Teacher’s Guide

1. Always keep in view the big picture – the pillars and values of our group.
   1. In teaching, we use methods pioneered by Charlotte Mason. Specifically at Bluestem Education Guild co-ops, we prioritize the foundational skills of using living books, the skill of narration, and keeping the lessons short.
   2. In keeping with the principles of a Charlotte Mason education, our goal at Bluestem Education Guild is exposure to ideas that are good, true, and beautiful. Seeing the children as whole persons, we strive to provide them with a wide and liberal education.
   3. Teachers must refrain from the following things:
2. Teachers must adhere to the Neutral Content Policy.
   1. Teachers must refrain from:
      1. Teaching in a devotional format or leading Bible studies during co-op classes
      2. Teaching from or promoting a specific denominational or theological perspective
      3. Promoting specific political viewpoints, and must redirect student conversations away from political discussions when they arise
   2. Teachers may teach topics related to Christianity (such as biblical events, people, or traditions) from a historical, cultural, or geographical perspective only.
      1. Examples of acceptable approaches:
         • World religions studied from a historical overview
         • Holy Week taught in its historical or geographical context
         • The disciples discussed as historical figures
      2. Examples of non-acceptable approaches:
         • Leading a devotional or Bible study
         • Teaching with the intent to shape or promote specific theological beliefs
   3. If you have a question about these guidelines, contact your Director.
   4. The Guides Menu breaks each age level down into more specific goals, depending on the age of the child.
   5. The content provided in the Teacher Guide is meant to be a tool to support your lesson planning and teaching. It was designed so that class best practices and class directories (Chapter Appendix) may be taken out and added to a section for class planning. More copies of this with clickable links may be found on the Bluestem Education Guild Google Drive. The Board Secretary, Sara Holmquist, may be contacted for help with the handbook.

1. Give Me Five:
   1. “May the words of my mouth and the meditation of my heart be acceptable to you, LORD, my rock and my Redeemer.” Psalm 19:14
   2. ”Do nothing out of selfish ambition or vain conceit, but in humility consider others better than yourselves.” Philippians 2:3
   3. Taking Psalm 19:5 as an example, we use a classroom management method called the Give Me Five:
      1. Attentive eyes – Keep your eyes on the speaker
      2. Listening ears – Keep your ears tuned into the person speaking. Wait your turn. Raise your hand.
      3. Respectful mouth - Are your words kind? How are you encouraging others?
      4. Self-controlled body – Keep your hands and feet to yourself. Be a blessing to others with your actions.
      5. Kind heart – When we are loving God, we are loving others. When we are loving others we are loving God.
   4. All teachers should work together to communicate specific expectations to their students. Each student should understand what is acceptable/unacceptable behavior for their classroom. It is unfair to have unspoken expectations.
   5. Incident Reports:
      1. If something happens during co-op that needs to be documented, we encourage you to submit an incident report. Filing a report creates an official record of the event and ensures that leadership and the board have the information they need if further action becomes necessary. Reports are kept on file, and retaliation against anyone who submits a report in good faith will not be tolerated.
      2. Please know that submitting a report does not guarantee a particular outcome, but it is an important step in keeping our community safe and accountable. If your concern involves an urgent safety issue, please speak directly with a leader and submit a form so that it is properly documented.

3. Afternoon Class
   1. Observe the class Google Drive and see what has been taught, then choose a topic. It is expected that teachers avoid teaching the same general topic more than a few times in one year (example: several art classes in one year may be nice for some students but may be torture for others).
   2. Fill out the outline for the class you have signed up for, then check with the class coordinator.
   3. Tips for Successful Planning:
      1. When planning an activity ask yourself, “Does my plan fit the pillars of our organization?”
      2. We are an enrichment co-op, meaning graded classes are not expected or needed, however, we desire to spread a feast of living ideas and place things worthy of being attended to before them.
      3. When forming your plan, refer to this Teacher Guide, the internet, and book lists for ideas.
      4. Ask the Class Coordinator for help or feedback when you need it.
      5. Plan ahead. As soon as you know your unit topic, start tossing different ideas around in your head to see what you get excited about. It is easier to plan something that energizes you than something that drains you. Utilize the WhatApp Class Ideas chat to get ideas.
4. Feast Cycle classes
   1. The Feast Cycle is short lessons presented to the classroom by rotating teachers teaching foundational Charlotte Mason content pre-selected by the leadership. For questions relating to the Feast Cycle classes, please contact your Feast Cycle Majesty.

1. Provide Exposure to a Wide Variety of Reality

   Variety is key to a generous education. We find the “best” of any body of knowledge and provide the “best” in a feast for the mind. All of reality is made by God and can discipline our souls and minds when pursued. Exposure breeds taste. We must learn to love ALL that is lovable. A person cannot love what it does not know, and a lack of exposure will delay our growth. Training students to love what is lovely, to perceive what is true, and to rightly judge what is good: this is an education that is allowing the person to grow into a fully human, fully alive person.

2. Expand Self Discipline, Good Habits, and Various Skills

   To grow in self control, is the foundation of all growth. To rule oneself is the key to making all other things possible. Good habits must be built day by day, just as a building is built brick by brick. Habits of virtue such as cheerfulness, or habits of skill such as attention to detail must be practiced, then they will grow into our natural impulse. Practicing various skills enriches the person. Skill creates pleasure. A person possessing many and various skills is empowered to live a rich life, free from boredom. Whether the skill is knot tying, quick mental arithmetic, or beautiful handwriting, the teaching of a skill is the enrichment of a student's life.

3. Build Endurance

   Attempting difficult things with patience is a great virtue and most necessary for consistent growth throughout life. This is a skill that must be practiced and turned into a habit. A four year old attempting to master the use of scissors, or a ten year old attempting long division, or an adult with a broken down car on the side of the road, are all using the same skill of endurance. Giving a student time to try and try again is a lesson that will always retain its value.

1. Build Personal Connection Between the Student and the Reality

   A good teacher is able to introduce a student to something true, good or beautiful, and then “stand aside”. This means we attempt to give a student space to form their own personal relationship to the knowledge without the teacher overly inserting themselves. It requires discretion to learn how to let a student build a connection and not allow oneself as teacher to be the only connection between the student and the knowledge. Give space, give time, give silence, to let the person bond with the knowledge organically

2. Finding the Truth, Beauty, and Goodness

   To receive a living education a student must care, and care cannot be given for anything that is meaningless. A naked fact is not successfully placed into the permanent furnishings of the mind. Stories, meaning, and connections are what make knowledge valuable to a person. Connecting every fact to the larger idea, understanding the value lies in the whole and not merely the parts, building a personal relationship to the knowledge, these are all ways to build care.

3. Encourage Responsibility

   Care comes to fruition in personal responsibility. A fine chef would care about ingredients so much as to grow specialty herbs just outside his kitchen. An engaged citizen would show up to an important city council meeting. A knowledgeable collector would spend money encasing a valuable item. In all these examples, knowledge received ends in care being given. A successful education creates persons willing to act with responsibility towards God, neighbor, and nature.

1. The Habit of Attention

   Attention is one of our most noble capacities. The capacity to attend leads to a capacity to worship. This skill is so ennobling that any education that skips this foundation is a farce. We can cultivate this so easily in a living education, whether it’s noticing a leaf, a scheme or trope in a poem, or the properties of even numbers. We grow our attention in small steps, enlarging our capacity to “take it all in” to have eyes and really see, to have ears and really hear.

2. Providing Space for Silence

   Every act of receiving new knowledge is a small “repentance,” a turning to what is true. This is a miniature but personal and sacred act. Just as a seed must fall to the ground and die, a new idea needs to land in the mind then have time to take root. A simple narration is sufficient for an idea to nestle into the mind, then a student needs time and space to digest. A teacher who is always talking is interrupting. A relaxed pace and space for silence will safeguard a teacher from interrupting an important process.

3. Wonder and Awe at Reality

   We explore reality to fall in love with it, not to dominate or manipulate it. To be in connection with, or in relationship to various and much knowledge is what expands us as persons. A lesson that produces wonder and awe in a student is a most successful lesson, however it cannot be forced. It’s the natural by-product of relating to reality properly. When we approach reality or learning with the right posture, excluding fear, haste, and pride. Then the outcome is joy, amazement and humility.

1. “One more thing is of vital importance; children must have books, living books….” Parents and Children by Charlotte Mason, p. 279
2. “Living books are usually written by one person who has a passion for the subject and writes in conversational or narrative style. The books pull you into the subject and involve your emotions, so it’s easy to remember the events and facts. Living books make the subject ‘come alive.’” Simply Charlotte Mason
3. In practice, this could look like:
   1. Spending a part of each lesson on a longer book, breaking a book into smaller readings with an introduction and review each week;
   2. Reading a different picture book each week, even to all ages.

