Teacher Training for Classical Teachers

Teacher Training For Classical Teachers

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

THIRD GRADE Memoria Press Teacher Training Conference THIRD GRADE

Contents

o Teaching Tips o Sample Daily Schedule o Sample Monthly Test and Quiz Calendar o Sample First Week of School Schedule o Sample Grading o Morning Time Routine notes o Morning Recitation o Each subject with its corresponding model lesson pages: . Latin . Math . Classical Studies . Literature (including Poetry and Read Aloud) . Language Arts (Grammar, Spelling, Composition) . Geography: American Studies including Timeline . Science: Astronomy . Christian Studies

3 1 Memoria Press Teacher Training Conference THIRD GRADE

General Teaching & Class Management Tips

ROUTINES  Establish routines for EVERYTHING. Teach them thoroughly.  Restate them as often as necessary until students learn them. Consistency early in the year will save you time and frustration later.  Establish a plan for what students should do if they finish their work before the rest of the class.  Use a section of your board to list things they can/should work on. (ie. review for a test, complete an assignment, finish an illustration, do optional sections of a lesson, read a book)

DISCIPLINE  Establish a plan of disciplinary action. Have it ready the first day. Follow it!  Think through every possible scenario. . How will I handle?: forgotten supplies, late work, inappropriate remarks, “bossy” behavior, unkind comments, test anxiety, tears, cheating, passing notes, attention seeking, sensitive questions, monopolizing class discussions...  Be consistent even if unsure. Waffling on promised behavioral circumstances undermines respect and trust.  Apologize to a student for an obvious mistake.  Behavioral correction/action might include: short private talk in the hallway, redo work, write or give an apology to another student, temporary removal from class participation, extra homework, pray with the student, email parents, involve the principal (use sparingly)…  Parents should be notified of problems early on. There should be no surprises at a conference or on a report card.  Remind students of the school Code of Conduct as needed.  RULE OF THUMB: Don’t allow one student to rob others of learning time. (ie. slow work, unnecessary questions, attention-getting behavior)

LESSON PREPARATION  Allow time before school every morning to briefly go over each lesson.  Double check that you have all necessary books, overheads, or handouts.  It might be helpful to stack each day’s books on your desk in order of class use before the day begins.  It is not necessary to do every problem/question in every lesson. Skip or shorten as time and student ability allows.

INTERACTIONS WITH STUDENTS  Highlight excellent student work. Use good examples only! It motivates others to strive to be the good example.  Find ways to ENCOURAGE, PRAISE, and INSPIRE students often.  Act professionally at all times. Be aware of unintentional “listeners” in conversations with other teachers. Do not compare or talk about students with others.  Keep a list of inspirational quotes at the beginning of your lesson plan book to help you “over the hump” on a bad or sluggish day. We all have them!

5 2 DAILY CLASS SCHEDULE

TUES TUESDAY WEDNESDAY THURSDAY FRIDAY ART Unpack Unpack Unpack Unpack 8:00 SAME Gather supplies Gather supplies Gather supplies Gather supplies ˅ Copy HW Copy HW Copy HW Copy HW 8:15 ˅ Penmanship/Spelling Penmanship/Spelling Penmanship/Spelling Penmanship/Spelling check HW check HW check HW check HW 8:25 ˅ RECITATION RECITATION RECITATION RECITATION 8:30 ˅ Latin Latin Latin Spelling Test 8:45 Latin 9:00 9:15 Math 9:30 ˅ Math Math 9:45 Math 10:00 (Restroom break) 10:15 ˅ SNACK/ (PE shoes) SNACK 10:10 MUSIC 10:30 ˅ Literature Literature SNACK 10:45 Literature CHR/CL TEST 11:00 (working SNACK) -or- Indiv Gram Recitation 11:15 Composition Dictation 11:30 ˅ 11:25 PHY ED Read aloud (game?) 11:45 RECESS (Christian Memory Vs) RECESS 12:00 ˅ LUNCH LUNCH LUNCH LUNCH 12:15 (PE shoes) 12:30 ˅ Classical Studies Astronomy Christian Studies American Studies 12:45 1:00 1:15 Grammar 1:30 Read aloud 1:45 ˅ Spelling Composition 2:00 Pack up Pack up 2:15 Pack up 2:20 CHOIR 2:20 PHY ED DISMISSAL 2:30 2:25 Timeline 2:45 ART -or- (2:50 Restroom) Read aloud 3:00 finish Composition 3:15 Pack up Pack up 3:30 Dismissal DISMISSAL DISMISSAL DISMISSAL

6 3 Memoria Press Teacher Training Conference THIRD GRADE

Sample Daily Schedule

Tuesday Tues. w/ Art Wednesday Thursday Friday 8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30 Unpack Unpack Unpack Unpack Unpack Gather Supplies Gather Supplies Gather Supplies Gather Supplies Gather Supplies Copy HW Copy HW Copy HW Copy HW Copy HW Penmanship Penmanship Penmanship Penmanship Penmanship Recitation Recitation Recitation Recitation Recitation 8:30-8:45 8:30-9:30 8:30-9:30 8:30-9:30 8:30-9:30 Spelling Test 8:45-9:30 Latin Latin Latin Latin Latin 9:30-9:50 9:30-9:50 9:30-9:50 9:30-9:50 9:30-9:50 Restroom / Snack Restroom / Snack Restroom / Snack Restroom / Snack Restroom / Snack

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

10:30-11:00 10:30-11:00 10:30-11:00 Math Literature Literature 10:30-11:30 Literature Literature 11:00-11:30 11:00-11:30 11:00-11:30 11:00-12:00 P.E. P.E. P.E. Class. / Chr. Test 11:30-12:00 11:30-12:00 11:30-12:00 11:30-12:00 or Literature Literature Grammar Literature Review 12:00-12:30 12:00-12:30 12:00-12:30 12:00-12:30 12:00-12:30 Restroom / Lunch Restroom / Lunch Restroom / Lunch Restroom / Lunch Restroom / Lunch 12:30-12:45 12:30-12:45 Recess Recess 12:30-1:30 12:45-1:00 12:30-1:45 Classical Grammar 12:30-1:45 Classical Christian 12:45-1:45 American 1:00-2:00 Astronomy 1:45-2:00 1:45-2:00 1:45-2:10 Restroom 1:30-2:25 Restroom Clean / Organize Art 2:00-2:20 1:50-2:20 Pack Up Pack up /Restrm. Music Read Aloud 2:13 Dismiss 2:00-2:45 2:25-2:35 Spelling 2:20-3:00 Restroom Composition 2:35-2:50 2:20-3:20 Classical Choir 2:45-3:15 2:50-3:15 3:00-3:15 Read Aloud Spelling Read Aloud 3:15-3:25 3:15-3:25 3:15-3:25 Pack up Pack up Pack up 3:28 Dismiss 3:28 Dismiss 3:28 Dismiss 3:28 Dismiss

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Sample First Day of School Schedule Tuesday Time Lesson / Activity

Students place backpacks in lobby near 3rd grade sign. 7:30- Tell students what to expect in ceremony: remain standing, sit quietly, hands to themselves 8:00 When we leave we will pick up backpacks from the lobby

Opening School Ceremony—see program 8:00- Leave Sanctuary and pick up bags in the lobby 9:00 Take backpacks into room and sit quietly at desks Morning Routine

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

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

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

Backpacks, Lunches, etc into the hallway—Neatly and quietly 9:00- Once backpacks are unpacked release rows one by one to hallway 9:30 Return to seat quietly when done

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

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

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

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

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

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

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

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

Spelling and Penmanship--save for later

Visual “Tour” of Room Schedule--use during Morning Time in order to get prepared for the day What to do when finished lists Mailboxes Pencil Sharpener--Morning Time only Extra Pencils--mid lesson emergencies, new pencils when yours are too short Class Helper--jobs Class Library—Checkout procedures, book organization, care, bookmarks please! Bookshelves--where we store once a week books, keep it neat (organized by day of the week) Restroom Break: Lining up Waiting and in bathroom behavior--no horsing around in restroom (dangerous / unwise / unkind) check uniform while in restroom--tuck, zip, etc. wash hands carefully check restroom before leaving, trash in trash can 9:30- 3 boys / 4 girls at a time in the rest room 10:00

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

Snack Break Topic: Summer vacation--2 things you did Latin—Lesson 1 10:00- Recitation—stand tall and still, hands at sides, face forward, speak together (Pater Noster) 10:45 Setting up notebook page—Date on Right, Lesson # on left

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

10:45- Prepare for P.E. 11:00 Review lining up, hallway, respect for all teachers

11:00- P.E. 11:30 Sort papers while students are in P.E.

Prepare for Lunch Lunch behavior fancy restaurant voices / manners (pretend your mom / grandmother is sitting next to you) conversational topics (avoid movies--not everyone can see them) be inviting towards others--smile ask neighbor about themselves, their family, their church, where they live, etc. 11:30- don’t save seats 11:50 walk, never run clean up messes and trash how to “buy” lunch Classroom helper and desk partner to wash tables Okay to use restroom during lunch, but ask first

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

12:00- Lunch 12:25 Class helper leads Table Blessing (Oremus. Benedict Domine...)

Math--Lesson 1 12:30- Recitation--same as Latin, stand tall and still 1:30 Explain homework expectations--how to do flc Restroom / Drink break after Math Spelling Lesson 1 Give students Lesson 1 Copy sheet at the end of the lesson. 1:45- They complete Day One, show me, then file in desk folder 2:45 Students may read Farmer Boy Ch. 1 when finished Homework: Review spelling words--can write, spell aloud, use scrabble tiles to review (ask someone to check your progress)

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

Pack up 3:00- Look at HW board to decide what to take home 3:20 Students take out Latin notebook, Take home folder, agenda check students’ stacks

10 7 Memoria Press Teacher Training Conference THIRD GRADE

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

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

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

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First Week of School Reminders

Morning Routine--guide the class through each step until they get to Penmanship For book collection--take the one on top and put it on the owner’s desk (Astr. and Grammar) Penmanship--posture, pencil position, paper slant Copy Spelling--neatness and accuracy Study Latin when finished Wednesday Snack Topic: What subject are you looking forward to the most this year and why?

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

Choir--no restroom during, do your best, sit down if you feel dizzy, remove sweater when hot, no talking when Dr. Bailey is talking to someone else Line up for choir in number order Morning Routine collect Christian study guide only Put Spelling copy page in TH folder when finished

Snack Topic: What (if anything) about school this year makes you most nervous? Thursday P.E.--change shoes after snack Teacher: Mr. Ashby Behavior--Phil. 2:3-4 set others ahead of yourself by following directions, playing fair, showing kindness

Book helpers--Bibles Morning Routine collect American study guide only May study Latin or Spelling (any time we have a test, you may review during morning time)

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

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

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

12 9

Sunday Monday Tuesday Wednesday Thursday Friday Saturday Saturday Friday Thursday Wednesday Tuesday Monday Sunday 29 22 15 8 1

Labor Day 23 16 30 9 2

Olympian Gods Quiz Quiz Gods Olympian Farmer Boy Quiz Opening School September Ceremony Ceremony L.1-10

Oct. 1 Oct. 24 17 10 3

Math Test 1 Math1 Test L.1-15

25 18 11 2 4

Christian L.4 Written Written L.4 Christian Memory Verse Quiz MemoryVerse Quiz in 3rd grade grade 3rd in 26 19 12 3 5

Spelling Test 5 5 Test Spelling 4 Test Spelling 3 Test Spelling 2 Test Spelling 1 Test Spelling Latin Quiz 5 5 Quiz Latin 4 Quiz Latin 3 Quiz Latin 2 Quiz Latin 1 Quiz Latin

27 20 13 6 4

28 21 14 5 7

10 13 OPENING BREAKOUT SESSION - FOURTH GRADE

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana □ Teach Lesson II. □ Listen to CD track 8 □ Review Lesson II. □ Quiz □ Practice conjugating. □ Vocabulary Drill Sheet, Day 1 □ Complete exercises. □ Vocabulary dictation, practice one- □ LC Review Worksheets, Lesson 2 □ Ludere Latine □ Vocabulary Drill Sheet, Day 2 word sentences □ Lesson 2 (Grammar Crossword) LATIN □ Grammar Drill Sheet, Day 1 □ Vocabulary Drill Sheet, Day 3 □ Grammar Drill Sheet, Day 2 □ Review all Latin flashcards. □ Ludere Latine □ Lesson 2 (Parse Strings) □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Lesson 9 □ Lessons 10-11 □ Lesson 12 □ Lesson 13 □ Lesson 14-15 MATH □ Flashcards (10 min/addition) □ Speed Drill 10 □ Speed Drill 12 □ Flashcards (10 min/addition) □ Speed Drill 14 □ Flashcards (10 min/addition) □ Flashcards (10 min/addition) □ All flashcards (Work toward mastery where needed.)

GRAMMAR/ □ English Grammar, Lesson 2 □ English Grammar, Lesson 2 □ All Things Fun & Fascinating □ English Grammar, Lesson 2 □ English Grammar, Lesson 2 □ Cumulative Review Recitation □ Recitation of new rules □ Recitation of new rules □ Quiz COMPOSITION Lesson 1 □ Recitation (Teach new rules.) □ Complete workbook exercises. □ The Stinking Giant, pp. 6-7 (outline □ Dictation □ Core Skills Language Arts 3 □ Copy new rules. and tell) □ pp. 71, 72 (oral) □ Spelling Workout Level D, Lesson 2 □ Spelling Workout Level D □ Spelling Workout Level D □ Spelling Workout Level D □ Spelling Workout Level D □ “Spelling Words in Action” □ Complete “Spelling Practice” □ Write spelling words one time □ Write spelling words one time □ Lesson 2 Test SPELLING □ Teach “Tip” & introduce spelling words. □ Complete “Spelling and Writing” (using list in Appendix of this guide). (using list in Appendix of this guide). □ Write spelling words one time □ Study for spelling test. (using list in Appendix of this guide). □ Practice supplemental spellings. □ New American Cursive 3 □ Copybook Cursive II □ New American Cursive 3 □ Copybook Cursive II □ New American Cursive 3 CURSIVE □ Lesson 4 □ Lesson 2a □ Lesson 5 □ Lesson 2b □ Lesson 6 □ Optional: Copybook Cursive II □ Lesson 2c □ Farmer Boy Student Guide - Lesson 4 □ Farmer Boy Student Guide - Lesson 4 □ Farmer Boy Student Guide - Lesson 5 □ Farmer Boy □ Farmer Boy Student Guide - □ Reading Notes □ Quotations □ Comprehension Questions □ read Filling the Ice House Lessons 1-6 □ Vocabulary □ Discussion Questions □ Quotations □ Farmer Boy Student Guide - Lesson 6 □ Complete any uncompleted work □ Enrichment □ Discussion Questions □ Farmer Boy □ Comprehension Questions □ Farmer Boy LITERATURE □ Farmer Boy Student Guide - Lesson 5 □ Enrichment □ read Surprise □ Quotations □ reread silently: Surprise, Birthday, □ Reading Notes □ Farmer Boy Student Guide - Lesson 6 □ Discussion Questions Filling the Ice House □ Farmer Boy Student Guide - Lesson 4 □ Vocabulary □ Reading Notes □ Enrichment □ Comprehension Questions □ Farmer Boy □ Vocabulary □ read Birthday □ Christian Studies I, Lesson 2 □ D'Aulaires' Greek Myths, Lesson 1 □ Christian Studies I □ Christian Studies I □ Christian Studies I □ Facts to Know □ Facts to Know (review) (Recite Gen. 3:14-15) (Recite Gen. 3:14-15) □ Quiz: Memory Verse Recitation (Genesis 3:14-15) □ Read story (pp. 20-25) □ Vocabulary (review) □ D'Aulaires' Greek Myths □ Comprehension Questions □ Read text pp. 9-15 □ Review Facts to Know and memory CLASSICAL/ □ Review Facts to Know, Lesson 1 verses, Lessons 1-2 □ Geography □ Comprehension Questions #2-6 □ Memory Verse Review (#2, 3) CHRISTIAN STUDIES □ Memory Verse (Genesis 3:14-15) □ Map work □ Timeline □ Activities (as time allows) □ Activities (as time allows) □ Creation and Fall* □ Christian Studies I * Familiarize yourself with the Teaching (Recite Gen. 3:14-15) Guidelines in the Timeline Handbook. □ American Studies □ Astronomy Study Guide □ States and Capitals □ Astronomy Study Guide □ Read D’Aulaires’ Leif the Lucky (2nd half) □ Summer-Fall: The Summer □ Discuss/label 8 Regions of U.S.A.: □ Practice reciting the next five bright GEOGRAPHY/ Triangle, Lyra, Aquila (pp. 15-18) Study Guide (S.G.) pp. 6-7 stars and learn their spellings. □ Memorize the next 5 of the 15 □ Color map; mark states student □ Recite the first 10 stars without error. SCIENCE brightest stars in the northern sky. has visited. Learn their correct spellings. (p. 10) □ States and Capitals □ Optional: Read A is for America, □ Complete exercise (p. 19) by Devin Scillian and Pam Carroll □ Finish coloring the map, p. 7 READ-ALOUDS □ Winnie the Pooh, Chapter 6 □ Winnie the Pooh, Chapter 7 □ Winnie the Pooh, Chapter 8 □ Winnie the Pooh, Chapter 9 □ Winnie the Pooh, Chapter 10 28

