Lesson 1

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account. There is an offline version of this course if you are interested in a workbook. Scroll up for the link.
2. Read “‘Twas the Second Day Before Christmas.” If it helps you, you can listen to Mr. G reading the poem and talking about it.
3. What is the point of the poem? What does it make you feel about Christmas? (Answers)
4. How does the poet make his point? How do lines 13 and 14 contribute? (Answers)
5. What do you think the poet thinks about Christmas? (Answers)
6. Does the poem have rhyme or rhythm? (Answers)
7. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

1. Read “Hope Is The Thing With Feathers.” You can listen to Mr. G reading the poem and talking about it.
2. This was written by a very famous American poet. Who is it? (Answers)
3. What is the poem about and what metaphor/image is used to write about it? (Answers)
4. What does the last stanza mean? (lines 9-12) (Answers)
5. Why Poetry?

Lesson 3

1. Read “Sweet Content” and “A Thanksgiving to God.” You can listen to Mr. G reading the poems and talking about them.
2. What does content mean in this context? (Answers)
3. What is “Sweet Content” about? (Answers)
4. What do you think the poet is saying in lines 9 and 19? (Answers)
5. “Hey nonny nonny” is a nonsense phrase used in other poetry as well. You can find it in Shakespeare’s Much Ado About Nothing.
6. What is the second poem about? (Answers)

Lesson 4

1. Read Psalm 1.
2. What similes does David use in this poem/song? (Answers) Need a reminder?
3. What does each simile tell us about the person it’s describing? (Answers)

Lesson 5

1. Read “Robin Hood, To a Friend“. Do you know who Robin Hood is? Ask a parent if you don’t.
2. You can listen to Mr. G reading the poem and talking about it.
3. This poem is written by Keats. He’s a very famous English poet. You can read the short bio at the top of the page once you enter the site.
4. This poem is written in couplets. What does that mean? What does couple mean? See the resemblance? Look at the poem and try to find couplets.

Lesson 6

1. Read the poem “The Tiger” by William Blake, a British poet who lived from 1757 to 1827. You can listen to Mr. G reading the poem and talking about it.  By the way, you’ll often see this poem using the older spelling of “Tyger.”
2. In this poem, the poet is asking the tiger about its amazing characteristics and about Who created the tiger.
3. What is the rhyme scheme used here? (Answers)
4. In the first stanza, the word “frame” means make or build, and “symmetry” refers to the tiger’s shape, the characteristics of its body. Why do you think the poet calls it “fearful” ?
5. Why do you think the poet says the tiger is “burning bright” in the nighttime forest? (Answers)
6. What other creature does the poet ask about in the poem? (Answers)
7. Why is this an interesting and/or ironic question? (Answers)

Lesson 7

1. Read the poem “I Wandered Lonely as a Cloud” by William Wordsworth, a British poet who lived from 1770 to 1850. You can listen to Mr. G reading the poem and talking about it.
2. What does the poet compare himself to in the first stanza? (Answers)
3. Is he using a simile or a metaphor? (Answers)
4. Why do you think he described himself like that? What are some words he uses that give you a clue about how he was feeling? (Answers)
5. What does he see that changes everything for him? (Answers)
6. Look at the last stanza. The word “vacant” means feeling empty, and “pensive” means kind of thoughtful and gloomy. What happens sometimes when he’s in a “vacant and pensive mood”? (Answers)

Lesson 8

1. Read the poem “Christmas Bells” by Henry Wadsworth Longfellow, an American poet who lived from 1807 to 1882. You can listen to Mr. G reading the poem and talking about it.
2. There are a few words in here you may not know: belfry (a bell tower in a church), Christendom (the areas or countries where Christianity is the primary religion), and rent (tore).
3. What is the rhyme pattern? What phrase is repeated in each stanza? (Answers)
4. What happens in the 4th stanza to break the “good feeling” of Christmas that we had in the first three stanzas? (Answers) Note that “each black, accursed mouth” refers to the black cannons.
5. What war do you think Longfellow was talking about? What does he conclude at the end of the poem? (Answers)

Lesson 9

1. Read the poem “The Kraken” by Alfred Lord Tennyson, a British poet who lived from 1809 to 1892. You can listen to Mr. G reading it and talking about it.
2. Kraken was a term used to describe a giant sea monster supposedly as big as a ship. Some hard words: abysmal (extremely deep), grot (short for grotto, a small cave), polypi (a family of marine invertebrates).
3. What is the Kraken doing now? What will eventually happen to it? (Answers)
4. There are a number of different ideas about a deeper meaning behind this poem, besides just describing a cool sea monster. Any ideas? What do you think the poet could be trying to say? There are no wrong answers to this question 🙂

Lesson 10

1. Read Part 1 of the poem “The Wanderer.” This is an Old English poem and is anonymous (we don’t know who wrote it). It probably originated as an oral poem and was written down much later, probably in the 9th or 10th century AD (early Middle Ages). You can listen to Mr. G reading and discussing the poem.
2. This poem was originally written in Old English (also called Anglo-Saxon), which is so different from Modern English that it looks and sounds like a foreign language. You are reading the poem in a Modern English translation. The translation you’re reading does preserve some important things about the sound of the original poem, though. Read a few lines over again. Does the poem rhyme? (Answers).
3. What do you notice about the sound of the poem? What poetic device is being used? (Answers) This poetic device was used in the original Old English language instead of rhyming.
4. The poet is describing a wanderer. He seems to have lost a lot of things which were meaningful to him. What are a few things he’s lost? (Answers). By the way, he seems to describe himself as a thane, which means someone who has been given some land by a ruler in exchange for military service in early medieval England.
5. The poem twice mentions Wyrd (pronounced like “weird”). This is the Old English idea of fate or destiny, which they believed people have no control over. Actually our modern word “weird” comes from this Old English word.

Lesson 11

1. Read Part 2 of “The Wanderer.”  You can listen to Mr. G reading and discussing Part 2 of the poem.
2. What do you think is an important theme in this part of the poem? (Answers)
3. The poet says “And no man is sage who knows not his share of winter in the world.” Here the word “sage” means wise. He’s talking about how no one is wise who does not realize how temporary everything in the world is, and so live wisely. Look at the lines that follow this. What are some characteristics of a wise man, according to the poet?
4. The last line of the poem seems to give a clue to the only solution the poet has for all the loss and sadness he has faced, and the temporariness of everything. What do you think it is? (Answers)
5. If you’d like to hear “The Wanderer” recited in the original Old English, you can watch this video.

Lesson 12

1. Today we’re reading a Russian poem! Poetry is extremely important in Russian culture; even ordinary Russians love poetry and can quote quite a few poems. Alexander Pushkin (1799 – 1837) is considered the greatest Russian poet. He wrote a lot of love poems especially. Although he was part of the Russian nobility (the wealthy and powerful people), his great-grandfather was a captive Ethiopian who became a personal assistant to Peter the Great, emperor of Russia. Pushkin died at the young age of 37 in a pistol duel with a French guy.
2. Read the poem “Winter Morning” by Alexander Pushkin. You are reading the poem in an English translation, but of course it was originally written in Russian. You can listen to Mr. G reading and talking about the poem.
3. What is Pushkin describing? (Answers)
4. What are some words he uses to describe the snow, the woods, the rivulet (a small river), the wood in the oven?
5. Look at the end of the poem. What is he suggesting to his companion that they do? (Answers)

Lesson 13

1. Another Russian poem today! Read the poem “The Wolves” by the famous Russian writer Aleksey Konstantinovich Tolstoy, who lived from 1817 to 1875. WARNING! This poem mentions violence against wolves, so it might be disturbing for some students. You can listen to Mr. G reading and discussing the poem.
2. What are some words used in this poem to create an ominous, scary scene? (Possible answers)
3. What does the author say you should do to take care of this wolf threat?
4. What do you think is the poet’s attitude towards the wolves? Does he hate them, or fear them, or sympathize with them?

