website 2.pdflower grammer mummies in the morning ... learn that the egyptian government was stable...

1-800-705-7487

THREADS is a brand new treatment of a Classic Tapestry feature! Now its very own section, Threads provide the main emphases of the week at a glance, for the benefit of both teacher and student. Threads offer the teacher objective goals for the week’s study so necessary to Unit Study.

READING ASSIGNMENT CHARTS are organized so that all students are reading about the same historical topic, but using resources specially chosen for their reading ability and level of comprehension. Note exciting Redesign additions and refinements in assignments and categories!

WEEKLY OVERVIEW CHARTS show you the week at a glance for all suggested activities except read-ing. They are written to the students to encourage independent planning, but you are the teacher and will be able to guide the student’s choices each week.

WRITING ASSIGNMENTS are another element we changed just for you! Now extracted from the old BASE component, and integrated each week, writ-ing with Tapestry has never been easier. As with Classic Tapestry, 12 levels instead of 4 will keep your students challenged at their own levels!

STUDENT ACTIVITY pages are “home” for your students. These pages detail projects mentioned in the Weekly Overview. Information is written to the student so that he or she can learn through a variety of modalities — visual, tactile, or auditory.

PAGEANT OF PHILOSOPHY is the unique way Tapestry of Grace approaches philosophy through-out human history ... and has fun doing it! En-joying a play format, students and parents follow together the adventures of Simplicio, the questioner, as he dialogues with the famous minds of the ages.

TEACHER’S NOTES supply detailed information to you by discipline. You learn in summary what your children are reading about in detail. Because you are “in the know,” you can be the teacher every week with a minimum of preparation time.

SUPPLEMENTS are what we give you when we’ve got so much to say we just can’t fit it all in the Teacher’s Notes. Supplements can be anything, from in-depth articles to extra craft instructions. Think of it as a bonus for the weeks we include it.

Year Plan

Unit 1 Unit 3 Unit 4Unit 2

36 Week Plans

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OTES introduce new

users to our philosophy of education; this docum

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separate set of four documents

provides users with inform

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plementation.

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hen implem

enting the writing assignm

ents for all four Year-Plans. H

andy forms, w

orksheets, and instructions are included in these pages.

Download and print from the Internet

Gray bars mean that these types of pages are not found in every

week plan.

Tan bars mean that these page

types are always found in every

week plan.

Tapestry of Grace: RedesignedLayout

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Thank YOU so much ...for your wonderful curriculum!! I don’t know how you found the time to write it all down and organize it, but I am so grateful that you did. Because of your efforts and the

Grace of God there is a little home schooling family in California experiencing a rejuvenation of their days and a sense that we CAN do it!!! Thank You! Thank You! Thank You!

Threads

Pharaohs and Pyramids 2Teaching Objectives: Core

Threads: History #

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Note: if you do not wish for your student to study Egyptian mythology, plan to skip the Week 3 plan (except for Bible read-ings) and stretch this week’s plan over two weeks. There’s more than enough between reading and hands-on projects to keep young students busy for two weeks.

Learn the locations of major landforms & cities of Egypt.Learn about farming in ancient Egypt: its patterns and crops.Learn about the many ways the Nile was important to early Egyptian life, and why Egypt has been called “the gift of the Nile.”Introduce students to “classes” of people, explaining that not all Egyptians lived at the same economic level; some were slaves, and others independent farmers, craftsmen, or merchants. Some people were priests, or served the pharaoh.Discuss everyday things as much as possible: clothing, food, transportation, education, recreation and housing.

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Dial

ectic Connect familiar facts and images from younger years (crocodiles, papyrus, the Nile and pyramids, for example)

with the Egyptian culture.Note the connection between this culture and Moses’ childhood.

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As you learn about the Egyptians’ lifestyles, discuss what God would have thought about some aspects of it. Bring out the fact that the Egyptians were advanced for their day, and a mighty civilization, but lost and without hope for eternity. Today, their once proud houses and temples lie abandoned and crumbling to dust. So will our homes: we are lost, too, without the saving grace of the Lord Jesus.Prepare for our study of Moses. Note that Egyptian culture was a nation of farmers, and that as it prospered and grew in power, it came to be more and more an economy based on slave labor. Draw out particulars on farming and on slavery for the students. (We will note in our Bible Survey that Israelites were shepherds, and that they served as slaves in Egypt for 400 years.)

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Threads: Writing #

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Teachers should consult the Writing Scope Chart and students the Writing Assignment Chart for the appropriate grades. Be sure your child writes every week!

Threads: Literature #

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Mummies in the Morning

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Begin The Golden Goblet by Eloise Jarvis McGraw (Week 1 of 2)

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Begin Mara, Daughter of the Nile by Eloise Jarvis McGraw (Week 1 of 2)

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The Story of the World, Volume 1 by Susan Wise Bauer, chapter 4

☐ Streams of Civilization, Vol. I, p. 52-55 (stop at “The Hebrew Chal-lenge”), p. 58 -61(left column)

☐ Western Civilization(Sixth Edition, Com-bined Volume), p. 17-19, 20-23

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Pharaohs and Pyra-mids (Time Traveler) by Tony Allen (J 932 ALL) p. 16-25, 28-29 (Week 2 of 3)Tut’s Mummy Lost…and Found by Judy Donnelly (J 932.01 DON)

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DK Revealed: Ancient Egypt by Peter Chrisp (J 932.01 CHR) p. 6-15 (Week 2 of 3)

☐ Secrets of the Mum-mies by Shelley Tanaka (J 932 TAN)

☐ The Riddle of the Rosetta Stone by James Cross Giblin (J 493.1 GIB)

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Egyptian Myths by Jacqueline Morley (J 299.31 M) (Week 2 of 3)

☐ Cat of Bubastes, a Tale of Ancient Egypt by G. A. Henty (Juvenile Fic-tion) (Week 2 of 3)

☐ Mara, Daughter of the Nile by Eloise Jarvis McGraw (Juvenile Fic-tion) (Week 2 of 2)

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Fine

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(Sticker Book) by A.G. Smith

☐ Pyramids! 50 Hands-On Activities to Expe-rience Ancient Egyptby Avery Hart & Paul Mantell (J 932 HAR) p. 45-46, 61.

☐ Ancient Egyptian Fashions by Tom Tierney

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Charts, TimeLines & Illustrations, p. 19

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e Deserts by Angela Wilkes (J 574.526) (Week 2 of 2)

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2 PharaOhs and Pyramids

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Learn the basics about Egyptian government: that Pharaoh was its leader.Learn many fascinating facts about the pyramids.View and appreciate Egyptian artistry and style.Learn about some of the more famous pharaohs!Learn why pharaohs built pyramids and were mummified.Connect our studies with the Pharaoh of Exodus 5.

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Learn the basics about Egyptian government: that Pharaoh was its leader.Learn many fascinating facts about the pyramids.View and appreciate Egyptian artistry and style.Learn about some of the more famous pharaohs!Learn why pharaohs built pyramids and were mummified.Connect our studies with the Pharaoh of Exodus 5.

