples, otherthanthat you liketo eat them, you theclaim.If don’tthis evidence supports really know ground that would knowledge tell you whetherornot own appletree, you might already possess someback- claim withevidence. an audience the to believe aclaim,writer shouldsupport becomes thethesisofanargument. claim aboutatopic. Aclaimisadefinitive statement that down anargument into three levels. First, awriter makesa to agree withawriter’s claimorbelief. You canbreak ofanArgumentParts The Art ofPersuasionThe Art In 4BC In Now that you understandclaims, evidence andwar- For arguments to beeffective, claims, evidence andwar- Warrant: The onlyothertree that even comes closeto Evidence: We pickanaverage of18bushelsapples appletreeClaim: Our isthebiggestoneintown. Once awriter presents evidence, heneedsto connect Now, ifyou’re intheapplebusinessoryou have your Evidence: We pickanaverage of18bushelsapples appletreeClaim: Our isthebiggestoneintown. orderIn to buildaneffective argument that would sway appletreeClaim: Our isthebiggestoneintown. Argumentative isintended writing to sway anaudience American Historical Literature bushels. ever picked inaseasonis15 said themostthey’ve the size ofoursistheOrdaz’s tree, butCici Ordaz each season. each season. , ofpersuasioninhis Aristotle wrote abouttheart | Parent Guide Elements ofPersuasive Style | Section Three through logical reasoning. For example: research. Logos to theclaim warrants the facts connect argued logically. Evidence for logosare figures facts, and if themessageistruthful(orappearsto betruthful)and due to likes, dislikes, fears ordesires. For example: help to show why anaudience shouldcare aboutanissue, Pathoslikely had(theamazingfootball warrants party). ofexperiences anddescriptions theaudience has vivor”) tial: personalstories (“Luke cancer sur- isatwo-year-old cancer research. Evidence for pathos shouldbeexperien- of asickbaby might persuadeanaudience to donate to for party, ornegative, theirnext theway showing apicture might persuadeanaudience to want to buychipsanddip the way showing animageofexciting football party emotions inanaudience. The emotionscanbepositive, writer ismore persuasive strong ifthemessage triggers establish thecredibility ofasource. For example: highly credible inaspecificfield. Ethos warrants help from groups figuresfrom orsupport that authority are evidence, suchasquotes from endorsements experts, credible. Writers establishtheirown credibility by offering naturally more persuasive iftheaudience believes heis 2018 tions-and-symptoms/conditions/down-syndrome/ Accessed 21, Sept. 1. https://www.childrenscolorado.org/conditions-and-advice/condi- Claim: Traditional baby namescanbebothaclassicand Logos isanappealto. Awriter ismore logic persuasive Warrant: you If love tacos food, orMexican you willlove Evidence: We never have any leftovers ofSeven Layer Claim: Seven Layer Dipisthebestsnackto have when Pathos isanappealto feelings orstrong emotion.A Warrant: The specialistsat theSieCenter have over 80 Evidence: According to the SieCenter for Down Syn- Claim: Women over theageof35are more likelyto have . Awriter is orcredibility Ethos isanappealto authority | Appendix 3:SAT Essay ExamPractice Resources baby. on-trend anamefor choice whenselecting anew right onyour chip! Seven Layer Dip. Onescoop islikeafullyloadedtaco, oneofourparties. Dip after you hostanepicfootball party. nationally, for Down Syndrome research. ittheforemostties, making clinic, bothlocallyand with Down Syndrome anddevelopmental disabili- years ofcombined experience for caring children 400 for women whobecome pregnant at age35.” having ababy withDown syndrome increases to 1in syndrome islessthan1in1,000,butthechance of becomes pregnant willhave ababy withDown drome, likelihoodthat awoman under30who “The a baby withDown Syndrome. | 1 59

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. 5 American Historical Literature | Parent Guide Parent | direct the other way—in short, the period was so far like short, like so far direct the other way—in period the was some of its noisiest authorities that period, the present in the for good evil, or for on its being received, insisted only. of comparison degree superlative the balloon looming ominously over a giant parade as the time for pick-up approached. arriving parents s fun. is more and the work lighter, are burdens art cc lv pa s lv adv pa Senator should be present for the majority of key votes votes Senator for the majority should bepresent of key is absent most who Any senator or her term. during his job effectively. doing his or her just isn’t of the term them. like don’t if they the rules even following trust by curfew rules, and permission over with parents Arguing idiotic. is disrespectful rather and go places to Another designers. young to dynamics and precision and challenges spa- that also demands precision craft tial thinking skills and fine motor is origami… but Mom and Dad wouldn’t gas and insurance, save could we and all of our practices, us to drive to have the store. running to by help out sometimes even it was the age of foolishness, the age of wisdom, it was it the epoch of incredulity, it was the epoch of belief, the season of Darkness, the season of Light, it was was of despair, the winter it was the spring of hope, it was us, before had nothing we had everythingwe us, before all going were we Heaven, to all going direct were we Ex. The pressure to get “that to one perfect pressure Ex. The parking spot” was the sc shorter, the tasks are together, all work Ex. When we s adj v adv art s lv pa art read. running and to Ex. I like Ex. In order to represent his or her constituents well, a U.S. a U.S. well, or her constituents his represent to order Ex. In Ex. Responsible and smart their parents’ gain teenagers design, aero- teach to way a great airplanes are Ex. Paper we Not only would a car. Ex. Imagine if Eric and I shared it was of times, the worst it was the best of times, Ex. It was 5. I. Chapter Cities, Book the First, of Two A Tale Charles Dickens, a figure that represents an abstract represents that a figure personification: quality struc- sentence balance to writing in order parallelism: the repeti- Note read. which can make text easier to tures, adjective in the tion of subject, predicate , linking verb following: Not parallel: open condemnation or criticism or condemnation open denunciation: attack abusive bitter, diatribe: longer departure the main theme digression: from example a theoretical hypothetical: com- juxtaposition: to things in order two highlighting them and contrast pare Three Section | Ac- 2 In fact, is the top James 3

4 Appendix 3: SAT Essay Exam Practice Resources Resources Exam Practice Essay 3: SAT Appendix less we obtain the right tools for this project first. for this project obtain the right tools less we our block.… down as I could big wheel as fast riding my ice is a fantastic there Incidentally, ward. their surgical if you and sandwich shop just south of Swedish cream stay there. do happen to idea different old had a radically but the curious 3 year for their afternoonabout walk. the pace Emma, Evelyn, Noah, Liam (which is a shortened (which Noah, Liam Evelyn, Emma, form all on the are William Michael James, and William), of 2018. names for baby and girl boy 10 list of top 100 years, it must be a name that withstands the test withstands the test it must be a name that 100 years, of time. boy name of all time, Michael is #4 and William is #5 is #5 William Michael#4 and is name of all time, boy on the Social Security list. cording to the United States Social Security records, Social Security States the United records, to cording names the list of top also appear on these names years. the last 100 chosen for |

