To Kill a Mockingbird

This post is for one of my literature classes.  We are reading To Kill a Mockingbird.

To Kill a Mockingbird was published in 1960 and was an immediate success, winning the Pulitzer Prize in 1961.  Since it’s publication it has never been out of print and has consistently been named one of the best books ever written. In fact, British Librarians listed it as the book every person should read before they die…  leaving the Bible to come in at second place.  Two years after the book was published it was made into a motion picture with Gregory Peck in the starring role.  The movie won three Academy Awards.

Oddly, this is the only book Harper Lee ever published.  After it’s success she retreated from the public eye and is rarely seen or heard from.  There are only a handful of interviews that have been given by the elusive author.  She had expected that the book would not be popular, and her publicist had told her they didn’t expect the book would ever sell more than a few thousand copies due to it’s subject matter.  Instead, the book has become a staple on high school and college reading lists, and Atticus Finch has become a modern day role model and hero to many.

The novel is set in a small, tired, Southern town, very like the one that Harper Lee grew up in.  Although she has admitted to pulling from some of her childhood experiences, Lee has tried to downplay the connections saying the people and the town she described could have been anywhere…that people are people everywhere and that each town probably had similar characters.

Truman Capote

What we do know is that Scout’s life parallels Harper Lee’s in some fairly obvious ways.  Her father served in the State legislature and was an attorney.  In 1919, he defended two black men accused of murder. After they were convicted, hanged, and mutilated, he never tried another criminal case. Like Scout, Lee also had a brother four years older than herself, a black maid who cared for the family during the day, and she had gone to the town courthouse to watch her father argue cases. Harper Lee’s next door neighbor was the author Truman Capote (author of In Cold Blood, Breakfast at Tiffany’s and many other works) and he was the inspiration for the character of Dill.  Capote reported that he had also used Lee as the model for a character in one of his first books.  The two, Lee and Capote, would remain friends for the rest of their lives and she would help him with his research.  Down the street from Lee and Capote was an old boarded up house which served as the model for Boo Radley’s house.  In real life a family lived there and the son had some legal troubles.  Out of shame the boy’s father kept him shut away in the house for 24 years, until his death in 1952. Obviously, there are parallels to the Boo Radley character.

Book Fair

Grace Prep will be hosting a Book Faire on March 26th.

Details are still being nailed down, but I wanted to give parents a heads up.  We will be doing some projects for the Faire during Friday classes.  Students will be writing up some reviews, making posters about favorite authors, and taking surveys of friends and family on their reading habits.

In two of our Friday classes we are focusing on writing skills.  We all know that one of the best ways to become a good writer is to….READ!!!  So, for the next two months we will be focusing on developing a love of reading amongst our students.  Students will be encouraged to read a wide range of materials, including but not limited to: biographies, autobiographies, collections of short stories, poetry,  non-fiction works, how-to books, newspapers, magazines, and of course, novels.  I’ll be asking students to keep a reading log and their homework assignments for writing will involve interacting with what they have been reading.

I’ll continue to post details, and our progress right here.  To kick things off I’ll be posting several student written book reviews over the next two weeks.  Two are already in and just need a little proofreading and then I’ll put them up.  In the mean time…get reading.

Lest we become snobs

I’ve met people who turn up their noses at children’s books thinking they need to move past them, but I think a well-written children’s book is one of lifes great joys.  Much that is written for children in recent years is trite and garish, often taken from Saturday morning cartoons…but there are treasures to be found on the shelves in the children’s section of the library.  Treasures where authors have used the beauty and elegance of language to say in a simple way thoughts that are not simple.

Just as an example…here are some quotes by A.A. Milne from that classic, Winnie The Pooh.  Enjoy.

“Did you ever stop to think, and forget to start again?”

“Weeds are flowers too, once you get to know them.”

“If you live to be a hundred, I want to live to be a hundred minus one day so I never have to live without you.”

“My spelling is Wobbly. It’s good spelling but it Wobbles, and the letters get in the wrong places.”

““When you wake up in the morning, Pooh,” said Piglet at last, “what’s the first thing you say to yourself?”
“What’s for breakfast?” said Pooh. “What do you say, Piglet?”
“I say, I wonder what’s going to happen exciting today?” said Piglet.
Pooh nodded thoughtfully.
“It’s the same thing,” he said.”

“What I say is that, if a fellow really likes potatoes, he must be a pretty decent sort of fellow.”

“He respects Owl, because you can’t help respecting anybody who can spell TUESDAY, even if he doesn’t spell it right.”

One of the advantages of being disorderly is that one is constantly making exciting discoveries.”

The Charlotte Mason Method

The Charlotte Mason method of homeschooling is another popular option. This method has a solid educational philosophy behind it’s implementation and taking the time to research and understand it’s underpinnings will be time well spent. See the book list at the end of this article.