1. "Narrating is an art, like poetry-making or painting, because it is there, in every child's mind, waiting to be discovered…” Home Education by Charlotte Mason, p. 231
2. In its basic form, narration is retelling. Narration is at the heart of education because when we can tell back an idea, story, or event, we have developed a relationship with that idea, story, or event. We develop that relationship when we give the idea, story, or event our full attention.
3. How to practice narration in your lessons:
   1. Read a portion and ask the child to tell you all he or she can recall about what was just heard or read.
   2. Read the passage or episode only once to reinforce the habit of attention.
   3. Try to keep interruptions to a minimum
   4. Encourage the students to narrate in his or her own words, inserting opinions and any mental connections he or she might have made.
   5. Refrain from praising or criticizing a child after narration. A simple “Thank you” will do. Refrain also from quizzing or questioning the child. Narration is a very personal act and is to be treated with respect. Encourage other children to listen well while others are narrating.
4. In practice, this could look like:
   1. Having a jar of popsicle sticks for each classroom to draw a name and ask for a narration after any reading.
   2. Having students narrate in pairs or a group. One idea is to ask the students to stop in the middle of a sentence and have the next student continue.
   3. Having the students draw a picture or map and tell them about it.

1. “Again, the lessons are short, seldom more than twenty minutes in length for children under eight; and this, for two or three reasons. The sense that there is not much time for his sums or his reading, keeps the child’s wits on the alert and helps to fix his attention; he has time to learn just so much of any one subject as it is good for him to take in at once: and if the lessons be judiciously alternated——sums first, say, while the brain is quite fresh; then writing, or reading——some more or less mechanical exercise, by way of a rest; and so on, the program varying a little from day to day, but the same principle throughout——a ‘thinking’ lesson first, and a ‘painstaking’ lesson to follow,——the child gets through his morning lessons without any sign of weariness.” Home Education by Charlotte Mason, p. 142
2. Short lessons with an emphasis on excellent execution, focused attention, and variation in the day’s scheduled activities helps avoid over-stress on the brain.
3. In practice, this could look like:
   1. Movement after reading sessions.
   2. Playing a game or having some other activity between harder brain work.

1. General Information
   1. Objective: To invite the students to develop a relationship with a piece of art so that they develop a beautiful “gallery of the mind” to recall.
   2. Lesson Preparation:
      1. Cut out small artist prints for students (provided by co-op chapter).
      2. Find some biographical or background information on the artist or piece to support the lesson.
      3. A picture of the artist is an excellent reference for the class to look at! You can either bring one large picture or print off and cut out pictures for each child to glue in their journal.
   3. Lesson Sequence:
      1. To open the class, briefly introduce the artist. Provide his or her name along with birth or death dates on a piece or paper or write on the board so that students can copy it into their notebooks, if desired. (1 minute)
      2. Distribute the large prints to the students with the direction that the prints remain upside down until they are instructed to turn them over.
      3. Set a timer for three minutes (or one minute for the preschool class) and instruct the students to turn the prints over and observe them carefully until the timer goes off. (3 minutes)
      4. When the timer goes off, instruct the students to turn the prints upside down again.
      5. Invite the students to share what they observed, responding with a simple, “Thank you.” (4 minutes)
      6. Instruct the students to turn the prints back over and add any further comments about their observations. (1 minute)
      7. Distribute the small prints for the students to glue into their notebooks. (1 minute)
2. Some Considerations:
   1. Encourage each student to contribute to the sharing of observations.
   2. Avoid expecting yourself to answer every question the students articulate.
   3. For preschool students, use a one minute timer instead of three minutes in step iii above. Consider printing name labels that may be handed out at step vii.
3. Additional Resources
   1. “How to Do Picture Study” blog post Rebecca Zipp at A Humble Place (she is a treasure trove of encouragement!): https://ahumbleplace.com/how-to-do-picture-study/
   2. A Delectable Education podcast Episode 190: Picture Talk: https://www.adelectableeducation.com/2020/01/episode-190-picture-talk/

1. General Information
   1. Objective: To help students develop basic watercolor techniques which allow them to paint shapes useful for nature journaling and simple illustrations.
   2. Lesson Preparation:
      1. At home: Review lesson from the provided brush drawing curriculum (Brush Work by Marion Hudson book and Brush Drawing: A Basic Course by Richele Baburina).
      2. Practice strokes, posture, and brush drawing techniques. Consider how best to explain steps to students of varying ages.
      3. Fill clear containers with fresh water.
      4. Make sure brushes are clean and pointed.
      5. Cut graph paper into half-sheets.
      6. At co-op: Arrange brush drawing supplies on cart. Place a watercolor palette on each water container for easy access. Aim to have one palette, water container, and spray bottle for every two students. Provide one brush for each student.
   3. Lesson Sequence:
      1. Begin by showing the class the brush form example from the lesson. (1 minute)
      2. Demonstrate brush form. (1 minute)
      3. Pass out paint, brushes, paper, water, spray bottles, and paper towels. (The room helper may need to assist.) Remind students of proper brush form technique (1 minute):
         1. Spray palette until paint is ink-y
         2. Roll the brush in the paint to load the brush
         3. Lay the brush down on the graph paper to create the brush form as demonstrated
         4. Offer students more paper if they fill their original sheet
      4. Allow students to practice the brush form on their graph paper. Continue to demonstrate brush form. Provide guidance to students as necessary. (6 minutes)
      5. Encourage students to glue their brush drawing papers into their journals if desired.
   4. Classroom Reset:
      1. Clean up supplies. Remind students to clean their brushes and create a pointed tip. Have students return all supplies to the cart. Clean up any paint that is on the table with paper towels or wipes. (1 minute)
      2. After Feast Cycle: Empty used paint water in kitchen sink. Rinse out brushes and containers if necessary. Return palettes to the tray. Return all supplies to the brush drawing tote.
2. Some Considerations:
   1. Brush drawing helps students (and teachers!) work on the same fine motor skills used in writing or drawing. Remind students that brush forms are a bit like handwriting practice: the more you do the form, the better it gets!
   2. Consider asking students to:
      1. Make as many forms as they are years old
      2. Complete an entire page of forms before doing any “freestyle” painting
      3. Use the form to create other illustrations after practicing the lesson (i.e. using the horizontal brush form to make a tree leaf)
   3. As students progress through the lessons, it can be helpful to provide images or the actual object of what they are creating with brush forms. For example, you might bring an image of the flower featured in the brush drawing lesson.
   4. Consider having students complete a project with their brush drawing designs, such as cards for special occasions.
   5. Remind students how to care for the paint, brushes, and other tools.
   6. It might be necessary to replenish the used paint water with fresh water. Add a pitcher of fresh water and an empty container (pitcher, jar, etc) in which to dump the used paint water.
3. Additional Resources
   1. Feast Cycle Brush Drawing Lesson Demo by Amelia Rodgers:
      Part 1: https://youtube.com/shorts/DxW-3qzdw1E?feature=share
      Part 2: https://youtube.com/shorts/CLzthPnRg9Q?feature=share
   2. “Getting Started with Brush Drawing” blog post by Richele Barburina: https://afterthoughtsblog.net/2018/10/getting-started-with-brush-drawing.html/
   3. Brush Drawing Resources and Tutorial videos: https://charlottemasonpoetry.org/brush-drawing-resources/
   4. Brush Drawing: A Basic Course by Richele Barburina: https://simplycharlottemason.com/store/brush-drawing-a-basic-course/?srsltid=AfmBOopPjeCguswF9qBGXxKo-PqJ1d10Q3YffjpcWL1fFJr4Ub_47clN
   5. A Delectable Education podcast: Drawing (includes information about brush drawing):
      https://www.adelectableeducation.com/2017/11/episode-98-drawing/
   6. Brushwork by Marion Hudson

1. General Information
   1. Objective: To guide students in developing precision, patience, and beauty in writing by mastering individual strokes and letters through careful practice—fostering a love for excellent workmanship and attention to detail.
   2. Lesson Preparation:
      1. Prepare for class beforehand by creating handouts demonstrating the strokes and letters for the week. Use a large sheet of paper (using painters tape to stick to classroom walls) with lines drawn to demonstrate letters and strokes.
      2. Make certain that you are prepared for class and can form the strokes and letters neatly. This is a very hands-on class, and students need someone who can do it themselves to assist them.
   3. Lesson Sequence:
      1. Enter the class cheerfully, gaining everyone’s attention. Introduce the days’ work while handing out supplies and instructional handouts.
      2. Ask students to recall what was taught in the last lesson, remind them of what was taught and build on the previous week’s lesson.
      3. Demonstrate the new strokes and letters allowing time for students to practice between.
      4. Take time to go around and examine the students’ work and offer help and personal demonstration as needed. Remind students of foundational skills throughout the class (i.e. angle of the pen, the position of letters in relation to the lines, etc.).
      5. Be mindful of the time, collecting supplies slightly early, so that you can move on before the next feast cycle teacher comes in.
2. Some Considerations:
   1. When observing students’ work, refrain from criticizing, but instead offer help or suggestions to improve their lettering. Some examples: “May I show you a way to form that letter that will make you happier with the outcome?” or “I think perhaps your angle needs some help, this may help you with that.”
   2. Remind students of the short time span for the class and to make the most of it.
   3. This is a subject where students thrive when given praise for producing a stroke or letter well.
   4. Avoid:
      1. Drawing on the child’s paper. If you would like to demonstrate something, do it on a separate piece of paper.
      2. Doing the work for them.
      3. Comparing work with others.
      4. Rushing through the alphabet or learning. Go slowly with the goal being mastery.
3. Additional Resources
   1. Calligraphy; A Practical Handbook for the Beginner by Muriel M. Parker
   2. Calligraphy in Ten Easy Lessons by Eleanor Winters and Laurie E Lico
   3. Mastering Copperplate Calligraphy by Eleanor Winters