Lesson 14

1. Read the poem “anyone lived in a pretty how town” by an American poet named E.E. Cummings, who lived from 1894 to 1962. You can listen to Mr. G reading and discussing the poem.
2. You might notice that the title of the poem is not capitalized at all; that’s because Cummings often did not use capitalization or normal punctuation in his poems. You’ll find that this poem does not sound like a “normal” poem. That’s done on purpose!
3. So, you read it, right? Did you understand what it was about? I’d be surprised if you did. I don’t really know, but after reading it aloud I had the impression it’s talking about life in a little town, how things just go on like they always have, people go through their seasons of life, then die. Maybe it seems kind of pointless to the poet. I’m not sure; I might just be making all that up 🙂 What do you think? Any ideas about what it means? It’s OK if you got some other meaning. That’s the beauty of poetry.
4. But maybe, if you read it aloud, you could hear how fun the words sound, even if they don’t really make sense when put together like that. Does the poem rhyme? Look at all the stanzas. What’s the rhyme pattern? (Answers)

Lesson 15

1. Read these two short poems by the Scottish writer and minister George MacDonald, who lived from 1824 to 1905. MacDonald often wrote about religious themes, but also was a pioneer of the fantasy genre, and was a big source of inspiration for later famous writers such as C. S. Lewis (The Chronicles of Narnia)  and J.R.R. Tolkien (The Hobbit and The Lord of the Rings). You can listen to Mr. G reading and discussing the poems.
2. In the poem “Blind Bartimeus,” the poet is describing the story of the blind beggar named Bartimeus, which you can read in the Bible in Mark 10:46-52. Be sure to read the story in the Bible if you don’t already know it.
3. In the first two stanzas, it seems Bartimeus is talking with another blind beggar who is with him. A second beggar is actually mentioned in a slightly different account of the same story in Matthew 20:29-34.
4. In the second two stanzas, who is talking? (Answers)
5. Why does he say he is blind too? (Answers)
6. What does he do about his blindness? What happens? (Answers)
7. Read the second poem, “Forgiveness,” again. It’s using a metaphor of a kid doing a math problem on an old-fashioned slate, which is what they used before paper was widely available.
8. What kind of problem does God give the kid to solve? (Answers)
9. What happens when the child comes back to God, with the slate covered with math work, crying that he can’t do it? (Answers) What do you think the poet is saying about God?

Lesson 16

1. Read these two poems by George MacDonald, whom we met in the previous lesson. You can listen to Mr. G reading and discussing the poems.
2. In “Lost and Found,” where are some places the poet mentions he has searched for his friend he has lost?
3. Did he find his friend? (Answers) Who do you think this friend might be?
4. In “Song,” what is the poet talking about? (Answers)
5. Who is the “her” that the poet says we should cheat with melody? (Answers) What might it mean to cheat her with melody? (Answers)

Lesson 17

1. Read this portion of the famous poem “The Hound of Heaven” by the British poet Francis Thompson, who lived from 1859 to 1907. You will only read the first and last parts of the poem in this lesson; the whole poem is pretty long and a bit hard to read. You can listen to Mr. G reading and discussing the poem.
2. There are some hard words in the poem. Here are a few that it would help to know from the first section: labyrinthine (resembling a maze), vistaed (wide open, like a view of plains or mountains), precipitated (here means caused to fall down), adown (down), unperturbed (unworried), instancy (insistence).
3. Who do you think the poet was fleeing from? (Answers)
4. The One chasing the poet says “All things betray thee, who betrayest Me” and “Lo, all things fly thee, for thou fliest Me!” What do you think He’s saying? (Answers)
5. What do you think it means when God says to the poet, “Whom wilt thou find to love ignoble thee, Save Me, save only Me?” Ignoble means dishonorable, low in status or quality. (Answers)
6. Look at the last stanza. What does the poet realize about the gloom that he’s felt surrounding him for a long time? (Answers)
7. The last line of the poem, which is God speaking to the poet, is important but hard to understand because “drave” is an old form of the word drive/drove, meaning to push something along. It means something like “You pushed love away from yourself because you have pushed my love away from you.”

Lesson 18

1. Read these two short poems by Elizabeth Jennings, a British poet who lived from 1926 to 2001. You can listen to Mr. G reading and discussing the poems.
2. “The Enemies” reads a bit like a story rather than a poem. Does it rhyme? Can you figure out the rhyme scheme?
3. “The Enemies” is talking about a mysterious invasion by an unknown group of men. Were they violent? (Answers)
4. How is the town different after they came? (Answers) Can you think of any situations in your life or in the world today that this reminds you of?
5. What event is the poem “Friday” referring to? (Answers) From whose perspective are the events described? (Answers)
6. What do you think this means: “…we learn a new way to lose What we did not know we had Until this bleak and sacrificial day…”? What did they not know they had until that day? (Answers)

Lesson 19

1. Read these two poems by the American poet Sara Teasdale, who lived from 1884 to 1933. You’ll notice that the two poems have very similar titles. You can listen to Mr. G reading and talking about the poems.
2. In the first poem, “The Star,” why does the star love the pool so much and give her light to it? (Answers) Why did she like the pool better than the ocean? (Answers)
3. What made the star realize her mistake? (Answers) What might the poet be saying here? Or what might be a lesson we can learn?
4. In the second poem, “Stars,” there are a few hard words: spicy (here mean strong-smelling), topaz (a kind of gem), myriads (more than you can count), aeons (periods of time longer than you can measure), vex (to upset).
5. How do the stars make her feel?

Lesson 20

1. Read these two poems by Sara Teasdale, whom we met in the previous lesson. You can listen to Mr. G reading and talking about the poems.
2. In the poem “Faces,” what is she talking about? (Answers).  Why does she feel like she’s piercing their disguises? (Answers)
3. What does she wonder at the end of the poem? (Answers)
4. The poem “White Fog” has a few hard words: phlox (a type of flowering plant), amethyst (a purplish stone or color). What are some ways the poet describes the thick fog?
5. When it seems like there’s no more sky, or ground, or sea, what does the poet feel is the one thing that remains, that could be a comfort? (Answers) Note that Sara Teasdale was not a religious person; I would have said that God was present with me there in the fog. 🙂

Lesson 21

1. Your new book is called Anne of Green Gables. Its setting is Prince Edward Island. Where is that? It’s a tourist destination because of this book. Here’s a picture of the green gables house. The gable is the roof. It takes place in the last quarter of the 19th century, around the 1880s. Here are two pages where you can see some images of how they dressed: one, two.
2. Read chapter 1. (audio)
3. The first paragraph of the first chapter is just one sentence. Describe to someone or draw a picture of the scene. What are alders and ladies’ eardrops?
4. The road was fringed. There was a cascade. She didn’t have regard for decorum. She ferreted out what was going on.
5. What do the bold words mean in their context? You can use a dictionary.
6. What is Miss Rachel’s warning? (Answers)

Lesson 22

1. Read chapter 2. (audio)
2. Here’s a sorrel horse (a mare in the story).
3. Here are two words to make sure you know: waif and wistful.
4. You can use a dictionary.

Lesson 23

1. Read chapters 3 and 4. (audio)
2. What do you picture a “prim” yellow chair to look like?
3. You can use a dictionary.
4. Tell someone what’s going on in the story? Why won’t Anne go outside?

Lesson 24

1. Read chapters 5 and 6. (audio)
2. Use context. What are pinions? “Over it soared the gulls, their pinions flashing silvery in the sunlight.”
3. What is a shrewish woman like? (Answers)
4. Why was Matthew’s vim unusual? (Answers)
5. Use the context, but if you need to, you can use a dictionary.
6. Tell someone what’s happening in the story.

Lesson 25

1. Read chapters 7 and 8. (audio)
2. What is Marilla missing out on so much, according to Anne? (Answers)
3. Tell someone what’s happening in the story.

Lesson 26

1. Read chapters 9 and 10. (audio)
2. What are “tremulous grasses?” (Answers)
3. What does the “ruddy evening sunshine” look like? (Answers)
4. Make sure you know these words: consternation, undauntedly, deprecation.
5. You can use a dictionary.
6. Why were Marilla’s lips twitching (end of chapter 9)? (Answers)
7. Marilla calls Anne vain. Anne says she can’t be vain because she knows she’s homely. Who’s right? (Answers)

Lesson 27

1. Read chapters 11 and 12. (audio)
2. Furbelows – pleated or gathered material, of the era
3. What does this sentence mean? “Marilla was not to be drawn from the safe concrete into dubious paths of the abstract.” (Answers)
4. Make sure you know the word: deprecatory. This is related to a word you already looked up: deprecation. What’s the difference? (Answers)
5. Tell someone about what you read. What do you think is going to happen?

Lesson 28

1. Read chapter 13. (audio)
2. Words to know: dolefully
3. You can use a dictionary.
4. Match the definitions.
5. Now try spelling the words.

Lesson 29

1. Read chapter 14. (audio)
2. Words to know: pertly, compunction
3. You can use a dictionary.
4. Tell someone what happened in the chapter.

Lesson 30

1. Read chapter 15. (audio)
2. What happened in the last sentence of this quote? “I got up yesterday spelling ‘ebullition.’ Josie Pye was head and, mind you, she peeped in her book. Mr. Phillips didn’t see her—he was looking at Prissy Andrews—but I did. I just swept her a look of freezing scorn and she got as red as a beet and spelled it wrong after all.” (Answers)
3. What were they doing when they were “picking gum?” (Answers)
4. Words to know: vindictive
5. You can use a dictionary.