Ex. We will be trying hoe un- field with a garden a plow to Ex. We than freedom no greater was there five, Ex. When I was and expert care Hospital offers great staff in Ex. Swedish bounded ahead and pulled at his leash, puppy Ex. The Here is a list of persuasive writing elements you should you writing elements is a list of persuasive Here , the names Olivia, names Olivia, , the Today USA to According Evidence: Warrant: If a name is popular both today and for the last the and for If both today a name is popular Warrant: of other authors, work the argumentative read you As 60 2. https://www.usatoday.com/story/life/allthemoms/news/2018/04/23/ 24, 2018 September Accessed top-baby-names-2018/34928975/ 3. Ac- https://www.ssa.gov/oact/babynames/decades/century.html 24, 2018 September cessed 4. https://nameberry.com/blog/the-most-popular-baby-names-over- 24, 2018 September time Accessed storyanecdote: or short account aside: a quick departure a main theme or topic from to in order polar opposites two referencing antithesis: a contrast emphasize Structural Elements similar or comparable things are two analogy: why show watch for when you read and analyze argumentative argumentative and analyze read you when for watch elements discuss each of the following Please writing. an author make use of the might Why parents. with your it impact would How essay? in an argumentative element when you of these elements using a few Try the piece? essays. argumentative own your write Persuasive Elements Persuasive you should be able to find evidence of ethos, pathos and pathos of ethos, find evidence be able to should you it. they say and also how they say logos both in what your for and the tone chose the words write, you When argu- make a balanced to In order purposefully. argument appeal to should strive you an academic paper, for ment the points argue and logos equally as you pathos ethos, to paper. in your ©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. clusion basedonincomplete information conjecture: unproven hypothesis; claim,opinionorcon- concession: to admittruthorvalidity astrong claim assertion: Elements Rhetorical issue testimony: apersonalquote from someoneaboutthe in asentence waysyntax: words sentence structure—the are arranged thing else. orideato represent tosymbolism: usean object some- repetition: usingaword orphrase more thanonce. reminiscence: ofpastevents collection orexperiences Parallel: Ex. Cauliflower issometimesusedasapotato substitute so salted caramelEx. While lattes are notmy favorite, theydo Ex. Last seasonwas theweakest theBruinshave hadina Ex. Before Ipurchased theNoseHairWhacker 5000,Iused Ex. The authorcreated asyntaxerror whenshewrote “Any hehadgiven thebook herandleafed sheopened Ex. When Ex. Vote “no” onProposition 1A:Let’s helpourstudents. weEx. As consider leaderofthis ourchoices forthenext Ex. Ilike runningandreading American Historical Literature it would probably make agreat alternate “french fry”. sell well. decade. full 4hours! days, I’m Ican happy stayclean-shaven to report fora to getsomany compliments onmy mustache. These the list.” children whoneedextra helpshouldsigntheirnameon with “their”. Sheshouldrevise thesentence to say“Any on thelist.” because “child” notagree does innumber child whoneedsextra helpshouldsigntheirname field nearBailey. together, theyhadspent afternoon inthe picnicking daisies. At once sheremembered thesunshine-filled through thepages, outfellasprigofpurpleAspen on Proposition 1A! Let’s helpourteachers. Let’s helpourschools. Vote “no” Gangelhoff. great work we have accomplished underChairman committee, we shouldpauseto remember allofthe I like to runandto read. or | Parent Guide | Section Three mistakenbeliefbasedonunsoundargument fallacy: notony ortedium ofapiece andhelpstheaudience relax. humor: funny languageorjokes. Humorbreaks themo- word choice inyour essay. tion to ifyou allof thesecharacteristics decideto analyze orlow high andfancy and theconnotative (associative) meaning. canbe Diction meaningofaword between thedenotative (dictionary) theauthor’sdiction: choice ofwords. Authors canchoose assonance: repetition ofvowel sounds allusion: areference to aperson,song, movie, etc. book, alliteration: repetition ofconsonant sounds to reveal hiddenmoral orpoliticalmeaning. astory, that poemorpicture canbeinterpretedallegory: Elements Stylistic rebuttal: to show oppositionthrough evidence contrary ofthegroupfeel likepart inclusive language:choosingwords to makethereader examples orevidence generalization: to infer ageneral from principle certain with a kitchen fullof suds! with akitchen Please donotputliquiddishsoap inadishwasher—you might endup 6. Ex. If youEx. If can cleandisheswithliquiddishsoapanda Ex. It wasEx. It themostenjoyable Thanksgiving mealwe’d ofword isaninformaltype choice.Ex. Slang refersJargon birds alwaysEx. Odd gobblegreen almondsinautumn. dad’sEx. My beard ishuge. For thisyear, ourcostume party Ex. Peter Piper picked peppers. ofpickled apeck Ex. Aesop’s fables are allegorical because theyare short swimmersintheintermediate Ex. While classmaynotbe Ex. We can’t waste must anotherminute! be Something Ex. Several oftheswimmersinintermediate class | Appendix 3:SAT Essay ExamPractice Resources to useliquiddishsoapinthedishwasher inapinch. dishwasher alsocleansdishes, thenyou able shouldbe Everyone buttheturkey. had inyears. time. Everyone saidtheyhadawonderful to words orpurpose. thatrelate to industry aspecific “Four score andseven years ago…!” he foundanoldtop hatandwent around announcing stories thatprovide amoral message. treading water. can stillusethisarea to teach deepwater like skills ofthepool, youable to touch thebottom inthispart done to protect ourchildren! not agreat place to teach thatclass. couldn’t ofthepool, soit’s touch thebottom inthispart andinformal. You shouldpay atten- 6 | 61