11 OPENING BREAKOUT SESSION - FOURTH GRADE

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana, Lesson II □ Latina Christiana Memoria Press Teacher Training Conference THIRD GRADE □ Teach Lesson II. □ Listen to CD track 8 □ Review Lesson II. □ Quiz □ Practice conjugating. □ Vocabulary Drill Sheet, Day 1 □ Complete exercises. □ Vocabulary dictation, practice one- □ LC Review Worksheets, Lesson 2 □ Ludere Latine □ Vocabulary Drill Sheet, Day 2 word sentences Grading Scale LATIN □ Lesson 2 (Grammar Crossword) □ Grammar Drill Sheet, Day 1 □ Vocabulary Drill Sheet, Day 3 A B C D F □ Grammar Drill Sheet, Day 2 □ Review all Latin flashcards. 99-100= A+ 89= B+ 79= C+ 69= D+ 59 and below □ Ludere Latine 98-91= A 88-81= B 78-71= C 68-61= D □ Lesson 2 (Parse Strings) 90= A- 80= B- 70= C- 60= D-

□ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Exploring Arithmetic 3 □ Lesson 9 □ Lessons 10-11 □ Lesson 12 □ Lesson 13 □ Lesson 14-15 Latin MATH □ Flashcards (10 min/addition) □ Speed Drill 10 □ Speed Drill 12 □ Flashcards (10 min/addition) □ Speed Drill 14 Tests and Quizzes 50% nd rd □ Flashcards (10 min/addition) □ Flashcards (10 min/addition) □ All flashcards 3 Vocab. Pop Quizzes (2 /3 Tmstr) -2 pts Participation pts (each quiz) (Work toward mastery where needed.) Homework 25% 100 pts, -2 pts for missing/incomplete; don’t subtract more than 2 pts. Participation** 25% 100 pts, -2 pts if no supplies; notebooks neat/organized GRAMMAR/ □ English Grammar, Lesson 2 □ English Grammar, Lesson 2 □ All Things Fun & Fascinating □ English Grammar, Lesson 2 □ English Grammar, Lesson 2 □ Cumulative Review Recitation □ Recitation of new rules Lesson 1 □ Recitation of new rules □ Quiz **Each student is given 100 Participation points at the beginning of each term, in each subject. COMPOSITION Points are subtracted as needed for missing books/supplies or for being unprepared for class. □ Recitation (Teach new rules.) □ Complete workbook exercises. □ The Stinking Giant, pp. 6-7 (outline □ Dictation □ Core Skills Language Arts 3 Points are averaged with other term grades. □ Copy new rules. and tell) □ pp. 71, 72 (oral) □ Spelling Workout Level D, Lesson 2 □ Spelling Workout Level D □ Spelling Workout Level D □ Spelling Workout Level D □ Spelling Workout Level D Math □ “Spelling Words in Action” □ Complete “Spelling Practice” □ Write spelling words one time □ Write spelling words one time □ Lesson 2 Test Tests 50% SPELLING □ Teach “Tip” & introduce spelling words. □ Complete “Spelling and Writing” (using list in Appendix of this guide). (using list in Appendix of this guide). Homework / Speed Drills 25% 100 pts per week/ missing 1 assgnmt 90%; 2 assgnmt 80%; 3 assgnmt □ Write spelling words one time □ Study for spelling test. 70% (using list in Appendix of this guide). □ Practice supplemental spellings. Participation 25% 100 pts, -2 pts if no supplies

□ New American Cursive 3 □ Copybook Cursive II □ New American Cursive 3 □ Copybook Cursive II □ New American Cursive 3 Literature □ Lesson 4 □ Lesson 2a □ Lesson 5 □ Lesson 2b □ Lesson 6 CURSIVE Tests and Quizzes 50% □ Optional: Copybook Cursive II Study guides 25% graded for completion, neatness, accuracy □ Lesson 2c HW/ Participation 25% each HW assgnmt is 100%; -10 pts if missing first day due □ Farmer Boy Student Guide - Lesson 4 □ Farmer Boy Student Guide - Lesson 4 □ Farmer Boy Student Guide - Lesson 5 □ Farmer Boy □ Farmer Boy Student Guide - -2 pts if no supplies □ Reading Notes □ Quotations □ Comprehension Questions □ read Filling the Ice House Lessons 1-6 □ Vocabulary □ Discussion Questions □ Quotations □ Farmer Boy Student Guide - Lesson 6 □ Complete any uncompleted work Classical/ Astronomy/ American □ Enrichment □ Discussion Questions □ Farmer Boy □ Comprehension Questions □ Farmer Boy Tests and Quizzes 50% LITERATURE □ Farmer Boy Student Guide - Lesson 5 □ Enrichment □ read Surprise □ Quotations □ reread silently: Surprise, Birthday, Study guides 25% graded for completion, neatness, accuracy after each unit □ Reading Notes □ Farmer Boy Student Guide - Lesson 6 □ Discussion Questions Filling the Ice House HW/ Participation 25% each HW assgnmt is 100%; -10 pts if missing first day due □ Farmer Boy Student Guide - Lesson 4 □ Vocabulary □ Reading Notes □ Enrichment -2 pts if no supplies □ Comprehension Questions □ Farmer Boy □ Vocabulary □ read Birthday Christian □ Christian Studies I, Lesson 2 □ D'Aulaires' Greek Myths, Lesson 1 □ Christian Studies I □ Christian Studies I □ Christian Studies I Tests and Quizzes 50% □ Facts to Know □ Facts to Know (review) (Recite Gen. 3:14-15) (Recite Gen. 3:14-15) □ Quiz: Memory Verse Recitation Study guides 25% graded for completion, neatness, accuracy after each unit (Genesis 3:14-15) □ Read story (pp. 20-25) □ Vocabulary (review) □ D'Aulaires' Greek Myths HW/ Partic/ Mem Vss 25% each HW assgnmt is 100%; -10 pts if missing first day due □ Comprehension Questions □ Read text pp. 9-15 □ Review Facts to Know and memory CLASSICAL/ □ Review Facts to Know, Lesson 1 verses, Lessons 1-2 -2 pts if no supplies □ Geography □ Comprehension Questions #2-6 □ Memory Verse Review (#2, 3) CHRISTIAN STUDIES □ Memory Verse (Genesis 3:14-15) □ Map work □ Timeline Memory Verses: 2 free prompts □ Activities (as time allows) □ Activities (as time allows) - 5 pts for 3 prompts □ Creation and Fall* □ Christian Studies I * Familiarize yourself with the Teaching -10 pts if verse is not memorized; contact parents (Recite Gen. 3:14-15) Guidelines in the Timeline Handbook. and student is assigned to recite again next day

□ American Studies □ Astronomy Study Guide □ States and Capitals □ Astronomy Study Guide □ Read D’Aulaires’ Leif the Lucky (2nd half) □ Summer-Fall: The Summer □ Discuss/label 8 Regions of U.S.A.: □ Practice reciting the next five bright Language Arts GEOGRAPHY/ Triangle, Lyra, Aquila (pp. 15-18) Study Guide (S.G.) pp. 6-7 stars and learn their spellings. Spelling Tests 50% weekly test □ Memorize the next 5 of the 15 □ Color map; mark states student □ Recite the first 10 stars without error. Penmanship 25% two graded assignments per term SCIENCE brightest stars in the northern sky. has visited. Grammar HW/ Participation 25% weekly Gram HW is 100%; -10 pts if missing each Tues. Learn their correct spellings. (p. 10) □ States and Capitals □ Optional: Read A is for America, 3 Grammar Rules Pop Quizzes -10 Participation pts (each quiz) □ Complete exercise (p. 19) by Devin Scillian and Pam Carroll □ Finish coloring the map, p. 7 -2 pts if no supplies READ-ALOUDS □ Winnie the Pooh, Chapter 6 □ Winnie the Pooh, Chapter 7 □ Winnie the Pooh, Chapter 8 □ Winnie the Pooh, Chapter 9 □ Winnie the Pooh, Chapter 10 29

16 13 OPENING BREAKOUT SESSION - FOURTH GRADE

Memoria Press Teacher Training Conference THIRD GRADE

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

 Before Students Arrive: o Teacher . writes the day’s homework on the board . posts a schedule for the day  list of subjects to study that day in the order they will be presented (subjects change slightly each day)  the weekly schedule can be posted in the room to be used by the students  a weekly schedule could be attached to the student agenda or a desk folder . turns on classical music o Students . meet in the gym . an administrator leads: reading from Psalms, Review Code of Conduct, Announcements, Pledge of Allegiance, Opening School Prayer

 When Students Enter the Classroom: o Students: For the first week or two of school, this routine is directed by the teacher. As students show ability, the teacher offers less directions and allows each student to follow the routine at his own pace. Some students will need additional reminders or prompting until they master the routine. (We can’t all be morning people!) . unpack backpacks . gather necessary study guides (using the posted schedule) . check take home folder  place completed homework on the corner of desk o Latin, Study Guide Unit Reviews, Astronomy-- completion grade only o Save checking Math HW for Math time  place notes from home on the corner of desk with HW . sharpen pencils . copy HW assignments into agenda (place on the corner of desk when finished)  September-December teacher will check accuracy in agendas

14 17 Memoria Press Teacher Training Conference THIRD GRADE

 January-May students partner check agendas . Penmanship assignment (3 days/ week) . Copy Spelling words 1x (3 days/ week) / Prepare Spelling Test paper (Friday only) . Study Latin or review for a test that will be given later that day  Making studying as the final activity has helped my students to avoid rushing through their morning work of Penmanship and Spelling. When I allowed pleasure reading in the morning, I found that many students worked quickly and carelessly so that they could reach the more fun task of reading. o Teacher: . greets students . takes attendance . offers guidance/ direction as needed . circulates and checks finished agenda (Sept.- Dec. only) . circulates and checks the previous night’s HW (advising students to fix major mistakes) . collects/reads any notes from home

 Homeschool: Establishing a morning routine helps to distinguish school time from the other activities of the day. o Suggestions: . prayer . sing a particular song . complete specific chores to prepare the house for learning . Other suggestions?

18 15 Memoria Press Teacher Training Conference THIRD GRADE

Morning Recitation 8:30-8:45

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

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

 Recitation Box--Anything that must be memorized is listed on index cards and placed into the Recitation Box. o It’s helpful to assign a different color card to each subject  Cards are organized into three different categories: o Daily review (the most recent lessons) o Weekly review (previous week’s lessons) . subdivided into the days of the week o Monthly review (previous units’ lessons) . subdivided into the days of the month  Final recitation subject is Latin which leads into the Latin lesson o see Latina Christiana Model Lesson for this information

16 19 OPENING BREAKOUT SESSION - FOURTH GRADE

Review Box

HOW TO CREATE A REVIEW BOX Materials: • 3” x 5” index card box • 3” x 5” index card dividers (Choose ones that have blank tabs or ones that have a preprinted tab that you could turn around and write on the blank side.) • Colored index cards or colored cardstock (6-7 colors preferable) • One color per subject: • Classical (one card per lesson) • Christian (two cards per lesson—one for Facts, one for Bible verse) • Astronomy (generally one card per unit, plus one for Bright Stars, one for the Zodiac constellations, one for the 8 planets, and cards for any additional information you want students to remember) • American (one card for each region) • Grammar (one card per lesson) • Literature (one card for each poem, one card for each unit of the vocabulary) • Timeline dates (all listed on one card)

Instructions: 1. Copy and cut out the cards we have provided on the following pages and glue them on the colored index cards. 2. Label the dividers: • One labeled: Daily • One for each Day of the Week that your school meets (Monday, Tuesday, etc.) • One for each Date of the month (1-31) • One for each Subject (Classical, Christian, Astronomy, American, Grammar, Literature, Timeline) 3. Organize your box in this order: • Daily tab • Days of the Week tabs (Monday, Tuesday, Wednesday, etc.) • Date tabs (1, 2, 3, 4, 5 … 31) • Individual Subject tabs (Classical, Christian, Astronomy, etc.) 4. Add your cards: • Daily: This is where you will place your most recently taught lessons. Each time you teach a new lesson, you will place its card here. • Days of the Week tabs: This is where you will place “last week’s” lessons, dividing them between the various days of the week so that each day has about the same number of cards to review.

100 17 OPENING BREAKOUT SESSION - FOURTH GRADE

• Date: This is where you will place cards belonging to units that you have previously taught. It helps to match the lesson number to the day number (i.e., all Lesson 1s go behind tab number 1). • Individual Subject tabs: This is where you store the cards for the lessons that you have not yet taught.

HOW TO USE THE REVIEW BOX Daily Recitation: Each day you will lead your students in a standing recitation. Use: 1. All cards behind the Daily tab (These cards usually take the most time to review since the material is new.) 2. All cards behind the current Day of the Week tab (Recite Tuesday cards on Tuesday.) 3. All cards behind the current Date tab (Tab #2 cards are recited on the 2nd day of the month.) a. You will not use every date every month since some days of the month are not school days. (We usually skip the weekend date material since we also review during each subject’s lesson time.) b. If you prefer, you could “catch up” on the first day of your school week and have the students recite material that they missed reciting over the weekend.

Shifting the cards: Each week, you will shift the cards as you present new lessons so that there is only one lesson of each subject behind the Daily tab. • Cards from the individual Subject sections move to the Daily section once the lesson has been taught. • Cards in the Daily section shift to the Days of the Week after you teach the new lesson. (Distribute the cards as evenly as possible between the various days. We try to keep one lesson of each subject behind each day, but sometimes we must double-up.) • Cards from the Days of the Week shift to the Date section as units are completed. • Matching the lesson number to the Date number is a helpful way of organizing the lessons of completed units. Lesson 1 of each subject would be placed behind tab #1, Lesson 2 would go behind tab #2, etc. Exceptions: • Keep any cards for which students seem uncertain in the Daily section until the students know them well. • Literature vocabulary will stay in the Daily section until the unit has been finished, since all highlighted words for a unit are written on the same card. • Astronomy cards are kept in the Daily section until the unit has been finished. The cards for the 15 Brightest Stars, the Zodiac Constellations, and the 8 planets may be shifted once students know them well. Cards to keep in the Day of the Week section all year: 1. All American Studies—Distribute these throughout the Days of the Week. Some days have more than one American card. 101 18 2. Poetry—These cards are placed on the days when we have more time for recitation. Once we learn several poems, distribute the cards more evenly throughout the week. 3. Timeline dates card.

STANDARDS FOR EXCELLENT TEACHING IN THE CLASSROOM • Use every minute of class time effectively. If you finish a lesson early, use those last few minutes to drill or review. Model enthusiasm for learning by jealously guarding classroom time. • Keep instruction time fast-paced with the goal of learning as much as possible in the time allotted. Keep moving, and use variety. • Use effective learning activities—no fluff! Competitions work well. • During instruction time, do not allow students to eat in class, take a bathroom break, or get water, unless it is a true emergency. • Teachers should demand attention and respect at all times. No student should be allowed to doodle, talk out of turn, pass notes, slouch, or daydream. Every student should be engaged in the lesson. • Call on students frequently. Keep them on their toes. The classroom should be calm and quiet, but not relaxed. Students should be alert and ready to be called upon to demonstrate what they know. • Do not allow students to waste your class time by drawing attention to themselves, being comedians, blurting, asking unnecessary questions, or any other method of getting off track. • Communicate to every student that you have high expectations for him/her in terms of academics and behavior. Convince each and every student that you care about him/her. • Do not worry about whether the students like you or are having “fun.” Work them as hard as you can, and give reasonable homework. Use humor sparingly. • Finally, what motivates students to love learning and work? Your passion, energy, knowledge, preparation, and skill in making the material understandable and interesting. Your integrity and gravitas as a person will evoke their respect and admiration.

