Catholic Schoolhouse

Transcription

1 Catholic Schoolhouse TM (2015 beta version)

2 Catholic Schoolhouse Rhetoric Guide Year 2 Week 19 Use the Q3 Lan chant lesson outline to begin Veni Creator Spiritus. Vocabulary for Veni Creator Spiritus Wring (40 min) Wring this quarter will focus on poetry mechanics and creavity. Q4 poetry guide here. Speech (20 min) Student wri*en presentaons will take place in weeks Presentaon Guideline here. Suggest that at least one student report on the life of Thomas a Becket and his connecon to Canterbury. Present a copy of the St. Crispin s Day speech before the Bale of Agincourt in 1415, by King Henry V. Read the speech together in class, breaks have been provided to help with the flow for students reading turns. Students should begin memorizing for recitaon in weeks As an alternate to memorizing the enre speech, students can each be assigned a secon. Church Architecture in the Middle Ages featuring the South Rose Window from the Notre Dame Cathedral, Paris. Physics (sound and light): Catholic Scienst: Roger Bacon. More from Catholic Encyclopedia Great Wrings (20 min) This quarter student will prac&ce reading poetry for the first three weeks, then study the Church document the last three weeks. Literature book selecon: Canterbury Tales (poetry) Church Document: 4th Lateran Council, documents on transubstan&a&on and confession. Reading poetry can be inmidang to students. Begin by reading together from the Canterbury Tales. Read and discuss the Prologue this week. This guide from Glencoe may help. Socrac Seminar (20 min) The words of Mohamed were wri*en down by scholars about 20 years a;er he died. At this me, all other copies of his wring were ordered destroyed, so there would be one definive text. A literature book published by Holt, makes the following statement, Because of the Koran s divine authority as well as the grace and power of its language, orthodox Muslims consider it perfect and unalterable. Consequently, when recited on public occasions, precise rules govern tone and pronunciaon. In addion, Muslims consider that translaons can lead to distoron. Even though translaons appear in English and other languages, they are considered paraphrases and cannot be used for rituals. What do you think about this statement? What do you think its effects would be on the reader of the textbook? Timeline (20 min) Mastering and adding to the &meline will help students in college and promote family unity. This may also be the only hands learning the &meline will help promotes family unity. This also may be the only "fun" at this level other than art and science. Timeline memory is a value-added ac&vity, as parents really "see" what their child learns. History Timeline W19: Pope St. Gregory the Great AD 590, Hegira of Mohammed AD 622, Muslims invade Spain AD 711, Venerable Bede, Charlemagne crowned Holy Roman Emperor AD 800. History Sentence W19: The Muslims who had conquered Chris&an lands in Africa headed north through Spain, They conquered all in front of them; un&l in France at the bale of Tours, they were stopped by Charles the hammer Martel. His grandson, Charlemagne, was crowned Holy Roman Emperor by Pope Leo III on Christmas Day, 800 AD. Discuss history cards and any interesng memory work from the Tour Guide. Ideas for presenng and reviewing history with dialecc and rhetoric students. Add Week 19 and 20 items to Timeline Notebooks. (we suggest alternang weeks with games.) Review games next week. Lan Chant (15 min. during grammar chorus period) Humanies A - Communicaons (60 min) Science/Fine Arts (60 min) Humanies B - Discussion Seminar (60 min)

