Unit 2 | MAIN IDEAS LANGUAGE ARTS 502

Introduction |3

1. Reading Skills .............................................6Reading a Story |8Compound Words and Hyphens |20Spelling Compound Words |24Handwriting |26Self Test 1 |28

2. Main Ideas ................................................ 30Find the Main Idea |31Details |34Spelling Challenge |36Communication with God |40Self Test 2 |43

3. Poetry & Contractions ........................... 46Mood |46Poetry |49Contractions |51Spelling Contractions |53Self Test 3 |54

LIFEPAC Test |Pull-out

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Unit 2 | MAIN IDEAS

LANGUAGE ARTS 502MAIN IDEAS

Author: Joyce J. Hornby, Ed. Specialist

Editor: Richard W. Wheeler, M.A.Ed.

Consulting Editor: Rudolph Moore, Ph.D.

Revision Editor: Alan Christopherson, M.S.

Media Credits: Page 3: © bennyb, iStock, Thinkstock.; 6: © evgenyatamanenko, iStock, Thinkstock.; 10: © Nastco, iStock, Thinkstock.; 11: © RomoloTavani, iStock, Thinkstock.; 12: © pdanner, iStock, Thinkstock; 13, 34: © Dorling Kindersley, Thinkstock. 14: © Jose Antonio Garcia Sosa, iStock, Thinkstock.; 15: © Cynthia Burkhardt, iStock, Thinkstock.; 30: © dolgachov, iStock, Thinkstock.; 40: © LiliGraphie, iStock, Thinkstock.; 46: © Xesai, iStock, Thinkstock; 51: © TimHesterPhotography, iStock, Thinkstock.

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MAIN IDEAS | Unit 2

MAIN IDEASLanguage Arts is the art of giving and receiving information. When God

created humans with the ability to think, He gave us the gift of language.

Animals are intelligent, but only people have the power to develop spoken

and written thoughts. God is the only one who can always think and speak

perfectly. Our thoughts are imperfect and we make mistakes; therefore,

we have to learn how to think. For this reason you must learn to read and

listen.

In this LIFEPAC® you will be challenged to read stories and to practice five skills that will train your mind to receive information from God and from people:

1. Identifying main ideas. 2. Recognizing specific information. 3. Classifying information. 4. Distinguishing true information from false information. 5. Recognizing the difference between fact and opinion.

You will also practice four skills that will train you to share your thinking with God and with people:

1. Increasing your vocabulary. 2. Spelling accurately. 3. Writing correctly. 4. Writing original selections.

To train your body and keep it in shape, you do such physical activities as push ups, running, jumping, and climbing. Everyone knows how skillful you are by the way you act. This list of behaviors will show others how well your mind is being trained.

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Unit 2 | MAIN IDEAS

ObjectivesRead these objectives. The objectives tell you what you will be able to do when you have successfully completed this LIFEPAC. Each section will list according to the numbers below what objectives will be met in that section. When you have finished this LIFEPAC, you should be able to:

1. Check an author’s authority.2. Explain what you read by answering questions.3. Choose whether a statement is fact or opinion.4. Complete an outline.5. Match vocabulary words with their meanings.6. Match a word with a synonym.7. Recognize compound words.8. Use a hyphen correctly.9. Divide words with double consonants.10. Spell compound words correctly.11. Write the first thirteen letters of the alphabet in capitals.12. Join the letters o and v to other letters.13. Select the noun that names the subject of a sentence.14. Select a topic sentence in a paragraph and identify it as an introductory, detail, or summary

sentence.15. Answer questions using specific details.16. Recognize adjectives and match them with the nouns they describe.17. Analyze and spell ten words.18. Write a summary using the spelling words.19. Apply a Biblical truth to your own experience and organize the resulting information into a

chart.20. Compare experiences with emotion words to identify a character’s mood.21. Write diamond-shaped poetry.22. Learn to read and spell twenty-four contractions and the words they represent.23. Compare words with synonymous meanings and use them in sentences.

4 |

MAIN IDEAS | Unit 2

Write a sentence to describe what your body might be doing while your mind is doing each of these activities.

THINKING MEMORIZING

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

ASKING QUESTIONS MAKING DECISIONS

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

TALKING IN DISCUSSIONS PRACTICING HANDWRITING

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

SHARING IDEAS SOLVING PROBLEMS

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Teacher check:

Initials _____________________ Date ____________________

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Unit 2 | MAIN IDEAS

ObjectivesReview these objectives. When you have completed this section, you should be able to:

1. Check an author’s authority.2. Explain what you read by answering questions.3. Choose whether a statement is fact or opinion.4. Complete an outline.5. Match vocabulary words with their meanings.6. Match a word with a synonym.7. Recognize compound words.8. Use a hyphen correctly.9. Divide words with double consonants.10. Spell compound words correctly.11. Write the first thirteen letters of the alphabet in capitals.12. Join the letters o and v to other letters.

VocabularyStudy these new words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.

adjective (aj’ ik tiv). A word that describes a noun (person, place, or thing).

albatross (al’ bu trôs). A large, web-footed bird found chiefly in the South Seas, noted for its ability to fly long distances.

barrier reef (bar’ e ur re f’). A long ridge of coral near and parallel to a coastline, separated from it by a lagoon.

bonito (bu ne ’ to ). A salt-water fish that can be eaten.

christened (kris’ nd). Baptized or named.

classify (klas’ u fī). To arrange in groups.

contract (kun trakt’). Draw together, make shorter.

1. READING SKILLSIn this section you will practice several reading skills. You will learn about

compound words and the use of the hyphen. You will also continue to

practice and improve your handwriting and spelling skills.

6 | Section 1

MAIN IDEAS | Unit 2

destruction (di struk’ shun). Breaking into pieces, ruining, putting an end to.

discussion (dis kush’ un). To talk, to talk about reasons for and against.

envious (en’ ve us). Feeling or showing discontent or ill will, and wishing for something someone else has.

falter (fôl’ tur). Hesitate, wane, not go straight on, lose courage.

fledgling (flej’ ling). A young bird just able to fly.

hurricane (her’ u ka n). A storm with violent winds and heavy rain.

impending (im pen’ ding). Likely to happen soon, threatening, about to occur.

inseparable (in sep’ ur u bul). Cannot be separated.

lagoon (lu gün’). A pond or small lake connected with a larger body of water.

nondescript (non’ du skript’). Not of any certain kind.

outrigger (out’ rig’ ur). A framework extending from the side of a boat, keeps the boat from turning over.

pandanus (pan da ’ nus). A bush found in the Pacific Islands.

pestering (pes’ tur ing). Troubling, bothering.

Polynesian (pol’ u ne ’ zhun). A person born or who lives in Polynesia.

pursuit (pur süt’). An occupation.

regularity (reg’ yu lar’ u te ). Steadiness or being regular.

resentment (ri zent’ munt). A feeling resulting from injury or insult.

scan (skan). Look at closely, look over.

sea urchin (se ’ ėr’ chun). A small, hard-shelled sea animal.

security (si kyur’ u te ). Freedom from danger, care, or fear; feeling of being safe.

sennit (sen’ it). Cord formed by weaving from plant fibers.

serenely (su re n’ le ). Peacefully, calmly.

sympathy (sim’ pu the ). Sharing another’s sorrow or trouble.

thwart (thwôrt). A seat across a boat, on which a rower sits.

violence (vi’ u luns). Rough force in action.

warrior (wor’ e ur). A fighting man, experienced soldier.

Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ or / e/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

Section 1 | 7

Unit 2 | MAIN IDEAS

Reading a StoryHave you ever tried to do something risky or dangerous because you had to defend yourself or someone you love? This story is about a young boy who finds himself deciding to do what he never dreamed he could do. As a result of his decision, he revealed something about himself that no one knew.

This story is from the book, Call It Courage, by Armstrong Sperry.

Mr. Sperry was born in 1897, in New Haven, Connecticut. When he was your age, he liked to read adventure stories. One of his favorite pastime activities was listening to his great-grandfather tell about thrilling adventures as a sea captain in the South Seas. Mr. Sperry enjoyed drawing pictures; and, as a part of his education, he studied art in New York City. When he was twenty-two years old, our country was at war with Germany. Mr. Sperry decided to volunteer his service and joined the United States Navy. After his experiences as a sailor, he spent two years exploring the South Pacific and the places his great-grandfather had told him about. During this time he gathered information about the brave adventures of a Polynesian folk hero named Mafatu (Ma fa too) and put them into a prize-winning book, Call It Courage.