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature | Parent Guide Parent | topic or issue. Clearly state your claim. your Clearly state or issue. topic support or point claim. your or support point claim. plain your your and its strengths of view and explain posing point weaknesses. it is more of view, the opposing point despite persuasive. Topic: Is it always essential to tell the truth, or are truth, or are the tell to essential Is it always Topic: lie? to in which it is better circumstances there little “A the expression, all heard probably We’ve I think disagree. but I hurt lie never white anyone,” In whether or not debating lie. to wrong it is always not as much the lie that it’s essential, truth is always in judg- inherent as the human error is the problem it is always I believe Therefore, ing each circumstance. the truth. tell to essential deciding that they are lie, people choose to When the truth others (and that they know is best for what often wrong people are it). However, sometimes isn’t lying a bad idea. In which makes in this judgment, a political crisis faced States the United the 1970s, up the cover tried to Richard Nixon when President it best to he thought Perhaps break-in. Watergate knowing the American about people from protect and light the truth came to However, such a scandal. protect to decision Nixon’s in his resignation. resulted re- the truth backfired, the American people from runs that sulting in a lasting mistrust of government break-in. deeper than the original on false it rests that with lying is problem Another One assumptions about the person or people lied to. facing pain or suffer- a patient assume that might of details” “gory not know rather all the ing would not everyone is the same. However, the prognosis. knowing he said that had cancer, grandpa my When it and not for ahead helped him prepare was what the pulled, tooth But when I had a broken be afraid. hap- was description of what play-by-play dentist’s than the actual me more procedure. pening scared know assume to whether or not should never You hear the truth. to another person wants 1. Introduction with a hook. Begin – the Introduce 2. your explain to a specific example Example 1 – Use 3. ex- to example another specific Example 2 – Use 4. the op- – Acknowledge View of Opposing Point 5. claim. Explain how, your – Restate Conclusion Now that you understand persuasive style and writing persuasive understand you that Now follows that essay of a persuasive is an example Below How to Write an Argumentative Essay Argumentative an Write to How elements to include in an argumentative essay, let’s talk let’s essay, include in an argumentative to elements know If a you such a paper. organize to way about a good (or an argumentative organize to outline or way standard is easier find the essay will probably you opinion) essay, your organize help you may that approach An write. to simple use this is to the prompt and address thoughts a five-paragraph essay:structure for this format. Three Section | Appendix 3: SAT Essay Exam Practice Resources Resources Exam Practice Essay 3: SAT Appendix school who isn’t there! school isn’t who when I up and kissedface my mon and ginger—swelled out the cookies. pull to opened the oven making his hastyand swerved way in and out of traffic, we miles later, 3 Unfortunately, up the icy highway. stuck in way, the wrong facing car passed his unharmed the ditch. in the snow at of “worst dressed” try can for the award season so we win! would I bet we the competition. in school satisfaction if they more and experience rested But what does start able to are in the day. school later this mean for participation sports? in after-school What do they balance a job? How have to like would if a teen start their homework, participatea later complete time, the activitiesin enriching elective and still accomplish of school number in a day? hours required might be useful. college |

Ex. If I don’t get to go, I will be the whole one in the only go, to get Ex. If I don’t cinna- and spice—nutmeg, sweetness of heat, Ex. A wave us whipped around impatient driver The Ex. (Situational) imagine a life without chocolate? you Ex. Can uniforms for another shabby these old, should wear Ex. We skates. as a hippopotamus on roller as graceful Ex. She was Emily Dickinson a regular in poetryEx. She was class. feel more perform teenagers shows Ex. Research better, of choice top your a full-ride scholarship to Ex. Winning 62 imagery: the senses appeals to that language is what happens from opposite situational—the irony: than the knows more reader expected; dramatic—the one thing about; verbal—saying speaker or those spoken and meaning the opposite style rhetorical or effect; questions used for rhetorical: rather statement or make a an effect produce asked to are than obtain information ridicule of a subject intentional or idea; makingsatire: fun its flaws exposes that of something in a way uses that in a phrase unlike things two compare simile: to the or “as” “like” words is something else one thing saying metaphor: Ur- author sounds as he or she writes. the the way tone: Thoughtful? Convincing? Inquisitive? Silly? Forceful? gent? or importance the size of down-playing understatement: something obvious exaggeration obvious hyperbole: ©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature esty reallyesty isthebest. situations orto patronize others. Discover that hon- sensitivity. Don’t uselyingto escapeuncomfortable tion, tell thetruthcushionedinunderstandingand truth inlove. thanlieaboutadelicate Rather situa- feelings?assumptions, Learn to andhurt tell the what’sSo thebestway to avoid lies, backfiring false slope. that can beaslippery whether ornotmy momshouldhearthetruth.And ontherole ofjudgeindeciding but Iamtaking I’m doingany ifthehaircut harm islessthanstellar, because Idon’t herfeelings. want to hurt Idon’t think myIf momasksifIlikeherhaircut, Ialways say yes cause real Butwhat harm. constitutes lesscritical? Perhaps circumstances, inlesscritical lyingdoesnot n | Parent Guide | Section Three | Appendix 3:SAT Essay ExamPractice Resources | 63

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. support claims. support the authorusesevidence, orexamples, suchasfacts to As youDirections: read thepassagebelow, consider how American Historical Literature • • • ideas expressed. choice or appealsto emotion,to addpower to the orpersuasivestylistic elements, suchasword and evidence. reasoning to develop claims ideasandto connect claims. evidence, orexamples, suchasfacts to support 3 2 1 because we from learn ourmistakessoifwe never makemistakes, we order never In learn. they would rather chooseto failthanto feel liketheyare notintelligent. This isaproblem they canblametheirfailure rather on theirlackofeffort, thantheirintelligence. short, In for them,andthentheyquit whilethey’re ahead. sothat iftheydofail,They stop trying reached theirpotential. Many students coast through schooluntil itbecomes difficult the mainstumblingblocksfor students becauseit causesthemto quitwell before they’ve pacities to grow. JustasAnne Lamottpoints outfor writers, thefear offailure isalsooneof The fear offailure isprevalent amongst oursociety’s youth andlimitsmany students’ ca- cannot avoid failure iftheywishto succeed. writer. Justaswriters cannotavoid mistakesiftheywishto write well, making sostudents to avoid,writers that are mistakesinwriting notnecessary butrather beneficialto the somewhere. by gettingsomething—anything—down onpaper.” Start start Shereassures Lamott concludes, “Almost begins all good writing firstefforts. withterrible You needto well. ofwriting part age writers becauseitisanimportant that messingupat firstisokay thirdand terrific drafts.” Anne Lamott’s isto encour- thisarticle inwriting mainpurpose drafts. All goodwriters write them. This ishow theyendupwithsuchgoodsecond drafts fear offailure. Lamottstates, “Now, even practically better news…is theideaofbadfirst Bird Bird, Anne By Lamottencourages herbook, writers to In free themselves from the development.and intellectual well ofencouragement asthetype theyreceive, play majorroles intheiracademicsuccess level ofintelligence, withacertain childisborn Every butdifferences intheirmindsets, as hasequalchances,not everyone becauseofdifferences intheir mindsets towards learning. praise theyreceive. say Some hasanequalchance that everyone to succeed academically, and authorof “Brainology”, states that othersare discouraged by, surprisingly, of thetype fear failure. Additionally, Professor Carol S.Dweck, ofPsychology at Standford University According to Anne Lamott, Bird author ofBird, somelosetheirambitionbecausethey By Why onthepath outeagerly to success, dosomany students start butsofew finish? | Parent Guide SAT Essay Practice#1 Accidental Indoctrination | Section Three By M.S. By persuade hisaudience. but rather explain how theauthorbuildsanargument to not explain whetheryou agree withtheauthor’s claims, most relevant features ofthepassage. Your essay should of hisargument. sure Be that your analysis focuses onthe own choice) to strengthen thelogic andpersuasiveness or more ofthefeatures listed above (orfeatures ofyour development. your In essay, analyze how “M.S.” usesone ment affect students’ academicsuccess andintellectual mindsetandappropriatecorrect ofencourage- type builds anargument to persuadehisaudience that the Write anessay inwhichyou explain how author “M.S.” | Appendix 3:SAT Essay ExamPractice Resources

