The Green Book - 7th Grade Skills

Learning Language Arts
Through Literature
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3rd Edition
Teacher Book
THE GREEN
TEACHER BOOK
3rd Edition
By
Diane Welch
and
Susan Simpson
The Learning Language Arts Through Literature series:
The Blue Book - 1st Grade Skills

The Red Book - 2nd Grade Skills
The Yellow Book - 3rd Grade Skills
The Orange Book - 4th Grade Skills
The Purple Book - 5th Grade Skills
The Tan Book - 6th Grade Skills
The Green Book - 7th Grade Skills
The Gray Book - 8th Grade Skills
The Gold Book - World Literature - High School Skills
The Gold Book - American Literature - High School Skills
The Gold Book - British Literature - High School Skills
Our thanks to Debbie Ward for her work on the 3rd edition of this book.
Scripture taken from the NEW AMERICAN STANDARD BIBLE®

©Copyright The Lockman Foundation
1960, 1962, 1963, 1968, 1971, 1972, 1973, 1975, 1977
Used by Permission.
Copyright ©1998 by:

Common Sense Press of Melbourne LLC
3121 Skyway Circle, Suite A
Melbourne, FL 32934
www.commonsensepress.com
All rights reserved. No part of this book may be reproduced in any form without written
permission from Common Sense Press.
Cover Design: Kate White, 2017

Cover art: Val_Iva/Bigstock.com
Printed in the United States of America.
Rev 12/2023
ISBN: 978-1-929683-45-1
Introduction
As parents we watched and marveled at the way our little ones learned to talk. By listening
and responding to English spoken well, they were able to communicate quite clearly. The
process was so gradual that they were barely aware it was taking place.
It is the belief of the publisher and authors of the Learning Language Arts Through
Literature series that written language can best be learned in the same manner. By reading
education in language arts. If you desire to teach using this integrated approach to language,
this curriculum is for you.
successful way to introduce our students to the joys of reading, writing, and thinking. Our
own experiences using these lessons with students encouraged us to share them with you.
Their enjoyment and enthusiasm for reading and writing is an unmatched recommendation
for this method of teaching.
The integrated language approach

with pieces of literature, you focus on grammar, vocabulary, writing, reading, spelling,
penmanship, and thinking skills. Your student has the best advantage for learning skills in
Grammar is taught in conjunction with writing, not as an isolated subject. Your student’s
vocabulary will be enhanced by reading literature which has been carefully chosen for
the more hesitant reader, we recommend, you, the teacher read aloud with your student.
Grade appropriate reading skills are included. Helpful Spelling Tips are included to help
your student develop spelling skills. Penmanship skills may be developed as your student
writes dictation or any other writing assignment. Thinking skills are developed throughout
the activities in this manual. Anytime a student is asked to respond to the literature with
discussion, writing, drawing, or completing an activity, your student is developing higher
order thinking skills.
i
How to Use This book
(thirteen weeks) - Thirteen of the lessons in The Green Book are based
upon literature passages to be dictated to your student. Before dictating, read the entire
passage to the student while he listens only. Instruct him to listen for sentence endings,
questions, and quotations. Begin the dictation exercise by reading one sentence at a time.
with dictation, allow him to copy the passages for several lessons and then try dictating
again.
In addition to the thirteen Dictation Lessons, The Green Book provides a thorough review
of the parts of speech. As further reinforcement of grammar skills, students will learn how
together. The dictation lessons are distributed throughout the book, enabling students to
enjoy a variety of activities in-between.
After taking dictation, any misspelled words should be added to the student’s Personalized
Spelling List (Student Activity Book, page 363) along with any words misspelled in any other
writing.
communication skills. The Say That Again assignments instruct students to read a long
excerpt from a well-known book and then to write a detailed summary of the passage. In
order to do this, the student must understand what has been read and be able to repeat it
in an organized manner. As with dictation, the student’s ability to pay attention will be
strengthened through these activities.
Since the dictation passages are taken from books that appeal to older students, the sentences
are more complex than the easy-reading books enjoyed by younger readers. This means
that the sentence parts might not be as easily recognized. In order for students to practice
recognizing these basic parts, they will be given three options:
1.
2. Write your own sentences illustrating the sentence parts being studied.
3. Copy or take from dictation the sentences provided for you.
Poetry Unit (six weeks) - Students will develop an appreciation for poetry while
writing their own poems. A dictation lesson is provided later in the book as a review.
ii
The Short Story Unit (three weeks) - Students will enjoy exploring the elements of the
a story as well as its climax and resolution.
Book Study on Star of Light (three weeks) - While reading this book students will
complete such assignments as writing character sketches, comparing and contrasting cultures
and religions, drawing maps, narrating, and more.
Book Study on The Mysterious Benedict Society (four weeks) - Students will
continue to build vocabulary and reading comprehension skills, develop critical thinking and
Book Study on the Play Much Ado About Nothing (three weeks) - Students will
read and study a Shakespearean play, developing the ability to understand and enjoy the
work of this great playwright.
Research Unit (four weeks) - Students will learn the research process in manageable
Review Activities
Review Activities are found directly after each Dictation Lesson. New skills taught in each
lesson are included in the Review Activities. It is not necessary to do each activity. Choose
the skills your student needs.
Assessments
Nine Assessments are distributed throughout the book to help you evaluate your student’s
progress. These tools help you assess the progress of your student. The goal of the
assessments is to obtain information about your student’s progress in order to determine how
you, the teacher, can better assist your student.
Appendix
Appendix which includes Enrichment Answers,
Skills Index, list of , , and Roots, Common Irregular Verb Forms, Spelling
Rules, Capitalization Rules, Comma Rules, and a Bibliography.
Enrichment Answers
In Day 5 of most lessons, your student will have the option to complete an Enrichment
Activity. These activities are located in the Student Activity Book (SAB). Answers are
located at the back of this manual. While optional, these activities develop thinking and
reasoning skills necessary for higher level learning.
iii
Skills Index
Skills Index.
Bibliography
This page includes all the information you need to locate the books your student needs to
complete the Book Study lessons as well as the books used in the Dictation Lessons.
Materials to Use
You may use a Student Activity Book or a loose leaf notebook for your student’s work.
For you convenience throughout your Teacher Book Notes pages. Use
these pages to record grades, reminders, or skills to be reviewed.
Previous lessons are sometimes used again, so keep all the student’s work until the entire
program is completed.
Reference materials such as a dictionary, thesaurus, or Internet sources will be used.

Availability of these materials in either the home, online, or library is required.
For the Book Studies you will need the following books which can be found in the library or
purchased:
Star of Light by Patricia St. John
The Mysterious Benedict Society by Trenton Lee Stewart
Much Ado About Nothing by William Shakespeare
Student Activity Books
Student Activity Books are available for your students. Daily exercises corresponding to each
lesson are included for easy use. Enrichment Activities are also included.
The Green Student Activity Book is not a duplicate of The Green Teacher Book, therefore
does not contain all the information found in The Teacher Book. The Student Activity Book
is not intended for use without its companion Teacher Book.
iv
Table of Contents
Page
Lesson 1 Dictation Lesson Black Beauty 1
Assessment 1(Lessons 1-3) 32
Poetry Unit 35
Lesson 4 Poetry Appreciation 36
Lesson 5 Imagery 40
Lesson 6 Structural Poems 50
Lesson 7 Writing Poetry Using a Model 55
Lesson 8 Psalms 63
Lesson 9 Finishing Up 69
Assessment 2 (Lessons 4-9) 73
Lesson 10 Dictation Lesson The Borrowers 76
Lessons 13-15 Book Study Star of Light 109
Lesson 16 Dictation Lesson Devil in Print 124
Lesson 17 Dictation Lesson Devil in Print 133
Lesson 18 Dictation Lesson Around the World in Eighty Days 141
v
Lessons 19-21 Short Story Unit 151
Lesson 22 Dictation Lesson Eight Cousins 165
Lesson 23 Dictation Lesson Eight Cousins 178
Lessons 24-27 Book Study The Mysterious Benedict Society 191
Lesson 28 Dictation Lesson Psalm 1 212
Lesson 29 Dictation Lesson The Story of the Treasure Seekers 220
Lessons 30-32 Book Study Much Ado About Nothing 227
Lessons 33-36 Research Unit 261
Appendix
Enrichment Answers 278
Skills Index 282
Roots 288
Common Irregular Verb Forms 291
Spelling Rules 295
Capitalization Rules 297
Comma Rules 298
Bibliography 300
vi
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Notes
viii
Black Beauty Lesson 1
Squire Gordon’s Park skirted the Anna Sewell (1820-1878)

was born into a strict
village of Birtwick. It was entered by Quaker home where she
a large iron gate, at which stood the was educated by her
mother and father. At
on a smooth road between clumps of the age of 14, she was
large old trees, then another lodge and injured in a fall and left
another gate which brought you to the a cripple for the rest of
house and the gardens. Beyond this lay
days of her illness, she
the home paddock, the old orchard, and
the stables. There was accommodation and began to write Black
for many horses and carriages, but I Beauty, her only book.
need only describe the stable into which Her reason for writing
I was taken. This was very roomy, the book: “Perhaps it
with four good stalls. A large swinging might make men a little
window opened into the yard, which kinder to their faithful
horses.” Black Beauty
made it pleasant and airy. was published in 1877,
Black Beauty by Anna Sewell and Anna lived just long
enough to hear of its
Day 1 success.
a. Take the literature passage from dictation. Proofread,
looking for any spelling or punctuation errors.
Teacher’s Note:
As your student
completes this lesson,
choose skills from the
Review Activities as
needed. The Review
If a word has a soft /g/ sound following a single short Activities follow this
vowel, the /g/ sound is often spelled dge. lesson.
Teacher’s Note:
Personalize your
student’s spelling lists
É ±®¼ © ·¬¸ ¿ ±º¬ ñ ¹ ñ ±« ²¼ ° ®»½ »¼»¼ ¾ § ¿ ·²¹ ´» by adding misspelled
words from writing done
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in this class or in other
areas. Also, add words
that reinforce the Spelling
Write the following words, and underline dge. Say the Tips.
words aloud as you write them.
lodge dodge ledge

fudge badger ridge
midget fridge abridge
1
Lesson 1 Black Beauty
Day 2
a. Look at this word: enter.
The word enter is called a base or root word. Sometimes
a letter or a group of letters is added to a word.
Look at this word: entered.
Ex: music - noun

musical - adjective
musician - noun
musically - adverb
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½ ±²±²¿²¬ ²»»¼ ¿ ¼±« ¾ ´» ½ ±²±²¿²¬ ¾ »º±®» ¿¼¼·²¹ ¿
-ed and -ing to the following words.

Say the words aloud as you write them.
-ed -ing
Ex: trot trotted trotting
Day 2
c.
1) stop
1) stopped stopping
2) patted patting
2) pat
3) clapped clapping 3) clap
4) jogged jogging 4) jog
2
d. Human beings are born with a need to communicate with

one another. Writing and speaking are the most common
forms of communication and both depend upon words.
When we combine words into meaningful patterns we are
able to communicate. To make sure we are expressing
our thoughts clearly we must learn how to write good
sentences and punctuate them properly.
A complete sentence expresses a complete thought and

is made up of two main parts: a subject and a predicate.
The complete subject is the part which tells who or what
the sentence is about. The complete predicate is the part
that tells something about the subject.
Day 2
e. 1) A tall, broad man
sentence is about Squire Gordon’s Park. Squire Gordon’s stepped forward.
Park is the complete subject. 2) The master backed
me a little.
Underline the complete subject in each of the following 3) My new master was
an unmarried man.
sentences. Remember, the complete subject tells who or
4) My feet slipped from
what the sentence is about. under me.
Ex: The stable was roomy. 5) We stopped at the
hotel.
1) A tall, broad man stepped forward.
2) The master backed me a little. f. It tells that it skirted the
3) My new master was an unmarried man. village of Birtwick.
4) My feet slipped from under me.
5) We stopped at the hotel.
you about Squire Gordon’s Park?
This is called the complete predicate. The complete g.

1) A tall broad man /
predicate tells something about the subject. Predicate
stepped forward.
means to proclaim or tell. 2) The master / backed
me a little.
g. Look at the sentences you worked with in 2e. Draw a 3) My new master / was
vertical line after the complete subject. Everything to the an unmarried man.
right of the line is the complete predicate. 4) My feet / slipped
Ex: The stable / was roomy. from under me.
5) We / stopped at the
hotel.
3
Day 2 h. Practice dividing sentences between the complete subject

h. Teacher’s Note: and complete predicate in your easy-reading books.
Easy-reading books are
read-aloud books with
simple sentences for non-
i. Write your own sentences and divide.
or beginning readers.
j. Use the following sentences, and draw a vertical line to
j. 1) The bright stars / separate the complete subject and complete predicate.
twinkled above. Ex: The frightened dog / ran away.
2) A single rose / was
still on the bush.
l) The bright stars twinkled above.
3) The boy / laughed
loudly.
2) A single rose was still on the bush.
4) Her eyes / snapped 3) The boy laughed loudly.
angrily. 4) Her eyes snapped angrily.
5) The day / is clear 5) The day is clear and bright.
and bright.
Day 3
a. The complete subject will always contain a noun or
pronoun. A noun is a person, place, thing, or idea.
Boy, state, cup, and love are examples of common
nouns. Robert names a particular boy and Arkansas
names a particular state. These words are called proper
nouns. Proper nouns always begin with a capital letter.
(Pronouns will be discussed in 3e.)
Ex: planet - Jupiter (name of a particular planet)

girl - Sandra (name of a particular girl)
day of the week - Tuesday (name of a particular day)
Note: Capitalize the months, but not the seasons.

Day 3
b. Write a proper noun for the following common nouns.
b. Possible Answers:
1) February
1) month
2) Japan 2) country
3) Sandra Dumas 3) woman
4) Ruff 4) dog
5) Charleston 5) city
c. Look at the following sentence.
The young boy / jumped for joy.
4
The left side of the sentence is called the complete

subject. What is the main word in the complete subject
which names a person, place, thing, or idea? Boy is the
simple subject. The simple subject will always be a
noun or pronoun without any describing words.
d. Underline the simple subject in the following sentences.

Ex: The stable / was roomy.
Day 3
d. 1) A tall, broad man /
1) A tall, broad man / stepped forward. stepped forward.
2) The master / backed me a little. 2) The master / backed
3) My new master / was an unmarried man. me a little.
4) My feet / slipped from under me. 3) My new master / was
an unmarried man.
e. Look at the following sentence. 4) My feet / slipped
from under me.
We / stopped at the hotel.

e. We
There is only one word in the complete subject of this
sentence. Underline it. This is a pronoun. A pronoun
is a word which takes the place of a noun. Look at the
Personal Pronoun Chart.
PERSONAL PRONOUNS
Singular
Subjective Possessive Objective
1st person I my, mine me
2nd person you your, yours you
3rd person she/ he/ it her, hers/ his/ its her/ him/ it
Plural
Subjective Possessive Objective
1st person we our, ours us
2nd person you your, yours you
3rd person they their, theirs them
5
Day 3 f. List the personal pronouns found in the literature

f. It, you, you, I, I, it passage.
g. Review your spelling words.
Day 4
a. Just as the complete subject contains a simple subject,
the complete predicate contains a simple predicate. The
simple predicate is called the verb. The verb gives the
sentence meaning by telling us something about the
subject. A verb expresses action or a state of being.
When a verb shows what a person or thing does, it is
called an action verb. Action verbs are words such as
run, laugh, or trust
verb is to see if the verb sounds right in the following blanks:
He s. He is ing.
Day 4
b. skirted
Ex: He wanders. He is wandering.
b. Using this exercise, underline the action verb twice in the
c. When a verb shows what a person or thing is being, it is

called a being verb. (often called a state of being verb).
Being Verbs
am is are was
were be being been
d. d. Look at the following sentences. Underline the verb

1) A tall broad man
twice in each sentence. Write if they are action verbs
stepped forward. (AV)
2) The master backed me
(AV) or being verbs (BV).
a little. (AV)
3) My new master was an 1) A tall broad man stepped forward.
unmarried man. (BV) 2) The master backed me a little.
4) My feet slipped from 3) My new master was an unmarried man.
under me. (AV) 4) My feet slipped from under me.
5) We stopped at the
5) We stopped at the hotel.
hotel. (AV)
6
e. Underline the simple subject once and underline the verb Day 4
twice in the following sentences. Write if they are action e.
1) The bright stars
(AV) or being verbs (BV).
twinkled above. (AV)
2) A single red rose was
1) The bright stars twinkled above. still on the bush.(BV)
2) A single red rose was still on the bush. 3) The boy laughed
3) The boy laughed loudly. loudly. (AV)
4) Her eyes snapped angrily. 4) Her eyes snapped
5) The day is clear and bright. angrily. (AV)
5) The day is clear and
bright. (BV)
f. Spelling test
Day 5
a. Take the literature passage from dictation.
Day 5
e. Teacher’s Note:
If the passage is too
simple subject and verb for those sentences. Is the verb long for the student to
action or being? summarize, you may
divide the passage into
two readings.
subject and complete predicate. Underline the simple
Summary should include
subject once and underline the verb twice. Is the verb
the following:
action or being?
Tom is dressed in rags.
The prince is richly
d. Choose skills from the Review Activities.
dressed.
Tom is so excited to see
e. Say That Again!
the prince that he presses
his face to the gate.
A soldier pushes him
well as improve your writing skills is through narration. away, and the crowd jeers
Narrating is telling in your own words what you read. at him.
Read the passage and then write a narration or summary The prince is outraged by
of what you read providing as much detail as you this behavior and orders
remember. that the gates be opened
to Tom.
The Prince and the Pauper is a novel by American author The prince takes Tom into
Mark Twain. It was published in 1881 and tells the story his chambers and feeds
of two boys – Tom Canty, born in a gutter, neglected and him.
unloved and Edward Tudor, the much loved heir to the
throne of England. After meeting one day, the prince
longs for the freedom Tom enjoys and Tom envies the
wealth and comfort of the Prince. As an experiment they
7
exactly alike. A series of events traps each boy in their

mistaken identities. The following excerpt tells of how
the boys met:
Poor little Tom, in his rags, approached, and was moving

slowly and timidly past the sentinels, with a beating
heart and a rising hope, when all at once he caught sight
through the golden bars of a spectacle that almost made
him shout for joy. Within was a comely boy, tanned and
brown with sturdy outdoors sports and exercises, whose
clothing was all of lovely silks and satins, shining with
jewels; at his hip a little jeweled sword and dagger;
dainty buskins on his feet, with red heels; and on his head
a jaunty crimson cap, with drooping plumes fastened
with a great sparkling gem. Several gorgeous gentlemen
stood near-his servants, without a doubt. Oh! he was a
prince-a prince, a living prince, a real prince-without the
shadow of a question; and the prayer of the pauper boy’s
heart was answered at last.
Tom’s breath came quick and short with excitement, and

his eyes grew big with wonder and delight. Everything
gave way in his mind instantly to one desire: that was to
get close to the prince, and have a good, devouring look
at him. Before he knew what he was about, he had his
face against the gate-bars. The next instant one of the
soldiers snatched him rudely away, and sent him spinning
among the gaping crowd of country gawks and London
idlers. The soldier said:
“Mind thy manners, thou young beggar!”
The crowd jeered and laughed; but the young prince
“How dar’st thou use a poor lad like that! How dar’st
thou use the king my father’s meanest subject so! Open
the gates, and let him in!”
hats then. You should have heard them cheer, and shout,
8
“Long live the Prince of Wales!”
The soldiers presented arms with their halberds, opened

the gates, and presented again as the little Prince of
with the Prince of Limitless Plenty. Edward Tudor said:
“Thou lookest tired and hungry; thou’st been treated ill.

Come with me.”
Half a dozen attendants sprang forward to-I don’t know

what; interfere, no doubt. But they were waved aside
with a right royal gesture, and they stopped stock still
where they were like so many statues. Edward took
Tom to a rich apartment in the palace, which he called
his cabinet. By his command a repast was brought such
as Tom had never encountered before except in books.
The prince, with princely delicacy and breeding, sent
away the servants, so that his humble guest might not be
embarrassed by their critical presence; then he sat near
by, and asked questions while Tom ate.
f. Enrichment (SAB)
9
Lesson 1 Review Activities
Review Activities
Choose the skills your student needs to review.
1.
a. The silvery moon / 1. Complete Subject / Complete Predicate
shone brightly. (AV) Separate the sentences with a vertical line between the
b. My favorite hobby / is complete subject and complete predicate. Underline the
coin collecting. (BV)
simple subject once and underline the verb twice. Write if
c. Red lights / .
(AV)
they are action verbs (AV) or being verbs (BV).
d. I / laughed at my own
mistakes. (AV) a. The silvery moon shone brightly.
e. The raging river / b. My favorite hobby is coin collecting.
devastated the village.
(AV) d. I laughed at my own mistakes.
f. The small cat / hissed
e. The raging river devastated the village.
at the strange dog. (AV)
g. My bicycle / is red. (BV)
f. The small cat hissed at the strange dog.
h. The girl / kicked the g. My bicycle is red.
ball. (AV) h. The girl kicked the ball.
i. His mother / turned off
the light. (AV) j. A loud noise pierced the night.
j. A loud noise / pierced
the night. (AV)
2. Common and Proper Nouns / Capitalization
Write the following sentences replacing the underlined
2. Possible answers: words with a proper noun.
a. Nathan
b. Carl and Brian a. The boy rafted down the river.
c. Jennifer and Bob b. Neal went to Richmond with the boys.
d. Alice and Melissa c. The children will be in the play.
e. Ben and Sam
d. I hope the girls remember their lines.
3.
e. The boys played volleyball.
a. them
b. They 3. Pronouns
c. his Replace the bolded words with the correct pronoun.
d. we
e. their a. Bill treated Steve and Adam to an ice cream cone.
b. Steve and Adam thanked Bill.
4.
c. Adam borrowed Steve’s bicycle.
a. Example: d. Bill and I ate dinner outside.
Sheila was the newest e. Bill went to Steve and Adam’s house.
member of the team.
b. Example: 4. Verbs - Action and Being
Jose and Joey raced to a. Write a sentence using a being verb.
the bus stop. b. Write a sentence using an action verb.
10
John seemed very proud of me. He

used to make my mane and tail almost
as smooth as a lady’s hair, and he would
talk to me a great deal. Of course, I did
not understand all he said, but I learned
more and more to know what he meant,
and what he wanted me to do. I grew
very fond of him. He was so gentle and
kind. He seemed to know the tender
places, and the ticklish places. When he
brushed my head, he went as carefully
over my eyes as if they were his own,
and never stirred up any ill-temper.
Black Beauty by Anna Sewell
Day 1
b. List any misspelled words for study this week or use

the following suggested list: gentle, carefully, stirred,
-ful to a word, look at the word.

If the word ends with a consonant and y, change y to i and
add -ful. If the word ends with a vowel and y, just add
-ful. If the word ends with any other letter, just add -ful.
Note -ful is spelled with only

one l.
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¿²¼ § ô ½ ¸¿²¹ » ¬¸» § ¬± · ¾ »º±®» ¿¼¼·²¹ óº« ´ô
±¬¸»®© ·» ¶« ¬ ¿¼¼ óº« ´ò
11
Day 1
c.
1) plentiful plentifully
-ful -fully
2) bountiful bountifully
3) wonderful wonderfully
Ex: care careful carefully
4) colorful colorfully Ex: play playful playfully
5) joyful joyfully Ex: beauty beautiful beautifully
1) plenty
2) bounty
3) wonder
4) color
5) joy
d. A pronoun is a word
that takes the place of d. In Lesson 1 you learned about pronouns. Do you
a noun.
e. John seemed very

e. The noun that a pronoun replaces is called the antecedent.
proud of Black Beauty.
John used to make
Without pronouns the literature passage would be very
Black Beauty’s mane awkward to read. Read the passage substituting the
and tail almost as appropriate antecedent for the pronouns used.
smooth as a lady’s Ex: John seemed very proud of Black Beauty. John used
hair, and John would to make Black Beauty’s mane...
talk to Black Beauty a
great deal. Of course,
Day 2
Black Beauty did not
understand all John
a. As you learned in Lesson 1, sentences can be divided into
said, but Black Beauty two main parts - the complete subject and the complete
learned more and predicate. The complete subject will always have a noun
more to know what or pronoun as the simple subject. The complete predicate
John meant, and what will always contain a verb.
John wanted Black
Beauty to do. Black
Read the following sentence:
Beauty grew very fond
of John. John was so
gentle and kind. John John did seem very proud of me.
seemed to know the
tender places, and the John is the subject. The verb is did seem. A verb may
ticklish places. When consist of more than one verb. This is called a verb
John brushed Black phrase. A verb phrase contains one main verb and one
Beauty’s head, John
or more helping verbs. Sometimes a verb phrase may
went as carefully over
Black Beauty’s eyes as
be separated by another word.
if Black Beauty’s eyes Ex: Jim has not left.
were John’s own, and
never stirred up any
ill-temper.
12
The following are some common helping verbs. Being

verbs may also be used as helping verbs. It will help you
to memorize these.
Common Helping Verbs Being Verbs
have has had do does am is was

did shall will should would are were been
may might must can could be being
Day 2
b. Underline the verbs twice in the following sentences. b. 1) John brushed my
Some sentences may contain a verb phrase. Circle the hair.
helping verbs. 2) He had made it like a
lady’s hair.
1) John brushed my hair. 3) He would talk to me
2) He had made it like a lady’s hair. a great deal.
4) John had spoken
3) He would talk to me a great deal.
kindly to me.
4) John had spoken kindly to me.
c. Using the sentences in 2b, box all the pronouns. c. 1) my

2) He, it
d. Using the same sentences in 2b, list all the nouns. Beside 3) He, me
each noun write if it is a common noun (CN) or proper 4) me
noun (PN).
d. 1) John - (PN)
hair - (CN)
Day 3 2) hair - (CN)
a. Look at the second sentence in the literature passage. 3) deal - (CN)
Why do you think lady’s hair is written with an 4) John - (PN)
apostrophe s (’s)?
Day 3
a. To show that the hair
For a noun to show possession, you must add an
belonged to the lady
apostrophe s (’s). This is called a singular possessive
noun.
b. 1) horse’s mane
b. Complete the following by making possessive nouns. 2) man’s eyes
Ex: hair belonging to the lady - lady’s hair 3) John’s book
1) mane belonging to the horse

2) eyes belonging to the man
3) book belonging to John
13
c. To make a possessive noun of plural words ending with s,

usually just add an apostrophe (’). This is called a plural
possessive noun.
Complete the following by making plural possessive

nouns.
Day 3 Ex: the room belonging to the boys - boys’ room
c. 1) teachers’ desks
2) animals’ food 1) desks belonging to the teachers
2) food belonging to the animals
Some nouns form their plural by changing completely.

These words are irregular and form their plural
possessive by adding an apostrophe s (’s).
d. 1) mice’s hole
2) men’s jackets
3) women’s cars
1) the hole belonging to more than one mouse
2) the jackets belonging to more than one man
3) the cars belonging to more than one woman
e. In Lesson 1 you learned to capitalize all proper nouns

such as names of people, countries, days of the week, etc.
Also capitalize the titles of people which come before
or after the name. Capitalize initials and punctuate with
a period after abbreviations and initials. If the title
comes after the name, add a comma after the name.
Ex: Mr. John Chang
Dr. Selma Dugan
Mrs. T.M. Lindberg
Samuel Kowalski, Esq.
f. 1) Sir Isaac Newton
2) Jonathan Kimble, Jr.
3) Dr. J. T. Scott
f. Capitalize and punctuate the following.
1) sir isaac newton
2) jonathan kimble jr
3) dr j t scott
14
h. Capitalize and underline the following titles of books. Day 3

Ex: Last of the Mohicans - handwritten h.
1) The Adventures of
Last of the Mohicans - computer generated
Huckleberry Finn -
handwritten
The Adventures of
2) all creatures great and small Huckleberry Finn -
3) where the lilies bloom computer generated
2) All Creatures Great and
i. You have learned to capitalize proper nouns. When Small - handwritten
All Creatures Great
referring to proper nouns of more than one word,
and Small - computer
capitalize each important word. generated
Ex: Amazon River 3) Where The Lilies
Mount Everest Bloom - handwritten
Red Sea Where The Lilies
Hillside Community Theatre Bloom - computer
Rawlings & Company generated
j. Capitalize the proper nouns.

1) yellow river j. 1) Yellow River
2) lake superior 2) Lake Superior
3) caspian sea 3) Caspian Sea
4) civil war 4) Civil War
5) united states of america 5) United States of
America
k. Review your spelling words.
Day 4
a. Today you will begin learning how to diagram the basic
parts of a sentence. There are several reasons why
First, for those of you who enjoy puzzles, diagramming

sentences will make learning sentence parts more
enjoyable. Secondly, the visual analysis of a sentence
will be helpful in learning a second language. Although
the sentence structure may vary for this new language, a
clear understanding of terminology and a concept of the
parts of speech in our language will help you comprehend
the grammar of the new language.
15
Note: For the next few lessons, the words which are
to be diagrammed will always be bolded. You will
eventually learn how to diagram complete sentences.
Since the foundation of a sentence is the simple subject

and the simple predicate (verb), we will always start
diagramming sentences with these two parts as follows:
subject verb
Note: Always diagram the helping verbs with the verb.
Henceforth, the simple subject and simple predicate

will be referred to as the subject and verb.
Day 4
b. Diagram only the subject and verb of the following
b. 1) man stepped sentences. The subject and verb are bolded.
2) master backed
3) master was
2) The master backed me a little.
4) feet slipped
3) My new master was an unmarried man.
5) We stopped
4) My feet slipped from under me.
5) We stopped at the principal hotel.
c. Diagram only the subject and verb in these sentences.

c. 1) John seemed The subject and verb are bolded.
2) I grew
3) He was
1) John seemed very proud of me.
2) I grew very fond of him.
3) He was so gentle and kind.
d. Spelling test
Day 5
b. Locate and diagram only the subject and verb of sentences

in your easy-readers. If you are not sure about a sentence
in your easy-readers, skip it and go on to another. Some
questions will be cleared up in future lessons.
c. Write your own sentences and then diagram the subject

and verb.
16
e. Say That Again! Day 5

Write a summary of this passage from The Prince and the e. Teacher’s Note:
Pauper: Summary should include
the following:
Return we within the Guildhall. Suddenly, high above the The old King is dead.
jubilant roar and thunder of the revel, broke the clear peal Tom, still disguised as the
of a bugle-note. There was instant silence-a deep hush; prince, is now king.
then a single voice rose-that of the messenger from the
palace-and began to pipe forth a proclamation, the whole his commands be carried
multitude standing, listening. The closing words, solemnly out.
pronounced were:
that the Duke of Norfolk
“The king is dead!” be pardoned.
The crowd rejoices in this
The great assemblage bent their heads upon their breasts show of mercy.
with one accord; remained so, in profound silence, a
few moments, then all sunk upon their knees in a body,
stretched out their hands towards Tom, and a mighty shout
burst forth that seemed to shake the building:
“Long live the king!”
Poor Tom’s dazed eyes wandered abroad over this
kneeling princesses beside him a moment, then upon the

Earl of Hertford. A sudden purpose dawned in his face. He
said, in a low tone, at Lord Hertford’s ear:
“Answer me truly, on thy faith and honor! Uttered I here a

command, the which none but a king might hold privilege
and prerogative to utter, would such commandment be
obeyed, and none rise up to say me nay?”
Tom responded, in a strong, earnest voice, and with great

animation:
“Then shall the king’s law be law of mercy, from this day,
and never more be law of blood! Up from thy knees and
away! To the Tower and say the king decrees the Duke of
Norfolk shall not die!”
17
The words were caught up and carried eagerly from lip

to lip far and wide over the hall, and as Hertford hurried
from the presence, another prodigious shout burst forth:
“The reign of blood is ended! Long live Edward king of
England!”
f. Enrichment (SAB)
18
Review Activities Lesson 2
Review Activities
1.
1. Antecedent a. her - Heather
Circle the pronouns. Write the words to which the pronouns b. her - Heather; it -
refer. wallet
c. her - Heather; she -
a. Heather lost her wallet. mother; it - wallet
d. it - wallet; their - Terry
and Lynn
c. Heather asked her mother if she saw it. e. them - Terry and Lynn
d. Terry and Lynn found it at their house.
e. Heather thanked them.
2.
2. Verb Phrase / Helping Verbs a. Chris has been waiting
Underline the verb phrase and circle the helping verb. a long time.
b. He did not know you
left.
a. Chris has been waiting a long time. c. I am reading a book.
b. He did not know you left. d. You could have come
c. I am reading a book. with me.
d. You could have come with me. e. Jeremy has been
e. Jeremy has been sleeping all night. sleeping all night.
3. Possessive Nouns / Singular and Plural

Write the correct possessive noun. 3.
a. boys’ kayak
a. kayak belonging to the boys b. teachers’ lunchroom
b. lunchroom belonging to the teachers c. child’s bike
c. bicycle belonging to the child d. Jane’s umbrella
d. umbrella belonging to Jane e. Jenny’s garden
e. garden belonging to Jenny
4. Capitalization / Punctuation (Titles of people, titles of books, 4.

abbreviations, initials) a. Swiss Family Robinson
Capitalize and punctuate the following. or Swiss Family
Robinson
a. swiss family robinson (title of a book) b. Around the World in
Eighty Days or Around
b. around the world in eighty days (title of a book)
the World in Eighty
c. robert williams jr Days
d. mr thomas riveras c. Robert Williams, Jr.
e. dr j d lang d. Mr. Thomas Riveras
e. Dr. J. D. Lang
19
5. 5. Proper Nouns / Capitalization

a. Rocky Mountains Capitalize the proper nouns.
b. Red Sea
c. Columbia River
d. South Carolina
a. rocky mountains
b. red sea
c. columbia river
d. south carolina
6.
6. Diagram / Subject and Verb
a. John ran
Diagram only the subject and verb. The subject and the verb
b. I
have been bolded.
c. clouds covered
d. weatherman predicted
a. John ran home.
e. I could see
b. Tomorrow, my project.
f. stars twinkled
c. Dark clouds covered the sky.
g. rose was
d. The weatherman predicted snow for tomorrow.
h. boy laughed
e. On top of the mountain, I could see the entire city.
i. eyes snapped
f. The bright stars twinkled above.
j. day is
g. A single rose was still on the bush.
h. The boy laughed loudly.
i. Her eyes snapped angrily.
j. The day is clear and bright.
20
The perfect rest, the good food,

the soft turf, and gentle exercise soon
began to tell on my condition and my
spirits. I had a good constitution from
my mother, and I was never strained
when I was young, so that I had a better
chance than many horses, who have
been worked before they came to their
full strength. During the winter my legs
improved so much that I began to feel
quite young again.
Black Beauty by Anna Sewell
Day 1
b.
Words with the /shun/ sound are usually spelled -tion or

-sion. Words are rarely spelled -shun.
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¿®» « « ¿´´§ ° »´´»¼ ó¬·±² ±® ó·±²ò
c.
-tion and -sion. Say the words aloud as you write them.
-tion -sion
condition permission
mention submission
vacation admission
section aversion
relation depression
nation tension
collection session
21
d. How did you do with the punctuation in the dictation?
Commas are used to separate words or groups of words

used in a series. The perfect rest, the good food, the soft
turf, and gentle exercise are separated by commas.
The comma is used to separate words.

Ex: The celebration was unique, fun, and exciting.
The comma is used to separate phrases.

Ex: We are going to hike the trails, set up camp, and
sleep under the stars.
Day 1
e. e. Add commas to the following sentences.
1) Sheryl sliced some
apples, oranges, and
1) Sheryl sliced some apples oranges and bananas.
bananas.
2) Don planted the seeds,
2) Don planted the seeds Mary watered them and the
Mary watered them, family enjoyed the harvest.
and the family enjoyed
the harvest. f. Write a sentence naming at least three things. Remember
the commas.
f. Example:
Their vacation plans g. There are several meanings for the word constitution.
included sailing, Look up the word in the dictionary. Remember to use
hiking, and swimming. the guide words
a word quickly. Guide words
g. the physical character
of the body
words listed on each page. What is the meaning of the
word constitution as used in this paragraph?
Teacher's Note:
Dictionaries vary in how Day 2
guide words are used.
Refer to your dictionary Black Beauty experienced rest.
and teach this skill
accordingly. 1) What kind of rest?
2) What kind of food?
Day 2
3) What kind of turf?
a. 1) perfect rest
2) good food
4) What kind of exercise?
3) soft turf
4) gentle exercise These words are called adjectives. An adjective is a
or pronoun.
22
Note: Her, the, a, an, Jerry’s are special adjectives and

will be covered in 2e.
Adjectives answer the following questions:

What kind?
How many?
Which one?
Whose?
I am sure you have looked through the lens of a camera
but you adjust the lens and bring it into focus. This is
what adjectives do for us. For example, the word dog
doesn’t bring a distinct picture to our minds. But if we
read small dog, the picture becomes a little clearer. If
we read the picture is sharper
yet. While the subject and verb are the foundation of
meaning of the sentence clearer and more interesting. Day 2
b. 1)
b. Look at the following sentences about Black Beauty.
Underline the adjectives, and draw an arrow to the noun
it describes. Write the question they answer.
What kind? 2) The sad day had
How many? come. what kind
Which one?
Whose? 3) Three weeks had
passed after the
conversation. how
Ex: Several men boarded the train. how many
many
4) An old gentleman
2) The sad day had come. was riding with him.
3) Three weeks had passed after the conversation. what kind
4) An old gentleman was riding with him.
c. a comma
c. Look again at this sentence:
Her long, beautiful hair was streaming behind her back.
What separates the adjectives long and beautiful?
Use a comma to separate two or more adjectives.
23
d. Add commas to the following sentences as needed.
1) The man crept up the old squeaky stairs.

