Clown of God / Tomi de Paola
"Many, many years ago, in Sorrento there lived a boy named Giovanni who had no mother and no father. He dressed in rags and begged for his food and slept in doorways. But he was happy, and he could do something wonderful. He could juggle." This is how the old French legend begins. This clown who made people smile his whole life is sure to make you smile as well! Your heart will be warmed with the miracle at the end of the story as Giovanni does his last performance before a statue of Our Lady and the Christ Child. Tomie dePaola is the author and illustrator, and he has painstakingly reproduced this old story as close to its original telling as possible. Accompanied by Renaissance-inspired watercolor paintings that are full of vibrant color and cartoon-like characters. elise
This beautiful new edition of Tomie dePaola's 1978 classic retelling of a French legend stars a little juggler whose unique talent leads him to what might be a Christmas miracle.
Little Giovanni is poor and homeless, but he can do something wonderful: he can juggle.
The people of Sorrento marvel at his talents, and before long, he becomes famous throughout Italy for his rainbow of colored balls that delight the nobility and townspeople alike. But as the years pass, Giovanni grows old, and his talents begin to fail him. No longer a celebrated performer, he is once again poor and homeless, begging for his food.
Until one Christmas Eve, when Giovanni picks up his rainbow of colored balls once more. And what happens next just might be a miracle...
Embracing the Socratic methodology of literature instruction outlined in Teaching the Classics, the Ready Readers provide a welcome pick-up-and-go option.for those who want fleshed-out lesson plans. The Readers are exactly that - whole book studies that encompass both comprehension and literary analysis. Discussion-based, the studies are designed to involve the student in question answering and analysis in several general areas - setting, characters, conflict, plot, theme, literary devices, and context. Having identified the best Socratic questions in each area for this particular book, the teacher is aided in handling the discussion by talking point answers. Also provided for each study is a one page summary of the book and a story chart. Although they don't specifically say so, there is an "empty" story chart that looks like it's designed to be copied and then filled out by the student. A completed chart graphically outliming the major structural and thematic elements of each story is provided for the teacher.
Each of the Readers features books in a designated reading level range. The studies however, can be used with students who are somewhat older. In fact, the authors recommend that each year begins with a study that is somewhat below the student's reading level. This serves to acquaint the student with the Socratic methodology and familiarize both the student and the teacher with the discussion environment. The Readers can be used with any unabridged version of the literary selection.
These Readers are a welcome addition to the Teaching the Classics line-up of literature studies. With Teaching the Classics, the parent/teacher receives an excellent introduction to the world of Socratic literary discussion and the tools she/he will need to effectively set up meaningful literature studies. Reading Road Maps - by the same authors - flesh out the process a little more and provide all the "answers," so to speak for 100 favorite books. Still, there are many of us who want more - more guidance and direction - as we embark down this discussion path that we may enthusiastically embrace "theoretically." The sample studies in Teaching the Classics are a starting place, but I would probably be one of those who would like more examples before feeling entirely comfortable setting out on my own armed only with my literature selection and a list of Socratic questions. So, thank you Missy Andrews.
The Readers thoroughly provide all the elements needed for a comprehensive and meaningful literature study. I can already hear the question being asked. "If they're so thorough, do I really need to watch the Teaching the Classics video seminar?" I have no doubt that the Andrews would answer with an emphatic "yes!" The Readers are obviously designed to complement the TTC series rather than replace it. While someone picking up a Reader could probably do a passable job of leading a discussion on any particular book, the fullness and richness of that same study conducted by a TTC "graduate" will make that "passable" job seem pale by comparison. So, to summarize the relationship between these products: Teaching the Classics provides the philosophical and methodological foundation. Reading Road Maps provides "framing" for 100 books, while the Ready Readers provide a complete finishing off of a literary "room" for a different series of books. ~ Janice
These literature-based unit study curriculum guides are so named because you spend five days in a row (a full week; one day for each subject area) using a particular children's book as the theme for multiple academic subject areas. Five in a Row (FIAR) Volumes 1-3 cover social studies and character, language arts, math, science, and art through 15-21 children's books. The literature selections, primarily picture books, contain positive moral values reflecting Biblical values. Christian content is not incorporated in Volumes 1-3, but is available separately in a Christian Character & Bible Study Supplement. Five in a Row Vol. 4 is for slightly older students (Grades 2-4) and features fewer books, some of which are stretched to two weeks of lessons. Christian content is included in the Volume 4 guide.
Before Five in a Row takes the same concept, but simplifies it for ages 2-4, with multiple activities provided for each book, but not as structured between days of the week.
Beyond Five in a Row is the next step up (for Grades 3+), and these guides are structured around chapter books. Activities at this level incorporate history, geography, science, language arts and fine arts with Christian Character and Bible content available separately.
These literature-based unit study curriculum guides cover social studies and character, language arts, math, science, and art. Literature selections contain positive moral values reflecting Biblical values. Use as a stand-alone curriculum for preschool or supplement with phonics and math for older children. Curriculum is so named because you spend five days in a row (a full week; one day for each subject area) using a particular children's book as the theme. There's plenty of text here as the author provides all the reference material you'll need right in the volumes as background for your studies. Hands-on activities and projects abound and there are plenty to choose from each day, using the literature selections as a springboard. The varying difficulty of the activities makes it easy to use with a range of ages. Very little teacher preparation is required. Once you have the needed literature selection, you can open the book and begin! Each book also includes tips for teaching the curriculum, instructions for creating manipulatives, a topical index, a sample planning sheet with a blank, reproducible lesson plan sheet, literary glossary, story disks, and suggestions for finding the reading books. Volumes 1-3 do not incorporate Biblical content, as this is found in the optional Christian Character & Bible Study Supplement, available separately.
What is a "unit study"? Briefly, it's a thematic or topical approach to teaching as opposed to the traditional by-subject approach. Rather than teach each subject separately, a unit study attempts to integrate many or all subject areas into a unified study - usually centered around a particular subject or event. Obviously History (the study of events) and Science (the study of "things") are well-suited to unit studies, and usually form the "core" around which other subjects are integrated. Subjects like Bible, Geography, Government, English (writing), and Reading/Literature, Music, Home Economics, Life Skills, and Art, are usually easy to integrate around a core topics. Remaining subjects (Math, Phonics, Grammar, Spelling) can be integrated to some extent via related activities. Each, however, has its own "system" (progression of skills, mastery of "rules") which must be followed to some degree. Since one of the additional advantages of a unit study curriculum is the ability to use it with students of varying ages and skill levels, these subjects are generally taught apart from the core curriculum. This may be as simple as assigning pages in a grammar or spelling book, or using a separate "program" for Phonics and Math. Unit studies also tend to be more activity-oriented than the traditional approach, a real boon to kinesthetic learners. Advocates of the unit study approach site studies showing that children learn best when learning is unified rather than fragmented and when learning is more participatory than passive.
No longer part of the same package as the Phonics and English 1 course, this reading course has a lot to offer and helps develop phonics systematically. The course consists of a single student worktext, which is consumable and colorful; and six reading books. The readers contain some new stories, some previously-included stories, and some rewritten ones, along with full color pictures on every page. These introduce students to different genres, including fiction, non-fiction, plays, poetry, and even choral readings. Many of the stories are centered around a Christian family, and all are edifying and character building. The new 4th edition pieces are compatible with the 3rd Ed.