102 19 OPENING BREAKOUT SESSION - FOURTH GRADE : disrespectful, rude filigree : lace-like ornamental work intertwined with gold oblivion : complete forgetfulness irreverent Metis : Athena’s mother; goddess of prudence Nike : spirit of victory Arachne : turned into a spider for boasting and irreverence Athens : Athena’s favorite city; famous for arts and crafts

: monsters sent by Mother Earth to fight Zeus : highest mountain in Greece; home of the gods : Zeus’s weapon; symbol of his power Classical Studies – Lesson 2 Classical Studies – Lesson 5 : goddesses of beauty; : horrible, ugly : god of war Amaltheia : fairy goat, horns flowed with ambrosia & nectar Aegis : breastplate of Zeus Metis : first wife of Zeus; goddess prudence Prometheus/Epimetheus : Titans who left to join Zeus in revolt lightning bolt Atlas : strongest Titan; carries the sky on his shoulders Typhon/ Echidna Mount Olympus Iris : fleet-footed messenger of gods Hestia : goddess of the hearth prudence : caution; good sense hideous iridescent : glittering with rainbow colors Aphrodite : goddess of love and beauty Cythera : flowering island home of Aphrodite Three Graces attendants of Aphrodite Eros : Aphrodite’s son; also known as Cupid Ares Golden Apple of Discord : caused war when thrown by Eris (female) Athena : goddess of wisdom, defensive war, arts and crafts Classical Studies – Lesson 1 Classical Studies – Lesson 4 : plentiful, abundant Mother Earth youngest child of Cronus; King gods Gaea: Uranus: Father Sky Titans/Titanesses: giants Cyclopes: one-eyed children of Earth & Uranus Tartarus: the deepest, darkest pit of earth Cronus: youngest Titan; overcame Uranus Rhea: wife and sister of Cronus Zeus: Crete: island where Zeus was raised bountiful Garden of Hesperides : Hera’s secret garden in the west Io : Zeus’s bride; turned into a white cow Argus : Hera’s watchman with 100 eyes peacock : reminder of Argus with 100 eyes on her tail Bosporus : cow ford Egypt : country where Io was worshipped as queen Hephaestus : god of smiths and fire; Aphrodite’s husband Lemnos : island Hephaestus landed on Thetis : sea goddess; nursed Hephaestus to health Cyclopes : metal smiths; Hephaestus’ helpers gadfly : annoying fly that bites livestock ford : shallow place in a stream where one can cross forge : a furnace for heating metal

103 : greatest work : loneliness : doubtfully : questioning; inquisitive : scorching;burning : a bad or evil character ublicity : the technique of attracting public’s attention Literature: Charlotte’s Web (Chapters 16-22) Literature: A Bear Called Paddington (Ch. 5-8) surpass : to exceed; go beyond ascended : moved upward listless : tired; no energy keen : sharp; highly developed masterpiece gorge : a binge of overeating revived : restored to consciousness sentiments : statements based on emotions desolation retorted : replied p consult : to ask for advice singeing irritable : angry; annoyed donate : to give a person or cause dubiously precariously : unsteadily inquiring villain intermission : a break between acts : gathering; calling up : a journey for purpose : main; primary : menacing; threatening : adaptable; can adjust easily : squirming : waiting in line : feeling about in the darkness : easily deceived : humbly : likely to collapse Literature: Charlotte’s Web (Chapters 8-15) Literature: A Bear Called Paddington (Ch. 1-4) gullible gratified : pleased; satisfied summoning surly : unfriendly; bad-tempered principal quivered : trembled writhing sternly : seriously; firmly incessant : endless; continuous versatile distinctly : clearly; plainly emigrate : to leave one’s country expedition meekly penalty : a punishment or consequence groping ominous queuing distastefully : disagreeably rickety

21 129 Latina 1 Introduction: 1. Be Positive - You can do it! Latin is NOT an elite subject anymore than spelling or geography. Anyone who can learn, can learn Latin; anyone who can teach, can teach Latin! If you are positive and model this attitude about Latin for your students, they will emulate you. 2. Be Prepared - Thoroughly know each lesson before attempting to teach it. This does not mean you have to know the entire book before teaching any given lesson. Simply stay one step ahead of the students, especially if it is your first year. It is perfectly reasonable to do that. However, be well-prepared. The less reliant you are upon the book being in front of you, the better your lesson will go. Your students will gain confidence when they see your confidence. You can’t expect your students to memorize a grammar form that you haven’t memorized. Be organized. For every subject you teach, organization is key, but especially when it might be a subject you are not perfectly comfortable with. Have all your materials available and at hand, all copies made ahead of time, grammar form charts on the board, the lesson plan in front of you, etc. Be well- paced. Keep instruction time-paced with the goal of learning as much as possible in the time allotted. Be a zealous guardian of class time. Do not allow students to disrespect the classroom or the lesson by rabbit trailing or interrupting unnecessarily(children love to do this and they think their comment is relevant, but as kindly and tactfully as possible squash those distracting comments; teaches virtue). Anticipate questions ahead of time. If you are new to teaching Latin, then this will be easy for you. You know the questions you had when you encountered a new concept and are in a great position to help them with any confusion. In fact, you are in a better position to answer questions, than a so-called Latin expert, who doesn’t know how to bring the content down to his student’s level. We’ve all had teachers who were knowledgeable in their subject matter, but completely unintelligible and not very understanding towards students who didn’t understand the content. That’s a horribly uncomfortable experience to have as a student. An understanding and charitable teacher is much more effective. Knowledge is important, of course, but as the apostle Paul tells us, “Knowledge puffs up, but charity edifies.” 3. Be Passionate - This brings me nicely to my last point. I’m not discounting knowledge. Not at all! Be as knowledgeable as you can be. Challenge yourself to go beyond what you are teaching and further study Latin. We should always be sharpening and developing our skills as a teacher. Growth in knowledge is not just for our students; it is a lifelong pursuit as those made in the image of God. It is the unique and beautiful privilege we have as humans to be growing in our knowledge of God and the world He has made. But passion is the crown of knowledge. Give me a teacher any day who doesn’t have “perfect” knowledge, but is passionate about learning. Jesus Christ modelled this perfectly. He was more than a teacher, of course; He was the Son of God, but He was quite the teacher and when He taught, He was both passionate and knowledgeable. You may not have perfect knowledge of Latin, but don’t feel anxious about that. It’s your passion that will make the lesson and the learning memorable to your students!

22 26 Memoria Press Teacher Training Conference THIRD GRADE

Latin

GENERAL OVERVIEW:

25 Lessons and 5 Review Lessons (1 review lesson after 5 new lessons) Weekly Quiz after each lesson Unit Test after each Review Lesson

Daily Homework:

Monday: Review all flashcards Tuesday: Flashcards from new lesson; copy sheet 1x Wednesday: Flashcards from new lesson; copy sheet 2nd time Thursday: Flashcards from new lesson; copy sheet 3rd time Friday: Review all flashcards- assigned; Ludere page or a longer copy sheet before a Unit Test.

MODEL LESSON - Lesson X

1. General Overview of books and materials; classroom procedures 2. New lesson  Opening - Greeting and Prayer  Recitation with cue words, grammar questions  Review of Latin sayings, previously taught vocabulary words  New Lesson - Latin Saying, Vocabulary and Derivatives, Grammar Form  Assign HW

27 23 LESSON PLAN II LESSON II

Latin Saying FIRST CONJUGATION Mater Itáliae — Roma The mother of Italy — Rome 1 Opening Vocabulary Teacher: Salvete, amici Latinae aqua water aquarium, aqueduct (Hello, friends of Latin) glória glory glorify, glorious Students: Salve, magister / magistra Itália Italy (Hello, teacher) memória memory memorial Teacher: Súrgite (Stand up) Roma Rome victória victory victorious Teacher: Oremus (Let us pray) vita life vitamin All: Table Blessing návigo I sail navigate Music: Christus Vincit paro I prepare preparation specto I look at spectator 2 Recitation - cue words amo Grammar Forms 1st Conjugation - Present Tense 3 Latin Saying present stem: voca-

Mater Itáliae — Roma Person Singular Plural

The mother of Italy — Rome 1st voco I call vocamus we call This saying is from the Roman 2nd vocas you call vocatis you all call

historian Florus. The ideals and 3rd vocat he/she/it calls vocant they call language of Rome became the source of unity for the diverse peoples of the Italian peninsula, and eventually the whole Mediterranean world. NOTE: Itáliae is the genitive singular (possessive) of the noun Itália. The first 12 Lesson II declension will be introduced in Lesson 3.

6 Grammar NOTE: You will notice that the student text used amo last lesson and is using voco this lesson. Students began with amo because it is the traditional model verb of the 1st conjugation, with the phrase "amo, amas, amat" being a Latin saying in its own right. However, voco is a superior model verb because it lacks an a in the stem, allowing students to distinguish more clearly between the stem and ending (e.g., amamus vs. vocamus). Personal Endings: Last week we saw that Latin verbs include a pronoun. What are some more pronouns besides I? (You, he/she/it, we, they) What is the difference between these? (To whom the speaker is directing his speech.) What is the definition of a pronoun? (A pronoun is a word that stands for a noun.) What is the difference between the singular and plural pronoun? (In the singular, the pronoun refers to only one person, and in the plural, it refers to more than one person.) Write the grammar forms from Lessons 1 and 2 on the board and ask students if they see similarities. Circle the similar endings (o, s, t, mus, tis, nt). Ask, "If o stands for the pronoun I, what do you think the other endings represent?" Write the meanings after the forms ofvoco as given in the student text. Also write a separate chart of Latin personal endings and their corresponding English pronouns (found on opposite page). Illustrating Grammatical Person: To illustrate the difference between persons, have three students come to the front and demonstrate the concepts of 1st, 2nd, and 3rd person by saying something like I like Latin, You like Latin, and He likes Latin. Switch students around to show that the persons are always in reference to who is doing the speaking. Add a fourth student to demonstrate the plural forms we, you (all), and they.

12 Lesson Plan II 24 OPENING BREAKOUT SESSION - FOURTH GRADE

4 Word Study EXERCISES: Lesson II Teacher: This lesson includes both verbs

A. Phrases and Sayings: Translate. and nouns. What is a noun? 1. Salvete, discípuli. (p. 73) ______Hello, students. Student: A noun is a word that names a 2. Mater Itáliae — Roma ______The mother of Italy — Rome person, place, or thing. 3. Ora et labora. ______Pray and work. 4. Mihi nomen est …(p. 73) ______My name is … Teacher: What words in the vocabulary list are nouns, and how do they end? B. Grammar 1. A noun is a word that names a/an ______person ,______place , Student: Words 1-8 and they end with or ______thing . the letter -a. 2. A pronoun takes the place of a/an ______noun . Teacher: Do all of the nouns in English 3. Singular means ______one in number. 4. ______Plural means more than one. have the same endings? 5. The ______first person is the person speaking. Student: No, not as regularly as Latin 6. The ______second person is the person spoken to. endings. 7. The ______third person is the person spoken about. 8. Write the English pronouns that correspond to these endings: Teacher: There are only five groupings -o ______I -mus ______we of noun endings in Latin. How many can -s ______you -tis ______you all you think of in English? Is there a pattern -t ______he/she/it -nt ______they to the English endings? (No.) C. Derivatives: Complete these sentences with derivatives you have learned in class. 1. The fish were swimming in the ______aquarium . 5 Derivatives 2. The ______spectators cheered their team. aquarium vitamin 3. Rome was always ______victorious over her enemies. 4. Careful ______preparation usually leads to success. aquatic navigate 5. ______Vitamins contribute to good health. aqueduct navigation 6. Rome built many ______aqueducts to carry water to the cities. 7. The river was difficult to ______navigate . glorify navy glorious preparation memorial spectacle memorize spectacular Lesson II 13 victorious spectator vital inspect

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

Personal Endings Person Singular Plural Singular Plural 1st (person speaking. -o -mus I we 2nd (person spoken to. -s -tis you you all 3rd (person spoken about) -t -nt he/she/it they Drill/practice: Have the students conjugate these 1st conjugation verbs: laudo (laudo, laudas, laudat, laudamus, laudatis, laudant) oro (oro, oras, orat, oramus, oratis, orant) specto (specto, spectas, spectat, spectamus, spectatis, spectant)

Lesson Plan II 13 25 OPENING BREAKOUT SESSION - FOURTH GRADE

LATIN REVIEW Review of Lessons 1-2

A. Translate into Latin. 1. memory ______4. Italy ______2. victory ______5. water ______3. glory ______6. life ______

What part of speech are all these words? ______

B. Translate into English (remember the pronoun “I”). 1. specto ______5. návigo ______2. paro ______6. laudo ______3. voco ______7. amo ______4. laboro ______8. oro ______What part of speech are all these words? ______

C. Answer the questions. 1. When a female teacher says, “Salvete, discípuli,” the students reply: ______2. Write this saying in Latin: “The mother of Italy – Rome.” ______3. Write the English word for “discípuli.” ______4. Write the English word for “magistra.” ______5. Write “Pray and work” in Latin. ______6. Write “My name is …” in Latin. ______

D. Complete the chart.

means the person speaking. means the person spoken to. means the person spoken about.

6 Latin Review • Review of Lessons 1-2

26 LATIN REVIEW Review of Lessons 1-2

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

S. Pl. - o - mus

- s - tis

- t - nt

F. For each English derivative, underline the Latin root, and write the Latin word on the line. 1. glorious ______6. navy ______2. vital ______7. preparation ______3. aquarium ______8. inspect ______4. memorize ______9. vocation ______5. victorious ______10. oral ______

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

S. Pl. laboro laboramus

laboras laboratis

laborat laborant

Latin Review • Review of Lessons 1-2 7

27 LESSON 7: Grammar Crossword

Enter the correct grammatical form.

3 4

8 9

10 11

14 15

16 17

18 19 20

Across Down 1. students (gen.) 1. gods (gen.) 13. student (acc.) 5. hours (nom.) 2. farmhouses (nom.) 14. envoys (gen.) 7. hours (abl.) 3. Christ (nom.) 15. lieutenant (acc.) 8. Jesus (nom.) 4. always 17. Christ (gen.) 10. hours (acc.) 6. grace (gen.) 18. grace (nom.) 13. God (acc.) 9. servant (nom.) 20. slave (gen.) 16. envoys (abl.) 11. slaves (acc.) 21. God (gen.) 19. sailors (abl.) 12. ﬂ ight (abl.) 22. grace (acc.) 23. students (nom.)