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©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature | Parent Guide Parent | Three Section | to help students overcome this fear, we must help them understand that everyone that understand them must help must we fear, this overcome students help to people is important, the brightest even and that perseverance that succeed, to hard work a wonderful of this. Lamott provides example Anne often make mistakes. struggle and those even pulling teeth, are like we all often feel “We In her book, By, she states, Bird Bird and sen- words right The and fluid. natural up being the most ends whose prose writers ideas Encouraging pouringof the time.” ticker tape most out like not come just do tences anxiety their about failing and decrease to with our students shared like these must be succeed. to their chances increase Accord- mindsets. fixed must first eliminate we of failure, the fear eliminate wish to If we Dweck mindset. mindset or a growth S. Dweck, possess either a fixed Carol students ing to a certain amount they only have that as when someone believes mindset defines a fixed A fixed their intelligence. increase to is nothing they can do there and that of intelligence in studies performed as shown Dweck,with dangers and pitfalls because, by mindset is rife demor- and are challenges from away shy to mindsets tend possess fixed who students in their classes, succeed to hard work if they must that believe They mistakes. by alized or struggle causes them to setback any Because of this, not intelligent. it means they are if “stupid” trying simply stop they will be labeled They afraid because they are shut down. recogniz- as when a student on the other hand, mindset, Dweck defines a growth they fail. Dweck “Brainology”, work. In through article,her intelligence their increase can they that es can that potential is a intelligence that mindset believe this growth with “Students asserts, mistakes, from profiting challenges, confronting a result, As learning. through be realized who Students of getting smarter.” ways of setbacks become in the face and persevering because they see challenges as with adversity, when faced thrive mindsets possess growth and elimi- mentalities growth foster to should attempt we opportunities learn. Clearly, to doing this key to The the ability succeed. our students to give wish to we ones if fixed nate of praise. is hidden in the nature their self-esteem increase is actually to in an attempt intelligence students’ Praising their for performed students Studies praising that Dweck show the students. harmful by to of their intelligence praises These mindsets. think with fixed them to trains intelligence lose the to because they do not want difficulty, to be extremely sensitive cause them to Accord- students? praise should we So how struggling. models by of their role admiration Doing so will cause them Dweck, their efforting to should praise and their persistence. we Because of the im- truly learn inspiring and grow. them to mindsets, growth develop to and in turn, their academic mindsets, has on students’ our praise that mense ramifications is supportive that truly matters: of what them in a way praise to should strive we success, their effort. Starting of success. their chances affect on learning greatly views in students’ Variations the mentality by indoctrinated with a fixed accidentally are students many an early age, at to which leads many of failure, in turn, causes a fear This, very people trying help them. to some of the roadblocks can remove we However, going. truly gotten they have quit before our students Ultimately, mentality. a growth students teaching by success to on their path negatively we now, progress By impeding our students’ of the future. force the work are 4 5 6 Appendix 3: SAT Essay Exam Practice Resources Resources Exam Practice Essay 3: SAT Appendix |

66 ©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature Dweck, Carol S. Dweck, “Brainology.” Magazine School Independent Winter (2008):25–31.Print. Lamott, Anne. Bird Bird. New By York Anchor Books, 1995.Print City: eradicate fixed mindsetsfrom oureducation system ifwe wishto flourish. journeys onthepath to success, sowe, asasociety, mustpersevere inourattempts to affect ourfuture economy, everyone. Justasstudents mustpersevere whichhurts intheir | Parent Guide | Section Three Bibliography | Appendix 3:SAT Essay ExamPractice Resources | 67

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. Overall Comments: complete otherSAT Essay Practices later thisyear. ofelements theyshouldwatchthe kinds for whenthey through thislistofcomments withthem.Use itto model essays sometimeto for read consider theweek, taking students’ essays. so willhelpyou callideasto mindwhenyou doread your have timeto letthesethoughts “soak”. We believe doing you complete your review few inthenext days soyou here digsquite deeplyinto thewriting, sowe recommend you thisweek. studiedearlier The information we provide something you read reminds you ofonetheelements Threecated available inSection for reference too, incase help to have the “Elements ofPersuasive Style” lo- article then read through ourlistofpoints below. may also It anythingthrough that standsoutto it, marking you, and Threelocated, asmuchpossible. inSection Read Essay Practice #1” essay called “Accidental Indoctrination”, we recommend you familiarize yourself withthe “SAT gress intheseaspects. Threelocated, to inSection helpyou measure theirpro- the points we intherubric recommend for theweek, and how analyzed thesampleessay, how analyzed thetext. Your real willbeofhow critique so you evaluate canmore how quickly well your students elements ofpersuasive inusethesamplewriting, style to save you timeinidentifying strengths, weaknesses, and highlight—and that’s too. okay We simplyprovide thislist And theymay have written aboutsomethingwe didn’t didn’t we’ve comment oneverything pulledouthere. ifyour isokay students exhaustive oreven abaseline—it cussed intheirown essays. Please donotconsider ourlist a listofpoints your students may have identified anddis- have prompt worked to through create thesamplearticle in lieuofananswer keyfor thisweek’s SAT Practice, we • OnceOptional: your students have completed their To prepare for your evaluation at theendofweek, Note to Parents: thanprovide Rather acomplete essay American Historical Literature ductory paragraph ifyou plantoductory useit—and useit well, useitfrom intheintro- thebeginning—even recommendation: Our to use inclusive language he writes onlyinthethird person. throughout thepaper. Fortwo thefirst paragraphs, language, except that ithasn’t beenconsistently used erence to society, whichisafine example ofinclusive paragraph 3).Later inthepaperheuses “we” inref- himself inthegroup referred to as “students” (see reader into hisargument, oriftheauthorisincluding the intent isto create inclusive languageto draw the collective “we” inplaces, thoughitisn’t always clearif for argumentation. scholarly The author hasusedthe This essay’s ismostlyformal style , whichwe prefer theywrote theirown essays. to Remember use theyargued theirpoints, | Parent Guide SAT Practice#1: Analysis Key | they Section Three • • • | would agree show more withhisarguments. experts provide evidence from awiderrange ofexperts—he overall senseofethosin hispaperbecausehewould ofhisarguments. sowould Doing port improve the diversity in hisevidence, whichwould bolster thesup- arguments, hewould have addedbothinterest and pursuing anothersource his ortwo that supported the other. Hadtheauthorspent alittlemore time one source, andparagraphs four andfive reference this paper, paragraphs two andthree solelyreference sources inorder to makehisarguments stronger. In he could have presented documentation from more sources fitshisarguments well, however, we think thisauthorprovides Overall, from the support these as to why inthepaper. Perhaps sheis, we justneed alittlemore explanation agement andacademicsuccess (seethethesis)? whenitcomes to student mindsets,expert encour- book to encourage young writers, buthow isshean From reading hispaper, we gather shehaswritten a sourceshould beconsidered for anexpert histopic. Bird”), hedidn’tBy ever completely explain why she reference isanauthor(“Anne Lamott, authorofBird Stanford University”). While hedidexplain hissecond agraph 1(“Carol Professor S.Dweck, ofPsychology at excellent reference to oneauthor’s credibility inpar- author usedtwo sources for thispaper, andmade Ethos to orcredibility): (anappeal The authority of thought theway thispaperdoes. We are impressed. “roll” from oneideainto inonelongerchain thenext together withtransition sentences, butfew papers paragraphs, are andoften alittlemore “forcibly tied” essays present three orfourideasinthebody distinct rather thanintelligence.and efforts Many structured ating growth mindsets:by encouraging perseverance and thefinalbodyparagraph presents ideas for cre- inate fixed mindsetsandpromote growth mindsets, states that we caneliminate afear offailure ifwe elim- this fear to encourage growth. The third paragraph of failure limitsstudent growth, sowe needto reduce succeed. The second paragraph continues that thefear something to avoid we andthat infact, needfailure to The firstbodyparagraph firstsuggeststhat failure isn’t exceptional, difficult andoften toachieve tothislevel. points andspeaksbackto histhesis. paragraphs andaconclusion that restates hismain sents thethesisasfinalsentence, four clearbody author haswritten aclearintroduction whichpre- The overall ofthepaperisexcellent. structure The fromdetracts thepaper’s effectiveness. author meansby “we”, whichaffects and readability leavesinconsistency thereader questioningwhothe to refer to thesamegroup ofpeoplethroughout. The The flow ofideasthrough theentire paperisalso Appendix 3:SAT Essay ExamPractice Resources | 69

