we’re going to take it a little slower and
enjoy the journey. (. . .)
If you do not like to read more than
you need to, the one page I would suggest reading is p. xiii of the introduction: “Why Should I Teach Worldview?” In a couple of minutes, it will
help you determine your foundation
for purpose and vision as you set out
on the journey with your kids, whether
it be with this book or the earlier books
in the series.
Lastly, if you are giving this book
to your child to read and complete on
his own (but it is much more effective
if you actually take the time to read it
with them yourself), the introduction
provides a website with book extras.
These parent PDFs for each lesson of the
book give lesson overviews, activities,
additional Bible references, devotional
thoughts, and suggested reading about
topics related to the lesson. (. . .)
Each chapter is written in a conversational and engaging style, with short
stories, comprehension and reflection questions, suggested Scripture to
memorize, and very practical applications that kids can understand. In the
first chapter, titled “Does Anyone Really Need Me?” Matthew and I had a
great discussion about his special role
in the Body of Christ and how God had
equipped him uniquely. I appreciated
the reminder that this is not just about
self-esteem but also about service. So
much of the emphasis we have on self-esteem nowadays needs to be tempered
with purpose. I really appreciated the
emphasis on service, not just because
we are supposed to do it, but also because we are reflecting the servanthood
of Jesus.
Read the rest of this well-written and
thorough review here.
To read what the rest of the Schoolhouse Review Crew has to say, click here.
—Product review by Vera Christian,
Schoolhouse Review Crew blogging at
Vera Christian/Mom University
128;October;2012;•;Lab
Lightning Literature and
Composition Pack, Grade 8,
with Stories and Poems
Hewitt Homeschooling Resources
www.hewitthomeschooling.com
800-348-1750
It never fails that at some point during
the day, I can glance around the room
and see most, if not all, of my children enjoying a good book. We enjoy
time spent sharing a great read-aloud.
However, I do not want my children
to just enjoy literature; I want them
to develop the skill of thinking and
understanding the purpose or worldview presented by an author. I want
my children to be able to discern fact
from opinion, to tell when an author
is biased toward a certain stance or
belief. Along with building that ability, I want my children to be able to
communicate effectively in a written
format. (. . .)
We received three books: Teacher’s
Guide, Student Guide, and Student
Workbook (you can also purchase the
books used in the course or utilize your
public library). As the mom of eight
children, it is always beneficial when
my older, more independent learners
have curricula that help facilitate independence, and easy implementation is
important as well.
The teacher’s guide gives you a con-
cise explanation of the different areas
of learning. A schedule that breaks the
course into two semesters is provided,
eighteen weeks in each semester. You
are encouraged to let your student
work at his own pace. Bekah moved on
a bit quicker than the suggested sched-
ule and her work was well done, so I let
her maintain that pace. The teacher’s
guide provides answers for the discus-
sion questions, information about the
literary lessons, answers to the student
workbook, etc.