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Learn that the Egyptian government was stable for thou-sands of years, and why this was so.Do a detailed study of the kingdoms and eras in the long history of the Egyptian Empire.See that Egyptian arts, government, and civilization were the apex of human achievement in the ancient Mediter-ranean World.Understand the relationship between pharaohs, mummi-fication, beliefs about the afterlife, and pyramid construc-tion.Tie in this week’s history studies with our Biblical survey.

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AkhenatenTutankhamunRamesses II (the Great)Ramesses III

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On your time line, add the dates that these Egyptian lead-ers reigned:Tuthmosis IHatshepsutTuthmosis IIIAkhenaten

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Recognize or spell (op-tional):Pharaohimmortaldynastytombgrave robberroyalrebellionbattlewarriorafterlifemummytomborganslinen

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All LG words, plus:mastabapreserveRa or ReOsirisIsisSetHorusAnubiscoffinsarcophaguspyramidnatronanopic jarscorpseamuletcartouche embalmedfuneral maskfunerallast ritesvizier

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Add these dates from Ancient World to your time line:31 BC Egypt united by Menes3100-2649 BC The Archaic Period2649-2134 BC The Old Kingdom2246-2152 BC Reign of Pepi II2150-2040 BC 1st Intermediate Period2040 BC Mentuhotep II reunites Egypt XI. The Middle Kingdom begins.1991-1783 BC Dynasty XII1783-1640 BC Dynasty XIII1674 BC Eastern delta overrun w/ people from Middle East1640-1552 BC Second Intermediate Period1552-1069 BC New Kingdom1069-664 BC Third Intermediate Period664-525 BC The Late Period525-404 BC The Persian Period404-343 BC Egyptians regain independence334-332 BC Persians regain control of Egypt332-30 BC Ptolemies: Cleopatra’s death ends this period.

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lOwer Grammar uPPer Grammar dialecTic rheTOric

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1Build your Word Bank: nounsDraw & caption: Pharaoh and Moses

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Read about nouns in your handbook.This week, add as many nouns as you can to your Word Bank.Read about “draw & caption” techniques in your handbook.Start a “People of the Ancient World” book. For each famous per-son or people group you study this year, make a one-to-two-page “draw & caption” representation. This week, your draw & caption representations should be of Pharaoh and Moses: Use coloring book pictures or draw pictures of Pharaoh and Moses.Include facts such as the supposed deity of Pharaoh and the story of Moses’ birth.

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2Build a Word Bank: nouns and pronounsAdd other words, too

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Read about pronouns in your handbook.If your notebook has a Grammar section, record a definition of a pronoun.This week, add as many pronouns as you can to your Word Bank.You can also add more nouns if you want to!

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3Writing sentencesStart taking dictation (continue for the rest of this unit as your teacher directs)

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Read in your handbook about sentence parts, problems, and combi-nations.Practice joining or combining sentences using sample sentences your teacher gives you.If your teacher so directs, start the daily discipline of taking dicta-tion. You’ll do this daily for the rest of the unit; it will help you learn to properly fix problem sentences and perfect your punctua-tion and capitalization skills.

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Writing is a process: Focus on pre-writing skills: graphic organizersMore practice using the hand-book

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Your teacher will give you handbook scavenger hunts1 to fill in this week.Learn (review) the steps in the writing process.Review various graphic organizers, and recall (or learn) what orga-nizers are best used for different writing genres.The topics below will give you practice in organizing your thoughts for at least two specific writing genres. (Don’t write the paragraphs, just practice organizing thoughts.) File these for next week’s use when complete.Describe Pharaoh’s court. (Describing wheel or sensory chart)What do Pharaohs, pyramids, and mummies have in common? (Clustering)

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2 PhArAohS And PyrAmidS

RHETORIC LEVEL

Preparing for History discussion time:Accountability Questions:As you read this week, take notes on the dynasties of Ancient Egypt. Make a chart and include the following headings:

Period: Name & dates dyNasties aNd their characteristics achievemeNts aNd eveNts

Please bring this chart to your discussion time!Two kingdoms developed early: Upper Egypt (southern, but upland of the delta region) and Lower Egypt (near the delta). When did they become united? Where was the new capital of the united kingdom? What did the pharaoh’s crown come to look like, and what did it symbolize?Describe Egyptian armies: anything you know about their weapons, their tactics, and their structure.Outline the development of various types of tombs. Mention how pyramids developed from mastabas to step pyra-mids, to straight-sided pyramids.There are varying theories on how the Egyptians constructed their pyramids. See if your library has a video describ-ing the differing theories, if you wish.If you have time, go to the Tapestry Year 1 History web page, and spend some time looking at the websites linked un-der Weeks 2-3. Next week, we’ll study more about Egyptian mythology, so focus on sites that have to do with pyra-mids, mummies, and pictures of Egyptian artifacts.

Thinking Questions:Why do you think the pharaohs spent so much time and attention on their pyramids? Try to think beyond selfish desires… some of these are accurate reasons, but there are more.Summarize in a brief paragraph Egyptian beliefs about the afterlife. If your teacher so directs, use a Venn diagram to compare/contrast Biblical views of the afterlife with Egyptian beliefs.What do mummies, pyramids, and pharaohs have in common? Why do we study mythology? What did this week’s readings teach you about Egyptian culture?Where do we find most of our examples of Egyptian art? What does it tell us about the Egyptians?What skills did the Egyptians employ in creating their arts?Did Egyptians have any concept of judgment?Begin a chart that compares the character of Egyptian idols with God’s character. (You’ll finish this chart next week. Only fill in the idols [gods] associated with death and the afterlife this week.)Describe the process involved in an Egyptian funeral of a nobleman or pharaoh. Explain the reasons Egyptians had for doing what they did.Compare and contrast Egyptian customs with our culture’s customs around death. What do those practices tell us about the beliefs of each culture and how they differ?

Geography: If you did not finish all the suggested Geography work from last week, try to do those assignments first. Then, label these political places and pyramid locations on a close-up (overlay or paper) map of Egypt:

Memphis AbydosThebesHeliopolisAbusir SakkaraMeidumHerakleopolisNubiaCushLocation of Sphinx & Great Pyramid

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6.

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3.4.5.6.7.8.

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the Pageant of PhilosoPhy:meet simPlicio

(The Narrator stands on a bare stage.)

Narrator: Once upon a time there was a youth named Simplicio who was full of questions.(Simplicio enters, looking around curiously.)Simplicio: Where am I? Who are you?Narrator: (ignoring his questions) As a young child, Simplicio wanted to know everything.Simplicio: (to himself and the audience) Why is the sky blue? What do frogs eat?Narrator: As Simplicio grew older, the questions grew harder.Simplicio: Why do people die? Who made God? Is there a God?Narrator: Simplicio wanted to do what was right but didn’t know what to do.Simplicio: Oh, dear! Should I even ask such questions?Narrator: Then, one day, Wisdom called Simplicio, saying, “Whoso is simple, let him turn in hither.”�

Simplicio: (looking around, as if the voice came from the audience) Hither? Whither?Narrator: To him who lacks sense she says, “Come, eat of my bread, and drink of the wine which I have mingled. For-sake the foolish, and live; and go in the way of understanding.”2

Simplicio: Who are you? Where are you?Narrator: Hear the voice of Wisdom: “Happy is the man that findeth wisdom, and the man that getteth understand-ing.”�

Simplicio: He is?Narrator: Oh yes! “For the merchandise of it is better than the merchandise of silver, and the gain thereof than fine gold.”4

Simplicio: Tell me more!Narrator: Wisdom is more precious than rubies: and all the things thou canst desire are not to be compared unto her. Length of days is in her right hand; and in her left hand riches and honour. Her ways are ways of pleasantness, and all her paths are peace. She is a tree of life to them that lay hold upon her: and happy is every one that retaineth her.5

Simplicio: That’s what I want!Narrator: Unfortunately, Wisdom was not the only voice calling out to Simplicio. The woman Folly was also calling him. She sat at the door of her house, on a seat in the high places of the city, saying, “Whoso is simple, let him turn in hither.”�

Simplicio: Simple? I guess that would be me.Narrator: She called out to him that lacked understanding and said to him, “Stolen waters are sweet, and bread eaten in secret is pleasant.”�

Simplicio: (uncertainly) It is?Narrator: Simplicio did not know that her guests are in the depths of hell.�

Simplicio: I’ve got a bad feeling about this…Narrator: Simplicio was tempted, but Wisdom did not give up so easily. She cried out, calling in the streets and the gates of the city, saying, “How long, ye simple ones, will ye love simplicity?”�

Simplicio: Who, me?Narrator: She cried, “How long will fools hate knowledge? Turn you at my reproof: behold, I will pour out my spirit unto you, I will make known my words unto you.”�0

Simplicio: (desperately) I’m sorry! I’ll turn. Tell me how to find wisdom!Narrator: “The fear of the Lord is the beginning of wisdom: and the knowledge of the holy is understanding.”��

� Prov. �:4.2 Prov. �:5-�.� Prov. �:��.4 Prov. �:�4.5 Prov. �:�5-��.� Prov. �:��.� Prov. �:��.� Prov. �:��.� Prov. �:22.�0 Prov. �:22-2�.�� Prov. �:�0.

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Teacher’s N

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Pharaohs aNd Pyramids 2

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hisTory: BackgrouNd iNformaTioN

One necessary element of a great civilization is a strong, stable, centralized government. This week, we will study the government of Ancient Egypt, whose focal point was her pharaoh (king). A pharaoh was believed to be the incar-nate sun god who, when he died, mounted the sun’s rays to rejoin his celestial counterpart. This belief evolved, and was well established by the time the Great Pyramids were constructed; indeed, scholars believe that the pyramid shape represented the rays of the sun and was constructed as a means by which the god might more easily ascend after leav-ing his earthly home. Because pharaohs, pyramids (their tombs), mummies (their remains), and the general Egyptian beliefs about life after death are intimately connected, we will cover them all in these notes. Next week, we will expand our study to the entire body of Egyptian mythology. Below are some general ideas about threads you might seek to cover thoroughly with your children in discussion.

Eyptian GovernmentTwo kingdoms developed early: Upper Egypt (south, but upland of the delta region) and Lower Egypt (north,

near the delta). Lower Egypt is called “lower” because the land is lower! As we learned last week, the highlands are in Central Africa, where Lake Victoria is.

Egyptian pharaohs were always titled “King of Upper and Lower Egypt.” Their crowns were double crowns. Before unification, the crown of Upper Egypt was a white conical headpiece, and the crown of Lower Egypt was a red, cylindrical one. After unification, kings wore a “double crown,” white within red, and added sometime later, the royal cobra emerging from them. One reason that Egyptian government remained so secure was the belief in its king as a deity. Bring this fact out when discussing Egyptian government.

Older children should learn about the dynasties from their print resources, and then record these dynasties and “kingdoms” into time lines. These dates will serve as reference points as we continue our studies of the Ancient World,so you should ask your student to record all the dates dealing with Egyptian pharaohs or governments down to the time of Julius Caesar and Cleopatra. We’ve offered a chart in the Student Activity Pages and sample answers for this charts so you can have a good idea of how detailed the student’s work should be. Look for this sample chart at the end of the History Discussion Outline. Younger students will enjoy their first glimpses of the fascinating lives of the pharaohs. Resist the urge to require a lot of analytical discussion with little ones. Simply allow them to explore facts and details about Egyptian pharaohs.

Pyramids and Groundwork for Bible StudyYoung students usually enjoy discovering the mysteries and marvels that surround the building processes of the

mighty pyramids. If your older student is interested in pyramid construction, by all means, let him dive into some of the books recommended for younger students this week! With all students, when discussing the pyramids this week, lay groundwork for next week’s Bible survey topic: God’s judgment of the idols of Egypt through the ten plagues. Make a strong connection between the fact that while pyramids were constructed to serve as tombs, they were also inteneded to be monuments to the greatness of both the pharaoh and the Egyptian civilization. In Bible times, Egypt was the strongest, most advanced civilization of the Mediterranean World. As such, Egypt was envied, feared, and revered—and also copied. Egypt represented the apex of human pride and accomplishment in its day, and the pharaoh was the focal point of this pride and self-importance. Small wonder that God chose to display His power in Egypt when he called his people out of slavery and began to prepare the world for its Savior!

Mummies, Funeral Rites, and Egyptian Beliefs About Death:All levels will read about the mummification processes and rituals associated with funerals. We will study both the

tombs themselves, and the men and women entombed in them. A tricky aspect of this part of the week is that Egyptian funeral rites are tied to religious beliefs, and students have not yet studied those beliefs in detail. Indeed, you may not be planning to study them at all with younger students. Try to focus this week’s discussions on the physical aspects of the process—the “who, what, when, and where”—and leave the “why” for next week.

World Book on the dynasties of Ancient Egypt:�

� Excerpted from a World Book article entitled Ancient Egypt, Contributor: Leonard H. Lesko, Ph.D., Professor of Egyptology and Chairman, Depart-

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hiStory: Background information












mBrochure Part 2.indd 1 2/23/2006 11:32:34 AM

www.tapestryofgrace.com

The Redesigned Year Plan

Tapestry: Redesigned takes the or-ganization of our Classic Year-Plan to a whole new level! Capitalizing on the years of feedback from our customers, we’ve sought to smooth your homeschooling path even more by presenting essentially the same content in better ways.

The first change we’ve made is to go from photocopier production to offset printing. This opens up a whole new world of possibilities! These days, all printing is done digitally, which means that there’s no extra charge for what used to be called “four-color printing.” This means that all of the Tapestry: Redesigned week-plans are printed on white paper with full-color

codes that connect you with our former or-ganizational scheme, but offer you even clearer indications of where what you need is found in your Tapestry volume.

Next, we re-ordered the week-plan. The week’s materials are now presented in the order that we’ve found most of our moms use them. We start with a redesigned pre-sentation of the Threads—these are streamlined, brighter, and more intuitive, since we’ve assigned colors to levels as well as components. Next come the Reading Assign-ment Charts and Weekly Overview sections, each in two-page spread presentations.

Following these are the newly integrated Writing Assignment Charts. In Classic Tapestry of Grace, these are found separated, and organized by level and by unit. In Tapestry: Redesigned, we have reorganized them so they are right there where you need them: all 12 levels are now organized by week and at your fingertips, and sporting learning level color codes as well.