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature | Parent Guide Parent Note: if we look for the progression of claim, the progression look for if we Note: its a paragraph, in this first and warrant evidence about Lamott information The find. to little hard fits in like an analogy writers to and her advice in the essay. room a little breathing and creates the main up to the reader warm purpose is to It’s in the next author presents the essay’s points author used the analo-The of paragraphs. couple the reader for a smaller scale scenario create gy to then with, which, if done well, agree to begin to with agree to and begin to relate helps the reader think this we In this case, of the message. the rest author pulled this off successfully. evi- The is the claim and the evidence? where then is a warrant, So if the last sentence and the claim is Lamott quotes, is the two dence most likely the thesis. |

› The author has written a solid claim as a topic sen- a solid claim as a topic author has written The “The is preva- of failure fear this paragraph: for tence lent…” Lamott points as Anne “Just sentence, second The clarity and bringing job of refining does a great out…”, ideas own and ties the author’s sentence, topic the to in the previ- he presented evidence researched the to ous paragraph. 6 in this para- in sentence “we” find the use of We this point, been used up to It hasn’t confusing. graph using it suddenly begin to think it is awkward so we 3–5, he has now—especially because in sentences In students. to refer to “they” clearly used the pronoun of people who some group to refers “we” 6, sentence refers “we” sentence, then in the seventh learners, are the instructing Clearly, who are people learners. to which makes this here muddled is quite voice author’s one clear If he spoke from read. to harder paragraph much read the paper would throughout, viewpoint smoothly. more a create in the following underlined phrases The “This learn because we is a problem : generalization The author refers to Lamott’s work in the first sen- the first in work Lamott’s to refers author The as an sentence third in the and “book” as a tence books and articles consider we Since very “article”. or to cite you need when things (especially different consider wouldn’t we sources), them as document to referring and therefore synonyms, words these two con- creates words these two with work the same fusion. It trying simply was be the author could not is a worthy again (which he goal), but “book” say to the or rephrase “piece” like chosen a word should have instead. “message” Lamott’s to refer to sentence create to avoid” “cannot uses the phrase author The also uses He structure in the last sentence. parallel he makes statement in the warrant “avoid” the word in the last sentence. • • • • • • Paragraph 3 Paragraph Three Section | In the conclusion, there is a nice balance between re- between balance is a nice In there the conclusion, Appendix 3: SAT Essay Exam Practice Resources Resources Exam Practice Essay 3: SAT Appendix This paragraph uses the example of the writing uses the example pro- paragraph This cess to draw an analogy : the author uses the idea to draw to cess making first is necessary at toward failure a how show He uses Lamott’s of writing (or a person) better. piece an exam- give to writers to and encouragement advice of failure. the fear learners share: ple of an issue many as a hook to question as a hook to author uses a rhetorical The open his essay. of- ethos by and creates sources his two He introduces previously, mentioned we As their credentials. fering Lam- Anne why explain do think he should better we an expert comment ott should be considered able to well clarifying but he did Dweck’s topic, on his specific credentials. and paragraph in this thesis is the last sentence The even how the author will explain makes it clear that born with a certain are of intel- though children level affect and type mindsets of encouragement ligence, Each and intellectual development. academic success in this paper supportsparagraph the thesis. The arguments in this pa- arguments The logic): (an appeal to Logos selected clearly and logically—his presented per are While he makes. the arguments reinforces evidence or statistics include specific data the author doesn’t he explains the studies Dweck has conducted, from specific details aren’t enough that well the results think this au- supportcritical we to Overall, his point. in his clear through use of logos mostly comes thor’s show that supportive and warrants writing, evidence supports his evidence how his claims. emotion): strong or feelings appeal (an to Pathos itself somewhat paper of this the topic In sense, some want and educators all parents emotion: appeals to encourage to want and we succeed, to their students to in order endeavours in their educational students idea presented The readily. more succeed help them type need the right students that of in the thesis, could we suggests that succeed, to encouragement type of encouragement, the wrong offer potentially the reader. and this serves for an attention-grabber as is beneficial, assume all encouragement naturally We So our desire it isn’t! author suggests that the but here to this topic us in to draws students our for do well to to appeal to pathos—the This appeal find out more. succeed—carries students that well out our concern paper. the entire throughout failure student over of the concern minding the reader hope-bringing for suggestions the author’s by followed sentences last three The success. student encouraging in particular for and our concern emotion appeal to for the paper. finish a nice Itsociety as a whole. creates |

