FOR THE WELL-TRAINED MIND LEVEL 4 By Jessie Wise And

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FIRST LANGUAGE LESSONSFOR THE WELL-TRAINED MINDLEVEL 4by Jessie Wise and Sara BuffingtonPeace Hill Presswww.peacehillpress.com

Also by Jessie Wise and Sara BuffingtonThe Ordinary Parent’s Guide to Teaching Reading(Peace Hill Press, 2005)First Language Lessons for the Well-Trained Mind, Level 3(Peace Hill Press, 2007)Also by Jessie WiseFirst Language Lessons for the Well-Trained Mind, Levels 1 and 2(Peace Hill Press, 2003)with Susan Wise BauerThe Well-Trained Mind: A Guide to Classical Education at Home(W.W. Norton, Third Edition, 2009)

TABLE OF CONTENTSIntroduction . . . . . . . . . . . . . . . page 1How to Use First Language Lessons, Level 4Lesson 1 . . . . . . . . . . . . . . . . . . .page 5New: The Parts of This BookLesson 2 . . . . . . . . . . . . . . . . . . . .page 7New: NounsLesson 3 . . . . . . . . . . . . . . . . . . . .page 9New: Forming Plural NounsReview: NounsLesson 4 . . . . . . . . . . . . . . . . . . .page 15New: Common and Proper NounsReview: Forming Plural NounsLearn to Proofread: Make Lowercaseand CapitalizeLesson 9 . . . . . . . . . . . . . . . . . . page 38Review: Forming Plural NounsReview: Common and Proper NounsReview: Personal and DemonstrativePronounsLesson 10 . . . . . . . . . . . . . . . . . page 43New: Action VerbsNew: Singular and Plural VerbsLesson 11 . . . . . . . . . . . . . . . . . page 49New: Sentences and FragmentsNew: Diagramming Subjects and VerbsLearn to Proofread: Insert a PeriodLesson 12 . . . . . . . . . . . . . . . . . page 54Lesson 5 . . . . . . . . . . . . . . . . . . .page 21New: Proper NounsLesson 6 . . . . . . . . . . . . . . . . . . page 28New: Personal PronounsLesson 7 . . . . . . . . . . . . . . . . . . page 32New: Demonstrative Pronouns (this,that, these, those)Review: Personal PronounsLesson 8 . . . . . . . . . . . . . . . . . . page 36Summary Exercise: Mr. Popper’sPenguinsLesson 13 . . . . . . . . . . . . . . . . . page 56New: Adjectives That Tell What Kind,Which One, and How ManyNew: Diagramming AdjectivesLesson 14 . . . . . . . . . . . . . . . . . .page 61New: Adjectives That Tell Whose(Possessive Nouns and Pronouns)New: ArticlesIntroduction to Poem Memorization:“Afternoon on a Hill”v

ContentsLesson 15 . . . . . . . . . . . . . . . . . page 69Review: AdjectivesLearn to Proofread: Insert anApostropheLesson 16 . . . . . . . . . . . . . . . . . page 75Poem Memorization: “Ozymandias”Lesson 17 . . . . . . . . . . . . . . . . . .page 76New: Adverbs That Tell How and WhenNew: Diagramming AdverbsLesson 25 . . . . . . . . . . . . . . . . page 128New: Indirect ObjectsReview: Direct ObjectsReview: Subject and Object PronounsLesson 26 . . . . . . . . . . . . . . . . page 134Review: Direct and Indirect ObjectsReview: Subjects, Verbs, Adjectives,AdverbsLesson 27 . . . . . . . . . . . . . . . . .page 141Poem Memorization: “How Doth ”Lesson 18 . . . . . . . . . . . . . . . . . .page 81New: Adverbs That Tell Where andHow OftenLesson 19 . . . . . . . . . . . . . . . . . page 86New: Adverbs That Tell to What ExtentLesson 20 . . . . . . . . . . . . . . . . . page 94Review: AdjectivesReview: AdverbsLesson 21 . . . . . . . . . . . . . . . . page 102Review: Nouns, Pronouns, Verbs,Adjectives, and AdverbsLesson 28 . . . . . . . . . . . . . . . . page 142New: Simple Versus Complete Subjectsand PredicatesReview: Subjects, Verbs, Adjectives,Adverbs, and Direct ObjectsLesson 29 . . . . . . . . . . . . . . . . .page 149New: State of Being VerbsNew: Conjugating the Verb “To Be”Review: Action and Helping VerbsLesson 30 . . . . . . . . . . . . . . . . page 156Lesson 23 . . . . . . . . . . . . . . . . .page 113New: Linking VerbsNew: Predicate Nominatives New:Conjugating the Verb “To Do”Review: Action Verbs, Helping Verbs,and State of Being VerbsNew: Helping VerbsNew: Present, Past, and Future TenseLesson 31 . . . . . . . . . . . . . . . . .page 165Lesson 22 . . . . . . . . . . . . . . . . .page 112Summary Exercise: Mark TwainLesson 24 . . . . . . . . . . . . . . . . .page 121New: Direct ObjectsNew: Subject and Object PronounsReview: Helping VerbsReview: Linking VerbsReview: Predicate NominativesReview: Subject and Object PronounsLesson 32 . . . . . . . . . . . . . . . . .page 170New: Predicate AdjectivesReview: Linking VerbsReview: Predicate Nominativesvi