Vocabulary

1. Here are words from the first page of your chapter today. Google each of them, “define____” and write the word and its definition as it is used in your reading. If there is more than one definition, you don’t have to write them all.

• broodings
• sonorous
• guttural
• resonant
• impudent
• plaintive
• barbaric

Lesson 31

1. Read chapter 16. (audio)
2. Anne says, “I’m so glad I live in a world where there are Octobers.” What are you glad to live in a world with?
3. Words to know: mortification
4. You can use a dictionary.
5. What did Diana’s mother believe? “She really believed Anne had made Diana drunk out of sheer malice prepense.” (Answers)

Lesson 32

1. Read chapter 17. (audio)
2. Word to know: tenacity
3. You can use a dictionary.
4. Play with your vocabulary.
5. Review your vocabulary.
6. Now try to write the words.

Lesson 33

1. Read chapter 18. (audio)
2. The croup is a viral infection that made breathing difficult.
3. Why was Anne forgiven by Mrs. Barry? (Answers)

Lesson 34

1. Read chapter 19. (audio)
2. Words to know: heedless, arduous
3. You can use a dictionary.
4. Tell someone what happened in the chapter.

Lesson 35

1. Read chapter 20. (audio)
2. Tell someone what happened in the chapter.
3. Play Tic Tac Dough.
4. Do you remember your vocabulary? If you need help, you can look through the words.

Lesson 36

1. Read chapter 21. (audio)
2. Words to know: actuated, dissipation, dyspeptic, inveigled
3. You can use a dictionary.
4. What was happening at church? “Since then the Avonlea church had enjoyed a variety of religious dissipation in listening to the many and various candidates and “supplies” who came Sunday after Sunday to preach on trial.” (Answers)
5. Tell someone the incident of the chapter.
6. What does Anne think is wonderful about tomorrows? (Answers)

Vocabulary

1. Play this vocabulary matching game.

Lesson 37

1. Read chapters 22 and 23. (audio)
2. Words to know: sonorous.
3. You can use a dictionary.
4. Tell someone what happened in the chapters.
5. What’s Anne missing? Why? (Answers)

Lesson 38

1. Read chapters 24 and 25. (audio)
2. Words to know: gadding or to gad, vivacious, cogitation (hint: viv is related to life and and maybe you can recognize cognition as a similar word and think this word is related to knowing or thinking)
3. You can use a dictionary.
4. Tell someone what happened in the story.

Lesson 39

1. Read chapters 26 and 27. (audio)
2. Words to know: coruscations
3. You can use a dictionary.

Lesson 40

1. Read chapters 28 and 29. (audio)
2. Words to know: drabbled
3. You can use a dictionary.
4. Guess the word.
5. Find the match.

Lesson 41

1. Read chapter 30. (audio)
2. Anne was “curled up Turk-fashion.” That’s what was called “Indian-style” when I was growing up. Now it’s called “crisscross applesauce.”
3. Words to know: tacitly, evince, spasmodic, retaliatory, scrupled, to rue
4. You can use a dictionary.
5. What is Miss Lynne saying? “There was no ciphering her out by the rules that worked with other children.” (Answers)
6. Tell someone what happened in the chapter.

Lesson 42

1. Read chapters 31 and 32. (audio)
2. “Marilla offered no objections to Anne’s gypsyings.” My family served as missionaries among the Roma, better known as gypsies. Gypsies are known for wandering, not settling, living in camps.
3. What is Anne’s regret? (Answers)
4. What did Anne and Gilbert tie in? (Answers)

Lesson 43

1. Read chapters 33 and 34. (audio)
2. Why is Anne called an “elocutionist?” (Answers)
3. Words to know: unpropitious, elocution
4. You can use a dictionary.
5. Why does Anne say she is rich? (Answers)
6. Tell someone what happened in the story.

Lesson 44

1. Read chapters 35 and 36. (audio)
2. Tell someone what’s happening in the book.
3. Guess the word.

Lesson 45

1. Read chapters 37 and 38. (audio)
2. Tell someone the end of the book.
3. Write in your vocabulary.
4. Match the words.

Lesson 46(*) (Note that an asterisk * indicates that there is a worksheet on this lesson)

Reading(*)

1. We’re going to start reading The Call of The Wild by Jack London.
2. Read about the author.
3. Read the first part of chapter 1. Here’s the audio for Chapter 1. (Write down the time on the recording when you stop today.) (alternate audio link – same instructions)
4. (*)As you read take notes on the settings, characters and major plot points (things that happen). You can use these Call of the Wild notebooking pages.

Lesson 47*

1. Finish chapter 1. Start the audio where you left off on Lesson 46. (alternate audio link – same instructions)
2. Take notes on settings, characters and the plot.
3. *Use this worksheet to track settings and plot. Use crayon or color pencil as a key to mark the plot events on the map. Alternatively, you could write the numbers on the map. The first event/location will be found in tomorrow’s chapter.
4. Next to each setting and character you have listed, add several descriptions of that place or person.
5. If you are ever confused, please read the chapter summary and use this list of characters to remind you who is who. If you get lost, stop and get back on track; don’t just keep going.

Vocabulary

1. Do the chapter 1 vocabulary crossword puzzle. Here are the definitions if you need them.

Lesson 48

1. Read the first part of chapter 2. Audio link. (Write down the time you stop today.) (alternate audio link – same instructions)
2. Read over the vocabulary for chapter 2.   If you come across a word that you don’t know or don’t know how to pronounce, you can type it into  WordSmyth to look it up. (Put the word in the “Word Explorer” search box on the left side of the page.)  Click on the speaker icon to hear the word pronounced.
3. Add to your plot list as things are mentioned. (Dyea Beach was a gold rush town that is near the modern-day town of Skagway, Alaska.)

Lesson 49 (*)

1. Read to the end of chapter 2. Audio link. (Start the audio where Lesson 48 left off.) (alternate audio link – same instructions)
2. Take notes on settings, characters and the plot. Don’t just list names and places; write what you know about places, people and events from what the author has shown you. He doesn’t have to directly describe something, like “it is big”; the author can use events and situations to show us what the characters are like. For all of the descriptions you have on your character page, add something about how you know those things about the characters. What else have you learned about the characters and settings? Plot?
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Vocabulary (*)

1. Do the matching exercise. You can write down your answers and then scroll down to check.

Lesson 50

1. Read the first part of chapter 3. (Audio link. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Add to your notes.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 51

1. Finish chapter 3. (Audio link. Start where Lesson 50 stopped.) (alternate audio link – same instructions)
2. Write a summary of the chapter in a paragraph.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 52

1. Read the first part of chapter 4. (Audio link. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Write a summary of today’s reading in one sentence.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 53

1. Finish reading chapter 4. (Audio link. Start where Lesson 52 stopped.) (alternate audio link – same instructions)
2. Play the game as a quiz.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 54

1. Read the first part of chapter 5. (Audio link. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Vocabulary

1. Read through the word list for chapter 5.  If you come across a word that you don’t know or don’t know how to pronounce, you can type it into  WordSmyth to look it up. (Put the word in the “Word Explorer” search box on the left side of the page.)  Click on the speaker icon to hear the word pronounced.

Lesson 55

1. Read the next part of chapter 5. (Audio link. Start where you left off on Lesson 54. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet. Look up Five Fingers and Rink Rapids Yukon River and label them with the matching events.

Vocabulary

1. Read through the chapter 5 definitions.

Lesson 56

1. Finish reading chapter 5. (Audio link. Start where you left off on Lesson 55. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Write a summary of the chapter.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet. White River may be something to fill in today.

Vocabulary

1. Complete the crossword puzzle.

Lesson 57

1. Read the first part of chapter 6. (Audio link. Start where you left off on Lesson 56. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet. Look for Forty-Mile Creek and write the corresponding event.

Vocabulary

1. Read through the words and definitions for chapters 6 and 7.

Lesson 58 (*)

1. Finish reading chapter 6. (Audio link. Start where you left off on Lesson 57.) (alternate audio link – same instructions)
2. Write a summary of chapter 6.
3. Add to your map as places are mentioned.

Vocabulary (*)

1. Complete the matching exercise. Write down your answers and then scroll down to check.

Lesson 59

1. Read the first part of chapter 7. (Audio link. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 60

1. Read the second part of chapter 7. (Audio link. Start where you left off on Lesson 59. Write down where today’s reading stops.) (alternate audio link – same instructions)
2. Play a game and answer questions on chapter 6.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 61

1. Finish reading chapter 7. (Audio link. Start where you left off on Lesson 60.) (alternate audio link – same instructions)
2. Play a game and answer questions about chapter 7.
3. Add to your plot list as you go through. Look for place names as you read. They are listed in order on your sheet.