One reading skill we can consider is the author’s authority. Has this author given accurate and truthful information? Three questions you might ask to test an author’s information are these:

1. Does the author have enough background experience to make him an authority about hissubject?

2. Does the information the author has given agree with other sources of information about thistopic?

3. Does the author agree with his own information throughout the story?

Mr. Sperry’s book, Call It Courage, won a Newberry Award and is an outstanding book for children to read. You could also check Mr. Sperry’s information about Polynesians by reading a good encyclopedia or reliable online resouces.

8 | Section 1

MAIN IDEAS | Unit 2

Answer these questions.

1.1 Who wrote the book Call It Courage? ________________________________________

1.2 What background experiences has Mr. Sperry had that make him an author of

authority for writing this book? ______________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

1.3 What recognition has Mr. Sperry received for writing this book?

__________________________________________________________________________

__________________________________________________________________________

Read these questions before you read the story. Find the answers to the questions as you read.

1. Where did Mafatu live?2. Who was Tavana Nui?3. What did Mafatu fear?4. Who was Mafatu with during the great hurricane?5. What made Mafatu so unhappy?6. Who were Uri and Kivi?7. How did Kana’s actions help Mafatu?8. Who was Moana?9. When did Mafatu make his decision?

Section 1 | 9

Unit 2 | MAIN IDEAS

“The Flight” It happened many years ago, before the traders and missionaries first came into the South Seas, while the Polynesians were still great in numbers and fierce of heart. But even today the people of Hikueru sing this story in their chants and tell it over the evening fires. It is the story of Mafatu, the Boy Who Was Afraid.

They worshiped courage, those early Polynesians. The spirit which had urged them across the Pacific in their sailing canoes, before the dawn of recorded history, not knowing where they were going nor caring what their fate might be, still sang its song of danger in their blood. There was only courage. A man who was afraid—what place had he in their midst? And the boy Mafatu—son of Tavana Nui, the Great Chief of Hikueru—always had been afraid. So the people drove him forth. Not by violence, but by indifference.

Mafatu went out alone to face the thing he feared the most. And the people of Hikueru still sing his story in their chants and tell it over the evening fires.

It was the sea that Mafatu feared. He had been surrounded by it ever since he was born. The thunder of it filled his ears; the crash of it upon the reef, the mutter of it at sunset, the threat and fury of its storms—on every hand, wherever he turned—the sea.

He could not remember when the fear of it first had taken hold of him. Perhaps it was during the great hurricane which swept Hikueru when he was a child of three. Even now, twelve years later, Mafatu could remember that terrible morning. His mother had taken him out to the barrier-reef to search for sea urchins in the reef pools. There were other canoes scattered at wide intervals along the reef. With late afternoon the other fishermen began to turn back. They shouted warning to Mafatu’s mother. It was the season of hurricane and the people of Hikueru were nervous and ill at ease, charged, it seemed, with an almost animal awareness of impending storm.

But when at last Mafatu’s mother turned back toward shore, a swift current had set in around the shoulder of the reef-passage: a meeting of tides that swept like a millrace out into the open sea. It seized the frail craft in its swift race. Despite all the woman’s skill, the canoe was carried on the crest of the churning tide, through the reef-passage, into the outer ocean.

| Coral Reef

10 | Section 1

MAIN IDEAS | Unit 2

Mafatu would never forget the sound of his mother’s despairing cry. He didn’t know then what it meant; but he felt that something was terribly wrong, and he set up a loud wailing. Night closed down upon them, swift as a frigate’s wing, darkening the known world. The wing of the open ocean rushed in at them, screaming. Waves lifted and struck at one another, their crests hissing with spray. The poles of the outrigger were torn from their thwarts. The woman sprang forward to seize her child as the canoe capsized. The little boy gasped when the cold water struck him. He clung to his mother’s neck. Moana, the Sea God, was reaching up for them, seeking to draw them down to his dark heart. …

Off the tip of Hikueru, the uninhabited islet of Tekoto lay shrouded in darkness. It was scarcely more than a ledge of coral, almost awash. The swift current bore directly down upon the islet.

Dawn found the woman still clinging to the puvau (outrigger) pole and the little boy with his arms locked about his mother’s neck. The grim light revealed sharks circling, circling. … Little Mafatu buried his head against his mother’s cold neck. He was filled with terror. He even forgot the thirst that burned in his throat. But the palms of Tekoto beckoned with their promise of life, and the woman fought on.

When at last they were cast up on the pinnacle of coral, Mafatu’s mother crawled ashore with scarcely enough strength left to pull her child beyond reach of the sea’s hungry fingers. The little boy was too weak even to cry. At hand lay a cracked coconut; the woman managed to press the cool, sustaining meat to her child’s lips before she died.

Sometimes, now, in the hush of night, when the moon was full and its light lay in silver bands across the pandanus mats, and all the village was sleeping, Mafatu awoke and sat upright. The sea muttered its eternal threat to the reef. … And a terrible trembling seized the boy’s limbs, while a cold sweat broke out on his forehead. Mafatu seemed to see again the faces of the fishermen who had found the dead mother and her whimpering child. These pictures still colored his dreams. And so it was that he shuddered when the mighty seas, gathering far out, hurled themselves at the barrier-reef of Hikueru and the whole island quivered under the assault.

Perhaps that was the beginning of it. Mafatu, the boy who had been christened Stout Heart by his proud father, was afraid of the sea. What manner of fisherman would he grow up to be? How would he ever lead the men in battle against warriors of other islands? Mafatu’s father heard the whispers, and the man grew silent and grim.

| Full moon on the water

Section 1 | 11

Unit 2 | MAIN IDEAS

The older people were not unkind to the boy, for they believed that it was all the fault of the tupapau—the ghost-spirit which possesses every child at birth. But the girls laughed at him, and the boys failed to include him in their games. And the voice of the reef seemed pitched for his ears alone; it seemed to say: “You cheated me once, Mafatu, but someday, someday I will claim you!”

Mafatu’s stepmother knew small sympathy for him, and his step brothers treated him with open scorn.

“Listen,” they would mock. “Moana, the Sea God, thunders on the reef. He is angry with us all because Mafatu is afraid!”

The boy learned to turn these jibes aside, but his father’s silence shamed him. He tried with all his might to overcome his terror of the sea. Sometimes, steeling himself against it, he went with Tavana Nui and his stepbrothers out beyond the reef to fish. Out there, where the glassy swells of the ocean lifted and dropped the small canoe, pictures crowded into the boy’s mind, setting his scalp atingle: pictures of himself, a babe, clinging to his mother’s back…sharks cruising.… And so overcome would he be at the remembrance of that time that he would drop his spear overboard, or let the line go slack at the wrong moment and lose the fish.

It was obvious to everyone that Mafatu was useless upon the sea. He would never earn his proper place in the tribe. Stout Heart—how bitter the name must taste upon his father’s lips!

So, finally, he was not allowed to fare forth with the fishermen. He brought ill luck. He had to stay at home making spears and nets, twisting coir—the husk of the coconut—into stout sharkline for other boys to use. He became very skillful at these pursuits, but he hated them. His heart was like a stone in his breast.

A nondescript yellow dog named Uri was Mafatu’s inseparable companion—Uri with his thin coat which showed his ribs, and his eyes so puzzled and true. He followed the boy wherever he went. Their only other friend was Kivi, an albatross. The boy had once found the bird on his lonely wanderings. One of Kivi’s feet was smaller than the other. Perhaps because it was different from its kind, the older birds were heckling and pestering the fledgling. Something about that small bird trying to fight off its more powerful fellows touched the boy’s heart. He picked it up and carried it home—

| Yellow dog

12 | Section 1

MAIN IDEAS | Unit 2

caught fish for it in the shallows of the lagoon. The bird followed Mafatu and Uri about, limping on its one good leg. At length, when the young albatross learned to fly, it began to find its own food. In the air it achieved perfection, floating serenely against the sky while Mafatu followed its effortless flight with envious eyes. If only he, too, could escape to some world far removed from Hikueru!

Now, once more, it was the beginning of the season of storms. Men scanned the skies anxiously, watching for the dreaded signs which might spell the destruction of their world. Soon the great bonitos would be swimming beyond the reef—hundreds, thousands of them— for they came each year at this time with the unfailing regularity of the tides.

They were held to be the special property of young boys, since it was by killing them that a youth learned to kill the swordfishes and tigersharks, progressing from one stage to a higher. Every boy in the village sharpened his spear, tested the shaft, honed his shark knife; every boy, that is, except Mafatu.

Kana stopped one afternoon to watch Mafatu at work on his nets. Of all the youths of his own age, Kana alone had been friendly. Sometimes he even stayed behind when the others were fishing to help the boy with his work.

“The bonitos have begun to run, Mafatu,” Kana said quietly.