• • • • • • 70 Paragraph 2 Paragraph Introduction (Paragraph 1) Introduction (Paragraph ©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. Paragraph 4 • • • • • • • American Historical Literature likes to use. While it isn’t necessarily wrong, we think just beaphrase heread orheard somewhere and other source, we itandhave Googled decideditcould Since we were iftheauthorpulleditfrom curious an- dramatic orflowery ofthis piece.for thepurpose Interesting word choice. almostseemsalittletoo It “A fixed mindsetisrife withdangersandpitfalls presents himself. andshow how itrelatesan expert to theclaimshe break inwhichhecansimplyexplain thework of quotes for ofthisparagraph themajority isanice anargument forsupport hisown thesis. Notusing into just thekeyinformation heneededtoier article paper. Hesummarized what may have beenalength- research really well to alengththat fitsnicely inhis thisparagraph,In theauthorparaphrases hissource’s tion into thetopic for paragraph. thenext The finalsentence intheparagraph isa great transi- attempt to foster…” toward theendofparagraph. possess growth mindsets…” and “Clearly, we should warrant liesinthesentences that read “Students who ofgrowthand theninthedescription mindsets. The aphrase ofDweck’s research aboutfixed mindsets, The evidence for thisclaimappearsfirstinthepar- set andgrowth mindset The balance between theexplanation ofafixed mind- tence slightly. improved Our topic would read: way to thiswould correct to lengthenthetopic sen- would suggestpromoting growth mindsets. Asimple ofhisclaim,which statingclearly thesecond part mindsets.’). Unfortunately, henever getsaround to of removing two negatives: “fear offailure” and “fixed repetition of “eliminate” helpsto emphasize theidea we mustfirsteliminate fixed mindsets.” (Also the sentence, we“If wishto eliminate thefear offailure, ofhismainclaiminthetopic presents thefirstpart fixed mindsetanda growth mindset. The author This paragraph explains thedifference between a and finishestheparagraph withasolidwarrant. clear evidence intheform ofanotherLamottquote, Toward theendofthisparagraph, theauthorpresents easily. teach you personally!—ifyou pickuponsomething thebestway ifsomeoneknows to learn—especially if you have to work at italittle, we believe you canstill No. While you may somethingmore learn thoroughly anything ifyou dogetsomethingright thefirsttime? we never.” learn Isittruethat you haven’t learned from ourmistakes, soifwe never makemistakes, ›

growth mindsets.” must firsteliminate fixed mindsetsandpromote we“If wishto eliminate the fear offailure, we | Parent Guide | …” …” Section Three Paragraph 5 Conclusion (Paragraph 6) • • • • • • • • • | graph backto thethesis. warrant that tiestheideaspresented inthispara- The finalsentence inthisparagraph isan excellent mindsets. andpersistenceeffort inorder to promote growth praise isharmful—to asolution:praisingtence—that away from theproblem presented inthetopic sen- ofthisparagraph thedirection question that shifts how“So shouldwe praise students?” isarhetorical ple ofhow we might rephrase: never withinthissentence. clarified Here isan exam- the pronoun “them” isintheprevious sentence andis is alittlewordy, butalsobecausetheantecedent for tence israther becausethesubject awkward, inpart praises oftheirintelligence cause…”“These This sen- research shows that praising students…” A better way to state thisideawould be, “Dweck’s Again, by Dweck…”“Studies performed ispassive. dents’ intelligence…”, presents theauthor’s claim. next The topic sentence inthisparagraph, “Praising stu- intelligent.” they mustwork hard to succeed, thentheyare not a littlewordy. Perhaps, instead: believe that if “They in theirclasses, itmeanstheyare notintelligent.” is believe that iftheymustwork hard to“They succeed Dweck’s studies…” showsas Dweck inherstudies…” or “…as shown in ing—so we would rephrase thisto somethinglike: “… for argumentative voice—especially active writ- passive. We almostalways recommend inthe writing “…as by Dweck shown instudiesperformed sage oftheessay. language itselfdoesn’t from distract themainmes- not inthebestway. We suggestrephrasing thissothe it standsoutfrom therest ofthewriting, butperhaps they have only juststarted.” Since whenyou write We would prefer “…which leads many to quitwhen andjustdidn’tlazy thinkofabetter way to say this. than inaformal paper. Here itfeels likethe author got to us, andisprobably more conversationally correct rect, theword “gotten” feels likenailsonachalkboard cally, thisisconsidered inAmerica, grammatically cor- “…before theyhave trulygotten going the mainclaimspresented inthe essay This paragraph provides anexcellent progression of Appendix 3:SAT Essay ExamPractice Resources ›

ing theadmiration oftheirrole models.” they don’t want to struggleandthereby los- risk students are more sensitive because to difficulty educators praise student intelligence,“When .” While techni- ,” is | 71

©2019©2020 by Sonlight Curriculum, Ltd. All rights reserved. American Historical Literature | n Parent Guide Parent | of the similar phrases phrases similar of the the repetition uses author The our in “persevere and in their journeys” “persevere sentence. in the final parallelism create to attempts” the use of through language , created inclusive The in students” “our and especially “we”, “our”, the word the reader into the draws effectively this paragraph join him in to the reader invites and claims, author’s his cause. • • Three Section | Appendix 3: SAT Essay Exam Practice Resources Resources Exam Practice Essay 3: SAT Appendix “…our students are the work force of the future. By of the future. force the work are students “…our negatively we now, progress our students’ impeding which hurts everyone.” economy, future affect our appreciate do we While economy? entire The Really? neither he his opinion boldly, state willing to he is that of the econo- the state has spoken to nor his research convinced so he hasn’t else in his paper, anywhere my grand to the Due to do so. he is qualified his audience we scale and unsupported of this statement, nature “sug- have . He could it conjecture consider would without including further this idea, even gested” a little with support his statement had tempered if he economy” our future affect “may Perhaps: a condition. economy”. hinder our future potentially “could or you have time to perfect how you say everything, we perfect we everything, time to say you have how you forward best foot your put always should you believe it. this isn’t us, for and piece, in a written |

• 72 Appendix 4: Literary Analysis Overview

Please read this overview before you begin your stud- feature? Does the character experience character devel- ies. It provides a quick introduction to the main literary opment, which means the character changes during the analysis concepts you’ll use throughout the year: setting, course of the book (hopefully for the better)? Or does the characters, point of view, conflict, and theme. When you character stay the same? use these concepts to analyze the books you read, you’ll Flat characters are encompassed by a single idea or discover a whole new layer of understanding in them. quality—they never genuinely surprise the reader. Flat 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? American Historical Literature | Parent Guide | Section Three | Appendix 4: Literary Analysis Overview | 89 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).

