Veritas Classical School
5th/6th Grade
Mr. Ruben Barrett, ruben@hadavar.net
Mrs. Brenda Barrett, barrettmom@bellsouth.net
Assignment Sheet #29
G'town: Due 4/19/11
S'ville: Due 4/21/11
*Bible: Abraham – God's Brave Explorer
 pg. 87-108: read and complete all questions
*History:
 Lessons 97, 98, 99 Read pp. 426-439, including the Pretest, Take Another Look, and What Did You
Learn? Quiz (Parents: please grade quiz and send grade to class.)
 Complete one activity from each lesson of your choice. I recommend 97A or B, 98C, 99B
 Make your memory cards and add to your timeline
*Literature/Narration:
 Begin reading, Adam of the Road. Read Chapters 1-9 this week.
 Have your child retell each chapter in his or her narration notebook. Encourage your child to summarize
and to not try to give every detail. Do not worry about spelling or sentence structure.
 Answer the questions for each chapter (1-9). NOTE: These questions may be answered orally or on
paper. If you wish to go ahead in the reading, continue answering the questions for each chapter found
in the literature packet on this assignment sheet.
 Literature Project: The last page of the assignment sheet contains the Literature Project for Adam of the
Road. It will be due week 32. Read over them and choose one to begin on now. Please print the
literature packet for the entire book this week.
*Vocabulary:
 Using a dictionary or www.dictionary.com, define the following words from your Literature: gladiator,
triumvirate, dictator, viol, prior (noun), coif, burgesses, portmanteau, matins, motes, bailiff, liege,
gesticulating, duress, subsidy
 Study your vocabulary words EACH DAY. I encourage you to have your child make flashcards to build
strong study skills.
 On the last day, parents read the definitions to your child, and have your child write the word that
matches the definition you read. Spelling does not count. You may give a word bank. Do not give your
child any clues. If your child cannot choose the word from the word bank, mark it as incorrect. Return
the vocabulary test in your child’s assignment folder. Write the number of words missed in the
top right corner of the test.
*Dictation/Poetry:
 Dictation directions: “First, read the selection at a normal speed. Then, say the first five or so words of
the initial sentence and have the child repeat those words and write them without saying anything else.”
 Read The Dilettante (p.201 – Harp & Laurel Wreath) at least 3 times this week.
 Memory work to go over EACH day: second stanza of Conscience and Remorse (p. 201 – Harp and
Laurel Wreath)
 Day 2: Dictation Selection 3 (p. 205 – Harp & Laurel Wreath)
 Day 3 – 4: Who is this poem about? What do we learn about this person?
 6th grade also: “scribble some in prose and verse...” Try your hand at writing a similar style poem that is
a combination of poetry and prose.
*Writing:
 See attached writing assignment.
*Geography: Asia
 Label desert and decoration. Bring in your completed map.
 Work on your tour guide project.
*Grammar:
 EACH DAY, go over ALL of the Shurley Jingles in the Jingle section of your Shurley English student
workbook. Continue listening to the Question and Answer flow on the Shurley CD.
 Complete pp. 620-641 in Easy Grammar Teacher’s Edition. Easy Grammar Workbook pages are
290-300
 Review Ref. 48-51 (p.34-36 ) – Shurley Ref. Section.
 Complete Ch. 17:1, 17:2:1, 17:2:2, 17:3:1, 17:3:2 (Shurley Practice Section).
 Punctuation test in class next week
 Complete Chapter 25 practice sentences in your Shurley Practice Booklet. We started them in
class today.
*Critical Thinking: one page a day
 Think A Grams pages 93-96
*Saxon Math 6/5 and 7/6
 Lessons 108-110: complete the warm up, lesson practice, and the even problems from the mixed
practice. Correct any you miss. If you missed more than 3 from a single mixed practice, also complete
the even numbered problems.
 Investigation 11
 Worksheet pages for these lessons.
 Be prepared for a test in class covering lessons 1-110.
*Science
 Read Lesson 13, pp. 229-240
 Try This! pp. 234 and 235
 Optional project pp. 238
I have completed all assignments as outlined on this assignment sheet.
