DEVOTIONS 8:00 – 8:10

Write the two statements on the board: It got lost. I lost it.

What did you do on your summer break? Why is summer break so great?

Would you say it has a lot to do with being able to choose how we spend our time?
How would you like to be the one who chooses how you spend your time every day?
Well, that IS your parent’s goal for you! In order for you to get there, you have to do
one thing: DEMONSTRATE RESPONSIBILITY. When you are responsible, you OWN
what you do. YOU are the one who makes sure you read your Latin, finish your
research, and bring all your supplies to class.

Read quote from Michael Josephson.

“It’s been said that the line between childhood and adulthood is crossed when
we move from saying ‘It got lost’ to ‘I lost it’.”

Look again at the two statements. What do you see?

What is the difference between the 2 statements, it got lost and I lost it?

Get your Bible and look up Romans 14:12 (write scripture on board while everyone
is looking it up)

“So then, each of us will give an account of ourselves to God.”

WHO has to give accountability?

WHAT do we have to give accountability of?

WHO are we accountable to?

GRAMMAR (Latin) 8:10-9:10

Draw with me!

Have everyone stand and ask, “What do you see?”. Label everything. You can sit once
you participate.
Write: The sailor sees the land. Parse the sentence together in English. Keep
drawing on the board.
What is a Noun?

Names a person, place, thing, activity or idea.

Examples of a Noun:

Latin Nouns – Let’s Compare

Nominative singular, Genetive Singular

Terra, terrae (earth/land)

Porta, portae (gate)
Maria, Mariae (Mary)
Nauta, nautae (sailor)
Victoria, victoriae (victory)
Silva, silvae (forest)
Gloria, gloriae (fame/glory)

What do they have in common? Two forms, all have a STEM, first declension family
How are they different? Different meanings, different stems, some have two meanings

What did we learn about Latin Nouns?

Sorted into families, noun attributes, some have more than 1 meaning, they have 2 forms
(Nominative Singular and Genitive Singular), 1st Declension nouns (-a and –ae)

On one edge of your BRAIN book, write the 1 declension endings. (#31, page 5).
st

Leave room for the second declension endings. 

Review Latin Noun Cases and their relation to the endings.

 
1 Declension Endings
st

Singular Plural
Nominative (subject) -a -ae
Genitive (possessive) -ae -arum
Dative (Indirect Object) -ae -is
Accusative (Direct Object) -am -as
Ablative (Object of the Preposition) -ā      -is

Find To find the stem of our noun, we FIND the genitive singular, DROP the
Drop case ending, and ADD the appropriate declension ending to the stem
Add that signifies the noun’s job. Let’s pick a vocab word and practice!

Gender What do these words mean? In Latin, the gender of a word

Number matters in some declension adjectives. Why do you think number
Case would matter? Let’s figure out the gender of our vocab words!
Nouns and Gender

In English:
Boy (masculine)
Girl (feminine)
David (masculine)
Table (neuter)
Doctor (depends on name of Dr.)
Sofa (neuter)

In Latin:
First Declension: FEMININE
Ask if it’s male or female, if neither and in 1st declension it defaults to feminine
Terra, terrae – F silva, silvae – F Compare:
Porta, portae – F Gloria, gloriae – F Determine if noun
Maria, Mariae – F is it an obvious M or F
Nauta, nautae - think about latin times (masc) if not, name based on decl
Victoria, victoriae – F

Assign each student a vocab word: determine its gender, find it’s stem, which declension
is it, add endings for all cases.

Now let’s look back at our sample sentence. Can we translate any of this? (nautae,
terram) Let’s turn to page 11 in our text. Do we see any other words that can help us
translate our sentence? (vident!). Write out translation, “Nautae terram videt”. Say
it together.

BREAK 9:10-9:15

OPENER 9:15-9:30
RESEARCH (Natural Science) 9:30-10:25

EXORDIUM: Write out the term “Search” on the board. Ask, “Have you ever
searched for something? How does adding the term “re” change the meaning of the
word? “It is the glory of God to conceal a matter; to search out a matter is the glory
of kings.” - Proverbs 25:2 

You have the opportunity to research many topics this year!

ASTRONOMY

 What do you know about astronomy? How do you know it?

 What do you not know? How can we find out?
 What do you wonder? Let EVERYONE answer. That could be a topic of
research!