“Yes,” the other returned, then fell silent. His fingers faltered as they flew among the sennit fibers of the net he was making.

“My father brought back word from the reef today,” Kana went on. “Already there are many bonitos out there. Tomorrow we boys will go after them. That’s our job. It will be fun, eh?”

| Reef in a lagoon

Section 1 | 13

Unit 2 | MAIN IDEAS

Mafatu’s knuckles whitened. His ears pounded with the swift fury of the sea.…

“That will be fun, won’t it?” Kana insisted, watching Mafatu closely. But the boy made no answer. Kana started to speak; he stopped, turned impatiently, and walked away. Mafatu wanted to cry out after him: “Wait, Kana! I’ll go! I’ll try—” But the words would not come. Kana had gone. Tomorrow he and all the other boys would be taking their canoes out beyond the reef. They would return at sunset, loaded down with bonitos, their faces happy, their shouts filling the dusk. Their fathers would say: “See what a fine fisherman is my son! He will be a Chief one of these days.” Only Tavana Nui would be silent. His son had not gone.

That night a new moon rose about the edge of the sea, silvering the land with a bloom of magic. Wandering along the outer beach with Uri, Mafatu heard laughing voices and drew hastily into the black shadow of a pandanus. A group of boys were pulling their canoes above high watermark, and laying their plans for the morrow. Their voices were shrill with eagerness.

“Tomorrow at daybreak…” one was saying.

“There’ll be Timi and Tapu and Viri…”

“Aué!” another voice broke in. “It’s work for us all. How else will we become fishermen and warriors? How else will we feed our families and keep the tribe alive?”

“True! Hikueru is too poor. There are only the fish from the sea. A man must be fearless to provide food. We will all go—everyone of us!”

Mafatu, standing tense in the shadows, heard a scornful laugh. His heart contracted. “Not all of us will go,” he heard Kana scoff. “Not Mafatu!”

“Ha! He is afraid.”

“He makes good spears,” offered Viri generously.

“Ho! That is woman’s work. Mafatu is afraid of the sea. He will never be a warrior.” Kana laughed again, and the scorn of his voice was like a spear thrust through Mafatu’s heart. “Aiá!” Kana was saying. “I have tried to be friendly with him. But he is good only for making spears. Mafatu is a coward.”

The boys disappeared down the moonlit beach. Their laughter floated back on the night air. Mafatu stood quite still. Kana had spoken; he had voiced, once for all, the feeling of the tribe. Mafatu—Stout Heart—was a coward. He was the Boy Who Was Afraid.

His hands were damp and cold. His nails dug into his palms. Suddenly a fierce resentment stormed through him. He knew in that instant what he must do: he must prove his courage to

| Good spears

14 | Section 1

MAIN IDEAS | Unit 2

himself, and to the others, or he could no longer live in their midst. He must face Moana, the Sea God—face him and conquer him. He must.

The boy stood there taut as a drawn arrow awaiting its release. Off to the south somewhere there were other islands.…He drew a deep breath. If he could win his way to a distant island, he could make a place for himself among strangers. And he would never return to Hikueru until he should have proven himself! He would come back with his head high-held in pride, and he would hear his father say: “Here is my son Stout Heart. A brave name for a brave boy.”…Standing there with clenched fists, Mafatu knew a smarting on his eyelids and shut his eyes tight, and sank his teeth into his lower lip.

Far off in the himené (village house) the Old Ones were singing. Their voices filled the night with rich sound. They sang of long voyages in open canoes, of hunger and thirst and battle. They sang the deeds of heroes. The hair on the boy’s damp forehead stirred; the long-drawn mutter of the reef sounded its note of warning in his ears. At his side, Uri touched his master’s hand with a cold nose. Mafatu pulled the dog close.

“We’re going away, Uri,” he whispered fiercely. “Off to the south there are other islands.”…

The outrigger canoes lay drawn up on the beach like long slim fish. Silent as a shadow, the boy crossed the sand. His heart was hammering in his throat. Into the nearest canoe he flung half a dozen green drinking nuts, and his fish spear. He gave his pareu (skirt) a brave hitch. Then he picked up a paddle and called to Uri. The dog leaped into the bow. There was only Kivi—Mafatu would miss his albatross. He scanned the dark sky for sight of the bird, then gave it up and turned away.

The lagoon was as untroubled as a mirror. Upon its black face the stars lay tracks of fire. The boy shoved off and climbed into the stern. Noiselessly he propelled the canoe forward, sending it half a length ahead with each thrust of his paddle. As he drew nearer to the barrier reef, the thunder of the surf increased. The old, familiar dread of it struck at his stomach’s pit, and made him falter in his paddling. The voices of the Old Ones were fainter and fainter now.

The reef thunder mounted: a long-drawn hushed, yet mighty sound that seemed to have its being not in the air above but in the very sea beneath. Out beyond lurked a terrifying world of water and wind. Out there lay everything most to be feared. The boy’s hands tightened on his paddle. Behind him lay safety, security from the sea. What matter if they jeered? For a second he almost turned back. Then he heard Kana’s voice once more saying: “Mafatu is a coward.”

The canoe entered the race formed by the ebbing tide. It caught up the small craft in its churn, swept it forward like a chip on a millrace. No turning back now.…

The boy was aware of a sudden whir and fury in the sky above, a beat of mighty wings. Startled, he glanced upward. There was Kivi, his albatross. Mafatu’s heart lifted. The bird circled slowly in the moonlight, its wings edged with silver. It hovered for a moment just over the bow of the canoe, then it rose easily, lightly in its effortless flight. Out through the passage in the reef. Out into the open ocean. Mafatu gripped the steering paddle and followed. Sperry, Armstrong, Call It Courage, Macmillan Pub. Co. (1968).

Section 1 | 15

Unit 2 | MAIN IDEAS

Review these hints for writing good, easily-read sentences.

The first word in a sentence must begin with a capital letter.

A period is used at the end of a statement.

TILT your paper toward the left so that the top right corner and the bottom left corner form a diagonal slant, pointed toward the center of your body. Left-handed writers tilt the paper toward the right about thirty-five degrees.

HOLD your pencil one inch from the sharpened end, between your thumb and first finger, and let it rest on the second finger.

Answer these questions in complete sentences.

1.4 Where did Mafatu live? _____________________________________________________

__________________________________________________________________________

1.5 Who was Tavana Nui? _____________________________________________________

__________________________________________________________________________

1.6 What did Mafatu fear? _____________________________________________________

__________________________________________________________________________

1.7 Who was Mafatu with during the great hurricane? _____________________________

__________________________________________________________________________

1.8 When did Mafatu think about the thing he feared? _____________________________

__________________________________________________________________________

1.9 What made Mafatu so unhappy? ____________________________________________

__________________________________________________________________________

1.10 Who were Uri and Kivi? _____________________________________________________

__________________________________________________________________________

1.11 How did Kana’s actions help Mafatu decide to face his fear? ____________________

__________________________________________________________________________

1.12 Who was Moana? _________________________________________________________

__________________________________________________________________________

16 | Section 1

MAIN IDEAS | Unit 2

1.13 When did Mafatu leave his home? ___________________________________________

__________________________________________________________________________

__________________________________________________________________________

1.14 Whose canoe do you think Mafatu took? _____________________________________

__________________________________________________________________________

__________________________________________________________________________

1.15 Why did Tavana Nui’s silence make Mafatu feel ashamed? ______________________

__________________________________________________________________________

__________________________________________________________________________

1.16 Why did Mafatu choose Uri and Kivi for his animal friends? ______________________

__________________________________________________________________________

__________________________________________________________________________

Match the definition of each vocabulary word used in the story.

1.17 __________ impending

1.18 __________ christened

1.19 __________ inseparable

1.20 __________ serenely

1.21 __________ envious

1.22 __________ regularity

1.23 __________ falter

1.24 __________ contract

1.25 __________ resentment

1.26 __________ security

a. order

b. sharing another’s sorrow

c. about to occur

d. draw together

e. peacefully

f. baptized or named

g. feeling discontent and wishing for something someone else has

h. hesitate

i. cannot be separated

j. a feeling resulting from insult

k. feeling of being safe

Section 1 | 17

Unit 2 | MAIN IDEAS

A.

trust effort

action

learn know

make

talk match

group

notice ability

arrange

B.

intelligence behavior

organize

remember classify

recognize

develop compare

challenge

discussion identify

faith

C.

action behavior

____________________________________________________________________

__________________________________________________________________________________________________________________________________________________

______________________________________________________________

_________________________________________

Find a word on ball B that means about the same as a word on ball A. Words that have about the same meanings are called synonyms. Write the synonyms together on ball C. The first one is done for you.

