McGuffey 2nd Reader Unit 14: Pilgrims and Wanderers
"Behold, the man is become as one of us to know good and evil: and now,
lest lest he put forth his hand, and take also of the tree of life, and eat, and live forever:
Therefore the Lord God sent him forth from the garden of Eden, to till the ground from whence he was taken.
So he drove out the man: and he placed at the east of the garden of Eden
Cherubims, and a flaming sword which turned every way, to keep the way of the tree of life."
Genesis 3:22-24
lest lest he put forth his hand, and take also of the tree of life, and eat, and live forever:
Therefore the Lord God sent him forth from the garden of Eden, to till the ground from whence he was taken.
So he drove out the man: and he placed at the east of the garden of Eden
Cherubims, and a flaming sword which turned every way, to keep the way of the tree of life."
Genesis 3:22-24
Allow 4 weeks for this lesson: McGuffey Second Reader Lessons XLIV, XLV, XLVI, XLVII
This unit begins with the story of the Creation. Instead of spending too much time on grammar this week, allow the children to ponder questions about the purpose of life, why God created the earth, were they children of God in heaven before coming to earth, will they return to live with God in Heaven someday?
The next two stories illustrate some of the deceptions and mistakes we make on earth. While the story of the bear in the stagecoach is comical it provides an opportunity to consider that things are not always as they seem. The story of the Moody Boy illustrates some of our natural tendencies when we get angry if we are not careful about our words and actions.
The final story about the Lost Child and the Gypsies is about a boy who is blessed by God and makes it back to his real home.
Even though these stories are simple, they introduce the journey that all of us make to get back to our heavenly home. This is a wonderful opportunity to introduce the children to Pilgrim's Progress by John Bunyan. You may consider watching the movie: https://www.amazon.com/Pilgrims-Progress-David-Thorpe/dp/B07TSCRDBC and then discussing how each one of us is also making some type of pilgrim's journey.
After completing the activities for Lessons 34-36, complete a Create and Share project: The following ideas may be considered:
This unit begins with the story of the Creation. Instead of spending too much time on grammar this week, allow the children to ponder questions about the purpose of life, why God created the earth, were they children of God in heaven before coming to earth, will they return to live with God in Heaven someday?
The next two stories illustrate some of the deceptions and mistakes we make on earth. While the story of the bear in the stagecoach is comical it provides an opportunity to consider that things are not always as they seem. The story of the Moody Boy illustrates some of our natural tendencies when we get angry if we are not careful about our words and actions.
The final story about the Lost Child and the Gypsies is about a boy who is blessed by God and makes it back to his real home.
Even though these stories are simple, they introduce the journey that all of us make to get back to our heavenly home. This is a wonderful opportunity to introduce the children to Pilgrim's Progress by John Bunyan. You may consider watching the movie: https://www.amazon.com/Pilgrims-Progress-David-Thorpe/dp/B07TSCRDBC and then discussing how each one of us is also making some type of pilgrim's journey.
After completing the activities for Lessons 34-36, complete a Create and Share project: The following ideas may be considered:
- Think of a creative way to share an element of the Pilgrim's Journey with family and friends. It can be a drawing or painting, a poem or story, a diagram or illustration.
Lesson XLIV
Reading: Preparation for Lesson XLIV: Do you know the story of the creation? Where do you find this story? How can you learn more about the creation of our earth? Skimming for speed: Provide skimming practice by having the student look for answers to questions 5—8 Read Lesson XLIV. Discuss the questions at the end of the lesson. Find the answer to question 11 in Genesis 1: 28. Spelling: Find the spelling words in the story and determine which part of speech. You will find words belonging to the following parts of speech:
Grammar:
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Music and Worksheets
Music: Adjectives Song from School House Rock: https://youtu.be/fNriI8SbRgc
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Lesson XLV
Reading.
Before reading Lesson XLV, discuss the meaning of the following words:
Grammar: This story provides an example of three types of sentences:
As the children read the story ask them to look for these types of sentences. Encourage them to also look for the quotation marks. A quotation mark is used on both sides of a direct quote made by a person in the story. A beginning quotation mark is placed at the beginning of their statement or question, and another quotation mark is placed at the end of the statement or question. The quotation mark is also placed on the outside of the punctuation mark.
Writing: Can you make up a story with a surprise ending? If so, tell or write the story. How many adjectives can you add to your story to provide better descriptions?
Reading.
Before reading Lesson XLV, discuss the meaning of the following words:
- · endeavored—try hard to do or achieve something
- · sociable—willing to talk and engage in activities with other people; friendly.
Grammar: This story provides an example of three types of sentences:
- Declarative - a simple statement and ends with a period.
- Interrogative - a question and it ends with a question mark
- Exclamatory - shows emotion and ends with an exclamation point.
As the children read the story ask them to look for these types of sentences. Encourage them to also look for the quotation marks. A quotation mark is used on both sides of a direct quote made by a person in the story. A beginning quotation mark is placed at the beginning of their statement or question, and another quotation mark is placed at the end of the statement or question. The quotation mark is also placed on the outside of the punctuation mark.
Writing: Can you make up a story with a surprise ending? If so, tell or write the story. How many adjectives can you add to your story to provide better descriptions?
Lesson XLVI
Reading:
·Before reading Lesson XLVI, discuss the meaning of the following words:
· Read Lesson XLVI and discuss the questions at the end of the story. What ideas do your children have for answering question 6?
Character Building:
Reading:
·Before reading Lesson XLVI, discuss the meaning of the following words:
- · offended—resentful or annoyed, typically as a result of a perceived insult.
- · inflict—cause (something unpleasant or painful) to be suffered by someone or something
· Read Lesson XLVI and discuss the questions at the end of the story. What ideas do your children have for answering question 6?
Character Building:
- Instead of a grammar lesson this week, take the opportunity to a talk about building a good character. Benjamin Franklin had a personal program for developing good character traits. You can learn more about this program here: http://www.hearthstoneplan.org/character-building.html
Lesson XLVII
Read Lesson XLVII. Before reading Lesson XLVII, discuss the meaning of the following words:
Application:
After discussing this story, have a discussion with the children about the story Pilgrim's Progress. How can each of us be compared to a wanderer who will eventually make it back home? How will God's goodness help us on our journey? What type of follies might we run into? How can we develop good character traits along the way?
These are questions that children may ponder for years to come. The discussion after this story is to simply plant some ideas and thoughts in their mind for further pondering.
Read Lesson XLVII. Before reading Lesson XLVII, discuss the meaning of the following words:
- employment—the condition of having paid work
- vagrants—a person without a settled home or regular work who wanders from place to place and lives by begging.
- compassion—sympathetic pity and concern for the sufferings or misfortunes of others
- inclined—feel willing or favorably disposed toward (an action, belief, or attitude).
- eminence—fame or recognized superiority, especially within a particular sphere or profession.
Application:
After discussing this story, have a discussion with the children about the story Pilgrim's Progress. How can each of us be compared to a wanderer who will eventually make it back home? How will God's goodness help us on our journey? What type of follies might we run into? How can we develop good character traits along the way?
These are questions that children may ponder for years to come. The discussion after this story is to simply plant some ideas and thoughts in their mind for further pondering.