ContentsLesson 33 . . . . . . . . . . . . . . . . .page 175Summary Exercise: CowboysLesson 43 . . . . . . . . . . . . . . . . .page 231New: Prepositional Phrases and Objectsof the PrepositionLesson 34 . . . . . . . . . . . . . . . . .page 176Review: Common and Proper NounsReview: PronounsReview: Capitalization RulesLesson 44 . . . . . . . . . . . . . . . . page 238Lesson 35 . . . . . . . . . . . . . . . . page 186Lesson 45 . . . . . . . . . . . . . . . . page 249New: Four Types of SentencesNew:Conjugating the Verb “To Go”Lesson 36 . . . . . . . . . . . . . . . . page 190New: Commands (with Diagramming)Review: StatementsLesson 37 . . . . . . . . . . . . . . . . page 197New: Questions (with Diagramming)Learn to Proofread: Insert a QuestionMarkLesson 38 . . . . . . . . . . . . . . . . page 201New: Interrogative PronounsReview: PronounsLesson 39 . . . . . . . . . . . . . . . . page 208New: Conjugating the Verb “To Have”Review: Four Types of SentencesLesson 40 . . . . . . . . . . . . . . . . .page 215Poem Memorization: “Learning toRead”Lesson 41 . . . . . . . . . . . . . . . . .page 218Review: Four Kinds of VerbsReview: Direct and Indirect ObjectsReview: Predicate Nominatives andAdjectivesNew: Prepositional Phrases ThatDescribe SubjectsNew: Prepositional Phrases ThatDescribe Direct ObjectsLesson 46 . . . . . . . . . . . . . . . . page 259New: Prepositional Phrases ThatDescribe Indirect ObjectsLesson 47 . . . . . . . . . . . . . . . . page 271New: Prepositional Phrases ThatDescribe Predicate NominativesReview: Helping VerbsLesson 48 . . . . . . . . . . . . . . . . page 283New: Prepositional Phrases ThatDescribe Objects of the PrepositionLesson 49 . . . . . . . . . . . . . . . . page 297New: Prepositional Phrases ThatDescribe VerbsLesson 50 . . . . . . . . . . . . . . . . page 304Summary Exercise: How Do WeMeasure Weight?Lesson 51 . . . . . . . . . . . . . . . . page 305Review: AdjectivesLesson 52 . . . . . . . . . . . . . . . . .page 312Review: AdverbsLesson 42 . . . . . . . . . . . . . . . . page 225New: Prepositionsvii