Lesson 62

Vocabulary

1. Try a level 5 vocabulary game.
2. Here’s a level 6 vocabulary game.

Lesson 63

Vocabulary

1. Try this vocabulary review.

Lesson 64

1. Read the article.

Lesson 65

1. Read the article.

Lesson 66

1. You are going to start reading The Spy by James Fenimore Cooper. This book was ground-breaking. It was the first of its kind. It was ground-breaking for a novel to be written about America. It hadn’t existed for long when the novel was written in 1821. It’s considered also the first American war novel and the first spy novel. It’s a piece of American history, and it’s about American history. This is someone who not only lived at the same time as but was friends with such famous names from history as Sir Walter Scott and the Marquis de Lafayette.
2. Here is the audio version if you want it.
3. The setting of the novel is the American Revolution. Here is a summary article on the Revolution.
4. Today, read the introduction. (Audio)
5. What type of war does he call the Revolution? Why? (Answers)

Lesson 67*

1. Here is a list of unusual words to help you understand. Refer to this list of words and characters as you read. Make sure you get off to a good beginning in understanding the book. This is a tougher book than what you have been reading.
   • tenements – homes
   • politic – wise, prudent
   • carriage – how he carried himself, his manner
   • evince – show, exhibit
   • Madeira – a kind of wine
   • freebooters – pirates or soldiers who fight unauthorized wars against foreign countries
   • Continentals – American troops
2. Here’s a list of characters to help you get started.
   • Mr. Wharton – owner of the house
   • Mr. Harper – the name of the mysterious traveler
   • Sara – the older sister of the house; Frances – the younger sister
   • Miss Jeanette Peyton – the sisters’ aunt
   • Henry – Mr Wharton’s son, who arrives in disguise
   • Caesar – the black servant
3. *As you come across characters, write them down on the British or American side to help you keep everyone straight. You can also write a note about who they are, as I have done above. You can use this sheet to help you (The Spy characters).
4. Read chapter 1. (Audio)
5. In what state does the story take place? Did you read the footnotes, the small print at the bottom of the pages? These notes were written by the author, so don’t skip them. (Answers)
6. Who is George III, mentioned in this chapter? (Answers)
7. If you need help in understanding the book, you could read these chapter summaries before you read each chapter to help you focus on what’s happening. The chapter numbers are marked before their paragraph.

Vocabulary

1. unerring notice
2. Harper asks Miss Frances if she longs ardently for peace
3. Write the words and their definitions.

Lesson 68

1. Unusual vocabulary:
   • eclat – ostentatious display or dazzling effect
   • ambuscade – ambush
2. Read chapter 2. (Audio) Don’t forget to get out your character sheet. Keep adding to it. Also, remember that you could read the summary of the chapter first to help you follow the plot (link on Lesson 67).
3. Where did Mr. Wharton’s loyalties lie, with the British or the “rebels”? (Answers)
4. What was “the Locusts” ? (Answers)
5. Who do Sarah and Frances favor, the British or the Americans? (Answers)

Vocabulary

1. He listened to his eloquence
2. Write eloquence and its definition.

Lesson 69

1. Read chapter 3. (Audio) Every lesson you should keep your character sheet next to you and add to it as characters are introduced. (Remember that the chapter summaries are available.)
2. Who is Harvey Birch? (Answers)
3. What are some terms Harvey Birch or the author use for African-Americans? Are these terms appropriate to use in America today? (Answers)

Vocabulary

1. Sarah spoke contemptuously
2. the petulance of an indulged servant
3. capricious humor
4. Write the words and their definitions.

Lesson 70

1. Unusual vocabulary:
   • Scud – low wind-driven clouds, mist, or rain
   • rig’lars – British soldiers
2. Read chapter 4. (Audio)
3. How did Harper shock the family? (Answers)

Vocabulary

1. How awfully sublime!
2. he seemed to be soliloquizing as he said
3. portentous warning
4. Write the words and their definitions.

Lesson 71

1. Unusual vocabulary:
   • dragoon = mounted infantryman
   • horse – used to mean a group of soldiers on horseback
2. Read chapter 5. (Audio)
3. What was the American soldiers’ attitude towards the peddler, Harvey Birch? Who were they assuming he worked for? (Answers)
4. Write a summary of the chapter.

Vocabulary

1. Complete this crossword puzzle.

Lesson 72

1. Unusual vocabulary:
   • vidette – a mounted sentinel
2. Read chapter 6. (Audio)
3. What is the relationship of Frances to Major Dunwoodie? (Answers)

Lesson 73

1. Read chapter 7. (Audio)
2. Strange vocab:
   • yager: short barreled rifle or one belonging to the infantry group that used such rifles
   • foot – a group of foot soldiers (as opposed to “horse”)
3. How did Captain Wharton escape his captors? When and how was he recaptured? (Answers)

Lesson 74

1. Read chapter 8. (Audio)
2. Who was Captain Singleton? How was he like a rival for Frances? (Answers)

Lesson 75

1. Read chapter 9. (Audio)
2. Strange vocabulary:
   • subaltern — a person who is like a servant or subordinate
   • grimalkin – an old or evil-looking female
   • catmauger – in spite of
   • crupper – a leather strap under a horse’s tail to keep the saddle from slipping forward
   • dromedary – a domesticated camel used as a beast of burden in the Middle East
3. How and why did Captain Lawton’s attitude towards Harvey Birch suddenly change after their encounter? (Answers)

Lesson 76

1. Read chapter 10. (Audio)
2. Strange vocabulary:
   • rase – to erase
3. Who were the Skinners and why did they show up at Harvey Birch’s house? (Answers)

Lesson 77

1. Read chapter 11. (Audio)
2. Strange vocabulary:
   • basilisk – type of lizard
3. How does Dr. Sitgreaves feel about Harvey Birch? Why? (Answers)

Lesson 78

1. Read chapter 12. (Audio)
2. Strange vocabulary:
   • lazaretto — a hospital for those with contagious diseases
3. As the Wharton’s residence is transformed into a sort of hospital, who are the main characters staying there and what is their condition? (Answers)

Lesson 79

1. Read chapter 13. (Audio)
2. Strange vocabulary:
   • punctilio — a fine point, detail; the strict observation of the formalities of conduct
3. What happened at the Whartons’ feast to encourage the ladies and Mr. Wharton and his son to leave the doctor, Lawton, and Col. Wellsmere alone? What happened next? How was the relationship between the doctor and Lawton by the end of the evening? (Answers)

Lesson 80

1. Read chapter 14. (Audio)
2. How did Harvey Birch feel after the death of his father? What was Katy his housekeeper’s hope? (Answers)

Vocabulary

1. Do this vocabulary crossword puzzle.

Lesson 81

1. Read chapter 15. (Audio)
2. Strange vocabulary:
   • tete-a-tete — It is French. It is pronounced tet-ah-tet and means “head to head.” It is a meeting or conversation between two people.
3. What disturbing discovery did Frances make when she observed Isabella in the next room? (Answers)

Vocabulary

1. p. 200…the spinster obtained what was necessary through industry and prudence
2. p. 200…the purchaser was tired of the conveyance, while looking through the deed
3. p. 201…couldn’t tolerate the idea of being defrauded
4. Write the words and their definitions.

Lesson 82

1. Read Chapter 16. (Audio)
2. Strange vocabulary:
   • sutler — someone who follows the army to sell to the soldiers
3. What might have been on the paper Harvey Birch initially offered to Dunwoodie and then abruptly swallowed? Why might Harvey have thought it would purchase life for him, but then decided he would let whatever secret was written there die with him? What do you think?

Vocabulary

1. p. 216…ostentatiously placed on high
2. Write the word and its definition.

Lesson 83

1. Read Chapter 17. (Audio)
2. Do you agree with the views on the afterlife expressed by the Sergeant guarding Birch? Why or why not?

Vocabulary

1. p.233…relinquishing a small bottle
2. p.234…reprobate villain
3. Write the words and their definitions.

Lesson 84

1. Read Chapter 18. (Audio)
2. Why do you think Capt. Lawton paid the Skinners for delivering Birch to him, and then had them whipped?

Lesson 85

1. Read Chapter 19. (Audio)
2. Do you have any guess who the mysterious “him” referred to by Birch might be?
3. Why does Frances reject Major Dunwoodie? Does she ever explain to him her reasons? (Answers)

Lesson 86

1. Read Chapter 20. (Audio)
2. What was the situation that Lawton and the surgeon stumbled upon when they returned to Mr. Wharton’s home? (Answers)
3. How did Lawton react to it? What about the surgeon? (Answers)

Lesson 87

1. Read Chapter 21. (Audio)
2. Why was Caesar sent to Captain Hollister? Who appeared while he was there? What did Hollister think about Birch now? (Answers)

Lesson 88

1. Read Chapter 22. (Audio)
2. Summarize the main events of this chapter. (Answers)

Vocabulary

1. p. 295 the wind wafted
2. p. 297 she was impelled to the undertaking
3. p. 301 destitute of fear and reflection
4. Write the words and their definitions.

