Teaching Guidelines...4 Definition of Terms...8 Introduction to the Chreia/Maxim Stage...9 Lessons...12 Lesson 2...20 I tremble for my country Lesson 3...28 There are no necessary evils Lesson 4...36 The very essence of a free Lesson 5...44 Whatever makes men good Lesson 6...52 Liberty exists in proportion Lesson 7...60 Be always sure you are right Lesson 8...68 Do your duty in all things Lesson 9...76 We shall sooner have the fowl 0...84 No race can prosper 1...92 Each man is like 2...100 It is not for kings 3...108 If we claim to be without sin 4...116 A wise son heeds 5...124 A painless life 6...132 Pride goes before destruction 7...140 He who covers over an offense 8...148 The name of the Lord Appendix Advanced Rubric...158 Figures of Description With Examples...160 Figures of Speech With Examples...165 Contents Contents 3
1. The Saying 1. Read the Saying several times. 2. Highlight and explain key words. 3. Brainstorm: What are synonyms for these words? 4. Ask: What does the saying mean? 5. Have students give the saying in their own words. Look for misconceptions of the saying, and help students to understand the meaning. Have every student read the saying, with different emphases for each reading. Have students recite the saying from memory. 2. Discovery 1. Brainstorm: How is the author praiseworthy and virtuous? 2. Have students write four or five of the best answers, in the workbook. 3. The Eight Paragraphs Encomium The Encomium praises the author of the saying. Encomium paragraph? 2. Write a sentence stating that it is right to admire or heed the author. (Introduction) 3. Use facts from the Discovery lesson in expressing the author s praiseworthy and virtuous characteristics. (Praises) 4. Have students write a sentence introducing the subject matter with a simple word or short phrase, but don t explain the saying yet. (Thesis) ÆÆ This wise saying is about preparedness. The Chreia: To be prepared for war is one of the most effectual means of preserving peace. George Washington, speech to both houses of Congress, January 8, 1790 Discovery List several facts about the author. Founding Father of the United States Hero of Revolutionary War Laid down his commission at the end of the War First President of the United States 1. Encomium Introduction Write a sentence that introduces the author. Include a figure of description. It is right to admire one of the United States wisest presidents (ethopoeia), George Washington. Praises Write three praises for the author. He fought heroically in the Revolutionary War. He placed the needs of the country before his personal desires. He accepted the burden of being the first President of the United States. Thesis Write a thesis statement, which states what you will speak about. This wise saying is about preparedness. 12 5. Have students combine the above elements (Introduction, Praises, and Thesis) into a paragraph. (Rough Draft) 6. Proofread once paragraphs are written. 7. Rubric Reminder: Handwriting is a component of the Final Draft rubric. Always insist students handwriting be legible, consistent, and neat. Modeling sentences can be very helpful to students, but make sure they write in their own words. Try doing the Encomium paragraph as a class. This can help build individual students enthusiasm so they can tackle the rest of the essay with confidence. 12
Rough Draft Combine the three elements above into a paragraph. It is right to admire one of the United States wisest presidents, George Washington. He fought heroically in the Revolutionary War. He placed the needs of the country before his personal desires, and he accepted the burden of being the first President of the United States. Although we could say much about this great man, I will speak only about his wise saying on preparedness. 2. Paraphrase Word Variations List several synonyms for these words from the saying: prepared, war, effectual, means, preserving, and peace. prepared: ready, up to speed, armed, braced, equipped, fortified, outfitted, primed, trained war: battle, combat, conflict, enmity, fighting, hostility, strife, contention, bloodshed, warfare effectual: adequate, capable, effective, efficacious, efficient, potent, powerful, sound means: method, way, avenue, channel, course, expedient, fashion, instrument, path, route, tactic preserving: conserving, guarding, keeping, perpetuating, protecting, retaining, safeguarding, saving peace: accord, amity, concord, order, unity, harmony, serenity, congeniality, tranquility Sentence Variations Write four variations of the saying. Choose the best one to be your paraphrase and add this phrase: The saying teaches that 1. To be ready for battle is one of the most effective expedients for guarding order. 