1. General Information
   1. Objective: To train students to observe form, texture, and proportion by modeling simple objects in clay—building shapes thoughtfully and attentively, while developing artistic perception and the skilled use of their hands.
   2. Lesson Preparation:
      1. Choose objects for modeling that are simple, with different lines and textures. Some objects that were fun in the past were mushrooms, peppers, berries, and pumpkins.
         1. Make sure to bring enough objects for everyone. It’s hard to model and notice when there isn’t enough to go around.
         2. Don’t overcomplicate it. The goal is to guide the students to see the lines, shapes, forms, and proportions.
         3. Setup for class: At the beginning of the morning, spray the lumps of clay to help soften them. Make sure to have all supplies together before entering the room. Supplies include clay in sealed bags, mats, spray bottles, and the objects for modeling.
      2. Enter the room cheerfully and quickly distribute clay, mats, spray bottles, and objects for modeling amongst the students.
   3. Lesson Sequence:
      1. Have the children begin working the clay while you introduce the object to replicate, and give hints for shaping or noticing. (“Where is it fat?” “Where is it thin?” “How can you produce the texture of the item?”)
      2. Ask them what they notice as they model their clay after the objects. Speaking out loud about their observations is super helpful!
   4. Classroom Reset:
      1. Allow 3 minutes for cleaning up and washing hands. Expect the students to help collect their things and clean up the space.
      2. Make certain all materials are replaced in the tote, and bags of clay are sealed.
2. Some Considerations:
   1. Children are born persons, and have a need for interaction and connection. This is an excellent class to allow for some quiet conversation, especially in regards to their modeling.
   2. Remind students that God has already given them their best tools–their hands! Utilize tools only when necessary.
   3. Avoid:
      1. Doing the work for them (the only exception to this is that some younger children need help softening their clay).
      2. Using tools.
      3. Allowing them to hurry through their modeling. This is hard because they have such a short period to work, but focusing on forming the parts is more important than completing the whole.
3. Additional Resources
   1. A Manual of Clay Modeling by Hermione Unwin
   2. This website has a great list of modeling ideas and tips: https://charlottemasoninstitute.org/Member-PDFs/Alveary/Curriculum-Supplements/LifeSkills/ClayModelling/ClayModels.pdf

1. General Information
   1. Objective: To encourage students to cultivate a love for beautiful music through repeated, attentive listening to great works by great composers. The goal is not mastery of a musical theory but a relationship with the composer and their work.
      1. Reference the Shared Selections and make a plan based on the resources given. If more support is needed, contact your Feast Cycle Majesty.
   2. Lesson Preparation:
      1. Find some biographical or background information on the composer or piece to support the lesson.
      2. Ensure you’ve tested your speaker and it’s ready to go.
      3. Create a Spotify or other streaming service playlist of pieces.
      4. Listen to the piece.
   3. Lesson Sequence:
      1. Greet the class. Consider saying: “Let’s prepare to listen. Today we will spend a few moments with [Composer’s Name].” Provide his or her name along with birth or death dates on a piece or paper or write on the board so that students can copy it into their notebooks, if desired. (1 minute)
      2. Introduce the piece or review from previous weeks. Share a small, living fact about the composer that is age appropriate. Review the title or context of the piece (e.g. concerto, anthem, sonata, opera, etc.). (1-2 minutes)
      3. Listen to the piece. (3-5 minutes)
      4. Ask for oral narration or response based on age (2 minutes):
         1. “What did you hear?”
         2. What did this music make you think or feel?”
         3. “What do you remember from the story of the composer?”
      5. Have students add the title and date to their notebooks
      6. Say a final thought, “This week, listen for “xyz” when you hear this piece again…” (1 minute)
2. Some Considerations:
   1. Encourage attentive listening. You may say something like, “Close your eyes. What instruments do you hear? What picture does this music paint in your mind?”
   2. Students as young as preschool do have the capacity to sit and listen quietly - just stand aside!
   3. You may allow drawing while listening.
3. Additional Resources
   1. Simply Charlotte Mason “How to Do Music Study”: https://www.youtube.com/watch?app=desktop&v=wzoJfxhhBzo&t=0s
   2. A Delectable Education Podcast Episode 231: Picture and Composer Study: https://www.adelectableeducation.com/2021/12/episode-231-picture-composer-study/

1. General Information
   1. Objective: To train students in careful observation and expression through drawing, helping them develop the habit of seeing beauty in the world and recording it faithfully, storing up images of delight that will enrich their lives.
   2. Lesson Preparation:
      1. To properly teach this class, familiarize yourself with teaching drawing the Charlotte Mason way using the resources below and/or finding other Charlotte Mason resources for drawing.
      2. Choose a book for a spine for drawing or create a syllabus that includes appropriate level of drawing depending on students’ experience.
      3. Make certain to practice the drawing exercises yourself and be very familiar with them. Research angles, perspective, shading and shadows to be able to answer questions.
      4. Have all supplies ready and distributed amongst the students. Set up the object or lesson for observation.
         1. Soft graphite pencils
         2. Notebooks
         3. Subject for drawing
      5. Note: the lesson may be demonstrated or a prepared handout to distribute amongst the students.
   3. Lesson Sequence:
      1. Place an object a bit away from the students so that they do not get too engrossed in the details, but are still able to observe it. The idea is to capture the shape, highlights, and shadowing. OR have a drawing exercise prepared and demonstrate.
      2. If using an object, consider placing a white sheet of paper behind it, especially to help notice depth of colors and shadows. Using a flashlight to bring attention to shadows may be helpful for students, or shut off the lights in the room to better see shadows.
      3. Have students observe and commit to memory details including shape, proportions, shadows and highlights.
      4. Have them draw what they actually see, and not what they think they see. Remind them that the brain tends to fill in details or assume proportions.
      5. Once a line is made, it is not to be erased, so like Michelangelo pondering the granite that would become David, we observe and ponder our lines before placing them.
      6. Offer some advice on seeing the shape as it is, recognizing lines and proportion. Draw the students’ attention to the shape–what is the width compared to the height? Are the lines truly straight or curved? Where does the shadow fade into light? Where are the darkest parts of the object?
      7. Offer instruction according to the spine you are using for teaching drawing, we recommend ‘Drawing Simplified’ or ‘Elementary Drawing Simplified’ depending on ages, listed in the resources below.
      8. Allow the students to observe and draw through the remainder of the class, finishing in time to allow for the next Feast Cycle teacher to come in.
2. Some Considerations:
   1. Begin with basic objects, in which the details are in the shape: choose simple, solid shapes that do not require shading or the details of the object, such as a broom or a feather. Then, as the student progresses, have him draw simple, regular shaped objects that require observation and drawing of shadows, shading and highlights, such as coffee cans, oatmeal boxes, cereal boxes, plant pots, etc. Progressing further, we would move on to details that can be found by combining shading and irregular shapes such as fruit, leaves, vegetables, etc.
      1. Note: Be sure to emphasize the necessity of noticing AND drawing in shadow and shading. Give instruction on the depth of shadows, and how to blend the graphite or charcoal.
   2. Make it clear to the class that drawing has nothing to do with talent. Anyone can obtain the skill of drawing, and it has more to do with observation, intelligence, and application or more simply: seeing, remembering, and expressing.
   3. Encourage, but do not flatter students. A student needs gentle suggestions in order to grow, because without growth, interest will quickly wane.
   4. Practice that which you are teaching. “...Mothers [should] do for themselves what they do for their children…”
   5. Drawing should be both from observing and drawing and from memory. At times let the children observe the object and then remove it from view while they are actually drawing and then compare the drawing with the actual object.
   6. Mastery of this skill means focusing on proportion, shading, and lines, so it is okay to go slowly and not rush.
   7. Avoid:
      1. Hard pencils, erasers or rulers. Guiding lines or points.
      2. Making it nature journaling. There is overlap, but they are separate subjects.
      3. Physically interfering with the work of the child. The teacher may offer suggestions, but it is up to the student to make the alterations. This includes drawing on the child’s paper. If you would like to demonstrate something, do it on a separate piece of paper.
      4. Saying that a drawing is wrong because it is not done in the preferred style of the teacher.
3. Additional Resources
   1. Elementary Drawing Simplified and Drawing Simplified by D.R. Augsburg
   2. Drawing on the Right Side of the Brain by Betty Edwards
   3. Home Education by Charlotte Mason pages 312-313
   4. A Delectable Education Podcast Episode 98
   5. Charlotte Mason Poetry Podcast episodes ‘Early Drawing Lessons’ and ‘The Teaching of Drawing’
   6. Juliet William’s Parents Review Article: https://charlottemasonpoetry.org/the-teaching-of-drawing/