3 Catholic Schoolhouse Rhetoric Guide Year 2 Week 20 Use the Q3 Lan chant lesson outline to connue with Tantum Ergo Sancramentum. Some CSH chapters have dropped back to just learning the chant and its vocabulary because of me constraints. Vocabulary included in Tantum Ergo link above. Wring (40 min) Wring this quarter will focus on poetry mechanics and creavity. Q4 poetry guide here. Speech (20 min) Student wri*en presentaons will take place in weeks Presentaon Guideline here. Choose your focus for this quarter based on your class s needs. Connue memorizing Henry V s speech. Recitaons will begin in week 23 and follow the normal Catholic Schoolhouse schedule. Church Architecture in the Middle Ages featuring the South Rose Window from the Notre Dame Cathedral, Paris. Physics (sound and light): Catholic Scienst: Roger Bacon. More from Catholic Encyclopedia Great Wrings (20 min) This quarter student will prac&ce reading poetry for the first three weeks, then study the Church document the last three weeks. Literature book selecon: Canterbury Tales (poetry) Church Document: 4th Lateran Council, documents on transubstan&a&on and confession. Read and discuss The Knights' Tale this week. Socrac Seminar (20 min) Lan Chant (15 min. during grammar chorus period) Humanies A - Communicaons (60 min) Science/Fine Arts (60 min) Humanies B - Discussion Seminar (60 min) Sts. Cyril and Methodius (or possibly their students) invented the Cyrillic alphabet to translate the Bible into nave language (vernacular) of the Slavic people. Through this they were able to evangelize an enre people. This resulted in the liturgy also being translated into their language. What do you think the impact was on the Church as a whole? Timeline (20 min) Mastering and adding to the &meline will help students in college and promote family unity. This may also be the only hands learning the &meline will help promotes family unity. This also may be the only "fun" at this level other than art and science. Timeline memory is a value-added ac&vity, as parents really "see" what their child learns. History Timeline W20: Cyrillic Alphabet, Alfred the Great, Medieval Hospital at Cluny AD 910, Viking Invasions, Leif Erikson AD HiHistory Sentence W20: The Viking raids began in England, 793, frightening King Ethelred. They came from Norway and explored and plundered all the way from Spain to Russia. They traveled the seas with their great long boats, making homes on Iceland and Greenland. In 1000 Leif Erikson found America and called his selement in Vinland. Timeline Notebooks. W20 should have been added last week. Play the Time Traveler Game this week. Use the enre Year 2 history card set. Advise students that in two weeks you will be playing jeopardy with the material in the Tour Guide, so they can review and brush up. For extra fun arrange to challenge your dialecc class to a duel.

4 Catholic Schoolhouse Rhetoric Guide Year 2 Week 21 Use the Q3 Lan chant lesson outline to connue with Tantum Ergo Sancramentum. Some CSH chapters have dropped back to just learning the chant and its vocabulary because of me constraints. Vocabulary included in Tantum Ergo link above. Wring (40 min) Wring this quarter will focus on poetry mechanics and creavity. Q4 poetry guide here. Speech (20 min) Student wri*en presentaons will take place in weeks Presentaon Guideline here. Choose your focus for this quarter based on your class s needs. Connue memorizing Henry V s speech. Recitaons will begin next week following the normal Catholic Schoolhouse schedule. Church Architecture in the Middle Ages featuring the South Rose Window from the Notre Dame Cathedral, Paris. Physics (sound and light): Catholic Scienst: Roger Bacon. More from Catholic Encyclopedia Great Wrings (20 min) This quarter student will prac&ce reading poetry for the first three weeks, then study the Church document the last three weeks. Literature book selecon: Canterbury Tales (poetry) Church Document: 4th Lateran Council, documents on transubstan&a&on and confession. Read and discuss The Wife of Bath s Tale this week. Socrac Seminar (20 min) (apologecs) During the height of Christendom, common people dedicated their lives and resources to building magnificent churches. These churches sll stand today. What is the importance of building grand spaces such as these? Non-Catholics will o;en queson the creaon of beauty, asking if it is not more important to feed the poor or eliminate poverty. What is the answer to this queson? (Idea starter: Jesus said, you will always have the poor. John 12:8, Mt 26:11, Mk 14:7) Timeline (20 min) Mastering and adding to the &meline will help students in college and promote family unity. History Timeline W21: Vladimir I brings Chris&anity to Russia, St. Stephen of Hungary AD 1000, Great East-West Schism AD 1054, William the conqueror AD 1066, Feudalism. History Sentence W21: The Norman conquest 1066 the Bale of Has&ngs at a glance. This is where England was taken by William the Conqueror from France. He defeated King Harold and changed England forever. They brought the Feudal system and the English language changed. Discuss history cards and any interesng memory work from the Tour Guide. Ideas for presenng and reviewing history with dialecc and rhetoric students. Add Week 21 and 22 items to Timeline Notebooks. (suggest alternang weeks with games.) Next week: Jeopardy Lan Chant (15 min. during grammar chorus period) Humanies A - Communicaons (60 min) Science/Fine Arts (60 min) Humanies B - Discussion Seminar (60 min)