2832 Lesson 7: Grammar Crossword LESSON 8: Parse Strings

pópulo 2nd person singular

moras accusative singular

pugnat 1st person singular

ludorum 3rd person singular

judicamus ablative plural

óccupant 2nd person plural

ánimi genitive plural

gládiis dative singular

vocas 3rd person plural

clamo nominative singular

murum genitive singular

judicatis accusative plural

pecúnia 1st person plural

34 Lesson 8: Parse Strings 29 QUIZ: Lesson II

Nomen:______Date: ______Score: ______

A. Latin Saying 1. The mother of Italy — Rome ______

B. Vocabulary 1. Rome ______2. glory ______3. Italy ______4. life ______5. victory ______6. memory ______7. water ______8. I sail ______9. I look at ______10. I prepare ______

C. Grammar Forms Translation of voco Singular Plural Person Latin Translation Latin Translation 1st voco vocamus 2nd vocas vocatis 3rd vocat vocant

30 Quiz: Lesson II 131 DONA NOBIS PACEM

Dona nobis pacem. ______Grant us peace. Give to us peace

vocabulary drill parse

1. dona ______dono, are, avi, atus ______imperative 2. nobis ______nos, nostri ______dat., Pl., indirect object of dona 3. pacem ______pax, pacis ______acc., S., direct object of dona vocabulary

1. pax, pacis peace 2. dono, donare, donavi, donatus to present, grant, bestow 3. nos, nostri we, us

CHRISTUS VINCIT

Christus vincit, ______Christ conquers Christ conquers

Christus regnat, ______Christ reigns Christ reigns

Christus, Christus imperat . ______Christ, Christ rules Christ Christ rules

vocabulary drill parse

1. Christus ______Christus, i ______nom., S., subject

rd 2. vincit ______vinco, vincere, vici, victus ______3 P., S., present tense

rd 3. regnat ______regno, regnare ______3 P., S., present tense

rd 4. imperat ______impero, imperare ______3 P., S., present tense vocabulary

1. Christus, i Christ 2. vinco, vincere, vici, victus to conquer 3. regno, are, avi, atus to reign, to be a king 4. impero, are, avi, atus to rule, govern, command

3133 Memoria Press Teacher Training Conference THIRD GRADE

Composition

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

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

Week 1: Read, Outline, Retell (This is a similar format to what we have been doing in Lesson 1 & 2) 1. Read the story aloud a few times (teacher once then a few students) 2. Create a Key Word Outline by reading one sentence at a time and having students suggest 3 key words to write down (teacher guided) 3. Students retell the story using the outline

Week 2: Strong Verbs and Brainstorming (Introduction of new concepts) 1. A few students retell using outline 2. Introduce and memorize banned verbs (mark p. 155) 3. Find Banned Verbs in the story and circle 4. Introduce Strong Verbs (Appendix can be helpful, mark where appendix begins) 5. Brainstorm Strong Verbs for Belling the Cat 6. Students try retelling the story using Key Word Outline and Strong Verbs

Week 3: Rough Draft 1. A few students retell the story using Outline and Strong Verbs 2. Rewrite the story as a class using the Key Word Outline and Brainstorming page  Read the Outline one line at a time  After one line, call on a student or two to suggest a sentence. Write their sentence on the board. Encourage reluctant students to participate as much as possible. You can guide, help, and do simple editing at this stage such as advising on basic grammar, avoiding a banned word, avoid using the same wording as the original, and cutting off run-on sentences. Do leave some mistakes for the editing process. Some students may want to nit-pick errors at this stage of the writing. To avoid becoming bogged down, I emphasize that we are just writing down our thoughts and that we will make changes next week.  Writing and Editing are areas in which students can easily have their feelings hurt. In preparation for editing, it’s important to emphasize that the class is just

32 82 Memoria Press Teacher Training Conference THIRD GRADE

putting their thoughts on paper. Let them know that you don’t expect that what they are writing today will be absolutely perfect. Perfection at this stage is not the goal. Next week we will make changes and find ways to improve our work which is part of the editing process. It is rare for a person’s idea to be perfect the first time they write it down. Expect that we will make changes. Changes do not mean that a person is an awful writer or that they have terrible ideas. This week the goal is just to write down some ideas. Next week we will fix and improve.  Students copy rough draft onto notebook paper (skip lines) and keep for the next week.  I usually copy the rough draft too or I make a photocopy of a neat writer’s work.  I will mark mistakes and editing ideas on my copy of the rough draft in preparation for editing with the students next week. This will help me decide how to best guide the students through the editing process. My goal isn’t to make the writing perfect but to focus on a few key aspects of improvement (strong verbs, proper grammar, varying sentence structure, proper punctuation.)

Week 4: Editing and Final Draft (These steps could be done on Week 3 if you have the time) Since this is the first written composition of the year, this process is strongly teacher- led. Students can have their feelings hurt during this stage if they feel that their ideas from the previous week are being attacked. Tread carefully and encourage whenever possible. It’s helpful to point out something positive in each sentence while also fixing any errors or working toward improving wording. 1. Edit the story together (introduce editing marks)  I usually start by circling banned words. Next, I guide the students through editing particular items in the story. Since the emphasis in this lesson is Strong Verbs, I try to make sure they are using Strong Verbs whenever possible. 2. Create a moral and title: Students suggest ideas, either teacher chooses one or allows students to choose the one they like best, voting can work too 3. Students copy and illustrate final draft in a Composition book (Teachers may choose to grade this assignment.)  At HLS, students start using a Composition and Sketch book in 3rd grade. The book is passed on to 4th grade, then 5th, and finally 6th so that by the end of 6th grade they have one complete book of all their compositions in Lower School.

33 87 34 OPENING BREAKOUT SESSION - FOURTH GRADE

88 35 89 36 90 37 91 38 92 39 99 40 94 41 Memoria Press Teacher Training Conference THIRD GRADE

Classical Studies

GENERAL OVERVIEW:  1 lesson per week  1hour and 15 minutes to 1 hour and 30 minutes per lesson  Textbooks: o D’Aulaires Book of Greek Myths o Memoria Press Study Guide . 25 lessons, Unit Reviews after 5 lessons . 5 Unit Assessments and 1 Final Exam . Unit Reviews and Test given completed the same week . Appendix: Drill Questions, Lists  Memoria Press Map of Greece  Procedure is similar to Literature

MODEL LESSON: Lesson #2

Transition:  Students take books out, put them on the upper left corner of desk o Nota Bene: Students may use this transition to change shoes for upcoming P.E. class, get a drink of water, or use the restroom. Allowing students a few moments to walk around between subjects helps to cut down on lesson time interruptions and fidgetiness.  Teacher skims the new lesson, and glances over previous lesson(s).

Review:  Once most students appear organized, begin reviewing facts, vocabulary, and� comprehension questions from previous lessons.  This can be formatted as a standing recitation or a seated review. o Drill Questions from Appendix (later in the school year) o Can also use Facts to Know, Vocabulary, Comprehension Questions from past lessons.

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

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

42 45 Memoria Press Teacher Training Conference THIRD GRADE

 Teacher reads, students repeat difficult names o Mark syllables or pronunciation of very challenging names  Teacher and students read all facts together  Teacher directs students in highlighting test information o This can be done at the end of the lesson too, but since I tend to forget, I do this first thing. o Students will review highlighted items the most, however, they are still responsible for all Facts to Know during Morning Recitation

Vocabulary:  Students do not write the definition of every word  We discuss only the words with which they are not familiar.  Discuss context if necessary to clarify the usage  Defining the words: o Call on volunteers to define the word o Give students hints to help them reach the right definition o Sometimes define the word for them (time constraints, too difficult) o If the word is not on a quiz/test, no need to have the same exact definition as the answer key. A synonym will do. o If it is a quiz/ test word then write the same exact definition as the answer key since that is what they will encounter on the quiz/test. o Use previous vocabulary words to define new vocabulary words when possible. Students love discovering new synonyms!  Teacher writes the definition on the board and students copy it into their study guides. o neatness, accuracy

Preview Reading Comprehension Questions: This is a great way to prepare for the reading ahead. It helps students focus on the necessary details of a story.  Call on individuals to read the comprehension questions to the class.  Discuss / Reword the question if necessary.

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

46 43 Memoria Press Teacher Training Conference THIRD GRADE

Answer Comprehension Questions:  Teacher / Student reads question o For multiple part questions, ask and answer only one part at a time  Volunteers provide oral answer o This can be done by one or more students per question o Teacher guides them to the correct answer as needed  Teacher writes the answer on the board o Keep the student’s words as much as possible, while improving / condensing when necessary  Students copy the answer into their study guides o Teacher circulates to encourage good penmanship, posture, attention to detail  Nota Bene: We do not ask or write the answer to every question. o Reasons for skipping or only discussing a question orally: . Long or detailed answer . Memorable moment of the chapter . Was thoroughly discussed during reading time . Already clearly stated elsewhere in the lesson . Not on the quiz/test o Have students mark questions that were not written down. . helps parents . helps you to remember when you are grading study guides for completion

Activities:  Discuss illustrations while reading  Map: Use wall map and unit map (p.23) to locate places listed o Highlight and write significance for any locations that will be on the test  #1--Fill in Appendix lists with names of characters (this list will be used for the Final Exam)  Discuss other questions as time/ student knowledge permits

Closing:  Class reads aloud and in unison o Facts to Know o highlighted vocabulary o highlighted comprehension question answers

Questions

44 47 LESSON 2: Zeus and his Family (pp. 16-21)

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

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

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

Lesson 2: Zeus and his Family (pp. 16-21) 45 • List the allies of Zeus and describe how Metis helped Zeus acquire them.

• Who were Prometheus and Epimetheus? Why did they join Zeus in the fight with the Titans?

• What were the weapons the Cyclopes made for Zeus and his brothers?

• Describe the monsters Typhon and Echidna.

• Who built the palace for the gods? Describe it.

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

46 Lesson 2: Zeus and his Family (pp. 16-21) DRILL QUESTIONS FOR GREEK MYTHOLOGY

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

Drill Questions for Greek Mythology 47 D’AULAIRES’ PRONUNCIATION GUIDE

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

VOWEL PRONUNCIATION ah “father” aw “caw” (like a crow) CONSONANT ay “bait” PRONUNCIATION air “air” s as in “seed” eh “head” ee “me” th as in “thing” ih “it” th as in “this” i “eye” ks as in “kicks” or “fox” o “bone” z as in “zoo” uh “ughh” u “put” oo “food”

NAME PRONUNCIATION NAME PRONUNCIATION Achilles Uh kill ees Argos Ar gahs Acropolis ah krah po lis Argus ahr gus Actaeon ak tee on Ariadne Air ee ahd nee Admetus Ahd may tuhs Artemis Ar teh mihs Aeëtes Ah ee tees Asclepius as klee pee uhs Aegina ee gee nah Asopus ah so puhs Aegis eh jihs Atalanta At ah lant ah Aegyptus ih jip tuhs Athena ah thee na Aeneas Uh nee ahs Athenians ah thee nee ans Aeolus ee o luhs Atlas at lehs Aerisius a ree see uhs Atropos a tro pahs Aethra Ay thrah Augeas aw jee uhs Agamemnon Ag ah mehm nahn Bellerophon beh lehr o fon Agenor ah geh nor Boreas bor ee ahs Alcestis Al sehs tis Bosporus bos por us Alcmena Alk mee nee Cadmus cad mus Almatheia Ahl mah thee ah Cairn karn Ambrosia am bro zhyeh Calliope kah li uh pee Amphitrite am fih tri tee (Similar to aphrodite) Casiopeia ka see oh pee ah Anchises An ki sees Castor Ka stur Andromeda an drahm eh deh Caucasus kaw kuh sihs Antaeus An tay uhs centaurs sen tors Antigone An tih go nee Cepheus see fe ehs Aphrodite af roh di tee Cerberus sur bur us Apollo ah pah loh Charon kar on Arachne ahr ack nee Charybdis Kar ihb dihs Arcadia ahr kay dee ah Chimera kih meh rah Ares Ehr eez Chios kee os Argonauts Ar go nawts Chiron ki rahn

48 D’Aulaires’ Pronunciation Guide Memoria Press Teacher Training Conference THIRD GRADE

Literature

GENERAL OVERVIEW  3 lessons per week  allow 1 hour per lesson  Textbooks:  Farmer Boy + Farmer Boy MP study guide . 29 lessons, 3 Unit Reviews, comprehensive review . 3 quizzes, 1 Final test . Appendix with supplemental information  Charlottes’s Web + Charlotte’s Web MP study guide . 22 lessons, 3 Unit Reviews, comprehensive review . 3 quizzes, 1 Final test . Appendix with supplemental information  The Moffats + The Moffats MP study guide . 24 lessons, 2 Unit Reviews, comprehensive review . Each book chapter is divided into two lessons (ie. Chapter: Part 1, Part 2) . 2 quizzes, 1 Final test . Appendix with supplemental information

MODEL LESSON: Charlotte’s Web, Chapter 5

Transition:  Students take book/study guide out. Book placed on left, study guide on right. NOTE BENE: Students may use this transition time to get a drink of water, use the restroom, get Kleenex, or sharpen pencils. Allowing a few moments between subjects for these details helps to alleviate class interruptions and fidgeting.  Teachers may use the time to skim the previous lesson.

Review:  I have found it helpful to make recitation note cards for all the vocabulary words that will be on each upcoming quiz and run through the previously learned words before the new lesson. May be done standing or seated. I’ve noticed a definite improvement on this section of the tests as a result.  Ask for a short verbal recap of the previous lesson, to set today’s lesson in context. This also helps develop student narration/summarizing skills.

Begin Lesson, Charlotte’s Web Lesson 5:  Reading Notes: read through together. . Teacher reads bold print, a student reads the definition. Discuss or explain as needed for understanding. . Throughout lessons, make connections with other curriculum subjects. (ie. Latin)

54 49 Memoria Press Teacher Training Conference THIRD GRADE

 Vocabulary words : complete the section together. . Highlight any words that will appear on the quiz. . Ask students for a definition. (discourage mere guessing) Write the correct definition on the board as students copy it into their books. . NOTE: use the exact wording for highlighted vocab, as these are the words that will appear on the quiz. Using a different definition here is very confusing when they take the test!

 Comprehension Questions: . Read through the questions orally. Encourage students to be looking for the answers to these specific questions as you read the chapter together. . As the year progresses, teach them to jot down the page number where the answer is found in the study guide margin as you read. . Highlight any Comprehension Questions that will be on the quiz. At this point I also have them highlight any Discussion Questions or Enrichment sections that will be on the quiz.

 Read the chapter aloud. . At the beginning of the year, I do the oral reading exclusively. This saves time as they are learning the routine and adjusting to more writing in the study guide. It also gives them an example of skillful oral reading. . After Christmas break, the students read aloud. Start at one row and gradually snake around the room, so each student gets a turn every day. I don’t call on students; they watch and are ready for their turn as it comes. If they are not ready, we skip them and go on to the next student. (This keeps them attentive. ) They read only one paragraph, no matter how long/short, including dialogue. I sometimes divide really long paragraphs in half. . Try to note vocabulary words as you come to them in the text. . At some point early in the year, take a few moments to explain to them what makes for good oral reading. (ie. read slowly and loudly, hold book away from face, direct voice “up and out”, enunciate carefully, sound out unfamiliar words)

 Back to the Comprehension Questions: . Answer the questions, asking for one or two student volunteers. . As you write the answer on the board, edit as needed, using student’s words as much as possible. Answers need not be exactly as written in teacher guide. . Students copy it into their study guide exactly as written. Teacher circulates to encourage neatness, accuracy, attention to detail. . As the year progresses, take a little more time to allow them to formulate a good sentence before writing it on the board.

 Quotations: read and fill in any blanks.

50 55 Memoria Press Teacher Training Conference THIRD GRADE

 Discussion Questions: . Always do the ones that will be on the quiz. Write down the answer to these in the unit review. (see study guide, pg. 23) . Don’t feel you must answer them all. Complete as time allows.  Enrichment: . Complete as time allows. Always do the sections that will be on the quiz together. . Discuss and explain the literary terms. . Try to do at least one Focus Passage per week. These help train accuracy in seeing details and copying into another book.

Miscellaneous  We allow a day to do the Unit Review sections together in class, if possible.  Generally don’t have time to do it all. Always review the definitions of Character, Setting, and Plot, as these are on the Final test. I usually do the Plot section for a general review of chapter events. The Storyboard or Illustration pages are assigned as free time work; not graded.  We do the Vocabulary page together; generally only completing the words on the quiz. This can also be assigned as homework or seatwork.  Always review the Short Answer questions, filling in as needed.

Questions

56 51 52 53 54 55 56 57 58 59 60 61 Reading Notes

Charlotte A. Cavatica a reference to a barn spider’s scientific name, Araneaus cavaticus inheritance a genetic characteristic passed from parent to offspring “by my wits” by cleverness

Vocabulary

1. I didn’t mean to be objectionable.______offensive, unpleasant 2. He lay down meekly in the manure______humbly 3. A fly … blundered into the lower part of Charlotte’s web______moved carelessly, clumsily 4. and although he detested flies, he was sorry for this one.______strongly disliked 5. Wilbur was merely suffering the doubts and fears______only; simply

Comprehension Questions

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

opening of a friendly letter called? ______Charlotte greets Wilbur with “Salutations!” The Latin root ______is “salut-”. The opening of a letter is called the “salutation.”

______

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

______The author describes Charlotte as a large, gray spider, about the size of a gumdrop. Charlotte ______describes herself as pretty, not very flashy, and near-sighted.

______

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

______Charlotte is a “trapper.” She builds webs and traps insects. She traps and eats insects by rolling ______and wrapping them in silk jets when they get stuck in her web. She then puts them to sleep ______(anesthetizes them) until she is ready to eat them.

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

______She claims she has to eat and no one brings her food. Also, too many insects would destroy ______the earth.

62 Chapter V: Charlotte Quotations

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

Who said this?______Wilbur On what occasion? ______after meeting Charlotte

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

Discussion Questions

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

demonstrates these qualities toward the beginning of the chapter.