1. General Information
   1. Objective: To encourage students to enjoy learning group dances and folk songs from a variety of time periods and cultures.
      1. Folk songs are selected by Bluestem Education Guild for the year and are sung with the full group as a “call to order” before Morning Time and Symposium.
      2. Intro Elementary and older: Learn a selection of historical, regional, and ethnic group dances.
      3. Preschool: sing folk songs, learn finger plays, and simple group dances.
   2. Lesson Preparation:
      1. Intro Elementary and older: Select and learn dances in advance. Coordinate selections with other chapters as possible.
      2. Create a music playlist on Spotify or another streaming service. Provide a speaker.
      3. Preschool: Identify folk songs, simple finger plays, and simple group dances that are appropriate for this age group.
   3. Lesson Sequence:
      1. Intro Elementary and older:
         1. Students should be taken to the folk dancing area.
         2. Instruct students in correct dance positions and steps. Review prior week’s instructions if necessary. (5 minutes)
         3. Practice with music. (5 minutes)
      2. Preschool:
         1. The teacher may go to the preschool classroom.
         2. Lead the class in folk songs (with supporting picture books if available), simple finger plays, and simple group dances.
2. Some Considerations:
   1. The main folk dancing teacher is the same throughout the whole year. Subs may be trained if desired.
   2. Address the students with energy and assertion! It is very valuable when directing dancers to know all of the students by name.
   3. Adjust the dances to accommodate students based on age and physical disabilities. Consider using large colored dot stickers on the floor to indicate dance positions. Go slowly and repeat steps.
   4. Emphasize to students that listening ears and respectful bodies are vital for this group activity. Students are expected to participate wholeheartedly.
3. Additional Resources
   1. The Book of Song Dances by John M. Feierabend
   2. New England Dance Masters: https://dancingmasters.com/
   3. Mark Geslison and Goeff Groberg Hoedown/Pioneer Music and Dance Instruction: https://geslisongroberg.com/hoedownpioneer-trek-music-and-dance-instruction-free-download/
   4. American Folk Songs for Children by Ruth Crawford Seeger
   5. Recommended artists: Pete Seeger albums, Nancy Cassidy albums, Jill Trinka Folk Song albums
   6. A Delectable Education Podcast Episode 172: Folk Dancing, An Interview with Sandra Sosa:
      https://www.adelectableeducation.com/2019/05/folk-dancing/
   7. Charlotte Mason Redding on Folk Dancing: https://cmredding.org/folk-dancing/

1. General Information
   1. Objective: To help students develop a relationship with a foreign language through gentle exposure and immersion.
   2. Lesson Preparation:
      1. Gather materials for lesson:
         1. Songs/rhymes in language of choice
         2. Vocabulary images for conversational phrases and picture study
         3. Picture study images (one for each student)
   3. Lesson Sequence:
      1. Begin by introducing the song or rhyme. If in weeks 2-4, ask students to recall what was sung/recited in previous weeks. (1 minute)
      2. Sing or recite song/rhyme. (2 minutes)
      3. Introduce or review conversational phrases. Practice phrases in pairs. (2-3 minutes)
      4. Pass out picture study images. Write vocabulary on the white board or pass out vocabulary cards. If in weeks 2-4, review previously learned vocabulary. (1 minute)
      5. Ask students to find new/review vocabulary words in the image. Ask students to point to the image and repeat the word. Invite students to narrate what is in the image using as many vocabulary words as they can. (2 minutes)
      6. Encourage students to copy or glue the new vocabulary in their journal. (1 minute)
2. Some Considerations:
   1. Students are exposed to words and phrases much like toddlers naturally learn to speak and understand language. Mastery of the language is slow and steady, and student expectations should reflect this mindset.
   2. Consider using hand motions, repetition, and images to aid understanding. Bring puppets or stuffed animals to practice conversational phrases.
3. Additional Resources
   1. Foreign Language Resources on Ambleside Online: https://www.amblesideonline.org/foreign-language#links
   2. A Delectable Education Podcast Episode 51: Foreign Language: https://www.adelectableeducation.com/2016/10/episode-51-foreign-language/
   3. Spanish Language Resources:
      1. En mi familia by Carmen Lomas Garza
      2. De Colores and Other Latin American Folksongs for Children by Jose-Luiz Orozco (book and album)
      3. Diez Deditos and Other Play Rhymes and Action Songs from Latin America by Jose-Luiz Orozco

1. General Information
   1. Objective: To help students develop the habit of attention by closely observing and recording details from nature through both drawing and written reflection—fostering wonder, memory, and a deeper connection to the natural world.
   2. Lesson Preparation:
      1. Choose a subject for observation and drawing. This does not have to be elaborate, sometimes the most simple things can be the best (some examples: clouds, different branches, stones). But also provide unique and unusual things to observe-preserved insects have been a huge hit, as well as seashells, skeletons, and pelts.
         1. Be creative with this! There is so much in this world to observe.
         2. Seasonal items are lovely when possible, as we’re bringing nature indoors for the students.
         3. Bring multiple of the same item (ideally that no more than two students must share), so that the students can each properly observe and draw.
   3. Lesson Sequence:
      1. Instruct children to open their notebooks and find pencils, distributing the nature drawing specimens for observation and drawing. As students are observing and drawing, remind them of the three self leading questions of nature journaling:

         “I notice…”

         “I wonder…”

         “It reminds me of…”

      2. Remind students that nature study is predominantly about observation so as to remember and recall what they have seen; the better they observe, the better they remember. This habit of attention is helpful in life, work, and leisure.
2. Some Considerations and Ideas:
   1. Have the students take turns with their neighbor speaking aloud multiple times “I notice…” (i.e.: “I notice that the insect has a smaller head than thorax” “I notice that his body is an earthy green color.” “I notice that the bottom side of this insect is darker than the top side.”)
   2. Pretend you have been blind from birth, close your eyes, and have the class describe what they are observing to you. It’s okay to make this a little hard. Have them describe things as if you have never seen colors or shapes before.
   3. Consider journaling the specimen you are bringing prior to the co-op day, then bringing your entry to show the class. This is a great way to demonstrate the importance of noticing and not your artwork, be comfortable with it not being perfect. Remind Students to handle specimens with care.
   4. Avoid:
      1. Nature study without drawing. Drawing helps the observation come full circle and seal the memory.
      2. Overcomplicating or overemphasizing artistic skill. Nature study is for the benefit of the student to observe and remember, not to become an artist, or flaunt abilities.
      3. Complimenting the student on their drawing skills, but rather on how well they noticed and the details they observed and conveyed in their journaling. The child who takes time to notice AND record the details they notice is more successful in Nature Journaling than a talented illustrator.
         1. Example: “I can tell you have been working on your art skills.”
      4. Allowing students to sit without participating. It is expected that all students participate by drawing.
3. Additional Resources
   1. John Muir Laws’ How to Teach Nature Journaling and The Law’s Guide to Nature Drawing and Journaling
   2. A Delectable Education Podcast Episode 225 Nature Study: https://www.adelectableeducation.com/2021/09/episode-225-nature-study/

1. General Information
   1. Objective: To encourage students to grow in their skills to make useful and beautiful paper models through origami or paper sloyd techniques. Students develop fine motor skills while they practice following directions.
      1. Younger students will complete simple origami models.
      2. Older students will complete paper sloyd models which eventually utilize tools like X-acto knives.
   2. Lesson Preparation:
      1. Choose an appropriate origami or paper sloyd lesson for each age group.
      2. Gather materials for lesson:
         1. Paper
         2. Scissors or X-acto knives (for paper sloyd) for each student
         3. Rulers for each student
         4. Pencils
      3. Practice the lesson at home. Develop ways to best explain the steps to students.
   3. Lesson Sequence:
      1. Begin by introducing the model that students will be making. If in weeks 2-4, ask students to recall models from previous weeks . (1 minute)
      2. Instruct the students in paper folding steps. Draw steps on board or provide a larger paper model to demonstrate folding steps. (5+ minutes)
      3. Invite students to make another model if time allows. (4 minutes)
      4. Older students (7+): Review safety when using scissors and/or X-acto knives. Review how to measure accurately using a ruler.
   4. Classroom Reset:
      1. Throw away any paper scraps.
      2. Put in-progress projects in tote.
      3. Return all tools to caddy.
2. Some Considerations:
   1. Take your time! The goal is to practice folding, measuring, and listening skills, not complete a project each week. Consider reviewing previous models for several weeks to allow students to gain confidence in those specific skills. Select projects that allow students to feel both satisfied and challenged.
   2. Safety while using tools is vital. It is recommended that students use scissors when beginning the sloyd lessons and then move on to X-acto knives as the teacher deems appropriate. Using scissors is also more manageable with large class sizes.
      1. Any students not respecting the paper folding tools will have the tools removed and be asked to observe the class without participating in the model-making.
      2. Remind older students to place the cap on the X-acto knife when not in use.
      3. Any students using X-acto knives inappropriately will have the knives removed and will be asked to observe the class without participating in the model-making.
   3. Some children may need extra support learning directional or spatial terms while paper folding.
   4. Younger students (Intro Elementary): Provide students with pre-cut paper squares.
   5. Older students (7+): It may be necessary to practice/review skills like using a ruler and measuring accurately for a few weeks before moving on to the paper models.
   6. Encourage students to consider how they might use their models for gifts.
3. Additional Resources
   1. Charlotte Mason Poetry: Teaching Paper Sloyd: https://charlottemasonpoetry.org/teaching-paper-sloyd/
   2. A Delectable Education Podcast Episode 81: Sloyd, an Interview with Brittany McGann: https://www.adelectableeducation.com/2017/05/episode-81-sloyd-an-interview-with-brittney-mcgann/
   3. Paper Sloyd for Primary Grades Youtube tutorials: https://www.youtube.com/playlist?list=PLBQkcCF7kldCdvxhQk96rAEro11EX1jA9
   4. Origami by Lucy Bowman (Usborne Books)
   5. Paper Sloyd by Ednah Anne Rich