Charlotte Mason was an English educator who lived in the late 1800′s and early 1900′s. She was able to put her educational theories into practice in her own schools. Her approach was three-pronged…atmosphere, discipline, and life. She also believed parents were one of the crucial elements in a child’s success. As I explain her understanding of these three-prongs you will see why she thought parents were primary and the schools secondary in the educational development of children.

First, atmosphere. She observed that children absorb what is around them. For instance, if parents read good books to their children on a regular basis children will absorb correct grammar, vocabulary, and speech patterns without any effort on their part. By using this simple fact parents have a powerful tool at their disposal. If the atmosphere of the home is calm and loving…children will absorb that. If parents are critical and there is always stress in the air…children will absorb that. As parents and educators we need to be intentional about the atmosphere we raise and educate our children in.

Second, discipline. By discipline Charlotte Mason was largely referring to the need to develop good habits within the child. Our children will develop habits…good or bad. How much simpler will their lives be if they have developed good ones that require no thought and are just a part of their person. She would have children acquire the habit of paying full attention to whatever task they are at, to being observant of the natural world, and of caring for themselves and their belongings. Much of her teaching on habits is about the moral character of a child. How easy is it for our children to fall into the habit of being quarrelsome or critical. Would it be just as easy to train your child to a habit of cheerfulness and generosity. “The mother who takes pains to endow her children with good habits secures for herself smooth and easy days.” Mason

Third, life. Whenever possible Charlotte Mason wanted real life experiences to overlap with a child’s learning. Because of this, at her schools, formal instruction only lasted for the morning. The afternoons were reserved for nature walks, art projects, and other real life learning.

One of the cornerstones of Charlotte Masons approach is the use of ‘living books’. Believing that most children’s literature is ‘twaddle’ Charlotte Mason implored parents and educators to give more thought to children’s books. If you have been in a bookstore recently you will see what she meant. Many children’s books talk down to the child as if they are not intelligent beings capable of thought. Textbooks are summaries and predigested thoughts for the child to memorize…they do not engage their minds in any meaningful way. Instead she encourages parents to choose books that inspire children to think, to aspire to be better, and to fill their minds with new ideas. In other words, to search for books that ‘live’. Believing that when we spread before children a rich feast of ideas they will blossom she sought out ways to introduce them to the best and the brightest. She believed that children who were continually fed ‘twaddle’ would come to despise books and education seeing that it has nothing of interest to say to them.

Instead of quizzes and tests this approach makes use of narration. Narration is simply, telling back. For an early elementary school student it would look like this. Carly listens to her mother read to her the story of Adam and Eve from Genesis. When she is done Carly tells her back all she remembers. This will include her impressions questions etc. That’s it. From this interchange her mother knows that she has ‘comprehended’ and that she has taken from the story what is appropriate for her. In this sense Carly leads the lesson. Her mom doesn’t have a summary point that Carly needs to take away from the lesson. She lets the story speak directly to Carly without interference. A few years later Carly’s narration might be in the form of a drawing with a written summary, and a few years after that a well-thought out essay.

Spelling, grammar, and vocabulary are not taught with lists to be memorized and exercises to be copied. Instead dictation is used. Depending on the age of the student a selection a literature is chosen to be studied. After a period of study the child has the selection dictated to them…then they compare to the original. Were there words they had trouble spelling, they will work on those to do better next time. Did they use the quotation marks correctly…a quick review of the punctuation might be needed. As the child advances he will be given dictation without first viewing the selection and then make comparisons.

Nature Study is an integral part of Charlotte Masons approach and she encouraged students to keep Nature journals where they could record what they were observing. These journals were meant to be beautiful as well as informative. One page might have a careful drawing of the grasshopper the child observed…and the next a poem written or copied that reflected the season.

History is studied through the use of living books. Biographies, Autobiographies, historical fiction, and well done non-fiction books are read independently and aloud.

Math studies rely heavily on the use of manipulatives. The goal is to have the child understand the concept before doing any paper and pencil work with equations. This assured the teacher that the child truly understood and wasn’t just parroting back memorized facts.

Art, Music, Shakespeare, and Hymns were also studied in the same relaxed fashion. An introduction was made and the child was free to explore and take in what spoke to them. In this fashion they were introduced to the great men and women of centuries past and were able to better understand their place within their own time.

Before we leave Charlotte Mason let me leave you with a few of her quotes on the importance of instilling courtesy into our children.

“Courtesy seems a small thing until we encounter rudeness.”

“Children learn courtesy by living in a courteous environment and by simple coaching.”

“Do not allow a child to be discourteous just because a person is familiar.”

“Let the young child feel that the omission of courtesy and kindness causes pain to loving hearts, that the doing of them is as cheering as the sunshine.”

