Daily Lesson Plans in English :: NOVEMBER FIRST YEAR FIRST WEEK Monday

NOVEMBER FIRST YEAR FIRST WEEK Monday

How many days has November? How many days had October? What month comes after November? What day in November do we celebrate? Why do we celebrate Thanksgiving? How do we celebrate Thanksgiving? What kind of weather do we have in November? What season is this? What season follows autumn?

Tuesday

For the children to learn by heart:

To have willing feet,

A smile that is sweet,

A kind, pleasant word

For all that you meet—

That’s what it is to be helpful.

Wednesday

Tell the children about the Pilgrims: How they became dissatisfied with conditions in England, because they were not allowed to worship as they wished; their going to Holland, and finally their coming to New England, in the Mayflower. Tell about the landing at Plymouth; about little Peregrine White. If possible, show some of the Boughton pictures of life in Plymouth.

Thursday

Tell the children how there was suffering among the Pilgrims, and their fear that they might starve. Tell, with all possible vividness, about the coming of the welcome ship from England; and then, the appointment of a day of Thanksgiving.

Friday

Tell the children what the people had to eat on that first Thanksgiving Day. Tell the story of the corn, and how the Indians had supplied the seed and taught the Pilgrims how to raise it. Where did they get their turkey for the dinner? Why do we like to have turkey for Thanksgiving dinner?

SECOND WEEK

Monday

Teach the children the first three stanzas of the great Thanksgiving poem:

THANKSGIVING DAY

Over the river and through the wood,

To grandfather’s house we’ll go.

The horse knows the way

To carry the sleigh

Through the white and drifted snow.

Over the river and through the wood,

To have a first-rate play,

Hear the bells ring,

“Ting-a-ling-ding!”

Hurrah for Thanksgiving Day!

Over the river and through the wood,

Now grandmother’s cap I spy!

Hurrah for the fun!

Is the pudding done?

Hurrah for the pumpkin pie!

—Lydia Maria Child

On Monday recite the poem yourself, allowing the children to say, “Over the river and through the wood,” as each stanza is recited. You can recite the poem half a dozen times in this way, and the children will enjoy their part as well as yours.

Tuesday

Teach the children the last line of each of the three stanzas of the poem.

Wednesday

Teach the children the whole of the first stanza of the poem.

Thursday

Teach the children the second stanza of the poem.

Friday

Teach the children all three stanzas of the poem.

THIRD WEEK

Monday

Spend this whole week playing Pilgrim life in old New England. Have the children land from the Mayflower on the Plymouth Rock. A desk or chair, or a box will serve for the rock. The passengers will wear their hats, and books will serve as luggage.

Tuesday

Play Pilgrim Sunday. The children can march towards church two by two, with sticks or wands for guns. Tell about the old churches, with their square pews, high pulpits, and sounding board. Explain the duties of the tithing man. If possible, show pictures to illustrate the church scenes.

Wednesday

Play the daily life of the Pilgrims. Pretend to spin, explaining the process; weave, make candles, pound corn to make Indian meal, cook over the fireplace, etc.

Thursday

Things we have to be thankful for: Let the children suggest.

Friday

The Thanksgiving dinner. The turkey. Talk about how it is raised, what it looks like, how it is cooked.

FOURTH WEEK

Monday

The vegetables on the Thanksgiving table. The bread. The fruit. The nuts.

Tuesday

Here is a simple version of the Thanksgiving story, to tell to the children, in its proper place in connection with the lessons of the month.

THE THANKSGIVING STORY

Once upon a time, some of the people of England were in great trouble. The king would not allow them to worship God in the way they thought right.

When they said they must do what they thought right, some of them were whipped, and some of them were put in prison.

At last they decided to leave England, and go to some other country. And they did go, in a ship, to a land where everybody dressed so differently, and spoke such a different language that the English boys and girls could not at first understand them. Holland was the name of the country. How many of you have seen pictures of the Dutch children, who live in Holland? How many of you have seen pictures of Dutch windmills?

Now in Holland, in the course of time, the Dutch and the English children became very good friends. Before very long the English boys and girls were talking Dutch as easily as if they had been born in Holland, and had never heard of any other country.

“My, my,” said good Father Brewster, the leader of the Puritans, as they were called. “This will never do. We want our children to talk English, and to love England and her ways”—for the Puritans still loved their country and their flag, just as we love our beautiful flag with the stars and stripes.