2. To be armed for conflict is one of the most potent paths of protecting concord. 3. To be braced for bloodshed is one of the most sound tactics of conserving tranquility. 4. One of the most powerful ways of saving serenity is to be primed for hostility. 13 Paraphrase The Paraphrase makes the meaning of the saying more clear through variation. Paraphrase paragraph? 2. Have students write each word listed in the directions on a separate line, and write several synonyms for each. Instruct students to mentally test each synonym by substituting them in the original sentence. (Word Variation) 3. Take a few minutes to write four variations. Choose the best one for the Paraphrase, and begin the sentence with a phrase like, This saying teaches that (Sentence Variation) 4. Rubric Reminder: Mechanics are a component of the Final Draft rubric. Whatever you ve taught in the areas of grammar, punctuation, and spelling, require that students use those skills in their writing. Remember that the Paraphrase is about clarification, not alteration. It is a Variation with a purpose. Composition is where all these communication skills come together. Take advantage of that, and give your students purposeful practice. 13
Cause The Cause expresses the meaning of the saying in the form of a general story. Cause paragraph? 2. Identify the truth of the saying in shortened form. (Recognition) 3. Tell how the subject will be rewarded if the wisdom is heeded. (Reversal) 4. Explain what must be avoided or what is the hard work that must be done in heeding the wisdom. (Suffering) 5. Identify the remaining Components (Agents, Action, Time, Place, Manner, Cause). 6. Have the students put the Nine Narrative Components together, narrating orally. 7. Compose a rough draft paragraph. 8. Rubric Reminder: Content is a component of the Final Draft rubric. Make sure they know which of the Nine Components you are requiring. Remember that the Cause always communicates and clarifies the meaning of the saying. Feel free to model a paragraph if students are having trouble. 3. Cause Nine Narrative Components Identify the who, what, when, where, how, and why of a narrative that applies the meaning of the saying to life. 1. Recognition: a country can lapse into military weakness and be vulnerable 2. Reversal: country preserves its peace 3. Suffering: hard work/saving, war, death, and subjection to foreign nations 4. Agents: wise statesmen and citizens 5. Action: preparing for war; e.g., building a strong military, fortifying defenses 6. Time: before war 7. Place: a country 8. Manner: wisely, prudently, diligently 9. Cause: because a nation wants to preserve its peace Rough Draft Compose a paragraph using the nine narrative components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V). Wise statesmen know future conflicts (s) with angry, aggressive nations are likely if a country lapses into military weakness (R). Consequently, the wise president will appeal to the other statesmen and citizens to fund the military, and so preserve peace (V). 14 14
4. Converse Nine Narrative Components Identify the who, what, when, where, how, and why of a narrative with the same character in the Cause paragraph but who does the opposite. 1. Recognition: a country can lapse into military weakness and be vulnerable 2. Reversal: country loses its peace 3. Suffering: war, death, and subjection to foreign nations 4. Agents: statesman 5. Action: arguing against a strong military 6. Time: times of peace 7. Place: anywhere 8. Manner: unwisely 9. Cause: because they desired to preserve the nation s peace Rough Draft Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V). But if a statesman, because he thinks diplomacy will prevent war, unwisely argues against a strong military in order to avoid hard decisions out of cowardice, he will be utterly deprived of the peace he seeks (V). His actions will actually create an environment where war will become inevitable (R & s). 15 Converse The reversal in the Converse is opposite of the reversal in the Cause, because we see what would happen if the agent took the opposite action, in an opposite manner. The Converse uses the same Narrative Components as the Cause, except in the Converse the action, manner, and reversal are opposite. Converse paragraph? 2. Identify the truth of the saying in shortened form. (Recognition) 3. Tell how the subject will be punished if the wisdom is not heeded. (Reversal) 4. Explain what is the negative result of not heeding the wisdom. (Suffering) 5. Identify the remaining Components (Agents, Opposite Action, Time, Place, Opposite Manner, Cause). 6. Have the students put the Nine Narrative Components together, and narrate orally. 7. Compose a rough draft paragraph. Let students narrate their paragraphs orally to each other. This can apply to narration at any point during the lesson. 15