Lesson 89

1. Read Chapter 23. (Audio)
2. Where did the survivors of the attack and fire go? (Answers)
3. What tragedy met them there? (Answers)

Lesson 90

1. Read Chapter 24. (Audio)
2. What was the confession that Isabella made to Frances as she was dying? How did Frances receive this? (Answers)

Lesson 91

1. Read Chapter 25. (Audio)
2. As Frances talked with Katy on the way up the mountain, what did she learn about Birch’s former housekeeper’s opinion about where his loyalties lay? (Answers)

Vocabulary

1. Play this vocabulary crossword puzzle for The Spy chapters 15-22.

Lesson 92

1. Read Chapter 26. (Audio)
2. What was the turning point in Captain Wharton’s trial? (Answers)

Lesson 93

1. Read Chapter 27. (Audio)
2. Recount briefly the emotional ups and downs experienced by the family in this chapter as they waited to see what Capt. Wharton’s fate would be. (Answers)

Lesson 94

1. Read Chapter 28. (Audio)
2. In the midst of the escape attempt, Birch again mentions a mysterious person whom he has promised that he would save Capt. Wharton. Recall he mentioned this same person previously, but when questioned about who it is, says “No one.” Any guesses as to who this may be?

Lesson 95

1. Read Chapter 29. (Audio)
2. Imagine how Capt. Wharton felt as he saw the gallows. What might your feelings have been had you been in the same situation?

Lesson 96

1. Read Chapter 30. (Audio)
2. Why might Harper have been so insistent that Capt. Wharton not see him together with Birch? (Answers)

Vocabulary

1. Play the vocabulary review game for chapters 15-22.

Lesson 97

1. Read Chapter 31. (Audio)
2. What are two reasons why Frances agreed to marry Dunwoodie so quickly, right on the spot? (Answers)

Lesson 98

1. Read Chapter 32. (Audio-stop at 22:56) (The end of the chapter was omitted from the reading.)
2. What became of Captain Wharton? (Answers)

Lesson 99

1. Read Chapter 33. (Audio)
2. How did the fact that Major Dunwoodie was wounded turn out for his and Frances’ good? (Answers)

Lesson 100

1. Read Chapter 34. (Audio)
2. What is revealed in this chapter about Birch’s loyalties and whom he has been serving? (Answers)
3. How would you feel about serving a cause you believed in, but getting no recognition for it or even being maligned by the very ones who are serving the same cause and should be on your side?

Lesson 101

1. Read Chapter 35. (Audio)
2. Describe the final end of Harvey Birch. (Answers)

Lesson 102

1. Read a biography of the new author you will be reading, Robert Louis Stevenson. The book is Treasure Island. (That’s the link for download.)
2. Who did he write the book for and when?

Lesson 103

1. Read the first two chapters of Treasure Island. audio (alternate audio)
2. Write a description of the characters, setting and plot you’ve encountered so far.

Vocabulary

1. Start an illustrated dictionary. You’ll write the word and a definition and draw a picture.
2. Buccaneer is your first word.

Lesson 104

1. Read chapters three and four of Treasure Island. audio (alternate audio)
2. Write a summary of the chapter on the black spot. How is the plot advanced?

Vocabulary

1. Add a spy-glass. The words don’t have to be in alphabetical order. But if you are doing it on the computer, then they should be in alphabetical order.

Lesson 105

1. Read chapters five and six of Treasure Island. audio (alternate audio)
2. The sea-chest is an object that the author chose to include in the novel. Write the answer to the following questions. Why did the author include it? How does it help the story? What part does it play?

Vocabulary

1. Add a sea-chest.
2. Add a word from the list on this page.
3. Add a character from the book.

Lesson 106

1. Read chapters 7 and 8. Audio A “Black Dog” is counterfeit money. (alternate audio)
2. Add Long John Silver to your pictionary.

Speech

1. Read aloud the letter from chapter 7 in front of an audience.

Lesson 107

1. Read chapters 9 and 10. audio (alternate audio)
2. Tell someone what happened in these chapters.

Lesson 108

1. Read chapters 11 and 12. audio (alternate audio)

Lesson 109

1. Read chapters 13 and 14.  audio chapter 13 and chapter 14 (Note: If you don’t want to read about the murder, you can skip the last paragraph, when Tom is killed. There will be a battle later in the book, though, where several are killed.) (alternate audio – chapter 13; chapter 14)
2. What is Jim’s problem? (Answers)

Lesson 110

1. Read chapters 15 and 16. audio chapter 15 and chapter 16 (alternate audio – chapter 15; chapter 16)
2. Who narrates chapter 16? (Answers)
3. A new narrator means a new perspective, a new point of view. He sees things Jim couldn’t have seen.

Lesson 111

1. Read chapters 17 and 18. audio chapter 17 and chapter 18 (alternate audio – chapter 17; chapter 18)
2. Did you find the change in narrators confusing or interesting? Why?

Vocabulary

1. Analogies are word comparisons. Here is an analogy: a sock is to a foot as a glove is to a hand — sock and glove correspond and foot and hand correspond. Can you see that? Another way to write an analogy is like this — sock:foot :: glove:hand .
2. The link in number 1 has multiple choice answers to get you going more easily.

Lesson 112

1. Read chapters 19 and 20. audio chapter 19 and chapter 20 (alternate audio – chapter 19; chapter 20)
2. Who is narrating chapter 19? (Answers)
3. Are there good guys and bad guys in this book? (Answers)
4. Write a summary of chapter 20.
5. Try this exercise on making inferences while reading. You can just do the first part.

Lesson 113

1. Read chapters 21 and 22. audio chapter 21 and chapter 22 (alternate audio – chapter 21; chapter 22)
2. Write a one-sentence summary of each chapter.

Vocabulary

1. Try another analogy set.

Lesson 114

1. Read chapters 23 and 24. audio (alternate audio link)
2. “I was just thinking how busy the drink and the devil were at that very moment in the cabin…” What does it mean that drink and the devil were busy? (Answers)
3. Try these reading exercises to see what advertisements are really up to. Make sure you click on “Next Activity.”
4. Here’s another; analyze the ads. Make sure you click on “Next Activity.”

Lesson 115

1. Read chapters 25 and 26. audio (alternate audio link)
2. Tell someone what is happening the book.

Lesson 116

1. Read chapters 27 and 28. audio chapter 27 and chapter 28 (alternate audio – chapter 27; chapter 28)
2. The chapter is called, “Pieces of Eight.” Where does that come into the chapter? Do we know what it means? (Answers)
3. “Pieces of Eight” is a bit of foreshadowing. It’s throwing us a clue about something that is to come, in order to make us interested.
4. Before, Stevenson changed narrators to give us another point of view. When Silver tells a story about meeting with the doctor, we hear the story from his perspective, from his point of view.
5. Tell someone what is happening the book.

Vocabulary

1. Find the analogy. Finger:Hand :: Toe:Foot  reads “Finger is to hand as toe is to foot.”
2. Write in the analogy. (Copy the screen, “prt scr,” and add it to your portfolio.)

Lesson 117

1. Read chapters 29 and 30. audio chapter 29 and chapter 30 (alternate audio – chapter 29; chapter 30)
2. What complaints do the pirates have? (Answers)
3. Tell someone what is happening the book.

Lesson 118

1. Read chapters 31 and 32. audio chapter 31 and chapter 32 (alternate audio – chapter 31; chapter 32)
2. Silver has at times acted like a caring father toward Jim, but when it comes to the treasure, he changes. How does he act toward Jim in this chapter when the treasure (money) is at stake? What does that say about where his heart is? (Answers)
3. Tell someone what is happening in the book.