18 | Section 1

MAIN IDEAS | Unit 2

To prepare for writing his book, the author of “The Flight” studied the Polynesian people. He got his information and organized it before he could write his book. A good way to organize material is to put it in an outline.

Another reading skill we can consider is being able to distinguish fact and opinion. Remember, facts can be proven.

Use an encyclopedia or online resources to complete this outline about the Polynesian people.

1.28 I. Location and Climate

A. ____________________________

B. ____________________________

1.29 II. Polynesian People

A. ____________________________

B. ____________________________

1.30 III. Polynesian Worship

A. ____________________________

B. ____________________________

1.31 IV. Polynesian Homes and Clothing

A. ____________________________

B. ____________________________

1.32 V. Polynesian Work

A. ____________________________

B. ____________________________

C. ____________________________

On the line before each statement write an F if the statement is a fact. Write an O if the statement is an opinion.

1.33 __________ Armstrong Sperry was born in 1897.

1.34 __________ Mr. Sperry was probably from a happy home.

1.35 __________ Mr. Sperry studied art in New York.

Section 1 | 19

Unit 2 | MAIN IDEAS

1.36 __________ Mr. Sperry had experiences of his own on the ocean.

1.37 __________ Mr. Sperry was a good listener.

1.38 __________ Mr. Sperry enjoyed writing the story about Mafatu.

1.39 __________ Mr. Sperry probably thought about being a sea captain.

1.40 __________ Mr. Sperry gathered information for his book, Call It Courage, from his

experiences in the South Pacific.

1.41 __________ Mr. Sperry had experiences and training that helped him write a prize

winning book for children.

1.42 __________ Mr. Sperry likes children.

Compound Words and HyphensWhen someone enjoys talking and sharing their thoughts, we say that person has the “gift of gab.” Learning how to share ideas is a gift from God. The Bible says in James 1:17, “…every perfect gift is from above, and cometh down from the Father of lights….”

When people suddenly understand an idea we say, “They have seen the light!” Only God can give you understanding of your thoughts and the thoughts of others, as well as an understanding of His thoughts as they are given to us in the Bible. Today, remember to thank God for His gifts, for letting you learn words.

Since language is such a powerful and marvelous gift, you must learn to understand its structure—how it is put together. We learn the organization and structure of language when we study words. Words are used to make up written and spoken thoughts. In this lesson, you will learn about compound words and the use of the hyphen in writing.

COMPOUND WORDS

a combination of two or more words written together to express a new idea

headache ghost-spirit tidal wave

Compound words are used in the story, “The Flight.” Look at these three compound words and discover how they are alike and how they are different:

20 | Section 1

MAIN IDEAS | Unit 2

Write these words from “The Flight” in the correct column in the chart.

outrigger tiger-shark village house long-drawn

barrier-reef sunset fishermen high-held

someone sea urchin millrace Sea God

HEADACHE GHOST-SPIRIT TIDAL WAVE

1.43

1.44

1.45

1.46

1.47

Did you recognize these three characteristics of compound words?

1. A compound word can be two words written as one word. 2. A compound word can be two words separated with a hyphen. 3. A compound word can be two separate words.

No rule tells you when a compound will be one word, a hyphenated word, or two words. When you are in doubt, look in a recent dictionary. The language is changing all the time.

Words that had hyphens in “The Flight” may not have hyphens in your dictionary. More and more hyphens are being dropped from compound words. Use the dictionary to check the latest usage.

Look again at the definition of a compound word. Each word in a compound word has its own meaning. When the words are put together, they form a new idea or meaning.

Study this example. head—the top part of the body ache—a dull, continuous pain headache—a dull, continuous pain in the head

Section 1 | 21

Unit 2 | MAIN IDEAS

Complete these activities.

1.48 Put these words together to form compound words. Use the dictionary to help you. You may use the words more than once.

some school grand one mother step house yard bare sail foot bird chalk cream ice board black berry smith boat

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

1.49 Jesus used a compound word in John 3:16. Read this verse in your Bible and find the compound word. This compound is made of three words.

a. When you find the word, write it on this line. _______________________

b. What one word could you write in place of this compound word?

_____________________________

You might want to stop right now and say a thank-you for this gift from God. By the way, thank-you is also a compound word.

Some compound words are joined by a hyphen. Look at the examples in this chart to discover three uses of the hyphen.

The words in 1 are numbers (tens + ones and fractions). The words in 2 are compound words that describe. These words are adjectives, and a noun would usually follow them in a sentence. Other compound words that describe are adverbs. Adverbs describe verbs in a sentence.

1 2 3

twenty-one slow-moving Joe was go- one-half brand-new ing home.

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MAIN IDEAS | Unit 2

The use of the hyphen in 3 is at the end of a line of reading material. If you need to divide a word, divide it at the end of a syllable, and put the next syllable on the following line. One syllable words cannot be divided at the end of the line.

Sometimes we are in doubt as to where to divide words into syllables. One rule is easy to remember:

Words can be divided between two consonants that are the same.

You might call them “consonant twins.”

Write the consonant twins on the line. Each word has two consonants that are the same. Divide the word by drawing a vertical line between the consonant twins.

1.50 a. challenge ____________________

b. classify ____________________

c. discussion ____________________

d. intelligent ____________________

Complete these sentences.

1.51 The previous words contain the double consonants of a. ________________ and

b. ______________________ .

1.52 Words can be divided into syllables between ______________________________ .

Remember the three most common ways to use a hyphen:

1. Joining number words,

2. Joining compound words that describe (adjectives or adverbs), and

3. Dividing words at the end of a line of reading material.

Section 1 | 23

Unit 2 | MAIN IDEAS

Complete this activity.

1.53 Place 1 before the words that express a certain number. Place 2 before compounds joined by a hyphen. Place 3 before end-of-the-line hyphens.

a. ______ whole-hearted g. ______ go-

b. ______ five-eighths h. ______ mop-headed

c. ______ long-distance i. ______ self-confident

d. ______ hap- j. ______ forty-two

e. ______ slow-moving k. ______ ap-

f. ______ har-

Write Yes or No.

1.54 __________ If the word boy came at the end of a line, would you divide it b-oy?

1.55 __________ If the word passage came at the end of a line, would you divide it pas-

sage?

Complete this sentence.

1.56 Remember that if a hyphen is used at the end of a line, it must be placed between

________________________ .

Spelling Compound WordsLearn to spell these compound words. Follow the five-step plan you learned in Language Arts LIFEPAC 501.

SPELLING WORDS - 1afternoon fisherman keyboard brand-new

grapefruit landscape childhood hardship

moonlight deerskin inlet evildoer

jaybird

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MAIN IDEAS | Unit 2

Complete this chart by writing the number of syllables and the two words that make the compound.

Compound word Syllables Words

1.57 afternoon a. _________ b. ____________ ___________

1.58 brand-new a. _________ b. ____________ ___________

1.59 childhood a. _________ b. ____________ ___________

1.60 deerskin a. _________ b. ____________ ___________

1.61 evildoer a. _________ b. ____________ ___________

1.62 fisherman a. _________ b. ____________ ___________

1.63 grapefruit a. _________ b. ____________ ___________

1.64 hardship a. _________ b. ____________ ___________

1.65 inlet a. _________ b. ____________ ___________

1.66 jaybird a. _________ b. ____________ ___________

1.67 keyboard a. _________ b. ____________ ___________

1.68 landscape a. _________ b. ____________ ___________

1.69 moonlight a. _________ b. ____________ ___________

Read these sentences that contain compound words.

1.70 Ask a friend to read six of these sentences to you. Write them from memory on a separate sheet of paper.

1. Mother went to a Bible study in the afternoon.

2. Jerry saw the brand-new puppy.

3. God protects us in childhood and through all of our life.

4. Father had a deerskin jacket.

5. Benji was afraid of the evildoer.

6. Christ told a fisherman to follow Him.

7. Alice ate grapefruit for breakfast.

8. During floods and earthquakes people suffer hardships.

9. Islanders are used to the inlet waters.

10. Excited jaybirds can be very noisy.

11. He had to master the piano keyboard.

12. Landscape artists are talented people.

13. Kana watched Mafatu walk in the moonlight.

Friend check:

Initials ____________

Date ____________

Section 1 | 25

Unit 2 | MAIN IDEAS

HandwritingHandwriting practice will help you to write the capital letters A through M, and practice joining letters.

Complete these handwriting activities.

