WEEK 16 QUIZ: LOWER GRAMMAR LEVEL 1. Your teacher will give you 10 vocabulary words this week. Number down your paper from 1-10 and write a definition to the words she gives you. 2. You studied the life of Martin Luther this week. Your teacher will tell you which of these options to choose:! Choose an event in Martin Luther s life and make a poster or drawing of this event. Try to show as many little details as you can.! Make a comic strip, or booklet, that tells about Martin Luther s life, or gives lots of detail about a major event in his life.! Tell your teacher the story of Martin Luther s life as you remember it. Be sure to tell about his youth, his life as a monk, how he tried to save himself through works, how he came to trust Christ, and what happened to him as a result.
WEEK 16 QUIZ: UPPER GRAMMAR LEVEL 1. Your teacher will give you 10 vocabulary words this week. Number down your paper from 1-10 and write a definition to the words she gives you. 2. You studied the life of Martin Luther this week. Your teacher will tell you which of these options to choose:! Write down as many details about Luther s life as you can remember, arranging them into a narrative paper. Be sure to tell about his youth, his life as a monk, how he tried to save himself through works, how he came to trust Christ, and what happened to him as a result. OR! Tell your teacher about Luther s life. Be sure to tell about his youth, his life as a monk, how he tried to save himself through works, how he came to trust Christ, and what happened to him as a result.! Can you remember the famous words that Luther spoke at the Diet of Worms when he was asked to recant his writings? Write them down on your paper. OR! Can you remember the famous words that Luther spoke at the Diet of Worms when he was asked to recant his writings? Say them aloud to your teacher.! Did Martin Luther set out to start a new church? Why, then did he end up starting one? Write your answer on your paper. You should write a short paragraph to explain this. OR! Did Martin Luther set out to start a new church? Why, then did he end up starting one? Explain to your teacher.! Where did Martin Luther live? Point it out on a map. OR! Tell the names of the places that Martin Luther lived. What is the name of the country that now includes the towns Luther would have lived in?! Write a letter to the Pope, respectfully telling him why you can t obey him and retract your writings. Is there anything you d like to tell your teacher about Martin Luther that hasn t been covered by the questions above? Do so now!
WEEK 16 QUIZ: DIALECTIC LEVEL 1. Your teacher will give you 10 vocabulary words this week. Number down your paper from 1-10 and write a definition to the words she gives you. Your teacher will help you choose one or more options below: 2. You studied the life of Martin Luther this week. Below are two possible evaluations. Both should take you 45 minutes to complete. Your teacher will tell you which of these options to choose:! Write a narrative account of Martin Luther s life. Include: details about his youth, his life as a monk, how he tried to save himself through good works, his trip to Rome and how it affected him, how he came to trust Christ, and what happened to him (and others) as a result. Your essay will be judged on both how many details you can include and how well you arrange them into an interesting and readable narrative.! Martin Luther never wanted to start a new church. He was forced into it by the hostile reaction of the Roman Catholic Pope. Using this opening statement, write an explanation of the issues Luther confronted during his life. Tell of his desire to be a good Roman Catholic, and the beliefs he developed that made him an outspoken critic of the Church. Finally, tell about the Pope s view of Luther s writings, and detail the events that led to Luther s forming a separate church. 3. Write a detailed letter to the Pope explaining your beliefs and activities. Date your letter 5 years after the Diet of Worms. Review the past, detail your beliefs, and plead with His Holiness on the basis of Scripture for a reversal of his decision to excommunicate you. You will be graded on how well you can represent Luther s views and remember details of events in his life. 4. Role-play Luther being examined by the Pope. Your teacher will be the Pope; the time frame will be 5 years after the Diet of Worms. The Pope will question you on your activities, your beliefs, and your previous actions, seeking to turn you back to the Roman Catholic Church. You will be graded on how well you can represent Luther s views and remember details of events in his life. Is there anything you d like to tell your teacher about Martin Luther that hasn t been covered by the questions above? Do so now!