ContentsLesson 53 . . . . . . . . . . . . . . . . .page 319Poem Memorization: “The Lake Isle ofInnisfree”Lesson 60 . . . . . . . . . . . . . . . . page 354New: ContractionsReview: Personal PronounsReview: AdjectivesLesson 54 . . . . . . . . . . . . . . . . page 320Review: Four Kinds of VerbsReview: Direct Objects and IndirectObjectsReview: Predicate Nominatives andPredicate AdjectivesLesson 61 . . . . . . . . . . . . . . . . page 360New: The “No” Adverbs andContractionsReview: ContractionsLesson 62 . . . . . . . . . . . . . . . . page 364Lesson 55 . . . . . . . . . . . . . . . . page 329Review: Simple and Complete Subjectsand PredicatesLesson 56 . . . . . . . . . . . . . . . . page 333New: InitialsNew: Abbreviations for Titles of Respect,Months, and Days of the WeekNew: Address AbbreviationsNew: Measurement AbbreviationsCumulative Poem ReviewLesson 63 . . . . . . . . . . . . . . . . page 365New: Direct Quotations at the End ofSentencesReview: Four Types of SentencesLesson 64 . . . . . . . . . . . . . . . . page 369New: Direct Quotations at theBeginning of SentencesReview: Four Types of SentencesLesson 57 . . . . . . . . . . . . . . . . page 342New: ConjunctionsNew: Compound Subjects, CompoundPredicates, and CompoundSentencesNew: Commas in a SeriesLesson 65 . . . . . . . . . . . . . . . . page 377Lesson 58 . . . . . . . . . . . . . . . . page 348Lesson 66 . . . . . . . . . . . . . . . . page 383New: Commas in Direct AddressNew: Commas after IntroductoryElementsReview: Commas in a SeriesReview: Commas in CompoundSentencesReview: AbbreviationsLearn to Proofread: Insert a CommaPoem Memorization: “The Height ofthe Ridiculous”New: Indirect QuotationsReview: Direct QuotationsLearn to Proofread: Insert QuotationMarksLesson 67 . . . . . . . . . . . . . . . . page 386New: Sentences with More ThanOne Direct Object, PredicateNominative, or Predicate AdjectiveReview: Commas in Direct AddressReview: Commas in a SeriesLesson 59 . . . . . . . . . . . . . . . . page 353Summary Exercise: A Little PrincessLesson 68 . . . . . . . . . . . . . . . . page 394Review: Prepositional Phrasesviii

ContentsLesson 69 . . . . . . . . . . . . . . . . page 402Review: AdverbsLesson 70 . . . . . . . . . . . . . . . . page 407New: Comparing Prepositions andAdverbsLesson 71 . . . . . . . . . . . . . . . . page 415Review: ConjunctionsReview: Compound Subjects andCompound PredicatesReview: Commas in a SeriesReview: Commas in Direct AddressLesson 77 . . . . . . . . . . . . . . . . page 445Review: Four Types of SentencesReview: Pronouns (Personal,Demonstrative, and Interrogative)Lesson 78 . . . . . . . . . . . . . . . . page 453New: InterjectionsReview: Direct AddressReview: Introductory ElementsLesson 79 . . . . . . . . . . . . . . . . page 459Review: AbbreviationsReview:ContractionsLesson 72 . . . . . . . . . . . . . . . . page 421Lesson 80 . . . . . . . . . . . . . . . . page 463New: Avoiding Comma Splices andRun-on SentencesReview: Sentence FragmentsReview: ConjunctionsReview:Compound SentencesLearn to Proofread: Insert a SemicolonReview: Eight Parts of SpeechReview: Simple and Complete Subjectsand PredicatesLesson 81 . . . . . . . . . . . . . . . . page 470Review: Prepositional PhrasesLesson 73 . . . . . . . . . . . . . . . . page 429Lesson 82 . . . . . . . . . . . . . . . . page 477Summary Exercise: Abraham LincolnReview: Capitalization RulesReview: Proofreaders’ MarksLearn to Proofread: Review All MarksLesson 74 . . . . . . . . . . . . . . . . page 430Review: Four Kinds of VerbsReview: Direct Objects, IndirectObjects, Predicate Nominatives,and Predicate AdjectivesLesson 75 . . . . . . . . . . . . . . . . page 436New: Comparative and SuperlativeAdjectivesReview: AdjectivesLesson 83 . . . . . . . . . . . . . . . . page 484Review: Compound Subjects and VerbsReview: Compound SentencesReview: Fragments, Comma Splices,and Run-on SentencesLesson 84 . . . . . . . . . . . . . . . . page 492Review: PunctuationReview: Direct and Indirect QuotationsLesson 76 . . . . . . . . . . . . . . . . page 441New: Comparative and SuperlativeAdverbsLesson 85 . . . . . . . . . . . . . . . . page 497Cumulative Poem Reviewix