1.71 Practice writing these capital letters correctly.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

A B C D E F G H I

J K L M

1.72 Write each spelling word, beginning it with a capital letter. Use an additional sheet of paper.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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1.73 Practice joining the letter o to r, s, and t.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

or, os, ot `history `emotion `most

1.74 Practice joining v to i and o.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

`vi, `vo

`violence, `volunteer

Teacher check:

Initials _____________________ Date ____________________

Review the material in this section to prepare for the Self Test. The Self Test will check your understanding of this section. Any items you miss on this test will show you what areas you will need to restudy in order to prepare for the unit test.

Ask your teacher to give you a practice spelling test of Spelling Words-1. Restudy the words you missed.

Section 1 | 27

Unit 2 | MAIN IDEAS

SELF TEST 1

Choose the correct word to complete the sentence (each answer, 3 points).

chief outrigger albatross barrier-reef

dog worshiped regularity missionaries

fishing Polynesia violence sea-urchin

1.01 Mafatu was from ________________________________________________ .

1.02 Tavana Nui, Mafatu’s father, was the village ________________________ .

1.03 Mafatu’s fear kept him from ________________________ with all the other men and

boys.

1.04 The people ________________________ courage.

1.05 Mafatu was driven out by indifference, not by ________________________ .

1.06 Kivi was an ________________________ .

1.07 Uri was a ________________________ .

1.08 Mafatu shoved off in an ________________________ canoe.

1.09 This story took place before ________________________ came to teach the people

about Jesus Christ.

1.010 The ________________________ is a ridge of coral near the coastline.

Put two words together to form a compound word. Use each word only once (each compound word, 3 points).

one smith some black

boat over rigger cream

ice school board house

out mother yard back

bare ball grand foot

1.011 _______________________________ 1.012 ________________________________

1.013 _______________________________ 1.014 ________________________________

1.015 _______________________________ 1.016 ________________________________

28 | Section 1

MAIN IDEAS | Unit 2

1.017 _______________________________ 1.018 ________________________________

1.019 _______________________________ 1.020 ________________________________

Complete these sentences (each answer, 4 points).

1.021 At least one standard an author must meet to prove his authority as a writer is

__________________________________________________________________________

__________________________________________________________________________

1.022 A statement that can be proven is a ____________________________________ .

1.023 A statement that expresses how you feel or think is an __________________________

________________________________ .

Write an example of each one (each answer, 3 points).

1.024 a. one-word compound ________________________________

b. two-word compound ________________________________

c. hyphenated compound ________________________________

1.025 a. hyphenated number word ________________________________

b. hyphenated adjective ________________________________

c. word divided in syllables at ________________________________

end of line

1.026 a word with double consonants ________________________________

Answer this question (this answer, 7 points).

1.027 In your opinion, whose outrigger canoe did Mafatu take? Give reasons for your

answer. __________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Teacher check: Initials ___________

Score _____________________ Date ___________

80

100

Take a spelling test of Spelling Words-1.

Section 1 | 29

Unit 2 | MAIN IDEAS

13. Select the noun that names the subject of a sentence.14. Select a topic sentence in a paragraph and identify it as an introductory, detail, or summary

sentence.15. Answer questions using specific details.16. Recognize adjectives and match them with the nouns they describe.17. Analyze and spell ten words.18. Write a summary using the spelling words.19. Apply a Biblical truth to your own experience and organize the resulting information into a

chart.

VocabularyStudy these new words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.

analyze (an’ a līz). To examine carefully and in detail.

consequence (kon’ su kwens). A result, what happens.

courageous (ku ra ’ jus). Fearless, brave, full of courage.

focus (fo ’ kus). Make clear.

photographer (fu tog’ ru fur). A person who takes pictures with a camera.

summarize (sum’ u rīz’). To give only the main points.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ or / e/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

2. MAIN IDEASIn this section, you will learn how to find the main idea of a story. Being

able to pick out the main idea and find supporting details in a paragraph

or story makes you a skillful reader. Also you will be challenged in spelling

and writing.


30 | Section 2

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NAME ___________________________________

DATE ___________________________________

SCORE ___________________________________

LANGUAGE ARTS 502LIFEPAC TEST

Unit 502 | LANGUAGE ARTS

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LANGUAGE ARTS 502: LIFEPAC TEST


adjectives details mood three

courage fear nouns two

coward main ideas subject verbs

1. The story of Mafatu is a story of _________________________ .

2. Mafatu had a strong emotional reaction of _________________________ toward the sea.

3. Because of Mafatu’s feeling, he acted like a _________________________ .

4. An author uses emotion words to express a _________________________ .

5. We find specific information by noting _________________________ .

6. The _________________________ of a sentence tells who or what the author is talking

about.

7. Words that name a person, place, or thing are _________________________ .

8. Words that describe nouns are _________________________ .

9. The English language has _________________________ standard forms of writing and

speaking.

10. The diamond-shaped poem uses nouns, adjectives, and _________________________ .

Write an example of each item (each answer, 2 points).

11. One-word compound ___________________________________

12. Two-word compound ___________________________________

13. Hyphenated compound ___________________________________

14. Hyphenated number word ___________________________________

15. Hyphenated adjective ___________________________________

16. Word with double consonants

divided at end of line ___________________________________

17. A noun ___________________________________

18. An adjective ___________________________________

19. An -ing verb ___________________________________

LANGUAGE ARTS | Unit 502

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20. A spelling word that contains

the abbreviation for October ___________________________________

21. An emotion word ___________________________________

22. A contraction ___________________________________

Complete these items (each answer, 5 points).

23. Write a statement of fact from “The Flight.” _______________________________________

______________________________________________________________________________

24. Write a statement of opinion from “The Flight.” ____________________________________

______________________________________________________________________________

Write a paragraph in cursive describing something you have read or a personal experience. The paragraph must include an introductory sentence, three or more detail sentences, and a summary sentence (this activity, 14 points).

25. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Unit 502 | LANGUAGE ARTS

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Match the correct phrases to the words. Place the letter on the blank line in front of the word (each answer, 2 points).

26. __________ author

27. __________ island

28. __________ Polynesians

29. __________ book

30. __________ albatross

31. __________ lagoon

32. __________ Uri

33. __________ topic

34. __________ compound

35. __________ terror

36. __________ diamante

a. Call it Courage

b. Kivi

c. nondescript dog

d. Armstrong Sperry

e. main idea

f. Hikueru

g. contraction

h. fishermen

i. small body of water connected to alarger one

j. word made from two words

k. three-year-old child in a hurricane

l. a kind of poem

Take your LIFEPAC spelling test.

LANGUAGE ARTS | Unit 502

Find the Main IdeaHave you ever used a digital SLR camera to take a picture of some beautiful scenery, favorite person, or pet? Did you notice how important it was to patiently focus on the subject of your picture? Maybe you have had to smile for a long time until someone else had you in focus for a picture. Most pictures have a main object or idea. An experienced photographer will plan the whole picture so that everything will blend together to highlight the subject of his picture.

In Language Arts LIFEPAC 501, you learned how to use nouns to identify the topic of a sentence or paragraph.

Nouns are words used to name a person, place, or thing. To write a complete thought (or sentence), you must tell what or who your sentence is talking about. This word is the subject of the sentence and is usually a noun.

Read these sentences from the story “The Flight.”

Circle the noun that is the subject of the sentence.

2.1 Kana helped his friend make nets and fishing tools.

2.2 Every boy in the village sharpened his spear, tested the shaft, and honed his shark knife.

2.3 The albatross followed Mafatu and Uri about, limping on its one good leg.

2.4 The lagoon was as untroubled as a mirror.

2.5 Mafatu gripped the steering paddle and followed.

2.6 The canoe entered the race formed by the ebbing tide.

2.7 Soon the great bonitos would be swimming beyond the reef.

2.8 When it began to fly, the young albatross found its own food.

2.9 The palms of Tekoto beckoned with their promise of life.

2.10 The people sing their chants and tell the story over evening fires.

Section 2 | 31

Unit 2 | MAIN IDEAS

Write these names.

2.11 Think of your favorite person and write his or her name.

__________________________________________________________________________

2.12 Think of your favorite place and write its name.

__________________________________________________________________________

2.13 Think of a favorite thing and write its name.

__________________________________________________________________________

2.14 What kind of words did you write? ___________________________________________

__________________________________________________________________________

Main ideas in paragraphs tell you who or what the author is talking about. You begin to recognize the main idea of a paragraph when you can select the noun that names the subject or topic on the paragraph.

After you have discovered the subject or topic of the paragraph, find the most important statement in the paragraph about that subject or topic. That statement (sentence) is the main idea of the paragraph. The first, or introductory, sentence may be the one that tells the main idea of the paragraph. If it does, it is the topic sentence—the sentence giving the main idea. Sometimes, the last sentence will “sum-up” (summarize) what was said. If it does, it is the summary sentence. The summary sentence is sometimes the topic sentence.