After the Writing section, you’ll find newly designed Student Activity Pages. The biggest change here is that we’ve carried through the same, new learning-level color codes. The lower corner of each page is tipped with color that tells you (and your stu-dent who is working independently) where his work is.

Pageant of Philosophy follows the Student Activity Pages in many weeks, and if there’s a Supplement, it’s placed after the Pageant.

Finally, there is a reorganized Teacher’s Notes section. Again, it flows in the order that most people use it: all History data (background and discussion outlines) are placed together, followed by all Literature data, then notes on Geography, Govern-ment Studies, Fine Arts/Hands-on projects, Bible Survey/Church History informa-tion, and finally, Worldview Studies notes. The sidebars have been removed, and the information is presented in a larger, clearer font. Because the volume is now done with offset printing, the color and text will be consistently sharp and clear.

Every aspect of Tapestry: Redesigned was created with you, the homeschool teacher, in mind, so we try to make our organization as simple as possible so you can concentrate on the important thing: teaching your kids. We’ve placed color-coded bars at the top of each section. For-mer Classic Tapestry lovers will feel right at home, though. These colors correlate to Classic Tapestry of Grace! Here’s a guide to the colors, and what they mean:

In addition to the above, Tapestry: Re-designed makes use of color to distinguish between its four learning levels. Look for these colors to denote level labels on charts and in the Student Activity Pages.

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Threads

Overview/Reading Assignments

Writing Assignments

Student Activity Pages

Pageant of Philosophy

Teacher’s Notes

Supplements

BaGU

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ksTapestry of grace

Unit ONe:THe BOOKS of MOSES

YeaR 1: The History of REdemption

The color codeThank YOU so much ...for your wonderful curriculum!! I don’t know how you found the time to

write it all down and organize it, but I am so grateful that you did. Because of your efforts and the Grace of God there is a little home schooling family in California experiencing a rejuvenation of

their days and a sense that we CAN do it!!! Thank You! Thank You! Thank You!m

mdialectic rhetoric

upper grammar

lower grammar

Brochure Part 2.indd 2 2/23/2006 11:32:41 AM

1-800-705-7487?YClassic Tapestry incorporates Threads into Teacher’s Notes each week. In Tapestry: Redesigned, we’ve moved the Threads to the front of each week-plan and added color coding.

Redesigned

Enough of the big picture.

Let’s get down to specifics.

Back again, for the very first time...

One way to describe the Tapestry program is that it is pre-planned Unit Study. Though many homeschoolers have learned the value of Unit Study (where various disciplines are orga-nized around a single topic, and interests are followed until the topic is exhausted), many have also experienced frustration in planning their own Unit Studies.

First of all, which resources do we choose? Where do we find them? Must we pre-read every one to make sure that our children are not surprised by unsavory material or erroneous information? And then, once we do clear the planning hurtle, we begin to feel that the race we are running is endless. When is a topic exhausted? When are we “done” with all the fascinat-ing facts about Egypt? Text books and work books begin to look awfully inviting, yet we know our kids were bored and getting turned off to school the last time we tried that approach. We don’t want our kids to miss anything, and they’re having a great time, but we have been in Egypt for two years now and we have secretly begun planning to bribe our husband to dress up like Moses and lead us out! We feel trapped between our idealistic educational desires and the demands of real life.

Who says you can’t have it all? Tapestry of Grace is a deep and rich Unit Study, planned on four distinct learning levels, with specific, pre-screened resources recommended (and now sold!). Each week, teachers are strongly guided by our Threads, which list measurable goals for each week’s study on each learning level.

Threads

Threads

Pharaohs and Pyramids 2

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Teaching objecTives: core subjecTs

Threads: History Teacher’s Notes p. 25

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Note: if you do not wish for your student to study Egyptian mythology, plan to skip the Week 3 plan (except for Bible readings) and stretch this week’s plan over two weeks. Between reading and hands-on projects, there is more than enough to keep young students busy for two weeks.Learn the locations of major landforms & cities of Egypt.Learn about farming in ancient Egypt: its patterns and crops.Learn about the many ways the Nile was important to early Egyptian life, and why Egypt has been called “the gift of the Nile.”Introduce students to “classes” of people, explaining that not all Egyptians lived at the same economic level; some were slaves, and others independent farmers, craftsmen, or merchants. Some people were priests, or served the pharaoh.Discuss everyday things as much as possible: clothing, food, transportation, education, recreation and housing.

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☐☐☐

☐

☐

Dial

ectic Connect familiar facts and images from younger years (crocodiles, papyrus, the Nile and pyramids, for ex-

ample) with the broader dimensions of Egyptian culture.Consistently connect this culture with details of Moses’ childhood.

☐

☐

Rhet

oric

As students learn about the Egyptians’ lifestyles, help them analyze what God would have thought about some aspects of it. Bring out the fact that the Egyptians were advanced for their day, and a mighty civiliza-tion, but individuals were lost and without hope for eternity. Today, the formerly proud Egyptian houses and temples lie abandoned and crumbling to dust. So will our homes: we are lost, too, without the saving grace of the Lord Jesus.Enrich students’ study of Moses. Note that Egyptian culture was comprised mostly of farmers, and that as it prospered and grew in power, it came to be more and more a society based on slave labor. Dwell on particu-lars of farming and slavery with the students. (We will note in our Bible Survey that Israelites were shep-herds, and that they served as slaves in Egypt for 400 years.)

☐

☐

Threads: Writing Writing Assignment Charts p. 8

All

Leve

ls Teachers should consult the Writing Scope & Sequence (available in The Loom) each week for additional help in teaching the week’s assignment. Student assignments are found in the Writing Assignment Charts contained in this week-plan. Make sure your child writes every week!

☐

☐

Threads: Literature Teacher’s Notes p. 32

All

Leve

ls

Teachers will find background information, discussion scripts, and answers to student work sheets or ques-tions in the Teacher’s Notes. Students should consult the Literature row of the Reading Assignment Charts for this week’s recommended assignments. Optional work sheets for students in Dialectic, Upper Grammar, and Lower Grammar are found in the Stu-dent Activity Pages.

☐

☐

☐

BaGU

IO

C

ksTapestry of grace

Unit ONe:THe BOOKS of MOSES

YeaR 1: The History of REdemption

e

10


www.tapestryofgrace.com?Y

EvaluationsJust to make your life easier:

Even more help is on the way from Lampstand Press for parents who wish to assess how effective they have been at achieving the goals that they set when they began their teaching. We are currently developing custom-designed quizzes and tests that are based on the goals and suggested content of our week-plans. Evaluations are delivered on CD-ROM, and constitute an optional add-on.

The weekly quizzes and tests are designed to help you assess students on our four learning levels. Each level is assessed differently; questions are designed for the reasonable expectations of mental processing skills.

Thus, for non-reading Lower Grammar students, quizzes only are offered. These are in oral quiz, written quiz, and project assessment formats. Upper Grammar students have similar quiz formats, but these ask for more detailed factual information, and add cumulative written tests. Upper Grammar evaluations employ more complex vehicles in like formats than do those of the non-reading Lower Grammar quizzes. We give you help on both levels by teaching you to assess your student using a set of criteria, not just with “yes or no” answers to arbitrary ques-tions we might ask.