2) I met a kind elderly woman.
Day 2
d. 1) The man crept up
3) Heavy dark clouds covered the sky.
stairs.
e. In addition to the adjectives we have studied, there are
2) I met a kind, elderly three special types of adjectives that we use more than
woman. any others:
3) Heavy, dark clouds
covered the sky. • Articles - a, an, the
• Possessive nouns - words like Joe’s, boy’s, cats’, men’s
• Possessive pronouns - my, mine, your(s), his, her(s),
its, our(s), their(s)
f. Circle the articles in the following sentences. Draw
a box around the possessive pronouns. Underline the
f. possessive nouns.
1) Her long, beautiful hair
was streaming behind 1) Her long, beautiful hair was streaming behind her back.
her back. 2) The sad day had come.
2) The sad day had come. 3) A droll smile came over Jerry’s face.
3) A droll smile came over 4) Three weeks had passed after the conversation.
Jerry’s face. 5) An old gentleman was riding with his wife.
4) Three weeks had
passed after the
Day 3
conversation.
5) An old gentleman was
turf
riding with his wife. is said to be soft. If we were to compare it to another
turf we could say it was softer than the other turf. If we
the softest turf.
-er when comparing two things. This is called the

comparative form. -est when comparing
three or more things. This is called the superlative
form. Most three or more syllable words use the words
more or most to show comparisons.
Ex: clean - cleaner - cleanest
excellent - more excellent - most excellent
Be careful. Some one-syllable words use more or

most. Some adjectives may form their comparative and
superlative either way.
24
Ex: fun - more fun - most fun
Write the comparative and superlative forms for the

adjectives you found yesterday in 2b.
Note: Some adjectives will not have a comparative or

superlative form.
Positive Comparative Superlative

Ex: small smaller smallest
Ex: brilliant more brilliant most brilliant
1) long
2) beautiful
3) sad
4) old
Three does not have a comparative or superlative form.

b. Example:
b. Write sentences using the comparative and superlative The waterfall was
forms for three of the listed words. beautiful.
c. Review your spelling words. When comparing the

two paintings, the
Day 4 seaside scene was the
a. Adjectives are diagrammed on an angled line attached to more beautiful.
than one adjective, add another line. She is the most

beautiful actress on the
stage.
Note: Always diagram articles, possessive pronouns,
and possessive nouns as adjectives.
subject verb
b. Diagram only the subject, verb, and adjective in the

following sentences. Words to be diagramed are bolded.
Ex: Her long, beautiful hair was streaming behind her.
hair was streaming
25
4. 1) The sad day had come.

b. 2) A droll smile came over Jerry’s face.
1) day had come 3) Three weeks had passed after the conversation.
4) An old gentleman was riding with him.
2) smile came c. Read the following sentence:
3) weeks had passed

A comma does not separate the adjectives bright and
blue, because the words do not equally modify .
4) gentleman was riding To test words to see if they equally modify, try switching
the words around or add and between the two adjectives.
4. d&e.
1) A fresh, colorful vase

brightened the room.
Also, when number words are used with another
adjective, do not use a comma.
2) Soft, sweet music
Ex: Five green frogs croaked in the pond.
the air.
3) Five hungry children Five and green frogs - does not sound right
stared at me.
no comma d. Add commas, as needed, to the following words:
l ) A fresh colorful vase brightened the room.
4) A shiny, crisp apple 2)
sat by his plate. 3) Five hungry children stared at me.
4) A shiny crisp apple sat by his plate.
f.
e. Using the sentences above, underline the subject once
and underline the verb twice. Draw an arrow from the
1) vase brightened adjective to the noun it describes.
f. Diagram only the subject, verb, and adjectives which

2) music
are bolded. Remember to always diagram articles,
possessive nouns, and possessive pronouns as adjectives.
3) children stared
l ) A fresh, colorful vase brightened the room.
2) the air.
4) apple sat 3) Five hungry children stared at me.
4) A shiny, crisp apple sat by his plate.
g. Spelling test
26
Day 5 Day 5
a. Take the literature passage from dictation. e. Teacher’s Note:
the following:
b. Practice locating adjectives in your easy-readers. Which
Tom is relieved the true
ones are articles? Which ones are possessive pronouns?
king has returned.
Which ones are possessive nouns?
The Lord Protector wants
to have Tom thrown in
c. Write your own sentences with adjectives. prison.
The new king silences the
d. Choose skills from the Review Activities. Lord Protector by pointing
out he would not be a
e. Say That Again! duke but for Tom.
Write a summary of this passage from The Prince and the The new king asks Tom
Pauper. how he knew where the
seal was.
Then all rose, and Tom Canty cried out: Tom confesses to using
the seal to crack nuts.
The Lord Protector spoke up:
But the new king, the true king, said:
“I will not have it so. But for him I had not got my crown
again-none shall lay a hand upon him to harm him.
And as for thee, my good uncle, my Lord Protector, this
conduct of thine is not grateful toward this poor lad, for
I hear he hath made thee a duke”-the Protector blushed-”
worth now? To-morrow you shall sue to me, through
shalt thou remain.” Under this rebuke, his grace the Duke
of Somerset retired a little from the front for the moment.
The king turned to Tom, and said, kindly:
“My poor boy, how was it that you could remember where
I hid the Seal when I could not remember it myself?”
27
“Ah, my king, that was easy, since I used it divers days.”
“Used it-yet could not explain where it was?”
“I did not know it was that they wanted. They did not
describe it, your majesty.”
“Then how used you it?”
The red blood began to steal up into Tom’s cheeks, and

he dropped his eyes and was silent.
“Speak up, good lad, and fear nothing,” said the king.
“How used you the Great Seal of England?”
Tom stammered a moment, in a pathetic confusion, then

got it out:
“To crack nuts with!”
f. Enrichment (SAB)
28
Notes
29
1. Review Activities
a. Her white hair
glistened.
b. Three little puppies
whimpered.
c. The old lawnmower is 1. Subject and Verb
working. Underline the subject once and underline the verb twice.
d. Tom’s father laughed.
e. My gold watch broke. a. Her white hair glistened.
b. Three little puppies whimpered.
c. The old lawnmower is working.
2.
d. Tom’s father laughed.
e. My gold watch broke.
a. hair glistened
2. Diagram - Subject, Verb, Adjectives

Using the sentences above, diagram each word in every
b. puppies whimpered
sentence. Diagram the subject, verb, and adjectives.
Diagram pronouns, possessive nouns, and articles as
lawnmower is working adjectives.
c.
3. Capitalization and Punctuation

d. father laughed Add capitalization and punctuation to the following:
a. mark had an appointment on friday with dr samuel e

e. watch broke barthe.
b. I read the novel, war and peace.
c. marcy went to tennessee to see the fall colors of october.
3. d. diamond gave birth to six black and white puppies.
a. Mark had an
e. visiting yellowstone national park was unforgettable.
appointment on Friday
with Dr. Samuel E.
Barthe.
b. I read the novel, War
and Peace (War and
Peace).
c. Marcy went to
Tennessee to see the
fall colors of October.
d. Diamond gave birth
to six black and white
puppies.
e. Visiting Yellowstone
National Park was
unforgettable.
30
4. Commas 4.
Add commas. a. The long, cold winter
dragged on for months.
b. Melissa added whole
a. The long cold winter dragged on for months. wheat pretzels, glazed
b. Melissa added whole wheat pretzels glazed peanuts and peanuts, and fresh
fresh cashews to the party mix. cashews to the party
c. We saw monkeys swinging on ropes polar bears playing mix.
in the water and alligators basking in the sun. c. We saw monkeys
d. The crippled old woman walked with a limp. swinging on ropes,
polar bears playing
e. Russell drove up in his shiny new convertible.
in the water, and
alligators basking in
5. Adjectives - Comparative & Superlative the sun.
Fill in the chart. d. The crippled, old
woman walked with a
Positive Comparative Superlative limp.
a. quiet e. Russell drove up in his
shiny, new convertible.
b. joyful
c. grand 5.
d. serious
e. simple
31
Assessment 1
Assessment 1
came
(Lessons 1-3)
ate
threw 1. Draw a vertical line between the complete subject and the
complete predicate. Underline the simple subject once and
ran the verb twice.
boxed
b. He ate blackberries.
c. Then he threw rocks at us.
d. We ran away.
e. The master boxed his ears.
3. Rewrite the following sentences, replacing appropriate

pronouns for the underlined words:
Harry was as clever at stable-work as a much older boy and

always wanted to do what Harry could. Then Polly and
Dolly used to come in the morning to help with the cab.
There used to be a great deal of laughing between Polly
and Dolly. It put Captain and Black Beauty in much better
spirits than if Captain and Black Beauty had heard scolding
words. Harry, Polly, and Dolly’s father Jerry could not bear
any careless waste of time and nothing made Jerry more
angry than people who were always late.
4. Underline the pronoun and circle its antecedent in the

following sentence:
happened.
5. Write three sentences with an action verb.
6. Write three sentences with a state of being verb.
32
Assessment 1
7. Diagram only the simple subject and verb in the sentences 7.

in 1a-e. Not every word will be diagrammed. a. ploughboy came
b. he ate
c. he threw
8. Underline the adjectives and circle the articles in the d. we ran
following sentences. Tell what questions the adjectives e. master boxed
answer:
a. The small man climbed up the tree. 8.
b. The good teacher was coming. a. The (article), small
c. A great crowd surrounded him. (adjective, what kind),
the (article)
d. Two kind eyes looked up in the tree.
b. The (article), good
e. A gentle, sweet voice called to him. (adjective, what kind)
c. A (article), great
9. Write the comparative and superlative form of each of (adjective, what kind)
the adjectives you underlined above. d. Two (adjective, how
many), kind (adjective,
10. Diagram only the simple subject, verb, and adjectives in the what kind), the (article)
e. A (article), gentle
sentences in 8a-e. Not every word will be diagrammed.
(adjective, what kind),
sweet (adjective, what
kind)
9.
(Two) cannot be
compared
10. man climbed

a.
teacher was coming

b.
crowd surrounded
c.
eyes looked
d.
voice called
e.
33
Notes
34
Ð Ñ Û ÌÎ Ç Ë Ò ×Ì
Lesson 4 Poetry Unit
The Poetry Unit is a Poetry is an important part of your curriculum. Exploring

six-week unit.
and develop valuable problem solving skills as you explore
between people, things, and ideas.

Many of us are somewhat afraid of poetry, feeling we do
not understand much of it. Take time during the next six weeks
to read poetry aloud to each other, choosing poems that you
understand and enjoy. You will “catch” each other’s excitement
as you share these favorites. Usually, at the end of each week,
you will have the option of hearing recitations. Encourage each
other to have something memorized to recite.
Teacher’s Note: Throughout the Poetry Unit, write your poetry on a
Enrichment Activities separate sheet of paper. Put these aside to use at the end of the
for The Poetry Unit are unit. In Lesson 9, you will make a poetry booklet using the
found after Lesson 9 in
poetry you have written.
the Student Activity Book.
Use as needed in the next
If you do not already have some books of poetry, go to the
6 weeks. library and check out several to use during the following weeks
or look for them on the Internet.
36
Poetry Unit Lesson 4
Poetry Appreciation
Day 1
Begin looking through the books of poetry you have
collected. Just as a song needs to be heard to be
appreciated, poems also are written to appeal to the ear.
if you hear it. So read aloud to each other today. Do you
Day 2
As you continue reading poetry aloud, you will discover
poems you really like. It would be a good idea to begin
memorizing them. This will help train your ear to the
rhythm and beauty of poetry, and will also make these
poems really yours for a lifetime.
During this unit, there will be some suggested poems

for you to memorize. You will usually be given two
short poems or part of a longer poem. If you choose a
long poem, you may wish to take two weeks to work
on it instead of one. Remember, you may choose your
own poem(s) or choose one or more of the suggested
poems. The important thing is to work on memorizing
throughout the week and be prepared to recite.
Here are the suggested poems for this week:
Count that Day Lost by George Eliot
If you sit down at set of sun

And count the acts that you have done,
One self-denying deed, one word

That eased the heart of him who heard,
One glance most kind
That fell like sunshine where it went—
Then you may count that day well spent.
But if, through all the livelong day,

You’ve cheered no heart, by yea or nay—
If, through it all
37
You’ve nothing done that you can trace

That brought the sunshine to one face—
No act most small
That helped some soul and nothing cost—
Then count that day as worse than lost.
Can’t by Edgar Guest
Can’t is the worst word that’s written or spoken;

Doing more harm here than slander and lies;
On it is many a strong spirit broken,
And with it many a good purpose dies.
It springs from the lips of the thoughtless each morning
And robs us of courage we need through the day:
It rings in our ears like a timely sent warning
And laughs when we falter and fall by the way.
Can’t is the father of feeble endeavor,

The parent of terror and halfhearted work;
And makes of the toiler an indolent shirk.

It poisons the soul of the man with a vision,
It greets honest toiling with open derision

And mocks at the hopes and the dreams of a man.
Can’t is a word none should speak without blushing;

To utter it should be a symbol of shame;
Ambition and courage it daily is crushing;
It blights a man’s purpose and shortens his aim
Despise it with all of your hatred of error;
Refuse it the lodgment it seeks in your brain;
Arm against it as a creature of terror,
And all that you dream of you someday shall gain.
Can’t is the word that is foe to ambition,

An enemy ambushed to shatter your will;
Its prey is forever the man with a mission
And bows but to courage and patience and skill.
Hate it, with hatred that’s deep and undying,
For once it is welcomed ‘twill break any man;
Whatever the goal you are seeking, keep trying
And answer this demon by saying: “I can.”
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The following is only part of a longer poem. You may

wish to learn all or part of it.
The Highwayman by Alfred Noyes
Day 3
Continue reading poetry aloud. Spend some time
memorizing. If you have found a poet to be a favorite,
learn something about his or her life.
Day 4
Continue reading poetry aloud and memorizing. Practice
reciting your poem using good expression.
Day 5
Recitation Day. Follow these guidelines when giving a
recitation.
Tips on Recitation
1. Begin by stating the title and author of your poem.

2. No gum chewing allowed.
3. Stand straight and tall with hands to your side.
5. Speak clearly and slowly.

6. Use good expression.
39
Imagery
Day 1
a. Imagery is the use of vivid description to appeal to the
reader’s sense of sight, hearing, smell, taste, or touch.
The pictures or sensations produced in the reader’s mind
are images of the real thing. The reader’s imagination
enables him to form these images in his mind.
Writers use in order to accomplish

this imaging. We are going to focus on three types of
• simile
• metaphor
b. Read the following poem by Sir Walter Scott aloud.
Is like the dew-drop on the rose;

When next the summer breeze comes by
1.
c. The tear is like the
dew-drop. c. A simile gives an idea or image of something by
comparing it to something else using the connecting word
like or as.
a longer poem.
e. Flames aspire like Hearth by Peggy Bacon

small decrepit souls.
f. Example:
And watched the burning coals
The rainbow is like a
bridge between the two
mountain tops. Like small decrepit souls.
The arch of the rainbow e. Find the simile.

is the same as the arch
of a bridge. f. Write a sentence comparing two things using a simile.
Explain how they are similar.
40
What and Why and When And How and Where and
Who by Rudyard Kipling
I keep six honest serving-men

(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.
For I am busy then,

As well as breakfast, lunch, and tea,
For they are hungry men.
I know a person small—

She keeps ten million serving-men,
From the second she opens her eyes—

One million Hows, two million Wheres,
A Narrow Fellow in the Grass by Emily Dickinson
A narrow fellow in the grass

Occasionally rides;
You may have met him,—did you not?
His notice sudden is.
The grass divides as with a comb,

A spotted shaft is seen;
And then it closes at your feet
And opens further on.
He loves a boggy acre,
Yet when a child, and barefoot,

I more than once, at morn,
41
Have passed, I thought a whip-lash

Unbraiding in the sun,—
When stooping to secure it,
it wrinkled, and was gone.
Several of nature’s people
I know, and they know me;
I feel for them a transport
Of cordiality—;
But never met this fellow,
Attended or alone,
Without a tighter breathing,
And zero at the bone.
Here’s part of a longer poem for you to try:
The Spider and the Fly by Mary Howitt
Day 2
a. Today you will do some activities that will help you
practice comparing things. Write simile sentence clues
that describe by telling about the size, color, shape, smell,
taste, weight, sound, or touch of an object. Try to write
more than one clue for each of the following objects.
Remember, you want to appeal to the reader’s senses.
42
Ex: apple Day 2

a. Possible answers:
1) I’m as straight as a
I’m as big as a croquet ball. (size)
pin.
I’m as red as a rose. (color)
3) I’m as soft as the
1) pencil clouds.
2) shoe 4) I’m as sticky as sap.
3) marshmallow
4) glue b. Possible answers:
1) The rain pitter
b. Use similes to make your verbs more expressive. -pattered on the roof
like tiny feet.
Ex: The sailboats bobbed (action verb) on the lake like
2) The wind whispered
bottle corks (noun). in the trees like a
lullaby.
1) The rain on the roof like . 3) The cat stalked
2) The wind in the trees like . on the fence like a
3) The cat on the fence like . prowler.
4) The light on the water like . 4) The light glistened
on the water like
diamonds.
sayings we hear quite often. For example, have you ever

heard or said the following?
He’s as brave as a lion.

She’s as quiet as a mouse.
These are called cliches. A cliche is an overused

expression or image. When writing poetry, try to avoid
d. Possible answers:
cliches.
1) a feather (cliche)
a billowy cloud
d. Using the following list of adjectives, write a common 2) a button (cliche)
expression for each one, then try to write a fresh, new a newborn babe
simile for each. 3) ice (cliche)
1) soft as a frosty morning
2) cute as 4) a lion (cliche)
3) cold as a knight
5) snow (cliche)
4) brave as
a movie star’s teeth
5) white as
e. If you have time, spend the rest of the time observing the
43
Day 3
a. Yesterday you did some activities with similes. Today
Day 3
b. My bed is a little boat.
Read the following poetry excerpt aloud:
The poetry line
compares the bed with
a boat. My Bed is a Boat by Robert Louis Stevenson
My bed is a little boat;

Nurse helps me in when I embark
She girds me in my sailor’s coat
And starts me in the dark.
A metaphor is a comparison in which one thing is said to

be another. A comparison is made by using any form of
the verb be (being, been, is, am, are, was, were).
b. Find the metaphor in the previous poem.
c. Read the following poetry excerpt.
Flowers in Winter by John Greenleaf Whittier
How strange to greet, this frosty morn,
These children of the meadows, born
An implied metaphor is a comparison that does not use

any form of the verb be.
d. Read the following poetry excerpt.
Nature, the gentlest mother by Emily Dickinson
Nature, the gentlest mother,

Impatient of no child,
The feeblest or the waywardest,
Her admonition mild
44
e. What is the implied metaphor in this poem? Rewrite the e. Nature, the gentlest
implied metaphor as a metaphor. mother
Nature is the gentlest
mother.
f. We sometimes confuse simile and metaphor. The
following example illustrates how we can write a basic
comparison and express it as a simile, a metaphor, or an
implied metaphor.
Ex: Her smile is like a light brightening my day. (simile)
Her smile is a light that brightens my day. (metaphor)
The light of her smile brightens my day. (implied
metaphor) g. Her heart is a garden.
-metaphor
g. Write the following simile as a metaphor and an implied Possible answer:
metaphor and label each appropriately: Her heart, a garden,
Her heart is like a garden. -implied metaphor
h. Using your work from 2a - d, rewrite some of your h. Possible answers:

similes as complete sentences, and then write them again The baby’s blanket is
as soft as a billowy
as a metaphor or implied metaphor.
cloud. (simile)
The baby’s blanket is
Day 4 a soft billowy cloud.
a. Read the following poem, , by Henry (metaphor)
Wadsorth Longellow. The baby’s blanket,
a soft billowy cloud,
Out of the bosom of the air, caresses her as she
Out of the cloud-folds of her garment shaken, sleeps.
Over the woodlands brown and bare, (implied metaphor)
Silent, and soft, and slow

Descends the snow.
is comparing an object to a living thing.

The writer is not saying “This is like this” but instead
“This behaves like a person.” Day 4
Ex: The wind muttered through the quiet oaks. b. Out of the bosom of the
air, Out of the cloud-
folds of her garment
shaken
45
c. Read the following poem.
Autumn by Emily Dickinson
The morns are meeker than they were,

The nuts getting brown;
The berry’s cheek is plumper,
The rose is out of town.
The maple wears a gayer scarf,
Lest I should be old-fashioned,

I’ll put a trinket on.
Day 4
d. morns are meeker,
berry’s cheek, rose d.
is out of town, maple
wears a gayer scarf, e. Look at the following statements:
1) The stairs made noise.

e. Possible answers:
2) A sparrow
2) danced
3) protected
3) The tree covered the boy.
4) whispered 4) The light came through the trees.
Pretend that each of these things move or talk or act like

a person. Change the italicized words to show the object
acting like a person.
Ex: The stairs groaned.
f. Answers will depend
on the poems read by
each student.
poetry reading today.
Day 5
Most of the poetry you have been reading probably
rhymed. The poems you write today will not.
Concentrate on word images by using simile, metaphor,
Choose one or more of the following “poem starters”:
a. Choosing one subject, write a poem that uses similes that

appeal to at least three senses.
46
Ex:
While walking on the shore one day
The air smelled sharp like tar, (smell)
And the sand shone like a heap of gold (sight)
As it sparkled from afar.
The waves broke in upon the beach
Like an angry lion’s roar, (hearing)
Then tiptoed quietly back out
Only to return once more.
b. Write a poem from an object’s point of view. Show what

the object may think and how it may feel.
Ex:
I am short and very stout,
with legs bowed at the knee.
I’m often pushed and moved about,
and people stand on me.
I make a handy foot rest.
I do not jump or bark,
But when it’s night beware lest
you trip on me in the dark.
This poem was written from a stool’s point of view.
c. Choose a color and write a poem describing it using

a simile and/or a metaphor.
Ex:
Purple is a mighty King, (metaphor)
with scepter and glowing crown.
While Pink is like a pretty queen, (simile)
47
d. Choose an activity you are familiar with (playing
football,
sailing, playing a musical instrument, horseback riding,
etc.)
and write a poem describing how you feel when you are
doing the activity.
Ex:
Basketball
The whistle blows

The referee throws
The ball up in the air.
The players jump.
We hear a thump,
The players fall.

They pass the ball.
They all are in a sweat.
Some people cheer,
While others sneer,
As the ball goes through the net.
The game is done.
One side has won.
The teams shake hands together.
What fun is had.
We all are glad
For a ball made out of leather.
48
Notes
49
Structural Poems
Day 1
a. This week you will be learning and using some common
poetry forms:
1) haiku 2) cinquain
3) diamante 4) limerick
These poems conform to a particular pattern that can be

copied.
Haiku, the simple Japanese form of poetry, consists of

three unrhymed lines, usually containing 17 syllables.
7 syllables, and the third line contains 5 syllables. The

poem usually deals with nature, very often giving some
idea of the season and may contain a surprise at the end.
Ex:
Snail, my little man, (5 syllables)
Slowly - ah, very slowly, (7 syllables)
Climb up Mount Fuji! (5 syllables)
writing your own. Spend the rest of your time today

writing haiku. Think of topics from nature, such as the
weather, the seasons, plants, or animals. Don’t forget
your memorization work.
b. This week’s suggestions contain some humorous works:
Eletelephony by Laura E. Richards
Once there was an elephant,

Who tried to use the telephant—
Who tried to use the telephone—
That even now I’ve got it right.)

Howe’er it was, he got his trunk
Entangled in the telephunk;
The more he tried to get it free,
The louder buzzed the telephee—
(I fear I’d better drop the song
50
Enjoy the nonsense words in this famous poem by Lewis

Carroll.
Jabberwocky by Lewis Carroll
’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
Beware the Jubjub bird, and shun
He took his vorpal sword in hand:

Long time the manxome foe he sought—
So rested he by the Tumtum tree
And stood awhile in thought.
He left it dead, and with its head

He went galumphing back.
“And hast thou slain the Jabberwock?
He chortled in his joy.
’Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
51
Finally, here is part of a longer poem:
Casey at the Bat by Ernest Lawrence Thayer
A sickly silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
We’d put up even money now with Casey at the bat.
Day 2
The cinquain
pattern:
Ex:
Caterpillar (one-word topic)
Plump, Fat, (two adjectives describing the topic)
Spins a little cocoon (a thought about the one-word topic)

(same one-word topic OR synonym or related word)
(Melissa, age 12)
Write your own cinquain following the directions below.
Line 1 - Write a noun or any topic in one word.

Line 2 - Write two adjectives describing the noun, and
separate them by a comma.
Line 4 - Write a thought about the word you wrote on

Line 1. This should be a short phrase (4-5
words) expressing a feeling.
Line 5 - Write the word from Line 1, a synonym or a
related word.
52
Day 3
The diamante poem derives its name from the diamond
shape it creates using the following directions:
Line l - Write a noun. Line 7 will be an antonym for

this word.
Line 2 - Write two adjectives describing the noun on
line 1.
Line 3 - Write three verbs ending in -ing describing the
word from line 1.
Line 4 - Write two nouns relating to or describing the
word from line 1 and two nouns that relate to or
describe the antonym on line 7.
Line 5 - Write three verbs ending in -ing that describe
the word from line 7.
Line 6 - Write two adjectives describing the word from
line 7.
Line 7 - Write an antonym for the word from line 1.
Write your own diamante in the shape of a diamond.

Look at the diagram below:
Bird
Beautiful, Red
Flying, Singing, Eating
Clouds, Sky, Paws, Fur
Running, Jumping, Pouncing
Sly, Cautious
Cat
(Katherine, Age 12)
Day 4
will use this week, is the limerick, a humorous verse of
cadence or rhythm of the lines.
53
Limericks usually follow this pattern:
Lines l, 2, and 5 rhyme.

Lines 3 and 4 rhyme.
Lines l, 2, and 5 usually have from 8 to 10 syllables.
Lines 3 and 4 usually have from 5 to 7 syllables.
Ex:
There was a young lady of Niger
Who smiled as she rode on a tiger,
They returned from the ride
With the lady inside,
And the smile on the face of the tiger.
Write your own limericks following the above pattern.
Day 5
a. If you have especially enjoyed any of the structured
poems this week, continue writing, or spend some time
again reading poetry aloud.
b. Recite the poem(s) you memorized this week. Perhaps

you would like to recite the ones you wrote, too!
54
Writing Poetry Using a Model

Day 1
a. Poems that rhyme often follow a consistent rhyme
scheme or pattern. To identify the scheme, we label the
ending sounds of each line. Those that rhyme have the
same label. Read the following poem aloud.
The Wind by Robert Louis Stevenson
I saw you toss the kites on high (a)

And blow the birds about the sky; (a)
And all around I heard you pass, (b)
Like ladies’ skirts across the grass— (b)
O wind, a-blowing all day long, (c)
O wind, that sings so loud a song (c)
did, (a)
But always you yourself you hid. (a)
I felt you push, I heard you call, (b)
I could not see yourself at all— (b)
O you that are so strong and cold, (a)

O blower, are you young or old? (a)
tree, (b)
Or just a stronger child than me? (b)
This poem has a rhyme scheme aabbcc.
55
b. Read the following poem:
Winter by Alfred Lord Tennyson
The frost is here, (a)

And fuel is dear, (a)
And woods are sear, (a)
(a)
And frost is here (a)
And has bitten the heel of the going year. (a)
(b)
You roll up away from the light (b)
The blue wood-louse, and the plump dormouse, (c)
(d)
And you bite far into the heart of the house, (c)
But not into mine. (e)
(b)
The woods are all the searer, (f)
The fuel is all the dearer, (f)
(f)
My spring is all the nearer, (f)
You have bitten into the heart of the earth, (g)
But not into mine. (e)
Sea Fever
And all I ask is a tall ship and a star to steer her by,
And a gray mist on the sea’s face, and a gray dawn breaking.
Is a wild call and a clear call that may not be denied;
I must go down to the seas again, to the vagrant gypsy life,

To the gull’s way and the whale’s way where the wind’s like a
whetted knife;
56
And all I ask is a merry yarn from a laughing fellow-rover,

And quiet sleep and a sweet dream when the long trick’s over.
d. Read another poem of the sea:
Over the Sea our Galleys Went by Robert Browning
Over the sea our galleys went,

With cleaving prows in order brave,
To a speeding wind and a bounding wave,
A gallant armament:
Each bark built out of a forest-tree,
And nailed all over the gaping sides,

Within and without, with black bull-hides,
To bear the playful billows’ game:

So, each good ship was rude to see,
Rude and bare to the outward view,
But each upbore a stately tent

Where cedar-pales in scented row
And an awning drooped the mast below,
That neither noontide nor star-shine

Nor moonlight cold which maketh mad,
Might pierce the regal tenement.

When the sun dawned, oh, gay and glad
We set the sail and plied the oar;
But when the night-wind blew like breath,
For joy of one day’s voyage more,
We sang together on the wide sea,
Like men at peace on a peaceful shore;
Each sail was loosed to the wind so free,
Each helm made sure by the twilight star,
And in a sleep as calm as death,
We, the voyagers from afar,
57
Lay stretched along, each weary crew

In a circle round its wondrous tent
Whence gleamed soft light and curled rich scent,
And with light and perfume, music too:

So the stars wheeled round, and the darkness past,
And at morn we started beside the mast,
Dim trembling betwixt sea and sky:

“Avoid it,” cried our pilot, “check
But the heaving sea was black behind

For many a night and many a day,
And land, though but a rock, drew nigh;
So, we broke the cedar pales away,
We shouted, every man of us,

And steered right into the harbour thus,
With pomp and paean glorious.
All day we built its shrine for each,

A shrine of rock for every one,
Nor paused we till in the westering sun.
We sat together on the beach

To sing because our task was done.
A loaded raft with happy throngs
“Our isles are just at hand,” they cried,
“Like cloudlets faint in even sleeping;

Our temple-gates are opened wide,
Our olive-groves thick shade are keeping

For these majestic forms”—they cried.
Oh, then we awoke with sudden start
58
From our deep dream, and knew, too late,

How bare the rock, how desolate,
Which had received our precious freight:
Our gifts, once given, must here abide.
Our work is done; we have no heart

To mar our work,”—we cried.
e. The following longer narrative is a poem about another

exciting time in our nation’s history. Again, only part of
the poem is given.
The Little Black-Eyed Rebel by Will Carleton
A boy drove into the city, his wagon loaded down

With food to feed the people of the British-governed town;
And the little black-eyed rebel, so innocent and sly,
Was watching for his coming from the corner of her eye.
And cast at him sweet glances from the corner of her eye.
Day 2
a. When listening to poetry we usually hear the syllables
of a line in groups of two’s or three’s. For example, if
rhythm sounds like DUMM-de DUMM-de, etc. We can

mark it like this to show a stressed syllable: ( ); and an
unstressed syllable:( ). Each of these rhythmic units is
called a foot.
There are four basic feet in English verse:

iambic - de-DUMM ( )
anapestic - de-de-DUMM ( )
trochaic - DUMM-de ( )
dactylic - DUMM -de-de ( )
59
For example, using Stevenson’s poem, “The Wind,”

that we analyzed yesterday, the poem’s rhythm is in the
iambic foot (unstressed syllable, stressed syllable). It is
important to remember that poets very often depart from
strict metrical patterns. When you scan verses you are
just looking for a basic pattern. Also, two readers may
b. Scan the following poem.
The Kitten at Play by William Wordsworth
See the kitten on the wall,

Sporting with the leaves that fall,
Withered leaves, one, two and three
Falling from the elder tree,
Through the calm and frosty air
Of the morning bright and fair.
See the kitten, how she starts,
Crouches, stretches, paws and darts;
With a tiger-leap half way
Now she meets her coming prey.
Day 2 Lets it go as fast and then
c. rhyme scheme - aabbcc Has it in her power again.
rhythmic foot - trochaic
Now she works with three and four,
Like an Indian conjurer;
Quick as he in feats of art,
Gracefully she plays her part;
Yet were gazing thousands there;
What would little Tabby care?
c. What is the poem’s rhyme scheme and rhythmic foot?
Day 3
a. Read the following poem.
Autumn Fancies (Anonymous)
The maple is a dainty maid,

The pet of all the wood,
Who lights the dusky forest glade
With scarlet cloak and hood.
60
The elm a lovely lady is,

In shimmering robes of gold,
That catch the sunlight when she moves,
And glisten, fold on fold.
The sumac is a gypsy queen,
And wild along the roadside runs,

Red blossoms in her breast.
And towering high above the wood,

All in his purple cloak,
A monarch in his splendor is
The proud and princely oak.
Day 3
b. Today, use “Autumn Fancies” as a model to write your own c. rhyme scheme
1st stanza - abab
may choose to add another stanza to the poem above. 2nd - 4th stanza - abcb
rhythmic foot - iambic
c. Before you begin writing, analyze the poem. What is its
rhyme scheme? What is its rhythmic foot? Your lines
should follow the same pattern.
Day 4
The Flowers by Robert Louis Stevenson
All the names I know from nurse: Day 4

Gardener’s garters, Shepherd’s purse, b. Rhyme scheme: aabb
Bachelor’s buttons, Lady’s smock,
And the Lady Hollyhock. Example:
All whose beauty can’t
be bought: September
b. Analyze the rhyme scheme.
Queen Anne’s lace
Use the stanza from “The Flowers” as a model and try and tuberose, Strike a
writing another stanza of this poem. lovely, evening pose.
Day 5
a. Choose another poem to use as a model, or write another
verse to an existing poem.
b. Recite the poem(s) you have memorized this week.

61
Notes
62
Psalms
Day 1
the book of Psalms. The Psalms were poems that were

sung. Some of the things they expressed were praise to
God, confession of fear or sin, and thanksgiving.
Psalm 29 (NASB)
Ascribe to the LORD, O sons of the mighty,

Ascribe to the LORD glory and strength.
Ascribe to the LORD the glory due to His name;
Worship the LORD in holy array.
The voice of the LORD is upon the waters;

The God of glory thunders,
The LORD is over many waters.
The voice of the LORD is powerful,
The voice of the LORD is majestic.
The voice of the LORD breaks the cedars;
Yes, the LORD breaks in pieces the cedars of Lebanon.
And He makes Lebanon skip like a calf,
And Sirion like a young wild ox.
The voice of the LORD
The voice of the LORD shakes the wilderness;
The LORD shakes the wilderness of Kadesh.
The voice of the LORD makes the deer to calve,
And strips the forests bare,
The LORD
Yes, the LORD sits as King forever.
The LORD will give strength to His people;
The LORD will bless His people with peace.
Day 1
b. Lebanon skip like a calf
b. Notice the form of the Psalm. It is written in poetry Sirion like a young wild
ox
c. Sometimes the Psalmist uses a repetitive word or phrase c. Ascribe to the Lord,
in a Psalm. What words are repeated in Psalm 29? The voice of the Lord
63
Day 1
d. The repetition creates
rhythm and shows
e. Here is another well-known Psalm that uses a repeating
emphasis.
phrase.
Psalm 136:1-4 (NASB)
Give thanks to the LORD, for He is good;

For His lovingkindness is everlasting.
Give thanks to the God of gods,
Give thanks to the LORD of lords,
To Him Who alone does great wonders,
f. This pattern continues throughout the Psalm. Do you

think it has a pleasing rhythm? Read a few Psalms today.
Note any repeating phrases or words.
g. Here are two poems you may enjoy memorizing:
The Creation by Cecil Alexander
All things bright and beautiful,

All creatures great and small,
All things wise and wonderful,
The Lord God made them all.
Each little bird that sings,

He made their glowing colors,
He made their tiny wings.
The purple-headed mountain,

The river running by,
The sunset, and the morning,
That brighten up the sky;
The cold wind in the winter,

The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.
64
The tall trees in the greenwood,

The meadows where we play,
The rushes by the water,
We gather every day;
He gave us eyes to see them,

And lips that we might tell
How great is God Almighty,
Who has made all things well.
A Psalm of Life by Henry Wadsworth Longfellow
Tell me not, in mournful numbers,
For the soul is dead that slumbers,

And things are not what they seem.
And the grave is not its goal;

Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment, and not sorrow,

Is our destined end or way;
But to act, that each tomorrow
Find us farther than today.
And our hearts, though stout and brave,
Funeral marches to the grave.
In the bivouac of Life,
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Lives of great men all remind us

We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,

Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
Day 2
Psalms. The following Psalm speaks of a childlike trust

in the Lord.
Psalm 131 (NASB)
O LORD, my heart is not proud, nor my eyes haughty;

Nor do I involve myself in great matters,
Surely I have composed and quieted my soul;

Like a weaned child rests against his mother,
My soul is like a weaned child within me.
O Israel, hope in the LORD
Day 2
From this time forth and forever.
b. The psalmist compares
his soul to a weaned
child. b. What does the Psalmist compare to his soul?
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c. The following Psalm speaks of brotherly unity. Notice

the rich imagery used.
Psalm 133 (NASB)
Behold, how good and how pleasant it is
It is like the precious oil upon the head,

Coming down upon the beard,
Even Aaron’s beard,
Coming down upon the edge of his robes.
It is like the dew of Hermon,
Coming down upon the mountains of Zion;
For there the Lord commanded the blessing
—life forever.
Day 3
Scripture exhorts us to
speaking to yourselves in psalms...” (Eph. 5:18-19).
Today you will begin writing a psalm of your own.
You may choose to use a repeating phrase as we read in 1a

and 1e. You could express your joy in remembering what
will do in the future. Your psalm could be an expression
deliverance. Your psalm could express a need or a cry

for help in troubled times.
It may also be helpful to use some of the key phrases that

David used to express his need for God, such as “I lift up
my soul to Thee,” “I cry unto Thee,” “Thy face, Lord,
will I seek.” Find other key phrases as you read through
the Psalms.
67
Here is a psalm written by Erin, age 10:
The arm of the Lord is bold and just.

The arm of the Lord made the heavens and the earth.
The earth trembled when the Lord set His foot upon it.
The earth quaked and its mountains smoked when the
Lord spoke.
Good and upright is the Lord and worthy of praise.

Let the nations laud Him.
Let the name of the Lord be praised.
I shall praise the Lord on the mountains.
I shall praise the Lord in the valleys.
Great is the Lord and worthy of honor.

Great is the name of the Lord.
Great is the Lord who is worthy of praise.
I shall enter His courts with thanksgiving in my heart.

I shall enter His courts with praise.
I shall honor the name of my King.
Day 4
You may continue working on your psalm or if you
psalm(s) out loud. You will also enjoy memorizing them.
Day 5
a. Finish writing your psalms.
b. Recite your psalm(s) and poem(s) to each other.
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Finishing Up
Day 1
All writers, even poets, go through a process of revising
and editing their writing. This is hard work, but well
worth it. Why should you spend time revising and
editing your work? First of all, when you care about
what you have written, you want it to be your very best
thoughts down on paper or searching for a rhyme, we
exactly what we meant.
For example, a student was given the assignment to write

a poem modeled after Irene Rutherford McLeod’s poem
“Lone Dog.” She chose to write about a deer.
I’m a sleek deer, a meek deer, a fast deer and brown.

I’m a shy deer, a spry deer, pounding o’er the ground.
You will notice that these lines rhyme, but there is
another rhyme within each line, sleek/meek and shy/spry.
This is called an internal rhyme.
When she came to the third line, she needed another

internal rhyme.
I’m a hasty deer, a tasty deer, running all the day.
I’m a running deer, a cunning deer, running all the day.

You cannot hope to improve your writing if you think
it cannot be changed once it is written down. It can be
eye. Since writing is such hard work, we tend to become
helpful to talk over your work with your teacher. Some

questions you can discuss are:
69
1) Have I really said what I meant to say?

2) Have I chosen words that express my intent clearly?
3) How can my work be improved?
Choose one of the poems you have written. Read it aloud.

Does it need some revision to make it better? Read it
aloud to your teacher. Discuss the poem. Make any
changes you feel will improve the poem. For example,
you may want to change, add, or drop a word or line.
I hope you enjoy the following suggested poems for

memorization:
Sonnet 116 by William Shakespeare
Let me not to the marriage of true minds

Admit impediments. Love is not love
Or bends with the remover to remove:
That looks on tempests and is never shaken;

It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.
Love’s not Time’s fool, though rosy lips and cheeks
Within his bending sickle’s compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
If by Rudyard Kipling
If you can keep your head when all about you

Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or being hated don’t give way to hating,
And yet don’t look too good, nor talk too wise;
If you can dream—and not make dreams your master;

If you can think—and not make thoughts your aim,
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If you can meet with Triumph and Disaster

And treat those two impostors just the same:
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build’em up with worn-out tools;
If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings,
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
With sixty seconds’ worth of distance run,

Yours is the Earth and everything that’s in it,
Day 2
Editing your work is not as hard as revising. Part of
editing is making sure you have no grammar, spelling,
or punctuation errors. This will require a lot of
concentration and care about details. You may want to
proofread several times. Again, your teacher will be
catch as many errors as you can before you ask for your
teacher’s help. Proofread some of your work looking for
any grammar, spelling, or punctuation errors. A grammar
book and a dictionary will be useful for reference.
Day 3
Continue revising and editing the poems you have written
during this unit. Begin making a neat copy of your
completed work.
71
Day 4
Take the time to review the lessons in this unit. Answer
Day 4 the following questions:
1) A simile gives an idea or
image of something by
comparing it to something
1) What is a simile?
else using the word like 2) What is a metaphor?
or as.
2) A metaphor is a 4) Give an example of each.
comparison in which 5) Explain the rhyme scheme of a poem.
one thing is said to be
another.
7) What is the importance of revisions?
comparing an object to a
8) What does editing entail?
living thing.
4) Answers will vary. Day 5
5) The pattern in which a a. Finish the unit by:
poem rhymes 1) Reading aloud and discussing your poems and any
6) The use of stressed and other poems of your choice.
unstressed syllables
2) Make a booklet containing your poems. You may
7) Refer to Lesson 9, Day 1.
8) Refer to Lesson 9, Day 2.
wish to illustrate them.
3) Recite the poem(s) you memorized this week.
Checklist for Poetry Booklet

All poems neatly copied (Illustrations optional)
Table of contents completed
Title page completed
Cover illustrated and glued onto a folder
Assembled in order
Share with family and friends
b. Enrichment (SAB)
72
Assessment 2
Assessment 2
(Lessons 4-9)
1. It is a simile because
l. Is the following a simile or a metaphor?
it uses the word like to
make the comparison.
Your words are like honey.
in which an animal
3. What is the rhyme scheme of the following poem? or inanimate object
is given human
characteristics.
Ex: The sun smiled
Ring Out, Wild Bells by Alfred, Lord Tennyson down upon our picnic.
Ring out, wild bells, to the wild sky, 3. The rhyme scheme is
abba.
The year is dying in the night;
4. Possible answers:
Ring out, wild bells, and let him die.
The rose was as big as
a head of cabbage. The
Ring out the old, ring in the new, rose was as red as a
Ring, happy bells, across the snow; valentine.
The year is going, let him go; The rose smelled like
Ring out the false, ring in the true. the air after a spring
rain.
4. Write simile sentence clues appealing to size, color, and

smell that would describe a rose. a. In the dark, the cat’s
eyes glowed like
5. Complete the following similes: burning coals.
b. The parking lot was
a. In the dark, the cat’s eyes like . as hot as a plugged in
b. The parking lot was as hot as . iron.
a. Pulling its petals close,
to sleep.
b. spring b. Spring has dressed all
c. ocean waves the trees in dancing
leaves.
c. Pounding ocean waves
proceeded to devour
the shore.
73
Assessment 2
7. iambic 7. What is the rhythmic foot of the following lines from the
poem “Sail on! Sail on!” by Joaquin Miller?
Behind him lay the gray Azores,

Behind the gates of Hercules.
Before him not the ghost of shores,
Before him only shoreless seas.
8. Diagram the simple subject plus its adjectives and the verb
in the following sentences:
8.
a.
screech cut a. The seagull’s screech cut through the morning air.
b. Cold, dark rain poured from the sky.
c. The angry waves beat against the shore.
b. d. The little boat bobbed in the bay.
rain poured
c.
waves beat
d.
boat bobbed
74
Lesson 10 The Borrowers
Arrietty wandered through the open

Mary Norton (1903 - 1992)
says the idea for the
had been lighted. The room looked
book came from an early bright and cozy. Homily was proud of
fantasy in her childhood. her sitting room. The walls had been
Being a very nearsighted papered with scraps of old letters out of
child she had to closely waste-paper baskets, and Homily had
peer at objects in order arranged the handwriting sideways in
to see them. On country
walks with her brothers,
she was a sore trial to
to ceiling. On the walls, repeated in
them because of her habit various colors, hung several portraits
of Queen Victoria as a girl. These were
gaze into every hedgerow, postage stamps.
shallow pool, and ditch
The Borrowers by Mary Norton
and wonder what life
would be like for a small,
vulnerable creature in
Day 1
those environments. a. Take the literature passage from dictation. Proofread,
During times of
childhood illness she
would bring her “little
people” indoors. “It was
exciting to imagine there
were others in the house,
unguessed at by the adult
humans who were living
so close.”
The Borrowers was

awarded the Lewis Carroll
Award in 1960.
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c. Write the following words and underline ie and ei. Say

the words aloud as you write them.
pier ceiling reign

sieve receive eight
brief receipt heir
lien deceive neighbor
friend deceit weigh
76
The Borrowers Lesson 10
d. Write N (Noun), V(Verb), Pro (Pronoun), or Adj Day 1

Adj Adj Adj N
(Adjective), above every word in the following sentences. d. 1) The tired, old man
Label articles and possessive nouns as adjectives. V
rested.
Pro V Adj
1) The tired, old man rested. 2) He opened Jason’s
2) He opened Jason’s closet. N
closet.
e. Look at the second sentence of the literature passage.
Ah, is separated from the rest of the
sentence with a comma. The word ah is a part of speech
called an interjection. An interjection is a word or
group of words which show strong or sudden feeling.
Interjections may be separated with a comma (,) or an
exclamation mark (!).
The is capitalized because it begins a new sentence.
The word the

word in the sentence.
List of Common Interjections
oh dear well wow
hey ah oh
my yes no
f. Example:
f. Write one sentence using an interjection separated with Ah, that felt good.
a comma; write another sentence using an interjection
Hi! My name is Dora.
separated with an exclamation mark.
Int Adj N V V
g. Look at the second sentence in the literature passage.
Write the part of speech above each word: V
lighted.
N (Noun), V (Verb), Int (Interjection), Adj (Adjective)
77
Day 2
a. Say the word admit aloud. Can you hear the accent
(stress) on the last syllable mit? Accent is where you
put the stress in your voice when you say the word. Now,
say cover.
syllable cov? If a two-syllable word is accented on the
last syllable, follow the Spelling Tip below.
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Therefore, words like wandered which are accented on

r.
Ex: omit - omitted ( the accent is on the last syllable)
-ed -ing
Ex: wander wandered wandering

Ex:(accent on last syllable) omit omitted omitting
1) surrender
2) acquit
3) submit
2.
4) pester
c. Arrietty (simple subject);
wandered (verb)
5) shower
6) transmit
c. You will remember that sentences have two main parts:

the complete subject and the complete predicate. The
simple subject is a noun or a pronoun and the simple
predicate is a verb.
literature passage. Underline the verb twice.