If the introductory sentence or the summary sentence is a topic sentence, you can find the main idea easily. Sometimes the topic sentence is one of the middle sentences in the paragraph. These sentences usually give details to “build” the topic of the sentence. The main idea can be found in these sentences by asking yourself, “What is this paragraph really about? What is the main idea? and Which sentence tells that best?”

Occasionally, you will not be able to find a topic sentence in a paragraph. Yet, if it is a good paragraph, it will always have a main idea. When you determine the main idea, you can state that main idea in your own words.

Finding the subject noun is a skill that will develop your thinking ability. You are training your mind to find information.

32 | Section 2

MAIN IDEAS | Unit 2

2.15

2.16

2.17

2.18

Read this paragraph.

__________________________________________________________________________ Courage is developed when a person decides to take a risk. Risk taking is necessary to grow into mature, useful adults. An infant child must risk falling down when learning to walk. An older child must take the risk of getting hurt when learning how to ride a bicycle. Teenagers must take risks when they are learning how to select friends. Adults take risks when they make decisions about getting married, selecting work, or beginning families. Risk-taking means you are deciding to accept the consequences of your actions. Be wise and think about your actions and the risks you must take. This will help you become courageous.


Write the topic sentence of the above paragraph on the lines.

__________________________________________________________________________

__________________________________________________________________________

Circle the noun that is used most often in the paragraph.

courage child adult risk-taking

Circle your choice of a good title for the paragraph.

Teenagers Have Friends

Little Children Learn to Walk

Most People Have Fears

Risk-Taking Helps Us Grow

Write the title on the line above the paragraph.

Section 2 | 33

Unit 2 | MAIN IDEAS

“A nondescript yellow dog named Uri was Mafatu’s inseparable companion—Uri with his thin coat which showed his ribs, and his eyes so puzzled and true. He followed the boy wherever he went. Their only other friend was Kivi, an albatross. The boy had once found the bird on his lonely wanderings. One of Kivi’s feet was smaller than the other. Perhaps because it was different from its kind, the older birds were heckling and pestering the fledgling. Something about that small bird trying to fight off its more powerful fellows touched the boy’s heart. He picked it up and carried it home—caught fish for it in the shallows of the lagoon. The bird followed Mafatu and Uri about, limping on its one good leg. At length, when the young albatross learned to fly, it began to find its own food. In the air it achieved perfection, floating serenely against the sky while Mafatu followed its effortless flight with envious eyes. If only he, too, could escape to some world far removed from Hikueru!”

DetailsYou have learned that words naming a person, place, or thing are called nouns. Nouns help you focus on the author’s main ideas. Another way to focus on main ideas is to recognize the details an author uses to make the message clear and interesting.

Noting details helps you find specific information. This skill trains your mind to receive information. A detail can answer six questions a reader asks:

WHO? WHAT? WHEN? WHERE? WHY? HOW?

An author uses descriptive words to help him write detail sentences. If the word describes a noun, it is an adjective and may answer the question WHAT KIND? When an action is being described, adverbs are used to answer the question HOW? Details focus on main ideas because they give you more information about the subject of a sentence or the topic of the paragraph.

The following paragraph is taken from the story, “The Flight.” Read the paragraph and then answer the questions by using the specific information in the detail sentences.

| Albatross flying

34 | Section 2

MAIN IDEAS | Unit 2

Answer these questions by using the details given in the paragraph.

2.19 Who was Mafatu’s inseparable companion? __________________________________

__________________________________________________________________________

2.20 How did the companion look? _______________________________________________

__________________________________________________________________________

2.21 What detail proves the two were inseparable? _________________________________

__________________________________________________________________________

2.22 When did Mafatu find Kivi? _________________________________________________

__________________________________________________________________________

2.23 Who pestered Kivi? ________________________________________________________

__________________________________________________________________________

2.24 Why did Mafatu like Kivi? ___________________________________________________

__________________________________________________________________________

2.25 Where did Mafatu get food for Kivi? __________________________________________

__________________________________________________________________________

2.26 When did the albatross get its own food? _____________________________________

__________________________________________________________________________

2.27 How did Mafatu feel when he watched Kivi fly? ________________________________

__________________________________________________________________________

Circle the main idea of the paragraph.

2.28 Mafatu liked animals.

Mafatu’s friends were Uri and Kivi.

Mafatu knew his friends liked him.

Section 2 | 35

Unit 2 | MAIN IDEAS

Spelling ChallengeMafatu was afraid of the sea because he didn’t understand why the sea was so stormy. Fear is an emotion that can keep you from learning how to do something. In this lesson you are going to learn some difficult words. They have been called demons because they seem hard to spell correctly.

To believe that these words are demons is like Mafatu believing an angry, wicked sea god named Moana was going to eat him. Mafatu decided to challenge his fear of the sea by facing it and sailing on top of it. Another chapter in the book tells how Mafatu learned to talk to the god Maui, who was the god of the Fishermen. Jesus Christ is the true God of the Fishermen and your God. He can help you understand your spelling words and write them accurately. You can ask Him for help and He will answer your request, but it cannot be done without effort on your part.

Follow these directions to master the spelling challenges.

1. Use the five-step plan you learned in Language Arts LIFEPAC 501 to study the words. 2. Complete the activities that will help you analyze the words. 3. Use the words to help you discover the theme of Language Arts LIFEPAC 502. 4. Use the words in sentences and stories of your own. 5. Take a written spelling test.

Match the adjectives in column A with the nouns they describe in column B, then write the two words together in column C.

A B C

2.29 yellow fellows ______________________________________

2.30 thin flight ______________________________________

2.31 puzzled dog ______________________________________

2.32 lonely eyes ______________________________________

2.33 powerful wanderings ______________________________________

2.34 effortless coat ______________________________________

2.35 envious eyes ______________________________________

36 | Section 2

MAIN IDEAS | Unit 2

Write the words on the lines after the definition. Check the formation of o and v when you are joining them to other letters. Study the respelling of the words to help you pronounce them.

2.36 u mung’ one of ______________________________________

2.37 biz’ nis work ______________________________________

2.38 bi le v’ think ______________________________________

2.39 biz’ e active ______________________________________

2.40 dok’ tur physician ______________________________________

2.41 fôr’ te four tens ______________________________________

2.42 la d put down ______________________________________

2.43 min’ it 60 seconds ______________________________________

2.44 mī nüt’ very small ______________________________________

2.45 ra z lift up ______________________________________

2.46 sep’ u ra t divide ______________________________________

Answer these questions to help you analyze the words. Each question points out a trouble spot in the word. Write the word on the line after each question.

2.47 a. Which word has the abbreviation for Monday between the first and last letter?

________________________________________________________________________

b. Which word names Adam’s wife in the last three letters?

_________________________________

c. Which word uses the pronoun us between the first and last letter?

________________________________________________________________________

d. Which word has the word sin in the center? __________________________________

SPELLING WORDS - 2 among doctor minute business

forty raise believe laid

separate busy

Section 2 | 37

Unit 2 | MAIN IDEAS

Teacher check:

Initials _____________________ Date ____________________

e. Which word has the abbreviation for October in the middle?

________________________________________________________________________

f. Which word has a nut in the middle? ________________________________

g. Which word has or in the middle? _____________________________________

h. Which word has pa in the middle? Notice rat comes after pa.

________________________________________________________________________

i. Which word asks for help after the first letter? ____________________

j. Which word has the word is just before the last letter?

__________________________________________

Do this puzzle.

2.48 Find the challenge words in the hidden word puzzle. Write them on the lines.

a. ____________________ B V O L D B M O S A

M U A M O N G B E Z

I D S F C G L U P B

N O O I T L F S A U

U W I F O R T Y R S

T N H U R A C D A I

E L R A I S E O T N

L A I D O S R I E E

B E L I E V E W M S

A X C Y D W E V B S

b. ____________________

c. ____________________

d. ____________________

e. ____________________

f. ____________________

g. ____________________

h. ____________________

i. ____________________

j. ____________________

On a sheet of paper, write a paragraph summarizing the story about Mafatu.

Use the spelling words in your paragraph. Remember God has given you the gift of language. Use it to develop your ability to communicate.

38 | Section 2

MAIN IDEAS | Unit 2

Review the definitions of seven spelling challenges to discover the one word that tells you the theme of Language Arts LIFEPAC 502.