Dialectic-level students are constantly making new connections between concrete facts. Our quizzes for this level are highly graphical and require very little pencil work. Rather, they evaluate how well the student has learned the connections between the facts in the week-plan that he’s learned. Cumulative unit tests for this level may look more familiar to you with their short answer, mulitple choice, and chart-based questions. The purpose for these is to make sure that junior high students have practice in traditional test formats in order to prepare them for high school and college settings.

Rhetoric-level students are exercised in the skills of analysis and synthesis by Tapestry of Grace studies. Our evaluations mirror this emphasis. Optional weekly quizzes are all formatted alike: students answer ten factual questions (using fill in the blank or T/F formats) and then choose one of two essay questions. The quizzes build (in content) to longer unit exams, which incorporate a vari-ety of components including accountability for important time line dates and map labels from the unit.

As always in Tapestry of Grace, you are in control. You choose, week to week, which (if any) quizzes or tests to administer, and within these, which questions students should answer. Our goal in producing these is to give you just one more aid in moving down the Unit Study homeschool road.

Evaluations disks are being produced, and then beta tested, year by year. Check out our on-line bookstore (The Bookshelf) for the availability of this optional add-on product when you get ready to order your Year-Plan.

Fill in the

blanks with

appropriate

names or

terms.

Week TiTle

Dialectic

early Greeks: everyday life, reliGion, and MyTholoGy 14

©20

05 M

arci

a Som

ervi

lle. A

ll rig

hts r

eser

ved.

The soul has now en-

tered the Underworld,

but it must be

by

Minos, Rhadamanthys,

and Aeacus, who de-

cide whether it should

be punished or reward-

ed for the life it has led

on earth.

,

the mes-

senger god, meets the

soul of a newly-dead

person and guides it

into the Underworld.

Once across this great river of

the Underworld, the soul must

pass the horrible

,

a ferocious three-headed dog

whose job it is to stop living

people from entering the Un-

derworld, and to keep Hades’

subjects from coming out.

Souls whose relatives buried them with coins laid

over their eyes are able to pay the ferryman,

, to pole them across the river Styx.

Week TiTle

Dialectic

early Greeks: everyday life, reliGion, and MyTholoGy 14©

2005

Mar

cia S

omer

ville

. All

right

s res

erve

d.

If the soul has been wicked

and sinful, then it is

sent to

, a

place of excruciating pain

If the soul has led a good and pious

life, or if it is a

n initiate of the mystery

cults, then it is

sent to the sunny and

joyful

.

Among the Underworld paths there was one that led

to Erebus. Erebus was the palace of

, who

ruled the dark realm, and Persephone his Queen.

The blue Pool of

by

the palace of Hades was surround-

ed by white poplars. Mystery cult

initiates could drink from that pool

in order to remember their cult se-

crets and pass into the sunlit la

nds

where pious souls dwell.

A gray pool of forgetful-

ness surrounded by cy-

press trees near Hades’

palace was called the

Pool of

. Com-

mon souls drank there.

If the soul’s life on earth was

neither very good nor

very bad, it is sent to

the

‘

. Here everything is grayish and dull,

and there is nothing for the soul to do but drift a

nd

wait for offerings from its lo

ved ones back on earth to

cheer it up. Most people came here.

Eval

uations

www.tapestryofgrace.com 11


1-800-705-7487

The Reading Assignment Charts are writ-ten to the student, but you guide his choices. Each week, you are presented with a list of books that have been pre-screened and lov-ingly selected to give your students an inter-esting, whole-book approach to learning. A unique feature of all Tapestry of Grace plans is that all the students in your home, regard-less of learning level, are studying the same historical period. This means that you, as the teacher, only need to brush up on one subject a week in order to teach meaty lessons to each of your students.

In Classic Tapestry Reading Assignment Charts, much is left to the teacher’s discretion. Each week, there are more than enough read-ing selections offered for each level. Parents determine for their unique students both the level of reading and the number of pages. Different types of resources are referenced, with specific page numbers assigned for each. Week to week, for histori-cal topics you will choose whether your child will read overview text book introductions to the subject, spine book readings that overview the historical period in more depth ,or enrichment readings for even more in-depth study.

Tapestry of Grace has a strong Literature thread. For older stu-dents, assignments are from great classic literature of world. We dove-tail each Literature selection with the historical period of the week, thus integrating history and literature, and enhancing the student’s under-standing of both. Choices for young-er children are more varied: they are most often historical fiction set in the era or worthy books about the period of study.

For all students, readings on Fine Arts are provided; for younger students, resources that help parents provide crafting opportuni-ties for tactile learning are included.

Finally, we have our Worldview Readings. This row of our chart is devoted to helping you develop a Christ-centered worldview in your students. Readings for older students center in two disciplines: a full, one-credit elective of either Bible Survey or Church History runs through each of the four Year-Plans. Addi-tionally and optionally, students may also choose to do a History of Philosophy elective, using our unique Pageant of Philosophy. The

Reading Assignment Chart sug-gests background reading for Dia-lectic and Rhetoric level students in Philosophy.

Classic Tapestry of Grace cus-tomers have the option of buying updated book lists as they are pro-duced for Tapestry: Redesigned, called Retrofit Packages. If cus-tomers own the resources that their Classic Tapestry plan rec-ommends, they have no need for the Retrofit Package. However, many of our families buy Tapes-try while their children are young, only purchasing books they need for younger children at that time. Four years later, they need books for now-older students, and the Retrofit Packages serve them well, especially since The Bookshelf will carry the books we recommend in the Retrofit Packages. In this way, your life only gets easier as Lamp-stand Press becomes your one-stop shopping center for liberal arts studies.

Classic Tapestry of GraceRecommended readings collected on one historical topic for all learning levels are collected on one page.You choose each week from among our recommendations the amount and types of books.Freely substitute your own books for the ones we recommend.Many resources are shared by stu-dents at different learning levels. This approach saves money!Supplemental readings are found on the back page of the overview section of each week-plan.Space is given to write in your own selections on the second page.

Tapestry: RedesignedOur Reading Assignment Charts are redesigned with newcomers to home-schooling in mind. Our recommended readings are now divided into a two full-page charts, each with its own purpose.The first chart gives a simplified list where resources are divided strictly by learning level and assignment length. If you want strong direction with little choice, implement this chart as written each week.All the books on this first chart are for sale at The Bookshelf.We’ve retained flexibility for those who want more choices and more personal control over their children’s reading assignments. Our student questions remain topic-specific, and the second chart contains alternate resources for in-depth study or sim-ply more choice.

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E

Reading Assignments

a12

Weekly Overview

Rea

ding

assig

nm

ents

alteRnate oR extRa ResouRces

text

s

The Story of the World,

Volume 1 by Susan

Wise Bauer, chapter 4☐

Streams of Civilization,

Vol. I, p. 52-55 (stop at

“The Hebrew Chal-

lenge”), p. 58 -61(left

column)

☐

Western Civilization

(Sixth Edition, Com-

bined Volume), p. 17-

19, 20-23

☐

hist

oRy

:suP

Plem

ent

Pharaohs and Pyra-

mids (Time Traveler)

by Tony Allen (J 932

ALL) p. 16-25, 28-29

(Week 2 of 3)

Tut’s Mummy Lost…

and Found by Judy

Donnelly (J 932.01

DON)

☐

☐

DK Revealed: Ancient

Egypt by Peter Chrisp

(J 932.01 CHR) p. 6-15

(Week 2 of 3)

☐Secrets of the Mum-

mies by Shelley Tanaka

(J 932 TAN)☐

The Riddle of the

Rosetta Stone by James

Cross Giblin (J 493.1

GIB)

☐

liteR

atu

Re

Egyptian Myths by

Jacqueline Morley (J

299.31 M) (Week 2 of

3)

☐Cat of Bubastes, a Tale

of Ancient Egypt by G.