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

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

about Charlotte?

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

Enrichment

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

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

______

Chapter V: Charlotte 63 64 65 THE HAPPY FARMER Unknown

Let the mighty and great I have lawns and green bowers, Roll in splendor and state, Fresh fruits and fi ne fl owers, I envy them not, I declare it. Th e lark is my bright morning charmer. I eat my own lamb, So God bless the plow My own chicken and ham; In the future as now— I shear my own sheep and I wear it. A health and long life to the farmer.

10 Unknown

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

______

Unknown 11

66 VOCABULARY:

splendor great fame; glory state ceremony; pomp shear to remove ﬂ eece by cutt ing bower a shady, leafy spot

ANALYZE:

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

______AABCCB for each stanza

2. Underline the places where this poem uses alliteration.

1 Let the mighty and great _____A 7 I have lawns and green bowers, _____A

2 Roll in splendor and state , _____A 8 Fresh fruits and fi ne fl owers , _____A

3 I envy them not, I declare it. _____B 9 Th e lark is my bright morning charmer. _____B

4 I eat my own lamb, _____C 10 So God bless the plow _____C

5 My own chicken and ham; _____C 11 In the future as now— _____C

6 I shear my own sheep and I wear it. _____B 12 A health and long life to the farmer. _____B

12 Unknown

67 COMPREHENSION QUESTIONS:

1. Who are the mighty and great? ______The mighty and great are the wealthy and powerful; the nobility; those

______not working for their livelihood, i.e., the aristocracy.

______

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

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

______

3. Why does the farmer not envy the “mighty and great”? ______He has all he needs, and takes pride in

______providing it.

______

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

he is able to get from his farm? ______food (lamb, chicken, ham, fruit), clothing, places to rest and play,

______beauty from ﬂ owers

______

5. Why is the lark “a bright morning charmer”? ______The lark sings beautifully to the farmer as he works in

______the morning.

______

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

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

______cannot survive.

______

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

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

______

Unknown 13 68 “Timeline” Time is very abstract to children. To a child, Caesar Augustus and George Washington are both figures from the hazy, distant past. It means nothing to them that these two men were from completely different eras who spoke different languages, lived on different continents, had different social customs, and political ideals. Again, placing historical characters and events in their proper time are confusing to children. This is why a timeline is so crucial to helping students have a framework to see the big picture. A timeline orients children and develops context for understanding history.

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

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

Let’s go through these one by one: ● First, the timeline flashcards for the wall. We are required as HLS lower school teachers to display these in our classrooms, only the ones that we learn as a class, however, So I only have the eleven dates displayed on a bulletin board. I feel as if it’s a little overwhelming to have them all up at once for third graders. (Explain and show the picture of a sample wall arrangement: picture of Christ in the center, BC and AD, events and dates are on the same side for the wall cards. Cards can be added to the timeline as they are studied each year.

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

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

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

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

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

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

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

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

101 70 71 72 71 ead-Aloud Book List These are books that we have chosen for you to read aloud to your third graders. We have chosen them because of their beauty in prose, art, and content. ou may purchase this set of books directly from Memoria Press, or your local library should have the majority of these. our librarian should also be able to point you in the direction of other great books if you choose not to use the books on our list. We feel it is essential that you read to your children, and when you read aloud, choose books that are a grade level above your children’s reading level. Choose good books that have survived the test of timebooks that are well writt en and beautifully illustrated.

eek Noels Author innie the ooh A. A. Milne Mary oppins P. L. Travers D’Aulaires’ Book of Norse Myths Ingri & Edgar Parin d’Aulaire American Tall Tales Mary Pope sborne The Saturdays Elizabeth Enright James erriot’s Treasury for hildren James Herriot A Day on Skates Hilda van Stockum The Magician’s Nephew C.S. Lewis here the Mountain Meets the Moon Grace Lin The Borrowers Mary Norton The Secret Garden Frances Hodgson Burnett

eek icture ooks Author asey at the Bat Ernest Lawrence Thayer upid and syche M. Charlott e Craft They ere Strong and Good Robert Lawson The Stranger Chris Van Allsburg ersephone Sally Pomme Clayton hanticleer and the Fox ChaucerCooney Rikki Tikki Tavi Rudyard ipling Squanto and the Miracle of Thanksgiving Eric Metaxas ver the River and Through the oods Lydia Maria Child hy hristmas Trees Aren’t erfect Richard H. Schneider An range for Frankie Patricia Polacco The Nutcracker Janet Schulman (based on original) The Nutcracker Stephanie Spinner (based on ballet) ’Twas the Night Before hristmas illustrated by Matt Tavares hristmas Day in the Morning Pearl S. Buck

124

73 The Tale of the Firebird Gennadii Spirin Thomas Jeﬀ erson Builds a Library Barb Rosenstock Rapunzel Paul . Zelinsky ing Midas and the Golden Touch M. Charlott e Craft egasus Mariana Mayer The Tale of Three Trees retold by Angela Elwell Hunt The Litt le Match Girl Hans Christian Andersen The gly Duckling Jerry Pinkney & Hans Christian Andersen

hird rade merican tudies ook ist eek itle Author Leif the Lucky Ingri & Edgar Parin D’Aulaire Meet hristopher olumbus James T. de ay ocahontas Ingri & Edgar Parin D’Aulaire The abin Faced est Jean Fritz Meet George ashington Joan Heilbroner Sarah, lain and Tall Patricia MacLachlan Daniel Boone Augusta Stevenson Meet Thomas Jeﬀ erson Marvin Barrett The Bears on emlock Mountain Alice Dagliesh Benjamin Franklin Ingri & Edgar Parin D’Aulaire Meet Abraham Lincoln Barbara Cary lara Barton Augusta Stevenson Riding the ony Express Clyde Robert Bulla elen eller atharine Wilkie Laura Ingalls Wilder Beatrice Gormley A enny’s orth of haracter Jesse Stuart

ourth rade merican tudies ook ist eek itle Author Ben and Me Robert Lawson Mr. Revere and I Robert Lawson Liberty: How the Revolutionary War Began Lucille Recht Penner Louisa May Alcott Beatrice Gormley iawatha Henry Wadsworth Longfellow 125 (ictures by Susan effers 74 Benjamin est and is at Grimalkin Marguerite Henry The Sign of the Beaver Elizabeth George Speare Molly itcher Augusta Stevenson The right Brothers Quentin Reynolds addie oodlawn Carol Ryrie Brink Meet Abraham Lincoln Barbara Cary lara Barton Augusta Stevenson Riding the ony Express Clyde Robert Bulla elen eller atharine Wilkie Laura Ingalls Wilder Beatrice Gormley A enny’s orth of haracter Jesse Stuart

“English Grammar 1”

Let’s start with a definition first of all - what is grammar? The study of the way sentences in a language are constructed, especially morphology(the patterns of word formation in a particular language, including inflection, derivation,etc.) and syntax(the study of these patterns); the study of the rules accounting for these constructions. It’s important when talking about grammar, to actually know what grammar is. When you survey modern “grammar” books, however, we do not see them strictly teaching grammar. Most modern grammar books and grammar classes are more of a language arts class and cover composition, mechanics, punctuation,usage and capitalization, with a little bit of grammar. The grammar section is sometimes relatively small in comparison to the rest of the book. So now that you know or have been reminded of what grammar is, why study it? Why study the way sentences in a language are constructed or the rules accounting for the construction? This is an important question. It’s a question that is asked all the time by modern educators who in many cases are calling for the study of grammar to be altogether eliminated from the language arts curriculum. Why teach grammar? Why have a language in which to talk intelligently about language? I think the best answer as a Classical, Christian school is to say because we’re human, because we’re made in the image of God, because God Himself, the son of God took on our human flesh and spoke a human language Let me quote to you from one my favorite pastors: “The manger and the cross were not sensational. Neither are grammar and syntax. But that is how God chose to reveal Himself. A poor Jewish peasant and a prepositional phrase have this in common; they are both human and they are both ordinary. That the poor peasant was God and the prepositional phrase is the Word of God does not change this fact…” This is one of the most compelling reasons for giving students rigorous and disciplined training in grammar. We need a language in which to talk about language because language is fundamental to who are as humans made in the image of God and being recreated in the image of Christ. Therefore, an alphabet must be learned, as well as vocabulary, grammar, syntax, the rudiments of logic, and the way meaning is imparted through sustained connections of sentences and paragraphs. Now let’s talk about the EGR program specifically:

1. The rationale for the EGR program is that the mastery of terms, definitions, and facts should precede mastery of application. This is consistent with the trivium and the grammar stage of learning. 2. The name grammar actually comes from the early Renaissance when the major subject of the elementary years was the Latin grammar. Young students memorized Latin grammar forms - conjugations and declensions. As students got older, they transitioned to more syntax and translation. Again, this is

74 75 consistent with the trivium, memorization for the younger students and a logic- level and translation skills for the older students. 3. However, the decline of the study of Latin began a steady process of overall decline in our schools. Latin was replaced with English grammar. In fact, we can trace the development of diagramming to when the study of Latin grammar declined. Because English grammar is not as regular and lacks inflection, diagramming was seen as a way to demonstrate the constructions of sentences and make abstract English more concrete. But is this the best use of classroom time for the grammar stage of learning? 4. The EGR program has been designed to be consistent with our understanding of what grammar is and how best to teach it in the grammar stage - with memorization for younger students. 5. So let’s back up - we are a Latin school and we believe in restoring Latin to its central place in the curriculum. We also believe that Latin is where students should be learning their grammar. The primary language lesson should be in Latin class. So this curriculum is also designed to loosely reinforce the grammar students are already learning in Latin and now simply connecting with their own language. No other curriculum that we found served this two-fold purpose: to emphasize the memorization of facts, terms, and definitions which are consistent with the grammar stage and to be an effective companion to the study of Latin.

75 76 consistent with the trivium, memorization for the younger students and a logic- level and translation skills for the older students. 3. However, the decline of the study of Latin began a steady process of overall LESSON 2: Capitalization decline in our schools. Latin was replaced with English grammar. In fact, we can trace the development of diagramming to when the study of Latin grammar REVIEW RECITATION: declined. Because English grammar is not as regular and lacks inflection, □ Capitalization Rules #1-2 diagramming was seen as a way to demonstrate the constructions of sentences and make abstract English more concrete. But is this the best use of classroom LESSON: time for the grammar stage of learning? Capitalization Rule #3: Capitalize words that show family relationship if used as a name, 4. The EGR program has been designed to be consistent with our understanding of but not if preceded by a possessive pronoun. what grammar is and how best to teach it in the grammar stage - with Ex. 1 I asked Mom and Aunt Mary to teach me to cook. memorization for younger students. 5. So let’s back up - we are a Latin school and we believe in restoring Latin to its Ex. 2 I asked my mom and my aunt to teach me to cook. central place in the curriculum. We also believe that Latin is where students Capitalization Rule #4: Capitalize the fi rst word and all important words in titles of books, should be learning their grammar. The primary language lesson should be in poems, stories, fi lms, works of art, and magazines. Latin class. So this curriculum is also designed to loosely reinforce the grammar Ex. 1 We memorize the poem “Horatius at the Bridge.” students are already learning in Latin and now simply connecting with their own language. No other curriculum that we found served this two-fold purpose: to Ex. 2 We watched the movie Anne of Green Gables. emphasize the memorization of facts, terms, and definitions which are consistent Ex. 3 The Pieta is a sculpture by Michelangelo. with the grammar stage and to be an effective companion to the study of Latin. COPYWORK:

Capitalization Rule #3: ______Ex. 1 ______Ex. 2 ______

Capitalization Rule #4: ______Ex. 1 ______Ex. 2 ______Ex. 3 ______

PRACTICE A: Circle the words that should be capitalized. 1. i visited my aunt in the hospital. 2. mother and father were both working in the yard.

14 Lesson 2: Capitalization 75 77 3. uncle mark and i were helping them plant trees along the fence. 4. i went with my brother to the grocery store. 5. has grandmother fi nished all the baking? 6. my grandfather helped build this barn. 7. my sister and my brother are both excellent students. 8. has aunt mary fi nished her book?

PRACTICE B: Circle the words that should be capitalized. 1. shakespeare wrote the play romeo and juliet. 2. my favorite book is litt le house on the prairie . 3. the mona lisa is a famous painting by Leonardo da Vinci. 4. we will read the book the trojan war this year in class. 5. the wizard of oz was released in 1939. 6. my parents subscribe to the new york times and reader’s digest magazine. 7. hilary has read the legend of sleepy hollow several times. 8. joseph must recite the poem “ i never saw a moor ” tomorrow.

PRACTICE C DICTATION: On the facing page, study Capitalization Rules #3-4 and the examples carefully. When you are ready, fold the facing page back so that you cannot see the examples. Write the examples below as your teacher dictates them aloud. Read over your work thoroughly, and then fold the facing page back and check your work for errors. Capitalization Rule #3: Ex. 1 ______Ex. 2 ______

Capitalization Rule #4: Ex. 1 ______Ex. 2 ______Ex. 3 ______

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

*Memorization optional Lesson 2: Capitalization 15

78 LESSON 6: Sentences

REVIEW RECITATION: □ Capitalization Rules #1-10 LESSON: *Grammar Question #1: What is a sentence? A sentence is a group of words expressing a complete thought. Ex. Charlott e is a spider. *Grammar Question #2: What are the two parts of every sentence? The two parts of every sentence are the subject and the predicate. *Grammar Question #3: What is a subject? The subject tells who or what the sentence is about.

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

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

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

COPYWORK: Grammar Question #1: ______Answer: ______Ex. ______

Grammar Question #2: ______Answer: ______

Grammar Question #3: ______Answer: ______Ex. ______

Grammar Question #4: ______Answer: ______Ex. 1 ______Ex. 2 ______

26 Lesson 6: Sentences 79 PRACTICE A: Write sentence beside each sentence and fragment beside each fragment. (A fragment does not have a subject and verb.) ______1. I like to play checkers. ______2. The litt le girl in the pink dress. ______3. We ate the delicious pie. ______4. Joshua raced across the lawn. ______5. Bouncing up and down. ______6. The green chair with the brown cushion. ______7. Mrs. Logan laughed. ______8. Grapes and avocados. ______9. Wagged his tail. ______10. Walked across the rugged terrain.

PRACTICE B: Put a dividing line between the subject and predicate. The dividing line will usually come right before the verb. 1. Joseph| journeyed to Egypt. 2. The young lady| sat on the bench. 3. God| made the sun, moon, and stars. 4. Paul| preached the Good News. 5. The beautiful ﬂ owers| bloom in early spring.

ORAL QUIZ: Recite answers with examples. □ Grammar Questions #1-4

Lesson 6: Sentences 27 80 UNIT III REVIEW: Pronouns, Adjectives, & Adverbs

REVIEW RECITATION: □ Grammar Questions #15-23

PRACTICE A: Choose descriptive adjectives to complete the following sentences. (Answers will vary.) 1. The ______girls packed their suitcases. 2. We waited for the ______train. 3. ______boys were chasing a dog. 4. He raises ______horses. 5. We ate the ______ice cream.

PRACTICE B: Write three adjectives to describe each noun. (Answers will vary.) 1. fox 3. infant ______2. gentleman 4. table ______

50 Unit III Review: Pronouns, Adjectives, & Adverbs 81 PRACTICE C: Replace the word(s) in italics with the appropriate pronoun. 1. The baby boy ______was born on December 3, 2011. 2. Will Mrs. Jackson ______return our quizzes today? 3. We are making the fi nal preparations for the banquet ______. 4. Erin gave Susan ______some of the peach. 5. The teacher asked Alex, Noah, and Evan ______to clean their desks. 6. Will you please answer the telephone ______? 7. The dogwood trees ______are in bloom. 8. Gavin and Ashton played with Rebecca and me ______. 9. Jesus spoke to his disciples ______about his crucifi xion. 10. Megan ______will prepare the agenda for our meeting.

PRACTICE D: For each italicized adverb, tell which question it answers. 1. The professor entered the 4. The strong horses eﬃ ciently pulled the classroom calmly. heavy load. ______2. The package arrived yesterday. 5. Their playful dog stays outside. ______3. The ice cream melted quickly. ______

PRACTICE E: Choose adverbs to complete the following sentences. (Answers will vary.) 1. The student ______answered the question. 2. We worked on the art project ______. 3. The ﬂ owers ______wilted. 4. Erica sings ______. 5. The beautiful painting was hung ______.