2.49 Write the third letter in the word that means a physician or a person who treats sick

people. _____________________________________________________

2.50 Write the third letter in the word that means “in a group.”

___________________________________________

2.51 Write the second letter in the word that means you are active.

___________________________________________

2.52 Write the third letter in the word that means “four tens.”

___________________________________________

2.53 Write the second letter in the word that means “lift up.” _______________

2.54 Write the last letter in the word that means “in a group.” ______________

2.55 Write the second letter in the word that means “to think in a trusting way.”

__________________________________________________________________________

2.56 Put all of these letters together and write the theme of Language Arts LIFEPAC 502 on this line.

__________________________________________________________________________

Section 2 | 39

Unit 2 | MAIN IDEAS

Communication with GodUsing your ability to get main ideas is a good thing to do when you read God’s message to you. When you read the Bible, you must let both your eyes and your mind take in what God is saying to you. God speaks to you through His book, the Bible. Before the Bible was written, God spoke to man through his ears and then his mind.

Courage is a virtue all of us need. God has made it available to all His children, and we can use it for almost everything we do. In this lesson, you will be reading some Bible verses that tell in detail how you can become a courageous person and what will happen to you as you apply God’s promises to your life every day.

To give you practice finding information in God’s Word, the Bible, you are asked to look up each of the following verses in your Bible and then answer the question that will be your guide to discovering the main ideas of the verse.

| The Bible

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MAIN IDEAS | Unit 2


Read the verses carefully. Read the questions and read the verses again to find the answer. Write the answers on the lines below the question in complete sentences.

Read 2 Chronicles 15:7.

2.57 How does this verse help you when you become discouraged while you are working?

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Read Joshua 1:7–9.

2.58 What book must be read and obeyed if our life is to be successful wherever we go?

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2.59 Does it take courage to obey God’s Word when it seems like fun to disobey or if our lives may be in danger if we obey God?

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2.60 If we obey God’s Word, He promises to give us a special life wherever we go. Write three of God’s promises on the line.

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2.61 Do you think it is worth your time and effort to obey God when you know He always keeps His promises?

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Complete this chart. Use the answers to activities 2.58-2.61 to complete the following chart. Classifying information helps you to organize material so you can remember it.

2.62 GOD WANTS ME TO: IF I OBEY GOD, HE WILL:

1. Read God’s Word

2. Think about what I read

3. Obey His Word

1. __________________________

2. __________________________

3. __________________________

4. __________________________

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Unit 2 | MAIN IDEAS

You are blessed so much more than Mafatu, who had to live with his superstitious family and neighbors. Remember, the story took place before missionaries were sent to Polynesia. You can believe in the one and only true God. He knows exactly what you can do. God does not expect you to do more than He has given you the ability and power to do. In the Bible we find only one command given by God to all children. Since this command is the only one, you should know what it is and then begin doing it immediately.

Find Ephesians 6:1–3 in your Bible.

2.63 What are the beginning words? Read the verses and then complete the chart.

Show this chart to your parents and your teacher. Ask them to help you be obedient to God’s only command to children. Thank God for communicating with you. Thank Him for letting you learn and for helping you do your very best work.

GOD WANTS ME TO: IF I OBEY GOD, HE WILL:

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Teacher check:

Initials _____________________ Date ____________________

Review the material in this section to prepare for the Self Test. The Self Test will check your understanding of this section and will review the other section. Any items you miss on this test will show you what areas you will need to restudy in order to prepare for the unit test.


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MAIN IDEAS | Unit 2

SELF TEST 2


adjectives details nouns

courage ideas subject

detail introductory summary

2.01 The story of Mafatu is a story of ______________________________________ .

2.02 Main ______________________________________ help you think about the

information.

2.03 Noting ______________________________________ helps you find specific

information.

2.04 Words that name a person, place, or thing are ___________________________ .

2.05 The ________________ of the sentence tells who or what the author is talking about.

2.06 Words that describe nouns are ______________________________________ .

2.07 An _____________________________________ sentence of a paragraph makes you

want to read the author’s message.

2.08 A _____________________________________ sentence of a paragraph gives you

more information about the subject.

2.09 A _____________________________________ sentence of a paragraph tells you what

the author thinks about the subject.

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Unit 2 | MAIN IDEAS

Match each spelling word with its meaning (each answer, 3 points).

2.010 __________ among a. sixty seconds

2.011 __________ business b. physician

2.012 __________ believe c. divide

2.013 __________ busy d. four tens

2.014 __________ doctor e. being in, one of

2.015 __________ forty f. to trust

2.016 __________ laid g. ideas

2.017 __________ min’ute h. a person’s work

2.018 __________ mi nute’ i. active

2.019 __________ raise j. put down

2.020 __________ separate k. very small

l. lift up

Write each word under the correct heading (each answer, 3 points).

Noun Adjective

2.021 woman ____________________ ______________________

2.022 fluffy ____________________ ______________________

2.023 powerful ____________________ ______________________

2.024 lonely ____________________ ______________________

2.025 sea urchin ____________________ ______________________

2.026 canoe ____________________ ______________________

2.027 storm ____________________ ______________________

2.028 old ____________________ ______________________

2.029 pitiful ____________________ ______________________

2.030 cranky ____________________ ______________________

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MAIN IDEAS | Unit 2


Score _____________________ Date ___________

80

100

Complete this activity (10 points).

2.031 Write a brief summary of the story “The Flight.” In your summary answer the questions: Who? What? When? Where? Why? How?

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Take a spelling test of Spelling Words -2.

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Unit 2 | MAIN IDEAS

3. POETRY & CONTRACTIONSWhat kind of mood are you in today? Emotion words help an author set

the mood of the story. Are you in the mood to write poetry? The diamond-

shaped poem is a special kind of poetry. You must also be familiar with

contractions and be able to spell them. They are important words in our

informal conversation and writing.


20. Compare experiences with emotion words to identify a character’s mood.21. Write diamond-shaped poetry.22. Learn to read and spell twenty-four contractions and the words they represent.23. Compare words with synonymous meanings and use them in sentences.

MoodHas anyone asked you, “How do you feel?” When you are in a happy mood, you smile and say, “I am fine, thank you.” If you are sad or afraid or angry, you have a different response. Feelings are very important to people because they provide the reason for our behavior. Feelings and emotions are the same thing. They can be controlled by what we think about certain circumstances. Mafatu had a strong emotional reaction whenever he heard the stormy sea because he thought that an evil god named Moana was going to get him. He had escaped death once; and, because of what he believed about Moana, he was even more terrified when he heard the sea or saw it moving wildly toward the shore. Mafatu felt very afraid when he saw the sea and, because of his fear, he was unable to fish or do the things expected of him. His fear or feeling about the sea was controlling him, and it made him act like a coward. Others were able to observe his behavior and soon identified him as the Boy Who Was Afraid.

Mood is a word used to discuss feelings. An author can put the reader into different moods; and the reader says that a story is interesting, exciting, sad, funny, or boring.

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MAIN IDEAS | Unit 2

In “The Flight” Mafatu had different feelings about himself, and you had different feelings as you read his experiences. The author used words to make you change your feelings.

Mr. Armstrong Sperry created moods of terror, anger, sympathy, worthlessness, ridicule, loneliness, shame, and disappointment for the main character in his story and for the reader. To analyze these moods, you will classify them and put them into the following chart. This exercise will help you organize your thoughts and recall the experiences you read.


3.1 Read Mafatu’s experiences listed in the chart. Think about Mafatu’s feelings at that time. Find an emotion in the “Mood Words” list and write it in the column. Think about your own feelings for Mafatu and write the word that best describes your feelings in the last column. Completing this activity will teach you a plan for understanding another person’s feelings or emotions. You may use a word more than once.

Mafatu’s Experience Mafatu’s Feeling Your Feeling

a. Three-year-old child

in a hurricane.

b. Fishermen find his

dead mother.

c. Boys laugh and make

fun of Mafatu.

d. Mafatu tries but fails

to hold the fish line.

e. Mafatu makes perfect

tools.

MOOD WORDS anger pride sympathy anxiety

resentment terror disappointment shame

zeal embarrassment nervousness happiness

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Unit 2 | MAIN IDEAS

Mafatu’s Experience Mafatu’s Feeling Your Feeling

f. Mafatu hears his friend

call him a coward.

g. Mafatu finds Uri and

Kivi.

h. Mafatu faces the

sea.