ContentsOPTIONAL END UNITSLesson 8 . . . . . . . . . . . . . . . . . .page 513Business Letter Final CopyContractions . . . . . . . . . . . . . page 499Lesson 9 . . . . . . . . . . . . . . . . . .page 514Addressing the EnvelopeWRITING LETTERS LESSONSLesson 10 . . . . . . . . . . . . . . . . .page 515Emailing a Business LetterLesson 1 . . . . . . . . . . . . . . . . . page 502Writing DatesThank-You Letter Rough DraftLesson 2 . . . . . . . . . . . . . . . . . page 504Thank-You Letter Final CopyLesson 3 . . . . . . . . . . . . . . . . . page 505Addressing the EnvelopeDICTIONARY SKILLSLesson 1 . . . . . . . . . . . . . . . . . .page 517Alphabetizing by First, Second, Third,or Fourth LetterLesson 2 . . . . . . . . . . . . . . . . . page 520Lesson 4 . . . . . . . . . . . . . . . . . page 507Friendly Letter Rough DraftLesson 5 . . . . . . . . . . . . . . . . . page 509Friendly Letter Final CopyLesson 6 . . . . . . . . . . . . . . . . . .page 510Addressing the EnvelopeLesson 7 . . . . . . . . . . . . . . . . . .page 511Business Letter Rough DraftLooking Up Words in the DictionaryLesson 3 . . . . . . . . . . . . . . . . . page 525Pronunciation Letters and SymbolsLesson 4 . . . . . . . . . . . . . . . . . page 527Words with More Than One Meaningand/or PronunciationLesson 5 . . . . . . . . . . . . . . . . . page 532Synonyms and AntonymsDefinitions, Rules, and Lists . . . . . . . . . . . . page 536Definitions To Be Memorized . . . . . . . . . . . . . page 536Glossary of Additional Terms To Know . . . . page 537Summary of Rules . . . . . . . . . . . . . . . . . . . . . . page 538Lists to Be Memorized . . . . . . . . . . . . . . . . . . . page 540Sample Schedules . . . . . . . . . . . . . . . . . . . . . . . page 542Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . page 544x

IntroductionINTRODUCTIONHOW TO USE FIRST LANGUAGE LESSONS, LEVEL 4The Four-Strand ApproachThis series uses four different strands to teach grammar and punctuation rules, proper usage, andwriting skills.Strand 1: Memory WorkMemorizing PoetryMemorizing poetry stores beautiful language in the student’s mind. Poetry is the easiestkind of material to memorize because of its rhythm and rhyme. When a student memorizesa poem, it gives him confidence that he can memorize anything—material from history,science, and other subjects. Memorizing is an active exercise; it trains the student’s attentionspan. There is a good memorization technique in the first poetry lesson of this book.Memorizing Rules and DefinitionsThe technique for memorizing rules and definitions is practiced in the scripted lessons. Asummary of the rules, definitions, and lists to be memorized is on page 545.A note for students who have not used previous levels of First Language Lessons: Most ofthe definitions and memorized lists of parts of speech were introduced in earlier levels of thisseries. All of that material is reviewed in this book. However, you may wish to do extra reviewof these rules and lists. You may find it helpful to purchase the audio companion to Levels 1and 2 (a CD containing both chanted and sung versions of definitions and lists to be memorized) from Peace Hill Press at www.peacehillpress.com.Strand 2: Copywork and DictationCopywork engages both the visual and motor memory of the student. It gives the studentmodels of properly constructed sentences.Dictation teaches the student to picture a sentence in his mind before putting it down onpaper and also trains him to hold complete sentences in his memory as he writes. Dictation1

First Language Lessons for the Well-Trained Mind, Level 4prepares the student for original writing, since it allows the young writer to practice mechanics without also struggling to produce original content.This book uses dictation within the lessons, but most lessons also end with an optionaldictation exercise if the student needs extra practice. If you are already using a writing program which includes dictation, you should probably not use the optional dictation unless thestudent needs drill in a particular skill.Follow this procedure when giving dictation:1. After you read a sentence, ask the student to visualize the beginning capital letter andthe end punctuation mark.2. Repeat the sentence once more.3. Have the student repeat what you just said.4. Have him write what he has just said, if it is accurate. If it is not accurate, repeat steps2 and 3.When giving dictation, provide the student with all necessary spelling help. If the studentbegins to write a word or punctuation mark incorrectly, gently stop him and give him thecorrect spelling or format. You should never allow a student to write dictation incorrectly.Strand 3: Summary Exercises (Narration)A student summarizes when he tells you in his own words about a passage that he hasread. Summary exercises help the student to listen with attention, to grasp the main point of awork, to think through a sequence of events, and to reproduce the events in his own words inproper, logical order.Strand 4: GrammarA student studies grammar to learn how language works. This book teaches traditionalgrammar. Traditional grammar is not only acceptable; it is expected in the educated world.This book practices sentence diagramming. A diagram is essentially a picture of a sentence; it shows visually how all of the sentence parts operate. As the student becomes moreproficient in diagramming, he can use it as a tool to correct poorly constructed sentences inhis own writing.Oral usage exercises are included at the end of some lessons. These are optional. You don’thave to confine these exercises to the student using the book. Practice them as a family at anytime of the day you wish! For more exercises in oral usage, a good resource is Oral LanguageExercises by William A. Kappele (A Beka Book Publications, 1982).2