Five Common Topics 

 Definition: Define constellation, star, asterism, and Milky Way. What do you
know about constellations and stars?
o Constellation: in astronomy, any of certain groupings of stars that
were imagined – at least by those who named them – to form
conspicuous configurations of objects or creatures in the sky (from
the Latin constellacio – 88 official)
o Asterism: a pattern of stars that is not a constellation. Can be part of a
constellation, and can even span across several constellations. Are
fairly new and not official. Ex. Summer Triangle (formed by The Big
Dipper, the Little Dipper, and Great Square of Pegasus)
o Star: an astronomical object consisting of a luminous spheroid of
plasma held together by its own gravity. Closest star to Earth is the
sun.
o Milky Way: the Milky Way is the galaxy that includes our Solar
System, with the name describing the galaxy’s appearance from Earth:
a hazy band of light seen in the night sky formed from stars that
cannot be individually distinguished by the naked eye. Latin via lactea
 Comparison: Compare the Big Dipper and the Little Dipper. How are they the
same/different? Are these grouping of stars constellations? Why, or why
not? 
 Circumstance: On the sixth night, after surviving the turbulent seas of the
Roaring Forties of the North Atlantic, Nat went out on the deck for his watch.
(Chapter 12) Who was there? What was happening? While he was on deck
for his watch, what was happening in the fo'c'sle? Who was there? 
o Roaring Forties: strong westerly winds found in the Southern
Hemisphere. Captain Prince, teaching Nat how to use the sextant and
figure out latitude and longitude using the position of the sun and
moon. Fo’c’sle: forward part of a ship below the deck, used as crew’s
 living quarters. Crew men and Johnny the cabin boy where Nat sat and
taught them how to navigate and figure out their location.
 Relationship: How does our location on Earth affect the constellations we see
at night? How does light pollution affect the stars we see at night? 
 Testimony: Does your family study the night sky? Describe your experiences
and what you identified. 

Discuss Presentations
 Every week you will share your research with the class. We will be evaluating
each other (1 positive, 1 critique). We assess to learn and help develop
virtue. It is a teaching tool, not the end in itself.
 Bring your typed research paper and your sketch. How do you plan to keep
your research journal? Remember, you will be using it for anatomy later on
in the year as well! 

EXPOSITION & COMPOSITION (Literature) 10:25-11:25

SUMMARY

Peter, Susan, Edmund and Lucy Pevensie are siblings who are sent to live with Professor
Kirke during WW II.

Exploring the house on a rainy day, Lucy finds a large wardrobe and enters it. She finds
herself inside a strange new world – Narnia.

Narnia was a peaceful realm with talking animals, giants, dwarves, and fauns. It is now
under control of the White Witch.

With the help of Aslan, a majestic lion, the children fight their way to outwit the witch
and restore Narnia.

FIVE COMMON TOPICS:

Definition: Describe Narnia. What are its parts? What groups are present?

Describe: Magical world, filled with unique animals, kings and queens and even a
wicked witch.
Parts: lamp post, cara para vel, the white witch’s iced palace, sweet beavers house,
battlefields, and stone table
Groups: talking animals, centaurs, giants, dwarves, fauns, horses, unicorns, white witches
army, sons of adam, daughters of eve (Pevensie children)

What are the characteristics of Edmund?

What is temptation and what is not?
What are the essential qualities of the White Witch?
What are the stages of discovering Narnia?
Comparison: WWII in England vs. War in Narnia. What is similar and what is different?

WWII – Nazi Germany and the axis powers egaged in conflict with the allied forces
Narnia – White Witch and Aslan and their supporters, engaged in conflict

Broader Scope:
Good vs. Evil. Good fighting for the rights of everyone, whereas evil is out for their own
good or benefit.

Circumstance: While Lucy is in Narnia, where are her siblings? What is happening in
the house?

Siblings playing hide and go seek, which is why Lucy went into the wardrobe. While in
Narnia, hours pass by, but when she emerges, excited to tell her siblings, she finds they
are still playing hide and go seek, and mere minutes had passed.

Relationship: What are the effects of Edmund’s actions after he arrives in Narnia and
meets the White Witch?

White Witch introduces herself to Edmund as Queen of Narnia, gives him enchanted
Turkish Delight, which gives him this insatiable desire for more of the dessert. She uses
his greed to convince him to bring back his siblings to meet her.

Testimony/Authority: Who witnessed Aslan’s sacrifice and resurrection?

Susan and Lucy. One evening they follow Aslan to the stone table and when he dismisses
them, they hide behind some bushes and watch the witch and her followers torment,
humiliate and finally kill Aslan. The witch explained that Aslan sacrificed himself for
Edmund. Devastated, Susan and Lucy stay with Aslan’s body all night long. In the
morning they hear this great cracking noise and are shocked when the stone table breaks.
Aslan was no longer there. They hear his voice behind them, Aslan had risen from the
dead.

More: Discuss the relationship between this story and the story of Christ.

In Genesis we have the fall, when Adam and Eve sinned. In Narnia, Edmund succumbs to
temptation.