Lesson 119

1. Read chapters 33 and 34. audio chapter 33 and chapter 34 (alternate audio – chapter 33; chapter 34)
2. Like many action stories, just when you think all hope is lost, someone comes to the rescue. Who comes and saves Silver and Jim? (Answers)
3. Tell someone about how the book ends.
4. While the story is mostly from Jim Hawkin’s point of view, what perspective is Jim telling it from? (answer: In the first and last chapter it is shown to be told in retrospective. It’s all over and done, and he’s remembering it. There is no current peril in the situation, just the memory of it. )

Lesson 120

1. Take the quiz.

Lesson 121

1. Today you’ll start reading a famous book called How To Win Friends and Influence People by Dale Carnegie. This book was written in 1936 and is still popular today.
2. The first section of the book is called “Fundamental Techniques in Handling People.” Today you’ll read Chapter 1.
3. This chapter has an interesting title! Explain what you think this title has to do with the main point of the chapter.
4. What did the chapter say about logic? Do you think it’s likely to be helpful to use logic in criticizing somebody?
5. According to the author, what should we do instead of condemning people?
6. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Capone doesn’t condemn himself. He actually regards himself as a public benefactor—an unappreciated and misunderstood public benefactor.” (Benefactor: someone who gives aid or gifts, especially financial aid)
   • “Most of them attempt by a form of reasoning, fallacious or logical, to justify their anti-social acts even to themselves…” (Fallacious: containing or based on a fallacy; illogical.)
   • “In the autumn of 1842 he ridiculed a vain, pugnacious Irish politician by the name of James Shields.” (Pugnacious: eager to fight or quarrel)
7. (Answers)

Vocabulary

1. Vocabulary review game

Lesson 122

1. We’re going to continue reading How To Win Friends and Influence People by Dale Carnegie. From now on we’ll refer to it as “Win Friends” for short.
2. Today we’ll read Chapter 2.
3. What does the author say is a major human desire? How does he suggest we work to meet this desire in our dealings with other people?
4. How is what he is suggesting we do different from flattery?
5. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Carnegie wanted to praise his assistants even on his tombstone. He wrote an epitaph for himself which read: ‘Here lies one who knew how to get around him men who were cleverer than himself.’” (Epitaph: An inscription on a tombstone)
   • “King George V had a set of six maxims displayed on the walls of his study at Buckingham Palace. One of these maxims said: ‘Teach me neither to offer nor receive cheap praise.’” (Maxim: A short saying containing practical wisdom)
6. (Answers)

Lesson 123

1. Today we’ll read Chapter 3.
2. What is the main lesson the author is trying to show us in our dealings with people?
3. In the author’s comments on a poorly written letter, there were a couple phrases you may not have understood. What do you think the words in bold refer to?
   • “I missed the eight-fifteen this morning.” (Probably a train into the city departing at 8:15 in the morning.)
   • “Any advertising man who is guilty of writing such drivel as you have sent me has something wrong with his medulla oblongata.” (That’s a part of your brainstem.)
   • By the way, what does “drivel” mean in the sentence above? (Drivel: stupid or childish talk)
4. (Answers)

Vocabulary

1. Vocabulary review game from level 6

Lesson 124

1. Today we’ll start reading the next section of “Win Friends”, which is entitled “Ways to Make People Like You.”
2. Read Chapter 4.
3. What is the main emphasis of this chapter? Name three examples the author gives of how this might look in dealing with people. Now think of someone in your life with whom you could try this principle. What is one way you might put the principle of this chapter into practice?
4. (Answers)

Lesson 125

1. Let’s read Chapter 5.
2. What’s the main lesson of this chapter? What if you don’t feel like doing it? What is something you should avoid doing?
3. Practice this today!! You can start with your family, and then make an effort to try it the next time you go somewhere.
4. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Glum, taciturn, he was sharply different from what I expected—until he smiled.” (Taciturn: silent; unlikely to talk or converse)
   • “…Frank Irving Fletcher, in one of his advertisements for Oppenheim, Collins & Co., gave us this bit of homely philosophy…” (Homely: simple, plain, lacking elegance or sophistication)
5. (Answers)

Lesson 126

1. Let’s read Chapter 6.
2. What advice does the author have for us in this chapter? What are some tips or ideas for practicing this?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “But with his Irish geniality, he had a flair for making people like him…” (Geniality: warm cheerfulness)
   • “One man, the manager of a large American bank in Paris, wrote me a scathing rebuke because his name had been misspelled.” (Scathing: harshly critical)
   • “Most people don’t remember names for the simple reason that they don’t take the time and energy necessary to concentrate and repeat and fix names indelibly in their minds.” (Indelibly: in a way that is impossible to remove or forget)
4. (Answers)

Lesson 127

1. Let’s read Chapter 7.
2. How good of a listener are you? Why does the author say that the key to being a good conversationalist is to be a good listener?
3. Do you remember the word geniality from the previous chapter? What do you think the word in bold here means: “Well, according to that genial scholar Charles W. Eliot, ‘there is no mystery about successful business interaction. . . .’”
4. Here’s a sentence with two hard words in it. Try to guess what they could mean if you don’t know them, and then highlight the definitions in parentheses to check yourself: “Even the most violent critic will frequently soften and be subdued in the presence of a patient, sympathetic listener—a listener who will be silent while the irate fault-finder dilates like a king cobra and spews the poison out of his system.” (Irate: angry or enraged. Dilate: to expand, make wider or larger.)
5. (Answers)

Lesson 128

1. Today we continue reading “Win Friends” and we’ll be starting a new section entitled “Ways to Win People to Your Way of Thinking.”
2. Read Chapter 8.
3. At the beginning of the chapter the author quotes a friend of his as saying “Always avoid the acute angle.” What’s an acute angle? Can you guess what that might have to do with the lesson being presented in this chapter?
4. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “It was a sorely needed lesson, because I had been an inveterate ” (Inveterate: firmly established or habitual)
   • “To illustrate: years ago, a belligerent Irishman by the name of Patrick J. O’Haire joined one of my classes.” (Belligerent: eager to fight, hostile, aggressive)
   • “A little questioning brought out the fact that he was continually arguing with and antagonizing the very people he was trying to do business with.” (Antagonize: to provoke hostility from someone)
5. Play with your vocabulary.
6. (Answers)

Lesson 129

1. Read Chapter 9.
2. Who is a famous person from American history mentioned in the chapter who drastically changed his way of dealing with people? What are some of his methods which were mentioned?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “It is difficult, under even the most benign conditions, to change people’s minds.” (Benign: harmless, not dangerous, favorable)
   • “Do it so subtly, so adroitly that no one will feel that you are doing it.” (adroitly: skillfully, especially in difficult situations)
   • “I made it a rule [said Franklin] to forbear all direct contradiction to the sentiments of others, and all positive assertion of my own.” (to forbear: to refrain from doing something)
4. (Answers)

Lesson 130

1. Read Chapter 10.
2. What are some benefits to quickly and emphatically admitting your mistakes?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Well, a little dog like that isn’t going to harm anybody,” the policeman remonstrated. (To remonstrate: to reason or plead in protest)
   • “…so when I began to condemn myself, the only way he could nourish his self-esteem was to take the magnanimous attitude of showing mercy.” (Magnanimous: showing kindness, generosity, nobleness in overlooking insults or not seeking revenge)
   • “This had gone wrong and that had gone awry.” (Awry: turned away from the correct course; crooked or twisted)
4. (Answers)

Lesson 131

1. Read Chapter 11.
2. What’s the main point being emphasized in this chapter? Can you recognize any advice from previous chapters being repeated here?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “…and that if we only have the patience and the candor and the desire to get together, we will get together.” (Candor: being open and honest)
   • “Such an event had never been heard of before in the long, tempestuous history of American labor wars.” (Tempestuous: stormy, chaotic)
4. (Answers)

Lesson 132

1. Read Chapter 12.
2. Explain the Socratic method in your own words. By the way, did you notice the word adroit being used to describe Socrates? You previously have seen the word adroitly. Do you remember what it means?
3. Look at the following quote from the chapter and try to guess the meaning of the bold word. Check to see whether you are right by highlighting the words in parentheses.
   • “Naturally, an ultimatum like that made me feel good.” (Ultimatum: a final proposition, or condition, or demand; if it is rejected, the result will be a use of force or some other action such as terminating someone’s account.)
4. (Answers)

Lesson 133

1. Read Chapter 13.
2. In addition to encouraging the other person to do most of the talking through asking questions, what else did you notice about the salesman’s approach to the Pennsylvania Dutch lady which really helped to change her attitude? How did Mr. Cubellis do something similar in his interview?
3. (Answers)

Lesson 134

1. Read Chapter 14.
2. Give three examples from this chapter of how someone influenced someone else by letting that person feel that something was actually their idea. We might say in today’s terms that we should try to get the other person to “take ownership” of whatever it is we want them to do, and view it as their own idea, their own thing, something they really want to do.
3. (Answers)

Lesson 135

1. Read Chapter 15.
2. Why do you think the author says that even if you just get this lesson from the book, and nothing else, it could be a milestone of your career?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Sometimes, these fires raged so fiercely that the fire department had to be called out to fight the conflagration.” (Conflagration: a large destructive fire.)
   • “There was a sign on the edge of the park saying that anyone who started a fire was liable to fine and imprisonment…” (Liable: (in this sentence) subject to, or legally obligated. Actually this word is more commonly used in the sense of “likely to” do something, as in “He hasn’t slept for three days, so he’s likely to have an accident if he gets behind the wheel.”)
   • “On one occasion I rushed up to a policeman and told him about a fire spreading rapidly through the park and wanted him to notify the fire department; and he nonchalantly replied that it was none of his business because it wasn’t in his precinct!” (Nonchalantly: in a casual or uncaring way)
4. Play with your vocab.
5. (Answers)