5 Latin Chant CSH Year 2, Ancient to Middle Ages 4th Quarter Latin Supplemental Lesson Plans, by Kimberly Wasson Dialectic/Rhetoric Level Necessary materials: CDs of Sacred Chant (can be downloaded MP3s of hymns to be memorized/ sung; Vocabulary list for each hymn; copy of papal encyclical Musicae Sacrae, copies of each hymn in notation. List of hymns for the year: Ave Maria, Asperges, Attende Domine, Pange Lingua Gloriosi, Tantum Ergo Sancramentum, Salve Regina, Veni Creator Spiritus, Parce Domine (from 56 Latin Hymns Every Catholic Should Know) Hymns for this quarter: : Veni Creator Spiritus, Parce Domine Fourth Quarter Topic Lesson Week Nineteen Hymn: Veni Creator Spiritus Week Twenty Hymn: Veni Creator Spiritus Week Twenty-one Hymn: Veni Creator Spiritus Week Twenty-two Hymn: Parce Domine Sacred Music The History behind the hymn Sacred Music Plenary indulgence for recitation on January 1 st /Pentecost Sacred Music - Review Sacred Music Chants speci:ic for the Holy Season of Lent *Recitation of topic from Tour Guide, vocabulary review *Timeline for the use of this chant *Singing/recitation of hymns/chants *Home study of hymn vocabulary *Recitation of topic from Tour Guide, vocabulary review of all past lesson * What is a plenary indulgence and why is one attached to this chant *Singing/recitation of previous hymns for quarter *Scholars choose one of the studied hymns/ chants for recitation *continued review of vocabulary, memorization, singing/recitation *Vocabulary list for upcoming hymn, Parce Domine *Recitation of topic from Tour Guide, vocabulary review. *Which chants are used speci:ically during Lent? *Singing recitation of hymn/chant *Home study of hymn vocabulary Week Twenty-three Sacred Music - Sing/ *Scholars will have the choice to sing/chant/

6 Veni Creator Spiritus CSH Year 2, Fourth Quarter Vocabulary lists, by Kimberly Wasson (we will only memorize the first three verses) 1. Veni Creator Spiritus, Veni: Come Mentes tuorum visita Imple superna gra&a, Quae tu creas&, pectora. mentes: mind superna: loey, celes&al, heavenly Pectora: heart 2. Qui diceris Paraclitus, Paraclitus: Paraclete Al&ssimi donum Dei Fons vivus, ignis, caritas, Et spiritalis unc&o. Dei: God caritas: lovingcharity Uncon: anoin&ng 3. Tu sep&formis munere, sepformis: sevenfold Digitus Paternae dexterae Tu rite promissum Patris, Sermone ditans guura. dexterae: right, fihng Patris: Father Ditans: enrich, fill 4. Accende lumen sensibus Infunde amorem cordibus, Infirma nostri corporis Virtute firmans perpe. 5. Hostem repellas longius, Pacemque dones pronus, Ductore sic te praevio, Vitemus omne noxium. 6. Per te sciamus da Patrem, Noscamus atque Filium,

7 Veni Creator Spiritus CSH Year 2, Fourth Quarter English Translaon (we will only memorize the first three verses) 1. Veni Creator Spiritus, Come, Veni: Holy Come Spirit, Creator blest, Mentes tuorum visita and in our souls take up Thy rest; mentes: mind Imple superna gra&a, come with Thy grace and heavenly aid superna: loey, celes&al, heavenly Quae tu creas&, pectora. to fill the hearts which Thou hast made. Pectora: heart 2. Qui diceris Paraclitus, O comforter, to Thee we cry, Paraclitus: Paraclete O heavenly gi; of God Most High, Al&ssimi donum Dei Dei: God O fount of life and fire of love, Fons vivus, ignis, caritas, caritas: lovingcharity and sweet anoinng from above. Et spiritalis unc&o. Uncon: anoin&ng Thou in Thy sevenfold gi;s are known; 3. Tu sep&formis munere, Thou, sepformis: finger of God's sevenfold hand we own; Digitus Paternae dexterae Thou, dexterae: promise right, of the fihng Father, Thou Tu rite promissum Patris, Who Patris: dost Father tongue with power imbue. Sermone ditans guura. Ditans: enrich, fill 4. Accende lumen sensibus Infunde amorem cordibus, Infirma nostri corporis Virtute firmans perpe. 5. Hostem repellas longius, Pacemque dones pronus, Ductore sic te praevio, Vitemus omne noxium. 6. Per te sciamus da Patrem, Noscamus atque Filium, Kindle our sense from above, and make our hearts o'erflow with love; with paence firm and virtue high the weakness of our flesh supply. Far from us drive the foe we dread, and grant us Thy peace instead; so shall we not, with Thee for guide, turn from the path of life aside. Oh, may Thy grace on us bestow the Father and the Son to know; and Thee, through endless mes confessed,