A. Henty (Juvenile Fic-

tion) (Week 2 of 3)

☐

Mara, Daughter of the

Nile by Eloise Jarvis

McGraw (Juvenile Fic-

tion) (Week 2 of 2)

☐

Fine

aRt

s/a

ctiv

ities

Building the Pyramids

(Sticker Book) by A.G.

Smith

☐

Pyramids! 50 Hands-

On Activities to Expe-

rience Ancient Egypt

by Avery Hart & Paul

Mantell (J 932 HAR)

p. 45-46, 61.

☐Ancient Egyptian

Fashions by Tom

Tierney

☐

chu

Rch

hist

oRy

Reproducible Maps,

Charts, TimeLines &

Illustrations, p. 19☐

gen

eRa

len

Ric

hmen

t/Re

FeRe

nc

e

Deserts by Angela

Wilkes (J 574.526)

(Week 2 of 2)☐

loweR gRammaRuPPeR gRammaR

dialecticRhetoRic

There’s nothing like a good book.



aS

The Weekly Overview Charts give you a summary of the week to come at a glance. Like the Reading Assignment Charts, they are written to the student, but you will guide him in his choices.

The first row of our Weekly Overview Charts offers a restatement of the Threads section. It is a new treatment of the same information: again, written for the student’s benefit.

Next, we highlight the new people stu-dents will encounter in their week’s reading. Some parents don’t do anything with this list. Others have older students create index-card decks where these people are featured with pictures and short biographies. Still others give their students a brief oral quiz on the names at the week’s end to see how well they have done at teaching about them. As with all the resources in Tapestry of Grace, how you use this row is entirely up to you.

The Weekly Overview lists a few hands-on projects at each level for in-dividual students, and also suggests one or two group activities that might enhance the week’s studies for co-ops.

For Grammar students, vocabu-lary words are provided. Again, par-ents are in control. Some use these words as the student’s only spelling

and vocabulary work. Others require students to give verbal definitions of the words. Still others use the words to introduce the students to the lesson, so they will recognize them when they come to them in their reading. As always, it’s up to you, the parent-teacher.

For older students, we offer a list of time line dates each week in the Weekly Overview. Students are encouraged to record these in a personal time line (a four-year project for Dialectic and Rhetoric levels). Doing so will enable the students to make connections be-tween temporal contemporaries worldwide as he studies his way through world history one week at a time.

Finally, there’s a summary of the week’s Geography assignment. The student is en-couraged to do map work weekly, and the labels he is to use are listed in the Student Ac-tivity Pages, but the lesson’s goals are summa-rized here for easy access.

Classic Tapestry of GraceExcept for reading, students can

see their week summarized on these two pages. The following information is pre-sented:

Major Themes: summarize and restate for students the information given to teachers in the Threads sec-tion of the Teacher’s Notes.People: important people that are introduced in the week’s reading are listed here.Group Activities: ideas for activities that work well with larger families or co-op groups are summarized.Vocabulary/Time Line: For Grammar levels, unfamiliar words that appear in the week’s reading assignments are listed here. Parents choose what to do with these lists. Time line dates are offered for older students who are creating a 4-year personal time line project.Individual Hands-on Activities: each week, we list activities that offer a tactile approach to learning the week’s lesson.Geography: the week’s work is sum-marized in this row.Literature Discussion: for the three youngest levels, simple narration prompts are offered so that moms can lead their students in a simple review of the week’s literature selections. Questions involving literary analysis questions are offered elsewhere for the Rhetoric Level students.

Tapestry: RedesignedVery little has changed in our up-

dated version; the Weekly Overview in our new format serves the same useful purpose. However, we have relabeled one row and removed one row, so the chart is a little simpler to follow.

The “Major Themes” row has been renamed “Student Threads” because moms have expressed confusion as to how “Major Themes” relate to other sections of the Tapestry week-plan.We’ve eliminated the Literature Discussion row. Now, our Literature assignments and aids are fully con-tained in the Student Activity Pages and in the Teacher’s Notes.

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Weekly Overview

U13

The little big picture


1-800-705-7487

The Writing Component is one of the strongest aspects of Tapestry of Grace. Planned on twelve levels, our plan gives you and your student tremendous variety and flexibility. Yet the important genres are repeated in the spiral rotation, so your student has the oppor-tunity to first learn a writing genre, and then return to it when he’s older and hone his skills with that genre even more.

The Tapestry writing program is not the only possible plan for teaching a child to com-municate effectively in written form, but it is a specific, linear, complete one that can serve as a definitive guide, a jump off point, or any-thing in between. As always with Tapestry, you are in control. The flexibility of our plan is especially helpful to moms whose children are delayed in writing skills. Because the as-signments are arranged on learning levels, not by Grades, remedial students can shore up weak skills, then quickly advance to a more appropriate level—typically within one school year.

We seek to make writing assignments as interesting as possible. Often, writing per se is somewhat disguised as, say, a display board project (where the young student writes para-graphs to explain his display), or a radio play (learning to write dialogue), or newspaper project (learning summary skills as well as how to do detailed descriptive writing).

Structurally, the Writing Component is divided into overlapping aids, each of which correlates with the other but gives you help with different parts of the process.

Planning is your first step. Our Introduc-tory Notes (purple) provide you with a one-page overview of the entire program, which is then expanded on the Scope & Sequence Charts (white). Genres listed here are also repeated in the left column of the Writing As-signment Charts (coral).

After you’ve planned your student’s writ-ing course for the year, you’ll need more help with actually teaching the lessons. Again, Tapestry aids are outstanding. Return to the purple Introductory Pages to access the copi-ous notes and instructions that supplement the writing handbook of your choice. (We recommend highly the Write Source hand-books, but the program will work with any writing instruction supplements you choose to access.) Handbooks are used because they display for the student samples that help him work towards success, and they also provide basic instruction that you only need to aug-ment by tailoring it to your student’s needs and questions.

Finally, we also provide Supplements. These are aids to various lessons that en-able you to be an even more effective writing

Writing ComponentWriting Reincorporated

14



Writing Component

Note the differences between the layouts of Classic Tapestry and Tapestry: Rede-signed. The basic content of the Writing Component is essentially unchanged. The information has, however, been sig-nificantly rearranged.

The Writing Component in Classic Tapestry is delivered as the major portion of a separate component. Thus, when purchasing a full Year-Plan, you must purchase four units and a BASE compo-nent. As pictured on page 9 of this cata-log, the BASE contains documents that are meant to be used over the course of the entire year, and the Writing Compo-nent is a major part of that BASE unit.