The usual English sentence pattern is the subject
78
followed by verb. The next to the last sentence in the

literature passage does not follow this order, so it may be
harder for you to identify the subject.
d. Underline the subject portraits. Now, rewrite the sentence Day 2

d. Possible answer:
Repeated in various
colors, several
e. As you have learned earlier, a verb may consist of more
portraits of Queen
than one verb. This is called a verb phrase. A verb phrase Victoria as a girl hung
contains one main verb and one or more helping verbs. on the walls.
Being verbs are often used as helping verbs.
Ex: has been, should be, may have been, etc.
Common Helping Verbs
have do shall may can
has does will might could
had did should must would

f. had been lighted, had
been papered, had
arranged
f. Using the literature passage, underline the helping verbs.
g. 1) They were rich.
g. Using the following sentences, circle all the personal 2) He has been ill.
pronouns. Write the sentences again, replacing the 3) John received a gift
pronouns with nouns. from him .
Possible answers:
1) They were rich. 1) John and Mary were
rich.
2) He has been ill.
2) John has been ill.
3) John received a gift from him. 3) John received a gift
from William.
Day 3
a. Look at the literature passage, and circle all the action Day 3
verbs. a. wandered, lighted,
papered, arranged, ran,
repeated, hung
79
List of Common Linking Verbs

taste feel smell sound
appear become seem grow
Being verbs may also be linking verbs.
Being Verbs
am is are was
were be being been
b. Look at the third sentence in the literature passage again.

You have already determined that the word looked is a
linking verb. It links the subject, room, to the adjectives
in the predicate, bright and cozy. Bright and cozy room
Day 3
makes sense. Bright and cozy are called predicate
c. adjectives. A predicate adjective will always be an
adjective in the predicate describing the subject.
2) My brother is kind. c. Underline the linking verbs in the following sentences.

Draw an arrow from the adjective in the predicate to the
word in the subject which it describes.
4) My friends were late.
Ex: My father is brave.
The verb is links father to the adjective, brave.
Brave describes father. Brave father makes sense.
1) The pie tastes delicious.

2) My brother is kind.
3) The dinner smells burnt.
4) My friends were late.
5) My new pillow feels soft.
d. Now, look at the last sentence of the literature passage.

Were in this sentence is a linking verb. It links the
subject, these (portraits) to the noun in the predicate,
postage stamps. Postage stamps is called a predicate
nominative. A predicate nominative will always be a
80
noun or pronoun in the predicate renaming the subject. Day 3

e.
1) New Zealand is a
e. Underline the linking verbs in the following sentences.
beautiful country.
Draw an arrow from the noun in the predicate to the word
in the subject which it renames. 2) Benjamin Franklin
was a great inventor.
Ex: My father is a brave man. 3) The stray
The verb is links father to the noun, man. cat is a menace.
Man renames father. Father is man makes sense.
1) New Zealand is a beautiful country. became my best friend.
2) Benjamin Franklin was a great inventor.
5) Davis is the winner.
3) The stray cat is a menace.
4) Paul quickly became my best friend. Day 4
5) Davis is the winner. a.
1) Arrietty wondered
f. Review your spelling words. 2) had been lighted
3) room looked
Day 4
a. Diagram only the subject and verb (or verb phrase) of the
b. dog barked
b. Review Lesson 3, 4a to see how you diagram the subject,
verb, and adjectives. Locate the subject, verb, and
adjectives in the following sentence. Diagram every
word in the sentence. c. linking verb
The shaggy, old dog barked.

c. Look at the third sentence of the literature passage. What d. linking verb
kind of verb is it?
d. Look at the fourth sentence of the literature passage.

What kind of a verb is that?
e. Spelling test
Day 5
b. If you would like more practice with helping verbs, look

for sentences in your easy-readers. Diagram the simple
subjects and verb phrases.
c. Write your own sentences and diagram them.

81
Day 5
e. Teacher’s Note: d. Choose skills from the Review Activities.
the following:
e. Say That Again!
The children are sitting
Write a summary of this passage from The
announces she wants to
Wouldbegoods.
have a council.
Dora, Daisy, and Alice Written as a sequel to her earlier book The Treasure
have written down plans Seekers, E. Nesbit’s The Wouldbegoods continues the
for a new society. story of the six Bastable children. Sent to the country
Alice reads what they in the hopes they will learn better manners, the children
have written.
The new society is for the as easy as it sounds.
purpose of helping them
to be good.
the nice clean dirt that is more than half chopped hay,
and those there was room for hung their legs down out
of the top door, and we looked down at the farmyard,
which is very slushy when you get down into it, but most
interesting.
Then Alice said--
“Now we’re all here, and the boys are tired enough to sit
still for a minute, I want to have a council.”
We said what about? And she said, “I’ll tell you. H. O.,
don’t wriggle so; sit on my frock if the straws tickle your
legs.”
You see he wears socks, and so he can never be quite as

comfortable as anyone else.
“Promise not to laugh,” Alice said, getting very red, and

looking at Dora, who got red too.
We did, and then she said:
“Dora and I have talked this over, and Daisy too, and we
have written it down because it is easier than saying it.
Shall I read it? Or will you, Dora?”
82
Dora said it didn’t matter; Alice might. So Alice read it,

and though she gabbled a bit we all heard it. I copied it
afterwards. This is what she read:
NEW SOCIETY FOR BEING GOOD IN
I, Dora Bastable, and Alice Bastable, my sister, being of

sound mind and body, when we were shut up with bread
and water on that jungle day, we thought a great deal
about our naughty sins, and we made our minds up to be
good for ever after. And we talked to Daisy about it, and
she had an idea. So we want to start a society for being
good in. It is Daisy’s idea, but we think so too.
f. Enrichment (SAB)
83
1. Int V Pro V Adj

a. Wow! Did you see the
Review Activities
Adj N
beautiful waterfall? Choose the skills your student needs to review.
Pro V Adj Adj
b. He painted his friend’s
N 1. Noun, Verb, Adjective, Pronoun, Interjection
house.
N V V Adj
c. Samuel was calling his
N
sister.
Int Pro V Adj N
a. Wow! Did you see the beautiful waterfall?
N V Adj Adj b. He painted his friend’s house.
c. Samuel was calling his sister.
N
tomatoes.
d. Hey, I saw ten elephants.
2.
a. taller 2. Comparative and Superlative Adjectives
b. tallest Use the comparative or superlative forms correctly.
c. loveliest
d. more delightful
a. Philip is (tall) than Michael.
b. Out of all his friends, Philip is (tall).
c. Sue picked the (lovely) dress of all.
a. Mr. Robert Simms 3. Common and Proper Nouns
b. February Give a proper noun for the following common nouns.
c. Presidents’ Day
d. Yellowstone National
Park
a. teacher
e. Australia b. month
c. holiday
d. park
e. country
84
4. Linking Verbs 4.
Underline the linking verbs. Draw an arrow from the word a. The car is blue. (PA)
in the predicate to the word in the subject which it describes

b. Yesterday was sunny.
or renames. Write if it is a predicate nominative (PN) or a (PA)
predicate adjective (PA).
a. The car is blue.

b. Yesterday was sunny.
c. The man seems strange. d. He is my brother. (PN)
d. He is my brother.
e. Jim was elected president.
5. Diagram
Diagram only the subject, verb, and the adjective, which are
bolded in the following sentences. 5.
a. father is
a. Your father is late.
b. We were rich then.
c. He has been ill. b. We were
c. He has been
85
Homily knitted their jerseys and

stockings on black-headed pins, and,
sometimes, on darning needles. A great
reel of silk or cotton would stand, table
high, beside her chair, and sometimes,
if she pulled too sharply, the reel would
tip up and roll away out of the open
door into the dusty passage beyond, and
Arrietty would be sent after it, to
rewind it carefully as she rolled it back.
Day 1
If a word ends with a single short vowel and the /k/

sound, it will often be spelled ck.
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Day 1
c. Circle the correctly spelled word.
c. 1) banck bank
2) ink inck
3) sink sinck 1) money is kept here banck bank
4) macke make 2) black liquid for writing ink inck
5) duk duck
6) chunk chunck 4) to create macke make
7) sok sock 5) a water bird duk duck
8) rake racke
6) a piece chunk chunck
7) you wear on your foot sok sock
8) to gather leaves rake racke
d. How did you do with the commas in your dictation? This

paragraph contains many commas to help the reader
understand what the author is trying to say.
86
There are some basic rules for comma usage (which Day 1
you will be learning), but authors may also use it to add e. jerseys, stockings
clarity to an unusually long sentence.
e. Look at the following sentence:
Homily knitted their jerseys and stockings.

Circle the word and. What two words does and join?
The word and is a conjunction. The term conjunction

comes from the Latin word con, which means together;
and jungere which means join. Therefore, a conjunction
is a word that joins words, groups of words, or simple
sentences together. Look at the following list of common
conjunctions. f. and, and, or, and, and,
and
List of Common Conjunctions
and but or so g. Possible answer:
nor yet for A great reel of silk or
cotton would stand,
table high, beside her
f. Circle all the conjunctions in the literature passage. chair. Sometimes, if
she pulled too sharply,
g. As you have already noticed, the second sentence in the the reel would tip up
literature passage is very long, connected with several and roll way out of
commas and conjunctions. Make some minor changes the open door into the
and divide it into two or three sentences instead of one dusty passage beyond.
Arrietty would be sent
after it, to re-wind it
sentences. Remember, each sentence must have a subject carefully as she rolled
and predicate. it back.
Day 2
a. Before you change a word ending in y into its plural
form, look at the word. If the word ends with a vowel
and y, just add s. If the word ends with a consonant and
y, change the y to i and add es.
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87
Day 2 b. Write the plural form for the following words:

b. Ends with vowel and y - Ends with vowel and y Ends with consonant and y
just add s
Just add s Change y to i and add es
1) monkeys
2) turkeys
Ex: jersey jerseys
3) attorneys Ex: poppy poppies
4) donkeys 1) monkey
5) alleys 2) turkey
Ends with consonant 3) attorney
and y - change y to i 4) donkey
and add es
5) alley
6) supplies
7) pansies
6) supply
8) communities 7) pansy
9) academies 8) community
10) parties 9) academy
party
tense.
Without verb tenses we wouldn’t be able to tell if
something happened yesterday, is happening today, or
will happen tomorrow.
d. knitted
is the verb?
e. Homily knitted e. Does the sentence tell you Homily knits today, knitted
yesterday. yesterday, or will knit tomorrow?
f. Verbs have three basic forms. These forms are called the
principal parts of the verb. They are the present, past,
and past participle.
g. Fill in the chart correctly.

Present Past Past Participle
Ex: knit knitted (have) knitted
1) wander
2) look
3) arrange
4) repeat
5) roll
88
h. Read the following sentence aloud. Teacher's Note:

Some grammar
Marty read a story out of the red book. books teach this as a
homophone.
There are two words which sound the same but are
like read and red are called homonyms. Homonyms are
i. Read the literature passage carefully again and list all the Day 2
homonyms. i. their (there, they’re)
pins (pens)
Day 3 great (grate)
a. Before you change a word ending in o into its plural reel (real)
form, look at the word. If the word ends with a vowel would (wood)
and o, just add s. If the word ends with a consonant and high (hi)
too (to, two)
o, add es. Words that relate to music always form their
roll (role)
plural form by just adding s. be (bee)
sent (scent, cent)
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° ®»½ »¼»¼ ¾ § ¿ ½ ±²±²¿²¬ô ¿¼¼ »ò Ì± º±®³ ¬¸»
° ´« ®¿´ ±º © ±®¼ »²¼·²¹ ·² ± ° ®»½ »¼»¼ ¾ § ¿ ª±© »´ô
¶« ¬ ¿¼¼ ò Ó « ·½ ¿´ © ±®¼ ¿®» »¨ ½ »° ¬·±²å
¬¸»§ ¿´© ¿§ º±®³ ° ´« ®¿´ ¾ § ¶« ¬ ¿¼¼·²¹ ò
b. Write the following words in the plural form.
Day 3
b. O preceded by a
consonant add es
Ex: potato potatoes 1) heroes
Ex: studio studios 2) tomatoes
6) echoes
Ex: banjo banjos
1) hero O preceded by a vowel
2) tomato just add s
3) rodeo 3) rodeos
4) piano
5) soprano just add s
6) echo 4) pianos
5) sopranos
7) trio
7) trios
89
Day 3 c. Look at the verbs you worked with yesterday. How were
c. The past and past most of the past and past participle verbs formed?
participle were formed
by adding -ed to the
These are called regular verbs because the past and past
present tense.
participle forms are made by adding -ed to the present
1) ran (have) run form
2) sat (have) sat
Many verbs do not follow this regular way of forming
4) sent (have) sent principal parts, as in the case of hung. Therefore, they
6) sang (have) sung
are called irregular verbs. The following chart contains
some common irregular verbs. There are many more
e. knitted (R) irregular verbs.
would stand (IR)
pulled (R) d. Fill in the chart.
would tip (R) Present Past Past Participle
roll (R)
would be sent (IR)
Ex: hang hung (have) hung
1) run
2) sit
3) stand
4) send
5) wind
6) sing
7) swim
e. Underline the verbs in the literature passage. Circle

the helping verbs. Indicate if they are regular (R) or
irregular verbs (IR). Omit the last phrase in the passage
beginning “to rewind...back.”
f. Review your spelling words.
Day 4
a. Rewrite the literature passage in the present tense.
b. For more practice with verb tenses, rewrite the literature

passage from Lesson 10 in the present tense also.
c. Spelling test
Day 5
three principal parts.

90
c. Choose skills from the Review Activities. Day 5

d. Teacher’s Note:
d. Say That Again!
the following:
Write a summary of this passage from The
The children are
Wouldbegoods: picnicking on the river.
When the lock gate is
I shall not tell you about the picnic on the river because closed, a viper falls
the happiest times form but dull reading when they into the water causing
are written down. I will merely state that it was prime. Alice, Dora, and Daisy to
Though happy, the day was uneventful. The only thing scream.
exciting enough to write about was in one of the locks, Father kills the snake.
where there was a snake--a viper. It was asleep in a warm H.O. reaches for the snake
sunny corner of the lock gate, and when the gate was shut and falls into the water.
Because it is a birthday
Alice and Dora screamed hideously. So did Daisy, but her party, H.O. is not scolded.
screams were thinner. The children enjoy cake
and ginger wine and play
The snake swam round and round all the time our boat games.
The most important
thing about the picnic
is that the children are
introduced to the river.
When the lock was full father killed the viper with a
boat-hook. I was sorry for it myself. It was indeed a
except at the Zoo. And it did swim most awfully well.
Directly the snake had been killed H. O. reached out for

its corpse, and the next moment the body of our little
brother was seen wriggling conclusively on the boat’s
edge. This exciting spectacle was not of a lasting nature.
He went right in. Father clawed him out. He is very
unlucky with water.
Being a birthday, but little was said. H. O. was wrapped

in everybody’s coats, and did not take any cold at all.
This glorious birthday ended with an iced cake and

ginger wine, and drinking healths. Then we played
whatever we liked. There had been rounders during
91
the afternoon. It was a day to be forever marked by

memory’s brightest what’s-its-name.
I should not have said anything about the picnic but for
one thing. It was the thin edge of the wedge. It was the
all-powerful lever that moved but too many events. You
see, WE WERE NO LONGER STRANGERS TO THE
RIVER.
e. Enrichment (SAB)
92
1.
Review Activities N V Adj Adj
a. Todd cleaned the dirty
N
Choose the skills your student needs to review. house.
Pro V Adj Adj N
b. It took a long time.
1. Noun, Verb, Adjective, Pronoun, Conjunction Adj N V Adj
Label the parts of speech in the following sentences. Label
Adj N
articles and possessive pronouns as adjectives. N (Noun), V dark forest.
(Verb), Adj (Adjective), Pro (Pronoun), Conj (Conjunction) N V Adj N
d. Ron brought his mother
Conj N
a. Todd cleaned the dirty house. and father.
b. It took a long time. N V Adj N
e. Sal thought his friend
V V Pro
d. Ron brought his mother and father. had called him.
e. Sal thought his friend had called him.
2.
2. Subject / Verb / Adjective / Noun a. The hungry boy ate
Using the following sentences underline the subject once his lunch.
and underline the verb twice. Draw an arrow from the
b. Yesterday, I visited
adjective (including article and possessive pronoun) to the
noun it describes. my best friend.
a. The hungry boy ate his lunch. c. Jonathan leaped over

b. Yesterday, I visited my best friend.
c. Jonathan leaped over the broken fence. the broken fence.
d. Marla sang a lovely song.
e. We found a lost dog.
e. We found a lost dog.
93
3. 3. Diagram - Subject, Verb, Adjective

puppy escaped Diagram each (subject, verb, and adjective) word in every
a.
sentence.
car groaned a. The timid puppy escaped.
b.
b. The old car groaned.
c. My sister laughed.
sister laughed
c. d. Six little puppies whimpered.
e. Sara’s brother came.
puppies whimpered
d. 4. Verb Tense (regular and irregular)
Fill in the chart.
brother came
e.
Present Past Past Participle
a. want
4. b. go
c. write
d. scream
f. look
g. clean
h. talk
i. steal
j. order
94
“Your mother and I got you up,” said

Pod, “to tell you about upstairs.”
Arrietty, holding the great cup in both
hands, looked at him over the edge. Pod
coughed. “You said a while back that
the sky was dark brown with cracks in it.
Well, it isn’t.” He looked at her almost
accusingly. “It’s blue.”
“I know,” said Arrietty.
Day 1
b. List any misspelled words for study this week or use the
following suggested list: coughed, accusingly, exclaimed,
almost, graphic, sincerely, privilege, amateur.
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¿ ·² ½ ±« ¹ ¸ò
c. Write the following words, and underline gh. Say the

cough draught
tough laugh
enough rough Day 1
d. Your mother and I got
you up to tell you about
d. How did you do with the punctuation in your dictation? upstairs. You said a
while back that the
aloud the exact words spoken by Pod. sky was dark brown
with cracks in it. Well
it isn’t. It’s blue. You
know!
95
e. Ex: “Tomorrow,” said Notice how the quotation is split by said Pod. Also,
Anya, “would be a great notice how it is punctuated and capitalized. This is a
day to go to the beach.”
split quotation.
e. Write a split quotation. Remember to place quotation

marks only around the exact words spoken or thought.
For further information on quotation mark rules, look in

Lesson 18, 1d.
Day 2
Before you write a word ending in f or fe in its plural
form, say the plural word aloud. If you hear a /f/ sound,
just add s. If you hear a /v/ sound, change the f to v and
add es.
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¿§ ¬¸» ° ´« ®¿´ © ±®¼ ¿´±« ¼ò ×º § ±« ¸»¿® ¿ ñ ºñ ±« ²¼ô
¶« ¬ ¿¼¼ ò ×º § ±« ¸»¿® ¿ ñ ªñ ±« ²¼ô
½ ¸¿²¹ » ¬¸» º ¬± ª ¿²¼ ¿¼¼ »ò
Ex: chief - Say the word as a plural aloud. /Cheefs/ You

can hear the /f/ sound, therefore, spell it c-h-i-e-f-s.
Day 2
b. 1) knives
wife - Say the plural word aloud. /wivs/ You can
2) roofs hear the /v/ sound, therefore, spell it w-i-v-e-s.
3) loaves
4) hooves b. Write the plural form of the following words. It is
helpful to say the plural word aloud.
1) knife
2) roof
3) loaf
4) hoof
confuse the possessive pronoun your with the contraction

you’re.
Ex: Bring your books.
You’re going to need them for your book report.
96
Do not confuse the possessive pronoun its with the

contraction it’s.
Ex: It’s funny watching the cat chase its tail.
Do not confuse the possessive pronoun their with the

contraction they’re or the commonly used word there.
Ex: There is a large crowd at the symphony.
They’re very good.
It was their best performance.
Day 2
d. Complete the sentences with the correct word. d. 1) their
2) They’re
1) Justin and Grace brought (there, their, they’re) dog.
3) It’s
2) (There, Their, They’re) going on vacation. 4) its
3) (Its, It’s) time to walk the dog. 5) your
4) The dog licked (its, it’s) paw. 6) You’re
5) Give me (your, you’re) address.
6) (Your, You’re) going to get a postcard from me.
e. The basic building blocks of a sentence are a noun or

pronoun as the subject, and a verb as the predicate.
Therefore, we can write complete sentences that have
only two words.
Ex: Billy ran.
Find two two-word sentences in the literature passage.
Note: “It’s blue” is actually a three word sentence:

“It is blue.” e. I know
You know
Diagram the two-word sentences.
f. Interjection
part of speech is the word well?
g. Interjections are set
g. Do you remember why the comma is used after the word
off with a comma or an
well? exclamation mark.
97
Day 3
a.
Ex: brother-in-law
brothers-in-law (correct)
brother-in-laws (incorrect)
To form a plural possessive of compound nouns, just add

apostrophe s (’s) at the end of the plural word.
Ex: brother-in-law’s — singular possessive
brothers-in-law’s — plural possessive
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øŽ÷ ¿¬ ¬¸» »²¼ ±º ¬¸» © ±®¼ò
b. Complete the chart.

Day 3
b. Plural Singular Plural
1) fathers-in-law
Ex: brother-in-law brothers-in-law
2) secretaries-of-state
1) father-in-law
2) secretary-of-state
3) chairman-of-the-board
Plural Possessive
4) fathers-in-law’s Singular Possessive Plural Possessive
5) secretaries-of-state’s Ex: brother-in-law’s brothers-in-law’s
4) father-in-law’s
5) secretary-of-state’s
6) chairman-of-the-board’s
98
direct object of the transitive verb got

direct object by asking the question, “Whom or what did
Pod get?”
Day 3
Hint d. you
The direct object is always a
noun or pronoun that answers
whom or what.
Many verbs are not transitive, which means they do not

need an object to complete their action. These verbs
are called intransitive verbs. Many verbs can be either
transitive or intransitive.
Hint
A verb that has a direct object
is a transitive verb.
e. Underline the transitive verbs in the following sentences

about The Borrowers. Circle its direct object. Remember,
the direct object should answer the question whom or
what after the verb and should be a noun or pronoun.
Ex: John threw the ball. e. 1) She swept the
John threw what? passages. Swept
what?
John threw the ball.
2) She had tidied her
Ball is the direct object. hair. Had tidied
what?
1) She swept the passages. 3) She caught her
2) She had tidied her hair. breath. Caught
3) She caught her breath. what?
4) He lost his oars. 4) He lost his oars.
Lost what?
f. Since the direct object is a foundational part of a
sentence, it is diagrammed on the same foundational line
as the subject and verb. After the verb, draw a vertical
line that does not cross the base line and add the direct
object to the right of the new line. If the direct object has
an adjective, add a diagonal line below the direct object.
subject action verb direct object
99
Ex: I wrote a letter.

I wrote letter
Day 3
g. 1)
g. Diagram the subject, verb, adjective, and direct object in
the following sentences. Every word will be diagrammed.
2) 1) Homily knitted their jerseys.
2) She swept the passages.
3) She had tidied her hair.
3) 4) She caught her breath.
5) He lost his oars.
4)
h. Look at the last sentence of the literature passage. By
using the vivid word exclaimed instead of said, the
5) sentence shows more feeling. These word are called
synonyms. A thesaurus is a book of synonyms.
i. Replace the italicized words with synonyms which show

i. Possible answers: more feeling.
1) “Help me!” cried a 1) “Help me!” said a voice in the crowd.
voice in the crowd. 2) “I am so relieved to see you,” said Russell.
2) “I am so relieved 3) Mark said, “Don’t touch that!”
to see you,” sighed 4) Mom said, “You must be back before dark.”
Russell. 5) “I’m hungry,” said the toddler.
3) Mark yelled, “Don’t
touch that!”
4) Mom warned, “You j. Review your spelling words.
must be back before
dark.” Day 4
5) “I’m hungry,” a. Some sentences with direct objects will also have an
whined the toddler. indirect object. Like the direct object, the indirect
object is also a noun or pronoun that helps to complete
the action begun by the subject and verb by answering
the questions to whom or for whom. An indirect object
never follows the words to or for.
Hint
The indirect object will always be a
noun or pronoun that answers the
question to whom or for whom.
100
Hint
If there is no direct object,
there is no indirect object.
Ex: I wrote her a letter.

I wrote what? I wrote a letter.
The direct object is letter.
I wrote a letter to whom?

I wrote a letter to her.
The indirect object is her.
b. Underline the verb in each of these sentences about The Day 4

b. 1) Mrs. May taught
Borrowers. Then circle the direct object and draw an
arrow from the direct object to the indirect object. her many things.
Ex: I wrote her a letter. 2) I will bring

1) Mrs. May taught her many things.
2) I will bring you some supper. you some supper.
3) Pod had made her a hairbrush.
3) Pod had made
c. If a sentence has an indirect object, add a slanted line her a hairbrush.

below the verb line with a line attached to it running
parallel to the base line. The indirect object is written on
the line parallel to the base line.
subject action verb direct object
indirect object
Ex: I wrote her mother a letter.
I wrote letter
mother
101
Day 4 d. Diagram the subject, verb, adjective, direct object, and

d. indirect object in the following sentences. Every word
will be diagrammed.
1) Mrs. May taught her many things.
1)
2) I will bring you some supper.
3) Pod had made her a hairbrush.
2)
4) Bill sent his grandmother a letter.
5) He hit the fence.
6) The big dog licked my hand.
3) 7) Sue typed the report.
8) Mark gave his brother a quarter.
4) e. Spelling test
Day 5
5) a. Take the literature passage from dictation.
b. Using your easy-readers, locate the subject, verb or verb

6) phrase, direct object, and indirect object.
c. Choose skills from the Review Activities.

7)
d. Say That Again!
8) Write a summary of this passage from The

Wouldbegoods:
Day 5
He said, ‘I have known you all for four years—and
you know as well as I do how many scrapes I’ve seen
the following: you in and out of--but I’ve never known one of you tell
Albert’s uncle
a lie, and I’ve never known one of you do a mean or
acknowledges that even dishonourable action. And when you have done wrong
though the children have
gotten into trouble before, on. You’ll learn to be good in the other ways some day.’
they are basically good
children. He took his hands out of his pockets, and his face looked
Relieved, all but Oswald
hug Albert’s uncle. he was no longer adamant, and they threw themselves
into his arms. Dora, Denny, Daisy, and H. O., of course,
wet cricket ball, confesses were not in it, and I think they thanked their stars.
that it was his ball that
had clogged up the
Oswald did not embrace Albert’s uncle. He stood there
pipe which caused the
and made up his mind he would go for a soldier. He gave
the wet ball one last squeeze, and took his hand out of
102
his pocket, and said a few words before going to enlist. Oswald is ashamed
He said— for not telling the truth
sooner.
‘The others may deserve what you say. I hope they do, We are not told what
Albert’s uncle said to
I’m sure. But I don’t, because it was my rotten cricket
Oswald because it is not
ball that stopped up the pipe and caused the midnight our business.
The children praise
morning. And I didn’t own up.’ Oswald’s courage in the
Book of Golden Deeds.
Oswald stood there covered with shame, and he could
feel the hateful cricket ball heavy and cold against the top
of his leg, through the pocket.
Albert’s uncle said—and his voice made Oswald hot all

over, but not with shame—he said—
I shall not tell you what he said. It is no one’s business but

Oswald’s; only I will own it made Oswald not quite so
anxious to run away for a soldier as he had been before.
That owning up was the hardest thing I ever did. They

did put that in the Book of Golden Deeds, though it was
not a kind or generous act, and did no good to anyone or
anything except Oswald’s own inside feelings. I must say
I think they might have let it alone. Oswald would rather
forget it. Especially as Dicky wrote it in and put this:
e. Enrichment (SAB)
103
Notes
104
Review Activities
1. Homonyms
Choose the correct word.
1.
a. red, beet
a. Charlotte’s face turned (red, read) as a (beat, beet). b. piece
b. Mother gave everyone a (peace, piece) of pie. c. feat
c. Russell accomplished a great (feet, feat) when he ran the d. hoarse
race. e. coarse
d. My voice is (horse, hoarse) from screaming at the
football game. 2.
a. “Next Thursday,” said
e. The bread is very dry and (course, coarse).
Mr. Wilcox, “we will
dissect a frog.”
2. Capitalization and Punctuation b. Aunt Marsha moved
Capitalize and punctuate. into our house on
Yardley Avenue.
a. next thursday said mr wilcox we will dissect a frog c. Karen carefully
b. aunt marsha moved into our house on yardley avenue unpacked four crystal
ornaments and
c. karen carefully unpacked four crystal ornaments and
placed them on her
placed them on her grandmothers hutch grandmother’s hutch.
d. jack asked may I go with mark chuck and jill d. Jack asked, “May I go
e. excuse me interrupted carl but I need to speak to you with Mark, Chuck, and
Jill?”
3. Transitive Verb and Direct Object e. “Excuse me,”
Underline the transitive verb and circle the direct object. interrupted Carl, “but I
need to speak to you.”
a. I ate an apple for dessert.

b. Steve delivers newspapers. 3.
c. She read a book. a. I ate an apple for
d. Chris and I climbed a mountain. dessert.
e. The spider spun a beautiful web. b. Steve delivers
newspapers.
c. She read a book.
d. Chris and I climbed a
mountain.
e. The spider spun a
beautiful web.
105
4. Possible answers: 4. Synonyms

a. strolled, meandered, Write a synonym for the following words.
paced
b. hollered, screamed,
called
a. walked
c. humorous, comical, b. yelled
hilarious c. funny
d. weird, unusual, d. strange
mysterious e. looked
e. peered, gazed, stared
5. Direct Object and Indirect Object

5.
a. The shepherd carried
Underline the direct object and circle the indirect object.
the lamb.
b. We sang many songs. a. The shepherd carried the lamb.
c. Jenny lost her ring. b. We sang many songs.
d. I read him a funny c. Jenny lost her ring.
story. d. I read him a funny story.
e. Robert drew her a
e. Robert drew her a detailed map.
detailed map.
f. It taught him a good
f. It taught him a good lesson.
lesson. g. They baked her a delicious cake.
g. They baked her a
delicious cake. 6. Diagram (Subject, Verb, Direct Object, Indirect Object,
Adjective)
Diagram the sentences in 5a-g. Diagram every word in each
6.
sentence.
a.
b.
c.
d.
e.
f.
g.
106
Assessment 3
Assessment 3 1.
a. Arrietty saw
(Lessons 10-12)
b. She hid
c. cat swatted
1. Underline the subject once and underline the action verbs d. Pod distracted
twice in the following sentences: e. Arrietty ran
a. Arrietty saw the cat. 2.

b. She hid under the clock. a. saw - irregular
b. hid - irregular
c. The cat swatted at her.
c. swatted - regular
d. Pod distracted the cat. d. distracted - regular
e. Arrietty ran to her father. e. ran - irregular
2. Which of the verbs you underlined are regular? 3. be, being, been, am, is,
Which are irregular? are, was, were
4. We are going with him.

be.
5. We are going
4. Underline the verb phrase in the following sentence. Circle
the helping verb. 6.
a. Arrietty sees the cat.
We are going with him. b. She hides under the
clock.
c. The cat swats at her.
5. Diagram only the subject and verb in the above sentence.
d. Pod distracts the cat.
Not every word will be diagrammed. e. Arrietty runs to her
father.
6. Rewrite the sentences in 1a - e changing the verbs to the
present tense. 7. Possible answers:
make, feed, cut
7. Give an example of a transitive verb.
8.
a. The young boy threw
8. Underline the direct object in the following sentences: the paper.
b. I fed the dog.
a. The young boy threw the paper. c. Sam found his green
b. I fed the dog. jacket.
c. Sam found his green jacket.
107
Assessment 3
9. 9. Diagram the subject, verb, adjective, and direct object in

a. the sentences in 8a-c. Every word will be diagrammed.
10. Underline the direct object in the following sentence and

b. circle the indirect object.
c.
Jim gave me the book.
11. Diagram the above sentence.

10. Jim gave me the book.
12. Write a sentence with an interjection separated by a
11.
comma. Write another sentence with the interjection
separated with an exclamation mark.
12. For example:
Oh, please don’t go.
-ed -ing
are beautiful.
1) approach
13. approached, 2) wander
approaching 3) commit
wandered,
4) corner
wandering
committed,
committing 14. Label the parts of speech in the following sentences. N
cornered, cornering (Noun), V (Verb), Adj (Adjective), Pro (Pronoun),
14.
Conj (Conjunction)
N V Adj Adj
a. Alice baked a chocolate cake and an apple pie.
N Conj Adj Adj N
cake and an apple pie.
b. The whole class attended the meeting.
Adj Adj N
c. She served a delicious meal.
V Adj N
attended the meeting.
15. Use the comparative or superlative forms correctly.
Pro V Adj Adj
N a. Angela is (happy) than Maria.

meal. b. He has the (cute) dog in the neighborhood.
Adj N V c. My dog is (friendly) than his dog.
Adj N
d. I am sure I am the (hungry) person in the whole world.
the room.
15.
a. happier
b. cutest
c. more friendly
d. hungriest
108
Þ Ñ Ñ Õ ÍÌ Ë Ü Ç ß
Í¬¿® ±º Ô ·¹ ¸¬
Lesson 13 Star of Light
Star of Light Patricia St. John (1919-1993) was an English author who
by Patricia St. John spent over 25 years of her life as a missionary in the Middle
Published by Moody
Tanglewood Secrets, was published in
Press
1940, and in 1983 she received the Children’s Book Award
Readability level: 7th Grade for Nothing Else Matters.
Star of Light tells of her own experiences as a missionary
in Tangier, Morocco. She spent her last years in England
Teacher’s Note: serving as president of Global Care, a foundation that helps
Enrichment Activities for children in impoverished nations.
the Star of Light Book
Study Unit are found after
Lesson 15 in the Student
Activity Book. Use as
needed in the next 3
weeks.
110
Star of Light Lesson 13
Summary
Star of Light tells the story of Hamid and Jenny,
are changed through the ministry of a missionary nurse.

Out of necessity, Hamid’s mother has become the number
two wife of a cruel and greedy man. They are a people
who worship idols and live in fear of evil spirits.
Hamid is a loving son and brother who is
saddened to learn that his beloved baby sister, Kinza,
is blind. When his stepfather learns of this, he makes
arrangements to hire Kinza out as a beggar and
eventually decides to sell her to the beggar.
Remembering a kind missionary nurse who had
once befriended her, Hamid’s mother entrusts him with
taking Kinza to the nurse where she knows she will be
well cared for. After a tiring journey full of adventure,
Hamid comes to the nurse’s house and leaves Kinza on
her doorstep. He returns to Bible classes taught by the
nurse in order to receive food and also to keep an eye on
Kinza.
Many miles away, a much spoiled and petted
little girl, Jenny, is recovering from a serious illness.
Her parents have been advised to take her away to a
warmer climate. Her mother remembers her old friend,
known to Jenny as “Aunt” Rosemary, and it is decided
to visit her in Northern Africa. Jenny is charmed by
Aunt Rosemary’s adopted blind child and immediately
wants to help Aunt Rosemary in her work. As she serves
alongside her aunt she begins to sense that something is
missing from her own life.
The climax of the story is reached when Kinza’s
stepfather kidnaps her, and Aunt Rosemary and Hamid
the hunger they feel in their hearts. Written by a former

missionary, Patricia St. John, this story is about true
events and people she has known.
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Discussion Questions and Activities

Chapters l-8
Day 1
a. Read the Introductory Note in Star of Light. Look at a
b. Read Chapters 1-3.
c. Write an essay. Contrast the way women, children, and

marriage are treated in Hamid’s country with ways they
are treated in our country. To contrast is to stress the
transitional
words such as on the other hand, however, but, on the
contrary, as opposed, counter to, etc.
You will not be spending a lot of time researching this

topic, so the essay could be just a couple of paragraphs.
The following is a sample essay:
In Hamid’s country women and children are treated
they are looked down upon, made to carry heavy loads,

and work a full twelve hour day. As opposed to the
United States where children are usually in school, and
women, if they work outside the home, have much shorter
hours. Women in the United States are treated more as
equals to men counter to Hamid’s country where they are
looked upon as property to be used.
country. For instance, polygamy, the practice of having

more than one wife, is common. On the contrary, in the
United States polygamy is illegal. Also, Hamid’s mother
married a man because she does not have any means
of supporting herself and her children. He married her
because of the free labor she and her children will give
him. On the other hand, people in the United States
usually marry for love, not giving much thought to
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d. Optional: Research blindness or read a short biography

of Helen Keller, Fanny Crosby, or Louis Braille on
the Internet. A biography is a true story written about
someone by somebody else.
Day 2
Read Chapters 4-5. Try retelling this portion of the story
in your own words. This is called narration.
Day 3
a. Storytellers tell their stories in three voices:
• First person
First person is when the story is told by a character
in the story as if he were talking directly to you telling
the story through his eyes. The pronoun I is used.
• Second person
Second person does not lend itself to storytelling
and is rarely used. If you have ever read the Choose
Your Own Adventure stories, you will notice that these
are told in the second person and you, the reader, are
directly addressed.
• Third person
Third person is when the story is being told by
someone outside the story, as if they had observed it
and now are telling you what happened.
Day 3
b. Star of Light is
what voice is Star of Light told? written in the third
person.
c. Chapters 1-5 introduced four main characters.
Hamid
Hamid’s sister, Kinza
Kinza’s mother
Kinza’s stepfather
During the next three days you will be writing a

character sketch of these main characters. You will be
writing a short paper describing each character.
113
include the character’s personality as well as physical

characteristics.
Some physical characteristics to consider:

• What does she look like?
• How does she carry herself?
• What kind of clothes is she wearing?
• How does she speak?
Some personal characteristics to consider:

• What is important to him?
• Is he friendly? Shy? Intelligent?
• What are his thoughts?
Today, write from Hamid’s point of view

person, as if you were the character. Tell how he feels
about his sister and family and their situation. Tell of his
problems and concerns as if you were Hamid.
The following is a sample character sketch of Hamid.