8 Rhetoric Presentaon Ideas It is important to encourage an atmosphere of student involvement throughout the morning. Opportuni&es for students to present exist in all areas. The more they present, the less you lecture, the beer at this age. The guidelines below will guide you for the formal presenta&on &me, but may also inspire ideas in other areas. Presentaon Guidelines At the rhetoric level, presentaons should focus on developing good rhetoric skills. This means doing more than just sharing informaon report style. The art of rhetoric is the art of persuasion, and students should be thinking about the purpose of what they present. Using the rhetoric steps learned last quarter, the students should be acvely a*empng to provoke thought and a response from the listener. You can help your students to accomplish this by looking at their topic as a queson or opinion, rather than a topic. You c an do this by giving a pre-designated posion to support or encouraging them to idenfy their posion to you. Which civilizaon had a greater impact on history? (offer historically appropriate choices You are sharing the concept of sainthood and its benefit to the faithful to non-catholics. Use a specific saint as an example to inspire them to ask this saint for intercession. Where would be today without the great thinkers or scienst of this me. (insert a specific scienst or philosopher) Book Review convince your audience to read the book Every me in history has a struggle find a poetry/art/lit selecon that portrays the struggle of the people of me. Present it as evidence to convince the listener of that struggle. Use a famous person of the me to convince us of. Speak in character. Use comedy to get a point across. Time-travel you are a giving a group of me-travelers lessons that will help them survive undetected in another me and place. They will need to know customs, societal norms, and also knowledge of the regions current culture and geography to blend in. Choose a controversial topic of the age. Present your view. OR choose the topic and have half of the class take one view, half the other. Topics can come from heresies, social struggles such as hunger or rights, polical changes such as supporng/ overthrowing a leader, going to war, etc. Skill levels: If this s a beginning speaking experience, you may need to allow them to grow gradually. Concern for public opinion becomes heightened at this age, so nerves will need to be calmed. Begin by establishing that this is a safe place. Anything they present will be praised, then you will indicate what you would like to see them shoot for next me. NEVER evaluate or cricize in front of their peers. If a specific issue needs to be addressed, you will gain your students respect if you remember, Praise in public, cricize in private. These students will be doing plenty of self-evaluang, they just need you to give them the tools to gain be*er skills. To encourage your students to grow, without singling out individual deficiencies, choose a focus goal for the class for each quarter. Base this goal on what you are observing. Students also find comfort in having parameters to shake things up and keep it fun. Write it down if students are disorganized, asking them to turn in a wri*en copy will help Create an outline. This is especially helpful if students are using their script as a crutch. You can limit the number of points they are allowed to write down to encourage finding the main points. Speak clearly and/or loudly pretend as if your audience is behind the back wall. Posture relaxed, move a li*le, control the amount of hand gesturing, head up. Visual aid required this quarter. Handout or quiz for fellow students to complete. Acve listening assignments using the skills they are learning in Socrac Seminar or other ideas, ie: Idenfy the 5 canons of rhetoric in the presentaon. What was the most convincing point made? Idenfy the three appeals if used in the presentaon. Give points for using the 5 canons/3 appeals for a mini contest.