__________________________
Parent Signature
____________________________
Student Signature
Total time spent independently reading this week: ________________
1 ½ hour = C
2 ½ hours = B
3 ½ hours = A (average of 30 min./7days a week)
Adam of the Road by Elizabeth Janet Gray
Ch. 1-3
1.
2.
3.
4.
5.
How was Roger different from an ordinary minstrel?
Think: What was Adam's opinion of his father?
What was the church's official view of minstrels' tales?
Who made monks' holy life possible?
Roger gave Adam advice about what to sing. What was Roger's advice?
Ch. 4-6
1. Although Adam felt like wresting Hugh over his comment about Nick, he didn't fight with him. Why didn't
he fight?
2. According to Adam, what eases a goodbye? Give your opinion: Do you agree? Think: If your answer is
yes, why does it help?
3. Why did Roger feel that a road is a kind of holy thing?
4. Roger told Adam that “green apples ripen in time.” Think: What did Roger mean?
5. Although none of the seven boys went to school, they were all subject to instruction from grown-ups.
What did each boy have to learn and practice?
6. Roger said that it is well to have a “second string to your bow.” Think: What did he mean?
7. Describe Adam's valuable discovery (Ch 5). Think: What does it mean that Adam played the part of an
oyster? Have you ever played the part of an oyster? If your answer is yes, explain the situation.
8. Godfrey gave Adam some information that helped Adam understand why Hugh had been so
disagreeable. What did Godfrey tell Adam? Think: What can you learn from this situation?
Ch. 7-9
1. What did Adam find strange and puzzling?
What was said to be the ruin of the minstrel? Describe what happened to Roger.
2. Adam exclaimed that London smelled. From where did the smell come?
3. It appears that Roger has learned a lesson. What has he learned?
4. In Ch. 9 Adam looked forward to spending the night at an inn. Why?
5. Think: Why were a moon and stars painted on the signboard for the inn?
6. Reread the proverb (pp 115) of Alfred that Adam's father had taught hi. What can you learn from this
proverb?
Ch. 10-12
1. How did Adam know that Roger was telling the truth about secretly trading Nick?
2. At the beginning of Ch 11 Roger wanted to tell Adam “something about life and chance and the periods
that beset beloved little dogs,” but he was not able to find the words. Think: What would Roger have said
if he could have found the right words.
3. The castle near Guildford “was not a cheerful sort of castle.” Why not?
4. Roger and Adam met a pardoner. Describe the pardoner. Who is your Pardoner? How does your
Pardoner compare/contrast with the pardoner that is described in the book?
5. Adam thought that Jill and John would like the tale about Sir Cleges. Why? Do one thing today that
follows the example shown by Sir Cleges.
Ch. 13-15
1. At the beginning of Ch. 13 Adam thought he knew why Roger said the road was home to the minstrel.
Why?
2. Describe the crest that betrayed the leader of the robbers.
3. What did knights vow to do?
4. Why were all the people of the village harvesting the lord's fields when their fields were waiting to be
harvested?
5. Describe Adam's change of mood from the first page of Ch 15 to the second page. Why did his mood
change?
6. What could happen to a stranger in Winchester who was caught out after curfew?
7. If every forth penny went to the king (pp 199), what percentage of tax did the people pay?
8. What did the monks at St. Swithin's think of pilgrims?
9. The palmer said that the farther a person goes (on a pilgrimage) and the harder the way, the greater the
merit. How does that idea compare/contrast with God's plan of salvation.
Ch 16-18
1. Why did the court allow Jankin to keep Nick?
2. When was a good time of year for minstrelry? Why were minstrels' tales almost the only entertainment.
3. Both the de Veseys and Master Walter/Dame Alice made Adam feel uncomfortable, but for very different
reasons. What were the reasons?
4. Explain what it meant to raise the hue and cry.
5. Adam thought about a gaggle of minstrels, but then he realize that gaggle was the wrong word. What is
the word for a group of harpers? A group of pipers?
6. Master Walter believed that there was no place for secular tales. Discuss: Do you agree? Explain your
answer.
7. Why didn't Adam like the stories Jack told? Read Philippians 4:8. Explain how Adam followed the
teaching in that verse. How can you follow this teaching?
Ch 19-21
1. What was the only coin minted in England at this time? What did people sometimes do to this coin?
2. Review what happened in Watford when Adam offered to tell the tale of King Horn at the inn in return for
his dinner. Think: What mental skill is vital for a minstrel?