There is no right or wrong way to do this.
My name is Hamid. I am eleven years old and I live in

a country in Africa. I am the oldest in my family. I have
a nine-year-old sister, Rahma, and a two-year-old sister,
Kinza. My father died when I was nine years old and my
mother married a man named Si Mohamed because she
couldn’t feed all of us by herself. Si Mohamed’s older
wife is very mean to my poor mother, my sister, and me.
I work hard each day taking care of his goats.
My dear little sister, Kinza, is blind. In my country
blind people are not considered useful. I knew Si
Mohamed would be angry when he found out and would
want to give Kinza away. The night when he found out
he was surprisingly calm. He said that when Kinza was
old enough she could beg. I was angry. I did not want
years old Si Mohamed took her to the village to beg. I

love my little sister so much. My mother came up with a
way for me to save Kinza. I am very proud of her trust in
me and have pledged myself to protect and guide Kinza
all her life.
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Now go back and review the information given about
person. Tell how she feels about her family and situation.
The following is a sample character sketch of Kinza:
Kinza is my name. It means “treasure.” That is how

my big brother Hamid treats me. He gently carries me
because I am not very strong. I love to sit in the sun and
feel its warmth, even if I can’t see its light. I cannot see
my mother’s face either, but I love her soft touch. I also
love to listen for Hamid’s footsteps. I feel safest when I
am cradled in his arms.
I am usually very happy, except on market days. Then
my stepfather makes Hamid carry me to the village to
torment me, but worst of all, Hamid must leave me alone

there with the old beggar. He is not kind to me. If I fall
asleep in the long, hot afternoon, he slaps me to wake me
up and curses at me. When my stepfather agreed to sell
me to the beggar and his wife, my mother decided I must
go away with Hamid. I am not sure where we are going,
but I know Hamid will take care of me.
Day 4
a. Describe Kinza’s mother’s life as if you were her.
How would you feel if you were Hamid’s mother?
Scan over what you have read. Look for insights into
understanding Hamid’s mother.
b. Finally, and this might be the hardest to do, create a
person. How do you think he thinks and feels? Again,

you will probably have to scan over the material you
have read.
These character sketches will follow Day 3’s pattern.
115
Day 5
a. Read Chapter 6 “Adventures on the Way.” Narrate the
chapter back to your teacher with as much detail as you
remember.
Using information found in Chapter 6, draw an imaginary

map of Hamid’s and Kinza’s journey. Include the places
mentioned and label them.
The map might look something like this:
b. Read Chapters 7 and 8.
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Chapters 9-16
Day 1
a. Read Chapters 9-16 silently.
b. Read Chapter 10 out loud to your teacher. Use good

expression and speak clearly.
Day 2
a. In chapter 10, the English nurse uses Hamid’s deception
as an opportunity to teach him about walking in the light
and being clean. She does this by making an analogy.
An analogy is the comparison of unfamiliar ideas with Day 2
something that is simple or more familiar. b. Allow time for
discussion.
b. What are some analogies that Jesus made in Scripture? Ex:

I am the Bread of Life.
c. Today you will begin writing an analogy. First think of I am the vine.
what you would like to explain. Then write a story that You are the salt of the
illustrates this spiritual lesson. earth.
etc.
The following familiar story is an example of this kind of
analogy:
One day a boy carved a beautiful little boat out of

a block of wood. He eagerly took the boat to a nearby
lake and placed it upon the water. A strong wind blew
his boat far out in the lake, too far for the boy to reach it.
Sadly, the little boy had to go home without his boat.
Months went by and one day the little boy was
walking down the main street of the town. He happened
to pass a store that sold trinkets and odd items. Imagine
the boy’s joy as he looked in the window and saw his little
He rushed home, broke open his piggybank, and

taking all of his money, he ran back to the store to buy
his boat. As the little boy left the shop, he cradled his
precious boat in his arms and said, “Now you are twice
mine. Once because I made you, and once because I
bought you for a price.”
117
Day 3
a. Read Chapters 12-13.
Day 3
b. Refer to your map.
and her family from England to North Africa.

Day 4
a. Allow time for Day 4
discussion.
a. Read Chapters 14-16.
Discuss Jenny’s statement at the end of Chapter 15: “If
only Kinza could come back,” said Jenny to herself, “I
would never be disobedient or naughty again. I’d be
good for ever and ever.”
the library or the Internet. As you read, list some major

beliefs and practices. What is its origin?
Day 5
Using the information you gathered yesterday, along with
what you know about Christianity, write a 5-6 paragraph
paper contrasting Islam and Christianity.
• When contrasting two subjects you will be
such as but, however, on the other hand, on the

contrary, counter to, as opposed, etc.
• Your paper should touch on topics such as the

question of sin. What about eternity? How does
each religion teach how we are to live?
• Your paper should also contrast Jesus and

Mohammed since they are central to these two
religions. For instance, what claims did each
make? Did each perform miracles?
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Chapters l7-20 Day 3

a. Hamid
b. Jenny
Day 1 c. Possible answers:
1) At the beginning of the
story, Hamid was a little
contrasting Islam and Christianity. boy without hope. He
did not have much faith
b. Read Chapter l7 “An Exciting Night.” Narrate back to in his mother’s god or
in the saints that were
your teacher what you remember. Include as much detail worshipped by his
as possible. people. His main goal in
life was to stay out of his
cruel stepfather’s way
Day 2 and to take care of his
a. Before reading the last four chapters, discuss with your sister Kinza.
teacher what you think will happen to Hamid, Kinza,
After getting Kinza
and Jenny. This is called predicting an outcome. How settled with the English
would you end the story? nurse, he found
acceptance with a group
of homeless city boys.
b. Read Chapters 18-20. When they visited the
home of the nurse he
Day 3 heard about Jesus. He
then came face to face
with his sin and the price
Jesus paid for that sin.
b. Who was the main character in the second part of the As he heard more about
book? he began to change.
This is evidenced by his
c. Both Hamid and Jenny changed as the story was told. kind treatment of a small
starving kitten which he
Write a paper for each character describing the ways in would normally not have
which they changed. even noticed.
When Kinza’s safety
is again threatened,
1) How did Hamid change?
nurse. She helps him
2) How did Jenny change? rescue Kinza and Hamid
sees his mother once
more. She asks him to
Day 4 come home. He is afraid
Today, you will begin writing a book review of Star of of his stepfather, but
even more he wants to
Light. A book review is a kind of persuasive writing in learn all he can about
which you give your opinion of the book, supporting that Jesus. So Hamid stays
opinion with facts and details from the book. A book with the nurse, learning
to read. As his love
review may be written as a short one paragraph review or for Christ grows, he
more in depth with several paragraphs. purposes to return to his
family taking a Bible with
him to share the good
news, no longer afraid.
(continued on next
page)
119
Day 3 You may choose one or more of the following as the

c. Possible answer: subject for your paper:
2) Jenny was a much
loved, rather spoiled
little girl. When
1) Plot - the action that takes place in a story
we meet her she is Was it predictable?
recovering from an Hard to believe?
illness and her parents Was the climax interesting?
have been advised to What were some major events?
take her to a warmer Were you surprised at the ending?
climate. They were
going to visit her Aunt
Rosemary who was a
2) Characters - the people in the story
missionary nurse in How did they change in the story?
Northern Africa. Jenny What were their major personality traits?
was excited about Could you identify with them?
visiting this exotic
location. 3) Setting - where the story takes place
Was the setting important to the story?
Because of her love
for children and a
Why or why not?
sincere desire to help, Did you learn more about this part of the world?
Jenny was drawn into Was it believable?
her aunt’s work. She
decided she might like
to be a missionary These could include greed, courage, love, self-
like her aunt. She was
bewildered as her aunt
explains to her that she
cannot be a missionary Day 5
and tell people about a. Complete your book review today.
Jesus, because she
doesn’t know Him b. Optional: You may wish to make your review into a
herself. Then Jenny booklet and decorate the cover.
began her search for
God.
c. Enrichment (SAB)
120
Assessment 4
Assessment 4
(Lessons 13-15)
1. Self - explanatory
Narration is the
1. Read a chapter in a book and narrate what you read to your
retelling of the story in
teacher. your own words.
second person, and third person. I like ice cream.
3. What is an analogy? You like ice cream.

(second person)
He likes ice cream.
4. Predict the outcome of each of the following scenes: (third person)
a. It had snowed during the night. The sun came out and 3. An analogy is the
the snow started to melt but the temperature dropped and comparison of
everything froze again. Joanie came out of her house and unfamiliar ideas with
started to run down the sidewalk to the bus stop. something that is
simple or more familiar.
b. The house was dark when Carlos came to the door. He 4. Possible answers:
was sad that no one had remembered his birthday. He a. Joanie slipped on the
thought he heard a noise inside the house. When he ice and fell down.
opened the door, the lights suddenly came on. b. All of Carlos’ friends
jumped out and yelled,
“Surprise!”
c. Mark tipped the boat
canoe. They heard a loud buzzing noise and saw a huge
over and he and April
fell into the river.
swatting at the wasp.
5.
a. Plot – the action that
takes place in a story
a. Plot b. Characters – the
people in the story
b. Characters
c. Setting – where the
c. Setting story takes place
d. Theme d. Theme – what the
author wants to teach
through the story
121
Notes
122
Lesson 16 Devil in Print
Mary Drewery (1918 - ) The boys tiptoed down the shadowy

brings the Reformation
period to life in Devil in
stairs. Each creak of the uneven treads
Print. In order to insure
seemed agonizingly loud and as though
the accuracy of the book, it must surely waken the sleepers in the
she covered every step room above. A thin line of light showed
of Tom’s journey into under the door of the printing shop.
exile and home again. Tom drummed lightly on the panel with
Mrs. Drewery’s long time
involvement with the
Boy Scout movement in Devil in Print by Mary Drewery
England enhanced her
understanding of children Day 1
and the stories they like. a. Take the literature passage from dictation. Proofread,
Teacher’s Note:
Devil in Print is out of
b. List any misspelled words for study this week or use
print, but you do not need the following suggested list: treads, agonizingly, panel,
it for the lesson. shadowy, absence, separate, twelfth, hindrance.
the root word. If the root word ends with a silent e, drop
the e
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-ing -ingly
Ex: agonize agonizing agonizingly
1) amaze
2) surprise
3) long
4) accord
Adj N V Adj
Adj N d. Label the parts of speech in the following sentence.

shadowy stairs. Label articles as adjectives.
N(Noun), V(Verb), Adj(Adjective):
The boys descended the shadowy stairs.
124
Devil in Print Lesson 16
Day 2 Day 2
a. Read the following sentence: a. 1) ball
2) fell
3) down
The ball fell down.
1) What is the subject?

2) What is the verb?
3) Where did the ball fall?
b. Down tells where the ball fell. Down is an adverb.

Adverbs modify verbs, adjectives, and other adverbs.
Like adjectives, adverbs help to bring these words into
“focus” or clarify the meaning of verbs, adjectives, and
other adverbs.
Adverbs answer three main groups of questions:

• Time - when? how often?
• Place - where? c. 1) Tom
• Manner - how? how much? to what extent? 2) drummed
3) lightly(adverb)
c. Look at the last sentence of the literature passage.
1) What is the subject?
2) What is the verb?
3) What word describes how Tom drummed?
d. Adjectives usually appear before the noun they modify,

but adverbs usually do not appear before the verbs they
modify. Adverbs often appear after the verb or after the
direct object (if there is one), but many appear between
a helping verb and the main verb. Sometimes they
even appear before the complete predicate or before the
complete subject, at the beginning of a sentence.
Although some of these sound a little awkward, they still

make sense.
125
Day 2 e. Look at the second sentence of the literature passage.

e. agonizingly loud
Write the two words that tell how the creaking stairs
seemed. The second word you wrote is an adjective. The
f. Possible answers:
1) Today, each creak how. An adverb can describe a verb, adjective, or another
was loud. adverb.
3) Tom drummed
frequently on the Ex: The boys tiptoed.
panel. Today, the boys tiptoed. (tells when)
4) The noise awakened
the sleepers
The boys tiptoed downstairs. (tells where)
downstairs. The boys tiptoed quietly. (tells how)
Sometimes, the boys tiptoed. (tells how often)
1) Each creak was loud.

Add an adverb telling when it creaked.
2) The light showed under the door.
Add an adverb telling how the light showed.
3) Tom drummed on the panel.
Add an adverb telling how often Tom drummed.
g. shadowy stairs 4) The noise awakened the sleepers.
Add an adverb telling where the noise awakened.
each creak
uneven treads
g. Do not confuse adjectives with adverbs. Remember,
adjectives describe a person, place, thing, or idea.
thin line Underline all the adjectives in the literature passage.
Draw an arrow from the adjective to the word it
describes. (For this exercise, disregard articles, pronouns,
and possessives.)
Day 3
Day 3
a. 1) Tom took the book
reverently. (how)
a. Look at the following sentences about Devil in Print.
2) Tom was yawning Underline the adverbs and tell what question they
sleepily. (how) answer: how? when? where? to what extent?
3) Cochlaeuss’ 1) Tom took the book reverently.
shrewd mind was
immediately alert.
2) Tom was yawning sleepily.
(when) 3) Cochlaeuss’ shrewd mind was immediately alert.
4) Tyndale listened 4) Tyndale listened gravely.
gravely. (how) 5) Tom looked around wildly.
5) Tom looked around
wildly. (around-
where) (wildly-how)
126
b. Now rewrite the sentences in 3a, moving the adverb Day 3

around as was done in 2d. Notice that moving adverbs b. 1) Reverently, Tom
took the book.
around can change the emphasis of the sentence.
Tom reverently took
the book.
c. List all the adverbs from the literature passage. Tom took reverently
the book.
Tom took the book
common ending? reverently.
2) Sleepily, Tom was
yawning.
e. ADVERB ALERT!
Tom sleepily was
Words ending in -ly is often a clue that the word is an yawning.
adverb, but be careful. Not all words ending in -ly are Tom was sleepily
adverbs; some are adjectives. yawning.
Tom was yawning
sleepily.
3) Cochleuss’
shrewd mind was
immediately alert.
Cochleuss’
f. The word not or the contraction n’t is an adverb although immediately shrewd
it does not answer the questions adverbs answer. It is mind was alert.
used to make a sentence negative. Cochleuss’ shrewd
mind immediately
g. Adverbs are diagrammed on an angled line attached to was alert.
Cochleuss’ shrewd
mind was alert
immediately.
4) Gravely, Tyndale
subject verb listened.
Tyndale gravely
adverb modifying a verb: listened.
Tyndale listened
gravely.
5) Wildly, Tom looked
around.
subject verb
Tom wildly looked
around.
adverb modifying an adjective: Tom looked wildly
around.
Tom looked around
wildly.
c. down, agonizingly,
subject verb surely, above, lightly
adverb modifying another adverb:
127
h. Tom drummed h. Diagram this sentence.
Tom drummed lightly.
i. 1) decree was posted

i. Diagram the following sentences.
1) The decree was posted.
2) The Prince quietly answered.
2)
3) The people didn’t understand.
Prince answered
4) The crowd yelled angrily.
5) He walked away sadly.
3) people
j. Look at the sentences from 3a
in the third sentence. Cochlaeuss’ is a possessive noun.
When you change a name ending in s into its possessive
4) crowd yelled
form, usually just add an apostrophe (’). If the name is a
short one-syllable word, you usually add an apostrophe
and s (’s). You may also just add an apostrophe.
5) He walked Ex: princess’ crown or Les’s coat
k. Change the following nouns into its possessive form:
l. Review your spelling words.
Day 4
a. Practice identifying adverbs by using your easy-readers.
Tell what question they answer.
Day 4
Adj Adj N V
c. 1) A small bird pecked
Adv
c. Using the following sentences, label the parts of speech.
nervously. N (Noun), V (Verb), Adj (Adjective), Adv (Adverb), Pro
Adj N V (Pronoun)
Adv
loudly. 1) A small bird pecked nervously.
Adj N V 2) Large waves crashed loudly.
Adv
3) Bright daisies danced merrily.
merrily. 4) Bill played wildly.
N V Adv
4) Bill played wildly.
128
d. Using the sentences in 4c, diagram the subject, verb, Day 4

adjective, and adverb. Every word will be diagrammed. d. 1) bird pecked
e. Spelling test
2) waves crashed
Day 5
3) daises danced
sentences that contain a subject, verb, adjective, and/or
adverb. Diagram the sentences.
c. Choose skills from the Review Activities. 4) Bill played
d. Say That Again!
Hans Brinker, or the Silver Skates by American author

Day 5
Mary Mapes Dodge is set in the Netherlands. The story
is about a brother and sister, Hans and Gretel, whose Summary should include
father has had an accident. As a result of his injuries the following:
he is a helpless invalid resulting in the family living in Two poor children, Hans
poverty. In the course of the story, several boys take a and Gretel, are kneeling
on the ice as various
Dutch history and geography. people skate by.
The brother and sister are
Write a summary of this passage from Hans Brinker, or fastening crude pieces of
the Silver Skates: wood onto their feet with
rawhide strips in order to
go skating.
The children’s mother
On a bright December morning long ago, two thinly clad
cannot afford to buy them
children were kneeling upon the bank of a frozen canal in real skates.
Holland.
Gretel complains that the
tight rawhide hurts her
The sun had not yet appeared, but the gray sky was feet.
parted near the horizon, and its edges shone crimson Hans tells her she would
with the coming day. Most of the good Hollanders be better off wearing her
were enjoying a placid morning nap. Even Mynheer wooden shoes.
von Stoppelnoze, that worthy old Dutchman, was still Gretel reminds him that
slumbering “in beautiful repose”. their father burned her
wooden shoes.
Hans fastens a new string
basket upon her head, came skimming over the glassy to Gretel’s skate.
surface of the canal; or a lusty boy, skating to his day’s
129
work in the town, cast a good-natured grimace toward the
brother and sister, for such they were, seemed to be

fastening something to their feet—not skates, certainly,
but clumsy pieces of wood narrowed and smoothed at
their lower edge, and pierced with holes, through which
were threaded strings of rawhide.
Hans. His mother was a poor peasant woman, too poor

even to think of such a thing as buying skates for her
children many a happy hour upon the ice. And now, as
strings—their solemn faces bending closely over their

knees—no vision of impossible iron runners came to dull
the satisfaction glowing within.
In a moment the boy arose and, with a pompous swing of

the arms and a careless “Come on, Gretel,” glided easily
across the canal.
“Ah, Hans,” called his sister plaintively, “this foot is not

well yet. The strings hurt me on last market day, and now
I cannot bear them tied in the same place.”
“Tie them higher up, then,” answered Hans, as without

looking at her he performed a wonderful cat’s cradle step
on the ice.
“How can I? The string is too short.”
Giving vent to a good-natured Dutch whistle, the English

of which was that girls were troublesome creatures, he
steered toward her.
“You are foolish to wear such shoes, Gretel, when you

have a stout leather pair. Your klompen *{Wooden
shoes.} would be better than these.”
130
“Why, Hans! Do you forget? The father threw my
had done, they were all curled up in the midst o the

burning peat. I can skate with these, but not with my
wooden ones. Be careful now—”
Hans had taken a string from his pocket. Humming a tune

as he knelt beside her, he proceeded to fasten Gretel’s
skate with all the force of his strong young arm.
e. Enrichment (SAB)
131
a. Leanne walked away
immediately.
b. Ralph has done well.
1. Subject/ Predicate; Verb, Adjective, Adverb
Separate the complete subject and predicate with a vertical
line. Underline the subject once and underline the verb
twice. Circle the adverbs. Box the adjectives.
e. I didn’t go yesterday.
a. Leanne walked away immediately.
b. Ralph has done well.
c. Suddenly, the phone rang.
2. d. The stars shone brightly.
a. Leanne walked e. I didn’t go yesterday.
2. Diagram
Using the sentences above, diagram the subject, verb,
b. Ralph has done
adjective, and adverb. Every word will be diagrammed.
3. Possessive Nouns
c. phone rang Write the following words in their possessive form in a
sentence.
a. joggers
d. stars shone
b. president
c. audience
d. children
e. I did go e. Phineas
a. The joggers’ path was
lined with screaming
fans.
b. Everyone applauded
the president’s speech.
e. Phineas’ heart was

pounding as he waited
anxiously in line.
132
It was dusk of the sixth day since

they had left Cologne. The morning
and afternoon had had all the warmth
of St. Martin’s summer but now, as
the sun sank below the horizon, white
mist gathered over the water. One of
the mid-stream mills built on pontoons
loomed out of the wreathing vapor and
the master put over his helm and steered
for the shore. A voice hailed him from
the bank. The tow-lines shortened and
at last one of the crew was able to tie
up the vessel to the wharf-side. The
evening was still and quiet and peaceful,
even here on the quay.
Devil in Print by Mary Drewery
Day 1
following suggested list: Cologne, horizon, crew, vessel,
knowledge, dessert, nuisance, knives.
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¾ « ¬ « « ¿´´§ µ² © ·´´ ²±¬ »²¼ ¿ © ±®¼ò
Write the following words and underline the kn and gn.

Say the words aloud as you write them.
gn at the kn at the gn at the

beginning of a word beginning of a word end of a word
gnaw know reign
gnarl knock sovereign
gnash knot sign
gnome knuckle align
133
Day 1 c. Look up any unfamiliar words. (i.e. pontoons, quay)

Adj Adj N Conj Adj
When using your dictionary, remember to use the guide
N V Adv Adj. words
d. Label the parts of speech in the following sentence: N

(Noun), V (Verb), Adj (Adjective), Adv (Adverb), Conj
(Conjunction)
Teacher’s Note: The late morning and early afternoon was very warm.
Pronunciation may vary
depending on regional Day 2
accents.
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³ ¿§ ¾ » ° »´´»¼ © ·¬¸ « » ±® »© ò
Write the following words. Say the words aloud as you

write them. Underline ew, ue, and oo.
ew ue oo
blew blue too
Day 2 dew due moo
b. 1) A tall, broad man
crew clue coo
stepped forward.
2) My new master was
an unmarried man. stew issue woo
3) We stopped at the
principal hotel. b. Underline the adjectives in the following sentences. Do
not include pronouns or articles.

2) My new master was an unmarried man.
3) We stopped at the principal hotel.
134
Day 2
word describes day? c. sixth
d. The last sentence in the literature passage uses three

words to describe the evening. What are they?
Since these adjectives are in the predicate part of the

sentence and follow the verb, they are called predicate
adjectives. A verb which links a word in the predicate
to the subject is called a linking verb. Predicate
adjectives follow a linking verb and describe the subject.
e. Sometimes the word following a linking verb doesn’t

describe the subject, it just renames the subject. A noun
or pronoun following a linking verb that renames the
subject is called a predicate nominative.
Read the following sentence:
My father was the only boy in his family.
The verb was links the subject, father, to the noun boy.
Boy is a predicate nominative because it renames (or
father.
f. It
“Since they had left Cologne” is a phrase that adds
information, but cannot stand alone apart from the main
part of the sentence, “It was dusk of the sixth day.” This
type of phrase is called a dependent clause. Look at
the main part of the sentence. What is the subject of the
sentence?
g. was
g. What is the verb?
h. a predicate nominative
h. What part of the sentence is dusk?
135
Day 3
a. After reviewing 2d-e (and Lesson 10 if necessary),
underline and label the predicate adjectives (PA) and
PN - renames merchant
predicate nominatives (PN) in the following sentences.
2) He was a fool.
PN - renames fool Draw an arrow from the noun or adjective in the predicate
to the word in the subject which it describes or renames.
PN - renames Hans 1) The old merchant was a generous soul.

2) He was a fool.
4) The shop was dim. 3) Hans was a clumsy oaf.
PA - describes shop 4) The shop was dim.
5) He is sympathetic.
5) He is sympathetic.
PA - describes He
b. Both predicate adjectives and predicate nominatives are
diagrammed the same way. Add a slanted line to the base
line between the verb and either the predicate adjective
or the predicate nominative. Any words modifying the
predicate adjective or predicate nominative are placed on
a slanted line below.
subject verb predicate adjective or nominative

c. 1)
was soul
2) c. Using the sentences in 3a, diagram the subject, verb,

was fool adjective, predicate nominative, and predicate adjective.
3)
d. You learned that number words are adjectives. Today,
Hans was oaf
you will learn how to use the hyphen (-) in number
words. Number words from twenty-one to ninety-nine
4) are spelled with hyphens. Number words like
shop was dim hundred are not spelled with hyphens.
Ex: twenty-one
three hundred forty
5)
He is sympathetic
-four
seventy-nine
e. 1) two hundred e. Place hyphens correctly in the following number words.

seventy-seven 1) two hundred seventy seven
2) sixty-four 2) sixty four
4) seven hundred
4) seven hundred
136
Day 4 Day 4
Adj Adj N V
a. Label each word in the following sentences. N (Noun), a. 1) The kind woman was
PA
V (Verb), Adj ( Adjectives), PN (Predicate Nominative), delightful.
and PA (Predicate Adjective). Adj N V Adj
1) The kind woman was delightful. PN
2) The Raiders were the winners. winners.
N V Adj. PN
4) Martha was a worker. N V Adj. PN

5) Mary was a listener.
N V Adj. PN
6) Martha is angry. 5) Mary was a listener.
7) Mary is happier. N V PA
6) Martha is angry.
N V PA
b. Review 3b on how to diagram predicate nominatives and 7) Mary is happier.
predicate adjectives. Using the sentences in 4a, diagram
each word in every sentence. 4.
b. 1)
woman was delightful
c. Look at the second sentence in the literature passage.
Why is St. Martin’s spelled with an apostrophe and s (’s)? 2)
Raiders were winners
d. Look at the fourth sentence in the literature passage.
A voice hailed him from the bank. Think of some 3)
Chris is
synonyms you could use to replace the underlined
word. If you can’t think of any words, try looking in a 4)
thesaurus. Which way sounds better to you? Martha was worker
e. Spelling test 5)
Mary was listener
Day 5 6)
Martha is angry
a. Take the paragraph from dictation.
7)
Mary is happier
b. Practice identifying predicate adjectives and predicate
nominatives by looking in your easy-readers. c. It is telling of the
summer of St. Martin.
c. Choose skills from the Review Activities. (possessive noun)
d. Possible answers:
beckoned, called
137
Day 5 d. Say That Again!

d. Teacher’s Note: Write a summary of this passage from Hans Brinker, or
The Silver Skates:
the following:
Still they worked on, taking turns and whispering

Hans and his mother
whisper excitedly so as
cheerily to one another. Now and then Dame Brinker
not to wake up father. stepped noiselessly over the threshold and listened, to be
They are hoping to certain that her husband slept.
surprise him with money “What grand news it will be for him,” she said, laughing,
they think is buried “when he is strong enough to bear it. How I should like
beneath a tree.
Dame Brinker wonders all full of money, near him this blessed night, for the dear
why father buried it so man to see when he wakens.”
deep and is worried they
will kill the tree.
They dig for hours. tugging away at his work.
Daylight begins to appear.
They are dismayed that “There’s no doubt of that. They can’t slip away from us
after all that digging, there
now,” she answered, shivering with cold and excitement
as she crouched beside the opening. “Like enough we’ll
By this time Hans, too, began to tremble, but not with

cold. He had penetrated a foot deep for quite a space on
the south side of the tree. At any moment they might
come upon the treasure. Meantime the stars winked and
blinked at each other as if to say, “Queer country, this
Holland! How much we do see, to be sure!”
“Strange that the dear father should have put it down so

woeful deep,” said Dame Brinker in rather a provoked
tone. “Ah, the ground was soft enough then, I warrant.
How wise of him to mistrust Jan Kamphuisen, and Jan
in full credit at the time. Little I thought that handsome
fellow with his fun ways would ever go to jail! Now,
Hans, let me take a turn. It’s lighter work, d’ye see, the
deeper we go? I’d be loath to kill the tree, Hans. Will we
harm it, do you think?”
“I cannot say,” he answered gravely.
Hour after hour, mother and son worked on. The hole
grew larger and deeper. Clouds began to gather in the
138
moon and stars faded away and streaks of daylight began

to appear did Meitje Brinker and Hans look hopelessly
into each other’s faces.
They had searched the ground thoroughly, desperately,

all round the tree; south, north, east, west. THE HIDDEN
MONEY WAS NOT THERE!
e. Enrichment (SAB)
139
a. Kate is pretty

b. dog was frisky
1. Diagram (Subject, Verb, Adjective, Adverb, Predicate
Adjective, Predicate Nominative).
c. dad is coach
Diagram every word in the following sentences.
a. Kate is very pretty.

d. words were kind b. The dog was frisky.
c. My dad is the coach.
d. Her words were very kind.
e. mom is cook e. My mom is the best cook.
2. Linking Verb / Predicate Adjective

Write a sentence using a linking verb and a predicate
2. Example:
The towel was wet.
adjective. Draw an arrow from the predicate adjective to the
word in the subject it describes.
3. Example:
Josephina was an 3. Linking Verb / Predicate Nominative
excellent dancer. Write a sentence using a linking verb and a predicate
nominative. Draw an arrow from the predicate nominative
to the word in the subject it renames.
4.
a. two hundred
b. seventy-four 4. Hyphens / Number Words
a. two hundred
b. seventy four
140
Around the World in Eighty Days Lesson 18
“Parsee,” said he to the guide, “you

have been serviceable and devoted. I
have paid for your service, but not for
your devotion. Would you like to have
this elephant? He is yours.”
Around the World in Eighty Days by Jules Verne
Day 1
a. Take this conversation from dictation. Written
conversation is called dialogue. Proofread, looking for
any spelling or punctuation errors.
following suggested list: serviceable, devotion, glistened,
faithful, necessities, libraries, likelihood, restaurant.
-ing) to a word ending in y, look at the word. If the word

ends with a consonant and y, change the y to i; if the
word ends with a vowel and y
same rule applies when adding s.
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³ « ¬ ½ ¸¿²¹ » ¬¸» § ¬± · ¾ »º±®» ¿¼¼·²¹ ¿
ó·²¹ å
141
Lesson 18 Around the World in Eighty Days
c. Add -s, -ed, and -ing to the following words:
s -ed -ing
Ex: worry worries worried worrying
Ex: relay relays relayed relaying
1) hurry
2) try
3) cry
4) marry
5) play
6) stay
d. How did you do with the quotation marks in your

dictation? Read the following Quotation Rules.
e. Mr. Fogg: “Take him
and I shall still be your
debtor.”
Quotation Rules
Guide: “Your honour is

giving me a fortune!”
Passaportout: the second part of the quotation.

“Parsee, you have 3. The comma, exclamation mark, or question mark is
been serviceable and placed inside the closing quotation mark.
devoted. I have paid
4. Begin a new paragraph every time a new person
for your service, but
not for your devotion.
speaks.
Would you like to have 5. Put quotation marks around the actual words spoken or
this elephant? He is thought.
yours.”
“Good. Take him, e. Look at the literature passage. Using one color pencil,
friend. Kiouni is a underline the actual words spoken by Mr. Fogg. Using
brave and faithful another color pencil, underline the actual words spoken
beast.”
by the guide. Using a third color pencil underline the
“Here, Kiouni, here, actual words spoken by Passaportout. This helps you see
here. what words should be enclosed with quotation marks.
f. Add correct punctuation and capitalization.

f. 1) “I’ll see you
tomorrow,” said
1) I’ll see you tomorrow said Steve
Steve. 2) Anita asked where are we meeting
2) Anita asked, “Where 3) We’re meeting at noon said Steve and going to the park
are we meeting?”
3) “We’re meeting at
noon,” said Steve,
“and going to the
park.”
142
g. Look at the sentence spoken by Passaportout.

Passaportout is speaking to the guide whom he calls
“friend.” The word friend is set apart by commas
because he is the person addressed.
Ex: Tom, put the book in your bag.

Put the book in your bag, Tom.
Put the book, Tom, in your bag.
Write three sentences addressing a person, following the

examples above.
Day 2
a. Look again at the sentences spoken by Passaportout.
“Good! Take him, friend. Kiouni is a brave and faithful

beast.”
The word Good is followed by an exclamation point

to show mild enthusiasm. If you need to review
interjections, refer to Lesson 10. Label the parts of
speech in the following sentences. N (Noun), V (Verb),
Pro (Pronoun), Adj (Adjective), Adv (Adverb), Int
(Interjection)
1) Oh! It is not the same thing.

2) Aye, it was.
3) Oh yes, he does.
4) Well, you’ve worked hard.
Interjections
subject verb
Ex: Wow, you did a good job.

Wow
You did
143
Day 2 c. Diagram the following sentences. The last one is a

c. 1) Well challenge. It contains a predicate nominative.
you 've worked
1) Well, you’ve worked hard.

2) Aye, it was.
2) Aye
it was
3) Oh yes, he does.
4) Oh! It is not the same thing.
3) Oh yes
he does Day 3
a. There are four types of sentences: one that makes a
4.) Oh statement, one that asks a question, one that expresses
It is thing strong emotion, and one that makes a command.
Ex: Ralph went hiking in the mountains.

Interrogative - It asks a question and ends with a
question mark. (?)
Ex: Where did he go?
Exclamatory - It expresses strong or sudden emotion and
ends with an exclamation mark. (!)
Ex: The Appalachian Trails are beautiful!
Imperative - It makes a command and ends with a period
(.) or exclamation mark. (!)
Ex: Tell me all about your trip. OR
Tell me all about your trip!
Read the following sentence again:
Tell me all about your trip.
not name a subject, but it is understood. The subject in

the above imperative sentence is you. To diagram this
kind of sentence, place the subject where it normally is
placed, but enclose it with parentheses.
(You) tell
Day 3
b. 1) Marvin b. Name the subject in the following sentences.
2) We 1) Marvin is coming to help us with the Drama Club.
3) I 2) We thank you for coming
4) (You) 3) I’m glad to help in any way.
4) Get the script.
144
Get the script. c. (You) get
Hint
An imperative sentence often
does not state the subject; it is
understood to be you.
e. Write your own sentences with interjections.
f. Circle the interjections in the sentences provided below.

f. 1) Alas , he has gone.
1) Alas, he has gone. 2) Well , you must be
2) Well, you must be tired. tired.
3) Hey, come back here! 3) Hey , come back
here!
4) Oh , this is too
g. Review your spelling words.
Day 4
Today do a brief research about Jules Verne. Visit your
library or use the Internet. Write a paragraph using the
following questions as a guide.
Who was he?

When did he live?
Where did he live?
What did he do?
1) Begin your paragraph with a topic sentence. A topic

Day 4
sentence will tell what the paragraph is about. b. 1) I hope you’ll come,
2) Brad.
2) Casey, please come
3) Remember to begin your paragraph by indenting the here.
with peanuts,
cashews, and
b. Add commas.
almonds.
1) I hope you’ll come Brad. 4) I will have a snack,
2) Casey please come here. play basketball, and
read a book.
4) I will have a snack play basketball and read a book.
145
5) I’m sorry, Leslie, for 5) I’m sorry Leslie for being late.
being late. 6) My what a lovely day.
6) My, what a lovely
day.
are great! c. Spelling test
Day 5 Day 5
Adv Adj Adj
N V Adj N
Adj N V V DO
(helping verbs), adverbs, direct objects, indirect objects,
Adv predicate adjectives, and predicate nominatives. Show
unexpectedly. your teacher or write two examples of each.
Adj Adj N V
3) That funny clown is
Adj Adj PN c. Label the sentence parts in the following sentences.
the best juggler. N (Noun), V (Verb), Adj (Adjective) Adv (Adverb)
Adj Adj N V
4) The big collie gave IO (Indirect Object), DO (Direct Object)
IO Adj Adj DO PA (Predicate Adjective), PN (Predicate Nominative).
me a wet kiss.
Adj N V Adv PA
5) The bus is often late. 1) Joyfully, the children’s choir sang the anthem.
2) His son had come home unexpectedly.
3) That funny clown is the best juggler.
4) The big collie gave me a wet kiss.
5) The bus is often late.
d. Say That Again!

Write a summary of this passage from Hans Brinker, or
The Silver Skates.
Twenty boys and twenty girls. The latter, by this time, are
standing in front, braced for the start, for they are to have
the following:
them—two or three bend hastily to give a last pull at their
skate straps. It is pretty to see them stamp, to be sure that
Twenty boys and twenty
girls are lined up for the
race. creature in a red jacket and a new brown petticoat. Why,
One of the girls is Gretel
dressed in a new red and the skirt and the new cap. Annie Bouman is there, too.
jacket and brown skirt. Even Janzoon Kolp’s sister has been admitted, but Janzoon
One of the boys has himself has been voted out by the directors, because he
not been allowed to killed the stork, and only last summer was caught in the
race because of his bad
behavior.
146
This Janzoon Kolp, you see, was—There, I cannot tell The signal is given to
the story just now. The race is about to commence. begin the race.
Twenty girls are formed in a line. The music has ceased. Everyone is called back
because of a false start.
A man, whom we shall call the crier, stands between the Again the signal is given
and everyone races off.
a loud voice: “The girls and boys are to race in turn, until Cheering begins and we
one girl and one boy have beaten twice. They are to start
The crowd eagerly
watches.
line, turn, and then come back to the starting point, thus
making a mile at each run.”
Gleck rises in her pavilion. She leans forward with a

white handkerchief in her hand. When she drops it, a
bugler is to give the signal for them to start.
No. Back again. Their line was not true in passing the
judges’ stand.
The signal is repeated.
The multitude is quiet for an instant, absorbed in eager,

breathless watching.
Cheers spring up along the line of spectators. Huzza!
boundary mark? We cannot tell. Something red, that
yellow nearer still. Spectators at this end of the line strain

their eyes and wish they had taken their post nearer the
e. Enrichment (SAB)
147
1. Int Adj Adj N Review Activities

a. Wow! Five little puppies
V V Adv
were born yesterday. Choose the skills your student needs to review.
Adj Adj N
b. One small puppy
V 1. Noun, Verb, Adjective, Adverb, Interjection
shivered. Label the parts of speech N (Noun), V(Verb), Adj
Adj N V Adv
c. The boy played well. (Adjective), Adv (Adverb), Int (Interjection).
Adj Adj N V
d. The young girl sang
Adv
a. Wow! Five little puppies were born yesterday.
sweetly. b. One small puppy shivered.
Int Adj N V
e. Oh, a volcano erupted
c. The boy played well.
Adv d. The young girl sang sweetly.
today! e. Oh, a volcano erupted today!
2.
a. Wow 2. Diagram (Subject, Verb, Adjective, Adverb, Interjection)
puppies were born Diagram the sentences above.
3.
b. puppy shivered Look at sentence 1a above. Write the rule for explaining
why a comma is not placed between the words and little.
c. boy played
4. Diagram ( Interjection, Subject, Verb, Adverb, Adjective,
Predicate Nominative, Predicate Adjective)
girl sang
Using the following sentences, diagram all the sentence
d.
parts.
e. Oh a. Well, he is my best friend.

volcano erupted
b. Shh, you must be tired.
c. Hey, come here!
3. A comma does not
separate and little
because the words do
word puppies.
4.
Well
a. he is friend
b. Shh
you must be tired
c. Hey
(You) come
d. Oh
this is
148
5. Punctuation and Capitalization 5.