“They say,” said Father Brewster, “that far away over the ocean there is a land called America. Let us go to America. There we can build houses like those we had in England, and there our children can be brought up as English people. Yes, we will go to America.”

So the Puritans engaged two big ships, and started to sail from Holland to America. But one of the ships was too old and too worn out to cross the ocean, so all the people embarked on the other ship and sailed away.

The ship was called the Mayflower.

The Mayflower was crowded, and it rocked so that the boys and girls became very tired. They wished they could get off and play on land once more.

But two beautiful presents came to interest and amuse them on the long voyage. And what do you think they were? Two little babies. One of them was named Peregrine White. The other was named Oceanus Hopkins, because he was born on the ocean.

One morning the children looked far away across the water, and they could see a dark line. It was the land—America.

The next day the sails of the ship were taken down, and the anchor was dropped in a little bay. Then some of the men climbed down from the ship into a small boat, and rowed to the shore to see what the place was like. In a little while they came back and called out, “Come, we will take you all ashore.”

Such a scurrying and hurrying as there was then! Back and forth the little boat went, until all the boys and girls, and men and women were on the shore.

It was a very cold day, the twenty-second of December, 1620. But they did not mind the cold.

In a little time the men had built some log houses, and soon there was a church. The black rock on which the Pilgrims first stepped can be seen to-day. It is called Plymouth Rock. The first girl to step upon Plymouth rock was Mary Chilton.

One day a visitor came to see the Pilgrims. He was an Indian. He had long, black hair. He was dressed in deerskin. He had a bow and arrows, to shoot birds and deer with.

The Indian was very glad to see the white people. “Welcome, Englishmen,” he said. He stayed over night with the Pilgrims, and the next morning went away.

Soon he came back, bringing some friends with him.

When spring came, the Indians showed the Pilgrims how to catch eels, and where to find fish. They also gave the Pilgrims corn to plant. They showed them how to plant the corn, putting a fish in each hill to make the corn grow well.

All summer long the boys and girls played around the log-houses, and were very happy. There were beautiful wild-flowers, and bright-colored song-birds in the woods where they played. One flower that blossomed in the early spring they named the Mayflower, for the ship in which they had come. The trailing arbutus has been called the Mayflower to this day.

When the summer was ended, and all the corn and wheat were gathered in, the Pilgrims said, “Let us have Thanksgiving Day. We will thank God because he made the sun to shine, and the rain to fall, and the corn to grow.”

Then the mothers said, “We will have a Thanksgiving party, and invite the Indians. We will cook some of everything raised on the farms.”

The men shot deer, and wild geese, and wild turkeys for the dinner, and that is why we like to have roast goose or turkey for our Thanksgiving dinner.

At last the Thanksgiving Day came. In the morning everybody went to church. When they got home they found that all the Indians who had been invited had come.

The Indians brought five large deer. The party lasted for three days. At each meal, before they began to eat, the Pilgrims and the Indians thanked God.

In the evening the Indians sang and danced, and in the daytime they played games with the children.

At last the party was over. When the Indians were going home the Pilgrims said, “Every year we shall have a time to thank God for all He has done for us. You must come and help us thank Him.”

So every year the Pilgrims had their Thanksgiving Day. When other people came to this country they said they would have Thanksgiving too. So for nearly three hundred years we have had the glad Thanksgiving Day. In what month does it come? On what day of November does it come this year?

—Selected

Wednesday

A little prayer to be learned this month:

May we be thankful for the night,

And for the pleasant morning light,

For rest, and food, and loving care,

And all that makes the world so fair.

May we do the things we should;

May we be always kind and good,

In all we do, in work or play,

To grow more loving every day.—Selected

Thursday

Talk about signs of winter.

Friday

For the children to learn:

Kind hearts are the gardens,

Kind thoughts are the roots;

Kind words are the flowers,

Kind deeds are the fruits.

SECOND YEAR

FIRST WEEK

Monday

For dictation:

Do all the good you can,

To all you can,

In all the ways you can.

Tuesday

Talk about the way to set a table. What is put on the table first? Where do we place the knives? Where do we place the forks? Where do we place the spoons? Where do we place the glasses? Who serves the meat? Who serves the vegetables? Where are the meat and vegetables placed? Who serves the dessert? Who serves the tea or coffee?

Wednesday

Fable for reproduction: The Fox and the Grapes. One day a hungry fox started out to find something to eat. He saw some grapes, near the top of a tall grapevine.

The fox tried to jump up and get the grapes but he could not reach them. He tried again and again, but it was of no use.