ORAL TEST: Recite answers with examples. □ Grammar Questions #15-23

Unit III Review: Pronouns, Adjectives, & Adverbs 51 82 Spelling

● We use Pearson’s Spelling Workout, Book D for third grade at HLS. It takes a solid phonics and structural analysis approach to encoding. The close tie between spelling and phonics allows each to reinforce each other. ● Create a spelling template for each list, that includes space for the list to be copied daily for seatwork. Pass out on the first day of the week. List can go home and come back to school each day so that spelling can be reviewed for homework, but list can also be copied for seatwork. ● On the first day of each lesson, begin with an optional warm-up test. Read the tip and the reading selection. Write each word on the board, discussing and analyzing each one for spelling patterns specific to the spelling lesson as well as others that students already know. ● Say - Spell-Say the list words together each day as part of your drill and review. ● Work through the exercises in the workbook together as time allows throughout the week. ● Play review games as time allows: use whiteboards, spelling bees, “Don’t Break the Ice,” etc. ● Administer test using sentences in book or your own sentences on the last day of the week. Make sure to carefully instruct students as to how to set up their paper for the spelling test.

79 LESSON 1: Consonant Sounds

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

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

WORD STUDY QUESTIONS 1. Which words are spelled with a consonant blend? (twelve, swift, traffic) 2. Which words are spelled with a double consonant? (banner, hammer, barrel, dollar, letters, bottles, gallon, traffic) 3. Which word ends with a hard c, sounded as /k/? (traffic) 4. Which word is a CVCC word with a long vowel sound? (wild) 5. Which words are plural? (letters, bottles) 6. Which words end with r-controlled schwa vowels? (banner, later, hammer, dollar, letters) 7. Which word has an r-controlled vowel with /ā/? (barrel) 8. Which words end with a schwa vowel and n? (seven, gallon, eleven) 9. Which words end with /le/? (pineapple, barrel)

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

4 Lesson 1: Consonant Sounds 84 Consonant Sounds Consonant Sounds

Objective To spell words with single and double consonants What stunt was performed by a woman nearly a centuryago?

Correlated Phonics Lessons Freef I Level D, Lessons 1-2 Every year, thousands of people MCP Phonics, brave thE' trafficto travel to Niagara Falls. The famous waterfall lies Spelling Wards in Action Page between New York and Canada and is s about 170 feet high, or more than In this selection, students read to find out about twelve stories tall. Most people just watch the falls. On October 24, 1901, a dangerous stunt that an adventurous woman one person did more than just look. She performedabout a century ago. Invite students to was the first person to go over lhe falls in a wooden barrel! discuss what Anna Taylor did and what they think Her name was Anna Taylor. This, her about it. first real adventure, could have been her last. She was sure that if she sumved the Encourage students to look back at the fall, she would flnd fame and fortune. Several hundred people stood along boldfaced words. Ask volunteers to say each word the banks of the Niagara River. They and identify the consonant sounds. cheered as the barrel was released in the water. The barrel floated with the swift current. Then, it twnbled over and down the falls. For a while, lhere wasno sign of Anna Taylor. The crowd wassilent until finally the Warm-Up Test oak barrel bobbed into view. 1. Each Olympic team carried its country's The ban-elwas brought ashore. As Anna was released from the barrel, the crowd went wild with cheers. banner. Taylor was famous for a little while. Later on, she ea.med money 2. The number after ninety-nine is one hundred. posing for photographs. 3. Babe Ruth achieved fame as a baseball player. Look back at the baldfaced words. Say each word. 4. Did the school bus arrive later than usual? What consonant sounds do you hear in each word? 5 5. The number between six and eight is seven. 6. Pam used a hammer and nails to fix the chair. 7. Do two sixes make twelve? .. 8. The farmer stored the apples in a barrel. letters of 9. There are twentynickels in one dollar. a ts are all the s n I, , u, on t except a, e, o Cthe a lo:P abe ds, l 0. Two letters of the alphabet are A and 8. y. In ost wor and sometimes :ds of several can hear the sou 11 . When the movie started, everyone was silent. you e w, I, ants Listen for th conson etimes nd· s . �.1d - som 12. Some wild animals are verycolorful. and d sou '° bled a word Is d a consonant in untll nly once, :: in 13. Ken worked on homework dinner time. but you hear it o · 14. In the springtime, the river currents are swift. �and� 15. Please put the bottles on the shelf. 16. Aunt Pat brought us a pineapple from Hawaii. 1 7. That film was fantastic! 1. lht£>ning for Con<,onantSounds 2.� Write one consonant or two different consonants to 18. Four quarts make a gallon. complete each list word. 3. fam-v 19. We were late because of the traffic jam. 4.� 1. faile 2. twei_v_e 20. Are there eleven people on a soccer team? 5. 3. w i _l_Ji 4. e _Le .Jl.e n 6.� 5. I a _l_er 6. s w i _f_ _1_ 7. � 7. se�e n 8. h u n ..d__[_ e d Spelling Practice Pages 6-7 8.� Introduce the spelling rule and have students 9.dclta.v 9. f i _l_ m 10. Ji_ i _Le n t 10.� 11.u ni.i_l_ read the list words aloud. Encourage students to 11.� Warm-Up Tests Write a double consonant to complete each of look back at their and apply the 12.� these list words. 13 . .A,,,,,z.Ld, spelling rule to any misspelled words. 12. baLLel 13. baAAer As students work through the Spelling Practice 14. � 15. � 14. I ei.iers 15. hafflffler exercises, remind them to look back at their list 16.� 16. g a _L _l_o n 17. boi.i1e s words or in their dictionaries if they need help. 17.� 18. d o _L _l_ a r 19. tr a _f__f_ i c 18.� 19. � Write four consonants to complete the list word.

20.� 20. piAeaJ LJl.le

SeeStudent Dictation, page 14 6 Lesson 1 • Consonant Sounds 18 85 Spelling Strategy To help students figure out whether to double the consonant in the middle of a two-syllable word, point out that double consonants usually follow 1. cars ..L...L J1.. _f_ _l__i __c_ 11 4 short-vowelsounds. Ask students to say traffic/trader 2. 12 -1 = Jt. _l__e__Y._ __e_ __n 9 and hammer/tamer and to tell if 3. a flag ..b.._ J1...D._ A ...e_ -f • the a in each word is long or short 4. quiet _s__ _i__l_ Ji_n _1_ • one or two consonants follow a. 2 6 5. not tame W.. j_ _j_ __d_

6. fast _s__ Yi. __i___f_..L 3 Have partners brainstorm topics that 7. popularity _1_ _a_ fil� 1 relate to all the bonus words and then 8. writing marks _j_ _e_ ..L Jt. ..L � i 10 each write a paragraph using the words. e. a movie __L then trade papers to see how they L5 1- m They Riddle: What runs and falls but never walks? used the words and to discuss how the paragraphs are alike or different. Answer: ..a_ ...s_Yi _L .i.i_ _L j_ ..Y _e__L 1 2 3 4 5 6 7 8 9 10 11

Vocabulary Spelling and Writing Page B Write list words under the correct headings. The first one has been done for you. The Proofreading exercise will help students numbers money containers prepare to proofread their news stories. As 1students 1. eleven 6. dollar 9. bottles complete the writing activity, encourage them to 2. bundced tool 10. barrel brainstorm ideas, write a first draft, revise, and 3. seven 7. bammer time words proofread their work. To publish their writing, 4. twel�e measurement 11. until students may want to fruit 8. gallon 12. later • read their stories as radio broadcasts 5. pineapple • illustrate their news stories.

Lesson 1 • ConsonantSounds 7 Writer's Corner You may want to bring in or invite students to bring in news clippings about • bungee-jumping, skydiving, or other wild stunts. Ask students to write paragraphs telling whether or not they think these activities are safe.

final Test 0 spelling mistake 1. We did not get home until after dark. proofreading marks to fix each mistake. Then, write capital letter the misspelled list words correctly on the lines. =: 2. Pablo gave the soccer ball a swift kick.

·When traveling to giagara Falls during the sunm1er, 3. Can we return these bottles for money? be ready for some delays. The raffik can be heavy. 4. Mom put pineapple rings on the ham. When you fmally get to the falls, spend some time watching the wyild;swiff water. Don't worry.�t's 5. We made a banner to welcome the visitors. unlikely that a ba.rral,will come crashing down. Latar 6. Can you count backward from one hundred? after you leave, your ears will still hear thE' roar of the water. lake plenty of filmm, and SE'nd leterz and 7. The young actor dreamed of .fame and fortune. postcards home to friends. There are many scenic places you'll wantto share. 8. I will clean my room later, after Cody leaves. 9. Antonio has to put film in his camera. 1. traffic 2. wild 10. Paul carried the gallon of paint up the ladder. 3. 4. barrel swift 11. Traffic is heavy around 5:00 in the evening. 5. later s. film 1. letters 12. Karla will be eleven on her next birthday. Writing 13. Beautiful flowers grow wild on the hillside.

Imagine that you had watched Anna Taylor go over Niagara Falls. 14. If you are silent, you will hear crickets chirp. Write a brief news story telling what you saw, heard, and felt. l There are twenty-six letters in the alphabet. Include what happened when it was all over. Use as many list 5. words as you can. Proofread your news story and fix any vessel 16. Luwanda tried to save one dollar every week. mistakes. slipper 17. The clown came out wearing a barrel. splendid 18. There are twelve eggs in a dozen. enemy 19. Stop banging that hammer! instant 20. Miss Yee's class is in room seven.

8 Lesson 1 • ConsonantSounds 86 19 Lesson 1 - Consonant Sounds

Phonics Guidance and Recall:

Phonics Rule #5 - Silent e at the end of a one-syllable word makes the vowel before it say its name.

Phonics Rule # 6 - The vowels i and o may be long when followed by two or more consonants.

Syllabication Rule #3 - Divide words between consonants and double consonants, but not between consonant blends and teams.

Syllabication Rule #4 - The l e at the end of the word makes a new syllable and usually captures the consonant before it.

Teaching Reference:

Begin your lesson with a brief review of consonant blends and teams as well as long and short vowel sounds.

Review how to syllabicate by placing the flat of your hand under your chin and counting the number of times the chin moves the hand when saying the word aloud. Remind students all syllables must contain a vowel.

Syllables can end with a long vowel (open syllable) but not a short vowel (closed syllable).

There are three common word endings with a schwa vowel and r, -e r, - or,- ar.

Word Study Questions:

1. Which words are spelled with a consonant blend? (twe lve, swi ft, tra ffic) 2. Which words are spelled with a double consonant? (b anne r, hamme r, barre l, dolla r, lette rs, bottl es, gallo n, traffi c) 3. Which word ends with a hard c, sounded as /k/? (t raffic) 4. Which word is a CVCC word with a long vowel sound? (w il d) 5. Which words are plural? (l etters, bottles) 6. Which words end with r-controlled schwa vowels? (b anner, later, hammer, dollar, letters ) 7. Which word has an r-controlled vowel with /ā /? (b arre l) 8. Which words end with a schwa vowel and n ? (s even, gallon, eleven) 9. Which words end with /l e/? (p ineapple, barrel)

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

87 Memoria Press Teacher Training Conference THIRD GRADE

MMathath GENERALGeneral Overview: OVERVIEW: ● RodRod andand StaffStaff GradeGrade 3--1703--170 lessonslessons ● WeWe teachteach 11 toto 22 lessonslessons fromfrom thethe textbooktextbook eacheach dayday, 4 days a week, one  4hour days a aday week for 45 minutes to one hour o Teacher Manual--front material, appendix o Teacher Manual--front material, appendix o Speed Drill Workbook--we use as warm-up o Speed Drill Workbook o Blackline. 1 min. Masters-- speed drills--2 we use these or 3 perfor wkdaily 10 minute, 200 facts o Blacklinespeed drills Masters o Supplemental. 5 minute Workbook 100 fact drill-- (L.25-164) Fridays / March-May Transition: o Supplemental Workbook (used with L.25-164) ● Students take out books: textbook and workbook and stack them in the left MODELcorner LESSON: of their Lesson desks #38 Transition:● While students are getting organized, teacher glances over lesson, organizes  Studentsteaching takematerials out books: textbook, workbook, speed drill (tear out drill)  Studento Note: Supply I do Helpers not usually to pass write out the individual examples whiteboards from the Teacher’s and markers Manual  All materialsBefore stacked Class section in upper on leftthe cornerboard untilof desk I am ready to use them so that  While studentsstudents are are getting better ableorganized, to focus teacher on each glances individual over problemlesson, organizes instead of teachingwondering materials about the other problems on the board. o Nota Bene: I do not usually write the examples from the Teacher’s Manual Lesson #38Before Class section on the board until I am ready to use them so that students are better able to focus on the task at hand instead of wondering Standing Recitation: about what is on the board. ● Teacher leads class in skip counting and/ or recitation of recent multiplication facts Standing Recitation: o count by 2, 3, 4  Teacher leads the class in skip counting and/ or recitation of recent o recite x2 facts multiplication facts from memory

count by 2, 3, 4 Review /o Drill: o recite x2 facts Teacher’s Manual Class Time #2, 3, 4, 5: Using Rod and Staff Teacher’s ● ReviewManual / Drill: as a guide, drill students on recent and older Math concepts.  Teacher’so End Manualwith the facts Class that Time will be#2, drilled 3, 4, 5on: Using Speed Rod Drill and Staff Teacher’s o Methods: Manual as a guide, drill students on recent and older Math concepts. ▪ whole class question and response o End with the facts that will be drilled on Speed Drill ▪ individual student question and response o Methods: .▪ wholeflashcards--whole class question class and and response individually . individual student question and response . flashcards--whole class and individually

88 34 Memoria Press Teacher Training Conference THIRD GRADE

Speed Drill (8-10 minutes) Speed Drill (1 minute) Instruct: best practices when taking (left to right, top to bottom, skip when stuck) ● Instruct: move left to right, top to bottom, skip when stuck o calm--let students feel the length of a minute, deep breath o Calm, encouraging atmosphere: o racing. Setyourself timer (keep to one record minute for and comparison) sit silently while the time ticks by so ● quiet room whilethat takingstudents drill feel (no the walking length around,of a minute talking, turn over paper quietly when done). take deep breaths o study. somethingquiet room from (no walking inside their around, desk talking, or read turn when over done paper and set ● swap drills topencil check down(teacher quietly walks when around finished) to double check/ see progress) ● record score. onEncourage: Fridays you are racing yourself, try to maintain or to get one more fact than you did last time Teach New Homeschool:Concepts: Teacher’s drill multiple Manual age levels Class at sameTime time, #6 record finishing time if o ● Introducestudent the Conceptfinishes early  Checko theirWrite own one drills example at a time on the board.  Recordo Studentscore (teacher books arewalks still around closed to and double in the check/ corner see of progress)the esk along with  Comparesupplies. score o Show the new concept 2-3 (more if needed) times without taking questions Teach New Concepts:or student commentsTeacher’s Manual Class Time #6  Introduce the▪ EmphasizeConcept the importance of showing work o Write▪ oneShow/ example Ask for on thethe pitfallsboard. of failing to follow procedure o Show the steps of the problem start to finish with no interruptions. Show several 2-3 more examples (more if needed) without taking student ● Checko Comprehension o questionsAsk the class or comments to help you through the steps “First I ____. Then I _____.” . Emphasize the importance of showing work o Ask individual students to tell you how . Show/ Ask for the pitfalls of failing to follow procedure ▪ “Pretend I don’t know anything about this.” You can have some fun here. Students love a completely “ignorant” teacher. (Classes that  Check Comprehension struggle with self control or focus may find this method too Ask the class to help you through the steps “First I ____. Then I _____.” o distracting.) Ask individual students to tell you how o . “Pretend I don’t know anything about this.” You can have some fun ● Practice: here. Students love a completely “ignorant” teacher. o Students use their whiteboards to complete a problem dictated by the  Practice:teacher ▪ teacher circulates and helps as needed o Students use their whiteboards to complete a few problems dictated by the teacher▪ encourage or copied fromneatness, the board proper writing of math problems .▪ teacherencourage circulates students and to helps check as work needed o Practice. encourage the new conceptneatness, in proper the book writing (if it isof inmath this problems lesson) .▪ encourageComplete astudents few rows to of check the book their together. work o Practice▪ Assign the new a few concept rows inof thebook book to be and/or finished workbook individually . Complete● Start a few with rows only of a the few book rows together. at a time. You can always increase . Assign athe few amount rows of later the bookwhen tostudents be finished show individually proficiency.