Punctuate and capitalize correctly. a. Thank you, Mr.
Morrison, for speaking
to our class.
a. thank you mr morrison for speaking to our class b. Mom, have you seen
b. mom have you seen sandys glasses Sandy’s glasses?
c. she may have left them at lakeside community center c. She may have left them
d. tomorrow ron said we are having a party for tims aunt at Lakeside Community
e. oh she found her glasses tom Center.
d. “Tomorrow,” Ron said,
“we are having a party
6. Plurals
for Tim’s aunt.”
Write the following words in plural form. e. Oh, she found her
glasses, Tom. or Oh!
a. beach She found her glasses,
b. company Tom.
c. family
d. attorney 6.
a. beaches
e. soprano
b. companies
f. potato c. families
g. stereo d. attorneys
h. loaf e. sopranos
i. hoof f. potatoes
j. knife g. stereos
h. loaves
i. hooves
7. Types of Sentences
j. knives
Punctuate the sentences. What kind of sentence is it?
7.
a. Please sit down a. Please sit down.
b. Would you like a drink of water (imperative)
c. I am so thirsty b. Would you like a
d. It was a hot day drink of water?
(interrogative)
e. Today was the hottest day of the year
c. I am so thirsty!
(exclamatory) or I am
so thirsty. (declarative)
d. It was a hot day.
(declarative)
e. Today was the hottest
day of the year!
(exclamatory)
149
Assessment 5
1. Assessment 5
a. The boys swam
(Lessons 16-18)
yesterday.
b. The lamp tipped over.
c. My cat naps often. 1. Underline the adverbs in the following sentences:
d. Lindsey spoke .
e. Sometimes I run. a. The boys swam yesterday.
b. The lamp tipped over.
2.
a. boys swam c. My cat naps often.
d. Lindsey spoke quietly.
e. Sometimes I run.
b. lamp tipped
2. Diagram the sentences above.

c. cat naps
3. What questions do adverbs answer?
d. Lindsey spoke 4. What part of speech is not?
5. Indicate if the following sentences have a predicate

e. I run
adjective (PA) or predicate nominative (PN):
3. When? How? a. John is my brother.

b. He is funny.
To what extent? c. The pie tastes delicious.
d. My dog is a cocker spaniel.
4. adverb
5. a. PN 6. Diagram the sentences above.

b. PA
c. PA
7. Write a sentence with an interjection.
d. PN
6. 8. Diagram your sentence. Diagram only the interjection,

a. John is brother subject, and verb.
b. He is funny
c. pie tastes delicious
d. dog is cocker spaniel
7.
8. Hey
That was funny
150
ÍØ Ñ Î Ì ÍÌ Ñ Î Ç Ë Ò × Ì
Lesson 19 Short Story Unit
Day 1
People have always enjoyed stories. You know how
exciting it sounds when someone says, “That reminds
me of a story....” Starting from a very young age you
were told and read stories. As you grew older you began
to read stories on your own. Without knowing it you
gained much discernment about good storytelling. You
have had experiences in your own life that would make a
good story. The problem is writing it down in a clear and
interesting way.
Teacher's Note:
The examples used in
What makes a good story? David Melton, author of
this lesson are not taken
from short stories. They
Written and Illustrated by..., says there are three basic
were chosen because elements of a story:
the authors should be
well-known to your 1) The beginning tells about the setting of the
student. The typical short story, sets the mood, and introduces the
story, although short, is characters.
much longer than what 2) The middle tells the plot and sets up a or
your student will write. problem to be solved.
Any good books your
3) The end presents a climax and a solution to the
student has read will
help him become a better
storyteller by providing
good examples of the Let’s look at each one of these elements a little more
elements taught in this closely.
lesson.
Setting
Teacher’s Note: First is the setting of the story. When you write a story
Enrichment Activities for you have to imagine where the characters are. The setting
the Short Story Unit are of the story tells when and where the story takes place:
the Student Activity Book.
I will begin the story of my adventures with a
3 weeks.
certain morning early in the month of June, the year of
grace 1751, when I took the key for the last time out of
the door of my father’s house. The sun began to shine
upon the summit of the hills as I went down the road;
and by the time I had come as far as the manse, the
blackbirds were whistling in the garden lilacs, and the
mist that hung around the valley in the time of the dawn
was beginning to arise and die away.
Kidnapped by Robert Louis Stevenson
the characters do.

152
Short Story Unit Lesson 19
Mood
The setting can also set the mood for the story, giving the
reader a feeling of happiness, sadness, peacefulness, etc.:
This room was chill, because it seldom had a
kitchens; solemn, because it was known to be so seldom

entered. The housemaid alone came here on Saturdays,
to wipe from the mirrors and the furniture a week’s quiet
dust. And Mrs. Reed herself, at far intervals, visited it
to review the contents of a certain secret drawer in the
wardrobe, where were stored divers parchments, her
jewel-casket, and a miniature of her deceased husband;
and in those last words lies the secret of the bedroom -
the spell which kept it so lonely in spite of its grandeur.
Jane Eyre by Charlotte Bronte
Using books on your shelf, look for passages describing
Day 2
Characters
The next important element of a short story that comes
in the beginning of the story is the introduction of the
characters. If you tell what a character looks like and
describe his mannerisms, then your readers begin to feel
they know him:
I remember him as if it were yesterday, as he came

plodding to the inn door, his sea-chest following behind
him in a hand-barrow - a tall, strong, heavy, nut-brown
man, his tarry pigtail falling over the shoulders of his
black, broken nails, and the sabre cut across one cheek, a
dirty, livid white. I remember him looking round the cove
and whistling to himself as he did so, and then breaking
out in that old sea-song that he sang so often afterwards.
Treasure Island by Robert Louis Stevenson
153
Dialogue
A short story, unlike a novel, is short enough to be read
comfortably in one sitting. Because it is short you
cannot spend a lot of time describing the setting or the
characters. The development of characters is best done
through the action of the story. The dialogue (what
the character says) will also give your readers further
information about him or her:
It was the voice of Scrooge’s nephew, who came upon him
approach.
heated himself with rapid walking in the fog and frost,

this nephew of Scrooge’s, that he was all in a glow; his
face was ruddy and handsome; his eyes sparkled, and his
breath smoked again.
“Christmas a humbug, uncle?” said Scrooge’s
right have you to be merry? What reason have you to be

merry? You’re poor enough.”
“Come, then,” returned the nephew gaily. “What
right have you to be dismal? What reason have you to be
morose? You’re rich enough.”
Scrooge, having no better answer ready on the
A Christmas Carol by Charles Dickens
Without using dialogue, you are just narrating a story.

You can tell the story quicker, but it will not be as
interesting. Conversation makes you feel as if you are
listening to the characters and are part of the story. Both
the setting and description of the characters can be
revealed through the dialogue:
154
After welcoming their sisters, they triumphantly

displayed a table set out with such cold meat as an inn
not this an agreeable surprise?”

“And we mean to treat you all,” added Lydia; “but
you must lend us the money, for we have just spent ours
at the shop out there.” Then, showing her purchases,
“Look here, I have bought this bonnet. I do not think it is
very pretty; but I thought I might as well buy it as not. I
shall pull it to pieces as soon as I get home, and see if I
can make it up any better.” And when the sisters abused
there were two or three much uglier in the shop; and

when I have bought some prettier-coloured satin to trim
it with fresh, I think it will be very tolerable.”
Pride and Prejudice by Jane Austen
Using books on your shelves, scan for descriptions of

characters.
Day 3
Plot
Finally, the plot of the story tells the action. There are
four general steps to develop the plot of the story:
1) Introduction
3) Climax
4) Resolution
1) Introduction
We have already discussed the introduction which
main characters.
2)
with. There is usually one major complication in a

short story, but there may develop several smaller
ones as the story progresses. These create tension and
155
3) Climax
The climax is the turning point of the story and should
be the most exciting part.
Day 3
4) 4) Resolution
“The Three Little Pigs”:
housing to keep them

away from the hungry Think about the following familiar fairytales.
wolf.
Climax: Wolf tries to come
down third little pig’s
“Little Red Riding Hood”
chimney. “The Three Little Pigs”
Resolution: Wolf falls into “The Three Bears”
hot water and is no longer “The Princess and the Pea”
a threat.
“The Three Bears”:

• When does the climax take place?
in the woods.
Climax: Goldilocks is
found in the little bear’s Ex:
bed. “Little Red Riding Hood”:
Resolution: Goldilocks
runs home. basket to her grandma. Unknown to her,
there is a hungry wolf in the woods.
“The Princess and the
Pea”:
Climax: Little Red Riding Hood discovers the
wolf in her grandma’s bed.
to marry only a true Resolution: Woodsman kills wolf or chases him away.
Princess.
Climax: Princess
complains of her bruises. of the other fairytales.
Resolution: Prince and
Princess marry.
Discuss with your teacher some of your favorite stories,
Days 4 & 5
Spend the next two days thinking about your story.
Where do you get a good idea for a story? The best
place is your own experience. Perhaps you can think of
could become the basis for your short story.
156
The Little House on the Prairie series by Laura Ingalls

Wilder and Caddie Woodlawn are the retelling of
someone’s experiences. Ask your parents, grandparents,
aunts, uncles, friends, etc. to tell you about something
that happened to them while they were growing up. Then
retell their story or use the story as a basis for another
story. is an example of using a factual
event and building a story around it.
Another idea is to rewrite a familiar story, like a fairytale,
the three little pigs from the wolf’s point of view. If you
would like to get it from your library, it is called The True
Story of the Three Little Pigs by Jon Scieszka.
Finally, your story idea may just come out of your

imagination. It could be set in the future or in a land that
you make up. Listed here are some prewriting tips.
Prewriting Tips
1) Before you begin writing, spend some time today
and tomorrow reviewing books and stories you have
read in the past.
2) Look for the basic elements of setting, character,
and plot.
with your teacher.

4) Then, write down some brief possible story ideas.
157
This week, you will begin writing your story.
1) Look over the list of story ideas you made last week.
2) How should you begin writing your story? First

remember to keep it simple.
3) Start with a few characters and one main problem.
4) A basic setting and short time span will also help.

Some writers like to begin their stories right in the
middle of the action, but you can also begin by
describing the scene and characters and then move
into the action.
5) Remember, it is best to let your characters “tell”

the story by using dialogue, instead of using only
narration.
6) Choose one story idea and begin writing. Looking

at a blank sheet of paper may be the hardest part for
you. David Melton calls this “conquering the power
of the white.” The best way to do this is to just begin
writing. Get some ideas down. Your story doesn’t
point. Just start writing!
7) Spend this week writing and developing your story.
as they go along. Talking it out seems to help make

things more clear. Ask your teacher to help you with
this.
to begin a writers’ club with several of your friends.

Meeting together and reading your stories or even just
parts of your stories aloud can be a great motivator and
help to stimulate ideas.
158
1) This week, edit your story.
2) Use the Checklist below to assist you in your editing.
4) Optional: You might also enjoy illustrating your story.
5) Creating Books With Children by Valerie Bendt is an

excellent resource that will tell you how to write and
bind your story into book form.
You have put a lot of work into this project, so share it

with others.
Checklist
l. Have you chosen an interesting title?

2. Is your setting clear?
4. Does your dialogue match your characters?

Is it believable?
5. Is your plot clear?
6. Do the events of your story follow a
logical pattern?
6) Enrichment (SAB)
159
Notes
160
Assessment 6
Assessment 6
(Lessons 19-21) 1.
a. where and when the
story takes place
b. problem the main
a. setting character has to deal
with
c. the turning point of the
c. climax story, usually the most
d. resolution exciting part
2. Student should give

these elements. his own examples.
3.
3. Diagram the following statements: a. room was chill
chilly
a. The room was chilly.

b. It had
c. It was silent.
4. Complete the following sentences by adding an adverb: It was silent

c.
a. Sara turned in her test . 4. Ex:

b. We will begin our exercise program . a. happily, reluctantly
c. While in the library, we should speak . b. tomorrow, soon
d. He shook his brother awake.
d. roughly, gently
5. Complete the following sentences by adding an adjective:

5. Ex:
a. silly, beautiful
a. Marc writes poetry. b. shy, funny
b. I met a girl on the bus. c. delicious, burnt
c. The apple pie smells . d. sour, chewy
d. I don’t like candy.
161
Assessment 6
6. ababb 6. What is the rhyme scheme of the following poem?
A Riddle
by Christina Rossetti
There is one that has a head without an eye,
And there’s one that has an eye without a head.
And when all is said,

Half the answer hangs upon a thread.
7. a pin, a needle
7. Can you solve the riddle?
8. Write the plural form of the following words:

8.
a. hooves a. hoof
b. mercies b. mercy
c. turkeys
c. turkey
d. pantries
e. bounties
d. pantry
e. bounty
162
Notes
164
Eight Cousins Lesson 22
The waters of the bay were dancing Louisa May Alcott (1832
- 1888) is best known for
in the sunshine. A fresh wind stirred the her book, Little Women,
chestnut-trees with a pleasant sound, which was largely based
and the garden below was full of roses, on her own life. Louisa’s
father was a noted
educator and taught
and twittering went on among the birds, Louisa and her sisters at
busy with their summer housekeeping, home. Because of her
and, far away, the white-winged gulls father’s poor investments
were dipping and diving in the sea, in idealistic projects,
where ships, like larger birds, went she spent most of her
childhood in poverty.
sailing to and fro. Louisa began at an early
Eight Cousins by Louisa May Alcott age to help support her
family. When a publisher
Day 1 urged her to write a book
for girls, she reluctantly
a. Take the literature passage from dictation. Proofread, agreed and in just six
looking for any spelling or punctuation errors. weeks she completed
Little Women. Critics
b. have noted that every
chapter of the book is a
complete story by itself,
and resolution.
word ends with a silent e, drop the e before adding a
×² © ±®¼ © ¸·½ ¸ »²¼ © ·¬¸ ¿ ·´»²¬ »ô ¼®±° ¬¸» »
Ì¸»®»º±®»ô µ»»° ¬¸» »

¾ »¹ ·²²·²¹ © ·¬¸ ¿ ½ ±²±²¿²¬ò
c. Complete the following chart.
-ed -ing -ment

Ex: amaze amazed amazing amazement
1) retire
2) require
4) bereave
5) place
6) commence
7) improve
165
Lesson 22 Eight Cousins
Day 1 d. Label the parts of speech in the following sentence. N

Adv Adj
d. Yesterday, Mr. Wilson’s
(Noun), V (Verb), Adj (Adjective), Adv (Adverb), Pro
N Conj Pro Adj N (Pronoun), Conj (Conjunction)
tree and our front gate
V Adv
fell down.
Yesterday, Mr. Wilson’s tree and our front gate fell down.
e. Diagram every word in the following sentence.

e. man walked
The kind, old man walked away.
Day 2
Day 2
a. waters passage?
b. were dancing b. What is the verb?
c. Between the subject and the verb is a phrase of the bay.

The word of shows the connection between the words
waters and bay. It is called a preposition. A preposition
is a word that shows a connection or relationship between
a noun or pronoun and another word in the sentence. You
should become familiar with them.
Common Prepositions
about above across after against
along among around at behind
below beneath beside between by
down for from in into
like of on over to
d. of, in, with, of, among, up upon through throughout toward
with, in, like under underneath up upon with
Teacher’s Note:
Some words look like
d. Using the literature passage, circle all the prepositions
prepositions but are often
adverbs. A preposition
must have an object. e. Underline the noun bay
of the bay begins with the preposition of and ends
with the noun bay. This is a prepositional phrase. A
prepositional phrase is made up of a preposition and
a noun phrase (a noun or pronoun and any adjectives
modifying it). The main noun or pronoun in the noun
phrase is called the object of the preposition.
166
f. Underline all the objects of the prepositions you circled Day 2

in this paragraph. f. of the bay; in the
sunshine; with a
pleasant sound; of
g. Is on in the third sentence of the literature passage a roses, , and
preposition? bees; among birds;
with their summer
h. Why or why not? housekeeping; in the
sea; like larger birds
In order for a word to be a preposition it must have an
g. No
object. If it does not, it is usually an adverb.
Ex: I fell down. (Down is an adverb describing where I
h. It doesn’t have an
fell.) object. It is an adverb.
I fell down the stairs. (Down is a preposition because it
has an object, stairs.) i. in the sunshine
is of the bay. What is the second prepositional phrase?

j. Yes, “the waters were
dancing” would still
j. If these phrases were removed from the sentence, would make sense.
the sentence still make sense?
k. While prepositional phrases are not always necessary to

the meaning of the sentence, they have a very important
job. Prepositional phrases help to modify certain words
in the sentence. Do you remember what other types of
k. Adjectives modify
words modify? nouns; adverbs modify
verbs, adjectives, or
l. Prepositional phrases perform the same job as adjectives other adverbs.
and adverbs. These phrases can be an adjective phrase
or an adverb phrase. The adjective phrase can be used
to modify a noun or pronoun. It will answer the same
questions that a single-word adjective could answer:
What kind? Which one? How many or how much?
Unlike the single-word adjective, though, the adjective
Ex: The boy with the brown hair stood up.

With the brown hair is a prepositional phrase describing
which boy; therefore, it is an adjective phrase.
167
m. The adverb phrase
single-word adverb, the adverb phrase answers the

questions: Where? When? How? How often? How
much? To what extent? Also, like a single-word adverb,
the adverb phrase can often be moved from one part of
the sentence to another.
Ex: The boy stood on the stage.
Day 2 On the stage is a prepositional phrase describing where

n. The phrase “of the he stood; therefore, it is an adverb phrase.
bay” describes which
waters.
o. “In the sunshine” the literature passage. Which one is an adjective phrase?
describes where the
dancing was. o. Which one is an adverb phrase?
p. with a pleasant sound
(adverb phrase)
p. Look at the prepositional phrases in the second sentence
of the literature passage. Are they adjective phrases or
and bees (adverb adverb phrases?
phrase)
q. Review your spelling words.
Day 3
Day 3
a. A fresh wind
a. Look at the second sentence of the literature passage. The
b. stirred the chestnut- A fresh wind stirred the
trees with a pleasant chestnut-trees with a pleasant sound.” This is a complete
sound sentence because it contains a subject and a predicate.
What is the complete subject?
c. The garden below
b. What is the complete predicate?
d. was full of roses,
e. A comma and the What is the complete subject?

conjunction and
d. What is the complete predicate?
e. What joins the two sentences?
Two or more sentences joined together with a

conjunction is called a compound sentence.
168
Day 3
List of Common Conjunctions f. 1) Rose went outside,
and but or so and she began to
nor yet for play.
2) I knew she was
hungry, so I gave
f. Write the following sentences as compound sentences. her an apple.
Choose the best conjunction, and remember to place the 3) Jamie likes
blueberries, but I
comma before the conjunction.
like strawberries.
Ex: We will read the story today. We will discuss it 4) You may go to the
tomorrow. We will read the story today, and we will library, or you may
discuss it tomorrow. stay home.
5) Our library books
1) Rose went outside. She began to play. were overdue, so we
2) I knew she was hungry. I gave her an apple.
3) Jamie likes blueberries. I like strawberries.
4) You may go to the library. You may stay home.
g. Read the following sentence.

g. Rose and Phoebe
Rose and Phoebe opened their presents together.
What is the subject of the sentence?
When a sentence contains more than one subject doing
one thing, it is called a compound subject.
h. Now, read this sentence.
Rose laughed and clapped her hands. h. laughed and clapped
What is the verb?

When a sentence contains a subject doing more than one
thing it is called a compound verb.
i. Sometimes, a compound sentence may contain a

compound subject, a compound verb, or both.
Read the following sentences.
Rose and Phoebe bathed the dog, and Will and Steven
worked in the yard. (This is a compound sentence with
two compound subjects.)
Rose and Phoebe danced and sang, and the boys clapped.
(This is a compound sentence with a compound verb.)
169
Day 3 j. Write a compound sentence.

j. Example:
Hannah wanted to go k. Write a sentence containing a compound subject.
to the movie, but she
was not old enough.
l. Write a sentence containing a compound verb.
k. Example:
m. Review your spelling words.
The cat and the dog
fought in the backyard.
Day 4
l. Example: a. Look at the last sentence of the literature passage. Try
The balloon bobbed writing this compound sentence as two sentences. End
housekeeping. Begin
playground. the second sentence with the word Far. Remember, a
sentence must contain a subject and a verb.
Day 4
a. A great chirping and
b. Looking at your new sentences, what is the subject and
twittering went on
among the birds, busy
with their summer
housekeeping. Far
c. What is the subject and verb of your second sentence?
away, the white-winged
gulls were dipping
and diving in the sea, chirping and
where ships, like larger twittering look like verbs. Sometimes, verb forms ending
birds, went sailing to in -ing are used as nouns. This is called a gerund.
and fro.
e. Underline the gerunds.
b. subject-chirping and 1) Swimming is my favorite hobby.
twittering; verb-went
2) My brother enjoys hiking and bicycling.
c. subject-gulls; verb-
were dipping and
f. Since prepositional phrases can modify the subject or the
diving. verb, they are diagrammed under the word they modify.
This is how an adjective phrase is diagrammed:
e. 1) Swimming is my
subject verb
favorite hobby.
2) My brother enjoys
hiking and bicycling.
g. This is how an adverb phrase modifying a verb is

diagrammed:
subject verb
170
h. A prepositional phrase can also modify the direct object

of a sentence. This is how it would be diagrammed:
subject verb direct object
Day 4
j. 1) waters were dancing
bay sunshine
i. A prepositional phrase can also modify the predicate

nominative or predicate adjective. This is how it would 2) wind stirred
be diagrammed.
trees
predicate adjective
or
subject verb predicate nominative
3) garden was full
roses
4) chirping went
j. Diagram the following sentences (subject, adjective, birds

adverbs, verbs, prepositional phrases, direct objects,
predicate nominatives, predicate adjectives). Diagram
every word in each sentence. 5) gulls were dipping
1) The waters of the bay were dancing in the sunshine. sea
2) A fresh wind stirred in the chestnut trees.
3) The garden below was full of roses.
4) A great chirping went on among the birds.
6) father is mayor
5) The white-winged gulls were dipping in the sea.
6) My father is the mayor.
7) Sherry broke the lamp.
7) Sherry broke lamp
k. Spelling test
Day 5
b. Using any of your books, make a list of as many
most?
171
c. Write three sentences using prepositional phrases. A

sentence may have more than one prepositional phrase.
Put parentheses around the prepositional phrase,
underline the preposition, and circle the object of the
preposition.

5. e. Say That Again!
e. Teacher’s Note:
The novel The Adventures of Pinocchio, written by Italian
the following:
author Carlo Collodi, was published in 1883. The lonely
woodcarver Geppetto who longs for a child carves a boy
The woodcarver Geppetto
lives in a small, neat
puppet to love. The puppet Pinocchio is very mischievous
cottage.
When he gets home, he real boy.
begins to carve a puppet.
He decides to call this Write a summary of this passage from The Adventures of
puppet Pinocchio. Pinocchio:
He carves the hair,
forehead, and eyes. Little as Geppetto’s house was, it was neat and
He is surprised when the
eyes move and look at a tiny window under the stairway. The furniture could not
him. have been much simpler: a very old chair, a rickety old
The puppet doesn’t
answer when Geppetto logs was painted on the wall opposite the door. Over
asks what he is looking at.
Then Geppetto makes kept boiling happily away and sending up clouds of what
the nose, which begins to looked like real steam.
grow longer and longer
even though he cuts it off.
As soon as he reached home, Geppetto took his tools and
He gives up and makes
began to cut and shape the wood into a Marionette.
the mouth.
“What shall I call him?” he said to himself. “I think I’ll

call him PINOCCHIO. This name will make his fortune.
I knew a whole family of Pinocchi once--Pinocchio the
father, Pinocchia the mother, and Pinocchi the children--
and they were all lucky. The richest of them begged for
his living.”
After choosing the name for his Marionette, Geppetto set

seriously to work to make the hair, the forehead, the eyes.
Fancy his surprise when he noticed that these eyes moved
172
insulted and said in a grieved tone:
“Ugly wooden eyes, why do you stare so?”
There was no answer.
After the eyes, Geppetto made the nose, which began to
stretched till it became so long, it seemed endless.
Poor Geppetto kept cutting it and cutting it, but the more
he cut, the longer grew that impertinent nose. In despair
he let it alone.
Next he made the mouth.
f. Enrichment (SAB)
173
Notes
174
Review Activities
1. Parts of Speech N (Noun), V (Verb), Adj (Adjective),

Adv (Adverb), Pro (Pronoun), Prep (Preposition), Conj
(Conjunction), Int (Interjection)
Label the parts of speech in the following sentences:
a. Answer the phone.
dog.
c. Oh, the key is locked inside the car!
d. The guitar and banjo are on sale.
e. Marsha slowly opened her weary eyes.
2. Capitalization and Punctuation 2.

Capitalize and punctuate. a. The Dillsboro Chamber
of Commerce was
a. the dillsboro chamber of commerce was established on established on May 14,
may 14 1962 1962.
b. “Ladies and
b. ladies and gentlemen said the announcer we are proud to
gentlemen,” said the
introduce our speaker dr james m mason announcer, “we are
c. we drove through georgia alabama and tennessee proud to introduce our
d. it rained during our vacation but we still had fun speaker, Dr. James M.
Mason.”
c. We drove through
3. Preposition or Adverb Georgia, Alabama, and
Tennessee.
Read the following sentences. Is the underlined word a
d. It rained during our
preposition (Prep) or an adverb (Adv)? vacation, but we still
had fun.
a. The boy walked through the woods.
b. The water seeped through. and New Zealand.
c. The cup tipped over.
d. The deer pranced over the fence. 3.
a. prep
e. I will swim across.
b. adv
c. adv
4. Gerund d. prep
Write a sentence using a gerund. e. adv
4. Example:
Running is Luke’s
favorite sport.
175
5. 5. Diagram
a. Diagram the subject, verb, adjective, prepositional phrase,
children direct object and predicate adjective in the sentences.
(adverb phrase) Write if the prepositional phrase is an adjective (Adj) or an
b. boy was sunburnt adverb (Adv) phrase. Every word will be diagrammed.
freckles
(adjective phrase)
b. The little boy with freckles was sunburnt.
c. Sarah played
c. Sara played with an orchestra.
orchestra d. I will eat around noon.
(adverb phrase) e. The apple on the tree fell to the ground.
d. I will eat
f. She played a song on the piano.
g. The water gurgled under the bridge.
(adverb phrase) noon h. A pack of seeds scattered over the table.
e. apple fell 6. Write a compound sentence.
tree ground
7. Write a sentence containing a compound subject.
f. She played song 8. Write a sentence containing a compound verb.

piano
(adverb phrase) 9. -ly
–ly to the following words:
g. water gurgled
bridge a. angry
(adverb phrase) b. beady
c. droopy
h. pack scattered d. cheeky
seeds table
(adjective phrase) 10. Prepositions/Adverbs
(adverb phrase) Underline the prepositions and circle the adverbs in the
6. Example: following sentences:
I plan to buy a new
puppy, or I will just get a. The children splashed through the rain puddle.
a dog from the pound.
b. One child slipped and sat down.
7. Example: c. Her friends helped her up.
Raphael and Maria plan d. They decided to walk around the puddles
to enter the dancing
contest.
8. Example:
Marshall dived into the
pool and swam to the
other side.
176
11. Punctuation 9.
Punctuate the following sentences and tell what type of a. angrily
b. beadily
sentence it is.
c. droopily
d. cheekily
a. The circus is coming to town
b. The lions are my favorite part of the show 10.
c. Will there be a parade a. through (prep.)
d. Go buy the tickets before they sell out b. down (adv.)
c. up (adv.)
d. around (prep.)
11.
a. The circus is coming to
town! (exclamatory)
b. The lions are my
favorite part of the
show. (declarative)
c. Will there be a parade?
(interrogative)
d. Go buy the tickets
before they sell out.
(imperative)
177
Eight Cousins by Louisa May Alcott
Day 1
Make a spelling list to study this week or use the

following suggested list: rapture, involuntarily, winsome,
reminded, grammar, independent, jewelry, maneuver.
Often words with the /cher/ sound at the end of a root

word is spelled -ture.
ñ ½ ¸»®ñ ±« ²¼ ¿¬ ¬¸» »²¼

±º ¿ ®±±¬ © ±®¼ © ·´´ ¾ » ° »´´»¼ ó¬« ®»ò
c. Write the following words and underline -ture. Say the

nature lecture rapture
Day 1
pasture culture tincture
d. Quotation marks can miniature gesture adventure
be used to show that a
word or phrase is used d. Why do you think quotation marks are used around our
in a special way. cousin?
e. Separate two or
e. How did you do with the commas in your dictation?
more adjectives with
commas.
a rule explaining why a comma separates the words shy
and soft.
178
f. Now, write your own sentence applying this rule. Day 1

f. Example:
The sweet, brown
g. Looking at the same sentence in the literature passage,
puppy jumped in my
write a rule explaining why a comma follows the words lap.
eyes and hair.
h. Write a sentence applying this rule. g. Separate two or more

phrases with a comma.
Day 2
a. Before adding -ly to words ending in y preceded by a
h. Example:
consonant, change the y to i before adding -ly. The soft clouds, blue
made a pretty picture.
ó´§ ¬± © ±®¼ »²¼·²¹ ·² ¿

½ ±²±²¿²¬ ¿²¼ § ô ½ ¸¿²¹ » ¬¸» § ¬± · ¾ »º±®» ¿¼¼·²¹ ó´§ ò
Complete the chart.

-ly
Ex: voluntary voluntarily
1) merry
2) momentary
3) necessary
Day 2
4) ordinary
a. 1) merrily
5) happy 2) momentarily
3) necessarily
4) ordinarily
literature passage. 5) happily
The word and is a conjunction.
List of Common Conjunctions

and but or so
b. bright hair and a
nor yet for
laughing face
179
Day 2 c. Circle the conjunctions in the following sentences.

c. 1) and 1) The aquarium held tetras, guppies, and neons.
2) and
2) Setting up an aquarium requires equipment,
3) or
knowledge, and patience.
3) You may choose the apple, peach, or blueberry yogurt.
d. and, for, and, and, but d. Circle all the conjunctions in the literature passage.
Day 3
a. Conjunctions are also used to join two sentences.
Punctuate a compound sentence with a comma before
the conjunction. To tell if the sentence is a compound
subject? Does it have a verb? Read the second part

of the compound sentence. Does it have a subject?
Does it have a verb? If you answered “yes,” then it is a
compound sentence.
The other lads looked up is a complete sentence.

They smiled involuntarily is a complete sentence.
is a complete sentence.
Day 3
Ran back to his tent is not a complete sentence; there is
b. 1) I ran the mile race, no subject. This is not a compound sentence, therefore,
and John ran the do not use a comma. This sentence contains a compound
hundred yard dash. and ran.
2) no comma needed
3) I’m taking piano b. Place commas correctly if it is a compound sentence.
lessons, and Amy
is taking guitar
lessons.
1) I ran the mile race and John ran the hundred yard dash.
2) John competed in the hurdles and the shotput.
c. looked and smiled 3) I’m taking piano lessons and Amy is taking guitar
lessons.
c. You learned in Lesson 22 that a conjunction is used to

connect words that perform more than one function in
d. and
literature passage, what two things do the lads do?
d. Circle the conjunction that joins these two verbs.
180
e. Verbs connected in this way are called compound verbs Teacher's Note:
and are diagrammed like this: If your student has
verb subject and compound

subject verb, tell him so he
may continue with
verb diagramming.
f. Diagram only the subject and the compound verb in this

Day 3
f. looked
The other lads looked up and smiled involuntarily. lads
smiled
g. Diagram only the subject and the compound verb in this

reminded
g. frock
the boyish hearts with a kindly desire.
h. Not only can a subject perform two or more actions, but

two or more subjects can perform the same action. This is
called a compound subject and is diagrammed like this:
subject
verb
mother
subject i. awoke
I
i. Look at the following sentence. Diagram every word.
Your mother and I awoke. j. 1) Mary and Jim

(compound subject)
2) car and van
(compound subject)
subjects and compound verbs or identify these elements
3) tugged and pulled
in the following sentences: (compound verb)
1) Hurriedly, Mary and Jim left the auditorium. 4) laughed and ran
2) The red car and the blue van backed into each other. (compound verb)
3) The horse tugged and pulled the heavy load. 5) kitten and puppy
4) The naughty boy laughed at his mother and ran away. (compound subject);
5) The kitten and puppy slapped and nipped each other. slapped and nipped
(compound verb)
k. Review your spelling words.
181
Day 4
a. Finally, not only can parts of a sentence be compounded,
but sentences can as well. You know that a simple
sentence consists of a subject and verb and makes one
complete thought. That is, it can stand alone. Very often
Day 4 we connect two or more complete sentences to form a
a. for
passage is a compound sentence. Circle the conjunction
joining the two complete sentences.
b. 1)
I can go
The main parts of a compound sentence would be
diagrammed like this:
park
or
subject verb
I can go
beach conjunction
subject verb
2)
Notice that each sentence has its own base line. The
conjunction which is on a solid horizontal line.
b. Diagram the following compound sentences. By now,

3) you should be able to diagram every word in the sentence.
clouds covered sun
l) I can go to the park, or I can go to the beach.

and
2) Bill loves spinach, but his little brother does not like it.
it rained
3) Thick clouds covered the sun, and it rained.
c. Example: c. Do you remember the gerund? It is a verb form ending in

The screeching of -ing used as a noun. Write a sentence using a verb form
as a gerund.
disturbing.
last two words read laughing face. In this sentence, the

word laughing is a verb used as an adjective. This is
called a participle. Participles are verb forms ending in
-ing or -ed used as an adjective.
d. 1) Flying vehicles
Ex: Her bewildered face surprised everyone.
amaze my
grandmother.
2) Jim put away his Underline the participles.
folded clothes. 1) Flying vehicles amaze my grandmother.
2) Jim put away his folded clothes.
182
e. Do not confuse a gerund with a participle. Read the Day 4

following sentence. Is the italicized word a gerund or e. gerund
participle?
Emily loves jumping on the trampoline.
f. Review the direct objects in Lesson 12, 3c-g. An action

verb may also have two direct objects. A sentence with a
compound direct object is diagrammed as follows:
direct object
subject verb
direct object
g. Look at the following sentence.

g. jerseys and stockings
Homily knitted their jerseys and stockings.
Homily knitted what?
h. Diagram the subject, verb, adjective, and direct objects.

jerseys
h.
Homily knitted
i. If you need to, review prepositions in Lesson 22, 2c-m.
A sentence may contain more than one prepositional stockings
phrase. Look at the diagram below.

subject verb
j. There can also be two or more objects of a preposition.
subject verb subject verb

object of prep. object of prep. k.
or
object of prep. object of prep.
k. Find and diagram only the subject, verb, adjective,

prepositional phrase, and predicate nominative in the
following sentence. Look carefully, there are not only
two objects but three.
The kinswoman was a winsome sight with her shy, soft

eyes, bright hair, and laughing face.
183
l. If you need to, review predicate adjectives and predicate

nominatives in Lessons 10 and 17. A linking verb can
have a compound predicate adjective or compound
predicate nominative. They would be diagrammed as:
predicate adj. or predicate noun
subject verb
predicate adj. or predicate noun
Day 4 m. Diagram every word in the following sentence.

m. still
evening was quiet The evening was still, quiet, and peaceful.
peaceful
n. Spelling test
Day 5
Day 5
b.
b. Diagram every word in the following sentence.
A fresh wind stirred the chestnut trees with a pleasant
and bees.
Day 5 d. Say That Again!

d. Teacher’s Note: Write a summary of this passage from The Adventures of
Summary should include Pinocchio:
the following:
The fairy asks Pinocchio “Where are the gold pieces now?” the Fairy asked.
where the gold pieces are. “I lost them,” answered Pinocchio, but he told a lie, for
Pinocchio lies and says he had them in his pocket.
he lost them even though
they are in his pocket. As he spoke, his nose, long though it was, became at least
His nose grows at least two inches longer.
two inches.
He continues to lie saying “And where did you lose them?”
he lost them in the wood. “In the wood near by.”
His nose continues to
grow.
At this second lie, his nose grew a few more inches.
When the fairy suggests
going to look for them,
“If you lost them in the near-by wood,” said the Fairy,
184
he lies again and says he

lost there is always found.” swallowed them.
“Ah, now I remember,” replied the Marionette, becoming Now his nose is so long
more and more confused. “I did not lose the gold pieces, he cannot even turn
around in the room.
but I swallowed them when I drank the medicine.”
He asks why the fairy is
laughing at him.
At this third lie, his nose became longer than ever, so
She tells him that she
long that he could not even turn around. If he turned
knows he is lying and that
to the right, he knocked it against the bed or into the there are two kinds of lies,
windowpanes; if he turned to the left, he struck the walls lies with short legs and
or the door; if he raised it a bit, he almost put the Fairy’s lies with long noses.
eyes out. Pinocchio is so ashamed
he tries to leave the room
The Fairy sat looking at him and laughing. but can’t get out the door
because of his long nose.
“Why do you laugh?” the Marionette asked her, worried
now at the sight of his growing nose.
“I am laughing at your lies.”
“How do you know I am lying?”
“Lies, my boy, are known in a moment. There are two

kinds of lies, lies with short legs and lies with long noses.
Yours, just now, happen to have long noses.”
Pinocchio, not knowing where to hide his shame, tried to

escape from the room, but his nose had become so long
that he could not get it out of the door.
e. Enrichment (SAB)
Being able to diagram sentences does

not make you a better writer. Only actually writing
can do that. Diagramming sentences helps you see the
relationship between the parts of the sentence. You have
probably discovered some sentences that you are still
not sure how to diagram. When you run into these, just
diagram the parts you are sure about. At a later date,
you may wish to pursue a higher study of grammar.
Sentence diagramming can be very complicated but a fun
challenge
185
Notes
186
Review Activities

1. Example:
Jason mowed the yard
1. Compound Verb and raked the leaves.
Write a sentence with a compound verb.
2. Example:
2. Compound Subject Terry and her friends
Write a sentence with a compound subject. studied together.
3.
3. Compound Sentence a. Ronnie went mountain
Join the two sentences with a conjunction to make a climbing, and Steven
compound sentence. Choose the best conjunction, and don’t stayed home.
forget the commas. b. Sandy wrote a poem,
and it was published in
a. Ronnie went mountain climbing. Steven stayed home. a magazine.
c. Today was good, but
b. Sandy wrote a poem. It was published in a magazine.
tomorrow will be better.
c. Today was good. Tomorrow will be better. d. Randy broke his arm,
d. Randy broke his arm. It is healed now. but it is healed now.
but my friend likes

4. Gerund mysteries.
Write a sentence using a gerund.
4. Example:
I enjoy .
5. Participle
Write a sentence using a participle. 5. Example:
Sarah rocked the
6. Capitalization and Punctuation crying baby.
Capitalize and punctuate.
6.
a. “Happy Birthday, Mrs.
a. happy birthday mrs thompson exclaimed her students
Thompson!” exclaimed
b. have you read a tale of two cities by charles dickens her students.
asked tom b. “Have you read A
Tale of Two Cities by
d. what do you think asked uncle george Charles Dickens?”
e. my aunt said come back this spring asked Tom.
c. “This week,” said
7. Diagram (Compound Subject and Compound Verb, and
miles.”
Compound Sentence) d. “What do you think?”
Diagram the sentences you wrote in 1-2. You may choose to asked Uncle George.
diagram just the subject, verb, and conjunction. e. My aunt said, “Come
back this spring.”
187
8. 8. Diagram (Compound Direct Object, Compound Predicate

a. pies
Aunt Sue baked
Adjective, and Compound Predicate Nominative)
cakes Diagram the sentences.
b. long
ballgame was a. Aunt Sue baked pies and cakes.
exciting b. The ballgame was long and exciting.
c. Shawn is my brother and my best friend.
c. brother
d. I called Brian and Terry.
Shawn is
friend
d. Brian 9. Diagram (More than one Prepositional Phrase)

I called Diagram the sentences.
Terry
a. The boy with the lost dog walked around the corner.
e. warm
b. The book in the library was displayed for the students.
felt
soothing
c. The man at the window peered through the shades.
9.
a. boy walked
dog corner
b. book was displayed
library students
c. man peered
window
shades
188
Assessment 7
Assessment 7
(Lessons 22-23)
1. Refer to Lesson 22.
2.
2. Underline the prepositional phrases in the following a. across the street - adj.
sentences and tell if they are adjective phrases or adverb phrase
phrases: b. in the crib - adv. phrase
c. on the trampoline - adv.
phrase
a. The neighbors across the street are moving.
d. on the boy’s face - adj.
b. The baby slept in the crib. phrase
c. Peter jumped on the trampoline. e. to my brother - adv.
d. The smile on the boy’s face brightened the room. phrase
e. I talked to my brother.
3.
a. neighbors are moving
3. Diagram the sentences above.
street
b. baby slept
crib
c. Peter jumped
trampoline
d. smile brightened room
Continued on the next page. face
e. I talked
brother
189
Assessment 7
4. Answers will vary, Ex: 4. Write a sentence with:

a. Mary and Martha were
sisters.
a. a compound subject
b. Martha cleaned and
cooked.
b. a compound verb
c. She worked in the c. a compound object of a preposition
kitchen and garden. d. a compound direct object
d. Mary played the piano
and organ. 5. Draw the diagram form for one of the sentences above.
5.
subject
a. verb
subject
b. verb
subject
verb
c.
subject verb
d. direct object
subject verb
direct object
190
Þ Ñ Ñ Õ ÍÌ Ë Ü Ç
Ì ¸» Ó § ¬»®·±«
Þ »²»¼·½ ¬ Í±½ ·»¬§
Lesson 24 The Mysterious Benedict Society
Summary
The Mysterious Benedict Reynie Muldoon has lived at Stonetown Orphanage since
Society written by Trenton his parents died. Although he is only eleven years old, he has
Lee Stewart.
Published by Little, Brown
Books, 2008. Miss Perumal. One day he reads an advertisement in the paper
looking for talented children which results in his taking a series
of tests. Reynie is very clever and passes the tests using his
ability to problem solve. He, along with three other children
who also passed the test, is introduced to the mysterious
Mr. Benedict where they learn of a dangerous plot he has
uncovered. Strange messages are being transmitted subliminally
around the world. Their purpose is unknown. Mr. Benedict
asks the children to go to the Learning Institute for the Very
is being planned. This dangerous mission will require all the

children’s cleverness and problem solving abilities.
While at the L.I.V.E., the children meet Mr. Curtain, the
with false stories to instill fear in the general population. Then

he will use his machine, The Whisperer, to soothe the fears thus
earning the gratitude of all and putting more power in his hands.
Those who oppose him will have their memories wiped and be
put away at the Institute.
As the children try to stop Mr. Curtain they learn to work
together as a team. They also learn that the only way to combat
their fears is to confront them.
192
The Mysterious Benedict Society Lesson 24
Vocabulary
A. Read the word in its context. What do you think the word
A.
means? Look up the word in the dictionary, write a clear
1. conspicuously –
easily seen
1. conspicuously 2. imperceptibly –
very slight or
Inside the Monk Building, conspicuously posted signs gradual
led them down a series of corridors. 3. apprise – to inform
4. meticulously –
2. imperceptibly taking great care
5. candor – open, frank
Curtain’s chair had been rolling closer, slowly, almost 6. taunted - mocked
imperceptibly, so that now their faces were very near to 7. prodigious –
each other. great in size or
amount
3. apprise 8. cryptic – mysterious
or puzzling
I imagine you wish to call Miss Perumal and apprise her
of your situation.
4. meticulously
meticulously groomed.
5. candor
It was thrilling to be spoken to with such candor and

trust.
6. taunted
Taunted and bullied, ridiculed and abused by other

children, I don’t miss my childhood.
7. prodigious
Sticky’s prodigious memory and reading abilities had

made him an incomparable quiz champion.
8. cryptic
He concluded his entry with a simple but cryptic line that

could apply just as easily to Mr. Benedict or Mr. Curtain.
193
B. B. Complete the sentences with the correct vocabulary word.