In Tapestry: Redesigned, the Writ-ing Component has been broken up be-tween two different delivery systems. We have eliminated the BASE Component, incorporating the Writing assignments into the week-plans, and delivering aids to teachers via the Internet, initially, and then eventually in print when the Rede-sign development is completed. Whether in Internet or print format, we call this collection of documents The Loom. At least in the initial stages, there will be no charge for Tapestry purchasers to access Loom documents.

coach. From prewriting forms to charts to grading rubrics, the Supplements (green) to Tapestry’s Writing Component will give you the confidence you need to become an excellent writing in-structor.

Students work directly with the Writing Assignment Charts that spell out specific, age-appropriate writing projects that tie right into the historical material your child is studying each week. These writing assignments use the student’s history readings as the launching pad for the final stage of the Tapestry learning process: READ — THINK — WRITE.

Genres that require multiple week projects are planned, level to level, in concurrent weeks to make your job as teacher easier. So, for instance, if Levels 3, 5, and 8 are doing a newspaper project,

that work is assigned in concurrent weeks. You only prepare once to teach these students this genre. And though they are working on the same genre, students will find that assignments differ in difficulty, from level to level.

Our writing program rests on the premise that “drop by drop, the bucket is full.” Assignments, whether one week long or multi-week projects, seek to have the student completing a doable por-tion that ensures both ongoing practice and success. Through weekly repetition, students learn to pre-write, draft, polish, and present their writing.

Classic and Redesigned

We are having such fun. This is our 12th year of home schooling, and by far the best. You have combined all of the best methods of schooling, using bits of everything I have wanted to do for my children. It works so smoothly, just the right amount of independent study, just the right amount of Mom involve-

ment. I thank God that He led you to do the considerable amount of work it takes to make this curriculum available to all of us. Often as I am reading and preparing, I cannot comprehend what it takes for you to put this together. It is, I believe, a gift. Thank you for sharing with us.

BASE

uni

ts in

Cla

ssic

Tap

estr

y pl

ans

Tapestry: Redesigned

formats

BASE

BASE

BASE

BASE

WEEK

PLA

NLO

OM

15

Assignments have been changed from orange to red, and moved from the

BASE (where they were organized by level) to their individual weeks.

Supplements and the Scope & Sequence haven’t changed at all, except for their updated look.

You’ll find them in the Classic BASE, or in the Redesigned Loom.

Sc

ope

Writing Scope & Sequence 1

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Em digna feu faccum inci eliquis nostions ad magnit lummy nulput ero odolobo rerilluptat.

Ecte ting et praesequat. Rud te tatem digna corperil ipit lor ilisisi.

Delit ulputetum zzrit wisim vel ip eraessi.

Acidunt nibh exercilis eugue conse core min hendigna adipsum eum in utpat. Duis numsand ipsumsan hent pratuer ostrud tat dit exerilis nonsed dolorpe rostie diam, commole sendre magnit prat. Ut verat. Estrud er suscilit am ip exer sequat, sim etum velit, commoluptat. Ed te facilis eniam quisit velit, veliquamet alit iure conullum dolore te duiscilis esenis ad molum zzriustrud minci erit lore velismod min ut autet, si tionullan ullut lut num ilismodipit non utat lore consed elenisim nim vullum ip elisl ullamco nullam do odiam, quis nisiscil utem veliqui el essit velit la at ex et do esequatummy nulluptat wis non vent dolum ero dolorem eros ate venis nissi bla conulpute faccum nis ent ecte mincinis nulla con henibh esectet lore vel ute del iriureet, veliquiscin eu faci endre doloreetue euipit iure dipit ulput ve-lestie dignit adiat. Er sequat autatie facillam iurem essis dolore tie magnismodiam vercil utat wisisl ulputatet aliqui bla con utat, velis ercing ea faccum quam, corem volenim quatet ipsum autpatummy nonse commy nosto dolobor eraessis augue dolorper alis autat. Duip ea facilis nim iustrud magna cons nos et am zzriliquisl ipsummy numsandrero ex eum velit lobor si.

Mod delenit ver iustrud exeros dionsed modolore del dolor iurerostin eugait ad tie etumsandre facip ea facincil di-onulputet alis atet wiscili scipsum quisci bla adiam, conse magna coreriustrud tem augiat, quis atue dolore tet nonum-my num quipisismod etumsandigna faccum eugue vullaortie dolor se eugue molortion utem il utpat, volum doluptat. Oreet ilis deliquam ecte feu feugait nullut vulpute tio enibh eu faccum illamet, corem irit, velendre dolent nonsenis eugait aut alis er augiate tio dolore volorerat ullumsandre ercidunt wisi.

Quisismodit autpat vent am, velese vullutat. Duipsusto del in vel et ut laorem elis autat wisl dolor sisiscidunt numsandiat ali-quat in hent irit la core feugiamconse conse te tat. Duisl eugait wis nit ut nonum vel do conulputat aliquat la feuis nullandipit lorperit wis nonsequatum velis nos at aut ercidunt adipisi ectet, sequat, commy nim qui te dolent eugiamconse velendigna faciliquamet velis nibh exeraes equisl iliquis eugait ver ip euguer susciduis aut ad dolorem venit, voloreet iriustrud tetue core diam quat. Ros delenis adit, conse vel iriusci lluptate consequam inibh eum et velese do exero conulla feugue elit do del er se ver sis nullaor sissit, commy nibh exer aliquisi tet aliquis niam do commolore ea feu feu facidunt diate eriure dit praesto dunt lobore feum iustrud tissi.

Conummy non eugait pratismod eumsand rerostrud te dolore doloreet laoreril diat, vullumsan veniat volor alit, quipis duisl el dolum nons nim in vulla aliquat nosto odo dolenibh estrud min hendipis el eugait, consed magna faci eraesto con esenim enibh ercillam, vulputpate dio ecte do er atue ting ea facin euisl et etum adipisl ing exerosto enit nonsequat.

Il iliquam atisi bla coreraessit lummodolore con ut veniam vullum zzrilit luptat.

Lorem illa feu feugait adiamco mmodolessi et nonsequissim vero odiam, commole sequism olorper sustin ulla feuisim in ulla aliscin vulputat.

Ipit lore velissequat, susto cor sisi.

©2003 Marcia Somerville. All rights reserved.

Learning Level 1

Wk Unit 1 Wk Unit 2

1 Starting to build a Word Bank

10 Defining a sentence Word Bank: practicing sentence formation Draw & caption: Indus Valley Dwellers

2

Building a Word Bank: nouns Draw & caption: Pharaoh and Moses

11

Capitalization and punctuation of sentences Starting “Pink” Book aloud Draw & caption: Ancient China

3

Building a Word Bank: more nouns Draw & caption: the Israelites leave Egypt

12

More capitalization and punctuation More “Pink” Book aloud Starting dictation using Word Bank Draw & caption: the Maya

4

Building a Word Bank: pronouns Adding other words, too Draw & caption: Adam, Eve, and Noah 13

More capitalization and punctuation “Pink” Book aloud Written dictation: simple sentences Draw & caption: Early Greeks

5

Building a Word Bank: verbs Adding other words, too Draw & caption: the Sumerians 14

More capitalization and punctuation “Pink” Book aloud Written dictation: simple sentences Draw & caption: a Greek myth

6

Building a Word Bank: more verbs Adding other words, too Draw & caption: the Patriarchs 15