IntroductionUsing the LessonsThe lessons are scripted for your convenience, but neither you nor the student has to stick to theexact wording provided.Instructor: Suggested wording for the instructor is in traditional print.Student:Suggested answers for the student are in italics.Workbook:Selected text from the Student Workbook is in a sans-serif typeface.Answer Key: Answers to workbook exercises are also in a sans-serif typeface.Notes to the instructor are in smaller, traditional print, between two lines.Length of LessonsThis book is designed to be completed in one school year. If you do the lessons in the main partof the book but skip the end units, do two or three lessons each week for the school year (36 weeks). Ifyou decide to include the end units as well, plan on three lessons per week. See the sample scheduleson page 552.The lessons that follow are of varying length; some contain more drill than others, dependingon the difficulty of the topic. If a student does not need all of the repetition in any given lesson, youshould feel free to skip it and move on.Many of the lessons should be divided into two or even three days’ worth of work. A student doingfourth-grade-level work will probably need to spend about thirty minutes on a lesson. If the lesson timeexceeds thirty minutes, stop and pick up with the remainder of the lesson the following day.The Use of Inclusive PronounsA note from Jessie Wise: I studied advanced traditional grammar in the 1950s as part of mytraining in teaching certification. I learned that the pronouns “he” and “him” were generic pronouns,used to refer to both men and women. Although I understand why some users would prefer to seean alternate use of “he” and “she,” I find this style of writing awkward; my early training shapes myusage! So I have used “he” and “him” to refer to the student throughout. If you prefer, simply changethese pronouns to “she” and “her.”3

First Language Lessons for the Well-Trained Mind, Level 4The Student’s WorkbookAll of the lesson numbers in the teacher’s book match the lesson numbers in the student’s workbook (ISBN 978-1-933339-33-7, Peace Hill Press, 2008). The student needs a pencil for each workbooklesson. The student should keep a bookmark in his workbook to easily find his place at the start of thelesson.The workbook pages are perforated and three-hole punched so you can file them in a binder ifyou wish. If the student writes letters for the optional end-unit lessons, you may wish to photocopythem before you mail them so you can file the letters as well.Optional Follow-UpsAt the end of many lessons, there is an optional follow-up activity to reinforce the content of thelesson. You may choose to complete these or to skip them, depending on the student’s level of mastery.Optional End UnitsThe main part of this book consists of eighty-five lessons in grammar and writing. If you wish,you may choose to complete any or all of the three optional sections at the end of the book: contractions, writing letters, and dictionary skills. Suggested schedules for completing this book are onpage 543. If you do the lessons on dictionary skills, it will be helpful for the student to have his owndictionary and thesaurus. We recommend Merriam-Webster’s Elementary Dictionary (MerriamWebster, 2000) and Roget’s Children’s Thesaurus (Scott Foresman, 2000).4

First Language Lessons for the Well-Trained Mind Level 4LESSON 57New: ConjunctionsNew: Compound Subjects, Compound Predicates, and Compound SentencesNew: Commas in a SeriesRead “The Lake Isle of Innisfree” (Lesson 53) three times to the student. Then ask the studentto try to say parts of the poem along with you (or t

New: Personal Pronouns Lesson 7 . page 32 New: Demonstrative Pronouns (this, that, these, those) Review: Personal Pronouns Lesson 8 . page 36 Introduction to Poem Memorization: “Afternoon on a Hill” Lesson 9 . page 38 Review: Forming Plural Nouns Review: Common and Proper Nouns Review: Personal

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