WEEK 16 QUIZ: RHETORIC LEVEL 1. Your teacher will give you 10 vocabulary words this week. Number down your paper from 1-10 and write a definition to the words she gives you. Your teacher will help you choose one or more options below: 2. You studied the life of Martin Luther this week. Below are two possible essay questions. Both should take you 45 minutes to complete. Your teacher will tell you which of these options to choose:! Though Luther s break with the Roman Catholic Church started as a scholastic debate over indulgences, the issues he ended up addressing concerned eternal life or death. In a detailed essay, narrate Luther s spiritual journey. Your essay should detail both events in Luther s life and the essentials of the doctrinal issues upon which Luther and the Pope could not agree.! Martin Luther was God s man at God s appointed time. The Protestant Reformation could not have happened in earlier eras. Assess the validity of this statement. Detail the efforts of earlier reformers who raised issues similar to those Luther addressed, the role of the Renaissance in the Reformation and birth of the Lutheran Church, and the condition of the Roman Catholic Church during Luther s time. 3. Write a detailed letter to the Pope explaining your beliefs and activities. Date your letter 5 years after the Diet of Worms. Review the past, detail your beliefs, and plead with His Holiness on the basis of Scripture for a reversal of his decision to excommunicate you. You will be graded on how well you can represent Luther s views and remember details of events in his life. 4. Role-play Luther being examined by the Pope. Your teacher will be the Pope; the time frame will be 5 years after the Diet of Worms. The Pope will question you on your activities, your beliefs, and your previous actions, seeking to turn you back to the Roman Catholic Church. You will be graded on how well you can represent Luther s views and remember details of events in his life.
WEEK 16 QUIZ: ANSWERS/TEACHER NOTES In general, your job as a teacher is to prepare your student for this quiz. If your studies, and choices of resources this week, have NOT prepared your student, please do NOT use this quiz. Please see Evaluations page on the Tapestry of Grace web site for other means of assessing your child s progress this week. LOWER GRAMMAR: 1. Vocabulary test: choose words from a spelling list, the Tapestry vocabulary words listed in the Weekly Overview charts, or another independent resource. You may want to give a pre-test of these words mid-week, and have the student study just those they miss on that quiz. Be sure to tell your child whether or not you expect him to spell these words correctly. 2. You studied the life of Martin Luther this week. Your teacher will tell you which of these options to choose:! Choose an event in Martin Luther s life and make a poster or drawing of this event. Try to show as many little details as you can. In preparing your child for this evaluation, have him make several of this kind of drawing this week. Teach him how he can represent key elements of an event with symbols or small additions. For instance, in representing the Diet of Worms, the student can draw a pile of books near Luther, picture the examiner with a crown and a scepter to indicate that he s the Holy Roman Emperor, put Luther in a monk s cassock to indicate his status at the time of the Diet, etc.! Make a comic strip, or booklet, that tells about Martin Luther s life, or gives lots of detail about a major event in his life. Again, see ideas about detailed drawings above. The comic strip will show what this child thinks are the key events of Luther s life. Make sure (through oral communication) that your child doesn t avoid an event because he can t figure out how to draw some element of it.! Tell your teacher the story of Martin Luther s life as you remember it. Be sure to tell about his youth, his life as a monk, how he tried to save himself through works, how he came to trust Christ, and what happened to him as a result. You might want to use the form on the next page to evaluate your student s responses. UPPER GRAMMAR LEVEL: 1. Vocabulary test: choose words from a spelling list, the Tapestry vocabulary words listed in the Weekly Overview charts, or another independent resource. You may want to give a pre-test of these words mid-week, and have the student study just those they miss on that quiz. Be sure to tell your child whether or not you expect him to spell these words correctly. 2. Decide whether the child will respond orally or in writing, or use a combination, answering some in written form and some orally. a. Check the boxes accordingly on his test paper before handing it out. b. Note the map question: you ll need to have a map resource handy for the child to use. c. If the child is responding orally, use the form on the next page, if you so desire, to grade the responses.
Possible grading form for oral responses: Take notes here (or on another piece of paper) on what the child relates: Consider using the grid below to evaluate this quiz, and follow up activities. Remember to relate this grid to the amount of preparation the child had before he took this quiz. If you don t use these categories, you ll need to develop your own.! Poor: student does not remember basic information or details from this week s work. He should review the main resource for this week over the weekend.! Fair: student remembers the central information, but compared to the amount of time we spent, I feel he should be able to articulate more details, or at least fewer details with more certainty. Child is strong in some details (note these) but needs more review of others (note these). Child will need to review main resources over the weekend.! Good: student seems to have a good grasp on this week s material. He remembers both the central information and has also recalled key details of this week s study. No remedial work is necessary. I m pleased with his effort this week.! Excellent: student has fully grasped the details of this week s study. He has narrated many finer details and seems to understand both the HOW and the WHY of the events of this week. Furthermore, it s clear that he sought to do extra work on this topic, putting in an excellent effort.