Lesson 136

1. Read Chapter 16.
2. What does the author mean when he says that President Taft “learned from experience the enormous chemical value of sympathy in neutralizing the acid of hard feelings”?
3. The word “cantankerous” is a fun one. What do you think it means? Look at how it’s used in this sentence from today’s chapter: “An answer like that will soften the most cantankerous old man alive.” (Cantankerous: very grumpy and argumentative)
4. Do you remember the vocabulary?
5. (Answers)

Lesson 137

1. Read Chapter 17.
2. We need to make sure we’re clear on the meaning of “appeal” in this chapter, for example as it’s used in the principle we’re learning: “Appeal to the Nobler Motives.” We’re used to using the word “appeal” to mean that something is pleasing. For example, “That lifestyle really appeals to me.” But the meaning in this chapter is a bit different. In this chapter “appeal” means to ask for support based on something; in this case, based on the noble motives a person probably has.
3. What is meant by “nobler motives”? Give an example from the chapter.
4. Review your vocabulary.
5. (Answers)

Lesson 138

1. Read Chapter 18.
2. What is a truth you could more effectively convey to somebody by dramatizing it?
3. What do you think the word in bold means in this sentence: “Experts in window display know the trenchant power of dramatization.” (Trenchant: strongly effective, clear-cut, or forceful.)
4. Do you remember your vocabulary?
5. (Answers)

Lesson 139

1. Read Chapter 19.
2. At the start of the chapter, it talks about the men in a mill making “heats.” I have no idea what a “heat” is, so if someone knows, please let us know! A mill, by the way, is a building where grain is ground into flour or fruit is squeezed to produce juice, or a building with machinery for manufacturing, such as a paper mill.
3. What is another way of saying “to throw down a challenge” that we read in this chapter?
4. Try to guess what the word in bold means in this sentence from the chapter: “It was a political appointment, subject to the vagaries of political whims.” (Vagary: an unpredictable occurrence or action)
5. (Answers)

Lesson 140

1. Today we’ll start another new section in the “Win Friends” book. This section is entitled “Ways to Change People Without Giving Offense or Arousing Resentment.”
2. Read Chapter 20 of this section.
3. Can you think of any time recently when you did NOT start off with honest praise and appreciation, and things did not go well? Think about what you could have said at the beginning. How do you think the result may have been different?
4. There’s a hard word in this sentence. See if you can figure out what it means: “I am printing the letter here because it shows how Lincoln tried to change an obstreperous general when the very fate of the nation might depend upon the general’s actions.” (Obstreperous: loudly defiant, hard to control.)

Lesson 141

1. Read Chapter 21.
2. Think about your family members and friends. What is a mistake or an unwise thing that you have noticed them doing? How could you INDIRECTLY call attention to it and encourage them to change?

Lesson 142

1. Read Chapter 22.
2. If you forget to take the advice of this chapter, and you do not mention your own shortcoming before criticizing someone else, what is the next best thing you can do? How does the author demonstrate that in the chapter?
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Remember the asinine mistakes, the foolish blunders you made?” (Asinine: utterly stupid or silly)
   • “England was incensed.” (Incensed: angered, enraged)
   • “German statesmen were aghast.” (Aghast: struck by shock, terror, or amazement)
4. (Answers)

Lesson 143

1. Read Chapter 23. This is a very short chapter but important.
2. Do you have younger siblings or cousins? How might you use the advice in this chapter to encourage them to cooperate with you? What might be a side benefit for THEM of using the technique taught in this chapter?
3. (Answers)

Lesson 144

1. Read Chapter 24.
2. Explain in your own words what it means to help somebody “save face.”
3. Look at the following quotes from the chapter and try to guess the meaning of the bold words. Check to see whether you are right by highlighting the words in parentheses.
   • “Steinmetz, a genius of the first magnitude when it came to electricity, was a wash-out as the head of the calculating department.” (A wash-out is someone who’s no good at a particular job.)
   • “We ride roughshod over the feelings of others, getting our own way, finding fault, issuing threats…” (To ride roughshod over someone: to completely ignore the rights, feelings, or opinions of others.)
   • “That’s what every arbitrator knows—let men save face.” (Arbitrator: a person chosen to judge between two parties who have a dispute or to help them reach an agreement.)
4. Match the vocabulary words and definitions.

Lesson 145

1. Today we’re reading our last Chapter 25 from the “Win Friends“ book. This is the only chapter in the last section entitled “Letters that Produced Miraculous Results.”
2. What could be included in a letter (or email, text message, etc.) to produce “miraculous results”? How is this different than flattery?
3. Why do you think the author references the state of Missouri in the second paragraph of the chapter: “Well, I like skeptical people. I spent the first twenty years of my life in Missouri—and I like people who have to be shown.” What does Missouri have to do with being skeptical? If you don’t know, look up Missouri and see what clues you can find.
4. (Answers)

Lesson 146

1. Review your “Win Friends” vocabulary.
2. Guess the word.
3. Find the right word.
4. Write in the word.

Lesson 147

1. Read The Emperor’s New Clothes.

Lesson 148

1. Write in the words. (Win Friends)
2. Find the right word.  (The Spy)
3. Match the words.  (The Spy)

Lesson 149

1. Read Taming the Bicycle by Mark Twain.

Lesson 150

1. Write in the word.  (Win Friends)
2. Win the match.  (Anne)
3. Guess the word.  (Anne)

Lesson 151

1. Read Thank You, Ma’am by Langston Hughes. (This reading is not in the public domain. A chapter from a Langston Hughes book is in the reader book.)

Lesson 152

1. Read chapter 1 of the The King Will Make a Way.  (I wrote this book. It has been professionally edited, so I trust it to use as an example. The students are going to be writing their own novels, so I chose this to show them that it can be done! Plus, I’m intimately acquainted with all of the work that went into writing it!) (audio)
2. Why does Gabe call himself “croakless?” (Answers)
3. Why do you think Gabe compares himself to a toad? Why not a lion without a roar? (Answers)
4. What’s Phineas’ relationship to Vulpine? (Answers)
5. Author’s note: I used a motif of golden vs. wooden in the book to represent the things of God and the things of this world.

Lesson 153

1. Read chapter 2 of the The King Will Make a Way.   audio
2. What does Gabe’s father find? (Answers) What do you think it represents?
3. Why is Gabe so bothered? (Answers)
4. What is Vulpine’s ultimate goal? (Answers)
5. Author’s Note: Remember the motif of golden vs. wooden? Who has golden hair? Who has brown hair?
6. Make a list of all of the characters so far. What do you know about them? You will see Gabe, our main character, grow and mature and change throughout the novel. Some things about a character will never change, but every character, and person, is always growing and changing and learning. Don’t forget to have your characters learn something along the way.
7. What do the character names tell us about them? How do they fit their names? Any guesses on who they represent in the metaphor?
   • Gabriel means man of God.
   • Angela means angelic (in the book it says she has an angelic name).
   • Vulpine literally means cunning or crafty. (I picked this name by looking up crafty in the thesaurus. It just sounded villainous.)
   • Phineas Tract: Phineas means oracle. Tract is short for tractable, meaning easily managed or controlled.
8. I used ancestry.com to check to see if these last names existed. I did A LOT of research throughout the writing of the book, even though it is fiction. At one point I was looking up melting points because there is a fire, and I was trying to figure out if some thing would survive the fire. You have Google. Use it!

Lesson 154

1. Read chapter 3 of the The King Will Make a Way.  audio
2. Why does Gabe fall when he’s climbing the mountain? (hint: It’s not because he tripped.) (answer: “a haughty look comes before the fall”)
3. What is Gabe’s invitation to visit the King? (Answers)
4. Author’s note: The toad Gabe catches escapes “without a sound.” He’s a croakless toad, just like Gabe. But, this toad saved the day and helped Gabe get to the King, and it was also obeying the King’s orders in doing so. Similarity to Gabe?

Lesson 155

1. Read chapter 4 of the The King Will Make a Way.  audio
2. What is Gabe learning from the King? (Answers)
3. Why doesn’t the King go down to the village? (Answers)
4. What has Gabe gained from the King? (Answers)
5. Think about it: How does knowing Jesus (the King) mean sacrifice, privilege and responsibility?