As he walked away, he said, “I do not care for the grapes. They are sour.”

Thursday

Have the children dramatize “The Fox and the Grapes.” Hang a bunch of grapes over the door or let the children pretend that the grapes are hung there. Have the child who is to play the part of the fox walk along and look up eagerly at the bunch of grapes.

“What beautiful grapes!” he says. “I wish I had some.”

Then he jumps and tries to reach them. He tries a second time, and a third. The last time he loses his balance and falls to the floor. He gets up, rubs his head, and says, “I do not care for the grapes. They are sour.”

Friday

Write five sentences about the fox and the grapes.

SECOND WEEK

Monday

Read the following poem to the children:

APPLE-SEED JOHN

Poor Johnny was bent well-nigh double

With years of toil and care and trouble;

But his large old heart still felt the need

Of doing for others some kindly deed.

“But what can I do?” old Johnny said;

“I who work so hard for daily bread?

It takes heaps of money to do much good;

I am far too poor to do as I would.”

The old man sat thinking deeply awhile,

When over his features gleamed a smile,

And he clapped his hands with boyish glee,

And said to himself, “There’s a way for me!”

He worked and he worked with might and main,

But no one knew the plan in his brain

He took ripe apples in pay for chores,

And carefully cut from them all the cores.

He filled a bag full, then wandered away,

And no man saw him for many a day.

With knapsack over his shoulder slung,

He marched along, and whistled or sung.

He seemed to roam with no object in view,

Like one who had nothing on earth to do;

But, journeying thus o’er the prairies wide,

He paused now and then, and his bag untied.

With pointed cane deep holes he would bore,

And in every hole he placed a core;

Then covered them well, and left them there

In keeping of sunshine, rain and air.

Sometimes for days he waded through grass,

And saw not a living creature pass,

But often, when sinking to sleep in the dark,

He heard the owls hoot, and the prairie dogs bark.

Sometimes an Indian of sturdy limb

Came striding along and walked with him;

And he who had food shared with the other,

As if he had met a hungry brother.

When the Indian saw how the bag was filled,

And looked at the holes that the white man drilled,

He thought to himself ’twas a silly plan

To be planting seed for some future man.

Sometimes a log cabin came in view,

Where Johnny was sure to find jobs to do,

By which he gained stores of bread and meat,

And welcome rest for his weary feet.

He had full many a story to tell,

And goodly hymns that he sang right well;

He tossed up the babes, and joined the boys

In many a game full of fun and noise.

And he seemed so hearty, in work or play,

Men, women and boys all urged him to stay;

But he always said, “I have something to do,

And I must go on to carry it through.”

The boys, who were sure to follow him round,

Soon found what it was he put in the ground;

And so as time passed and he traveled on,

Ev’ry one called him “Old Apple-seed John.”

Whenever he’d used the whole of his store,

He went into cities and worked for more;

Then he marched back to the wilds again,

And planted seed on hillside and plain.

In cities, some said the old man was crazy;

While others said he was only lazy;

But he took no notice of gibes and jeers,

He knew he was working for future years.

He knew that trees would soon abound

Where once a tree could not have been found;

That a flick’ring play of light and shade

Would dance and glimmer along the glade;

That blossoming sprays would form fair bowers,

And sprinkle the grass with rosy showers;

And the little seeds his hands had spread

Would become ripe apples when he was dead.

So he kept on traveling far and wide,

Till his old limbs failed him and he died.

He said at the last, “Tis a comfort to feel

I’ve done good in the world, though not a great deal.”

Weary travelers, journeying west,

In the shade of his trees find pleasant rest;

And they often start, with glad surprise,

At the rosy fruit that round them lies.

And if they inquire whence came such trees,

Where not a bough once swayed in the breeze,

The answer still comes, as they travel on,

“These trees were planted by Apple-seed John.”

—Lydia Maria Child, in St. Nicholas

Tuesday

Have the children tell back to you the story of Apple-seed John. Ask the following questions, or similar questions. What did Apple-seed John look like? Was he old or young? What did he wish that he might do for people? How did he get his apple cores? How did he carry his apple cores? How did he plant the cores? What did he do when his bag was empty? Why was he called “Old Apple-seed John”? What happened to the cores that he planted? What kind of trees grew from the apple seeds? Who could eat the apples? Do you think his plan of planting apple-trees, a nice one?

Wednesday

Write five sentences about Apple-seed John.

Thursday

Write a letter to a friend, telling about Apple-seed John.