Christ is the perfect God Man and willingly gave His life for ALL sinners.
While Aslan is portrayed as a perfect ruler who willingly sacrifices himself for Edmund.

Both are resurrected.

 In this strand we are going to discuss great ideas from the novels we read and
learn to write persuasive essays about them.

What are some things you enjoy about writing?

What do you find difficult about writing a paper? (put all ideas on the board)

All of these reasons come down to 3 basic challenges

 What to say Invention

 How to order your ideas Arrangement
 Expressing ideas with the best words Elocution

The goal of this class is to solve the struggles of writing. Every writer from the past
and every future writer faces the same basic challenges. Have you heard of
Aristotle? He and other classical rhetoricians overcame these same difficulties by
working through specific stages or canons. They labeled them “Canons of Rhetoric”.
Canon = body of rules or standards
Rhetoric = persuasive communication

There are 5 Canons of Rhetoric. We are going to work with the first three
extensively. The way we work through these Canons is by asking questions. We will
talk more about the specific questions in the following weeks. 

INVENTION: The first challenge is “what to write” we call that “Invention” Can you
see another word inside this word? Invent! So, invention has to do with inventing
or coming up with what to write. 

Since we are going to be writing persuasive essays, we must come up with an idea
that we want others to believe! 

 Choose 3 characters and 3 actions each of those characters did. Then choose
one.
 Write on the board, “SHOULD ________ have ___________?

Now that we have our question, we need a way to brainstorm our thoughts on it! We do
this by adding the word “Whether” to make an issue statement.

 Replace SHOULD with WHETHER, and move the SHOULD after the character.
 Write on the board, “WHETHER _________ should have _________?

Now we create an ANI CHART! 
 Should have been done go under the Affirmative
 Should not have been done goes under Negative
 I is for things we think along the way that may or may not end up in the A or
N column. Answers from a 5CT discussion will fall into this category! 
EVERYONE STAND! You can sit when you’ve given an answer for each column. 

THIS WEEK: Create your issue statement and ANI chart with 10 ITEMS in each
column. Bring it to class next week and be prepared to share your statement and
findings.

BREAK 11:25-11:30

LOGIC (Math) 11:30-12:25

EXORDIUM: Back 2 Back

In this strand, we are going to practice logical thinking through the study of math
and develop our mental math skills. Which math curriculum are each of you using at
home?

Math is like a language. What makes up a language? Words.

What do we need to make words? Letters
What do we need to make letters? Vowels and Consonants - 26
What would the letters be for math? digits
What are those digits? 0-9 (10)

Language
Words Numbers
Letters Digits
26 0-9

What is this word? dusty

Can I re-arrange to make a new word? study 
We put the digits together to make numbers. 4521, Can you re-arrange to make a
new number 2541
So, math is just a language of symbols.
What is a numeral? A number
How can I show the #11 in a different way? XI, IIII  IIII  I, Eleven
The arrangement of letters in important for making words and the arrangement of
digits is important for making numbers. So, place value is important.
What is the place value of each? 4 5 2 1 
Can you write that in expanded notation? 4x1,000 + 5x100 + 2x10 + 1
What are some basic operations we can do with these numbers? (There are 4 of
them) + - x 
There are only 4 operations in math. Ordering them makes life easier. Who
remembers the order of operations? 

Please Parentheses first

Excuse Exponents (powers, square roots, etc.)
My Dear Multiplication & Division (left to right)
 Aunt Sally Addition & Subtraction (left to right)

(5+1) – 6
2
What does the line mean?  or =
         5
Let’s try to solve this using the orders of operations.
1. 5+1=6
2. 6 =36
2

3. 36-6=30
4. 305=6

Let’s look at 2 of the Math laws that we learned in Foundations:

Addition (+) Subtraction (-) Multiplication (x) Division ()

Commutative a+b = b+a ? ? ?
Associative (a+b)+c = a+ (b+c) ? ? ?

Do these laws work with all of the operations? LET’S FIND OUT
(each team choose a small number) a=?    b=?    c=?   

Use examples to discuss math terms below. Replace numbers with words.
Addend + addend = sum minuend – subtrahend = difference
Factor x factor = product dividend/divisor = quotient (also write in box
and fraction)

Have students write examples of each on their white boards or write an

equation using the number 12, where twelve plays each of these roles. 

Mental math

When the sum of 5 and 10 is subtracted from the product of 5 and 10, what is the
difference? 35
If the subtrahend is 7 and the difference is 11, what is the minuend? 18
If the divisor is 4 and the quotient is 12, what is the dividend? 48
When the product of 5 and 5 is divided by the sum of 4 and 1 what is the quotient? 5
a. Definition: What type of fraction is 7 1/3? Mixed
a. Comparison: How does 1 ¼  compare to 5/4  ? They are equal
b. Circumstance: Under what circumstance do we have to change a mixed
number to an improper fraction? When we () or (x)

Remind each student that they will bring ONE problem to share with the class
each week.