3. The blacksmith was a man of substance in Rickmansworth. Explain how his situation differed from than
of other people. How was this most beneficial to his blacksmith business?
4. Adam chose to sing the Latin hymn “Stabat Mater” to the steward of the Abbey of Bec. Why was this a
wise choice?
5. Adam encouraged himself with the words whom God will help, no man can harm (pg 253). Encourage
yourself with the words in italics and in the following verse: Romans 8:31b.
Ch. 22-23
1. Adam liked Perkins' family. How is each member described?
Adam's and Robin's ideas about horses and oxen differed. According to Robin, what advantages did
oxen have when he compared them to horses?
2. When did Adam plan to start out for Shropshire?
3. Why did Adam call Nick back from chasing bunnies?
4. Reread the paragraph that describes Adam's reunion with Nick (pp 294). How did you feel as you were
reading this paragraph? Why? What makes a reader feel a part of this reunion?
5. At the beginning of Ch 22, Adam questions: How was he to get new shoes and a minstrel's surcoat?
Explain how he obtained these items. Think: Why was Gunnilda willing to make him a coat? Why did the
parson provide the leather and get the cobbler to make Adam a pair of shoes? Read Colossians 3:23.
Think: What can you learn from Adam's experiences and the verse?
6. At first, Adam wasn't excited about the bagpipes because he couldn't sing to the music. But when he
thanked the miller Adam said “thank you” with real gratitude in his voice. Think: Why did Adam's attitude
change? What can you learn from this situation?
7. Reread the last seven words of the book. Adam longed to hear those wonderful words; how much more
Christians long to hear Jesus say, “Well done, good and faithful servant.” Read an encouraging verse: 1
Corinthians 1:8.
Final Project Options: Choose one to complete.
1. Keep a journal during the book. Write in first person as if you are Adam. Mention the people you meet,
the things you see and do, the sights, smells, and sounds around you. Most importantly talk about how
you feel and the things you hope for, dream of, and fear. Decorate the journal as Adam might. Include
drawings and doodles as well as pressing leaves into it or other souvenirs from the places he goes.
Include poems or songs he might be writing and any other creative touches you can think of.
2. Write a 5 paragraph essay explaining how Adam has changed from a boy to a man throughout the
coarse of the book. What is different about him. What brought about these changes. Be specific and
thorough.
3. Make a poster showing medieval times, activities, knights, or heraldry. Focus on just one or two aspects
of the times and study it more deeply.
Grades 5-6
IEW Composition
Unit VII: Creative Writing
Assignment Week 29
This week we will discuss alliteration. Alliteration is the use of two or more words
beginning with the same letter, sound, or blend. The words may be separated by short
words—conjunctions, prepositions, articles, pronouns.
Examples: …big, beautiful butterflies…
The gorgeous green grass glistened.
Fear seized the silent slitherer.
NOTE: In alliteration, sound matters more than spelling.
“chilly city creatures” not alliterative
“silly city slickers”
alliterative
At home: Create a key word outline of the fable “The Fox and the Grapes,” using no more
than three words per sentence. Symbols from Resource 1 may be used to take the place of
words and add extra information. After the outline is complete, have the student write a new
paragraph (on a separate sheet of paper) with the help of the key word outline—do not refer
to the original story. Each student should use every dress-up, including alliteration, and as
many different sentence openers as possible. More sentences can be written in the new
story than in the original one as long as all the information comes from the original. Have
your student attempt to create a new, more interesting title for the story, being sure to reflect
the title in the last sentence.
The Fox and the Grapes
One hot summer's day, a Fox was strolling through an orchard
till he came to a bunch of Grapes just ripening on a vine which
grew around a lofty branch. "Just the thing to quench my thirst,"
he thought. Stepping back a few paces, he took a run and
a jump and just missed the bunch. Turning around again, with a
“One, Two, Three,” he jumped up, but with no greater success. Again
and again he tried to reach the tempting morsel, but at last had to
give it up and walked away with his nose in the air, saying: "I am sure
they are sour."
Moral: It is easy to despise what you cannot get.
I.
____________________________________________________________________
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. _______________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________