Friday

Play Apple-seed John.

THIRD WEEK

Monday

Have the children copy the following:

LITTLE MISS MUFFET

Little Miss Muffet sat on a tuffet,

Eating of curds and whey;

There came a big spider, and sat down beside her,

And frightened Miss Muffet away.

Tuesday

Allow the pupils to dramatize Little Miss Muffet:

Have a little girl sit on a dry-goods box, holding either a real or a play bowl and spoon. She pretends to eat from the bowl. Have a boy place quietly beside her one of the very realistic Japanese spiders. Suddenly she sees it. She jumps up and runs away. Meanwhile the other children recite the ryhme.

Wednesday

Have the children copy:

Blow, wind, blow!

And go, mill, go!

That the miller may grind his corn;

That the baker may take it,

And into rolls make it,

And send us some hot in the morn.

Thursday

Write a word that describes: wind, mill, miller, corn, baker, rolls.

Friday

Write answers to the following, in complete sentences:

What does the wind do?

What does the wind do to the mill?

What does the miller do to the corn?

What does the baker do to the meal?

What becomes of the rolls?

FOURTH WEEK

Monday

Have the children tell, orally, the Thanksgiving story.

Tuesday

Talk about the chicken: Where does the chicken come from? What is the color of little chickens? What are the colors of hens? How do a chicken’s feathers change as the chicken grows? How many feet has a hen? How many eyes? What kind of a bill? How does a hen drink?

Wednesday

Talk about the duck: How does a duck differ in appearance from a hen? What are young ducks called? How does a duck’s bill differ from a hen’s bill? How do the feet differ? What can a duck do, that a hen cannot?

Thursday

The turkey: Why is this the favorite bird for the Thanksgiving table? How does the turkey differ in appearance, from the hen? From the duck? What is the male turkey called? Why? Which do you like best to eat—chicken, duck, goose, or turkey?

Friday

Dramatize and play, the story of Chicken Little.

THIRD YEAR

FIRST WEEK

Monday

Rewrite this story in five sentences.

WHY THE CHIPMUNK HAS BLACK STRIPES

Once upon a time the porcupine was made chief of the animals. He called all the animals together for a great council.

The animals seated themselves around a big fire. The porcupine said, “We have a great question to decide. It is this: ‘Shall we have daylight all the time or night all the time?’”

All the animals began to talk at once. Some wanted one thing, some another. The bear wanted it to be dark all the time. In his big, deep voice he said, “Always night! Always night!”

The little chipmunk, in a loud, high voice, said, “Day will come! Day will come!”

The council was held at night. While the animals were talking the sun rose. The bear and the other night animals were angry. The chipmunk saw the light coming, and started to run away. The angry bear ran after him and struck him on the back with his paw.

Since then, the chipmunk has always had black stripes on his back, and daylight always follows night.

—Selected

Tuesday

Rewrite these sentences, filling the blank spaces:

The chipmunk —— black stripes.

The porcupine said, “We —— a question to decide.”

The chipmunk said, “Day —— come.”

The bear —— it to be dark.

The council —— held at night.

The chipmunk —— the light coming, and —— to run away.

The angry bear —— him with his paw.

Wednesday

For dictation:

I go to the library every Saturday.

I find a book that I would like to read.

I hand the book and my card to the librarian.

She puts the date on my card.

Thursday

Write a paragraph about the proper manner of sitting. What is the result, if a person has a habit of sitting badly?

Friday

Answer each of the following questions, as a complete sentence:

How many days has November?

In what month is Thanksgiving Day?

Where do the birds go, before winter comes?

In what month does Christmas come?

SECOND WEEK

Monday

Write the following poem on the blackboard, and make it the topic for an oral lesson, discussing how fruit grows on tree and vine; growth of the plants; the likeness of the plants to us; the ethical lesson.

PLANT SONG

O, where do you come from, berries red,

Nuts, apples, and plums, that hang ripe overhead,

Sweet, juicy grapes, with your rich purple hue,

Saying, “Pick us and eat us; we’re growing for you”?

O, where do you come from, bright flowers and fair,

That please with your colors and fragrance so rare,

Growing with sunshine or sparkling with dew?

“We are blooming for dear little flowers like you.”

Our roots are our mouths, taking food from the ground,

Our leaves are our lungs, breathing air all around;

Our sap, like your blood, our veins courses through—

Don’t you think, little children, we’re somewhat like you?