3.2 Emotion words are associated with our feelings. Find a synonym in the following list to match with each emotion word. Look up the synonyms in a dictionary to see how the word may differ slightly in meaning. On the line next to the Emotion Word, write the synonym of that word.

a. anxious ___________________ b. disgusting __________________

c. embarrass ___________________ d. envious __________________

e. enthusiasm ___________________ f. resentment __________________

g. sympathy ___________________ h. violence __________________

EMOTION WORDS anxious envious sympathy disgusting

enthusiasm violence embarrass resentment

SYNONYMS FOR EMOTION WORDS fury offense repulsive uneasy

jealous pity shame zeal

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MAIN IDEAS | Unit 2

PoetryWriting a message for others to read is a thoughtful, creative use of your time. You have just learned that words create different moods. We can prove this statement by our personal experiences. Some words make us cry and others make us laugh. Words make people feel angry or happy. King David had an understanding of the power words can have in our private thoughts and in speaking to other people. In Psalm 19:14, David asked God, “Let the words of my mouth, and the meditation [thoughts] of my heart, be acceptable in thy sight, O LORD, my strength, and my redeemer.” This prayer is one God will answer for everyone who wants to use the gift of language to honor Him.

Authors use stories to appeal to your sense of adventure. A good story invites you to be a part of the excitement. When an author wants to talk to the reader in a personal way, he may use poetry to appeal to the reader’s emotions. In this lesson you are going to learn how to use words to create a poem. This poetry is named after the shape of the poem, but it is a sparkling thought as well. Learning how to write a diamond-shaped poem will help you review the work that words do in expressing thoughts.

Study the diamond-shaped poem about Mafatu. Read each line carefully. Try to identify the kind of word used in each line. Using the right kind of word is important in writing diamond-shaped poems.

“DIAMANTE” DIAMOND POETRYMAFATU

AFRAID ALONE

CRYING MENDING ENVYING

SHAME ANGER TERROR LONELINESS

WALKING HEARING PLANNING

BRAVE HONORABLE

HERO

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Unit 2 | MAIN IDEAS

Circle the word Noun, Adjective, or Verb that correctly answers the question.

3.3 What kind of word is Mafatu? Noun Adjective Verb

3.4 What kind of words are

afraid and alone? Noun Adjective Verb

3.5 What kind of words are crying Noun Adjective Verb

mending, and envying?

3.6 What kind of words are shame, Noun Adjective Verb

anger, terror, and loneliness?

3.7 What kind of words are walking Noun Adjective Verb

hearing, and planning?

3.8 What kind of words are brave

and honorable? Noun Adjective Verb

3.9 What kind of word is hero? Noun Adjective Verb

Think carefully and answer this question.

3.10 In which line of the poem did you notice a change of behavior?

_____________________Your subject should make a change from line one to line

seven. Note that each verb is an -ing word.

Complete this activity.

3.11 Make one or more diamond-shaped poems of your own about one of the following topics: the sea, Tavana Nui, Kivi, Kana, yourself, or any other topic you would like to write about. Share your poems with your teacher and your parents. Look for the sparkle in their eyes when they see how your poetry shines with new ideas!

Teacher check:

Initials _____________________ Date ____________________

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MAIN IDEAS | Unit 2

ContractionsThe English language has two standard forms known as formal English and informal English. Formal English is used when a writer or speaker is expected to be scholarly. Formal English is used by ministers, educators, doctors, lawyers, scientists, and top government officials. We will learn more about formal English in another LIFEPAC.

Informal English allows us to use contractions. Informal English is used in speaking and writing thoughts most people can understand. When you read a newspaper, you’re reading informal English. Some authors use informal English in writing stories. When a speaker or writer uses informal English, he shares his thoughts with more people.

Contractions are two words that are joined together by dropping one syllable. An apostrophe is written where the omitted letters were in the words. Contractions differ from compound words because of the change of letters and pronunciation. They also differ from compound words in that the meaning of the two words does not change when a contraction is formed.

Contractions are used in informal English when writing or speaking. Contractions are never used in formal English. In a future LIFEPAC, we will learn more about how our language came to be and how it has changed.

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Unit 2 | MAIN IDEAS

Study these contractions.

3.12 Contractions are associated with the words is, not, did, will, have, are, and would. Study this word list. Notice which part of the word has been omitted to form the contraction. Write the two words that make the contraction.

a. won’t ______________________ b. isn’t ______________________

c. haven’t ______________________ d. wouldn’t ______________________

e. can’t ______________________ f. shan’t ______________________

g. she’ll ______________________ h. you’ve ______________________

i. should’ve ______________________ j. let’s ______________________

k. we’ll ______________________ l. shouldn’t ______________________

m. they’re ______________________ n. he’s ______________________

o. she’s ______________________ p. it’s ______________________

q. we’d ______________________ r. you’re ______________________

s. I’ve ______________________ t. we’ve ______________________

u. they’d ______________________ v. don’t ______________________

w. could’ve ______________________ x. would’ve ______________________

3.13 In the sentences, find two words that can form a contraction. Write the contraction on the line before each sentence.

a. ______________________ To speak unkindly is not proper.

b. ______________________ The children have not missed school.

c. ______________________ God would not want you to disobey your parents.

d. ______________________ We shall not perish if we believe in Jesus Christ.

e. ______________________ God cannot look upon sin.

f. ______________________ Boys and girls will not push in the line.

g. ______________________ He is a brave boy who speaks kindly.

h. ______________________ She is a brave girl who speaks kindly.

i. ______________________ It is a beautiful song to sing.

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MAIN IDEAS | Unit 2


Spelling ContractionsLearn to spell these contractions. Remember to write the apostrophe in the correct place.

SPELLING WORDS - 3 can’t let’s we’d

could’ve shan’t we’ll

don’t she’ll we’ve

haven’t she’s won’t

he’s shouldn’t wouldn’t

isn’t should’ve would’ve

it’s they’d you’re

I’ve they’re you’ve

Before you take this last Self Test, you may want to do one or more of these self checks.

1. ________ Read the objectives. See if you can do them.

2. ________ Restudy the material related to any objectives that you cannot do.

3. ________ Use the SQ3R study procedure to review the material:

a. Scan the sections.

b. Question yourself.

c. Read to answer your questions.

d. Recite the answers to yourself.

e. Review areas you did not understand.

4. ________ Review all vocabulary, activities, and Self Tests, writing a correct answer for every wrong answer.

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Unit 2 | MAIN IDEAS

SELF TEST 3


action fear subject three

adjectives mood think two

coward nouns

3.01 An author uses emotion words to express a ______________________ .

3.02 Feelings or emotions are controlled by what we ______________________ about

circumstances.

3.03 Mafatu had a strong emotional reaction of ______________________ toward the sea.

3.04 Because of the feeling Mafatu had, it made him act like a ______________________ .

3.05 The English language has ______________________ standard forms of writing and

speaking.

3.06 Words that name a person, place, or thing are ______________________ .

3.07 Words that describe nouns are ______________________ .

3.08 The ______________________ of the sentence tells who or what the author is talking

about.

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MAIN IDEAS | Unit 2

Match each emotion word with a synonym (each answer, 2 points).

3.09 __________ anxious a. offense

3.010 __________ disgusting b. pity

3.011 __________ embarrass c. jealous

3.012 __________ envious d. fear

3.013 __________ enthusiasm e. fury

3.014 __________ resentment f. repulsive

3.015 __________ sympathy g. shame

3.016 __________ violence h. uneasy

3.017 __________ simple i. zeal

j. easy

Write on each line the kind of word that should be there: noun, adjective, or verb (each answer, 2 points).

3.018 a. ____________________

b. ____________________ c. ____________________

d. ____________________ e. ____________________ f. ____________________

g. __________________ h. __________________ i. __________________ j. __________________

k. ____________________ l. ____________________ m. ____________________

n. ____________________ o. ____________________

p. ____________________

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Unit 2 | MAIN IDEAS


Score _____________________ Date ___________

80

100

Take your spelling test of Spelling Words-3.

____________________

____________________ ____________________

____________________ ____________________ ____________________

__________________ __________________ __________________ __________________

____________________ ____________________ ____________________

____________________ ____________________

____________________

(Have your teacher assign the points.)

Write true or false (each answer, 2 points).

3.020 __________ Most people understand informal English.

3.021 __________ Contractions are compound words.

3.022 __________ Contractions have an apostrophe to show where letters are left out.

3.023 __________ Contractions are used in informal English.

3.024 __________ Should’ve is a contraction meaning should have.

3.025 __________ Shan’t is a contraction meaning shall not.

Write a diamond-shaped poem (this activity, 14 points).

3.019

Before you take the LIFEPAC Test, you may want to do one or more of these self checks.

1. ________ Read the objectives. See if you can do them.

2. ________ Restudy the material related to any objectives that you cannot do.

3. ________ Use the SQ3R study procedure to review the material.

4. ________ Review activities, Self Tests, and LIFEPAC vocabulary words.

5. ________ Restudy areas of weakness indicated by the last Self Test.

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Unit 2 | MAIN IDEAS LANGUAGE ARTS 502

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