Analogy The Analogy paragraph identifies a similarity between the saying and something else. The Analogy paragraph describes an action that is parallel to the action of the saying. It identifies an effect that comes from both the saying s action and the parallel action. Analogy paragraph? 2. What is the saying s action? 3. What is that action s effect? 4. What is a parallel (dissimilar) action that shares the same effect? 5. Using the Nine Narrative Components, compose a rough draft describing this parallel (dissimilar) action. 6. Rubric Reminder: Style is a component of the Final Draft rubric. Give small, periodic lessons in style. The Analogy s narrative need not be as long as in the Cause and Converse. Decide what elements of style you want your students to practice. Some questions you might ask: Does the student s essay have an appropriate attitude, given the subject matter? or, Are words being used accurately? See the Advanced Rubric in the Appendix for other ways to guide your students in the art of elevated style. 5. Analogy Diagram Write the saying s action on the left side and its effect below. Then write a dissimilar action that has the same effect. Chreia s Action Dissimilar Action Preparing for war Developing soccer skills Same Effect A good outcome: blessings of peace from preserving peace or praise for winning soccer game Nine Narrative Components Identify the who, what, when, where, how, and why of a narrative that demonstrates the analogy from the diagram. 1. Recognition: practicing for a game is like a nation that prepares for war 2. Reversal: winning a game 3. Suffering: suffer laboriously on the practice fields 4. Agents: soccer players and coaches 5. Action: developing ball skills 6. Time: before games 7. Place: on the practice fields 8. Manner: laboriously 9. Cause: to win the game Rough Draft Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V). For just as those who develop their soccer skills laboriously on the practice fields (s) and receive the praise for winning against tough opponents with great joy (V), in the same way those nations which sacrificially prepare for war enjoy the fruit of preserving peace (R). 16 16
6. Example Nine Narrative Components Identify the who, what, when, where, how, and why of a narrative that demonstrates the saying with a famous person or event. 1. Recognition: a country can lapse into military weakness and be vulnerable 2. Reversal: country preserves its peace 3. Suffering: war, death, and subjection to foreign nations 4. Agents: Presidents Truman and Eisenhower 5. Action: building up a powerful nuclear force 6. Time: after World War II 7. Place: the world 8. Manner: prudently, sacrificially 9. Cause: because they desired to preserve the nation s peace Rough Draft Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V). Consider Presidents Truman and Eisenhower, who, after World War II, built up a powerful nuclear force to act as a deterrent to future aggression (R). Though the cost was staggering (s), the result has been the longest period of peace between dominant powers in the history of our planet (V). Their prudent actions have influenced each succeeding president to take Washington s wise words to heart. Example The Example expresses the meaning of the saying in the form of a specific story of a famous person or event. 1. Ask: Can you think of a story from Scripture, history, or literature that exemplifies the truth of the saying? 2. Find the Nine Narrative Components of the famous story. 3. Compose a rough draft paragraph. Allow students to use negative examples, e.g., if the saying was not heeded and there were negative results. 17 17
Testimony The Testimony provides a supporting quotation from a respected source. Testimony paragraph? 2. Write a supporting quotation from a respected source. 3. Ask: How does the quotation support the saying? and, How is it similar to the saying? 4. Give four to five minutes to compose a rough draft before moving on. Ask students to be on the look out for quotations during the week. Have students come to class with two quotations they found for homework. Require students to come up with example quotations from other subjects. Epilogue The Epilogue calls the audience to acknowledge the truth of the saying. Epilogue paragraph? 2. Brainstorm: How may we call the audience to acknowledge the truth of the saying? 3. Ask: How should we challenge the audience to respond? 4. Give students a minute or two to write their own epilogue. 