1. prodigious
2. candor
3. conspicuously 1. Setting up the booth took a ____________________
4. apprise
5. taunted amount of work.
6. cryptic
7. imperceptibly 2. Sally’s _________________ during the interview was
8. meticulously
refreshing.
3. ____________________ tall basketball players circulated
around the room.
4. I will have to _______________ my parents of my
weekend plans.
5. Even though he was small, brave David
_______________ the giant.
6. We could not make out the _______________ message.
7. The gas was __________________ seeping into the room
8. Jasper ______________________ groomed the poodle.
Reading
You will be reading The Mysterious Benedict Society over the
Discussion Questions
Discussion questions may be written as short essay answers
Day 1
Chapters 1-2
1. Who is Reynie?
2. How did Reynie help Rhonda solve her pencil problem?
How did Sticky help Rhonda? How Did Kate help
Rhonda?
4. How did Sticky pass the second test? How did Kate pass?
5. How did Sticky get his name?
6. How many things in Kate’s bucket do you remember?
194
Day 2
Read Chapters 3-6
2. What is Kate’s story?

3. How did each of the children make it through the maze?
4. How did Constance handle the tests?
6. What was the purpose of the tests?

7. What do all the children have in common?
8. What is Mr. Benedict’s “project?”
10. What does L.I.V.E stand for?
Day 1
1. Reynie Muldoon is an eleven year old boy who has lived at Stonetown Orphanage since his
and has been assigned a private tutor, Miss Perumal.

2. Reynie broke his pencil in half and gave one half to Rhonda. Sticky let Rhonda lower him into
the storm drain to try to retrieve her pencil. Kate used her tools to remove the grate and lower
herself into the drain to retrieve the pencil.
in the test.
Kate failed the test but was resourceful in helping the test giver get away.
5. People started calling him that because everything he reads sticks in his head.
horseshoe magnet, and a length of slender nylon rope.
Day 2
1. The directions said to cross the room without setting foot on a blue or black square. Reynie
required to try once again. This time she walked across on her hands.
2. Kate’s mother died when she was a baby and her father left her when she was two. She lived
in an orphanage until she was seven. Then she ran away and joined a circus where she learned
many skills.
3. Reynie, using the clue given by Rhonda, followed the wiggly shaped arrows. Sticky made it
steps. Kate unscrewed the heating grate and went under the maze, straight to the other side.
(continued on next page)

195
Day 3
Chapters 7-13
1. How are the children going to communicate with Mr. Benedict?

2. What is Sticky’s story?
3. What names do the children suggest for their team?
4. Describe each of the following: executives, messengers, recruiters, and helpers.
5. What are some of the contradictory rules of the Institute?
discovery does the sign of Gemini lead the children to?

7. What does Reynie realize when he discovers that everything is backward at the
Institute?
8. Understanding names in the story can give you some insight into a character or place.
What special meaning could the following have?
Nomansan Island
Binnud Academy
Ladroptha Curtain
Mr. Benedict
Constance Contraire
Martina Crowe
S. Q. Pedalian
Day 2 continued
4. Constance brought thirty-seven pencils and gave Rhonda one, she just gave rude answers to
the questions, and she refused to go through the maze, deciding to have a picnic instead.
and urgent project.

7. Besides being gifted and resourceful, they are all alone.
being transmitted all around the world to people without their knowing it. The messages
are hidden in television and radio transmissions. These messages seem to be in code, but
don’t make any sense. Mr. Benedict believes this is just the beginning of a much more
dangerous plot.
9. Those that have an uncommon love for the truth.
10. Learning Institute for the Very Enlightened.
196
Day 3
2. When Sticky was seven years old, his parents learned that he was very gifted and could
remember everything he had ever read. They began entering him into contests which
he always won. His parents began to push him to win more because it was making them
wealthier. He decided to pretend to run away from home to see if his parents missed him.
When he discovered they didn’t he decided to leave for good and was living on his own until
he saw Mr. Benedict’s advertisement.
3. Kate – The Great Kate Weather Machine and her Stormy Companions
Sticky – The Four Kids Gang, The Secret Agent Children Group, Mr. Benedict’s Very Secret
Team
Constance – The Doomed to Fail Bunch, The Mysterious Benedict Society
4. executives – former students who did so well as messengers they were hired on as leaders
messengers – students at the top of the class who have special, secret privileges. They are the
ones used to send out the hidden messages
recruiters – the Institute scouts who bring in new children
helpers – grown-ups that do all the cleaning, laundry, cooking, etc.
5. Ex: You can wear whatever you want…as long as you have on trousers, shoes, and a shirt.
You can bathe as often as you like, or not at all…provided you are clean everyday
in class.
You can eat whatever and whenever you want…so long as it’s during meal hours
in the cafeteria.
You’re allowed to keep the lights on in your rooms as late as you wish…until 10:00
each night.
You can go wherever you want…so long as you keep to the paths and the yellow-tiled
corridors.
6. They were startled because he looked just like Mr. Benedict. They realize that Mr. Curtain
must be Mr. Benedict’s twin brother.
7. He realizes that L.I.V.E. spelled backwards is Evil.
8. Nomansan Island – This comes from a famous quote by John Donne, “No man is an island.”
Human beings do not exist by themselves. We are all connected.
Binnud Academy – Binnud is the beginning sound of Benedict.
Ladroptha Curtain – From the book, “But if they don’t go, then it’s over – the curtain falls,”
referencing the end of freedom and truth.
Mr. Benedict – Comes from Latin, meaning “blessed.”
Constance Contraire – Constantly contrary
Martina Crowe – A martinet is someone who strictly follows rules. To crow is to boast.
S. Q. Pedalian – Pedalian sounds like pedestrian, which means common, dull, lacking in
imagination
197
Day 4
Read Chapters 14-19
1. How does Reynie put himself to sleep at night?

2. How do the children know when Mr. Curtain starts boosting the power of the
transmissions?
3. Why are they the only ones who are aware of this?
4. How do the children plan to become Messengers? How do they carry out this plan?
5. What important information does Reynie learn from Mr. Curtain?
6. What does Reynie realize when he meets a helper that he knows?
Day 4
1. He writes “mental” letters to Miss Perumal.
2. They suddenly felt annoyed, angry, and confused. Constance could even hear the
Messenger’s voice.
3. Just as Mr. Benedict had said, only minds with an unusually powerful love of truth noticed
anything that was happening.
4. They plan to cheat. Reynie places his paper where Kate can easily see it over his shoulder
and she copies his answers. Sticky uses scratches and twitches to send the answers to
Constance by Morse code.
5. Things are going to change. He calls it an Improvement. When the change comes there will
be no more need of Messengers.
6. The helpers and the recruits have had all their memories erased.
198
Day 5
To help you better appreciate the book, today you will do one or both of these activities as
you have time.
1. If you don’t already know how, learn to play chess. If you do know how, practice
your game.
2. Using the charts below, practice the Morse Code. When you are good at it, take turns
sending messages to each other.
A M Y
B N Z
C O 1
D P 2
E Q 3
F R 4
G S 5
H T 6
I U 7
J V 8
K W 9
L X 0
199
A. Vocabulary
back A. Read the word in its context. What do you think the word
2. skeptical - doubting,
questioning
means? Look up the word in the dictionary, write a clear
3. philanthropist –
a person who
contributes to those
in need He when the spray struck his face.
4. cacophony –
disagreeable or 2. skeptical
harsh sound
Sticky, irritated that Kate hadn’t been frightened in the
confound, confuse dark drain, was inclined to be skeptical.
6. accosted –
to approach or 3. philanthropist
confront His generosity quickly got around, which inspired other
7. conciliatory – philanthropists to send even more money.
placating,
reconciling
8. subtlety – delicacy,
4. cacophony
The corridor erupted into a cacophony of excited
conversation.
There had been times in Sticky’s life when an important

question would him no matter how well he
knew the answer.
6. accosted
Nobody accosted him in the student dormitory when he
slipped into his room and changed.
7. conciliatory
Mr. Gaines’s demanding tone had become conciliatory
now, almost ingratiating.
8. subtlety
Subtlety had never been Kate’s strong suit.
200
B. Complete the sentences with the correct vocabulary word. B.
1. Knowing when to use the correct form of lay/lie can 2. subtlety

________________ most students. 4. philanthropist
5. conciliatory
6. accosted
match the paints. 7. skeptical
8. cacophony
3. The students _____________________ each time the
chalk squeaked on the blackboard.
4. Because of her great contribution, she was given the

__________________ of the year award.
5. Her ____________________ tone helped to bring peace

between the opposing groups.
6. The smells of the restaurant ___________________ my

nose when I opened the door.
7. She told me I would enjoy the ride, but I was

___________________.
______________________erupted in the classroom.
201
Discussion Questions
Discussion questions may be written as short essay answers.
Day 1
Chapters 20-25
1. According to Mr. Curtain, what is the essential component of human personality?
2. What is “brainsweeping?”
3. Why does Mr. Curtain call his machine the “Whisperer?”
4. How does Sticky describe the Waiting Room?
5. How did Sticky escape getting punished for cheating? Why did they choose to
incriminate Martina?
6. Did their plan work? How?
Day 2
Chapters 26-31
1. What does Mr. Curtain call his process of getting messages out? How does it work?
greatest fear is. What is Reynie’s? What is Sticky’s?

3. Why does the machine want to know what they fear?
4. What does Mr. Curtain have in store for those who oppose him?
5. The Whisperer soothes fear, but it is an illusion and the fear always returns. What is
the only way of truly getting rid of fear?
Day 1
1. Fear
2. The process of destroying a person’s memories
3. The machine uses the children’s minds to broadcast or “whisper” Mr. Curtain’s hidden
messages.
4. “But Reynie, it’ll kill me if I have to go back to that place. All those hours, with every second
crawling by – and other things crawling by, things you can’t see – constantly sinking into that
goop, the smell so horrible, like something dead, like maybe it’s yourself that’s dead –“
5. Sticky told Mr. Curtain that Martina Crowe had pressured him into giving her the answers.
They chose Martina because she was always tormenting them and because they needed to have
her removed as a Messenger to open a place for one of them.
6. Martina was removed as a Messenger and made an Executive. Both Reynie and Sticky were
made messengers.
Day 2
1. He calls it packaging. All his messages were “packaged” in phrases that triggered all the
information contained in them.
2. Reynie is afraid of being all alone. Sticky was afraid of not being wanted.
3. If fear is the essential component of human personality, soothing fears allows the machine to
gain control.
4. He plans to brainsweep them.
5. Message: Whisperer too strong…please advise. Response: Remember the white knight.
202
6. What is the Emergency Mr. Curtain has planned? What does it accomplish?
7. What does SAD stand for? How does Mr. Curtain plan to use this?
8. Mr. Benedict knew the children would choose to complete their mission. What
message did he have for them?
9. When Reynie was tempted to give up he sent a message to the mainland. What was
the response?
10. What did the response mean?
11. According to Mr. Curtain, what is the only way to make fear disappear?
12. What are Sweepers?
Day 3
Read Chapters 32-35
1. Kate’s bucket is getting lighter. Remembering the list given at the beginning of the
book, how many items can you name that are missing?
2. How does Milligan get caught?
3. What do you think the message “laughter is the best medicine” means?
4. Why does Sticky want to be called Sticky?
5. When Kate is tempted to leave Constance in bed, what does she remember?
6. Why was Kate’s decision to save Constance a very brave thing?
6. Since Mr. Curtain thinks that fear is the controlling part of human personality, he plans
to create a fear that everyone feels. Then he plans to use the Whisperer to soothe the fear.
Everyone will be so thankful they will gladly give him more and more power.
7. SAD stands for Sudden Amnesia Disease. He plans to make the Institute the Amnesia
Sanctuary and put anyone who resists him in it.
8. He reminded them that everyone of them was essential to the success of the team, so they must
rely upon each other in everything. They must also rely on Milligan who was sent to help them.
had made a move, but because he doubted himself, he started over, which was the wrong thing
to do.
10. Reynie is not to doubt himself.
11. Fear must be confronted.
12. They are similar to the Whisperer. They don’t erase memories, just bury them.
Day 3
slingshot, the pencil, and the eraser.

2. In his anxious hurry to hide the note to Milligan, Reynie stacks two stones carelessly and leaves
grabs it and eats it. He then tries to run away but the Recruiters catch him.
3. answers will vary
4. He thinks that he is not dependable or brave and does not live up to the name George
Washington.
5. Kate remembered that Mr. Benedict had said it would take all four of them in order for the
plan to be successful and that was they had all agreed on the day before.
6. Because Kate has exhibited a strong sense of invincibility throughout the book, we might be
tempted to think her choice didn’t cost her anything. But we are told that there is another part
of Kate that does not feel invincible and this makes her choice heroic.
203
Day 4
Read Chapters 36-39
1. In the last couple of chapters we learn something very surprising about Mr. Curtain.
What is it? Why has he been pretending?
2. Kate also has a big surprise. What is it?
4. What is Constance’s great gift?

5. Why does Constance behave the way she does?
6. The theme of a literary work is the central idea or ideas about life that recur
throughout the work. One of the themes found in The Mysterious Benedict Society is
teamwork. Can you think of another theme?
Day 5
Reynie was tempted to cheat when he took the exam at the beginning of the book.
Why did he decide not to? Later in the book, the children are tempted to cheat again?
What is their decision that time? Do you agree with that choice? Write a short essay
supporting your thoughts and opinions as you compare the two incidents.
Day 4
1. Although Mr. Curtain traveled around in a wheel chair, he can walk. Like Mr. Benedict, he
hint Mr. Benedict had given the children in the message “laughter is the best medicine.”
2. She learns that Mr. Milligan is her father.
3. “Think of everything you love and hold on to it!”
4. Constance gift if stubborn independence.
5. She behaves like a stubborn toddler, because she is a stubborn toddler. She is a very precocious
two year old.
6. Ex: Truth, Family, Friendship, Resourcefulness
204
Activities
Complete as many of the following activities as you have time

for this week.
1. Kate’s bucket was very useful. If you had a bucket, what

would you put in it? Write a paragraph explaining your
choices.
called “narcolepsy.” Find out what this is, what the 5.

symptoms are, and how it is treated. a) yesterday, today,
3. Mr. Benedict discovered that subliminal messages are and tomorrow
being sent out over television and radio waves. Find out b) Whether it has been
discovered or not,
if this can really happen? Has it ever been done? Mt. Everest is
still the tallest
was, “Are you brave?” Write a paragraph that answers mountain.
this question. c) Once, because once
you subtract it, the
5. One of the reasons this book is so much fun to read is the number is not 25
creative way the children solve puzzles. Try answering anymore. OR As
these brain teasers: many times as you
a) Can you name three consecutive days of the week like: 25-5, 25-5,
25-5….
without saying Monday, Tuesday, Wednesday, d) Since dividing by
Thursday, Friday, Saturday, or Sunday? a fraction is the same
b) Before Mount Everest was discovered, what was the as multiplying by
tallest mountain on earth? its reciprocal. Ex:
dividing by ½ is
c) How many times can you subtract the number 5 from the same as
25? multiplying by 2/l.
d) Divide 30 by ½ and add 10. What number do you So 30 divided by ½ is
get? 60 + 10 = 70.
e) 60 minutes. You take
e) If a doctor gives you three pills with the instructions
to take one pill every half hour, how many minutes the doctor gives
will it take you to take all three pills? them to you, the
second pill a half
f) Is there a 4th of July in England? hour later, and the
6. The Mysterious Benedict Society third pill a half hour
the trilogy. Read the other two books: The Mysterious after that.
Benedict Society and the Perilous Journey and f) Of course there
The Mysterious Benedict Society and the Prisoner’s is a July 4 in
England, just as
Dilemma. there is a July 1,2, 3,
5…31.
205
Throughout the story you have just read the children are victims of teasing and bullying
Have you ever experienced either? How did you respond? Discuss with your teacher.
The most common form of an essay is the deductive form, where you have two or three
generalization (thesis statement) of the items. For example:
serious consequences.
Your next two paragraphs will go on to describe both of the sides: their behavior, motivation,
Finally, the last paragraph should contain your conclusion and why you have come to it.
Suggested Schedule:
Day 1 Discuss your thoughts with your teacher. Formulate the thesis sentence.
Day 2 Make an outline and begin writing your paper.
Day 3 Finish writing your paper.
Day 4 Proofread for content and style. Make any necessary changes.
206
The Writing Process

A. Begin the essay
• Ask a question and then state that you intend to answer it.
• Use a pertinent quotation from a book, an authority, etc.
• State your topic.
• Begin with a dependent clause: When you think about it...
Although most people don’t know...
B. Connect the parts
• When similar points are being made use transitional words and phrase
connectives: While... moreover... to sum up... furthermore.
• When contrasting points are being made use transitional words and phrase
connectives: nonetheless... despite this... on the other hand... however.
• To indicate stages in your argument use transitional words: initially... at the
in the third place...

C. End the essay
• with a pertinent question.
• by repeating your opening topic.
• with a personal opinion, additional information, a warning, or a
declaration of intent.
D. Proofread
• Title - Capitalize main words.
• Format - neatness, margins, etc.
• Check spelling.
• Check for complete sentences.
• Check for problem words: its-it’s, whose-who’s, theirs-there’s,
207
Assessment 8
Assessment 8
(Lessons 24-27)
1. while, moreover, to 1. What transitional words may be used to connect similar

sum up, furthermore points?
2. nonetheless, despite 2. What transitional words may be used to connect contrasting

this, on the other hand, points?
however
3. initially, at the onset,

3. What transitional words may be used to indicate stages in
to begin with, in your argument?
conclusion
4. What transitional words may be used to number your
division?
the third place
5. What is narration?
5. a retelling in story form
208
Notes
209
Lesson 28 Psalm 1
Blessed is the man who shuns the place

Where sinners love to meet;
Who fears to tread their wicked ways,
But in the statutes of the Lord

Hath placed his chief delight;
By day he reads or hears the Word,
And meditates by night.
He like a plant of generous kind,
By living waters set,
Safe from the storms and blasting wind,
Enjoys a peaceful state.
Green as the leaf and ever fair
Shall his profession shine,
While fruits of holiness appear
Like clusters on the vine.
Not so the impious and unjust;
Their hopes are blown away like dust,
Sinners in judgment shall not stand

Amongst the sons of grace,
Appoints His saints a place.
His eye beholds the path they tread,
His heart approves it well;
But crooked ways of sinners lead
Down to the gates of hell.
“Psalm l” by Isaac Watts
Day 1
a. Listen as your teacher reads this poem by Isaac Watts.
Is the poem familiar to you?
212
Psalm 1 Lesson 28
b. Copy the poem or take one verse from dictation. In this

poem, each new line is capitalized even though it does
not always begin a new sentence. There are many styles
in poetry writing, and sometimes poets prefer not to
c. Proofread carefully and correct any errors in punctuation

or spelling. List any misspelled words for study this
ascent.
d. When you spell a word ending in f, l, s, or z at the end of

a word, you often double the letter.
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¿®» ±º¬»² ¼±« ¾ ´»¼ ¿¬ ¬¸» »²¼ ±º ¿ © ±®¼ò
Û ¨ æ ½ ±ºº ô ½ ±ºº»®
e. Write the following words, and underline the double

consonants. Say the words aloud as you write them.
Day 1
f. Lord, Word, Christ the
Judge, His right hand,
f. All words referring to God (including pronouns) and the His saints, His eye, His
Bible are capitalized. heart
Ex: Word of God, Prince of Peace, Son of God, He
Find all the words in the literature passage which refer to

God and the Bible.
g. 1) God’s Word is
nourishment for the
g. Capitalize the sentences. soul.
1) god’s word is nourishment for the soul.
knowing He (God) is
3) god shines his love on everyone. with me.
3) God shines His love
on everyone.
213
Lesson 28 Psalm 1
Day 2
a. When adding -ness, -ment, -less, -er, -est, or -ed to
words ending in y, preceded by a consonant, change the y
to i -ing to words
ending in y, keep the y.
½ ±²±²¿²¬ ¿²¼ § ô ´·µ» ¸±´§ ô ½ ¸¿²¹ » ¬¸» § ¬± ·

¾ »º±®» ¿¼¼·²¹ ó»®ô ó»¬ô ó²»ô ó³ »²¬ô ó»¼ ±®
ó´»ò Õ »»° ¬¸» § © ¸»² ¿¼¼·²¹ ó·²¹ ò
Day 2 b. Complete the chart.

b. 1) happiness
-ness -ment -less -er -est -ed
happier, happiest
2) loveliness
Ex: holy holiness holier, holiest
lovelier, loveliest 1) happy
3) emptiness 2) lovely
emptied 3) empty
4) merriment 4) merry
merrier, merriest
c. Read Psalm 1 in the Bible. Compare it to Isaac Watts’

poem. How closely does Mr. Watts follow the Scripture?
d. abab
trochaic d. What is the rhyme scheme of this poem?
What is its rhythmic foot? Refer to The Poetry Unit,
lesson 7, if you don’t remember.
e. He like a plant
Green as the leaf
e. Find an example of a simile in the passage. Refer to The
fruits of holiness
Poetry Unit Lesson 5 if you need to review similes.
appear Like clusters
hopes are blown away other poems that Isaac Watts wrote that have been set to
like dust music.
f. Answers will vary
Day 3
according to your
hymnal.
a. You have learned about a gerund and participle. Another
way a verb form may be used is as an . An
to before the word.
Ex: To run a marathon is a great feat. (noun)

The man to run the marathon is Mark. (adjective)
214
Psalm 1 Lesson 28
Day 3
1) Jesse will learn to bake. b. 1) Jesse will learn to
bake.
2) The pie to make is Jerry’s recipe.
2) The pie to make is
Jerry’s recipe.
c. Example:
d. Begin memorizing this version of Psalm 1 by Isaac To live is the greatest
Watts. adventure of all!
e. Using a favorite psalm, begin writing a poem about it just

as Mr. Watts has done with Psalm l.
Day 4
a. Continue your memorization work.
b. Finish writing your poem. Day 4

c. Example:
I like to read.
d. To show a possessive
spelled with an apostrophe s (’s)? Write the plural form, an apostrophe s
(’s) is used.
scoffers’ seats
e. Spelling test
Day 5
a. Write Isaac Watts’ “Psalm 1” from memory. OR
b. Take it from dictation once again.
d. Say That Again!
Growing bored listening to her sister’s tedious book,

Alice happens to spy a large, white rabbit hurrying
down a rabbit hole. Upon following the rabbit, Alice
falls down the hole into a very peculiar world. British
author Lewis Carroll published Alice’s Adventures in
Wonderland in 1865.
215
Lesson 28 Psalm 1
Day 5 Write a summary of this passage from Alice in Wonderland:

There were doors all round the hall, but they were all
the following:
locked; and when Alice had been all the way down one
side and up the other, trying every door, she walked
a hallway with locked
sadly down the middle, wondering how she was ever to
doors. She doesn’t know
how to get out.
get out again.
legged glass table with a

Suddenly she came upon a little three-legged table, all
key on it.
made of solid glass; there was nothing on it except a tiny
The key does not open
any of the doors in the
belong to one of the doors of the hall; but, alas! either
hallway. the locks were too large, or the key was too small, but at
Behind a low curtain is a
any rate it would not open any of them. However, on the
small door that the key
second time round, she came upon a low curtain she had
does unlock. not noticed before, and behind it was a little door about
She peers through the
little door and sees a
beautiful garden.
Alice opened the door and found that it led into a small
the door. passage, not much larger than a rat-hole: she knelt down
She goes back to the table
and looked along the passage into the loveliest garden
you ever saw. How she longed to get out of that dark hall,
it that wasn’t there before.
There is a label on the those cool fountains, but she could not even get her head
bottle that says “Drink though the doorway; “and even if my head would go
me.” through,’ thought poor Alice, ” it would be of very little
use without my shoulders. Oh, how I wish I could shut
up like a telescope! I think I could, if I only know how to
begin.’ For, you see, so many out-of-the-way things had
happened lately, that Alice had begun to think that very
few things indeed were really impossible.
There seemed to be no use in waiting by the little door,

so she went back to the table, half hoping she might
shutting people up like telescopes: this time she found a

little bottle on it, (“which certainly was not here before,”
said Alice,) and round the neck of the bottle was a paper
label, with the words “DRINK ME” beautifully printed
on it in large letters.
e. Enrichment (SAB)
216
Notes
217
a.
Tim
left Choose the skills your student needs to review.
Mark
1. Diagram
b.
cousins
Diagram every word in the following sentences.
They visited a. Tim and Mark left for California.
friends b. They visited their cousins and friends.
c.
Tim stayed c. Tim stayed in San Francisco, and Mark went to
San Francisco and Sacramento.
Mark went
Sacramento
d. Dinner smells delicious.
d. e. My sister is the leader.
Dinner smells delicious
2. Compound Verb
e. Write a sentence with a compound verb.
sister is leader
3. Compound Subject
2. Example: Write a sentence with a compound subject.
Matt sang and danced
around the room. 4. Compound Sentence
Write a compound sentence.
3. Example:
5. Capitalization and Punctuation
Jill and I walked home.
Add capitalization and punctuation.
4. Example:
The phone rang, so I a. wow the car show in atlanta georgia was great
answered it. b. paula was born on september 3 2000
5. d. mom have you seen karens bookbag

a. Wow, the car show in
e. mom said I think its in toms room
Atlanta, Georgia was
great!
b. Paula was born on
September 3, 2000.
c. My aunt’s dog had
puppies.
d. “Mom, have you seen
Karen’s bookbag?”
e. Mom said, “I think it’s
in Tom’s room.”
218
6. Simile 6. Example:
Write a sentence using a simile. Her eyes twinkled like
little stars.
7. 7. Example:
Write three sentences using a gerund, participle, and gerund-Jogging is
good exercise.
participle-He waved to
the screaming fans.
8. Plurals (Irregular) to
The fourth verse of the literature passage refers to “green run the marathon is
as the leaf.” Write the plural form for leaf. Mark.
8. leaves
9. Compound Sentence
Join the two sentences with a conjunction to make a 9.
compound sentence. Choose the best conjunction and a. Tessa enjoys cooking,
don’t forget the comma. but she hates cleaning
up.
b. I am going to camp,
a. Tessa enjoys cooking. She hates cleaning up
and I am going to ride
b. I am going to camp. I am going to ride horses. horses.
c. It looks like rain. We will have to go inside. c. It looks like rain, so we
d. Do you want a hamburger? Do you want a hotdog? will have to go inside.
d. Do you want a
10. Prepositions hamburger, or do you
Underline the prepositions in the following sentences: want a hotdog?
10.
a. The bright kite soared into the sky. a. into
b. Suddenly, it got caught in a tree. b. in
c. The kite crashed to the ground. c. to
d. over
219
Lesson 29 The Story of the Treasure Seekers
Edith Nesbit (1858 -

1924) was 40 years old
book about the Bastable

children, The Story of
the Treasure Seekers,
in order to raise money
for her family. As an
adult, Mrs. Nesbit was a
nonconformist, shocking
the society of her day by
cutting her hair short and
smoking. In writing about
the Bastables, however,
she drew from her very
conventional English
upbringing. For instance,
the games the Bastable
children play are taken
from memories of her own
young life. Critics say
that her books are among
not as miniature men and

The Story of the Treasure Seekers by E. Nesbit
women, but for what they
are.
Day 1
a. Take the literature passage from dictation. Write only the
bolded section.
b. Proofread and make any necessary corrections. List any

misspelled words for study this week or use the following
suggested list: obliged, happened, whether, interesting,
ideally, omitted, parliament, relevant.
É ±®¼ ´·µ» ¸¿° ° »² ¿®» ° »´´»¼ © ·¬¸ ¿ ¼±« ¾ ´»

Day 1
c. 1) supper
½ ±²±²¿²¬ ¬± µ»»° ¬¸» ¸±®¬ ª±© »´ ±« ²¼ ±º ¿ò
2) super
3) dinner
4) diner
c. Circle the correctly spelled words.
1) a meal supper super
2) fantastic supper super
3) a meal dinner diner
4) a restaurant dinner diner
220
The Story of the Treasure Seekers Lesson 29
Day 2
a. You will remember that a pronoun is a word that takes
the place of a noun. For this lesson, refer to the Personal
Pronoun Chart found in Lesson 1. Pronouns can indicate
several things. Day 2
b. Refer to the Pronoun
Chart in Lesson 1.
b. Pronouns can be either singular or plural. Can you think
of an example of each?
c. Refer to the Pronoun
c. Pronouns can also show possession. Give an example of Chart in Lesson 1.
a possessive pronoun.
d. I, you, he, she, it,
they, we (subjective
d. Pronouns can be subjects or objects in a sentence. List
pronouns)
all the subjective and objective pronouns. me, you, him, her, it,
them, us (objective
e. When referring to another person and yourself as the pronouns)
subject, use the subjective pronoun, I.
Ex: Jason and I played ball. (correct)
Jason and me played ball. (incorrect)
sentence without the other subject.

Ex: I played ball. (By omitting Jason, the sentence
sounds correct.)
Me played ball. (By omitting Jason, the sentence
sounds incorrect.)
The above rule is the same with objective pronouns.

Ex: Casey threw the ball to Jason and I. (incorrect)
Say to yourself, “Casey threw the ball to I.”
It sounds incorrect.
Casey threw the ball to Jason and me. (correct)
Say to yourself, “Casey threw the ball to me.”
It sounds correct.
Note also, like opening the door for someone and letting
f. 1) I
f. Circle the correct pronouns. Use the pronoun test above. 2) me
3) I
1) Yesterday, Karla and (I, me) went to the theater.
2) The tickets belong to Karla and (I, me).
3) At the theater, Karla and (I, me) saw Jenny.
221
g. Finally, pronouns indicate whether the person is speaking,

is spoken to, or is spoken about. A
is used in place of the name of the speaker (i.e., I). A
second person pronoun is used to name the person or
thing spoken to (i.e., you). A third person pronoun is
used to name the person or thing spoken about (i.e., he).
Refer to the Personal Pronoun Chart in Lesson 1.
Day 2
third person?
i. predicate adjective
What kind of word is dull in this sentence? Review
predicate adjectives in Lesson 17 if you don’t remember.
Day 3
a. Say the following words aloud.
to too two
Teacher’s Note:
Some grammar books
refer to these words as
homophones. homonyms. To, too,
and two are homonyms. Underline the words to and too
in the literature passage. Each one of these words acts as
Too is an adverb. The word
to joins with the word following it to form a phrase (a
connected group of words that act as a unit). Two is a
number, therefore it is an adjective.
Day 3
b. 1) to
b. Choose the correct word.
2) two 1) The man walked (to, too, two) the gate.
3) too 2) He saw (to, too, two) apple trees.
3) He saw a cherry tree, (to, too, two).
c. In the second sentence of the literature passage, circle

the phrase to put. In the last sentence of the literature
passage, circle the phrase to bed. Whenever the word,
to is followed by a noun or pronoun which answers the
questions to whom or to what, it is acting as a preposition.
d. To bed is a
prepositional phrase. d. Which one of the two phrases is a prepositional phrase:
to put OR to bed
222
Day 3
e. verb
e. What part of speech is the word put? Do you remember

that a phrase beginning with the word to and followed
used as a noun or adjective. f. to the house

(prepositional)
f. Refer to the literature passage in Lessons 1 and 2,
and practice identifying the word to. Is it used as a to me (preposition)
to
in a prepositional phrase will be followed by a noun or
pronoun answering the questions to whom or to what?
The word to
g. Review your spelling words. Day 4

a. opinion
Day 4
b. something true that
a. Do you think the writer of the literature passage is stating can be proved
a fact or his opinion?
c. a personal feeling or
b. What is a fact? belief
c. What is an opinion? If you are not sure, look in the d. Answers will vary.
dictionary.
d. What kind of book do you like the best? Write a
and telling why you think so. Use examples.
e. Spelling test
Day 5
a. Read and edit the paragraph you wrote yesterday.
b. Take the literature passage from dictation again.
c. Choose skills from the Review Activities. Day 5

If the passage is too
d. Say That Again! long for your student
Write a summary of this passage from Alice in to summarize in one
Wonderland: reading, divide the
passage into two
readings.
223
Summary should include First came ten soldiers carrying clubs; these were all
the following:
Alice watches as their hands and feet at the corners: next the ten courtiers;
gardeners, courtiers, and
these were ornamented all over with diamonds, and
soldiers approach. They
are all cards with their
walked two and two, as the soldiers did. After these
arms and legs at each of came the royal children; there were ten of them, and the
the four corners. little dears came jumping merrily along hand in hand,
They are followed by the in couples: they were all ornamented with hearts. Next
royal children, Kings came the guests, mostly Kings and Queens, and among
and Queens, and a very them Alice recognised the White Rabbit: it was talking in
nervous White Rabbit. a hurried nervous manner, smiling at everything that was
Finally, following the said, and went by without noticing her. Then followed the
Knave of Hearts carrying Knave of Hearts, carrying the King’s crown on a crimson
the King’s crown, are the
velvet cushion; and, last of all this grand procession,
King and Queen of Hearts.
came THE KING AND QUEEN OF HEARTS.
Alice debates falling on
her face before the King
and Queen and decides to
Alice was rather doubtful whether she ought not to
stay standing. lie down on her face like the three gardeners, but she
The procession stops and
could not remember every having heard of such a rule
the Queen of Heart asks at processions; “and besides, what would be the use of a
who Alice is. procession,” thought she, “if people had all to lie down
Alice politely says her upon their faces, so that they couldn’t see it?” So she
name and tries to be stood still where she was, and waited.
brave.
The Queen then wants to When the procession came opposite to Alice, they all
know who the gardeners stopped and looked at her, and the Queen said severely
are. Since they are lying “Who is this?” She said it to the Knave of Hearts, who
on their faces she cannot
only bowed and smiled in reply.
see their card suit.
Alice says she doesn’t
“Idiot!” said the Queen, tossing her head impatiently;
know which makes the
Queen furious.
and, turning to Alice, she went on, “What’s your name,
child?”
The Queen orders “Off
with her head!”
“My name is Alice, so please your Majesty,” said Alice
Alice’s retort silences the
Queen.
very politely; but she added, to herself, “Why, they’re
only a pack of cards, after all. I needn’t be afraid of
The King defends Alice by
saying she is only a child.
them!”
“And who are THESE?” said the Queen, pointing to the

three gardeners who were lying round the rosetree; for,
you see, as they were lying on their faces, and the pattern
on their backs was the same as the rest of the pack, she
224
could not tell whether they were gardeners, or soldiers, or

courtiers, or three of her own children.
“How should I know?” said Alice, surprised at her own

courage. “It’s no business of MINE.”
The Queen turned crimson with fury, and, after glaring at
“Nonsense!” said Alice, very loudly and decidedly, and

the Queen was silent.
The King laid his hand upon her arm, and timidly said
“Consider, my dear: she is only a child!”
e. Enrichment (SAB)
225
Review Activities

1. 1.
Read the following sentences. Tell if the italicized words are
b. participle
c. gerund
a. Early in the morning, I sit on the beach to meditate.

b. The defeated team trudged into the locker room.
c. Running is good exercise.
2.
2. Pronoun
a. I
b. me
c. me
d. me a. My brother and play hockey.
e. I b. Robert came with Jesse and .
d. Sam always follows Mike and .

e. Whenever mom needs help, Kelly and are always
there.
3.
a. too 3. Homonym
b. to Use the correct homonym: to two too.
c. to
d. two a. We would like to come, .
e. too
b. I have leave soon.
c. I hope see you there.
d. We saw bald eagles.
e. She arrived late.
4. Ex:
I have brown hair. 4. Fact or Opinion
Red hair is prettier. Write a sentence stating a fact.
Write a sentence stating your opinion.
5. 5. Diagram
April Diagram the following sentence.
Mark
river
226
Þ Ñ Ñ Õ ÍÌ Ë Ü Ç Ý
Ó « ½ ¸ ß ¼±
ß ¾ ±« ¬ Ò ±¬¸·²¹
Lesson 30 Much Ado About Nothing
Much Ado About Nothing, For this Book Study you will need to either visit
a play by William your library and check out the play “Much Ado About
Shakespeare
Nothing,” access it on the Internet, or purchase a copy
Published by SparkNotes
from a bookstore. We recommend the play published by
No Fear Shakespeare SparkNotes No Fear Shakespeare or the Folger Shakespeare
or Folger Shakespeare Library. Both have helpful footnotes. It is written in play
Library
act. The following three lessons contain excerpts from the
For your convenience, play.
we have included the
Students have long studied Shakespeare’s writings.
synopsis of Much Ado
About Nothing taken from
Tales from Shakespeare writings are universally recognized as classics. He has
by Charles and Mary
frequently without even knowing it. In addition, there are
the end of Lesson 32. countless literary allusions made to Shakespeare’s work.
appreciation your student will acquire for good language.

The works of Shakespeare are akin to classical music in that
the complexity and beauty require the listener to exercise
his attention in order to enjoy them fully. It has been proven
that listening to classical music can temporarily elevate a
person’s I.Q. Likewise, reading and enjoying Shakespeare
will cause your student to think.
Controversy may arise from the fact that Shakespeare
wrote about delicate subjects. In addition, his humor can
be very crude at times. Taking this into consideration,
we feel that the study of Shakespeare has a place in a
quality language arts program. Many of the objectionable
comments may not be understood by your student and it will
be up to you to pass by them or discuss them. As always, it
is recommended that you be familiar with the literature you
are teaching. This way there will be no surprises.
228
Much Ado About Nothing Lesson 30
Teacher’s Note:
Enrichment Activities
for the Much Ado About
Nothing Book Study Unit
are found at the end of
Lesson 32 in the Student
Activity Book. Use as
needed in the next 3
weeks.
Tales from Shakespeare by Charles and Mary Lamb
Day 1
Day 1
b. There are several
a. Listen as your teacher reads the literature passage. reasons it is helpful to
retell Shakespeare’s
b. This paragraph is from a very special book written plays. Here are three:
by a brother and sister, Charles and Mary Lamb. It
was published in l807 and is the retelling of twenty of 1) The plots are very
William Shakespeare’s tragedies and comedies. The often so intricate
book was intended to introduce children to the works of
to follow at one
reading. A synopsis
helps to simplify
Discuss with your teacher why Charles and Mary Lamb this.
would think it helpful to retell Shakespeare’s plays. 2) The language and
sentence structure
is very different
from ours and
understand easily.
3) The meanings
of some words
have changed or
the words have
completely fallen
out of use.
229
Day 1 c. The literature passage is part of the retelling of Much Ado

c. mad - merry About Nothing. Discuss the passage with your teacher.
wits - people who are
If you don’t understand some of the words, look them up.
amusingly clever
For instance, what does “these two mad wits” mean?
d. Much Ado About

Nothing is a comedy.
Day 2
a. Over the next few weeks you will be reading the play
Much Ado About Nothing by Shakespeare. William
Shakespeare is considered to be the greatest playwright
speaking poet in history.