Your hearts are the soil, your thoughts are the seeds;

Your lives may become useful plants or foul weeds;

If you think but good thoughts your lives will be true,

For good men and women were once children like you.

—Nellie M. Brown

Tuesday

Write a list of the nouns in the “Plant Song.”

Wednesday

For dictation:

“He that is slow to anger is better than the mighty: and he that ruleth his spirit than he that taketh a city.”

Thursday

Write the following nursery rhyme in large letters, on oak tag. Cut into separate words, and place the words in envelopes, one set for each pupil. The pupils are to place the words on their desks, so as to form the complete rhyme.

Hey, diddle, diddle, the cat and the fiddle:

The cow jumped over the moon:

The little dog laughed to see such sport,

And the dog ran away with the spoon.

Friday

Copy the following sentences, filling the blank spaces:

This —— November.

The birds are —— to the south.

The leaves are —— from the trees.

Thanksgiving —— this month.

Winter —— soon be ——.

THIRD WEEK

Monday

Have the children copy half of the following poem in their composition books:

WHAT THE SNOWBIRDS SAID

“Cheep, cheep,” said some little snow-birds,

As the snow came whirling down;

“We haven’t a nest,

Or a place to rest,

Save this oak-tree bending down.”

“Cheep, cheep,” said the little Wee-Wing,

The smallest bird of all;

“I have never a care,

In the winter air—

God cares for great and small.”

“Peep, peep,” said her father, Gray-Breast,

“You’re a thoughtless bird, my dear,

We all must eat,

And warm our feet,

When snow and ice are here.”

“Cheep, cheep,” said the little Wee-Wing,

“You are wise and good, I know;

But think of the fun

For each little one,

When we have ice and snow.

“Now I can see, from my perch on the tree,

The merriest, merriest sight—

Boys skating along

On the ice so strong—

Cheep, cheep, how merry and bright!”

“And I see,” said the Brownie Snow-bird,

A sight that is prettier far—

Five dear little girls,

With clustering curls,

And eyes as bright as a star.”

“And I,” said his brother, Bright-Eyes,

“See a man of ice and snow;

He wears a queer hat,

His large nose is flat—

The little boys made him, I know.”

“I see some sleds,” said Mother Brown,

“All filled with girls and boys;

They laugh and sing,

Their voices ring,

And I like the cheerful noise.”

Then the snow-birds all said, “Cheep and chee,

Hurrah for ice and snow;

For the girls and boys,

Who drop us crumbs,

As away to their sport they go!

“Hurrah for the winter, clear and cold,

When the dainty snowflakes fall!

We will sit and sing,

On our oaken swing,

For God takes care of us all!”—Selected

Tuesday

Have the children copy the rest of the poem, “What the Snowbirds Said.”

Wednesday

Write a list of the nouns in the poem.

Thursday

Write a list of the verbs in the poem.

Friday

Write five sentences, telling what the birds said.

FOURTH WEEK

Monday

Have the pupils tell you the story of Thanksgiving.

Tuesday

Have each child write about something that will be found on the Thanksgiving table, and have the others guess what is described: as pepper, salt, vinegar, bread, sugar, apples, etc.

Wednesday

Story for reproduction:

THE GRUMBLING SNOWFLAKE

The snowflakes were told to go down to the earth to keep it warm. All were glad to go except one. This little snowflake grumbled while the others were getting ready.

“What is the use of going down to that great place?” he said. “I should be glad to keep the plants from freezing, but I never can. I am too small. I could not even cover one speck of that great earth. However, if all the rest of the snowflakes are going, I suppose I shall have to go, too.”

The snowflakes had great fun as they fell. They danced and played, and they laughed when they thought they were going to be useful in the great world.

But the grumbling snowflake said, “If I were bigger, I might be of some use!”

One little snowflake reached the earth, and then another. Last of all, the grumbling snowflake came down, too, but he did not see the brown earth. It was all covered with a white snow-blanket.

Every little flake had covered a tiny bit of the brown earth, until the ground was all covered up for the winter.

“I was wrong,” said the grumbling snowflake. “I will not grumble again.”—Adapted

Have the pupils reproduce the story orally.

Thursday

Have the pupils rewrite the story of the grumbling snowflake, in their own words.

Friday

Write a letter to a cousin, telling why you like November.

FOURTH YEAR

FIRST WEEK

Monday

Pass around well-known pictures, if possible, have as many different pictures as there are children. Have each pupil describe his picture.