7. Testimony Quotation and Source Choose a quotation that supports the saying and write it below. Tell the source of the quotation. Write a sentence that explains how the quote is similar to the chreia. Consider the wise words of President Franklin Roosevelt, who said, Peace, like war, can succeed only where there is a will to enforce it, and where there is available power to enforce it. President Roosevelt meant by available power what Washington meant by being prepared for war. 8. Epilogue Audience and Challenge Write a phrase that names the audience, and call the audience to a particular response. Those who consider these points must admire Washington for his outstandingly wise saying on preparing for peace. Variations Directions Give two synonyms for the bold words in each sentence. Then vary the sentence in three ways, and include one of these figures of speech in a sentence: enallage - to vary by slightly altering a word; e.g., to change a noun into an adjective, or change a verb from active to passive antonomasia - to vary by changing the name of someone or something; e.g., Jesus/the Messiah; the star/sun metonymy - to vary by substituting a word with its source (e.g., rays/sun) or with what holds or contains it (e.g., water/jug) diminutio - to vary words to change an idea into an understatement; e.g., It is an amputation! / It s just a flesh wound. A. A strong wind rattled the windows. (diminutio) powerful staunch blast gust shook vibrated panes portholes 1. A powerful blast shook the portholes. _ 2. A staunch gust vibrated (diminutio) the panes. _ 3. The windows were shaken by a robust draft. _ 18 18
B. The summer breeze puffed half-heartedly through the oak. (antonomasia) midsummer sunny season breathed flurried tepidly listlessly tree sturdy branches 1. The midsummer breeze breathed tepidly through the tree (antonomasia). _ 2. _ The sunny season breeze flurried listlessly through the sturdy branches. 3. _ Through the leaves of the oak the summertide breeze blew lazily. C. The stars sparkled diamond-like in the arctic sky. (metonymy) novas glittered jewel-like heavens constellations shimmered like eyes night canopy 1. _ The novas sparkled like jewels in the arctic sky. 2. _ The light (metonymy) glittered like eyes in the arctic heavens. 3. _ The constellations shimmered diamond-like in the arctic night canopy. D. Look at the heavens and count the stars if indeed you can count them. (enallage) behold number in reality are able view ennumerate in truth have the capacity 1. _ Behold the heavens and count the stars if in reality you are able to count them. 2. _ View the heavens and number the stars if in truth you can count them. 3. _ Look at the heavens and ennumerate the stars if indeed they can be counted (enallage). 4. Variations Final Draft Check each of the eight heads above and correct errors in grammar, spelling, and punctuation. On a separate sheet of paper, rewrite the eight paragraphs, including one figure of speech, in the form of a final draft. Include the saying above your essay. As in the Fable and Narrative Stages, students will have the opportunity to hone their variation and amplification skills apart from the Chreia or Maxim essay. 1. Explain each of the Figures included in the lesson. 2. Brainstorm two synonyms for each bolded word in the sample sentences. 3. Write three sentence variations with these synonyms, and include at least one Figure of Speech. 4. Rubric Reminder: Amplification is a component of the Final Draft rubric. Make sure students know that this practice with Amplification will greatly improve their final drafts. 19 5. Final Draft 1. Combine all the rough drafts in order. Remind students about each of the areas of the rubric that they will need to remember as they compose their essay. 2. Grade the Final Draft with this sample rubric: Handwriting / 5 (Legibility, Consistency, Neatness) Mechanics / 15 (Punctuation, Grammar, Spelling) Content / 40 (Storyline, Nine Narrative Components) Style / 20 (Attitude, Word Choice, Usage) Amplification / 20 (e.g., Figures of Description, et al.) Try adapting the Advanced Rubric in the Appendix for what has been taught in class. Consider requiring your students to write their final drafts every other line. It will create more space on the page not only for you to write comments but also for the student to see and catch mistakes before they turn it in. Paragraph indentation is a basic formating rule that is often overlooked by students. Don t let it be forgotten! Teachers may want to consider requiring students to mark Amplifications in their final drafts. For example, if you spend one lesson emphasizing a particular type of Amplification, it will help in the grading process to have had students underline, *star, or (1) number those parts of their composition. 19