35 89 Memoria Press Teacher Training Conference THIRD GRADE

● Give a specific amount of time  Give a specific amount of time o Use a timer. (about 1 min. per row usually works well) Use a timer. (about 1 min. per row usually works well) oo If most of the class is not finished when the time is up, o If most of the class is not finished when the time is up, thenthen I I give give more more time. time. ● ItIt is is fine fine if if all all the the students students are are not not able able to to finish finish as as long long as as theythey were were all all diligently diligently trying trying to to complete complete the the work. work. o I have at least one student every year who struggles to o I have at least one student every year who struggles to completecomplete the the assignment assignment in in thethe given given time. time. For For this this student,student, I I usually usually encourage encourage improvement, improvement, but but do do not not putput a a great great deal deal of of importance importance on on finishing. finishing. I I alsoalso allowallow a a longerlonger time time than than necessary necessary when when wewe can can affordafford itit so so this this student student can can sometimes sometimes have have the the feeling feeling of of success.success. oo Since Since the the slower slower worker worker will will have have more more practice practice duringduring their their HW, HW, I I don’t don’t assign assign leftover leftover class class work work for for HWHW unlessunless the the student student was was clearly clearly wasting wasting time. time. oo YouYou can can work work with with slower slower students students to to help help them them improve.improve. Extra Extra practice practice may may also also be be given given on on a a weekend or at a parents’ discretion. weekend or at a parents’ discretion.  If students finish before the time is up, they may complete ● If students finish before the time is up, they may go back to unfinished pages from a previous lesson. The workbook can complete pages from a previous lesson. be used this way as well. o Challenge--finish your whole book before the end of Challenge--finish your whole book before the end of o the year! the year!

GamesGames ● GladiatorGladiator Team Fact Challenge (Like Gladiator, but team based scoring instead of individual) ● Team Fact Challenge (Like Gladiator, but team based scoring instead of individual) ● AroundAround the the World World ● BaseballBaseball ● BoardMath FactRaces Relay Races (outside, in gym, or in a long hallway)  Relay Races (outside, in gym, or in long hallway)  Homeschoolers: play fact games with siblings, try speed challenges, etc.  Other suggestions?

90 36 37 91 92 38 39 93 40 94 41 95 96 42 97 98 Memoria Press Teacher Training Conference THIRD GRADE

Geography: American Studies

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

Homework: Tuesday Review for upcoming quiz Wednesday Review for upcoming quiz Thursday Review for upcoming quiz Friday Review all states/capitals learned to date

Grading: 50% Tests and quizzes 25% study guides 25% hw/participation ✓ 2 points if the student does not bring supplies ✓ Each homework assignment is 100% (10 pts if missing the first day)

Model Lesson - MA and RI 1. General overview of books and materials used; classroom procedures 2. New lesson  Review previously taught content  Introduction of new state(s)  Read information from 50 States Books  Fill in facts and maps in study guide on board or with overhead o Items to include on map: major landforms (mountains, rivers, lakes, forests, national parks, etc.), important cities, state bird, state flower, state flag; events, people, and places mentioned in 50 States Book; locations of family members or friends, sports teams, any other items of interest

95 99 Course Details

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

Homework:

Tuesday Review for upcoming quiz

Wednesday Review for upcoming quiz

Thursday Review for upcoming quiz

Friday Review all states/capitals learned to date

Grading:

50% Tests and quizzes 25% study guides 25% hw/participation ✓ 2 points if the student does not bring supplies ✓ Each homework assignment is 100% (10 pts if missing the first day)

Model Lesson - MA and RI

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

2. New lesson

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

100 96 97 101 Don’t Know Much About the 50 States, p. 29 Massachusetts Abbreviation (postal) ______MA Capital ______Boston Nickname ______The Bay State Fun Facts ______

A t l a n New Hampshire t i Vermont c O c e a n

New York

Rhode Island Connecticut

102 Don’t Know Much About the 50 States, p. 48 Rhode Island Abbreviation (postal) ______RI Capital ______Providence Nickname ______The Ocean State Fun Facts ______

Massachusetts

Connecticut

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

103 Memoria Press Teacher Training Conference THIRD GRADE

Science: Astronomy

GENERAL OVERVIEW:  1 lesson per week  45 minutes to an 1 hour per lesson  Memoria Press Astronomy: 4 Units (3 over constellations, 1 over the solar� system  Optional: Overhead projector with slides of each constellation and� constellation group

MODEL LESSON: Cygnus

Transition:  Students take books out, put them on the upper left corner of desk  Teacher skims the new lesson and glances over previous lesson (s). This is a good time to draw new constellations on the board if you are not using an overhead projector.

Review:  Students stand while teacher leads them in recitation of: o 15 brightest stars (spelling of names too!) o Zodiac Constellations (later in the year) o Poetry / Bible verses from Astronomy book (later in the year) o Planet facts (later in the year)  Allow students to sit and continue reviewing recent material by asking question and calling on volunteers. o What is an asterism (p.15)? a pattern of stars that is not a constellation o What three stars make up the summer triangle? Vega, Altair, Deneb o Which constellation contains Vega? Lyra / Lyre o Which constellation contains Altair? Aquila/ Eagle

Lesson: Cygnus p. 20-22  Teacher directs students to turn to p. 15 o Observe Cygnus: shape, constellations, location compared to other constellations o Teacher / students read paragraph below the picture aloud o Teacher explains / leads brief discussion over material o Highlight any test material o Teacher directs students in drawing Cygnus on p. 21 . Starting with the Northern Cross, draw one line at a time,

104 102 Memoria Press Teacher Training Conference THIRD GRADE

. Use rulers for precise lines  Teach students to line up two points, hold ruler firmly, then draw  Move the book so the center “bump” isn’t a problem . Circulate the room to see that students are understanding . Emphasize neatness, always label names . Try second one on their own o Skip star review exercise for now o Teacher directs students in drawing Summer Triangle on p. 22 (see above) o Assign p. 21 star review for homework o p. 10 Brightest Stars List: Highlight #14 Cygnus and Deneb

 Closing: o Close books and briefly review key details from the lesson . English name for Cygnus: Swan . bright star within Cygnus: Deneb . asterism in Cygnus: Northern Cross . Stars / Constellations of the Summer Triangle: Lyra/Lyre (Vega), Aquila /Eagle (Altair), Cygnus/Swan (Deneb) o Review Games: . Bright Stars Board Race . Sparkle--Spelling names of Brightest Stars . Brightest Stars Recitation Race Questions?

103 105 Here is a list of the 15 brightest stars in the northern sky, along with the constellations they are in and the seasons in which they appear. Memorize five of these each week for the next three weeks. You will learn more about their constellations as you move through the course. (Pronunciation Guide on p. 164.)

Star Constellation Season (in order of brightness)

1 Sirius Canis Major / Bigger Dog Winter

2 Arcturus BoÖtes / Herdsman Spring

3 Vega Lyra / Lyre Summer-Fall

4 Capella Auriga / Charioteer Winter

5 Rigel Orion Winter

6 Procyon Canis Minor / Smaller Dog Winter

7 Betelgeuse Orion Winter

8 Altair Aquila / Eagle Summer-Fall

9 Aldebaran Taurus / Bull Winter

10 Antares Scorpius / Scorpion Summer-Fall

11 Spica Virgo / Maiden Spring

12 Pollux Gemini / Twins Winter

13 Fomalhaut Piscis Austrinus / Southern Fish Summer-Fall

14 Deneb Cygnus / Swan Summer-Fall

15 Regulus Leo / Lion Spring

106 Summer-Fall: The Summer Triangle Cygnus Swan

Deneb

Summer Triangle

Vega

Lyra Lyre

Altair

Aquila Eagle

An asterism is a pattern of stars, as seen in the night sky from Earth, that is not one of the official constellations. It may include stars within a single constellation or from several constellations. The Summer Triangle is an asterism in the form of a triangle with the stars Altair, Deneb, and Vega at its corners. These are the brightest stars in the constellations Aquila, Cygnus, and Lyra, respectively. The Summer Triangle can be seen overhead in the northern sky during the summer months. It can also be seen during spring in the early morning, and in the evening during autumn.

107 Cygnus (Swan)

Cygnus Swan

Deneb

Summer Triangle

Vega

Lyra Lyre

Deneb

Altair

Aquila Eagle

Northern Cross

Cygnus is a Latinized Greek word meaning "swan," and has been identified with several swans of Greek mythology. Zeus disguised himself as a swan to seduce Leda (D'Aulaires' Book of Greek Myths, p. 182), Orpheus was transformed into a swan, and King Cygnus was transformed into a swan. In the figure, you can see the swan’s broad wings in flight, behind its head and long neck. A prominent feature of Cygnus is the asterism known as the Northern Cross, formed by the five brightest stars in the constellation

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

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

109 Memoria Press Teacher Training Conference THIRD GRADE

Christian Studies

COURSE DETAILS

Quizzes: Written Unit test after five lessons

Homework: Tuesday- Review for upcoming Unit test as needed/ practice memory verse Wednesday- Review for upcoming Unit test as needed/ practice memory verse Thursday- Review new lesson focusing on highlighted material and review for upcoming Unit tests/ practice memory verse Friday- Review highlighted content from current Unit lessons and complete written assignments prior to review lessons/ practice memory verse

Grading: 50% Quizzes and tests 25% study guides 25% homework/participation/memory verses ✓ 2 points if the student does not bring supplies ✓ Each homework assignment is 100% (10 pts if missing the first day) *Memory verses count as participation: 5pts deducted for 3 prompts, 10 pts for not memorizing verse, and the student is given a second chance the following day.

MODEL LESSON - Abraham Sacrifices Isaac 1. General overview of books and materials; Classroom procedures 2. New lesson  Check Memory Verse  Recitation of Books of the Bible, previous memory verses  Review previous facts to know, vocabulary words, map locations  Introduce new facts to know, lesson  Read pages in Bible  Answer comprehension questions  Identify new map locations  Teach new memory verse  Recap lesson

110 104 LESSON 6 LESSON 6: The Sacrifi ce of Isaac| A Wife for Isaac Golden Children’s Bible: pp. 42-47 (Genesis 22-24) BACKGROUND AND SUMMARY THE SACRIFICE OF ISAAC (GENESIS 22) in the ancient world, all religions After all these things had happened, God tested Abraham. he said to Abraham, “take your only son, Isaac, whom you love, and off er him as a sacrifi ce at a place in the mountains that I will point out practiced animal sacrifice. People to you.” Abraham got up early the next morning, saddled his donkey, and took his son, isaac, to the sacrificed the best animals that they place in the mountains God had shown. He brought wood along for the fi re. he had traveled for three days when he told the two young men he had brought along as helpers to had to their gods. Eventually human stay behind with the donkey. he said he wanted to worship with his son farther ahead. he gave isaac the wood to carry, and he himself took fi re and a knife. and child sacrifice became widespread Isaac said, “I see the wood and the fi re, but where is the lamb for the burnt off ering?” Abraham among wicked populations. Baal said, “God will provide a lamb.” When they reached the designated spot, Abraham built an altar. he arranged the wood. he then tied isaac up and placed him upon the wood on the altar. he picked up worship, including human sacrifice, was the knife and was about to use it to kill his son. dominant in the land of Canaan. At the last minute, the angel of the Lord called from the sky, “Abraham, Abraham. do not harm your son. God knows now that your devotion to him is true.” As Abraham looked, he saw a ram caught in Scripture addresses human sacrifice a thicket by its horns. Abraham took the ram and sacrifi ced it in place of his son. Abraham called that place Jehovah-jireh, meaning “the Lord will provide,” as it was known thereafter. in this story. the lesson is that while an The angel of the Lord called to Abraham a second time, “Because you were willing to sacrifi ce your almighty God could require the ultimate son, the Lord blesses you and guarantees that you shall have more off spring than can be counted. Yours will be the seed for all the nations of the earth, because you have obeyed the Lord.” sacrifice of a child, the God of Heaven So Abraham and isaac returned to the young men, and they all went together to the town of accepts the substitute of a lamb. the Beersheba, where Abraham lived from then on. meaning of this story becomes complete FACTS TO KNOW with Jesus, the Lamb of God. God, in 1. Rebekah: wife of isaac His mercy, sacrifices His own son, rather 2. Laban: rebekah’s brother than asking us to sacrifice our children. 3. Nahor: Abraham’s brother 4. burnt off ering: an animal burned as a sacrifi ce to God the writer of hebrews commends the MEMORY VERSE faith of Abraham because he truly relied upon the promise of God for all things, GENESIS 22:7-8 even what he thought was impossible And Isaac spake unto Abraham his father and said, Behold the fi re and the wood: but where is the (hebrews 11:17-19)! in this light, we lamb? And Abraham said, My son, God will provide himself a lamb for a burnt off ering. can see how the story of the attempted sacrifice of Isaac displays beautifully the 1. What great act of sacrifi ce was Abraham willing to perform for God? full-grown faith of Abraham; the “father Abraham was willing to sacrifi ce his own son. of multitudes” was in the act of offering 2. Abraham told Isaac that God would provide a lamb for the sacrifi ce. What lamb did God provide? God provided a lamb in the thicket for the sacrifi ce, as a substitute for Isaac. up the only descendant he would ever 3. What did John the Baptist call Jesus in John 1:29? see. Abraham had learned to fully rely John said, “Behold the Lamb of God who takes away the sins of the world.” on the promise of God. 26 Lesson 6: The Sacrifi ce of Isaac| A Wife for Isaac Selected Reading: • Hebrews 11:17-19 for Abraham’s faith in the potential sacrifice of Isaac. • John 1:29 for John the Baptist’s announcement of Jesus as the Lamb of God.

BOOKS OF THE OLD TESTAMENT See instructions in the teaching Guidelines (Books of the Old testament). (See Appendix for a full list of the book subtitles.) Teach: • Genesis: Book of Beginnings • Exodus: Deliverance from Egyptian Bondage • Leviticus: Book of the Law • Numbers: Wilderness Wanderings • Deuteronomy: Second Book of the Law

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

26 Lesson 6 111 Questions to Mark for Review BOOKS OF THE OLD TESTAMENT • Genesis & Mastery: • Exodus Students should mark the following items in their study • Leviticus guides, which they will be responsible for on their test: • Numbers • Deuteronomy Facts to Know: #1, 2, 4 Activities: #1 COMPREHENSION QUESTIONS

1. How did God reward Abraham for his faithfulness? ______God gave Abraham so many oﬀ spring

______that he became the father of many nations.

______

2. What did Abraham ask his servant to do for him? ______Abraham asked his servant to go to

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

______wife for Isaac. (p. 42)

______

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

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

______

4. How was the servant to know whom God intended for Isaac? ______When the servant said, “Let

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

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

______

GEOGRAPHY 1. Find on Unit 1 Map 1A: □ Mesopotamia □ Euphrates River □ Tigris River □ Haran (Nahor)

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

ACTIVITIES • pp. 42-43: Identify Abraham and his servant. What is Abraham asking the servant to do? How many camels did the servant take? Abraham is asking his servant to go back to their homeland and seek a wife for Isaac. The servant packed ten camels. • pp. 44-45: How did people obtain water for their needs? Describe what is happening. Women went to the community well and drew up water and filled their pitchers or jars. Abraham’s servant meets Rebekah, who gives him a drink and also water for his camels. • p. 46: What is Rebekah holding? What is she telling her mother? Rebekah is holding the gold bracelet that Abraham’s servant gave her. Rebekah is telling her mother about the stranger she met at the well who is the servant of her father’s relatives. • p. 47: Who are meeting for the first time in this picture? Rebekah descends from her camel, veils her face, and comes to meet her future husband, Isaac.

Lesson 6 27

112 UNIT 2 MAP A

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

A Shechem A a

NBethel e

C Hebron d NILE DELTA a

Beersheba D

E G Y P T

i R G SINAI

u e a l PENINSULA l f b

i a

o q f N A

S f u o

e f z l u

R e d S e a

40 unit 2 Map A 113 Highlands Latin School Third Grade Sample Syllabi

114 Grade 3

Latin

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

111 115 Course Details

Quizzes: Weekly

Homework: Detail anticipated homework expectations and format.