1. General Information
   1. Objective: To invite students to feel at home in the world of poetry.
      1. Option 1 - Get to know a poet: Present four different poems from the selected poet to give an overview of the same style. Focus on developing a relationship with the poet and his or her style.
      2. Option 2 - Get to know a poem: Select one poem from the selected poet and attend to it all four weeks to work toward developing a relationship with that poem. Focus on memorization, pronunciation, diction, presentation.
   2. Lesson Preparation:
      1. Print off and cut out copies of the poem for the class to put into their journals.
      2. Find some biographical or background information to support the lesson.
      3. A picture of the poet is an excellent reference for the class to look at! You can either bring one large picture or print off and cut out pictures for each child to glue in their journal.
   3. Lesson Sequence:
      1. Start by telling the class the poet you will be studying. If it is the last few weeks of the unit, ask them to recall what you read/talked about last week. (1-2 minutes)
      2. Provide the poet’s name with birth and death dates on paper or write information on the board. Encourage students to copy this information into their journals if desired. (1 minute)
      3. Share a short bio and a picture of the poet. (1 minute)
         1. This can be done the first week or you can wait and do it the second week. You can also do a little bit of the bio each week.
      4. Read the poem to the students. (2-3 minutes)
         1. You can start with the title and read or you can read and then ask the students what they might title the poem. Be sure to pause at punctuation, not at the line breaks.
      5. Reflect/narrate on the poem. (2-3 minutes)
         1. Consider asking:
            1. What did you hear?
            2. What were your favorite word choices in the poem?
      6. Share relevant background information about the poem if time allows. (1-2 minutes)
         1. There might be information about the time period or references in the poem that would be helpful to share. Consider providing pictures or examples for students to see if appropriate.
2. Some Considerations:
   1. Resist the urge to turn the poetry lesson into a lecture. The aim of reading poetry is to invite children to spend time on a certain poet or type of poetry and get to know the ideas in those poems. Poetry is a means of inspiring the imagination by using words to express emotions and experiences.
   2. Avoid asking leading questions. Allow students to engage with the poem on their own terms, even if that means sitting in some uncomfortable silence on occasion.
   3. Students can draw or illustrate in their journal while you read. They can close their eyes and try to imagine what they are hearing. You can have them act out the poem or create gestures for the poem.
   4. It is sometimes appropriate to point out important structural elements of the poetry (i.e. the syllable/line structure of a haiku or limerick). Ask students about the rhyme scheme or patterns that they observed (alliteration, imagery, etc.).
   5. If you have time, you can re-read the poem or have students take turns re-reading the poem (Lower Elementary-High School)
   6. Tips for Younger Students (Preschool and Intro Elementary):
      1. Do not underestimate them. Oftentimes they can handle more difficulty than we expect.
      2. Shorter poems from the selected poet are a good option. Reading a shorter selection from a longer poem is also an option.
      3. If the poet being studied just isn’t going to work for the younger children, choose to read poetry from a book that is more suited to them. Try to find some poems that are similar to what everyone else is studying.
3. Additional Resources
   1. Ambleside Online Poetry Resources: https://www.amblesideonline.org/poets
   2. Simply Charlotte Mason’s Enjoy the Poems collections: https://simplycharlottemason.com/store/enjoy-the-poems/
   3. A Delectable Education Podcast Episode 236 Poetry: https://www.adelectableeducation.com/2022/03/episode-236-poetry/
   4. A Kick in the Head: An Everyday Guide to Poetic Forms, by Paul B. Janeczko
   5. What is Poetry? The Essential Guide to Reading and Writing Poems, by Michael Rosen
   6. Poetry Collections for Younger Students:
      1. A Child’s Garden of Verses, by Robert Louis Stevenson
      2. The Random House Book of Poetry for Children, selected by Jack Prelutsky
      3. National Geographic Book of Animal Poetry: 200 Poems with Photographs that Squeak, Soar, and Roar! Edited by J. Patrick Lewis

1. General Information
   1. Objective: To help students grow in attention, cheerful obedience, posture, coordination, self-control, and pleasure in purposeful movement through short Swedish Drill lessons.
   2. Lesson Preparation:
      1. Read the introduction and teaching notes in A Year of Swedish Drill (Beginner) from The Schoolyard before beginning the term.
         1. Select the drill lesson or review sequence for the week. The Beginner packet is designed to be used in order and may be repeated as needed.
         2. Practice the commands before class so that the teacher can call them clearly and confidently.
      2. Choose a clear space where students may stand with enough room to open arms and move safely without bumping one another.
      3. Review any commands that are new for the week before expecting the students to perform the full drill.
   3. Materials
      1. A Year of Swedish Drill (Beginner) from The Schoolyard
      2. Printed drill lesson for the teacher
      3. Optional: hula hoops to lay down, or tape to make an area for each child
   4. Lesson Sequence:
      1. Take students to the drill area and place them in lines or a circle with enough space for movement. Remind students that attentive eyes, listening ears, and self-controlled bodies are necessary for drill. (1 minute)
      2. Call the class to Attention. Briefly review the positions or movements that will appear in the lesson, especially any new commands. (2 minutes)
      3. Teach or review new skills by demonstrating the movement, allowing the students to practice, and correcting only what is necessary for safety and clear understanding. Do not expect perfection from young students. (2-3 minutes)
      4. Call the selected drill lesson. Use a clear explanatory command, pause, and then give the executive command. The pause gives students time to picture the movement before performing it. (5-8 minutes)
      5. Repeat the lesson or combine it with a previous lesson if students are older, experienced, or need more practice. Younger students may stay with one lesson until they are comfortable. (2-4 minutes)
      6. Close by returning to Attention and then At Ease. Calmly dismiss students back to class. (1 minute)
2. Some Considerations:
   1. Swedish Drill should be short, lively, and orderly. The goal is not to exhaust students, but to train attention, coordination, and joyful precision.
   2. Use the command pattern from the Schoolyard packet: explanatory command, pause, executive command. For example, "Feet...Close!" The pause matters because students are learning to hear, visualize, and then perform.
   3. During the teaching stage, the teacher may demonstrate and practice with the students. Once students understand a movement, the teacher should call the drill rather than performing every movement with them.
   4. Keep the lessons in the order given in the drill packet when introducing new movements. Review and repeat previous lessons freely as needed.
   5. Adjust expectations by age and ability. Younger students may need fewer commands and more repetition. Older or more experienced students may complete multiple lessons or combine lessons.
   6. Maintain a cheerful, confident tone. Students should be expected to participate wholeheartedly, but correction should be brief and calm.
   7. Safety is important. Students should have enough space to move, keep hands and feet to themselves, and stop immediately when instructed.
   8. For students with physical limitations, adjust the movements so they may participate as fully and safely as possible.
3. Additional Resources
   1. A Year of Swedish Drill (Beginner) from The Schoolyard by Nikki Thomas and Emily Bell
   2. Simply Charlotte Mason: Swedish Drill Teacher
   3. Homeschool Physical Education: Swedish Drill - Simply Charlotte Mason

