Catholic Schoolhouse TM

(2015 beta version)

Use the Q3 Latin chant lesson outline to continue with Tantum Ergo Sancramentum. Some CSH chapters have dropped back to just learning the chant and its vocabulary because of time constraints. Vocabulary included in Tantum Ergo link above.

Writing (40 min)

Writing this quarter will focus on developing style through fiction writing. Week 13 introduces the fictional narrative with writing in the first and third person. Weekly instructions here. Use your creativity to add some in-class activities. Students love story rotations, build a story one sentence at a time, etc.

Speech (20 min)

Introduce and discuss this quarter’s famous speech. Present students with a copy of St. Stephen’s Speech (Act 7:2-53) OR Prayer of St. Polycarp at his Martyrdom to begin memorization. Divide students into two groups to recite over the next two class periods.

Background for St. Stephen’s Speech; Audio of Acts Chapter 7 (8:10)

Audio of Prayer of St. Polycarp (first 1:22) Audio of entire text of martyrdom of Polycarp

Entire text of Martyrdom of Polycarp (Prayer is chapter 14)

Student written presentations will take place in weeks 16-18. Presentation Ideas here.

Art: Roman Art Y2 Q3A Roman Art Tutor Guide Science: Astronomy Tutor Guide Catholic Scientist: Nicolaus Copernicus

Great Writings (20 min)

Students will study a great writing or document of the church each for three weeks, then a piece of literature for three weeks. Compressing the book study allows the students ample time to study additional literature pieces at home and reduces procrastination at an age when they should be able learning to get through a book quickly to prepare for college.

Literature book selection: Fabiola (historical fiction)

Document: The Didache

Begin with The Didache—the Teaching of the Twelve Apostles, the church’s first catechism. It corresponds with the time period at the beginning of the third quarter and will lay a nice foundation for Fabiola. Guide found here

Socratic Seminar (20 min)

“…the blood of the martyrs is the seed of the Church.” Discuss the significance of this observation by Tertullian, in light of the speeches offered by Ss. Ignatius and Polycarp. Use SS forms from Semester 1 to prepare.

Timeline (20 min)

Mastering and adding to the timeline will help students in college and promote family unity. This may also be the only hands learning the timeline 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 activity, as parents really "see" what their child learns. History Timeline W13: Passion, Death, Resurrection of Christ; Ascension AD 33; Founding of the Catholic Church; Twelve Apostles; St. Stephen Martyred AD 34

History Sentence W13: Jesus, Easter, Ascension, Novena, Pentecost, Church. .

Discuss history cards and any interesting memory work from the Tour Guide. Ideas for presenting and reviewing history with dialectic and rhetoric students.

Add Week 13 and 14 items to Timeline Notebooks.

Review game ideas Rhetoric students will particularly enjoy the Timeline game—we play it and the adults

www.catholicschoolhouse.com

Year 2 Week 13

Catholic Schoolhouse Rhetoric Guide

Latin Chant (15 min. during grammar chorus period)

Science/Art (60 min)

Humanities A - Communications (60 min)

Humanities B - Seminar (60 min)

Latin Chant

CSH Year 2, Ancient to Middle Ages

3rd 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 12 Latin Hymns Every Catholic

Should Know)

Hymns for this quarter: Tantum Ergo Sacramentum, Salve Regina (hymns can be presented with

a variety of “tones” to demonstrate notation principles)

Third Quarter Topic Lesson

Week Thirteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music – focus on

last two stanzas of Pange

Lingua as pertains to

Benediction and

Exposition of Blessed

Sacrament

*Vocabulary review, review of notation

*Instruction on use of hymn in Benediction and

Exposition of Blessed Sacrament

*Singing/recitation of hymns/chants

*Home study of hymn vocabulary

Week Fourteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music – What are

reciting tones?

*Vocabulary review of all past lesson

*Where we find Latin in the Mass

*Singing/recitation of previous hymns for

quarter

Week Fifteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music - Review *continued review of vocabulary,

memorization, singing/recitation

*Vocabulary list for upcoming hymn, Salve

Regina

Week Sixteen

Hymn: Salve Regina

Sacred Music –

Introduction to 7

Elements of Music in

Gregorian Chant

*Vocabulary review.