Tuesday

For dictation:

EVENING HYMN

Now the day is over,

Night is drawing nigh,

Shadows of the evening

Steal across the sky.

Now the darkness gathers,

Stars begin to peep,

Birds and beasts and flowers

Soon will be asleep.

—S. Baring-Gould

Wednesday

Original composition, on the signs of coming winter. What signs can be seen in the fields? What about the grass? The leaves? The sky? The birds? The cold?

Thursday

To be read, for written reproduction:

THE WONDERFUL TRAVELING CLOAK

One day a little old woman in gray visited Prince Dolor. She gave him a present.

“What is this?” he asked, as he untied the many knots.

“It is a traveling cloak,” she answered.

“Oh,” said the little prince, “I never go traveling. Sometimes nurse hoists me on a parapet, but I never go farther than that.”

“But this is not an ordinary cloak,” said his godmother. “It is a wonderful cloak. It will take you anywhere you wish to go. From it you may see anything you wish to see.”

“But how can I get out of the tower?” he asked.

“Open the skylights,” she said, “then sit in the middle of the cloak. Say your charm and out you will float through the blue sky on your wonderful cloak.”—From “The Little Lame Prince.”

Friday

Letters of introduction may be sent by mail, or be presented by the person introduced. In the latter case, the letter is never sealed. The envelope is addressed in the usual way, but in the lower left-hand corner is written, “Introducing Mr. Smith, or Miss Smith,” as the case may be.

Write the above on the blackboard. Have the pupils look up in the dictionary, and write out definitions of the following words: Introduction, presented, person, latter, addressed, usual, way.

SECOND WEEK

Monday

Write sentences containing the irregular verbs go, went, gone, see, saw, seen, am, was, been.

Tuesday

For dictation:

Hail to the merry harvest time,

The gayest of the year:

The time of rich and bounteous crops,

Rejoicing and good cheer.

—Charles Dickens

Wednesday

Exercise for clearness of enunciation. Have the following read aloud by every child in turn, each word and syllable to be enunciated clearly.

THE OWL

In the hollow tree, in the old gray tower,

The spectral owl doth dwell;

Dull, hated, despised, in the sunshine hour,

But at dusk he’s abroad and well:

Not a bird of the forest e’er mates with him;

All mock him outright by day;

But at night, when the woods grow still and dim,

The boldest will shrink away.

O, when the night falls, and roosts the fowl,

Then, then is the reign of the horned owl!

—Barry Cornwall

Thursday

Selection to be memorized:

He prayeth best, who loveth best

All things both great and small,

For the dear Lord who loveth us,

He made and loveth all.—Coleridge

Friday

Write a letter of introduction for one of your classmates, to be addressed to the principal of the school, or the chairman of the committee of the school district.

THIRD WEEK

Monday

Story for written reproduction:

THE INDIAN CHILDREN

Bright Eyes and Fawn Foot were two little Indian children. They lived in an Indian village near a swift river.

All the people of this village belonged to one family or tribe. The bravest man was the chief. He had the finest wigwam.

One day the Indians moved from the village to a place in the woods. Here they hoped to find game to live on through the winter.

Little Fawn Foot helped her mother when they moved. Bright Eyes was carried on his mother’s back. He was too small to help.

When warm weather came they all moved back to the village.

Outline: The Indian children and their home. The tribe. The removal. Fawn Foot and Bright Eyes at the moving. The return.—Selected

Tuesday

Write a list of the adjectives in the story, “The Indian children”; a list of the nouns; a list of the verbs.

Wednesday

Write what you see in Boughton’s picture, “The Return of the Mayflower.”

Thursday

Write about an imaginary journey from London, England, to Boston. How long does it take to cross the ocean? What is the deck of a steamship? What is a stateroom like?

Friday

Write an advertisement asking for a position for yourself.

FOURTH WEEK

Monday

For dictation:

THE GRAINS OF WHEAT

Some grains of wheat lived in a sack. It was so dark that they all went to sleep.

At last the sack was moved. The grains of wheat awoke. They heard some one say, “Take this sack to the mill.”

The grains of wheat had a long ride. When they reached the mill a man put them into a hopper. The grains of wheat were crushed between two stones.

—Selected

Tuesday

Rewrite in your own words, the story of “The Grains of Wheat.”

Wednesday

Write a letter to a friend, telling where wheat grows, how it grows, how flour is made, and how the flour is used.

Thursday

Describe how fire-drills are conducted in your school.

Friday

Talk about the coming of winter, and the indications that are apparent at this time.

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