Contents...14 Lesson 1 • “To be prepared for war …” lesson 1 “To be prepared for war …” CA uSE The Cause expresses the meaning of the saying in the form of a general

Contents 3

Contents

Teaching Guidelines ............................................................................................4Definition of Terms...............................................................................................................8Introduction to the Chreia/Maxim Stage ......................................9

LessonsLesson 1 ............................................................................................................................................... 12“To be prepared for war …”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 …”Lesson 10 ........................................................................................................................................... 84“No race can prosper …”Lesson 11 ........................................................................................................................................... 92“Each man is like …”Lesson 12 .......................................................................................................................................100“It is not for kings …”Lesson 13 .......................................................................................................................................108“If we claim to be without sin …”Lesson 14 .......................................................................................................................................116“A wise son heeds …”Lesson 15 .......................................................................................................................................124“A painless life …”Lesson 16 .......................................................................................................................................132“Pride goes before destruction …”Lesson 17 .......................................................................................................................................140“He who covers over an offense …”Lesson 18 .......................................................................................................................................148“The name of the Lord …”

AppendixAdvanced Rubric ..............................................................................................................158Figures of Description With Examples .....................................160Figures of Speech With Examples ......................................................165

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lesson 1

12 Lesson 1 • “To be prepared for war …”

“To be prepared for war …”

1. The Saying1. 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.+TEACHER TIPS

» 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. Discovery1. 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

EnCoMIuMThe Encomium praises the author of the saying.

1. Ask: What is the purpose of the 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)

Æ This wise saying is about preparedness.

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.

+TEACHER TIPS » 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 Lesson 1

The Chreia: “To be prepared for war …”“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

DiscoveryList several facts about the author.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. EncomiumIntroductionWrite a sentence that introduces the author. Include a figure of description.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PraisesWrite three praises for the author.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ThesisWrite a thesis statement, which states what you will speak about.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Founding Father of the United StatesHero of Revolutionary WarLaid down his commission at the end of the WarFirst President of the United States

It is right to admire one of the United States’ wisest presidents (ethopoeia), George Washington.

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 fi rst President of the United States.

This wise saying is about preparedness.

13Lesson 1 • “To be prepared for war …”

lesson 1“To be prepared for war …”

13

PARAPhRASEThe Paraphrase makes the meaning of the saying more clear through variation.

1. Ask: What is the purpose of the 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.

+TEACHER TIPS » 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“To be prepared for war …”

Rough DraftCombine the three elements above into a paragraph.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________

2. ParaphraseWord VariationsList several synonyms for these words from the saying: prepared, war, effectual, means, preserving, and peace.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Sentence VariationsWrite four variations of the saying. Choose the best one to be your paraphrase and add this phrase: “The saying teaches that …”

1. _______________________________________________________________________________________

_______________________________________________________________________________________

2. _______________________________________________________________________________________

_______________________________________________________________________________________

3. _______________________________________________________________________________________

_______________________________________________________________________________________

4. _______________________________________________________________________________________

_______________________________________________________________________________________

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 fi rst President of the United States. Although we could say much about this great man, I will speak only about his wise saying on preparedness.

prepared: ready, up to speed, armed, braced, equipped, fortifi ed, outfi tted, primed, trainedwar: battle, combat, confl ict, enmity, fi ghting, hostility, strife, contention, bloodshed, warfareeffectual: adequate, capable, effective, effi cacious, effi cient, potent, powerful, soundmeans: method, way, avenue, channel, course, expedient, fashion, instrument, path, route, tacticpreserving: conserving, guarding, keeping, perpetuating, protecting, retaining, safeguarding, savingpeace: accord, amity, concord, order, unity, harmony, serenity, congeniality, tranquility

To be ready for battle is one of the most effective expedients for guarding order.

To be armed for confl ict is one of the most potent paths of protecting concord.

To be braced for bloodshed is one of the most sound tactics of conserving tranquility.

One of the most powerful ways of saving serenity is to be primed for hostility.


lesson 1

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CAuSEThe Cause expresses the meaning of the saying in the form of a general story.

1. Ask: What is the purpose of the 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.

+TEACHER TIPS » Remember that the Cause always communicates and clarifies the meaning of the saying.

» Feel free to model a paragraph if students are having trouble.

14 Lesson 1

3. CauseNine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that applies the meaning of the saying to life.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the nine narrative components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V).

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wise statesmen know future confl icts (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).

a country can lapse into military weakness and be vulnerablecountry preserves its peacehard work/saving, war, death, and subjection to foreign nations wise statesmen and citizenspreparing for war; e.g., building a strong military, fortifying defensesbefore wara countrywisely, prudently, diligentlybecause a nation wants to preserve its peace



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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.

1. Ask: What is the purpose of the 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.+TEACHER TIPS

» Let students narrate their paragraphs orally to each other. This can apply to narration at any point during the lesson.


4. ConverseNine Narrative ComponentsIdentify 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: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________

Rough DraftCompose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R), Suffering (S), and Reversal (V).