90 | Appendix 4: Literary Analysis Overview | Section Three | Parent Guide | American Historical Literature As you read, track the conflicts. Who struggles against The sequence of events in a book is called the plot. A whom (or what)? How would you classify each conflict? standard plot follows a usual pattern. The first element is Ask yourself: How are the conflicts resolved? Which con- exposition: This is where the author lets the reader know flict is primary? Are there any conflicts that mask or hide what is going on, i.e. explains the background of the story. another conflict? For example, does the protagonist lash Chapters 1–3 of the Gospel of Matthew, for example, pro- out at someone (person vs. person) because of an internal vide background information about Jesus’ birth, his fam- issue (person vs. self)? ily’s journey to Egypt, and his baptism by John the Baptist. Rising action increases the excitement in a plot. The Theme rising action is often a natural result of the conflict that occurs in the story. Chapters 4–26 of Matthew’s Gospel detail The theme of a book is its central idea, the statement Jesus’ ministry, which led step-by-step to the climactic about life that the author wants to express. You may have events in Jerusalem. heard the same idea called the “purpose” of the book. It is The climax is the high point in the excitement, which the sum total of what the various details of the story—its usually comes near the end of the action. An easy way to setting, characters, conflict, etc.—reveal about life. identify the climax is to look for a turning point, a deci- Identifying a story’s theme can be tricky—only occasion or an action which completely changes the outcome sionally does the author explicitly state the theme. More of the story. Remember: Most stories will have numer- commonly, readers must piece together what an author ous smaller climaxes leading up to the main climax. In tells them implicitly, through subtle clues blended into the Matthew’s Gospel, Chapters 27–28 contain the climactic story’s elements. events of Jesus’ death and resurrection. Thus, unlike other areas of literary analysis, there is Falling action follows the climax of the story. The falling not always a “right” answer when it comes to identifying action releases all the tension the reader feels from the theme. Instead, there are often several possible answers. climax. Everything else is included in the resolution, or For example, what are possible themes of the Gospels? denouement (pronounced “day new MA”). The author God’s abounding grace and mercy are endless. Mankind uses the resolution to wrap up all the loose ends of the is sinful at heart and needs to repent. God’s forgiveness story. Chapters 20–21 of the Gospel of John recount the and salvation are free to those who will repent and put post-resurrection events that represent the falling action their faith in Jesus. These are all possible themes. If you and resolution of the Gospels. can clearly and convincingly defend your answer, it’s To get a better grasp of the plot, you can draw a sketch probably “right.” of the plot, called a plot line: flat for the exposition, mountain peaks for the rising action (since each specific episode Structure or complication has its own climax), the tallest peak for Finally, we want to discuss a few terms related to the the climax of the entire story, followed by a swift drop (the literary analysis concept of structure. Although you will falling action) to the resolution. See the picture on the not be asked to analyze each book’s structure, you next page for an example of a plot line for the Gospels. n should know these terms and understand their use and

92 | Appendix 4: Literary Analysis Overview | Section Three | Parent Guide | American Historical Literature Appendix 7: Scope and Sequence: Schedule for Topics and Skills

Creative Week Alternative Spelling Expression Geography 1 absence, academic, accept, access, cafeteria, calendar, campaign, danger- Literary Analy- Papua New Guinea; Irian ous, deceive, ecstasy, facilities, ignorance, pamphlet, pandemonium sis Overview; Jaya; India; Nepal; Congo; perspective Borneo; Peru 2 insistence, instructor, committee, companies, apparently, actual, lieuten- Expository, ant, conceive, liveliest, maneuver, athletic, whole, wholly, handicapped examples as support 3 beginning, celebrate, loyalty, meant, practically, playwright, formally, SAT Practice Leiden, Netherlands; Scrooby, formerly, proceed, sorrowful, susceptible, eloquently, punctuation, quali- England; Holland; Rhine River; ties s Jamestown; Amsterdam; The Indies; Brazil; Norway 4 author, deficient, enormous, stationary, stationery, transferred, wherever, Expository; principal, principle, receipt, receive, indispensable, religion Examples as support 5 sophomore, doctor, adolescent, autumn, becoming, especially, jealousy, Journal entry; inauguration, eventually, valleys, cemetery, affect, effect, sovereignty summary and analysis 6 accompanying, accomplishment, according, bachelor, capital, carrying, 5-paragraph The Gold Coast; Africa; drunkenness, extravagant, existence, safety, waive, wave, yacht essay Atlantic Ocean; Boston, MA; Woburn, MA; Keene; Jaffrey; Monadnock Mountain 7 awkward, auxiliary, business, cylinder, curriculum, dormitories, its, it’s (“It Publish a Pennsylvania; Fort McCord; is” is contracted to “it’s”; “its” is the possessive of “it”.), kindergarten, mag- newspaper Turtle Creek; Allegheny River; nificent, obstacle, pantomime, realize Monongahela River; Fort Duquesne; Ohio River 8 zinc, usual, separate, discuss, rivalry, believing, sandwich, wrench, benefi- Publish a Genesee Town; Allegheny cial, volume, vacuum, satisfaction, righteous, audience, breath, breathe newspaper River; Presque Isle; Venango; (“Breathe on me, breath of God… .”) (cont.) Fort Niagara; Quebec; Virginia 9 enough, attack, increase, congratulations, zenith, intellectual, intelligent, Publish a Susquehanna River; Fort license, attitude, witnessed, suspense, loneliness, peculiarities, atten- newspaper Ontario dance, wonderful (cont.)

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 10 interpretation, among, irrelevant, judgment (“In my judgment, you’re Creative de- Nantucket; Guildford County; wrong.”), labeled, decidedly, ascend, alphabet, emptiness, handkerchief, scription/using Randolph County; Centre, leisurely, numerous, omit, omitted, phenomenon a dichotomy North Carolina; Richmond Virginia; Indiana; Jamestown; Orange County; Raleigh, North Carolina 11 further, farther (“You can travel farther or further, but you can only further Book report Havana, Cuba a cause; you can’t farther it.”), condemn, compel, undoubtedly, advanta- geous, metropolitan, aisle, allot (“Will you please allot me those towels?”), a lot (“What a lot of towels there are!”), all right (“Everything’s going to be all right. Things will never be ‘alright’—there’s no such word!”), edition, tenant, opportunities, procedure, rhythm 12 genuine, contempt, indictment, appearance, choose, chose, chosen, Translate col- St. Petersburg, Missouri; view, convenience, February, continuous loquial speech Mississippi River into familiar language 13 chauffeur, incredible, coincidence, distinguished, dominant, already, all 5-paragraph Jackson Island, Illinois ready (“Are we all ready already?”), exaggerating, exceed, huge, humiliate, essay/ Critical immediately, haughtiness, altogether (“Altogether, there were more than analysis 30 people at the party.”), all together (“We make a wonderful group when we are all together.”) (continued on the following page)

American Historical Literature | Parent Guide | Section Three | Appendix 7: Schedule for Topics and Skills | 99 Creative Week Alternative Spelling Expression Geography 14 strenuous, activities, diminish, typical, succeeding, controlled, disastrous, Epitaph everybody, shining, shoulder, emigrate (“To emigrate means to leave a country or region to settle in a new one.”), immigrate (“To immigrate means to enter a country in order to settle there.”), emphasize, fascinat- ing, foreign, initiative 15 referred, connoisseur, thoroughly, previous, regrettable, supervisor, sup- Hooks Lake Erie; Toronto pose, twelfth, twentieth, writing, yield, advertisement, advice, conscience (“Doesn’t your conscience bother you when you do those things?”), conscious (“I am conscious of having done nothing wrong.”), enemies 16 contemporary, descendant, exhausted, exhibit, exhilarate, probably, fore- Critical analysis Michigan; Pittsburgh; Arkan- word (“Will you please write the foreword to my book?”), forward (“Move of conflict and sas; North Carolina; Chatham forward slowly.”), grievous, dependent, guarantee, intolerance, introduc- point of view tory, invariable, reference 17 gaiety, exercise, discoveries, faithfulness, gauge, familiar, veteran, restau- SAT Practice rant, supersede, grandeur, suspicious, families, goggles, syllable, ventilate 18 mathematics, theories, considerable, piece (“May I have a piece of that Research peach pie, please?”), peace (“They all cried, ‘Peace! Peace!’ but there was project no peace.”), planned, manufacturing, marriage, therefore, hurriedly, consistent, picnicking, hygiene, desert (“You could die of thirst out on the desert.”), dessert (“What a delicious dessert!”)