1. General Information
   1. Objective: To invite students to build a relationship with Shakespeare’s plays.
      1. The Shakespeare play for the year is selected by Bluestem Education Guild. The co-op chapter will provide the script, and it will stay at co-op.
      2. First semester: 12 mandatory meetings for students 12+ to study and read through the play in groups and narrate (younger students may be included if appropriate).
      3. First Semester: 12 voluntary practices plus rehearsals to produce Shakespeare play in the fall.
   2. Lesson Preparation:
      1. Classroom education:
         1. First week: Select a synopsis to introduce the play.
         2. Following weeks: Determine how many scenes can be read and narrated in a 30 minute class session.
         3. Determine any background information needed to support the lesson (i.e. maps, images, vocabulary words, etc.).
      2. Theatrical performance:
         1. Determine how many scenes can be blocked in the 30 minute class session.
         2. Make notes on how to block each scene if desired.
   3. Lesson Sequence:
      1. Classroom education:
         1. For the first week, introduce play using a synopsis, character mapping, historical context, etc. For following weeks, ask students to briefly recall previous week’s scenes. (15 minutes for introduction; 3-5 minutes for review)
         2. Read through the play with the class scene by scene (in classes with competent readers) or listen to a quality recording of the play as the students follow along (such as an Arkangel recording). (15-20 minutes)
         3. Ask students to narrate as a group. (5 minutes)
      2. For theatrical performance:
         1. Assign roles and scripts
         2. Block and rehearse scenes.
2. Some Considerations:
   1. Allow adequate time to rehearse the play throughout the first semester.
   2. Consider having students participate in production aspects of the final performance (such as costumes, scenery, props, etc.).
   3. Anticipate the possibility of extra rehearsals outside of regular co-op time as the performance approaches.
3. Additional Resources
   1. Your Morning Basket Podcast: Why Shakespeare? A Conversation with Ken Ludwig and Pam Barnhill: https://pambarnhill.com/why-shakespeare-ken-ludwig/
   2. Usborne Illustrated Stories from Shakespeare
   3. Beautiful Stories from Shakespeare by Edith Nesbit
   4. Tales from Shakespeare by Charles and Mary Lamb
   5. How to Teach Your Children Shakespeare by Ken Ludwig
   6. Arkangel Shakespeare audio recordings (available on Audible)
   7. A Delectable Education Podcast Episode 35: Shakespeare: https://www.adelectableeducation.com/2016/06/episode-38-shakespeare/
   8. Shakespeare on Toast by Ben Crystal
   9. Folger’s Library editions of Shakespeare’s plays

NOTE: Due to the expansion of Drama Club, this Shakespeare Guide may be changed in the future.

1. General Information
   1. Objective: To provide a safe, nurturing, and joyful environment where young children can begin building friendships, delight in simple activities, and feel secure through consistent care, gentle guidance, and read-aloud time.
   2. Lesson Preparation:
      1. This class is still a class of living persons, who also thrive off a varied feast. Even though we are not doing formal lessons with such a young class, they do enjoy new and diverse activities. The teacher should plan ahead and bring books, music, stickers, age appropriate educational toys and other activities to enjoy with the children.
      2. It is recommended that nursery volunteers arrive 10 minutes before the morning classes begin to ease the transition of dropping off children.
   3. Lesson Sequence:
      1. Any planned activities in this room should be kept simple with the process being more important than the finished product, focusing on building friendships and delight in the world around them.
      2. The teacher should set the atmosphere with music, clean up time, and simple activities. One way in which the teacher can help to set the tone for the class is by arriving early to nursery and being settled in and able to help anxious or tentative children adjust.
      3. Reading aloud should happen each week with the teacher bringing books from home, the library, or borrowing them from other mothers. Check with your chapter to see if they have a tote of books for reading with younger classes.
      4. New snacks are always fun and appreciated. Refer to the student roster for any food restrictions or allergies.
      5. Feel free to take this class outside to the playground or other appropriate outdoor space your co-op facility has access to. They love the fresh air and it can help when things are a little more chaotic, for as Miss Mason says…”Never be within doors when you can rightly be without!”
2. Some Considerations:
   1. The nursery age children simply need to be in a safe and loving environment.
   2. The teacher is expected to help serve and feed the children during lunch, so they must be aware of allergies. Mothers will join their children as they finish their teaching duties. Once the mother has come to lunch, she is in charge of her nursery child(ren).
   3. Nursery teachers should bring the children' s water bottles to lunch with them.
   4. Remind mothers to leave diaper changing supplies and bottle/water bottle.
   5. Gently redirect children when challenges such as hitting or biting arise, and communicate any incidents with parents at pick-up time. If child does not redirect or continues unwanted behavior after the third attempt at correction, bring the child to the mother.
   6. Mothers, please pick up your children promptly so nursery teachers can clean up and take of their responsibilities.
3. Additional Resources:
   1. Article from Parent's Review on the value of creating a CM atmosphere for young children: https://charlottemasonpoetry.org/nursery-games-for-children/

1. General Information
   1. Objective: To gently introduce young children to the beauty and rhythm of a Charlotte Mason-style feast through short, engaging lessons and purposeful play—fostering habits of attention, wonder, and joyful participation in a structured, nurturing environment.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
      2. Come prepared with all your books and supplies needed for class.
   3. Lesson Sequence:
      1. Morning Class Structure (if included in Feast Cycle):
         1. Have students sit in their assigned places for the morning Feast Cycle, have pencils and glue sticks handy for artist and composer study.
         2. Help students with gluing and pasting as necessary during each Feast Cycle class.
         3. Oversee and maintain control of the classroom while any of the Feast Cycle guest teachers are in the room. It is not the Feast Cycle teacher’s job to maintain classroom order.
         4. Encourage the students to greet the Feast Cycle teachers appropriately and thank them when they leave.
      2. Morning Class Structure (if not included in Feast Cycle):
         1. Utilize this first hour for creating an in-class feast including artist study, poetry, and folk song/composer study.
         2. When the students enter the classroom, greet them cheerfully and help them find their places.
         3. Example Schedule:
            1. 10:35-10:40am.: Start with age appropriate poetry like Mother Goose, Cecily Mary Barker, or the like. Include finger play or actions with the poem.
            2. 10:40-10:50am: Try artist study. Have the students study the picture and close their eyes to see if they remember what they saw. Ask the students what they see and notice. Ask questions to make them think (i.e. What do you think is happening in this picture? What do you think the man is doing? What season do you think it is? Where do you think this is? What would you call this painting if you made it? How does this painting make you feel?)
            3. 10:50-11:00am: Folk Song/dance: This can be made as elaborate or fun as you want it to be. Play a folk song, nursery song, composer of the unit, or something similar. Allow them free dance time, or create a dance to follow the song.
            4. 11:00-11:07am: Read a living picture book to the students. Have the students sit in their spaces and turn the book so they all can see. Allow for narrations if students are willing.
            5. 11:07-11:18am: Choose an educational activity for the students. Some examples are cutting practice (scissors are provided in the class caddy), fine motor skill practice (using tweezers to pick up things, folding, etc.), loose parts play (different objects to inspire creative play).
            6. 11:18am: Walk with the students to the lunch room and assist the kitchen workers in helping the students get their plates filled. (They may want to just eat chips and fruit, but give them a varied feast.)
            7. These time frames are approximate, adjust to the students’ natural pace and attention span.
   4. Afternoon Class Structure:
      1. Use the last few minutes of recess to make certain your class is prepared and ready for when students return; all activities put together, books out, and room cleaned up.
      2. 1:00-1:10pm: After lunch, help all students to find their spaces and open with a living book that relates to the unit study. Allow for narrations. Narrations at this age can take quite the bunny trail, so kindly keep them reined in.
      3. 1:11-1:20pm: Introduce a supporting activity for your unit study. Have pieces already cut out for the student, supplies ready, and all parts of the craft/activity prepared and separated.
      4. 1:21-1:25pm: Physical activity: Choose a song to dance to, the parachute to play with, follow the leader, or something similar to let the kids get wiggles out.
      5. 1:26-1:50pm: Divide the students up to rotate through stations if class size allows for it, or run the entire class through each station, depending on the class size. Allow 5-10 minutes per station/activity.
         1. Teatime and poetry: Revisit the poetry read from the morning, or bring a separate book for reading. The children may drink tea out of their tiny cups and listen. (It is the teacher’s responsibility to start the tea during the lunch hour.)
         2. Have two more stations available to rotate through, which could include a sensory bin, loose pieces play bins/trays, memory/matching games, play dough, magnatiles, coloring sheets, etc. The more these station activities coordinate with the unit study, the better.
      6. 1:50pm have all students help to clean up, and prepare to leave. Make certain students find their mothers after dismissal.
2. Some Considerations:
   1. Consistency is important in this class. Having at least one of the teachers be consistent throughout the year helps this class function best.
   2. Utilizing ways of keeping the students in their places is helpful for classroom management. Use rugs, placemats, circles, or masking tape to designate the child’s space.
   3. The students are expected to stay in their places during any class activity and keep their hands to themselves.
   4. Using the ‘Give Me Five’ rules helps to remind students of how to interact with others.
   5. With a Charlotte Mason education, all subjects should include short lessons, but especially with this class. Keeping the lessons 5-10 minutes long will ensure their attention and success.
   6. As with any class, if you take delight in the children, they will delight in you, and be a better student. They are worth the effort you put into the class. You are helping to lay down the rails, forming the foundation for their future success in co-op.
   7. While maintaining much of the tenants you would use in teaching older classes (and especially keeping in mind Charlotte Mason’s guiding principles), recognize that this class is younger than the standard age that Charlotte Mason would have begun teaching. This leaves freedom for you to teach according to the group of children in the class, and to really enjoy the children as they begin to explore the abundant feast. In essence, we are creating an entry-level feast for the young mind. Use creative/educational play as a way of engaging and teaching.
   8. Have your class well planned, organized, and laid out. In the middle of the chaos, it’s harder to execute something half-planned.
   9. Bring quality childrens picture books to share with the students.
   10. Things to Avoid:
       1. Stifling creativity or making beautiful things dry or boring. Let the child use their imagination as they interact with the beautiful world.
       2. Winging it. Be prepared. It takes approximately .2 seconds for this age group to be distracted.
3. Additional Resources
   1. Mother Goose
   2. Mary Cecily Barker ‘Flower Fairies’ poetry books
   3. Kate Greenway
   4. Older Caldecott award picture books
   5. Aesop’s Fables
   6. Young Book of Virtues
   7. Simply Charlotte Mason: Preschool & Intro Elementary Guide
   8. Simply Charlotte Mason, The Early Years: A Charlotte Mason Preschool Handbook
   9. The Read-Aloud Revival Booklists - Read-Aloud Revival ® with Sarah Mackenzie
   10. Key Ideas for a Charlotte Mason Education video playlist from The Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV

1. General Information
   1. Objective: To gently prepare students for a future of self-education and formal lessons through enriching play, engaging books, and beautiful ideas.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
      2. Start the tea over the lunch period so it is prepared for the afternoon class.
   3. Lesson Sequence:
      1. Feast Cycle support:
         1. During the Feast Cycle, the teacher will stay in the classroom to assist with teacher transitions and to make sure the children are sitting as still as possible, quiet, and paying attention.
         2. Teachers are expected to assist with writing the names for Feast Cycle activities like artist study. Labels may also be printed for this age group.
         3. It is the classroom teacher’s duty to keep the students in order, not the Feast Cycle teacher.
      2. Afternoon Class Structure:
         1. Opening reading (5 mins): After lunch, gather the students for a read aloud to start the class and introduce the unit topic.
         2. Supporting activity or discussion (5 mins): Bring your own supplies for the activity unless there are supplies families need to bring (extra scissors, pencils, etc), which you will need to inform the parents about in the Intro Elementary WhatsApp chat.
         3. Physical activity (5 to 10 mins)
            1. Swedish Drill
            2. Hand clapping games
            3. Cross body movement
         4. Stations (30 mins total)
            1. Station 1 is tea time with reading material (10 min)
               1. Bring your own age appropriate poetry or other living book to read from with the kids as they drink their tea for 10-15 minutes. Tea, teapot or pitcher and cups are all provided. (The kids LOVE tea time!)
               2. This can be a good opportunity to let students narrate.
               3. Whether to divide the kids up for the tea time station is per the teacher’s discretion and may depend on the class.
            2. Station 2 - Teacher’s Choice (10 min) - see below
            3. Station 3 - Teacher’s Choice (10 min) - see below
         5. Station ideas could include sensory bins filled with items that coordinate with the study, memory games, magnetic tiles, play dough, parachute, watercolor painting, handicraft, and simply reading more books.
         6. Closing, review, and clean up (10 mins): At around 1:50, make sure the kids are helping clean up any mess made, and their belongings are gathered and ready to be dismissed.
2. Some Considerations:
   1. Consistency is incredibly important for this age. It is recommended that one teacher stays in the classroom for a semester with another teacher changing each unit. The teacher who changes each unit acts as the lead teacher and is the one who plans and executes the lesson plans, with the aid of the consistent teacher who remains in the class during the course of the day.
   2. A seating chart is helpful in encouraging children to keep focused and their hands to themselves.
   3. Keep a peaceful and reverent tone. "Children are born persons; they are not born either good or bad, but with possibilities for good and for evil."—Charlotte Mason, Home Education, Vol. 1
   4. Utilize the “Give Me Five” method for reminding children of the rules regularly.
3. Additional Resources
   1. Key Ideas for a Charlotte Mason Education video playlist from The Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV
   2. Simply Charlotte Mason: Preschool & Intro Elementary Guide
   3. Simply Charlotte Mason, The Early Years: A Charlotte Mason Preschool Handbook
   4. Simply Charlotte Mason: Favorite Read-Aloud Books
   5. https://ahumbleplace.com/charlotte-mason-inspired-Intro Elementary-curriculum-free-booklist
   6. Ambleside Online Year 0 Booklist
   7. Swedish Drill: https://simplycharlottemason.com/store/swedish-drill-teacher/?srsltid=AfmBOoqrwlDMTCUpcQskIu0lcQ6E9Vl2L19RJcoF7hP_iIhUxPprOKCf

1. General Information
   1. Objective: To guide students in engaging with living ideas through short, varied lessons and meaningful discussion—nurturing independent thinking, respectful dialogue, and delight in learning, while building habits that prepare them for deeper study and maturity.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
      2. Come prepared to begin class. Any delay tends to derail the class quickly.
      3. Assigned seating is highly recommended. Separating certain children is often the key to a peaceful classroom. Index cards or Post-it notes at the place of students works well. Consult the class coordinator for advice on students that may clash or distract each other.
   3. Feast Cycle support:
      1. During the Feast Cycle, the teacher will stay in the classroom to assist with teacher transitions and to make sure the children are sitting as still as possible, quiet, and paying attention.
      2. It is the classroom teacher’s duty to keep the students in order, not the Feast Cycle teacher.
   4. Expectations:
      1. The students are expected to stay in their classroom and remain seated with their hands to themselves.
      2. Students are expected to respect their teacher and others, and listen while others are speaking.
      3. Use ‘Give Me Five’ to effectively remind children of rules.
      4. Students should acknowledge the teacher when entering and exiting the room with “Hi, Miss Jessi!” and “Thank you!” as they leave.
      5. Children reading aloud or writing is optional at this age.
      6. The students should change activities every 10-15 minutes. The following is a structure that works well:
         1. Introduce your topic/have children recap from the previous week
         2. Read a book on the topic, followed by narrations
         3. Complete hands-on project
         4. Have extra books/activities ready if needed to fill time
         5. Allow the last 5-10 minutes of class for clean up
      7. Classroom Reset: Students are expected to clean up after themselves. Plan to finish your lesson about 5 minutes before class is dismissed to reset the classroom.
2. Some Considerations:
   1. Allow and encourage multiple children to narrate.
      1. Drawing popsicle sticks with names at random is a wonderful way to encourage narrations from more reluctant students.
      2. The students will know what they know. Be careful of leading them with questions, but allow them to share, and then thank them for their contribution.
   2. Supplying and/or allowing something to keep students’ hands busy during the reading (such as coloring) can help maintain attention. This is very important. If the children have idle hands during readings, they can become very distracted.
   3. Brain Breaks between Feast Cycle submits may be a good option for energetic students. Get wiggles out by doing short exercises (jumping jacks, planks, yoga poses, etc) while waiting for the next Feast Cycle.
   4. This age group may desire to write the names in artist study and composer study during the Feast Cycle. Labels may also be handed out.
3. Additional Resources
   1. Key Ideas for a Charlotte Mason Education video playlist from Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV
   2. Examples: D’Aulaire, Among the Forest People, Little House on the Prairie, Beyond Five in a Row booklists, beautiful picture books on the topic of the unit.
   3. Unit study classes that have been popular:
      1. Human body by Renee Schneider
      2. Quilt Study by Hannah Cone and Christine Kremer
      3. Cells by Julie Quaring
      4. Shakespeare by Amelia Rodgers
      5. Oregon Trail by Megan Killion
      6. Farmer Boy by Jessi Westengaard

1. General Information
   1. Objective: To guide students in engaging with living ideas through short, varied lessons and meaningful discussion—nurturing independent thinking, respectful dialogue, and delight in learning, while building habits that prepare them for deeper study and maturity.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
      2. Come prepared to begin class. Any delay tends to derail the class quickly.
      3. Assigned seating may be necessary to maintain class order.
      4. Feast Cycle support:
         1. During the Feast Cycle, the teacher will stay in the classroom to assist with teacher transitions and to make sure the children are sitting as still as possible, quiet, and paying attention.
         2. It is the classroom teacher’s duty to keep the students in order, not the Feast Cycle teacher.
   3. Expectations:
      1. The students are expected to stay in their classroom and remain seated with their hands to themselves.
      2. Students are expected to respect their teacher and listen while others are speaking.
      3. Having the student read aloud is encouraged for this age group. (Note: The mother may request that a child should skip reading aloud based on development.)
      4. Students should acknowledge the teacher when entering and exiting the room with “Hi, Miss Jessi!” and “Thank you!” as they leave.
      5. Students are expected to clean up after themselves.
      6. The students should change activities every 10-15 minutes. The following is a structure that works well:
         1. Introduce your topic/have children recap from the previous week
         2. Read a book on the topic, followed by narrations
         3. Complete hands-on project
         4. Have extra books/activities ready if needed to fill time
         5. Allow the last 5-10 minutes of class for clean up.
      7. Allow and encourage multiple children to narrate.
         1. Drawing popsicle sticks with names at random is a wonderful way to encourage narrations from more reluctant students.
         2. The students will know what they know. Be careful of leading them with questions, but allow them to share, and then thank them for their contribution.
   4. Classroom Reset: Students are expected to clean up after themselves. Plan to finish your lesson about 5 minutes before class is dismissed to reset the classroom.
2. Some Considerations:
   1. Consistency in classroom management is very important for this age. The teacher must maintain authority.
      1. Deal with disruptive children immediately following the discipline policy:
         1. Verbal warning. Remind the student of the rules using Give Me Five.
         2. Timeout in the hallway.
         3. Removed to be with his/her mother.
   2. This age group is ready to rise to the challenge. They love facts and things that are funny.
   3. Copywork may be used during the Feast Cycle. Encourage students to copy names, dates, and other important information from the board into their journals.
3. Additional Resources
   1. Key Ideas for a Charlotte Mason Education video playlist from The Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV
   2. Unit study classes that have been popular:
      1. Biographies
      2. Simple machines by Heather Berrier
      3. Da Vinci by Hannah Cone
      4. Etiquette by Emily Karg
      5. Constellations by Clara Williams

