During our trivium time a few days ago, what one son affectionately calls 'Adventures in the Trivium', we parsed and diagramed the following sentence from The Wind in the Willows, which I'm reading aloud to the little girls:

Home! That was what they meant, those caressing appeals, those soft touches wafted through the air, those invisible little hands pulling and tugging, all one way!

Today, we imitated that sentence together in preparation for the older four imitating it on their own. Here's what we came up with:

Spring! That was what they meant, that stirring zephyr, that scarlet crocus staining the snow, that robin heralding the break of winter's hold.

I'll post the kids' individual sentences when I get them.

We also began a little logic today, covering univocal terms. I only know a bit of logic, so we're taking it slowly, but I'm looking forward to adding this to our 'Adventures in the Trivium'!

SDG!

Rhetoric, Logic, Grammar Update

It took us a week and a half to parse and diagram our way through Portia's courtroom monologue from The Merchant of Venice, but we made it.  

Then we shifted to looking at the flow of argument in the speech.  I pulled in the basic list of topics from Andrew Kern's Lost Tools of Writing.  We also found a couple more figures of speech: simile and metonymy.  

The younger kids have been working on copywork while the older are beginning a writing assignment.  They have to come up with a conflict (from a book or film) and step into the shoes of one of the characters and write a speech, letter, or persuasive essay based on the passage we've been studying.  Nathan chose a situation from a book he's writing.  Judith chose Cars, the conflict between Lightning McQueen's self-centered desire for fame and Sally's desire for him to help her save the community of Radiator Springs.  Benjamin got a bit stuck, so I chose The Patriot for him, the conflict between Lord Cornwallis's desire to defend civilization from the rebels against the king's authority and Tavington's desire for personal advancement by any means available.  

These may not seem like conflicts of opposites, but that's part of how Portia approached Shylock's request for 'justice' (which was really personal vengeance dressed up pretty).  She placed mercy over against justice and showed how mercy really is the greater virtue.  

The little ones still seem to be listening in and paying attention.  This morning, as they worked on copywork, they continually asked questions about what the older kids and I discussed as we looked at the topic questions in LT.  I'm amazed at the depth of the questions I'm getting from my 10, 9, and 7 year olds.