The Graph of Me!

LUNCH 12:25-1:00

DEBATE (Geography) 1:00-1:55

EXORDIUM: 
Orange peels and perspectives. Peel an orange keeping the peeling all in one place.
Now lay the orange peel flat. How does laying the peel flat distort your perception of
the orange? Map distortions are the result of such an attempt. Taking a round figure,
the earth, and placing it on a flat sheet of paper causes quite a conundrum.
Cartographers have wrestled with this dilemma for years and the outcome is a
variety of map projections. Look at page 10 in Cartography book. 

Cartography - The science or practice of drawing maps

Why do you think we call Geography debate? Throughout history people have
debated over geographic boundaries and war has been the ugliest form of debate
over those boundaries. In this strand we are going to learn how to draw a map of the
world including continents, oceans, capitals and major geographical features. This
will make our study of literature and history in current events next year in ChB
more interesting because we will know where places are. 

How does Geography relate to history? language? literature? Math? Current Events?
Bible? 
Our understanding of the big picture of our planet relates to just about everything. 
 
Take a piece of paper, and put your name and the date in the top right corner. 
Draw the world, label any areas you know. Fold in half and hand to me. It is for Your
Eyes Only. I’ll keep these filed until the last day of class. 

Introduce Canada: We will have two weeks to work on Canada. 

 What do you know about Canada? 
 Has anybody ever been to Canada? Tell us about it.
 Look at Picture Reference ATLAS together. (other 5CTs)
 What do you notice about the shape? (OILS)
 INTEGRATE: Astronomy/Planets – Our planet – “You are Here”. Look at this
perspective – photos taken from the International Space Station – Parts of
Canada from space

Draw and Label CANADA (in BRAIN) and on the board together.

Practice! Practice! Practice! There are several things that will go into the 1 HOUR
you spend each week on this strand:
 Drawing the country we are on. You should draw 1-2 maps of Canada
per day. Work towards doing it from memory! 
 Memorizing the capitals!
 Memorizing Geo Terms!
  Researching Canada in your Cartography book.
 Bring in an interesting fact you learned about Canada next week!

1:55-2:00 BREAK

REASONING (Analogies) 2:00-3:55

EXORDIUM: Isaiah 1:18 – “Come now, let us reason together, says the LORD:
Though your sins are like scarlet, they shall be as white as snow; though they are
red like crimson, they shall become like wool.”  

DEFINITION: What are bridges? What are the parts of a bridge?

What is a bridge’s purpose? What is an analogy? What is He asking for? What does it
mean to come? What does it mean to reason? What is it called when you say this is
to that as this is to that? What do you think a "viewpoint" might be?

COMPARISON: What do all bridges have in common? What makes bridges

different? How are bridges similar to analogies? What is being compared in this
verse? How are they similar and different? Since an analogy is a comparison. Tell me
some things to compare. How is an analogy different from a simile or
metaphor? How is acquiring one viewpoint different from acquiring multiple
viewpoints?

CIRCUMSTANCE: Why are bridges built? What changes when you move from
written to symbolic form? What does not change? What would happen if I changed 1
of the terms? What about 2 of the terms? How could I change it to make it false?
True? What if we didn’t have bridges? How would that affect us? What happens if
we blow up a bridge? Are all “bridges” physical? Why or why not? How might
assessing multiple viewpoints benefit us?

RELATIONSHIP: Can people serve as a bridge? When? How? What is the

relationship between dog and bark? Between cat and meow? Who is speaking to
whom in this verse? What is the relationship between the LORD and the people
here? What is the relationship among the people? What is the context that is causing
the LORD to use this analogy? What does the LORD say in this verse will
happen? Give an analogy example from book. Bark is to dog as Meow is to cat. How
are dogs and cats related? How are bark and meow related? How are bark and dog
related? How are meow and cat related? How can we use bridges in our daily life?
How can we use analogies? How might assessing multiple viewpoints give us a
bigger picture than just assessing one viewpoint to give us a bigger picture?

TESTIMONY: Who bridged the gap between God and man, between heaven and
earth, and ultimately, between individuals? What rule governs the verb tense in
forming an analogy? Who is the authority in this verse? What other authority or
testimony could we seek regarding the parts of this verse? What makes an analogy
true? what makes it false? What bridges, spiritually speaking, are found in the Bible?
 Read Provers 25 together or sing Proverbs 25 Song

INTRODUCE Analogy Basics pg. 1 in text. 

PRACTICE comparing and writing examples. 

CLEAN UP & DISMISSAL 2:55-3:05