9 St. Crispin s Day Speech On the morning of St. Crispin s Day, October 25, 1415, King Henry V of England made a speech to the army under his command. The bale was the Bale of AVincourt against the French. His troop were dmoralized and the outlook looked dim. The English won that bale in spite of being greatly outnumbered. The importance of that bale (and others fought on St. Crispin s Day, such as the important Bale of Leyte Gulf during WWII) has caused St. Crispin s Day to be remembered, even though it has officially been removed from the Roman calendar. Almost 200 years later, in 1599, Shakespeare gives account of the bale in his play, Henry V. While the words below are fic&on, they portray very well the spirit of what King Henry would have actually said. The speech is one of the finest interpreta&ons of what leadership meant to the men of the Middle Ages. Westmoreland is bemoaning their lack of troops and difficult odds WESTMORELAND. O that we now had here But one ten thousand of those men in England That do no work to-day! KING. What's he that wishes so? My cousin, Westmoreland? No, my fair cousin; If we are mark'd to die, we are enow To do our country loss; and if to live, The fewer men, the greater share of honour. God's will! I pray thee, wish not one man more. By Jove, I am not covetous for gold, Nor care I who doth feed upon my cost; It yearns me not if men my garments wear; Such outward things dwell not in my desires. But if it be a sin to covet honour, I am the most offending soul alive. No, faith, my coz, wish not a man from England. God's peace! I would not lose so great an honour As one man more methinks would share from me For the best hope I have. O, do not wish one more! Rather proclaim it, Westmoreland, through my host, That he which hath no stomach to this fight, Let him depart; his passport shall be made, And crowns for convoy put into his purse; We would not die in that man's company That fears his fellowship to die with us. And rouse him at the name of Crispian. He that shall live this day, and see old age, Will yearly on the vigil feast his neighbours, And say "To-morrow is Saint Crispian." Then will he strip his sleeve and show his scars, And say "These wounds I had on Crispin's day." Old men forget; yet all shall be forgot, But he'll remember, with advantages, What feats he did that day. Then shall our names, Familiar in his mouth as household words Harry the King, Bedford and Exeter, Warwick and Talbot, Salisbury and Gloucester Be in their flowing cups freshly rememb'red. This story shall the good man teach his son; And Crispin Crispian shall ne'er go by, From this day to the ending of the world, But we in it shall be remembered- We few, we happy few, we band of brothers; For he to-day that sheds his blood with me Shall be my brother; be he ne'er so vile, This day shall gentle his condion; And gentlemen in England now a-bed Shall think themselves accurs'd they were not here, And hold their manhoods cheap whiles any speaks That fought with us upon Saint Crispin's day. This day is call'd the feast of Crispian. He that outlives this day, and comes safe home, Will stand a p-toe when this day is nam'd, Year 2 Week 13-18

10 History Memoriza&on of the history &meline should be assured at this level. It is important informa&on for the students and the glue that gives unity to our Catholic Schoolhouse families. Below are History Cards some ideas for presen&ng history topics to dialec&c and rhetoric students. Using the CSH History Cards is the easiest way to give students an overview of the history topics. You can experiment with the ideas below to see what works with your class, or rotate to keep things interesng. Because of the limited me available, I have not included project ideas. Show the picture. Ask students to guess the event. Then paraphrase the back of the card for the students. (reading word-forword every card will get tedious and bore them) Pass out the cards to the class. Have each student in turn share and read that card. This provides valuable read aloud pracce. Break students into groups. Divide cards among the groups. Students read cards and choose the two main points. A;er 5 minutes a representave of each group shares the main points. This provides valuable paraphrasing and finding the most important detail pracce. Students are given cards, either individually or in groups. Find two bullet points from each card and write on the board. Limit bullet point length to pracce valuable skill of being concise. Leave on board while working on meline. History Timeline Two opons for the history me line exist. Group: You can create a large classroom meline that you add to ass a group. This may require the ability to leave work on the walls. The group interacon involved is nice. Individual: Having each student make their own meline notebook creates a keepsake and poruolio object of great value to families. Because of this, this is my preferred opon. Thumbnails of the history cards have been provided which can speed the process. Use the bullet points created while discussing the card to add informaon as me allows. Ask students to research and choose ONE addional event that they would add if they were creang the meline. Then the class adds these events to their melines. Choosing requires that they process the me period, rather than simply pull something off of the internet. Concerns At this age, discussion may wander beyond the basics that are on the back of each card. This is a good thing. If a students brings up a fact or addion that makes you feel uneasy, simply tell them that that is the first me you have heard that interesng idea then promise to do research to expand next week, or be*er yet, assign the class to look into it and be prepared to share what they have found with the class next week. Time will be your biggest struggle. Work with your class unl you find the best way to streamline. You may decide to alternated geography with meline, covering two weeks of material in a session to allow you to dig in with less choppiness. Ideas for Experienced Chapters If your students have been in CSH and are already familiar with the provided &meline, you may wish to expand beyond the provided &meline at the dialec&c or rhetoric level. Students research and choose ONE addional event that they would add if they were creang the meline for that period. Provide two bullet points the give the most important facts of the new event. Student shares with the class the event and why it was chosen in exactly 144 words. Wring in exact word counts is valuable pracce choosing words carefully. Set up a fishbowl with students rotang in to determine which are the most important events of the period. The History Card events and any new ideas are up for discussion. Specify a category for students to added to the current meline such as most important: scienst, writer, poet, work of literature, natural disaster, saint, architectural work, polical leader, weaponry... Year 2 Week 13-18