Optional: Check out a book from the library or visit one
of these sites on the Internet: absoluteshakespeare.com
and go to Quotes or famousshakespearquotes.net. You
will be surprised at how many of his words and phrases
are a part of our everyday language, such as “in one fell
Day 3
b. Hero - daughter of
swoop” and “wild-goose chase.”
Leonato, cousin of
Beatrice b. The problem with reading Shakespeare is that language
Beatrice - niece of has changed since his time. Some words are hard to
Leonato, cousin of understand because their meanings have changed or they
Hero are no longer even in use. To overcome this problem
Leonato - governor of read his work out loud, then discuss it with someone, and
Messina, Hero’s father
always have a dictionary nearby. Today, begin our study
Don Pedro - prince of
Arragon
by reading the synopsis of Much Ado About Nothing,
Claudio - a lord of found on page 252 in the Teacher Book or page 324 in
Florence, in love with the Student Activity Book.
Hero
Benedick - a lord of Day 3
Padua a. Before you actually begin reading the play Much Ado
Ursula - a About Nothing
gentlewoman, Hero’s and times of William Shakespeare. The Internet is a good
attendant
Margaret - a
gentlewoman, Hero’s
synopsis of Much Ado About Nothing. It will help you to
attendant become as familiar as you can with the plot.
Don John - Don
Pedro’s half-brother
Borachio - a follower of
Don John
230
b. Review the synopsis of the play you read yesterday. This Day 4
b. Leonato is pleased to
time make a list of the characters mentioned and who
greet Don Pedro:
they are, especially noting their relationship to others in “Never came trouble
the story. to my house in the
likeness of your grace;
Day 4 for trouble being
gone, comfort should
a. Today you will begin reading the play, Much Ado About remain; but when you
Nothing depart from me, sorrow
abides, and happiness
Refer to the list of characters you made yesterday until takes his leave.”
you are familiar with each one’s role. Claudio and Benedick
are good friends:
b. What is the relationship between Leonato and Don “He is most in the
Pedro? Between Claudio and Benedick? Between company of the right
noble Claudio.”
Claudio and Hero? Between Benedick and Beatrice?
Claudio admires Hero
c. What does Don Pedro hope to do for Claudio? “In mine eye, she is the
sweetest lady that ever
Continued on next page... I looked on.”
Benedick and Beatrice

are engaged in a long
standing feud:
“You must, sir, mistake
my niece; there
is a kind of merry
war betwixt Signior
Benedick and her; they
never meet but there
is a skirmish of wit
between them.”
231
Day 4 d. Discuss with your teacher what you have read. Turn
d. Answers will vary, to page 318 in your Student Activity Book and write a
but the following is a
narration of what has taken place. A narration is simply
sample.
a retelling of the scene in your own words. You will be
A messenger has adding to this as you read the play so keep your narration
brought a letter to papers together.
Leonato, governor of
Messina, informing Throughout this unit will be suggested passages for you
him that Don Pedro, to read aloud with your teacher. Keep in mind what you
Prince of Arragon, and
have learned about the passage by having read the entire
his men are coming to
Messina, having been
scene, worked the exercises, and written your narration.
This should give you a thorough understanding of the
All are happy of the
news, but Leonato’s taken from Act I, Scene I.
niece, Beatrice, asks
if Benedick, a lord (Excerpt from the play, Act I, Scene I)
of Padua, is with the
troop. She has been
involved in a long-
Claudio. Benedick, didst thou note the daughter of Signior
standing feud with Leonato?
him and takes every
opportunity to jest Benedick. I noted her not, but I looked on her.
about him...
Claudio. Is she not a modest young lady?
Benedick. Do you question me as an honest man should do,

for my simple true judgment? Or would you have
me speak after my custom, as being a professed
tyrant to their sex?
Claudio. No, I pray thee speak in sober judgment.
Benedick. Why, I’ faith, methinks she’s too low for a high

praise, too brown for a fair praise, and too little
for a great praise. Only this commendation I can
unhandsome, and being no other but as she is, I do

not like her.
Claudio. Thou thinkest I am in sport. I pray thee tell me

truly how thou lik’st her.
Benedick. Would you buy her, that you inquire after her?
232
Claudio. Can the world buy such a jewel?
Benedick. Yea, and a case to put it into. But speak you this
a rare carpenter? Come, in what key shall a man

take you to go in the song?
In mine eye she is the sweetest lady that ever I

looked on.
Claudio. I would scarce trust myself, though I had sworn the

contrary, if Hero would be my wife.
Benedick. Is’t come to this? In faith, hath not the world one
man but he will wear his cap with suspicion? Shall
I never see a bachelor of threescore again? Go to,
in faith! And thou wilt needs thrust thy neck into a
yoke, wear the print of it and sigh away Sundays.
Look! Don Pedro is returned to seek you.
Day 5 Day 5
a. Read your narration from yesterday. c. Don John
b. Read Act I, Scene II and III aloud.

d. Don John has only
recently been accepted
c. In Scene III we are introduced to the villain of the piece. back into his brother’s
Who is he? good graces. He feels
“caged” in that he
d. He speaks of his cage. What is he referring to? is having to behave
himself.
e. Write your narration of these two scenes.
233
Day 1
a. Review what has taken place thus far. What mischief do
you think Don John plans? Why?
b. Read Act II, Scene I. The conversations after the revelers

enter can be a bit confusing. Remember, everyone is
wearing a mask, but most know who the other is. Also,
having private conversations:
Don Pedro and Hero

Balthazar and Margaret
Ursula and Antonio
Day 1 Benedick and Beatrice
c.
c. Don John knows very well he is speaking to Claudio.
After their conversation, Claudio feels that Don Pedro
has betrayed him. Is this misunderstanding resolved?
d. What deed does Don Pedro, Claudio, and Leonato plan to

accomplish before Claudio’s and Hero’s wedding?
e. After reading the exchanges between Beatrice and

Benedick, do you think their plan will succeed?
d. Don Pedro proposes
to make Beatrice and f. Write your narration of this scene.
Benedick fall in love
with each other: g. Read the following scene aloud.
“...to bring Signior
Benedick and the Lady
(Excerpt from the play, Act II, Scene I)
Beatrice into a mountain
of affection the one
with the other. I would Leonato. Count, take of me my daughter, and with her my
fain have it a match; fortunes. His Grace hath made the match, and all
and I doubt not but to grace say amen to it!
fashion it if you three
will but minister such Beatrice. Speak, count, ‘tis your cue.
assistance as I shall
give you direction.”
Claudio. Silence is the perfectest herald of joy. I were but
Claudio and Leonato little happy if I could say how much. Lady, as you
agree to help him in this are mine, I am yours. I give away myself for you
scheme. and dote upon the exchange.
234
Beatrice. Speak, cousin; or (if you cannot) stop his mouth

with a kiss and let not him speak neither.
Don Pedro. In faith, lady, you have a merry heart.
Beatrice. Yea, my lord; I thank it, poor fool, it keeps on the

windy side of care. My cousin tells him in his ear
that he is in her heart.
Claudio. And so she doth, cousin.
Beatrice. Thus goes everyone to the world but I, and I am

sunburnt. I may sit in a corner and cry “Heigh-ho
for a husband!”
Don Pedro. Lady Beatrice, I will get you one.
Beatrice. I would rather have one of your father’s getting.

Hath your Grace ne’er a brother like you? Your
father got excellent husbands, if a maid could
come by them.
Don Pedro. Will you have me, lady?
Beatrice. No, my lord, unless I might have another for

working days; your Grace is too costly to wear
every day. But I beseech your Grace pardon me. I
was born to speak all mirth and no matter.
Don Pedro
becomes you, for out o’ question you were born in
a merry hour.
Beatrice. No, sure, my lord, my mother cried; but then there

was a star danced, and under that was I born.
Cousins, God give you joy!
Leonato. Niece, will you look to those things I told you of?
Beatrice. I cry you mercy, uncle. By your Grace’s pardon.

Exit Beatrice.
Don Pedro. By my troth, a pleasant-spirited lady.

235
Leonato.
Don Pedro. She cannot endure to hear tell of a husband.
Leonato.
Don Pedro. She were an excellent wife for Benedick.
Day 2
a. Read Act II, Scene II. The wicked Don John is at it
again. Add his evil plan to your narration.
b. Act II, Scene III is one of the funniest scenes in the

play as Benedick hides in the arbor and listens to a
conversation meant for his ears. Read the scene.
Day 2
c. Benedick thinks that c. Compare Benedick’s thoughts about his marrying at the
falling in love makes beginning of the scene to those expressed at the end of
one act a fool. He does the scene. Why do you think they change?
not believe it could
happen to him: d. Read the following excerpt taken from the play, Act II,
“ May I be so
Scene III with your teacher:
converted, and see
with these eyes? I
cannot tell: I think Don Pedro. Come hither, Leonato. What was it you told me of
not.” today? That your niece Beatrice was in love with
Signior Benedick?
At the end of the scene
Benedick is convinced Claudio. O ay! [In a low voice to Don Pedro] Stalk on, stalk
of Beatrice’s love and
on; the fowl sits. [In full voice] I did never think
is moved to return it.
About this change he
that lady would have loved any man.
says:
“...I have railed so long Leonato. No, nor I neither; but most wonderful that she
against marriage; but should so dote on Signior Benedick, whom she
doth not the appetite hath in all outward behaviors seemed ever to abhor.
alter?” and...
“When I said I would
Benedick. [Aside] Is’t possible? Sits the wind in that corner?
die a bachelor I did not
think I should live till I
were married.” Leonato. By my troth, my lord, I cannot tell what to think of
236
Don Pedro. May be she doth but counterfeit.
Claudio. Faith, like enough.
Leonato.
Don Pedro
Claudio
bite.
Leonato
my daughter tell you how.
Claudio. She did indeed.
Don Pedro. How, how, I pray you? You amaze me! I would
have thought her spirit had been invincible against
Leonato. I would have sworn it had, my lord - especially

against Benedick.
Benedick. [Aside] I should think this a gull but that the white-
bearded fellow speaks it. Knavery cannot, sure,
hide himself in such reverence.
Claudio.
Don Pedro
Leonato. No, and swears she never will. That’s her torment.
Claudio. ‘Tis true indeed. So your daughter says. “Shall I,”

says she, “that have so oft encount’red him with
scorn, write to him that I love him?
Leonato. This says she now when she is beginning to write

to him; for she’ll be up twenty times a night and
there will she sit in her smock till she have writ a
sheet of paper. My daughter tells us all.
237
Leonato.
Claudio. Then down upon her knees she falls, weeps, sobs,
beats her heart, tears her hair, prays, curses - “O
sweet Benedick! God give me patience!”
Leonato. She doth indeed; my daughter says so; and

the ecstasy hath so much overborne her that
my daughter is sometime afeard she will do a
desperate outrage to herself. It is very true.
Don Pedro. It were good that Benedick knew of it by some

other, if she will not discover it.
Claudio. To what end! He would make but a sport of it and

torment the poor lady worse.
Don Pedro. And he should, it were an alms to hand him! She’s

an excellent sweet lady, and out of all suspicion,
she is virtuous.
Claudio. And she is exceeding wise.
Don Pedro. In everything but in loving Benedick.
Day 3
a. It is now Beatrice’s turn to have “the false sweet bait”
Day 3
a. yes
dangled before her. Read Act III, Scene I. Does she take
the bait?
b. Read Act III, Scene II aloud. The mood is how the

b. Yes, the mood changes writing makes you feel, such as happy, sad, peaceful,
from a light comedy fearful, etc. Is there a mood change?
and becomes very
serious. “O day
c. Will Don John’s evil plan succeed?
untowardly turned.”
d. Write your narration of these two scenes.
e. Read the following scene aloud.
238
(Excerpt from the play, Act III, Scene II)
Don John. My lord and brother, God save you.
Don Pedro. Good den, brother.
Don John. If your leisure served, I would speak with you.
Don Pedro. In private?
Don John. If it pleases you. Yet Count Claudio may hear, for
what I would speak of concerns him.
Don Pedro. What’s the matter?
Don John. [To Claudio] Means your lordship to be married

tomorrow?
Don Pedro. You know he does.
Don John. I know not that, when he knows what I know.
Claudio. If there be any impediment, I pray you discover it.
Don John. You may think I love you not; let that appear
hereafter, and aim better at me but that I now will
manifest. For my brother (I think he holds you
your ensuing marriage - surely suit ill spent and

labor ill bestowed!
Don Pedro. Why, what’s the matter?
Don John. I came hither to tell you, and, circumstances

short’ned (for she has been too long a-talking of),
the lady is disloyal.
Claudio. Who? Hero?
Don John. Even she - Leonato’s Hero, your Hero, every

man’s Hero.
Claudio. Disloyal?
239
Don John.
Claudio. May this be so?
Don Pedro. I will not think it.
Don John. If you dare not trust that you see, confess not that
you know. If you will follow me, I will show you
enough; and when you have seen more and heard
more, proceed accordingly.
Claudio. If I see anything tonight why I should not marry

her tomorrow, in the congregation where I should
wed, there will I shame her.
Don John. I will disparage her no further till you are my

witnesses. Bear it coldly but till midnight and let
the issue show itself.
Don Pedro. O day untowardly turned!
Claudio. O mischief strangely thwarting!
Don John. O plague right well prevented! So will you say

when you have seen the sequel.
Day 4 Day 4
a. Borachio boasts of his a. In the next scene we are introduced to two very comic
part in tricking Claudio
and the prince into who speak much nonsense. Read Act III, Scene III.
thinking Hero has been What does Borachio brag about to Conrade?
unfaithful to Claudio.
b. Write your narration of this scene.
c. Read Act III, Scene IV and write your narration of this

scene.
d. Read the following scene aloud.
240
(Excerpt from the play, Act III, Scene III)
Dogberry. Are you good men and true?
Verges
salvation, body and soul.
Dogberry. Nay, that were a punishment too good for them

if they should have any allegiance in them, being
chosen for the Prince’s watch.
Verges. Well, give them their charge, neighbor Dogberry.
Dogberry. First, who think you the most desartless man to be

constable?
First Watch. Hugh Oatcake, sir, or George Seacole, for they can
write and read.
Dogberry.
Second Watch Both which, Master Constable -
Dogberry. You have; I knew it would be your answer. Well,

for your favor, sir, why, give God thanks and make
no boast of it; and for your writing and reading, let
that appear when there is no need of such vanity.
You are thought here to be the most senseless and
bear you the lanthorn. This is your charge: you

shall comprehend all vagrom men; you are to bid
any man stand, in the Prince’s name.
Second Watch. How if ‘a will not stand?
Dogberry. Why then, take no note of him, but let him go, and
presently call the rest of the watch together and
thank God you are rid of a knave.
Verges. If he will not stand when he is bidden, he is none

of the Prince’s subjects.
241
Dogberry. True, and they are to meddle with none but the
Prince’s subjects. You shall also make no noise in
the streets; for, for the watch to babble and to talk
is most tolerable, and not to be endured.
Watch. We will rather sleep than talk; we know what

belongs to a watch.
Dogberry. Why, you speak like an ancient and most quiet

watchman, for I cannot see how sleeping should
stol’n. Well, you are to call at all the alehouses

and bid those that are drunk get them to bed.
Watch. How if they will not?
Dogberry. Why then, let them alone till they are sober. If
they make you not then the better answer, you may
say they are not the men you took them for.
Watch. Well, sir.
Dogberry. If you meet a thief, you may suspect him by virtue
of men, the less you meddle or make with them,

why, the more is for your honesty.
Watch. If we know him to be a thief, shall we not lay

hands on him?
Dogberry.
Verges.
Dogberry. Truly, I would not hang a dog by my will, much

more a man who hath any honesty in him.
Verges. If you hear a child cry in the night, you must call to
the nurse and bid her still it.
242
Watch. How if the nurse be asleep and will not hear us?
Dogberry.
Verges. ‘Tis very true.

Day 5
Day 5 a. No.
He meant to record
Leonato is, unfortunately, in too much of a hurry to listen their communication or
testimony.
to their tale. Read Act III, Scene V. Dogberry wants the
writer to take down their “excommunication.” Do you
think this is the word he meant to use?
b. Write your narration of this scene.
c. The scene has been set for the exciting conclusion to the
play which we will read next week. Today go back over
your narration. Correct any punctuation or spelling errors
and edit it.
243
Day 1
a. Read Act IV, Scene I. This is the climax of the play. The
climax is usually the most intense part of the play. It is
the high point or turning point of the plot.
b. Discuss the friar’s plan. What does Beatrice ask

Day 1 Benedick to do? Why? Does he agree?
b. Beatrice entreats
Benedick to challenge
Claudio to a duel. He
c. Write your narration of this emotional scene.
“Enough, I am d. Read the following scene aloud, with feeling.

engaged. I will
challenge him. I will (Excerpt from the play Act IV, Scene I)
kiss your hand and
so leave you. By this
Benedick. Lady Beatrice, have you wept all this while?
hand, Claudio shall
render me a dear
account.” Beatrice. Yea, and I will weep a while longer.
Benedick. I will not desire that.
Beatrice. You have no reason. I do it freely.
Benedick. Surely I do believe your fair cousin is wronged.
Beatrice. Ah, how much might the man deserve of me that

would right her!
Benedick. Is there any way to show such friendship?
Beatrice. A very even way, but no such friend.
Benedick. May a man do it?
Beatrice
Benedick. I do love nothing in the world so well as you. Is

not that strange?
Beatrice. As strange as the think I know not. It were as

possible for me to say I loved nothing so well
as you. But believe me not; and yet I lie not. I
confess nothing, nor I deny nothing. I am sorry for
my cousin.
244
Benedick. By my sword, Beatrice, thou lovest me.
Beatrice. Do not swear and eat it.
Benedick. I will swear by it that you love me, and I will make
him eat it that says I love not you.
Beatrice. Will you not eat your word?
Benedick. With no sauce that can be devised to it. I protest I

love thee.
Beatrice. Why then, God forgive me!
Benedick
Beatrice. You have stayed me in a happy hour. I was about

to protest I loved you.
Benedick. And do it with all your heart.
Beatrice. I love you with so much of my heart that none is

left to protest.
Benedick. Come, bid me do anything for thee.
Beatrice. Kill Claudio.
Benedick. Ha! Not for the wide world!
Beatrice. You kill me to deny it. Farewell.
Benedick. Tarry, sweet Beatrice. [He holds her.]
Beatrice. I am gone, though I am here; there is no love in

you. Nay, I pray you let me go!
Benedick. Beatrice—
Beatrice. In faith, I will go!
Benedick.
245
Beatrice.
with mine enemy.
Benedick. Is Claudio thine enemy?
Beatrice.
Benedick. Hear me, Beatrice—
Beatrice. Sweet Hero, she is wronged, she is sland’red, she

is undone.
Benedick. Beat—
Beatrice.
Benedick. Tarry, good Beatrice. By this hand, I love thee.
Beatrice.
Benedick. Think you in your soul the Count Claudio hath

wronged Hero?
Beatrice. Yea, as sure as I have a thought or a soul.
Benedick. Enough, I am engaged. I will challenge him. I

will kiss your hand, and so leave you. By this
hand, Claudio shall render me a dear account. As
you hear of me, so think of me. Go comfort your
cousin. I must say she is dead. And so farewell.
246
Day 2 Day 2
a. Slander is a malicious,
false, and defamatory
report. Hero has
b. Read Act IV, Scene II. Dogberry is again having trouble indeed been slandered.
choosing the right word. He says “O villain! Thou wilt
be condemned into everlasting redemption for this.” Do b. No, he means
you think he means “redemption?” perdition.
d. “Doesn’t thou not

d. Find another example of a malapropism in Dogberry’s
suspect (respect) my
last speech in this scene. years?”
e. Write your narration of this scene.
Day 3
a. Read Act V, Scene I. Why does Claudio say “I have Day 3
a. Claudio realizes the
drunk poison whiles he uttered it?”
part he has played
in ending the life of
b. What is Leonato’s plan? Who is the niece he speaks of? innocent Hero.
c. Another witty encounter between Benedick and his lady b. Leonato proposes
Beatrice occurs in Act V, Scene II. Read this scene. that Claudio marry
a “niece” of his (in
reality, Hero) sight
d. Write your narration of these two scenes.
unseen.
e. Read the following scene aloud.
(Excerpt from the play, Act V, Scene I)
Don Pedro. How now? Two of my brother’s men bound?

Borachio one.
Claudio
Don Pedro
247
Dogberry. Marry, sir, they have committed false report;

moreover, they have spoken untruths; secondarily,
they are slanders; sixth and lastly, they have belied
to conclude, they are lying knaves.
Don Pedro. First, I ask thee what they have done; thirdly, I ask
are committed; and to conclude, what you lay to

their charge.
Claudio. Rightly reasoned, and in his own division; and, by

my troth, there’s one meaning well suited.
Don Pedro
bound to your answer? This learned constable is
Borachio.
Don Pedro. Runs not this speech like iron through your blood?
Claudio. I have drunk poison whiles he uttered it.
Don Pedro. But did my brother set thee on to this?
Borachio. Yea, and paid me richly for the practice of it.
Don Pedro
he is upon this villainy.
248
Claudio. Sweet Hero, now thy image doth appear in the rare
Dogberry.
sexton hath reformed Signior Leonato of the matter.
Day 4
on Hero’s tomb and publicly confess his guilt and her

innocence. Read Act V, Scene III.
Day 4
b. Write your narration of this scene. c. Leonato is referring to
the Prince’s scheme to
make Benedick think
Beatrice was in love
with him.
d. Write your narration of this scene.
e. Enjoy reading the closing scene aloud.
(Excerpt from the play, Act V, Scene IV)
Claudio. For this I owe you. Here comes other reck’nings.

Which is the lady I must seize upon?
Antonio. This same is she, and I do give you her.
Claudio. Why then, she’s mine. Sweet, let me see your face.
Leonato. No, that you shall not till you take her hand before
this friar and swear to marry her.
Claudio. Give me your hand; before this holy friar I am

your husband if you like of me.
Hero.
Claudio. Another Hero!
249
Hero
live, and surely as I live, I am a maid.
Don Pedro. The former Hero! Hero that is dead!
Leonato. She died, my lord, but whiles her slander lived.
Friar. All this amazement can I quality. When, after that

the holy rites are ended, I’ll tell you largely of fair
Hero’s death. Meantime let wonder seem familiar,
and to the chapel let us presently.
Benedick. Soft and fair, friar. Which is Beatrice?
Beatrice.
Benedick. Do you not love me?
Beatrice. Why, no; no more than reason.
Benedick. Why, then your uncle, and the Prince, and Claudio
have been deceived - they swore you did.
Beatrice. Do not you love me?
Benedick. Troth, no; no more than reason.
Beatrice. Why, then my cousin, Margaret and Ursula are

much deceived; for they did swear you did.
Benedick. They swore that you were almost sick for me.
Beatrice. They swore that you were well-nigh dead for me.
Benedick. ‘Tis no such matter. Then you do not love me?
Beatrice. No, truly, but in friendly recompense.
Leonato. Come, cousin, I am sure you love the gentleman.
Claudio. And I’ll be sworn upon’t that he loves her; for

here’s a paper written in his hand. A halting sonnet
of his own pure brain, fashioned to Beatrice.
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Hero. And here’s another, writ in my cousin’s hand,
unto Benedick.
Benedick. A miracle! Here’s our own hands against our

hearts. Come, I will have thee; but, by this light, I
take thee for pity.
Beatrice. I would not deny you; but, by this good day, I yield
upon great persuasion, and partly to save your life
for I was told you were in a consumption.
Benedick. Peace! I will stop your mouth. [kisses her]
Don Pedro. How dost thou, Benedick, the married man?
Benedick. I’ll tell thee what, Prince: a college of witcrackers
I care for a satire or an epigram? No. If a man

will be beaten with brains, ’a shall wear nothing
handsome about. In brief, since I do purpose to
marry, I will think nothing to any purpose that the
at me for what I have said against it; for man is a

giddy thing, and this is my conclusion.
Day 5
a. Proofread and edit this week’s narration. You should now
have a complete synopsis of Much Ado About Nothing
similar to that from Tales from Shakespeare.
b. Choose your favorite parts of the play and reread them

aloud. If possible, act them out.
c. Optional: Read another play synopsis in Tales from

Shakespeare.
d. Optional: Watch a video production of Much Ado About

Nothing. Write a short essay comparing the written play
to the staged version.
e. Enrichment (SAB)
251
Tales from Shakespeare

There lived in the palace at Messina two ladies, whose names were Hero and
Beatrice. Hero was the daughter, and Beatrice the niece, of Leonato, the governor of
Messina.
Beatrice was of a lively temper, and loved to divert her cousin Hero, who was of a
more serious disposition, with her sprightly sallies. Whatever was going forward was
sure to make matter of mirth for the light-hearted Beatrice.
At the time the history of these ladies commences some young men of high rank
in the army, as they were passing through Messina on their return from a war that
was just ended, in which they had distinguished themselves by their great bravery,
came to visit Leonato. Among these were Don Pedro, the Prince of Arragon; and his
friend Claudio, who was a lord of Florence; and with them came the wild and witty
Benedick, and he was a lord of Padua.
These strangers had been at Messina before, and the hospitable governor
introduced them to his daughter and his niece as their old friends and acquaintance.
The modest lady Hero was silent before the noble guests; and while Claudio was
attentively observing the improvement which time had made in her beauty, and was
lady), the prince was highly amused with listening to the humorous dialogue between
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Benedick and Beatrice; and he said in a whisper to Leonato, “This is a pleasant-

spirited young lady. She were an excellent wife for Benedick.” Leonato replied to
this suggestion, “O my lord, my lord, if they were but a week married, they would talk
themselves mad.” But though Leonato thought they would make a discordant pair, the
prince did not give up the idea of matching these two keen wits together.
When the prince returned with Claudio from the palace, he found that the marriage
he had devised between Benedick and Beatrice was not the only one projected in that
good company, for Claudio spoke in such terms of Hero, as made the prince guess
at what was passing in his heart; and he liked it well, and he said to Claudio, “Do
Messina, I looked upon her with a soldier’s eye, that liked, but had no leisure for
loving; but now, in this happy time of peace, thoughts of war have left their places
vacant in my mind, and in their room come thronging soft and delicate thoughts, all
prompting me how fair young Hero is, reminding me that I liked her before I went
to the wars.” Claudio’s confession of his love for Hero so wrought upon the prince,
that he lost no time in soliciting the consent of Leonato to accept of Claudio for a
in persuading the gentle Hero herself to listen to the suit of the noble Claudio, who
was a lord of rare endowments, and highly accomplished, and Claudio, assisted by his
marriage with Hero.

Claudio was to wait for a few days before he was to be married to his fair lady; yet
he complained of the interval being tedious, as indeed most young men are impatient
when they are waiting for the accomplishment of any event they have set their hearts
upon: the prince, therefore, to make the time seem short to him, proposed as a kind
of merry pastime that they should invent some artful scheme to make Benedick and
Beatrice fall in love with each other. Claudio entered with great satisfaction into this
whim of the prince, and Leonato promised them his assistance, and even Hero said she
The device the prince invented was, that the gentlemen should make Benedick
believe that Beatrice was in love with him, and that Hero should make Beatrice
believe that Benedick was in love with her.
253
he said, “It were good that Benedick were told of this.” “To what end?” said Claudio;
“he would but make sport of it, and torment the poor lady worse.” “And if he should,”
said the prince, “it were a good deed to hang him; for Beatrice is an excellent sweet
lady, and exceeding wise in everything but in loving Benedick.” Then the prince
motioned to his companions that they should walk on, and leave Benedick to meditate
upon what he had overheard.
Benedick had been listening with great eagerness to this conversation; and he said
to himself when he heard Beatrice loved him, “Is it possible? Sits the wind in that
corner?” And when they were gone, he began to reason this manner with himself:
“This can be no trick!” They were very serious, and they have the truth from Hero, and
seem to pity the lady. Love me! Why it must be requited! I did never think to marry.
But when I said I should die a bachelor, I did not think I should live to be married.
They say the lady is virtuous and fair. She is so. And wise in everything but in loving
me. Why, that is no great argument of her folly. But here comes Beatrice. By this
day, she is a fair lady. I do spy some marks of love in her.” Beatrice now approached
him, and said with her usual tartness, “Against my will I am sent to bid you come in to
dinner.” Benedick, who never felt himself disposed to speak so politely to her before,
replied, “Fair Beatrice, I thank you for your pains:” and when Beatrice, after two or
three more rude speeches, left him, Benedick thought he observed a concealed meaning
of kindness under the uncivil words she uttered, and he said aloud, “If I do not take pity
on her, I am a villain. If I do not love her, I am a Jew. I will go get her picture.”
The gentleman being thus caught in the net they had spread for him, it was now
Hero’s turn to play her part with Beatrice; and for this purpose she sent for Ursula and
Margaret, two gentlewomen who attended upon her, and she said to Margaret, “Good
prince and Claudio. Whisper in her ear, that I and Ursula are walking in the orchard,
and that our discourse is all of her. Bid her steal into that pleasant arbour, where
honeysuckles, ripened by the sun, like ungrateful minions, forbid the sun to enter.”
This arbour, into which Hero desired Margaret to entice Beatrice, was the very same
pleasant arbour where Benedick had so lately been an attentive listener.
“I will make her come, I warrant, presently,” said Margaret.
Hero, then taking Ursula with her into the orchard, said to her, “Now Ursula,
when Beatrice comes, we will walk up and down this alley, and our talk must be
only of Benedick, and when I name him, let it be your part to praise him more than
ever man did merit. My talk to you must be how Benedick is in love with Beatrice.
Now begin; for look where Beatrice like a lapwing runs close by the ground, to hear
our conference.” They then began; Hero saying, as if in answer to something which
Ursula had said, “No, truly, Ursula. She is too disdainful; her spirits are as coy as wild
birds of the rock.” “But are you sure,” said Ursula, “that Benedick loves Beatrice so
entirely?” Hero replied, “So says the prince, and my lord Claudio, and they entreated
me to acquaint her with it; but I persuaded them, if they loved Benedick, never to let
254
Beatrice know of it.” “Certainly,” replied Ursula, “it were not good she knew his love,
lest she made sport of it.” “Why, to say truth,” said Hero, “I never yet saw a man,
how wise soever, or noble, young, or rarely featured, but she would dispraise him.”
“Sure, sure, such carping is not commendable,” said Ursula. “No,” replied Hero, “but
who dare tell her so? If I should speak, she would mock me into air.” “O! you wrong
your cousin,” said Ursula: “she cannot be so much without true judgment, as to refuse
so rare a gentleman as signior Benedick.” “He hath an excellent good name,” said
now, Hero giving her attendant a hint that it was time to change the discourse, Ursula
said, “And when are you to be married, madam?” Hero then told her, that she was to
be married to Claudio the next day, and desired she would go in with her, and look
at some new attire, as she wished to consult with her on what she would wear on the
morrow. Beatrice, who had been listening with breathless eagerness to this dialogue,
Farewell, contempt and scorn, and maiden pride, adieu! Benedick, love on! I will
requite you, taming my wild heart to your loving hand.”
It must have been a pleasant sight to see these old enemies converted into new and
of Hero must now be thought of. The morrow, which was to have been her wedding-
day, brought sorrow on the heart of Hero and her good father Leonato.
The prince had a half-brother, who came from the wars along with him to Messina.
This brother (his name was Don John) was a melancholy, discontented man, whose
spirits seemed to labour in the contriving of villainies. He hated the prince his brother,
and he hated Claudio, because he was the prince’s friend, and determined to prevent
Claudio’s marriage with Hero, only for the malicious pleasure of making Claudio
and the prince unhappy; for he knew the prince had set his heart upon this marriage,
reward. This Borachio paid his court to Margaret, Hero’s attendant; and Don John,
knowing this, prevailed upon him to make Margaret promise to talk with him from her
lady’s chamber window that night, after Hero was asleep, and also to dress herself in
Hero’s clothes, the better to deceive Claudio into the belief that it was Hero; for that
was the end he meant to compass by this wicked plot.
Don John then went to the prince and Claudio, and told them that Hero was an
imprudent lady, and that she talked with men from her chamber-window at midnight.
where they should themselves hear Hero discoursing with a man from her window;
and they consented to go along with him, and Claudio said, “If I see anything to-night
why I should not marry her, to-morrow in the congregation, where I intended to wed
her, there will I shame her.’ The prince also said, “And as I assisted you to obtain her,
I will join with you to disgrace her.”
255
When Don John brought them near Hero’s chamber that night, they saw Borachio
standing under the window, and they saw Margaret looking out of Hero’s window, and
heard her talking with Borachio: and Margaret being dressed in the same clothes they
had seen Hero wear, the prince and Claudio believed it was the lady Hero herself.
Nothing could equal the anger of Claudio, when he had made (as he thought) this
discovery. All his love for the innocent Hero was at once converted into hatred, and
he resolved to expose her at the wedding, as he had said he would, the next day; and
the prince agreed to this, thinking no punishment could be too severe for the naughty
lady, who talked with a man from her window the very night before she was going to
be married to the noble Claudio.
The next day, when they were all met to celebrate the marriage, and Claudio and
Hero were standing before the guests, Claudio, in the most passionate language,
proclaimed the guilt of the blameless Hero, who, amazed at the strange words he
uttered, said meekly, “Is my lord well, that he does speak so wide?”
Leonato, in the utmost horror, said to the prince, “My lord, why speak not you?”
“What should I speak?” said the prince; “I stand dishonoured, that have gone about to
link my dear friend to an unworthy woman. Leonato, upon my honour, myself, my
brother, and this grieved Claudio, did see and hear her last night at midnight talk with
a man at her chamber window.”
Benedick, in astonishment at what he heard, said, “This looks not like a nuptial.”
“True!” replied the heart-struck Hero; and then this hapless lady sunk down in a
staying to see if Hero would recover, or at all regarding the distress into which they
had thrown Leonato. So hard-hearted had their anger made them.
Benedick remained, and assisted Beatrice to recover Hero from her swoon, saying,
“How does the lady?” “Dead, I think,” replied Beatrice in great agony, for she loved
her cousin; and knowing her virtuous principles, she believed nothing of what she
had heard spoken against her. Not so the poor old father; he believed the story of his
child’s shame, and it was piteous to hear him lamenting over her, as she lay like one
dead before him, wishing she might never more open her eyes.
But the ancient friar was a wise man, and full of observation on human nature, and
he had attentively marked the lady’s countenance when she heard herself accused,
and noted a thousand blushing shames to start into her face, and then he saw an angel-
error that the prince did speak against her maiden truth, and he said to the sorrowing
father, “Call me a fool; trust not my reading, nor my observation; trust not my age, my
reverence, nor my calling, if this sweet lady lie not guiltless here under some biting
error.”
When Hero had recovered from the swoon into which she had fallen, the friar said
to her, “Lady, what man is he you are accused of?” Hero replied, “They know that
do accuse me; I know of none:” then turning to Leonato, she said, “O my father, if
you can prove that any man has ever conversed with me at hours unmeet, or that I
yesternight changed words with any creature, refuse me, hate me, torture me to death.”
256
“There is,” said the friar, “some strange misunderstanding in the prince and
Claudio;” and then he counselled Leonato, that he should report that Hero was dead;
an he said that the death-like swoon in which they had left Hero would make this
easy of belief; and he also advised him that he should put on mourning, and erect a
monument for her, and do all rites that appertain to a burial. “What shall become
of this?” said Leonato; “what will this do?” The friar replied, “This report of her
death shall change slander into pity: that is some good; but that is not all the good I
hope for. When Claudio shall hear she died upon hearing his words, the idea of her
life shall sweetly creep into his imagination. Then shall he mourn, if ever love had
interest in his heart, and wish that he had not so accused her; yea, though he thought
his accusation true.”
Leonato, thus persuaded, yielded; and he said sorrowfully, “I am so grieved, that

the smallest twine may lead me.” The kind friar then led Leonato and Hero away to
comfort and console them, and Beatrice and Benedick remained alone; and this was
the meeting from which their friends, who contrived the merry plot against them,
and from whose minds all thoughts of merriment seemed for ever banished.
all this while?” “Yea, and I will weep a while longer,” said Beatrice. “Surely,” said
Benedick, “I do believe your fair cousin is wronged.” “Ah!” said Beatrice, “how
much might that man deserve of me who would right her!” Benedick then said,
“Is there any way to show such friendship? I do love nothing in the world so well
as you: is not that strange?” “It were as possible,” said Beatrice, “for me to say I
loved nothing in the world so well as you; but believe me not, and yet I lie not. I
confess nothing, nor I deny nothing. I am sorry for my cousin.” “By my sword,” said
Benedick, “you love me, and I protest I love you. Come, bid me do anything for you.”
“Kill Claudio,” said Beatrice. “Ha! not for the wide world,” said Benedick; for he
loved his friend Claudio, and he believed he had been imposed upon. “Is not Claudio
a villain, that has slandered, scorned, and dishonoured my cousin?” said Beatrice: “O
that I were a man!” “Hear me, Beatrice!” said Benedick. But Beatrice would hear
nothing in Claudio’s defence; and she continued to urge on Benedick to revenge her
cousin’s wrongs: and she said, “Talk with a man out of the window; a proper saying!
Sweet Hero! she is wronged; she is slandered; she is undone. O that I were a man for
Claudio’s sake! or that I had any friend, who would be a man for my sake! but valour
is melted into courtesies and compliments. I cannot be a man with wishing, therefore
I will die a woman with grieving.” “Tarry, good Beatrice,” said Benedick: “by this
hand I love you.” “Use it for my love some other way than swearing by it,” said
Beatrice. “Think you on your soul, that Claudio has wronged Hero?” asked Benedick.
“Yea,” answered Beatrice; “as sure as I have a thought, or a soul.” “Enough,” said
Benedick; “I am engaged; I will challenge him. I will kiss your hand, and so leave
you. By this hand, Claudio shall render me a dear account! As you hear from me, so
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think of me. Go, comfort your cousin.”

While Beatrice was thus powerfully pleading with Benedick, and working his
gallant temper by the spirit of her angry words, to engage in the cause of Hero, and
Claudio to answer with their swords the injury they had done his child, who, he
said, “Nay, do not quarrel with us, good old man.” And now came Benedick, and he
also challenged Claudio to answer with his sword the injury he had done to Hero;
and Claudio and the prince said to each other, “Beatrice has set him on to do this.”
Claudio nevertheless must have accepted this challenge of Benedick, had not the
justice of Heaven at the moment brought to pass a better proof of the innocence of
Hero than the uncertain fortune of a duel.
While the prince and Claudio were yet talking of the challenge of Benedick, a
magistrate brought Borachio as a prisoner before the prince. Borachio had been
overheard talking with one of his companions of the mischief he had been employed
by Don John to do.
Borachio made a full confession to the prince in Claudio’s hearing, that it was
Margaret dressed in her lady’s clothes that he had talked with from the window, whom
they had mistaken for the lady Hero herself; and no doubt continued on the minds
of Claudio and the prince of the innocence of Hero. If a suspicion had remained it
The heart of Claudio was sorely grieved when he found he had falsely accused
Hero, who, he thought, died upon hearing his cruel words; and the memory of his
and the prince asking him if what he heard did not run like iron through his soul, he
answered, that he felt as if he had taken poison while Borachio was speaking.
And the repentant Claudio implored forgiveness of the old man Leonato for the
injury he had done his child; and promised, that whatever penance Leonato would lay
upon him for his fault in believing the false accusation against his betrothed wife, for
her dear sake he would endure it.
When the morning came, the prince accompanied Claudio to the church, where
the good friar, and Leonato and his niece, were already assembled, to celebrate a
second nuptial; and Leonato presented to Claudio his promised bride; and she wore
a mask, that Claudio might not discover her face. And Claudio said to the lady in
the mask, “Give me your hand, before this holy friar; I am your husband, if you will
marry me.” “And when I lived I was your other wife,” said this unknown lady; and,
258
daughter, the lady Hero herself. We may be sure that this proved a most agreeable
surprise to Claudio, who thought her dead, so that he could scarcely for joy believe
his eyes; and the prince, who was equally amazed at what he saw, exclaimed, “Is not
this Hero, Hero that was dead?” Leonato replied, “She died, my lord, but while her
slander lived.” The friar promised them an explanation of this seeming miracle, after
the ceremony was ended; and was proceeding to marry them, when he was interrupted
by Benedick, who desired to be married at the same time to Beatrice. Beatrice making
some demur to this match, and Benedick challenging her with her love for him,
which he had learned from Hero, a pleasant explanation took place; and they found
they had both been tricked into a belief of love, which had never existed, and had
invention had cheated them into, was grown too powerful to be shaken by a serious
explanation; and since Benedick proposed to marry, he was resolved to think nothing
to the purpose that the world could say against it; and he merrily kept up the jest, and
swore to Beatrice, that he took her but for pity, and because he heard she was dying
of love for him; and Beatrice protested, that she yielded but upon great persuasion,
and partly to save his life, for she heard he was in a consumption. So these two mad
wits were reconciled, and made a match of it, after Claudio and Hero were married;
and to complete the history, Don John, the contriver of the villainy, was taken in his
discontented man, to see the joy and feastings which, by the disappointment of his
plots, took place at the palace in Messina.
259
Notes
260
Î Û ÍÛ ß Î Ý Ø Ë Ò × Ì
Lesson 33 Research Unit
Prewriting
Day 1
Choose a Topic
The Research Unit is a

four-week unit.
topic or simply suggest a general topic, leaving it up to
Teacher’s Note:
Enrichment Activities for that you would like to know more about.
the Research Unit are
the Student Activity Book. to handle research if your topic is too broad. Be sure
4 weeks.
information about in order to write a good paper.
Ex: General area of interest: Science

General topic: Insects
Limited topic: Bees
Day 2
Gather Sources
a. After you have decided on a topic, spend some time in

the library gathering sources of information.
you need, ask the librarian to help you.
c. Today students rely heavily on the Internet when doing

research. In most classes the teacher limits students
to one or two Internet sources. One reason is that the
information in these sources is not always as reliable
or scholarly as in published books. You may use one
Internet source for this paper.
262
Research Unit Lesson 33
Day 3
Bibliography
a. Today, become acquainted with your sources.
b. After scanning the books or articles you have checked
c. Now, compile a bibliography from the sources you

have chosen. If you keep track of your sources during
bibliography much easier. These entries may be recorded

on index cards.
Include the following facts:
l) Author (or editor)

2) Title (of book or article)
3) Publication facts
• books: city, publisher, date
• encyclopedias: name, year
• periodicals: title, date, pages
d. You may also wish to include the library call number in
The general format for a book reference is:
Title. place of
publication: publisher’s name in full, copyright date.
The general format for a periodical (magazine) is:
(in quotation marks). Name of Magazine. date of

publication: page reference.
Here is how to list articles in reference works:
Article”. Name of the reference book (italicized). Edition.