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

Grading:

Test and Quizzes 50%

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

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

116 112 Course Details

Quizzes: Weekly Grade 3

Homework: Detail anticipated homework expectations and format. Math Mondays Review all flashcards Tuesdays Flashcards from new lesson; copy sheet 1x Wednesdays Flashcards from new lesson; copy sheet 2nd time Week Chapter/Lesson Assessments Thursdays Flashcards from new lesson; copy sheet 3rd time 1 Lessons 1-4 Fridays Review all flashcards, assignment from Ludere 2 Lessons 5-9 3 Lessons 10-15 Grading: 4 Lessons 16-21 5 Lessons 22-25 Test 1 Test and Quizzes 50% 6 Lessons 26-31 7 Lessons 32-37 Homework 25% 8 Lessons 38-40 Test 2 100 points given for term (subtract 2pts for missing or incomplete) ✓ 9 Lessons 41-45 10 Lessons 46-51 Participation 25% 11 Lessons 52-55 Test 3 ✓ 2 points if the student does not bring supplies 12 Lessons 56-60 ✓ Notebooks and study guides are neat and organized 13 Lessons 61-66 14 Lesson 67-70 Test 4 15 None 16 Lessons 71-75 17 Lessons 76-80 18 Lessons 81-86 19 Lessons 87-90 Test 5 20 Lessons 91-96 21 Lessons 97-101 22 Lessons 102-106 Test 6 23 Lessons 107-112 24 Lessons 113-118 25 Lessons 119-123 26 Lessons 124-127 Test 7 27 Lessons 128-133 28 Lessons 134-137 29 Lessons 138-142 Test 8 30 Lessons 143-147 31 Lessons 148-150 32 Lessons 151-156 33 Lessons 157-161 Test 9 34 Lessons 162-168 35 Lessons 169-170 Final

112 113 117 Course Details/ Math

Quizzes: Tests, approx. 2 pages long, covering material from 15-20 chapters. Students always have about 5 lessons in which to practice any new material before they are tested on it.

Homework: Detail anticipated homework expectations and format.

Tuesdays Written assignment from math book. Wednesdays Flashcards Thursdays Written assignment from math book. Fridays Written assignment from math book.

Grading:

Tests 50%

Homework 25% ● 100 points each week 1 missing assignment 90% 2 missing assignments 80% 3 missing assignments 70%

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

118 114 Grade 3

Classical Studies

Week Chapter/Lesson Assessments 1 None 2 Introduction (Read p. 9-11, Map) 3 Lesson 1 4 Lesson 2 5 Lesson 3 6 Lesson 4 7 Lesson 5 Olympian Quiz 8 Review Lessons 1-5 Unit 1 Test 9 Lesson 6 10 Lesson 7 11 Lesson 8 12 Lesson 9 13 Lesson 10 14 Review Lessons 6-10 Unit 2 Test 15 None 16 Lesson 11 17 Lesson 12 18 Lesson 13 Olympian Quiz 19 Lesson 14 20 Lesson 15 21 Review Lessons 11-15 Unit 3 Test 22 Lesson 16 23 Lesson 17 24 Lesson 18 25 Lesson 19 / Assign play roles 26 Lesson 20 27 Review Lessons 16-20 Unit 4 Test 28 Lesson 21 29 Greek Myths Play 30 Lesson 23 31 Lesson 24 Olympian Quiz 32 Lesson 25 33 Review Unit 5 Unit 5 Test 34 Review for Final 35 Final Final

115 119 Course Details

Quizzes: Written Unit test after five lessons

Homework:

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

Wednesday Review for upcoming Unit test as needed

Thursday Review for upcoming Unit test as needed

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

Grading:

50% Tests and quizzes 25% study guides 25% hw/participation ● 2 points if the student does not bring supplies ● Each homework assignment is 100% (10 pts if missing the first day)

120 116 Grade: 3

Literature

Week Lesson Assessments 1 Farmer Boy Lessons 1-2 2 Farmer Boy Lessons 3-5 3 Farmer Boy Lessons 6-7, Poem:The Happy Farmer 4 Farmer Boy Lessons 8-10 5 Farmer Boy Lessons 11-12 Quiz 1: Ch.1-10 6 Farmer Boy Lessons 13-15 7 Farmer Boy Lessons 16-18 8 Farmer Boy Lessons 19-21 9 Farmer Boy Lessons 22-23 Quiz 2: Ch. 11-21 10 Farmer Boy Lessons 24-26 11 Farmer Boy Lessons 27-29 Quiz 3: Ch. 22-29 12 Farmer Boy Review and Final Test Final Test: Ch. 1-29 13 The Best Christmas Pageant Ever Ch. 1-2 14 The Best Christmas Pageant Ever Ch. 3-5 15 The Best Christmas Pageant Ever Ch. 6-7 16 Charlotte's Web Lessons 1-3 17 Charlotte's Web Lessons 4-5, Poem: Lazy Ned 18 Charlotte's Web Lessons 6-8 19 Charlotte's Web Lessons 9-10 Quiz 1: Ch. 1-7 20 Charlotte's Web Lessons 11-13 21 Charlotte's Web Lessons 14-16 22 Charlotte's Web Lessons 17-18 Quiz 2: Ch.8-15 23 Charlotte's Web Lessons 19-21 24 Charlotte's Web Lessons 22 Quiz 3: Ch. 16-22 25 Charlotte's Web Review and Final Test, Poem: Try, Try Again Final Test: Ch. 1-22 26 The Moffats Lessons 1-2 (Part 1) 27 The Moffats Lessons 2 (Part 2)- 3 28 The Moffats Lessons 4- 5 (Part 1) 29 The Moffats Lessons 5 (Part 2) 30 The Moffats Lessons 6 (Part 1) – 7 (Part 1)

117 121 31 The Moffats Lessons 7 (Part 2)- 8 32 The MoffatsLessons 9 – 10 (Part 1) 33 The Moffats Lessons 10 (Part 2) -11 34 The Moffats Lessons 12 35 The Moffats Review and Final Test Final Test: Ch. 1-12

Course Details

Quizzes:: Written assessments after each unit Tests: Written assessments at the end of each book Homework: Friday: Pre-read next week’s chapters and review highlighted content from new lessons

Grading: Quizzes and Tests 50%

Study Guides 25% ✓ Graded for neatness and completion

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

122 118 Grade 3

Grammar

Week Lessons for Grammar/Composition Assessments 1 Lesson 1 (no assessments) 2 Lesson 2 3 Lesson 3 4 Teach Friendly Letters/ write postcard letters for Amer. St. 5 Lesson 4 6 Lesson 5 7 Review Lesson/Lesson 3a - Belling the Cat 8 Lesson 6 9 Lesson 7 10 Lesson 8 11 Lesson 9 12 Lesson 10 13 Lesson 11 14 Review Lesson 15 Lesson 12 16 Lesson 13 17 Lesson 14 18 Lesson 15 19 Review Lesson 20 Lesson 16 21 Lesson 17 22 Lesson 18 23 Lesson 19 24 Review Lesson 25 Lesson 20 26 Lesson 21 27 no lesson (Greek myths play practice) 28 Lesson 22 29 Lesson 23 30 Lesson 24 31 Lesson 25 32 Lesson 26 33 Review Lesson 34 Final Review Lesson 35 None

119 123 Course Details Grammar

Quizzes: Assessments will be weekly oral recitations of the newest rules. On review weeks the oral recitation may be chosen from any rule that has been previously taught.

Homework: Detail anticipated homework expectations and format.

Tuesdays none Wednesdays Review new rules Thursdays none Fridays Review all rules

Grading: Grammar is part of the Language Arts grading category

Recitation Assessments: 25% ● 100 pts given for perfect or near perfect recitation, subtract 10 pts for 3 prompts. If more than 3 prompts, student must study rule and be ready to recite again the following day. Deduct 10 points.

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

124 120 3rd Grade

Spelling Syllabus

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

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

121 125 Grade 3

Composition

Week Chapter/Lesson Assessments 1 L.1 Floating Rocks (Outline/ Tell) 2 L. 1 The Stinking Giant (Outline/ Tell) 3 L. 1 Life Preservers (Outline/ Tell) 4 Teach Friendly Letters/ write postcard letters for Amer. St. 5 L. 2 A Giant Leap (Outline / Tell / Report) 6 L. 2 Limeys (Outline / Tell / Report) 7 L. 2 A Strange Creature (Outline / Tell / Report) 8 L. 3A Belling the Cat (Outline/ Tell / Report) 9 L. 3A Belling the Cat (Dress ups / Brainstorm) 10 L. 3B Belling the Cat (Write Rough Draft) 11 L. 3B Belling the Cat (Edit / Moral & Title/ Copy Final) Final draft 12 Finish Copying and Pictures for L. 3 13 L. 4A The Crow & the Peacocks (Outline/ Tell / Report) 14 L. 4A The Crow & the Peacocks (Dress ups / Brainstorm) 15 None (Christmas Party) 16 L. 4B The Crow & the Peacocks (Write Rough Draft) 17 L. 4B The Crow & the Peacocks (Edit/Moral & Title/Copy) Final draft 18 L. 5A The Ants & the Grasshopper (Outline/ Tell / Report) 19 L. 5A The Ants & the Grasshopper (Dress ups / Brainstorm) 20 L. 5B The Ants & the Grasshopper (Write Rough Draft) 21 L. 5B The Ants & the Grasshopper (Edit/Moral & Final draft Title/Copy) 22 L. 6 Damocles & the King (Outline I / Brainstorm) 23 L. 6 Damocles & the King (Outline II / Brainstorm) 24 L. 6 Damocles & the King (Outline III / Brainstorm) 25 L. 6 Damocles & the King (Write Section I and II)

126 122 26 L. 6 Damocles & the King (Write Section III/ Edit) 27 L. 6 Damocles & the King (Finish Editing/ Copy all) Final draft 28 None (Greek myths play practice) 29 None (Greek myths play practice) 30 Finish Copying and Pictures for L. 4, 5, 6 (Holy week) 31 L. 7 The Little Dutch Boy (Outline all / retell) 32 L. 7 The Little Dutch Boy (Dress ups / Who, Which) 33 L. 7 The Little Dutch Boy (Write Rough Draft)

34 L. 7 The Little Dutch Boy (Edit / Copy Final Draft) Final draft 35 Finish Copying and Pictures for L. 7 (Recitation Practice)

Course Details/ Composition

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

Homework: Detail anticipated homework expectations and format.

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

Grading: Composition is part of the Language Arts grading category

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

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

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American

Week Chapter/Lesson Assessments 1 Intro North America / Introduce Timeline 2 8 Regions 3 Maine, New Hampshire 4 Massachusetts, Rhode Island 5 Connecticut, Vermont 6 New England Quiz/ New York, New Jersey New England Quiz 7 Delaware, Maryland 8 Pennsylvania, West Virginia 9 Mid Atlantic Quiz/ Michigan, Wisconsin Mid Atlantic Quiz 10 Illinois, Indiana 11 Ohio 12 Great Lakes Quiz, Arizona, New Mexico Great Lakes Quiz 13 Oklahoma, Texas 14 Southwest Quiz/ Review 4 Regions Southwest Quiz 15 4 Regions Quiz (Tuesday) 4 Regions Quiz 16 Kentucky, Virginia 17 Arkansas, Tennessee 18 North Carolina, South Carolina 19 Georgia, Alabama 20 Mississippi, Louisiana 21 Florida 22 Southern Quiz/ North Dakota, Minnesota Southern Quiz 23 South Dakota, Nebraska, Iowa 24 Kansas, Missouri 25 Plains Quiz / Montana, Idaho Plains States Quiz 26 Wyoming, Nevada (Wednesday) 27 Utah, Colorado 28 Rocky Mt. Quiz / Washington, Oregon Rocky Mt. Quiz 29 California, Alaska, Hawaii 30 Pacific Quiz/ 4 Regions Review Pacific Quiz 31 4 Regions Quiz 4 Regions Quiz 32 North American Landforms 33 Review 34 Final Final 35 None

128 124 Course Details

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

Homework:

Tuesday Review for upcoming quiz

Wednesday Review for upcoming quiz

Thursday Review for upcoming quiz

Friday Review all states/capitals learned to date

Grading:

50% Tests and quizzes 25% study guides 25% hw/participation ● 2 points if the student does not bring supplies ● Each homework assignment is 100% (10 pts if missing the first day)

125 129 Grade 3

Astronomy

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

130 126 Grade 3 Course Details/ Astronomy

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

drawn from the review practice exercises at the end of that unit. Week Chapter/Lesson Assessments 1 Introduce Astronomy/ 15 Brightest Stars The overall goal for the course is for the student to know the 15 brightest 2 Introduce Astronomy/ Definitions stars, their spellings, and the constellations in which they are found, to be 3 Intro. Unit 1 Summer/Fall: Lyra, Aquila 4 Cygnus able to identify the brightest constellations in the sky in each season, and 5 Hercules to learn various facts about each of the eight planets in our solar system. 6 Summer Triangle; learn Psalm 19:1-3 7 Summer/Fall zodiac constellations 8 Review Unit 1 Homework: Detail anticipated homework expectations and format. 9 TEST Test/ Unit 1 10 Intro. Unit 2 Winter: Orion 11 Canis Major, Canis Minor Tuesdays Review for upcoming unit tests as needed. 12 Taurus and Gemini 13 Orion as a Signpost Review Unit 2 Wednesdays Review new lesson material, focusing on highlighted 14 TEST Test/ Unit 2 material, and review for upcoming unit tests as needed. 15 Intro. Unit 3: Spring: Ursa Major, Big Dipper 16 Poem “The Pleiades” Thursdays Review for upcoming unit tests as needed 17 Ursa Minor, Polaris Fridays Review highlighted content from current unit lessons 18 Ophiuchus, Bootes, Draco; learn Psalm 147:3-5 19 Spring zodiac constellations, Virgo 20 More zodiacs, find Leo Grading: 21 Find Bootes and Virgo 22 Review Unit 3 23 Unit 3/ TEST Test/ Unit 3 50% Tests and quizzes 24 Intro. Unit 4: Solar System/ Solar System and Sun 25% study guides 25 Intro. Unit 4: Solar System/ Planets 25% hw/participation 26 Mercury, Venus ● 2 points if the student does not bring supplies 27 Earth, Mars ● Each homework assignment is 100% (10 pts if missing the first day) 28 Jupiter, Saturn 29 Uranus, Neptune 30 Dwarf planets, Moon, Comets 31 Review Unit 4 32 TEST Test/ Unit4 33 Constellation Finder / Review for Final 34 FINAL TEST Final Test 35 None

126 127 131 Grade 3

Christian Studies

Week Chapter/Lesson Assessments 1 Lesson 1 (begin / no memory verse) 2 Lesson 1 (finish and add memory verse) 3 Lesson 2 / Timeline--Creation and Fall 4 Lesson 3 / Timeline--Noah 5 Lesson 4 / Timeline--Tower of Babel 6 Lesson 5 L.4 MV quiz 7 Review Lessons 1-5 / Timeline Call of Abraham Unit 1 Test 8 Lesson 6 9 Lesson 7 10 Lesson 8 11 Lesson 9 12 Lesson 10 13 Review Lessons 6-10 Unit 2 Test 14 Lesson 11 15 Timeline--Birth of Christ 16 Lesson 12 17 Lesson 13 18 Lesson 14 19 Lesson 15 L. 14 MV quiz 20 Review Lessons 11-15 Unit 3 Test 21 Lesson 16 / Timeline--Exodus 22 Lesson 17 23 Lesson 18 24 Lesson 19 / Timeline--Columbus 25 Lesson 20 L.19 MV quiz 26 Review Lessons 16-20 Unit 4 Test 27 Lesson 21 28 Lesson 22 29 Lesson 23 / Timeline--Declaration of Independence 30 Lesson 24 / Timeline--Third Millenium 31 Lesson 25 Unit 5 Test 32 Review Lessons 21-25 Unit 33 Review for Final 34 Final Final 35 None

132 128 Course Details

Quizzes: Written Unit test after five lessons

Homework:

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

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

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

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

Grading:

50% Quizzes and tests 25% study guides 25% homework/participation/memory verses ● 2 points if the student does not bring supplies ● Each homework assignment is 100% (10 pts if missing the first day) ● Memory verses count as participation: 5pts deducted for 3 prompts, 10 pts for not memorizing verse, and the student is given a second chance the following day with parent contact

129 133