1. General Information
   1. Objective: To guide students in engaging with living ideas through short, varied lessons and meaningful discussion—nurturing independent thinking, respectful dialogue, and delight in learning, while building habits that prepare them for deeper study and maturity.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
   3. Feast Cycle support:
      1. During the Feast Cycle, the teacher will stay in the classroom to assist with teacher transitions and to make sure the children are sitting as still as possible, quiet, and paying attention.
      2. It is the classroom teacher’s duty to keep the students in order, not the Feast Cycle teacher.
   4. Lesson Suggestions:
      1. This age group still loves physical games as well as read alouds.
      2. Clearly express expectations and expect the children to rise to meet them.
      3. Allow silence, do not feel the need to fill empty spaces in conversation.
      4. The teacher should lead dialogue and conversations.
      5. Teachers must model and show humility.
      6. The teacher must refrain from lecturing. Short, varied lessons are best with changes of activity.
      7. Narrating to a partner is great for this age, as are acting out and drawing narrations.
         1. Using popsicle sticks is recommended for calling on different children for narrations.
         2. Ask the students to review previous lessons each week.
      8. The students should change activities every 15-20 minutes.
   5. Classroom Reset:
      1. Students are expected to clean up after themselves. Plan to finish your lesson about 5 minutes before class is dismissed to reset the classroom.
2. Some Considerations:
   1. The students are expected to stay in their classroom and remain seated with their hands to themselves.
   2. Students are expected to respect their teacher and listen while others are speaking. Students must keep the conversation appropriate and on topic. Politics and religion are not acceptable to bring up during class.
   3. Having the student read aloud may be expected in this age group. The mother may request that a child could skip reading aloud.
   4. Students may have a non-disruptive handicraft or fidget tool. If it becomes an issue, the teacher must talk to the mother.
   5. Students should acknowledge the teacher when entering and exiting the room with “Hi, Miss Jessi!” and “Thank you!” as they leave.
3. Additional Resources
   1. Key Ideas for a Charlotte Mason Education video playlist from The Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV
   2. Read Aloud Revival booklists, Studying with the Scientists, and biographies
   3. Unit study classes that have been popular:
      1. Bookbinding by Sara Holmquist
      2. Entrepreneurship by Ann Dvorak

1. General Information
   1. Objective: To guide students in engaging with living ideas through short, varied lessons and meaningful discussion—nurturing independent thinking, respectful dialogue, and delight in learning, while building habits that prepare them for deeper study and maturity.
   2. Lesson Preparation:
      1. Navigate to the chapter Google Drive and locate the folder for the age level you will be teaching. Within that folder will be a unit outline already created for you. Fill out the unit outline with details about what you will be teaching each week.
   3. Feast Cycle support:
      1. During the Feast Cycle, the teacher will stay in the classroom to assist with teacher transitions and to make sure the children are sitting as still as possible, quiet, and paying attention.
      2. It is the classroom teacher’s duty to keep the students in order, not the Feast Cycle teacher.
   4. Lesson Suggestions:
      1. This age group still loves physical games as well as read alouds.
      2. Clearly express expectations and expect the children to rise to meet them.
      3. Allow silence, do not feel the need to fill empty spaces in conversation.
      4. The teacher should lead dialogue and conversations.
      5. The teacher must refrain from lecturing. Short, varied lessons are best with changes of activity.
      6. Narrating to a partner is great for this age, as are acting out and drawing narrations.
         1. Using popsicle sticks is recommended for calling on different children for narrations.
         2. Ask the students to review previous lessons each week.
      7. The students should change activities every 15-20 minutes.
   5. Classroom Reset:
      1. Students are expected to clean up after themselves. Plan to finish your lesson about 5 minutes before class is dismissed to reset the classroom.
2. Some Considerations:
   1. The students are expected to stay in their classroom and remain seated with their hands to themselves.
   2. Students are expected to respect their teacher and listen while others are speaking. Students must keep the conversation appropriate and on topic. Politics and religion are not acceptable to bring up during class.
   3. Having the student read aloud may be expected in this age group. The mother may request that a child could skip reading aloud.
   4. Students may have a non-disruptive handicraft or fidget tool. If it becomes an issue, the teacher must talk to the mother.
   5. Students should acknowledge the teacher when entering and exiting the room with “Hi Miss Jessi!” and “Thank you!” as they leave.
3. Additional Resources
   1. Key Ideas for a Charlotte Mason Education video playlist from The Charlotte Mason Institute: https://youtube.com/playlist?list=PLksDAcWc5qso8ukZRn91QMwLViN1J1mRE&si=P2zzQGayn_P0dLfV
   2. Afternoon classes that have been popular:
      1. Leatherwork by Christina Pawley
      2. Health/Life Skills by Kylie Steiner
      3. History of Religion by Christine Kremer
      4. On Mission: Ukraine by Sara Holmquist

Note: ALL weeks of the unit will go in one document. Change the document name to “Unit _: [Topic]”. This does not need to be a complete lesson plan; the goal is to verify that the content is appropriate and that each class is being taught a variety of topics. You may include your full lesson plan/outline at the end if desired.

Please note:

• This outline is due by 3pm on the Monday before the unit is taught. Leaders will review it before the Mother’s Meeting.
• Avoid using textbooks
• Avoid lecture-style teaching
• Read the class Guide thoroughly before planning your unit
• See Example Outline here

Unit [#] | Class Coordinator: [Insert leader] | Approval Date: xx/xx/xxxx

Teacher::

Unit Theme:

Unit Fee (if needed):

Spine:

Other Read Alouds:

Objective (What is your goal in teaching this class?):

Supporting Activities:

Materials - brought by the teacher:

Materials - brought by the student:

Expected schedule:

(It is expected that reading aloud happens each week in all classrooms. Please include spine, read alouds, supporting activities, and the materials needed brought by the teacher and students for each week.)

1. Week 1:
2. Week 2:
3. Week 3:
4. Week 4:

Note: ALL weeks of the unit will go in one document. Change the document name to “Unit _,[Topic]”. This does not need to be a complete lesson plan, the goal is to verify the content is appropriate and verify that each class is being taught a variety of topics. You may include your full lesson plan/outline at the end if desired.

Please note:

• This outline is due by 3pm on the Monday before the unit is taught. Leaders will review it before the Mother’s Meeting.
• Avoid using textbooks
• Avoid lecture-style teaching
• Read the class Guide thoroughly before planning your unit

Unit 4 | Class Coordinator: Christine Kremer | Approval Date: 2/2/2025

Teacher: Sara Holmquist

Unit Theme: Bookbinding

Unit Fee (if needed): $5/student

Spine: Fine Print: A Story about Johann Gutenberg

Other Read Alouds: Marguerite Makes a Book, Hand Bookbinding: A Manual of Instruction

Objective: To introduce a few different types of book binding techniques to the students, focusing on building the base skills of folding, cutting, and measuring paper and using a needle and waxed thread.

Supporting Activities:

• Making a one page zine or making a paper cover for their future watercolor journal, making a one signature soft cover book (for Megan’s Oregon Trail class), and making a one or two signature soft cover (still researching to see if I can fit in making a hard cover book, but I don’t think we’ll have time) watercolor journal.

Materials - brought by the teacher:

• Bone folders (16)
• Needles (16)
• Waxed linen thread
• Awls (16)
• Binder clips
• Xacto knives (5), cutting mats

Materials - brought by the student:

• Ruler (preferably metal)
• Xacto knives, cutting mats if they have them

Expected schedule:

(It is expected that reading aloud happens each week in all classrooms. Please include spine, read alouds, supporting activities, and the materials needed brought by teacher and students for each week.)

• If we do not finish making the books in time, I will send supplies home with the students to finish.

Week 1: make a one page zine, learn about illuminators/illuminating

• Read Marguerite Makes a Book (15 min after making the zine so they can illuminate it)

Week 2: make simple one-signature “leather”(kraft paper)-covered journal for Megan’s Oregon Trail class

• Read Fine Print for about 15 minutes.

Week 3: Begin making watercolor journal

• Read Fine Print for about 15 minutes.

Week 4: Finish making watercolor journal

• Read Fine Print for about 15 minutes.