Lesson 156

1. Read chapter 5 of the The King Will Make a Way.  audio
2. How does the King help Gabe warn his family about the storm? (Answers)
3. What is the “rampaging drunk”? (Answers)
4. Father realizes Vulpine wants to be king. Knowing the King represents Jesus, who does Vulpine represent? (Answers)

Lesson 157

1. Read chapter 6 of the The King Will Make a Way.  audio
2. What happened when Gabe tried to tell Mrs. Bollix about the King? (Answers)
3. What does this sentence mean? “By seeding comments here and there, he found others similarly disaffected.” (Answers) (hint: disaffected)
4. Why do you think Vulpine picked up the King’s law book right away? (Answers)

Lesson 158

1. Read chapter 7 of the The King Will Make a Way.   audio
2. How did the virus get started? I did research on this. This was a way biological warfare has actually been carried out in history. (Answers)
3. What does Gabe notice about Angela’s change in demeanor? (Answers)
4. What is one way Gabe is realizing the responsibility of knowing the King? (Answers)

Lesson 159

1. Read chapter 8 of the The King Will Make a Way.  audio
2. Who was really behind the virus? (Answers)
3. What law did he remind Gabe of? (Answers)
4. How did the King use the plague to help Angela? (Answers)
5. What do you think the doctor was feeling when Gabe found him? Do you really think he was just tired?
6. If you struggle with the concept of the King being behind the plague, wait and see the King’s love at work through the plague. Also, consider the numerous Old Testament examples of God directly killing someone; Korah, for example, in Numbers 16. Also look at Revelation 16 and how the seven plagues come from God. Read Deuteronomy 32 for an example of God promising to send all sorts of disaster and terror on the Israelites.

Lesson 160

1. Read chapter 9 of the The King Will Make a Way.  audio
2. How did the King use the virus for the good of the village? (Answers)
3. Who finds out that people are talking about the King being alive? (Answers)
4. What are some of the responsibilities that Gabe has faced because he knows the King? (Answers)

Lesson 161

1. Read chapter 10 of the The King Will Make a Way.  audio
2. Why did Vulpine send troops up King’s Hill? (Answers)
3. How did Vulpine become king? (Answers)
4. What is brewing among some of those at the meetings at the inn? (Answers)

Lesson 162

1. Read chapter 11 of the The King Will Make a Way.  audio
2. What does the King’s law say about vengeance and justice? (Answers)
3. Why is Assemblyman Stone upset with Vulpine? (Answers)

Lesson 163

1. Read chapter 12 of the The King Will Make a Way.  audio
2. Who is part of the rebellion against Vulpine? (Answers)
3. What is their plan? (Answers)

Lesson 164

1. Read chapter 13 of the The King Will Make a Way.  audio
2. Gabe says he serves the King. He says he doesn’t serve whom and what? (Answers)
3. When it says that the guards are standing by lanterns that had been lit by order of Vulpine, what does that tell us or suggest? (Answers)

Lesson 165

1. Read chapter 14 of the The King Will Make a Way.  audio
2. What was Vulpine’s plan? (Answers)
3. What happened to the rebels? (Answers)

Lesson 166

1. Read chapter 15 of the The King Will Make a Way.  audio
2. Who taunts Gabe to give up? (Answers)
3. How does the King make a way for Father to get home? (Answers)
4. Phineas is whistling a happy tune. What do you think that means? Does ending the chapter that way make you curious as to what will happen next and make you want to read more?

Lesson 167

1. Read chapter 16 of the The King Will Make a Way.  audio
2. What does Gabe say is their goal? (Answers)
3. What concept is so hard for one woman at the meeting to accept? (Answers)
4. Author’s Note: Gabe has another dream. His last one came true and this one will as well.

Lesson 168

1. Read chapter 17 of the The King Will Make a Way.  audio
2. Who had a “miraculous reappearance”? How is he still alive? (Answers)
3. What does Gabe realize when Caleb asks how he can start reading the King’s law? (Answers)
4. What did those at the meetings start calling themselves? (Answers)
5. The chapter ends with Vulpine pulling on his “iron glove.” He had told the villagers he would rule with an “iron fist” over those who were working against the peace and unity of the village. What do you think might happen next?

Lesson 169

1. Read chapter 18 of the The King Will Make a Way.  audio
2. How did Gabe escape arrest? (Answers)
3. What is the prison like? (Answers)
4. What metaphor is used to describe the pillory stocks scene? (Answers)
5. The villagers beat the servants to death in this chapter. Why do you think they did it? When answering, consider that no one had beaten them up the day before.
6. Throughout history, populations have been guilty of many awful crimes against targeted minorities. From reading different historical accounts, I’ve come to the conclusion that they did those things because they were given permission to. If society says it’s okay–condones or even encourages it, then people will do it. The lynching of African Americans in America’s South continued because no one stopped it. They even had picnics to watch them. Would people still do it today if the same permissive atmosphere existed?

Lesson 170

1. Read chapter 19 of the The King Will Make a Way.  audio
2. Who has newly joined the meetings at the inn and has started helping Gabe? (Answers)
3. How did the King make a way for the people in jail? (Answers)
4. Who is asked to leave the meetings? Why? (Answers)
5. What do you think would give the prisoners joy? (Answers)

Lesson 171

1. Read chapter 20 of the The King Will Make a Way.  audio
2. What does Vulpine want everyone to do? (Answers)
3. Who refuses to give people the tattoo? (Answers)

Lesson 172

1. Read chapter 21 of the The King Will Make a Way.  audio
2. What does the good doctor tell Phineas? (Answers)
3. The doctor tells Gabe his name. What is it? (Answers)

Lesson 173

1. Read chapter 22 of the The King Will Make a Way.  audio
2. What proved to Robert that everything Gabe had told him was true? (Answers)
3. Why were they able to forgive Robert? (Answers)

Lesson 174

1. Read chapter 23 of the The King Will Make a Way.  audio
2. What does Robert find so funny? (Answers)
3. Why could Robert say he was free when he was held bound by a guard? (Answers)

Lesson 175

1. Read chapter 24 of the The King Will Make a Way.  audio
2. What was Father’s conviction and how was it tested? (Answers)
3. What is Father’s current fate? (Answers)
4. What is Angela pondering? (Answers)

Lesson 176

1. Read chapter 25 of the The King Will Make a Way.  audio
2. Who returned to the meetings? (Answers)
3. What did Angela help John realize? (Answers)
4. When I was writing this story, I knew all along that I wouldn’t have them marry. I purposely wanted to do the opposite of a famous book on the end times. There was a series called Left Behind, which I thought had some unbiblical ideas in it. One of the things that happens is that these two people marry and have a kid, in the middle of the tribulation! In the New Testament we read that those who are married should act as if they are not married because we are in the last days. That was 2000 years ago. How much more is it true in the last, last days! Paul also says that it is better to be single because we can focus on serving the Lord.

Lesson 177

1. Read chapter 26 of the The King Will Make a Way.  audio
2. What happened to Father? (Answers)
3. What does Phineas request of the villagers? (Answers)
4. What was set up in the Square? (Answers)

Lesson 178

1. Read chapter 27 of the The King Will Make a Way.  audio
2. What did Vulpine do to try and stop the “bishops?” (Answers)
3. What was one woman’s reaction to the bonfire? (Answers)
4. Author’s Note: Each time I mention this woman, I mention her holding onto her son to help the reader know who she is.

Lesson 179

1. Read chapter 28 and 29 of the The King Will Make a Way.  audio for 28  audio for 29
2. Why is Vulpine excited that Gabe is the leader of the servants of the King? (Answers)
3. What does the marked woman who now believes in the King do? (Answers)
4. This was something else I wanted to put in the book. In that same book series I mentioned before, there was a man who receives the mark being forced into it by his parents. Instead of turning himself in, he is encouraged to keep the mark and use it to his (their) advantage. I think that is a seriously dangerous example. The Bible says that those who take the mark will go to hell. Well, it says, “…the smoke of their torment rises for ever and ever.” The Bible also says that if your right hand causes you to sin, you should cut it off. I’m NOT encouraging anyone to maim themselves, I just wanted to provide a more biblical response to the situation. And, I didn’t have her cut it off. She just turned herself in.
5. The climactic scene has been set. What’s going to happen to Gabe? Is Vulpine finally going to be rid of his enemies and rule without disturbance? Will the King come back?

Lesson 180

1. Finish the The King Will Make a Way.  audio
2. Why is Vulpine wrong to equate schooling with wisdom? (Answers)
3. How does Gabe prove he has seen the King? (Answers)
4. Who is walking down the road by the inn? (Answers)
5. Author’s Note: When I wrote about the plate with Gabe’s name on it in the beginning, I had no idea that it would be so important later on. That was just a gift the Lord gave me.

You Did It, Congratulations!