*Introduce the 7 Elements from this lesson

*Singing recitation of hymn/chant

*Home study of hymn vocabulary

Week Seventeen

Hymn: Salve Regina

Sacred Music - The 7

Elements of Music:

timbre; harmony; melody;

rhythm; dynamics; tempo;

form

*Continued review of vocabulary,

memorization, singing/recitation of hymns

*Discussion on the 7 Elements of Music in

Gregorian Chant:

*Home study of hymn vocabulary and review

Week Eighteen

Hymn: Salve Regina

Sacred Music - Review *continued review of vocabulary,

memorization, singing/recitation

*Vocabulary list for upcoming hymn, Veni

Creator Spiritus

CSH Year 2, Third Quarter Vocabulary List, by Kimberly Wasson

5. Tantum ergo Sacramentum tantum: so great, so much

Veneremur cernui: veneremur: worshipped, adored, revered, venerated

Et antiquum documentum antiquum: ancient

Novo cedat ritui: novo: new

Praestet fides supplementum praestet: present, ready

Sensuum defectui. defectui: absence, weakness

6. Genitori, Genitoque genetori, genitoque: everlasting Father and Son (difficult)

Laus et jubilatio, jubilatio: jubilation

Salus, honor, virtus quoque virtus: virtue, character, courage (masculine)

Sit et benedictio: benedictio: blessing

Procedenti ab utroque utroque: in both directions

Compar sit laudatio. Amen. compar: equal, comparable

English

DOWN in adoration falling,

Lo! the sacred Host we hail,

Lo! oe'r ancient forms departing

Newer rites of grace prevail;

Faith for all defects supplying,

Where the feeble senses fail.

To the everlasting Father,

And the Son Who reigns on high

With the Holy Spirit proceeding

Forth from each eternally,

Tantum Ergo Sacramentum

CSH Year 2, Third Quarter Vocabulary List, by Kimberly Wasson

Salve, Regina, mater misericordiae: Regina: queen

Vita, dulcedo, et spes nostra, salve. dulcedo: sweetness

Ad te clamamus, exsules, filii Hevae. Hevae: Eve

Ad te suspiramus, gementes et flentes suspiramus: we are sighing

In hac lacrimarum valle. Lacrimarum: tears

Eia ergo, Advocata nostra, Advocata: advocate I

llos tuos misericordes oculos oculos: eyes

Ad nos converte. converte: turn

Et Jesum, benedictum fructum ventris tui, Jesum: Jesus

nobis, post hoc exsilium ostende. ostende: show

O clemens! O pia! clemens, pia, dulcis: clement, loving, tender, sweet

O dulcis Virgo Maria! Virgo Maria: Virgin Mary

English

Hail, holy Queen, Mother of Mercy,

Hail, our life, our sweetness and our hope.

To thee do we cry,

Poor banished children of Eve;

To thee do we send forth our sighs,

Mourning and weeping in this vale of tears.

Turn then, most gracious advocate,

Thine eyes of mercy toward us;

And after this our exile,

Show unto us the blessed fruit of thy womb, Jesus.

O clement, O loving,

O sweet Virgin Mary.

Salve Regina

Presentation Guidelines

At the rhetoric level, presentations should focus on developing good rhetoric skills. This means doing more than just sharing information 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 actively attempting to provoke thought and a response from the listener.

You can help your students to accomplish this by looking at their topic as a question or opinion, rather than a topic. You c an do this by giving a pre-designated position to support or encouraging them to identify their position to you.

Which civilization 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 scientist of this time. (insert a specific scientist or philosopher)

Book Review—convince your audience to read the book

Every time in history has a struggle—find a poetry/art/lit selection that portrays the struggle of the people of ________time. Present it as evidence to convince the listener of that struggle.

Use a famous person of the time to convince us of ___________. Speak in character.

Use comedy to get a point across.

Time-travel—you are a giving a group of time-travelers lessons that will help them survive undetected in another time 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, political changes such as supporting/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 time. NEVER evaluate or criticize 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, criticize in private.” These students will be doing plenty of self-evaluating, they just need you to give them the tools to gain better 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 written 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 little, control the amount of hand gesturing, head up.

Visual aid required this quarter.

Handout or quiz for fellow students to complete.

Active listening assignments using the skills they are learning in Socratic Seminar or other ideas, ie: Identify the 5 canons of rhetoric in the presentation. What was the most convincing point made? Identify the three appeals if used in the presentation.

Give points for using the 5 canons/3 appeals for a mini contest.

www.catholicschoolhouse.com

Rhetoric Presentation Ideas It is important to encourage an atmosphere of student involvement throughout the morning. Opportunities for stu-dents to present exist in all areas. The more they present, the less you lecture, the better at this age. The guidelines

below will guide you for the formal presentation time, but may also inspire ideas in other areas.