More capitalization and punctuation “Pink” Book aloud Written dictation: simple sentences Draw & caption: Trojan Wars

7

Building a Word Bank: prepositions Adding other words, too Draw & caption: the Tabernacle and Mosaic Law 16

More capitalization and punctuation “Pink” Book aloud Written dictation: simple sentences Draw & caption: Hittites and Lydians

8

Building a Word Bank: adjectives Adding other words, too Collecting this unit’s draw & caption projects for

display17

More capitalization and punctuation “Pink” Book aloud Written dictation: simple sentences Draw & caption: The Philistines

9

Building a Word Bank: conjunctions and interjections

18

More capitalization and punctuation “Pink” Book aloud (continue as needed through the

year) Written dictation: simple sentences Draw & caption: Phoenicians

Notes: The “draw & caption” exercises in Unit 1 and 2 and the “cluster and describe” exercises in Units 3 and 4 can all be

collected into a book called “People of the Ancient World.” Note that the book will start with representations that are more pictorial than textual, but by the year’s end, there will be more text than pictures in your student’s representations. This year-long project will be immensely satisfying to your young student when it is assembled and displayed at your Year’s End Celebration.

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Teacher’s N

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Pharaohs aNd Pyramids 2

27

hisTory: BackgrouNd iNformaTioN












Writing Scope & Sequence: Overview

©2002 Marcia Somerville. All rights reserved.

Explanatory Notes for Level 1: Overview• Level 1 is designed to be taught using either Write ONE or Write Away, or other writing resources you have on

hand. All topics referenced are found in these resources, or you may already own resources that contain informa-tion on the genres we cover. (This overview page references information/topics for all four Year-Plans.)

• Level 1 students are typically in first grade, and this curriculum assumes that they are on track to be reading well by mid-year using some kind of independent phonics program.

• Since learning to read is the number ONE job of first graders, the writing program meant to be light and fun. It will dovetail with your phonics program in that it directs you to help your child develop a “Word Bank” for use in lessonsabout language structure and writing conventions. See explanation of Word Bank (and its uses) on pages 6-7 of theIntroductory Notes.

• We also recommend the frequent use of common word games as detailed on page 9 of the Introductory Notes.• The “Pink” Book1 is recommended as supplementary practice. We suggest you do it orally with your child, after

he’s begun to read. You can also use this book as a source for sentences for dictation.

The Level 1 section of the overview chart on page 2 of the Introductory Notes is reprinted here for your convenience:

Level Fiction/CreativeWriting

Poetry/Plays/Speech/Presentations

Building Writing Skills

1Story about me(3 weeks)

• “Ancient World,” “Colonial America,” “Presidents,” or “Space Race” books

• Introduce parts of speech• What is a sentence?• Types of sentences• Capitalization/punctuation

• Friendly notes and letters• Draw & caption• Cluster and describe

The Level 1 Handbook and Grammar Supplements from the chart on page 3 of the Introductory Notes is reprinted here for your convenience:

Level The Write Source Series Publisher Recommends

Recommended Additional Supplements for Grammar/Mechanics Studies

Marcia’s comments on Write Source Handbooks:

1

Write One (We used ©1997)

• Phonics program• “Pink” Book1 (waiting a year is OK!)• Taking dictation

This is a GREAT book if: 1) you want your little student to have his own book, and 2) you don’t mind buying another book next year. You can also choose to buy Write Away and use it both this year (with help) and next (more independently).

NOTE: Although Year-Plans shuffle the order in which a genre is covered (and may vary its length by a week here or there), the same basic material is covered for Level 1, no matter where in the cycle of Year-Plans your child happens to be.Notes specific to Year-Plans follow here:Year 1 and Year 3 students will begin a “Book of Ancient Peoples” or “Book of Presidents” almost right away. See general notes on book making on page 8 of Introductory Notes, and begin this project, along with Word Bank project, as indicated in the Scope and in the Year-Plan-specific assignments.• These “books” will be heavily dependent on illustrations, which you can help your child procure or create in a

number of ways:• Scoop illustrations from online links on the Tapestry web site• Buy line-drawing coloring books recommended in the Reading Component• If you have a scanner, scan from your reading assignments or library books, then cut and paste them

(electronically or literally) with your child’s writing• Have your child draw his own unique illustrations!

• The point of these books is the writing, not the illustrations. Years 1 and 3 students will start their books with simple “Draw and Caption” methods and then, as the year progresses, move to “Cluster and Describe” approaches.

• Year 3, Level 1 students who begin a “Presidents Book” will want to continue it in Level 2 as they do Year 4.Specific assignments for making “Presidents Books” are not given in the Scope for Level 2, but the suggestion for completing a new page is given whenever a new President is being studied in Year 4. Kindergarten students whose families begin Year 3 may want to start a very simple “Presidents Book,” then complete it while doing Year 4, or just simply use the “Space Race Book” idea for Year 4 and skip the “Presidents Book” altogether.

1 The “Pink” Book, as we call it around our house, is entitled Daily Guided Teaching and Review for 2nd and 3rd Grades byWanda C. Phillips. It’s the first book in the Easy Grammar Series. In first grade, we only use about a third of it, and this orally. It is NOT essential to this program, if money is tight. You’ll note the weeks it’s used in the Scope plan.

Sc

ope

Writing Scope & Sequence 1

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2 Pharaohs and Pyramids

Wri

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genres suggested assignments

1Build your Word Bank: nounsDraw & caption: Pharaoh and Moses

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Read about nouns in your handbook.This week, add as many nouns as you can to your Word Bank.Read about “draw & caption” techniques in your handbook.Start a “People of the Ancient World” book. For each famous per-son or people group you study this year, make a one-to-two-page “draw & caption” representation. This week, your draw & caption representations should be of Pharaoh and Moses: Use coloring book pictures or draw pictures of Pharaoh and Moses.Include facts such as the supposed deity of Pharaoh and the story of Moses’ birth.

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2Build a Word Bank: nouns and pronounsAdd other words, too

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Read about pronouns in your handbook.If your notebook has a Grammar section, record a definition of a pronoun.This week, add as many pronouns as you can to your Word Bank.You can also add more nouns if you want to!

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3Writing sentencesStart taking dictation (continue for the rest of this unit as your teacher directs)

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Read in your handbook about sentence parts, problems, and combi-nations.Practice joining or combining sentences using sample sentences your teacher gives you.If your teacher so directs, start the daily discipline of taking dicta-tion. You’ll do this daily for the rest of the unit; it will help you learn to properly fix problem sentences and perfect your punctua-tion and capitalization skills.

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4

Writing is a process: Focus on pre-writing skills: graphic organizersMore practice using the hand-book

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Your teacher will give you handbook scavenger hunts1 to fill in this week.Learn (review) the steps in the writing process.Review various graphic organizers, and recall (or learn) what orga-nizers are best used for different writing genres.The topics below will give you practice in organizing your thoughts for at least two specific writing genres. (Don’t write the paragraphs, just practice organizing thoughts.) File these for next week’s use when complete.Describe Pharaoh’s court. (Describing wheel or sensory chart)What do Pharaohs, pyramids, and mummies have in common? (Clustering)

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Supplem

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pharaohS and pyramidS 2

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hiStory: Background information













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