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

a country can lapse into military weakness and be vulnerablecountry loses its peacewar, death, and subjection to foreign nations statesmanarguing against a strong militarytimes of peaceanywhereunwiselybecause they desired to preserve the nation’s peace

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).


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AnAlogyThe 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.

1. Ask: What is the purpose of the 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.

+TEACHER TIPS » 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.

16 Lesson 1

5. AnalogyDiagramWrite 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________________________________________________________________________________

________________________________________________________________________________

Same Effect____________________________________________________________________________________________________________________________________________________________________

Nine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that demonstrates the analogy from the diagram.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preparing for war Developing soccer skills

A good outcome: blessings of peace from preserving peace or praise for winning soccer game

For just as those who develop their soccer skills laboriously on the practice fi elds (s) and receive the praise for winning against tough opponents with great joy (V), in the same way those nations which sacrifi cially prepare for war enjoy the fruit of preserving peace (R).

practicing for a game is like a nation that prepares for warwinning a gamesuffer laboriously on the practice fi elds soccer players and coachesdeveloping ball skillsbefore gameson the practice fi eldslaboriouslyto win the game



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ExAMPlEThe 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. +TEACHER TIPS

» Allow students to use negative examples, e.g., if the saying was not heeded and there were negative results.


6. ExampleNine Narrative ComponentsIdentify the who, what, when, where, how, and why of a narrative that demonstrates the saying with a famous person or event.

1. Recognition: ____________________________________________________________________________

2. Reversal: _______________________________________________________________________________

3. Suffering: _______________________________________________________________________________

4. Agents: ________________________________________________________________________________

5. Action: _________________________________________________________________________________

6. Time: __________________________________________________________________________________

7. Place: __________________________________________________________________________________

8. Manner: ________________________________________________________________________________

9. Cause: _________________________________________________________________________________


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 infl uenced each succeeding president to take Washington’s wise words to heart.

a country can lapse into military weakness and be vulnerablecountry preserves its peacewar, death, and subjection to foreign nationsPresidents Truman and Eisenhowerbuilding up a powerful nuclear forceafter World War IIthe worldprudently, sacrifi ciallybecause they desired to preserve the nation’s peace


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TESTIMonyThe Testimony provides a supporting quotation from a respected source.

1. Ask: What is the purpose of the 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.

+TEACHER TIPS » 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.

EPIloguEThe Epilogue calls the audience to acknowledge the truth of the saying.

1. Ask: What is the purpose of the 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.

18 Lesson 1

7. TestimonyQuotation and SourceChoose 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.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. EpilogueAudience and ChallengeWrite a phrase that names the audience, and call the audience to a particular response.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VariationsDirectionsGive 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 passiveantonomasia - to vary by changing the name of someone or something; e.g., Jesus/the Messiah; the star/Sunmetonymy - 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)__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. ____________________________________________________________________________________

_____________________________________________________________________________________

2. ____________________________________________________________________________________

_____________________________________________________________________________________

3. ____________________________________________________________________________________

_____________________________________________________________________________________

powerful

staunch

blast

gust

shook

vibrated

panes

portholes

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.”

Those who consider these points must admire Washington for his outstandingly wise saying on preparing for peace.

A powerful blast shook the portholes.

A staunch gust vibrated (diminutio) the panes.

The windows were shaken by a robust draft.



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5. Final Draft1. 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.)

+TEACHER TIPS » 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.

4. VariationsAs 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.


B. The summer breeze puffed half-heartedly through the oak. (antonomasia)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. ____________________________________________________________________________________

_____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

C. The stars sparkled diamond-like in the arctic sky. (metonymy)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. _____________________________________________________________________________________

____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

D. Look at the heavens and count the stars—if indeed you can count them. (enallage)

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

1. _____________________________________________________________________________________

____________________________________________________________________________________

2. _____________________________________________________________________________________

____________________________________________________________________________________

3. _____________________________________________________________________________________

____________________________________________________________________________________

Final DraftCheck 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.

midsummer

sunny season

breathed

flurried

tepidly

listlessly

tree

sturdy branches

novas

constellations

glittered

shimmered

jewel-like

like eyes

heavens

night canopy

behold

view

number

ennumerate

in reality

in truth

are able

have the capacity

The midsummer breeze breathed tepidly through the tree (antonomasia).

The sunny season breeze fl urried listlessly through the sturdy branches.

Through the leaves of the oak the summertide breeze blew lazily.

The novas sparkled like jewels in the arctic sky.

The light (metonymy) glittered like eyes in the arctic heavens.

The constellations shimmered diamond-like in the arctic night canopy.

Behold the heavens and count the stars—if in reality you are able to count them.

View the heavens and number the stars—if in truth you can count them.

Look at the heavens and ennumerate the stars—if indeed they can be counted (enallage).

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Contents...14 Lesson 1 • “To be prepared for war …” lesson 1 “To be prepared for war …” CA uSE The Cause expresses the meaning of the saying in the form of a general