Books on the Charlotte Mason Method

For the Children’s Sake by Susan Schaeffer McCauley

The Charlotte Mason Companion: Personal Reflections on the Gentle Art of Learning by Karen Andreola

A Charlotte Mason Education by Catherine Levison

When Children Love to Learn: A Practical Application of Charlotte Mason’s Philosophy for Today by Elaine Cooper, Eve Anderson, Susan Schaeffer Macaulay, and Jack Beckman

Teaching Physical Science? A new resource.

Thought I would pass on this book review for those of you with high school kids.  We have been doing the Apologia science books and they are FABULOUS!  They are rigorous without being difficult – clear explanations of difficult topics, an engaging writing style and clear illustrations put those Science books above most I’ve seen.

However, several of our students are 1) not ready to go on to Chemistry next year…or 2) Have finished the science that is offered by Apologia and don’t want to take an AP class.  If you have students in Grace Prep who just finished General Science I would still recommend going on to the Physical Science book as it is a good foundation for concepts that will follow in High School courses.  However this series does cover some of the same material from a different perspective and would make a great book to read along side the other, maybe as a family read aloud.

For those students who are not sure what to do next year for science, this looks like a fun, engaging, science course.  Maybe a few students would want to gather every few weeks as a ‘reading group’  for discussion..

If you have read the US history series then you are familiar with Joy Hakim.  She has begun, what will eventually be a 6 book series on the history of science.  The books fall somewhere between a Science textbook, History narrative, and just plain fun.  It is written for grades 9 and up, so I would follow your own discretion with younger kids.  I’ve included a review below by the National Science Teachers Association….who probably know what they are talking about.

The book is around $18 on Amazon, and there is a companion book with students review, exercises etc.

This is the third book in the series and the one that has received the best reviews.  There is also The Story of Science: Aristotle, and The Story of Science: Newton.

Let me know what you think.  I think I will be ordering this one so I will put up a review when I get it on the website.

In The Story of Science: Einstien Adds a New Dimension, Joy Hakim weaves together the science, history, and personalities behind the major advances in physics over the past 100 years. The result is a fascinating tale that’s much more accessible (and fun) than the typical science text. And, it’s written with middle and high school students in mind. This is Hakim’s third book in her Story of Science series. The first two, Aristotle Leads the Way and Newton at the Center, are equally well researched and written.-American Educator, Winter 2007-2008 — American Educator

Textbook? Novel? Joy Hakim’s books are always a little of both, and this one is even more fascinating than the previous two editions of The Story of Science. This volume begins with Einstein toiling in the patent office, about to produce the amazing insights of his “miracle year.” Then, interwoven throughout the story, are the contributions of the other physicists and chemists upon whose shoulders Einstein stood. Like all of Hakim’s books, this one is filled with anecdotes, historical context, and deeper insights into the real methods of science than any other textbook has ever offered to students at this level. And most importantly, it is a joy to read! In a strict sense, this book should be seen as a foundational text for an integrated program of physical science—ideally at grade 9 or 10. There will be no mathematical barrier at this level, but there are many opportunities to link math, language arts, social studies, and the arts to the book. It would be the ideal choice as a book for a teamed middle school. But don’t relegate it to the textbook selection process. Wrap it up for your vacation reading. I guarantee you’ll learn more about physical science, about Einstein and his peers, and about the grand endeavor we call science, than you ever imagined—in the most pleasant way possible. -Juliana Texley, NSTA Web Field Editor — National Science Teachers Association (NSTA) Recommends

Simple Writing Exercise No. 3

One of my favorite books is The True Story of the Three Little Pigs by Jon Scieszka. If you haven’t read the story you need to get a copy from your local library…or buy it. It’s a keeper. It’s the story of the Three Little Pigs told from the wolves perspective. Full of laughs and twists that you missed in the original, this retelling brings new life to the story.

I use this book in my creative writing classes and it’s one of the most rewarding classes I teach. Each year I’m amazed at the stories this one book generates. (One year I had a student tell the story of the Three Little Pigs from the perspective of a worker at Home Depot who was selling them the building supplies and listening to each of their plans.) After reading the book we make a list of other fairy tales that everyone is familiar with. As soon as we have a good list we begin to talk about the different characters in the story and how the story would be different if someone else were telling it.

Can you imagine Cinderalla told from the evil step-sisters perspective or perhaps the Giant telling us about that criminal Jack who climbed a beanstalk and broke into his house. Using this book as a guide children can create great stories out of stories they are already familiar with.

