Veritas Classical School
4th Grade
Assignment Sheet #29
*Bible: The pages we refer to can be found on the Veritas website in the Bible section.
□ Sing the ENTIRE Gospels Memory Song EACH DAY.
□ Read Bible Card #125 – Crucifixion, Resurrection, and Ascension of Christ.
□ OPTIONAL: Choose ONE of the projects to complete for the Crucifixion, Resurrection, and Ascension of Christ.
□ Complete the Crucifixion, Resurrection, and Ascension of Christ Worksheet. Answers start on p. 269.
□ Read John 19-21.
*History: The pages we refer to can be found on the Veritas website in the History section.
□ Sing the ENTIRE Explorers to 1815 Memory Song EACH DAY.
□ Read Card #29 – The Lewis and Clark Expedition EACH DAY.
□ Complete The Lewis and Clark Expedition Worksheet. Answers start on p. 472.
□ Complete ONE Project from The Lewis and Clark Expedition.
□ Read the 29th timeline page, The Lewis and Clark Expedition. Tape medallion #29 on the map.
□ On the last day of the week, have your child take The Lewis and Clark Expedition Test. This is an open book
test, so your child may use the card when taking the test. Please do not help your child complete the test.
Please return the History test in your child’s assignment folder.
*Literature/Narration:
□ Begin reading, Stopping to Home. Read chapters 1-4 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.
□ We are not doing Literature questions for this book; however, we will do a final project, which will be due the
last day of school. I have attached it. Please print it this week.
*Vocabulary:
□ Using a dictionary or www.dictionary.com, define the following words from your Bible, History, and Literature:
geographical, offended, resurrection, ascended, shawl, provisions, schooner, mourning, confined,
wharves, ferried, skiff
□ 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:
□ Use Selection 45-49 (p. 139 Harp & Laurel).
□ Read The Light of Bethlehem at least 3 times this week (p. 124 – Harp & Laurel). This poem was made into a
hymn. You can hear the hymn at http://www.cyberhymnal.org/htm/l/b/lbethlhm.htm. The music plays
without the words, so have your child sing the words from the poem along with the music!
□ Continue memorizing George Washington. Focus on stanza 3 this week.
* Writing:
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*Penmanship:
□ Complete pages 80-81 in Handwriting Without Tears.
*Geography:
□ Complete pages 62-65 in your Maps, Globes, and Graphs Level D workbook.
*Grammar:
□ EACH DAY, go over ALL of the Shurley Jingles in the Jingle section of your Shurley English student workbook. We
listen to the jingles in class each week. Continue listening to the Question and Answer Flow on the Shurley CD.
□ Complete pages 499, 501, 503, 505, 507, 509, 511, 513 in the Easy Grammar Teacher’s Edition. Workbook
pages are 210-217.
□ Read Ref. 50 and 51 (p. 42-43) – Shurley Reference Section.
□ Optional: Complete Chapter 17, Lesson 1, Practice; Chapter 17, Lesson 2, Practice 1; Chapter 17, Lesson 2,
Practice 2; Chapter 17, Lesson 3, Practice 1– (p. 80-81) Shurley Practice Section
□ We are done with the Shurley Practice Booklet!
*Critical Thinking:
□ Complete p. 33-34 in Math Analogies.
*Spelling:
□ Complete Lesson 29 in your Spelling Workout book.
□ Write your spelling word list 3-5 times each day, spelling each word out loud as you write it.
□ On the last day, parents read each word out loud to your child and have your child write the spelling word on a
piece of notebook paper. Return the spelling test in your child’s assignment folder.
*Math
□ Complete Lessons 113-116 including Mental Math and Fact Sheets.
□ Be prepared for Math Test (22) in class next week.
*Science
□ Gather supplies for Lesson 14.
□ Read pages 160-167 this week.
*Fine Arts:
□ Continue….Spend this week creating your own self-portrait or still-life sketch or painting. You may bring this to
class NEXT WEEK. If you choose not to bring it to class, you may bring 5 interesting facts about Van Gogh to
share NEXT WEEK.
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)
BRING TO CLASS EACH WEEK:
1) Assignment folder – one side should be labeled, “Papers to turn in”, and the other side should be labeled,
“Graded papers”
2) 5 sharpened pencils
3) Hand-held pencil sharpener
4) Loose-leaf Notebook paper (can be put in a separate folder labeled “Notebook paper”)
5) Saxon Math Book
6) Shurley English Workbook
7) Easy Grammar Workbook
8) Current Literature Book
9) Small NIV Bible (if you have one)
10) Red pen
11) Highlighter (any color)
12) Science book
13) Healthy snack, lunch, and drink (only non-spilling bottles, please)
14) Red Herring Mysteries
15) Spelling Workout Book
16) Shurley Practice Booklet
Grades 3-4
IEW Composition
Unit VII: Creative Writing
Assignment Week 29
This week in class, we will briefly review the use of double verbs, adjectives, and
adverbs, followed by a discussion of 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 doubles and 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.
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Stopping to Home
Literature Project
Assigned: Week 32
Due: The last day of school
CHOOSE ONE
1) Write a 3 paragraph essay telling how Abbie and Seth’s daily lives were different from ours
today. Include in the paragraph what expectations were there for children’s contributions to
family life in the early 19th century versus now.
2) Write a story telling what happened to Abbie and Seth after Stopping to Home ended.
3) Write a 12-14 sentence paragraph explaining why OR why not you would have liked to have
been Abbie or Seth.
4) What did the town of Wiscasset look like in 1806? Draw a map of the town based on the
information in Stopping to Home.