Publication date.
263
Ex:
Bibliography
Round, Buzz N. “All You Ever Wanted to Know About

Honeybees.” The Beekeepers Magazine. May, 1992:
pp. 23-27.
Sting, Nass T. “Bees.” The World Book Encyclopedia.

1990 ed.
Sweet, I. M. The Honey Book. New York:MacMillan, 1935.
Here is how to cite an Internet source:
Name of author or authors (if known). “Title of the work”

(if known). Title of the Web page (if applicable). Year
article was published. Date accessed. (URL (if the source
cannot be easily found).
Example:
Medved, Mayya, “10 Interesting Facts About

Honey Bees”. Hub Pages. 2009. 24 March 2012.
http:mayyam.hubpages.com/hub10-Interesting-
Facts-You -Did-Not-Know-About-Honeybees.
For additional examples, access an MLA (Modern

Language Association) site on the Internet or purchase a
MLA handbook.
Day 4
Prepare Note Cards and Take Notes
a. Before you begin your research, write down questions

you would like to answer about your topic.
b. Ask the investigative questions:

Who? Where?
What? Why?
When? How?
264
c. Put each question on a 3 x 5 card. You may use a case to
answers your questions.
the appropriate question card. This will help you

organize your paper later on.
The following are sample questions you might ask about

bees:
• What do bees look like?
• Where do bees live?

• Why do people keep bees?
• What are some unusual facts about bees?
e. Put information from one book or article on a notecard,

indicating the author and title on the back of the card.
You may need this to recheck information at a later date.
Summarize the information in your own words.
f. If you must copy something, put quotation marks around

it and indicate the source and page number where the
quotation can be found. You may need to refer to it later.
g. It is best to write a single piece of information on each

card. This will make it easier for you to arrange the cards
in the order that best suits your paper.
265
Day 5
Continue Taking Notes
a. Refer to the checklist below to help you keep track of

your progress.
Student Checklist
Week One - Prewriting

Choose a Topic
Gather Sources
Bibliography
Prepare Note Cards and Take Notes
Week Two - Writing the First Draft

Working Outline
Final Outline
Write First Draft
Week Three - Revising

Revision One - Content
Revision Two - Style
Week Four - The Final Draft

First Proofread
Type or Write in Ink
Final Proofread
to make daily assignments. Everyone works at his

or her own pace. The next three weeks’ assignments
are designed to help you pace yourself. Refer to this
checklist to help you keep track of your progress.
266
Notes
267
Writing the First Draft

Days 1 & 2
Working Outline
a. It would be helpful now to formulate a working outline.

Look at the questions you wrote to help organize your
notes. The information you gathered will probably
suggest a focus for your paper.
most of the information you came across was about

honeybees and their usefulness to man.
c. Arrange your information in a logical order to make an

outline.
d. Using this order, write a list of your questions leaving

some space between each question to record the main facts
or examples from your note cards. Using the questions
about bees, your working outline could look like this:
Why do people keep bees?

honey for human consumption
beeswax to make various products
pollination of crops
source of study
Where do bees live?

beehive
honeycomb
What do bees eat?

nectar
honey
What are some unusual facts about bees?

highly developed society
ability to distinguish taste
ability to communicate
e. This is a rough draft of the outline of your paper.

Do you have enough information for each question?
Is the information organized in a clear and logical order?
268
information. As you read through your questions and
more data or revise your topic.
Days 3 & 4
Final Outline
form. Rewrite your questions and main facts into

sentence form. The questions will be the topics or main
ideas and should be numbered in Roman numerals (I,
II, III, etc.). The main facts under each question should
be labeled with capital letters (A, B, C, etc.). If there is
only one subpoint or only one example, there is no need
to begin a new section.
Outline Guide
I. Topic
A. Subpoint
B. Subpoint
C. Subpoint
D. Subpoint
II. Topic
A. Subpoint
B. Subpoint
C. Subpoint
III. Topic
A. Subpoint
B. Subpoint
C. Subpoint
IV. Topic
A. Subpoint
B. Subpoint
C. Subpoint
269
Sample Sentence Outline
I. From the beginning, man has enjoyed many uses of bees.

A. Honey is used to make bread, crackers, cookies, and
other baked goods, as well as a sweet spread.
B. Beeswax is used to make candles, lipstick, polishes and
other products.
C. Bees aid farmers by pollinating crops.
II. Honeybees build their nests, called hives, out of beeswax

shaping it into a honeycomb.
A. The honeycomb is waterproof.
B. The honeycomb is a mass of six-sided compartments or
cells.
C. The workers enlarge the hive by making more cells
when needed to store the queen’s eggs, pollen, or nectar.
III. Bees eat honey that they produce.
storing it in a honey stomach where it is mixed with

chemicals.
B. After returning to the hive, the bee sucks the nectar
back into his stomach and puts it in an empty cell.
C. As the water in the nectar evaporates, a chemical
change takes place, turning the nectar into honey.
IV. People enjoy studying bees because of their interesting and
unusual behavior.
A. Bees live in a highly developed societal structure.
salty, or bitter taste.
270
Day 5
First Draft
a. Introductory Paragraph
paper. Begin by writing an introductory paragraph. This

will introduce your topic and should capture the attention
of your readers. To do this, you might include a quote, a
brief anecdote, a question, or a striking fact
Example:
Of all the thousands of species of insects on the
earth, only one produces food that can be eaten by man.
The honeybee is one of the most fascinating creatures.
Measuring a scant .5 inches with a life expectancy of
only thirty-eight days, the amazing honeybee provides
many services for mankind. Not the least of which is the
delicious honey you spread on your toast each morning.
b. Middle Paragraphs
Next, write the middle paragraphs of your paper using
your outline. The main ideas will be the topic sentences
for each paragraph and the supporting sentences will
supply the details. Cover each of the subpoints of the
outline using transitional words such as however, also,
then, next to connect the paragraphs.
Example:
From the beginning man has enjoyed many uses of
bees. Honey has been used by bakers to make bread,
crackers, cookies, and other baked goods, as well as
being used as a sweet spread. In addition, beeswax
produced by honeybees is used to make candles, lipstick,
polishes and other products. Honeybees also aid farmers
by helping to pollinate their crops. Finally, some people
keep honeybees just to study their interesting habits.
Honeybees build their nests, called hives, out of
beeswax, which they produce. They shape the hive
into a honeycomb, a waterproof mass of six-sided
compartments or cells....
271
c. Concluding Paragraph
Finally, you need to write a concluding paragraph
summing up the main ideas of your paper. Again, you
might choose to use a quote or an anecdote to sum up the
thrust of the paper.
Example:
In ancient times, a jar of honey on the table was a
mark of great wealth. Today, we know that along with its
good taste, it is also nutritionally good for you. Perhaps
that is why the early Greeks, Romans, and Egyptians
used honey to treat patients and also enjoyed its sweet
consider the amazing work of the honeybee. Maybe the

ancients were right after all.
272
Revising
Refer to the checklist in Lesson 33 to help you keep track
of your progress. This week, you will be revising what you
wrote last week. You will be directed to write two revisions.
It is easier to concentrate on each of these areas of revision
Start the second revision the third day.
Days 1 & 2
Revision One - Content
what you wrote.
1) Is there a paragraph for each subpoint of my outline?

2) Does the information in each paragraph support its
topic sentence?
3) Is the information clear and concise?
4) Did I say what I wanted to say?
Days 3 & 4
Revision Two - Style
1) Is the sentence and paragraph structure correct?
3) Have I chosen clear, strong nouns and verbs?

4) Are there any short sentences that can be combined
into more complex sentences?
5) Am I too wordy?
6) Is the sentence and paragraph structure correct?
Day 5
a. Rewrite your paper to make any necessary changes.
b. Finally, you may add one or more visual aids to

enhance your report and make it more interesting.
These could include such items as graphs, charts, or
illustrations.
273
The Final Draft

Day 1
First Proofread
a. Refer to the checklist in Lesson 33 to help you keep track
through your paper once more. This time look for any
spelling, capitalization, punctuation, or grammar errors.
b. Ask your teacher to proofread the paper for you.
Days 2 & 3
Type or Write in Ink
a. When everything has been corrected it is time to make a
b. Your paper should include a Title Page containing the title

of your paper, your name, and the date. The Bibliography
should come after the body of the paper. Arrange the
line of the bibliography entry, but do indent the following

lines. See the sample bibliography in Lesson 33.
Days 4 & 5
Final Proofread
looking for typing or copying errors that need to be

corrected. After all corrections are made, place your
paper neatly in a cover.
Sample Title Page
The Useful Honeybee (Title of Paper)
Good Student (Name of Student)
Mrs. Best Teacher (Teacher’s Name)
Language Arts 7 (Course Name)
April 1, 2015 (Date)
b. Enrichment (SAB)
274
Assessment 9
Assessment 9 1. The general format for

a book reference:
(Lessons 28-36) Author’s name (last
Title
1. Using a book on your shelf, write a book reference as you (italicize). place of
would in a bibliography. publication: publisher’s
name in full, copyright
date.
2. What is the rhyme scheme of the following poem?
2. The rhyme scheme is
It was many and many a year ago, ababcb.
In a kingdom by the sea,
3. See Personal Pronoun
That a maiden there lived whom you may know
Chart, Lesson 1.
By the name of ANNABEL LEE; Examples:
And this maiden she lived with no other thought Singular - I, me, you,
Than to love and be loved by me. he, him, she, her, it
Plural - we, me, you,

(Annabel Lee by Edgar Allen Poe) them, they, us
Subjective - I, you, he,

3. Give an example of the following pronouns: she, we, they, it
Objective - me, you,

Singular him, her, them, us, it
Plural
First person - I, me, my
Subjective
Objective Second person - you
First person Third person - he, him,

Second person it, she, her, they, them
Third person Possessive - my, mine,
Possessive your, our, his, her, their
4. to: a preposition - They

4. Use the homonyms to, too, and two correctly in a sentence. are going to the zoo.
too: also, excessive
5. Underline the word to in the following sentences. Tell if it is degree - We are going
too.
two: number - We will
need two cars.
a. Jack and Jill went to the well.
b. They wanted to fetch a pail of water. 5.
c. Jack failed to watch where he was going. a. Jack and Jill went to
the well. (preposition)
d. He proceeded to fall down the hill. b. They wanted to
e. Jill went with him to the hospital. fetch a pail of water.
c. Jack failed to watch

where he was going.
(continued on next page

275
Assessment 9 Assessment 9
d. He proceeded to 6. How do you know when to

fall down the hill.
know when to is a preposition?
e. Jill went with him to the
hospital. (preposition) 7. When and where did William Shakespeare live?
6. To 8. For what is he famous?

it is followed by a verb.
To is a preposition
when there is a noun 9. Read the following sentence:
following it that
answers the
to whom or to what.
This is an example of .
7. William Shakespeare
lived in England in
1564-1616.
8. William Shakespeare
was an English
playwright and
poet. He is generally
acknowledged to be
the greatest dramatist
and poet in the English
language.
9. malapropism - The
writer means “The
early rains were a
catastrophe for the
picnic planners.
276
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Appendix Enrichment Answers
Enrichment Answers
The Enrichment Activities answers are listed below. Since the Enrichment Activities are not
numbered, you can easily locate them by the lesson number that proceeds it in the Student
Activity Book. Some of the Enrichment Activities
please read the directions in your student’s book and evaluate the activity accordingly.
Lesson 1, 5f
Words in the puzzle: my mine your yours her his our their its
Lesson 2, 5f
Possible answers: car rumbles, helicopter hovers, music drones, story intrigues, girl giggles,
man shudders, lady instructs, ice melts
Lesson 3, 5f
Down
1. longest 2. sadder 3. longer
Across
4. more beautiful 5. oldest 6. older 7. saddest
Lesson 9, 5b
A. Possible answers:
1. dimmer 2. sonnet 3. task 4. articulations 5. aground
6. shower 7. wagon 8. waited, abated
B. Stephanie:tennis Andrew:hockey Dominic:soccer Tricia:basketball Peter:golf
C. Possible answers:
sometimes rhyme.
A story has a beginning, middle, and end with characters and a plot.
A poem can be about anything. A story tells about someone or something. A poem can tell a
story. A poem does not have to tell a story.
D. Down
1. cinquain 2. haiku 3. limerick
Across
4. diamante 5. simile
278
Enrichment Answers Appendix
E. Answers will vary.
F. 1. mole molt bolt boat
Lesson 10, 5f
A. Words in the puzzle: is are was were be being been am
B. Possible answers: hammer, drill, grinding, oil change, tires, engine
Lesson 11, 5e
1. their there 2. reel real 3. would wood 4. sent scent 5. hole whole
6. heir air
Lesson 12, 5e
1. a verb 2. an adjective 3. a noun 4. a noun 5. an adjective
Lesson 15, 5c
A. 1. I 2. V 3. E 4. W 5. A 6. X 7. N 8. B 9. J 10. H
B. There she weaves by night and day a magic web with color gay.
The Lady of Shalott by Lord Alfred Tennyson
C. 1. an adjective 2. a noun 3. a noun 4. an adverb 5. an adjective 6. a verb

7. an adverb 8. a verb
D. Morocco is located in Northern Africa. It has rugged mountains and large portions
of deserts. It is a democratic country with a monarch acting as the head of state. The
parliament is elected. The climate varies depending on the terrain.
Lesson 16, 5e
Possible answers: paper disintegrates, coach challenges, mom encourages, machine mangles,
Lesson 17, 5e
Words in the puzzle: gnaw reign sign sovereign knock knot know align
Lesson 18, 5e
A. 1. race rice mice mine
2. babe bale male mile
B. Possible answers: running water, scissors, razor, trim, dry, curl

279
Appendix Enrichment Answers
Lesson 21, 6
A. 1. whale; not land animal 6. Mars; not a gaseous planet
2. novel; not reference material 7. William Wordsworth; not painter
3. Nepal; not South American country 8. Australia; island
4. sea; not fresh water 9. F; not formed with curved lines
5. Australia; not northern hemisphere 10. crow; not a raptor
B. Appliances - oven, microwave, television Furniture - stool, sofa, table

Active - running, diving, working Passive - sleeping, reading, sitting
C. 1. body, organ, stomach 2. man, relative, uncle

3. universe, galaxy, solar system 4. animal, mammal, lion
5. professional, doctor, surgeon 6. furniture, chair, recliner
D. 1. antonym 2. synonym 3. antonym 4. part/whole 5. category

6. part/whole 7. characteristic 8. category 9. synonym 10. antonym
E. 1. homonym 2. sequence 3. function 4. degree or sequence 5. function

6. sequence 7. homonym 8. degree 9. function 10.sequence
F. 1. function 2. degree 3. category 4. antonym 5. homonym

6. sequence 7. degree 8. category 9. degree 10. sequence
11. characteristic 12. part/whole 13. function 14. sequence 15. characteristic
Lesson 22, 5f
A. 1. dance 2. reckless 3. valuable 4. veil 5. edit
6. season 7. gala 8. border 9. grenade 10. peal
B. 1. hurdle 2. novel 3. defend 4. Monday 5. forget

6. hilarious 7. engine 8. fail 9. gash 10. perhaps
Lesson 23, 5e Possible answers:

1. funny 2. college 3. book 4. ecstatic 5. tree
6. sick 7. pliable 8. knows 9. gas 10. enormous
Lesson 28, 5e
Louise:19 Abdul:18 Josh:17 Dan:16 Elliot:14 Rene:13
Lesson 29, 5e
Moby Dick
280
Enrichment Answers Appendix
Lesson 32, 5e
A. Possible answers: A play tells a story with dialogue and stage directions. A novel tells a
story from various points of view.
B. Names found in the puzzle: Dogberry, Don Pedro, Hero, Claudio, Margaret, Antonio,
Benedick, Don John, Beatrice, Ursula
C. 1. As You Like It 2. King Lear 3. Romeo and Juliet

4. A Midsummer Night’s Dream 5. Much Ado About Nothing
6. The Merchant of Venice 7. Macbeth 8. Othello
D. Possible answers: shake, spear, sea, keep, hear, speak
Lesson 36, 4-5e

A. Times will vary for each student.
B. 1. a conjunction 2. an adjective 3. a preposition 4. a verb

5. a noun 6. an adverb 7. a conjunction, a verb, a noun
8. an adjective, an adverb, a preposition
C. Possible answers: The word great can describe the size or importance of an object or
event. The word wonderful describes the importance of an object or event.
281
Appendix Skills Index
Skills Index
The numbers listed after each skill refer to the Lesson number.
Book Studies
Star of Light - 13-15 Much Ado About Nothing - 30-32
The Mysterious Benedict Society- 24-27
Composition
analogy - 14 research - 13, 14, 18, 33
bibliography - 33 resolution - 19
book review - 15 revising - 9, 21, 35
character sketch -13 second person - 13, 29
characters - 19 setting - 15, 19
climax - 19, 32 short stories - 19, 20, 21
summary - 1, 2, 3, 10, 11, 12, 16, 17, 18, 22,
contrast - 13, 14 23, 28, 29
dictation - 1, 2, 3, 10, 11, 12, 13, 16, 17, 18, supporting sentence - 18
22, 23, 28, 29 synonym - 12
editing - 9, 20, 35, 36 theme - 15
essay - 13, 27 there, their, they’re - 12
thesis statement - 26
third person - 13, 29
introduction - 19, 34 title page - 36
its, it’s - 12 to, too, two - 29
mood - 19 topic - 33
narration - 1, 2, 3, 10, 11, 12, 13, 16, 17, 18, topic sentence - 18, 34
23, 28, 30, 31, 32 transitional words - 13, 14, 26, 34
note-taking - 33 types of sentences - 18
outline - 33, 34 writing process - 26
paragraph - 18, 34 your, you’re - 12
persuasive writing - 15
plot - 15, 19
poetry - 4, 5, 6, 7, 8, 9, 28
point of view - 13
prewriting - 19, 33
quotation marks - 18
282
Skills Index Appendix
Grammar
1st, 2nd, 3rd person pronouns - 1, 29 objective pronouns - 1, 29

abbreviations - 2 object of the preposition - 22
action verb - 1 participle - 23
adjective - 3, 10, 17, 18, 22 past participle - 11
adjective phrase - 22 past tense verb - 11
adverb - 16, 22 period - 2, 18
adverb phrase - 22 plural nouns - 12
antecedent - 2 plural possessive noun - 2
apostrophe - 2, 12 possessive nouns - 2
articles - 3 possessive pronoun - 1
being verb - 1, 2, 10 predicate adjective - 10, 17
capitalization - 1, 2 predicate nominative - 10, 17
commas - 2, 3, 10, 11, 22, 23 preposition - 22
common and proper noun - 1, 2 prepositional phrase - 22
comparative adjective - 3 present tense verb - 11
complete predicate - 1 pronoun - 1, 2, 29
complete subject - 1 punctuation - 2, 18, 22, 23
compound direct object - 23 question mark - 18, 23
compound sentence - 22, 23 quotations - 12, 18
compound subject - 22, 23 regular verb - 11
compound verb - 22, 23 sentence - 1, 18
conjunction - 11, 22, 23 simple sentence - 23
dependent clause - 17 simple subject - 1, 2, 3
diagramming - 2, 3, 10, 11, 12, 16, 17, 18, simple predicate - 1
22, 23, 28 split quotation - 12
dialogue - 18, 19 subject - 3
direct object - 12 subjective pronouns - 1, 29
exclamation mark - 10, 18 superlative adjective - 3
gerund - 22 synonyms - 12
helping verb - 2, 10 titles - 2
homonyms - 11, 29 transitive verb - 12
hyphen - 17 verb - 1, 2, 3, 10, 11, 17, 22
indirect object - 12 verb phrase - 2
initials - 2 verb tense - 11
interjection - 10, 18
intransitive verb - 12
irregular verb - 11
linking verb - 10, 17
noun - (common and proper) - 1
number words - 17
283
Appendix Skills Index
Reading
accent - 10 mood - 31
anapestic foot - 7 narration - 13
base or root word - 1 number words - 17
biography - 13
cinquain - 6 plays - 30, 31, 32
cliche - 5 poetry - 4-9, 28
climax - 19, 32 predicting outcome - 15
comedy and tragedy - 30 psalms - 8
comprehension - Book Studies, 1, recitation - 4-9
dactylic foot - 7 rhyme scheme - 5, 7, 9, 28
dialogue - 18, 19 rhythmic foot - 7, 28
diamante - 6 second person - 13, 29
simile - 5, 8, 28
structural poems - 6
haiku - 6
syllable - 7
iambic foot - 7 synonyms - 12
imagery - 5, 8 third person - 13, 29
implied metaphor - 5 trochaic foot - 7
internal rhyme - 9
limerick - 6
malapropism - 32
memorization - 4-9
metaphor - 5, 9
284
Skills Index Appendix
Spelling
add s or es to words ending in o - 11 i before e rule - 10

ful - 2 -ing - 10, 18, 22
-ly - 23 - 28
making compound words
in silent e -16, 22 plural and plural
y possessive - 12
- 11,18,23,28 plural words ending in f and fe - 12
musical words - 11
with one vowel and one tion / sion words - 3
consonant - 1,10 ture words - 23
ck words - 11 ue / ew words - 17
-ed - 1, 10, 18, 22 words with a short vowel and
dge words - 1 double consonants - 29
double consonant - 29
drop the e - 16, 22
gh says - 12
gn / kn words - 17
Study Skills
dictionary - 3, 17
guide words - 3, 17
Internet - 18, 23, 30
memorization - 4, 5, 6, 7, 8, 9, 28
research - 13, 14, 18, 28, 26, 27, 30, 33, 35
thesaurus - 12
285
Appendix
a, an not, without atypical, atheism

ad to, towards admit, advance
amphi both amphibious
ante before antebellum, antecedent
anti against antisocial
be on, away bestow
bi both, twice bicycle, biweekly

by side, close, near bystander, byline
cata down, against catapult, catalog
circum around circumference
co, com together, with copilot
de from, down depress
di two, twice dissect
dia through, between dialogue
dis, des apart, away, reverse dismiss
em, en in, into embrace
ex out expel
extra, extro beyond, outside extraordinary, extrovert
fore before in time foretell, forefather
hyper over, above hyperactive
hypo under hypodermic
il, ir, in, im not illegal, immoral
inter between interrupt
intra within intramural
mis incorrect, bad misprint
mono one monotone
multi many multiply
non not nonsense
para beside, almost parallel

per throughout, completely perfect
post after postscript
pre before premonition
pro for, forward, in favor of progress, pro-life
re back, again revoke, return
sub under submarine
super above, over, more supernatural
trans across, beyond transfusion
tri three triangle
un not unfair
286
Appendix
able, ible able, can do predictable, possible

age state of, act of, storage, salvage
collection of
ar, er, or one who, that which governor, teacher
ard, art one who drunkard
ary, ery, ory of, relating to, or dictionary
connected with budgetary, archery
ate cause, make segregate
cian having a certain skill or art musician
cide kill homicide
en made of, make wooden
esque like picturesque
ess female lioness
et, ette a small one, group midget, luncheonette
ful full of grateful

fy make terrify
hood order, condition manhood
ic like, being scenic
ile of, relating to, juvenile
or capable of
ion, sion, tion act of, state of, result of action
ism doctrine, characteristic Communism
ity state of, quality captivity
ive causing, making exhaustive
less without hopeless
ly like, manner of princely
ment act of, state of, result banishment
ness state of happiness
ology study, science biology
ous full of spacious
ward in the direction of homeward

y characterized by muddy, funny
287
Appendix Roots
Roots
Roots Meanings Examples
am, amor love, liking amiable

anthrop man anthropology
aud, aus hear audition

auto, aut self automatic
bio life biology
cap, cip, cept take capture, perceptive
ce, ceed, cede move, yield, go, surrender recede, proceed

chrom color monochromatic
chron time chronological
clam, claim cry out exclaim
corp body corporation
crat rule, strength bureaucrat
crea create creature
cycl, cyclo wheel, circular bicycle, cyclone
deca ten decade
dem people democracy,
pandemonium
dent, dont tooth dentist, denture
derm skin dermatology
dic, dict say, speak dictaphone
form shape uniform

fort, forc strong fortress, force
fract, frag break fracture, fragment
gen birth, race, produce Genesis
geo earth geology
gest carry, bear suggest
grad, gress step, go gradual, transgress
graph, gram write, written telegram, autograph
hema, hemo blood hemorrhage
homo same homonym
hydr water dehydrate, hydrophobia
ject throw reject
leg law legislature
letter, lit, liter letters literary
288
Roots Appendix
lic, licit permit license

loc, loco place locale
log, logo, ology word, study, speech logo, logical
luc, lum, lus, lun light luminous
man hand manual
medi half, middle, between Mediterranean, mediate
mega great megaphone
mem remember commemorate
meter measure thermometer
micro small microscopic
mit, miss send transmit, missionary
mori, mort, mors mortal, death immortal
morph form metamorphosis
multi many, much multiply
numer number numerous
omni all, every omniscient
ortho straight, correct orthodontist
pan all pantheist
ped, pod foot pedestrian

pedo child pediatrician
pend, pens, pond hang, weigh pendulum, ponder
phil love Philadelphia
phobia fear claustrophobia
phone sound phonics
photo light photograph
poli city metropolitan
poly many polygamy
pon, pos, place, put proponent, pound,
dispose, compound
port carry import
potent power potent, omnipotent
psych mind, soul psychology

ri, ridi, risi laughter ridiculous, derisive
rupt break interrupt
sci know omniscient
scope see, watch microscope
scrib, script write transcribe, Scriptures
sed, sess, sid sit sedentary, possess
289
Appendix Roots
sent, sens feel sentiment, sense

serv save, serve servant, service
sist, sta, stit, stet stand persistence, substitute
solus alone solitary
solv, solu loosen dissolve
soph wise philosopher
spec look inspect
sphere ball hemisphere
spir breath Spirit
spond, spons pledge, answer sponsor
string, strict draw, tight constrict, restrict
stru, struct build construction
tact touch contact
tele far telegraph
tain hold contain
tend stretch extend
terra earth terrestrial
theo God, a god theology
therm heat thermos
thesis place, put hypothesis
tort twist contort
tox poison toxic
tract draw, pull distract
uni one unicorn
ven, vent come intervene, invent
ver, veri true verify
vert, vers turn revert
vid, vis see television
vita, viv life vitamin, vivid
voc call vocation
zo animal zoology
290
Common Irregular Verb Forms Appendix
Common Irregular Verb Forms
Present Past Participle
awake awoke have awaken

be was/were have been
beat beat have beaten
begin began have begun
bend bent have bent
bet bet have bet
bid bid have bid
bind bound have bound
bite bit have bitten
bleed bled have bled
blow blew have blown
breed bred have bred
break broke have broken
bring brought have brought
build built have built
burst burst have burst
buy bought have bought
cast cast have cast
catch caught have caught
choose chose have chosen
cling clung have clung
come came have come
cost cost have cost
creep crept have crept
cut cut have cut
do did have done
deal dealt have dealt
dig dug have dug
dream dreamt or dreamed have dreamt or have dreamed
draw drew have drawn
drink drank have drunk
drive drove have driven
dwell dwelt have dwelt
fall fell have fallen
feed fed have fed
feel felt have felt
291
Appendix Common Irregular Verb Forms
forget forgot have forgotten

forgive forgave have forgiven
freeze froze have frozen
get got have gotten
give gave have given
go went have gone
grind ground have ground
grow grew have grown
hang hung or hanged have hung or have hanged
have had have had
hear heard have heard
hide hid have hidden
hit hit have hit
hold held have held
hurt hurt have hurt
keep kept have kept
know knew have known
lay laid have laid
lead led have led
leave left have left
lend lent have lent
let let have let
lie lay have lain
light lit or lighted have lit or have lighted
lose lost have lost
make made have made
mean meant have meant
meet met have met
pay paid have paid
put put have put
quit quit have quit
read read have read
rend rent have rent
rid rid have rid
ride rode have ridden
ring rang have rung
292
rise rose have risen

run ran have run
say said have said
see saw have seen
seek sought have sought
sell sold have sold
send sent have sent
set set have set
sew sewed have sewn
shake shook have shaken
shed shed have shed
shine shone or shined have shone or have shined
shoot shot have shot
show showed have shown
shrink shrank have shrunk
sing sang have sung
sit sat have sat
sleep slept have slept
slide slid have slid
sling slung have slung
slink slunk have slunk
slit slit have slit
sow sowed have sown
speak spoke have spoken
spend spent have spent
spin spun have spun
split split have split
spread spread have spread
spring sprang or sprung have sprung
stand stood have stood
steal stole have stolen
stick stuck have stuck
sting stung have stung
stink stank have stunk
stride strode have stridden
strike struck have struck or have stricken
string strung have strung
strive strove have striven
swear swore have sworn
sweep swept have swept
293
swell swelled have swollen

swim swam have swum
swing swung have swung
take took have taken
teach taught have taught
tear tore have torn
tell told have told
think thought have thought
thrust thrust have thrust
tread trod have trodden
wear wore have worn
weave wove have woven
wed wed have wed
weep wept have wept
wet wet have wet
win won have won
wind wound have wound
wring wrung have wrung
write wrote have written
294
Spelling Rules Appendix
Spelling Rules
1. Words with a soft /g/ sound preceded by a single short vowel will often be spelled with
dge.
2. Words like trot which end with one vowel and one consonant need a double consonant
3. When adding -ful to a word ending with a consonant and y, change the y to i before
adding -ful, otherwise just add -ful.
4. Words with the /shun/ sound are usually spelled -tion or -sion.
5. i before e, except after c, and in words that say /a/ as in neighbor and weigh.
6. If a word has more than one syllable, ends with one vowel and one consonant, and the
with a vowel.
7. In most words, a /k/ sound will be spelled ck if it follows a single short vowel.
8.
9. To form the plural of words ending in o preceded by a consonant, add es. To form
the plural of words ending in o preceded by a vowel, just add s. Musical words are
exceptions; they always form plurals by just adding s.
10. The sound may be spelled with gh, as in cough.
11. To form the plural of words ending in f and fe, say the plural word aloud. If you hear a
/f/ sound, just add s. If you hear a /v/ sound, change the f to v and add es.
12. To form a plural of a special compound word, add the s to the main part of the word.
To form a plural possessive compound word, add the apostrophe s (’s) at the end of the
word.
13. Words ending with a silent e, must drop the e

vowel.
14. Gn and kn may begin a word; gn may end a word, but usually kn will not end a word.
15. Words ending in a /oo/ sound may be spelled with ue or ew.
295
Appendix Spelling Rules
16. Words ending in y preceded by a consonant must change the y to i before adding a
-ing
17. In words which end with a silent e, drop the e

vowel. Therefore, keep the e
/cher/ sound at the end of a root word will be spelled -ture.
-ly to words ending in a consonant and y, change the y to i

before adding -ly.
20. One syllable root words ending in f, l, s, and z are often doubled at the end of a word.
Ex: ,
y, like holy, change the y to i

before adding -er, -est, -ness, -ment, -ed or -less. Keep the y when adding -ing.
22. Words like happen are spelled with a double consonant to keep the short vowel sound
of a.
296
Capitalization Rules Appendix
Capitalization Rules
1. Capitalize all proper nouns.
Person’s name, companies, trade names - John Williams, Sears, Toyota
Days and months - Monday, February (not the seasons)
Special days, events, periods - Hanukkah, Dark Ages, Battle of Bunker Hill, Civil War
Titles of people - King Charles, Queen Elizabeth, President (when referring to a particular
president)
Pine Street, Mt. McKinley, Lake Erie
3.
Ex: I am looking forward to seeing Aunt Jo.
I am looking forward to seeing my aunt.
4. Capitalize words like mom and dad if they take the place of a proper noun.
Ex: I hope Mom will like her present. (Mom may be replaced by Mary.)
I hope my mom will like her present. (Mom may not be replaced by Mary — I hope
my Mary will like her present — it sounds awkward.)
5. Capitalize the names of a particular course.

Ex: I enrolled for History 101.
I enrolled in a history class.
6. Capitalize directional words only when they are used as proper nouns.
Ex: Magnolias are a beautiful sight in the South.
I have never been south of Kansas.
7. Capitalize all proper adjectives. A proper adjective is an adjective formed from a proper
noun.
Ex: America - American
Chinese - Chinese food
important word.
Ex: Anne of Green Gables - book
“All Things Bright and Beautiful” - poem
Star Wars - movie
of a split quotation.
Ex: “It’s so good to see you,” said Chad.
“Hello,” said Chad, “it’s so good to see you.”
297
Appendix Comma Rules
Comma Rules
1. Use commas to separate words and groups of words in a sentence.
Ex: The fruit salad contained oranges, bananas, kiwi, and strawberries. (separates words)
Jerry saved up enough money by mowing the grass, raking the leaves, and hauling
the trash. (separates groups of words)
2. Use commas to separate two independent clauses when joined by a coordinating

conjunction.
Ex: Janet went to England, and Josh went to Greece.
(The comma separates two independent clauses. Janet went to England and Josh
went to Greece can stand alone.)
3.
Ex: When Janet went to England, she visited the castles of her dreams.
4. Use commas to separate two or more adjectives.
Note: Do not use commas to separate adjectives which do not modify equally (such as
numbers).
Ex: The three little pigs devised a plan to outwit the nasty wolf.
You would not use a comma between three and little. They do not equally modify. If you
are not sure if the adjectives equally modify, ask yourself the following questions:
a. If I switch the order of the adjectives, will the sentence still make sense? If it makes
sense, the adjectives equally modify. If it doesn’t make sense, the adjectives do not
equally modify.
b. If I insert and between the adjectives, will the sentence still make sense? If it makes
sense, the adjectives equally modify. If it doesn’t make sense, the adjectives do not
equally modify.
5. Use commas to separate a word or words in a direct address, or vocative.

Ex: I’ll see you later, Jim.
Jim, I’ll see you later.
Later today, Jim, I’d like to see you.
6. Use a comma to separate a mild interjection from the rest of the sentence.
Ex: Hey, did you see the game last night?
Note: An exclamation mark may be used with a strong interjection.

Ex: Wow! Last night’s game was exciting.
298
Comma Rules Appendix
7. Use a comma after an introductory or transitional word or phrase.

Ex: Finally, the wedding day had arrived.
8. Use commas to separate a parenthetical phrase from the rest of the sentence. A
parenthetical phrase is a word or phrase, when omitted or placed elsewhere, still makes
sense and keeps the meaning of the sentence.
Ex: As a matter of fact, I will see Bob tomorrow.
I will see Bob tomorrow, as a matter of fact. (Still makes sense.)
I will see Bob tomorrow. (Still makes sense.)
9. Use commas to separate an appositive from the rest of the sentence. An appositive is a
Ex: Uncle Ken, known by his family for his unusual diet, introduced us to tofu ice
cream. It was delicious!
10. Use commas to separate a nonrestrictive phrase or clause from the rest of the sentence.
A nonrestrictive phrase or clause is one which, if omitted, does not change the basic
meaning of the sentence.
Ex: Gloria, the girl in my drama class, was given the leading role in the school play.
The phrase, the girl in my drama class, is not essential to the basic meaning of the
sentence. If the phrase was omitted, the basic meaning of the sentence would not
change.
Note: Do not confuse a nonrestrictive phrase or clause with a restrictive phrase or

clause. A restrictive phrase or clause is one which is necessary to the sentence. Do not
Ex: Children who are ill-mannered are not welcome in the theater.
The phrase, who are ill-mannered, is a restrictive phrase because it is necessary to
the basic meaning of the sentence. If the phrase is omitted, the basic meaning of the
sentence would change.
11. Use commas after a name before a title is given.

Ex: Marilyn Topper, M.D. Samuel Bennett, Ph.D.
Jay Brown, Jr. William Sims, Esq.
12. A comma may be used to add clarity in a sentence. Sometimes a sentence may sound
confusing if a comma is not used. The use of this comma may go against all comma
rules. The author is given license to use the comma to add clarity or to add emphasis.
299
Bibliography
Bibliography
Carroll, Lewis. Alice’s Adventures in Wonderland. 1881.
Collodi, Carlo. The Adventures of Pinocchio. 1883.
Dodge, Mary Mapes. Hans Brinker, or the Silver Skates. 1865.
Drewery, Mary. Devil in Print. Oliver and Boyd, 1963.
Lamb, Charles and Mary. Tales from Shakespeare. 1807.
Nesbit, Edith. The Story of the Treasure Seekers
Nesbit, Edith. The Wouldbegoods. 1899.
Norton, Marry. The Borrowers. HMH Books, 2003.
St. John, Patricia. Star of Light. Moody Press, 1953.
Sewell, Anna. Black Beauty. Dover Publications, 1999.
Shakespeare, William. Much Ado About Nothing. Washington Square Press, 2004.
Stewart, Trenton Lee. The Mysterious Benedict Society. Little Brown, 2008.
Twain, Mark. The Prince and the Pauper. 1909.
Verne, Jules. Around the World in 80 Days. Barnes and Noble, 2008.
300
301
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The Green Book - 7th Grade Skills

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Learning Language Arts

The Blue Book - 1st Grade Skills

Scripture taken from the NEW AMERICAN STANDARD BIBLE®

Copyright ©1998 by:

Cover Design: Kate White, 2017

Printed in the United States of America.

The integrated language approach

Reference materials such as a dictionary, thesaurus, or Internet sources will be used.

Student Activity Books

Squire Gordon’s Park skirted the Anna Sewell (1820-1878)

lodge dodge ledge

Look at this word: entered.

Ex: music - noun

-ed and -ing to the following words.

d. Human beings are born with a need to communicate with

A complete sentence expresses a complete thought and

you about Squire Gordon’s Park?

This is called the complete predicate. The complete g.

Day 2 h. Practice dividing sentences between the complete subject

Ex: planet - Jupiter (name of a particular planet)

Note: Capitalize the months, but not the seasons.

c. Look at the following sentence.

The young boy / jumped for joy.

The left side of the sentence is called the complete

d. Underline the simple subject in the following sentences.

We / stopped at the hotel.

Day 3 f. List the personal pronouns found in the literature

g. Review your spelling words.

b. Using this exercise, underline the action verb twice in the

c. When a verb shows what a person or thing is being, it is

were be being been

d. d. Look at the following sentences. Underline the verb

exactly alike. A series of events traps each boy in their

Poor little Tom, in his rags, approached, and was moving

Tom’s breath came quick and short with excitement, and

“Mind thy manners, thou young beggar!”

The crowd jeered and laughed; but the young prince

“Long live the Prince of Wales!”

The soldiers presented arms with their halberds, opened

with the Prince of Limitless Plenty. Edward Tudor said:

“Thou lookest tired and hungry; thou’st been treated ill.

Half a dozen attendants sprang forward to-I don’t know

John seemed very proud of me. He

b. List any misspelled words for study this week or use

-ful to a word, look at the word.

Note -ful is spelled with only

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e. John seemed very

The following are some common helping verbs. Being

Common Helping Verbs Being Verbs

have has had do does am is was

c. Using the sentences in 2b, box all the pronouns. c. 1) my

1) mane belonging to the horse

c. To make a possessive noun of plural words ending with s,

Complete the following by making plural possessive

Some nouns form their plural by changing completely.

e. In Lesson 1 you learned to capitalize all proper nouns

h. Capitalize and underline the following titles of books. Day 3

j. Capitalize the proper nouns.

k. Review your spelling words.

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