In general, your job as a teacher is to prepare your student for this quiz. If your studies, and choices of resources this week, have NOT prepared your student, please do NOT use this quiz. Please see Evaluations page on the Tapestry of Grace web site for other means of assessing your child s progress this week. For instance, if your child is keeping a Response Log, you may want to use it for this week s evaluation. WEEK 16 QUIZ: ANSWERS/TEACHER NOTES FOR DIALECTIC LEVEL: This week, two essay questions are offered. For both of them, the student should do pre-writing before attempting to draft the answer. This is especially important for the narrative essay, so that proper sequence will be maintained.! This narrative essay is very straightforward. It gives the student an opportunity to tell what he knows about the details of Luther s life. The student may (at this learning level) focus mostly on concrete details and events. Look both at the number and accuracy of facts and the narrative style. The narrative should flow in chronological order, using varied sentence structures and transitional words. It seems that at this level, the student should include the essential doctrinal point that Luther realized: the just shall live by faith. The excellent paper will expand on this idea within the context of the narrative.! This question gives the student three ready-made points: 1. His desire to be a good Roman Catholic monk and his various attempts to achieve assurance through good works 2. Luther s beliefs that made him an outspoken critic of the Church (mainly, his realization of the truth of the gospel that the just shall live by faith, which could not be reconciled with the teachings of the Church) 3. The Pope s view of Luther s writings (his excommunication of Luther, and his ongoing persecution thereafter through civil authorities) that led to Luther s forming a separate church (the Lutheran Church). As always, grade the student on the facts he selects and exhibits and on the writing style the student uses. Numbers 3 and 4 are really the same exercise.! #3 is in the form of a letter. If the student is to do the letter, grade for writing style and information included. Also look to make sure that the student covered all the aspects that the question asked for. This letter should probably be at least 2-3 pages, handwritten and double-spaced.! #4 is in the form of oral examination by you. You and your student can have your weekly examination in a fun way. Make sure you cover the information asked for in the question (if your student s prepared for it). You can use the oral examination form provided above if you desire.
In general, your job as a teacher is to prepare your student for this quiz. If your studies, and choices of resources this week, have NOT prepared your student, please do NOT use this quiz. Please see Evaluations page on the Tapestry of Grace web site for other means of assessing your child s progress this week. For instance, if your child is keeping a Response Log, you may want to use it for this week s evaluation. WEEK 16 QUIZ: ANSWERS/TEACHER NOTES FOR RHETORIC LEVEL: This week, two essay questions are offered. For both of them, the student should do pre-writing before attempting to draft the answer. This is especially important for the narrative essay, so that proper sequence will be maintained.! This is a narrative essay that focuses on the doctrinal issues of Luther s life. The excellent essay will include details of the events of Luther s life as well. Grade also for narrative flow and variation of sentence structure and transitional phrases. The doctrinal elements should include: 1. Indulgences: what were they and why they supported by the Church. Why did Luther object? (Should mention the fact that Luther was teaching on Romans and that he was a professor who was appalled by the sale of indulgences in his area, and so nailed up his 95 Theses.) 2. Luther s efforts to become assured of God s acceptance and love through the accepted means of worship and repentance in the Church. 3. Luther s discovery of the Scripture in Romans, The just shall live by faith. This precipitated his view that God forgave not on the basis of works (as sanctioned by the Catholic Church in the form of indulgences, penances, and pilgrimages, but of faith in Jesus). 4. As Luther withstood the opposition of the Church, and as God preserved his life, he became even more radical in the issues he brought up, which included the essential nature of the Eucharist and the role of human will in salvation.! This second essay calls the Rhetoric level student to tie this week s lesson into the broader picture. The three supportive paragraphs are ready-made: 1. Men of earlier years who tried to bring similar issues to the Church before Luther s day (Wycliffe, Hus, and the Waldesians) and why they failed (the Church was more powerful, and they were in locations where the political situation did not favor them, unlike Luther, who found himself in a divided Germany, etc.) 2. The great effect of the Renaissance (the printing press and culture of literacy, especially in the North) in rapidly spreading Luther s ideas 3. The obvious corruption in Roman Catholic Church leadership and the Great Schism, which had widely discredited the Church with the literate and with German princes, who resented the worldly Popes interference in their temporal affairs. Numbers 3 and 4 are really the same exercise.! #3 is in the form of a letter. If the student is to do the letter, grade for writing style and information included. Also look to make sure that the student covered all the aspects that the question asked for. This letter should probably be at least 2-3 pages, handwritten and double-spaced.! #4 is in the form of oral examination by you. You and your student can have your weekly examination in a fun way. Make sure you cover the information asked for in the question (if your student s prepared for it). You can use the oral examination form provided above if you desire.