19 mosquitoes, analyze, shriek, multiplication, visible, miscellaneous, light- Research Spokane, Washington; Idaho; ©2020 by Curriculum, Sonlight Ltd. All rights reserved. ening, lightning (“The lightning was lightening the night sky”), siege, project (cont.) Portland, Oregon; San Fran- maintenance, analysis, heavier, luxuries, mischief, sponsor cisco; Columbia River; Coeur d’Alene; Sweden 20 stubborn, appropriate, unnecessary, villain, studying, optimistic, origin, Research Santa Clara, California; zigzag, subtle, unconscious, o’clock, knowledge, substantiate, mysterious, project (cont.) Seattle, Washington; British language Columbia; Queen Charlotte Sound; Alaska; Yukon Terri- tory; Spitezbergen Barrens 21 feasible, ache, decent (“That was the decent thing to do.”), descent (“Their Research San Antonio, Texas; Laredo; balloon made a swift and perilous descent.”), schedule, either, accurate, project (cont.) Mexico City; Monterrey; financially, describe, eighth, accuse, hypocrite, imaginary, representative, Sonora; Jalisco prefer, preferred 22 research, prairie, vinegar, scientific, noticing, arctic, precedent (“You real- Compare/ ize you’re establishing a precedent?”), president (“Who is the president Contrast of this company?”), repetition, unbelievable, quarter, thirtieth, resources, significance, prejudice, scholarship 23 saucer, miniature, occurrence, persuade, tyranny, summary, undesirable, Free verse Cimmaron County; Okla- misspelled, portrayed, occasion, vicinity, victim, scarcity, perspiration, poems homa; Lubbock; Dallas; reverend Amarillo, Texas; California; New Mexico; Arizona; Nevada; Arkansas; Texhoma; Norman, Oklahoma 24 compliment (“That was a nice compliment.”), complement (“They sure do Descriptive Alabama; Philadelphia; complement one another, don’t they?”), synonymous, technical, tech- analysis Jamaica; Mobile, Alabama; nique, personal (“That’s a rather personal question, isn’t it?”), personnel Montgomery; Boston; May- (“We need more personnel if we’re going to get this job done.”), straight- comb; Meridian, Mississippi; en, vitamin, wealthiest, comprehension, stopping, beautiful, comfortably, Tuscaloosa; Pensacola; Corn- vaudeville wall, England; Nashville 25 proprietor, overwhelming, psychology, vengeance, together, tomor- Journal or row, uneasiness, neither, niece, moral (“She was a woman of great moral 5-paragraph fiber.”), morale (“That company suffers from low morale.”), across, posses- essay sions, whose, cheerfulness (continued on the following page)

100 | Appendix 7: Schedule for Topics and Skills | Section Three | Parent Guide | American Historical Literature Creative Week Alternative Spelling Expression Geography 26 acquaint, doesn’t, basically, fourteen, fourth, mechanics, privilege, ste- Narrative nographer, vegetable, Wednesday, your, you’re (“Your mother wanted to know if you’re going with us”), politician, necessary, argue 27 altar (Abram made an altar of stone.), alter (“If you alter that structure, it Dialogue/ Flint, Michigan; Chicago, is likely to crumble.”), criticism, situation, aggravate, relieve, answer, char- narrative Illinois; Detroit; Orlando; acteristic, applied, approach, competence, harass, shepherd, concede, Oklahoma City; Lancaster, similar Pennsylvania; Grand Rapids; Tuskegee, Alabama 28 tremendous, several, passed (“He passed her in a flash.”), past (“That’s News article Wisconsin; St. Louis; Peoria; all in the past.”), concern, influence, disease, efficient, physical, eligible, Shiloh; Detroit; Palmyra; almost, enthusiasm, aroused, equally, presence Bement; Tuscola; Argenta; Farmer City; Joliet 29 specimen, escape, healthy, pronounce, helpful, except (“Except for that Narrative Chicago, Illinois; Mattoon, one error, everything is correct!”), accept (“I accept your offer.”), hoping, writing Illinois; Champaign, IL; Seattle immense, individual, innocence, interest, jewelry, laboratory, councilor (“A councilor is a member of a council.”), counselor (“My counselor gives good counsel.”) 30 antidote, specifically, detriment, ridiculous, possible, tragedy, reminisce, Position paper Brooklyn, NY; Long Island; San amateur, prepare, hindrance, monotonous, irresistible, muscle (“A muscle Francisco; Korea; Japan requires exercise if it is to be strong.”), mussel (“A mussel makes good eating.”), neighbor, particularly 31 strength, ninth, column, permanent, permit, courageous, temporarily, SAT Practice Schuylkill River; West Virginia; really, phase, philosophy, apology, article, scene, renowned Plymouth; Worcester 32 valuable, unmanageable, scheme, noticeable, varieties, opinion, inge- Theme/key New York; Hudson River; nious, advise (“Will you please advise me about this project?”), advice literary Catskill Mountains; Appa- (“My advice? Do it quickly!”), embarrass, paralyze, secretary, until, when- elements lachian Mountains; Pacific ever, prescription Grove, California 33 seize, successful, important, curiosity, delinquent, antiseptic, environ- Journal and Chicago; Dallas; Wisconsin; ment, device (“It’s a wonderful device!”), devise (“Will you help me devise business letter Illinois; Missouri; Little Rock; a good plan?”), challenge, anxiety, democracy, inadequate, sentence, Shreveport; Oklahoma/Texas thought, tenement border; Texas; Illinois River; Guadalupe River; Missis- sippi River; Nebraska; Kansas; Oklahoma City; Fort Smith; ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Amarillo 34 questionnaire, suddenness, difference (“What difference does that Adding to an Albany, NY; Epiphany, NY; make?”), deference (“He treated her with great deference.”), dilemma, existing story Florida; Rochester; Homer, NY; sufficient, weather, whether (“Who knows whether the weather will be Seneca Falls good or bad?”), recommend, height, naturally, dissatisfied, dining room, island, January 35 weird, funeral, surprise, equipped, quiet, adjacent, recognize, unforgetta- Response/ Nicaragua ble, excess (“Would you like the excess paper?”), access (“Only authorized poetry persons can gain access.”), village, trespass, persistent, fulfill, happening 36 oppose, parallel, useful, disciple, primitive, symmetrical, temperature, Foreshadowing Detroit lengthening, awhile, a while (“A while is a noun; it is a period of time. Awhile is an adverb; it tells how long someone did something.”), change- able, basis, medicine, perceive

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