For many children telling a story from a different perspective can be quite challenging. At first you may just get a retelling of the original story with very little deviation. The idea of telling a story from another’s perspective may take several illustrations before they catch on to the idea. If they just don’t seem to get it, don’t sweat it, just put this exercise away for a time and come back to it down the road. That’s the nice thing about homeschooling, we don’t have to stick to a strict timeline and this exercise is fun in 4th grade or high school so don’t push it if it isn’t making sense to your child. Just enjoy the story and move on.

After you have finished your story you may want to follow up with another book by the same author that involves the retelling of several other fairy tales. I’ve found that it’s best to save this book for after your child is done with their story. The Stinky Cheeseman uses so many different fairy tales that students could get frustrated that the author has used up all the good stories and they can’t think of another one to tell.

Why Teach Shakespeare?

In preparation for my class this year on Shakespeare (one of my favorites to teach) I’ve been doing some reading. One book that has been helpful in practical ways in organizing my lessons is Teaching Shakespeare, by Rex Gibson. Here is a summary on why we should continue to teach Shakespeare, even to young students. Much of the following is taken directly from the book, in some places I’ve just altered it enough to connect the ideas. If you want some creative and practical help with this topic you really should consider this book. (My class will have students from 4th grade thru high school all working together, it works surprisingly well and each time I teach it I’m surprised by the insights of some of the younger kids and that they will argue their position with students much older than they are.

The first reason to continue to teach Shakespeare is that
Shakespeare deals with familiar and abiding concerns. Shakespeare’s characters, stories and themes have been, and still are, a source of meaning and significance for every generation. For example, students will find the discussions between Juliet and her controlling father recognisable and familiar, and an excellent spur to discussing parent child relationships. In all of his plays the emotions expressed reach across the centuries; love, hate, awe, tenderness, anger, despair, jealousy, contempt, fear, courage, wonder. The plays raise questions of morality, politics, war, wealth, and death. Many of the plays explore the gap that exists between public appearance and private practice…a problem that is just as relevant today. As characters struggle with the interconnections between the individual and society students are forced to question their own moral choices and how much they, personally, are affected by our societal values, and our American culture.

Secondly, to study Shakespeare is to acquire all kinds of knowledge, not just the knowledge of the plot of another play. It might be an increased vocabulary, or an understanding of the Elizabethan stage. The Tempest can motivate students to research the colonisation of the Americas , or the growth of Renaissance science and literature. The history and Roman plays offer opportunities for developing different kinds of historical understanding.

Studying Shakespeare also allows an addition to knowledge as students explore human feelings in ways that give mental, physical and emotional realese, but in the safe condition of a classroom. Enacting Shakespeare can help students generate self-confidence and learn to confront and control their own emotions. It can lead to greater understanding and empathy. To express it less prosaically, Shakespeare develops the understanding of the heart.

Third, Shakespeare uses many different styles of language and plays all kinds of language games. His language provides students with rich models for study, imitation, and expressive personal re-creation. Shakespeare was fascinated by language and constantly explored and stretched it’s power and limitations. As students come to grips with the language in active explorations, they gain insight into the power of language and become enfranchised as readers, writers, speakers, listeners, and actors.

Fourth, and my personal favorite, education is about ‘opening doors’. It is concerned that individuals should not be imprisoned in a single point of view, confined solely to local knowledge and beliefs. Education shows that ‘there is a world elsewhere’ beyond the familiar and everyday. Shakespeare invites students to develop a deep acquaintance with those characters, to experience their extremes of emotion, to imaginatively inhabit their remote worlds, and to learn from those close encounters with otherness.

Every student is entitled to make the acquaintance of genius. Shakespeare remains a genius of outstanding significance in the development of English language, literature and drama. All students should have opportunities through practical experience, to make up their own minds about what Shakespeare might hold for them.

Love These Books

If you have children in your home, you need Genevieve Foster’s books on your shelves. These are some of my favourite history books. I just finished re-reading Augustus Caesar’s World and was reminded why I love them so much.

Foster has taken a unique approach to presenting history in reaction to her own children’s boredom with the subject in school. She chooses a central character…there are books on George Washington, Abraham Lincoln, John Smith, and Christopher Columbus…and weaves a story around them.

She doesn’t just tell the story about what is happening in their lives, but also what is happening in the world of music, art, science, inventions, religion and literature. She gives glimpses of historically significant events that are happening all around the world in that time frame. You truly get a picture of what the WORLD looked like during the lives of these extraordinary men.

In the book on Augustus she traces the seven major civilizations that existed at that time, Rome, Greece, Israel, Egypt, China, India, and Persia. You meet the poet, Virgil and find out why he wrote the Aeneid, you meet the historian Livy, the writer, Cicero, the mad King of the Jews, Herod. Piece by piece, each story builds a picture of the Ancient World and the people that inhabited it. It is impossible not to walk away from these books with a greater understanding of how the times these men lived in shaped them and how these men shaped the times they lived in. Fascinating…I can’t recommend them enough.