About This Book ‘By Canadian Streams’ was first published in 1909. Each short chapter describes notable historic events that took place on one of Canada’s most well-known rivers. The author’s affection for waterways shines through his writing. As a result, reading this book makes for a gentle and interesting introduction to many famous names and places in Canada. In addition to Burpee’s own writing, most chapters begin with a short poetic excerpt by a renowned Canadian poet. Although this is a history book, the overall effect is to peak the curiosity and enthusiasm of the reader, and introduce them to some of Canada’s remarkable landscapes and historic moments. Contents This book was originally written in 8 chapters, with an introduction. For study purposes, it has been divided into 11 short sections, each no more than 5 pages long. After every section there are 10 reading comprehension questions about the text, which the student may answer as they read or after reading the previous section. These questions are meant to help the student to remember and understand important facts. There are also at least two questions under the heading ‘Examining the Details’. These ask that the student find a specific small segment of the text which has been put in italics (page numbers are also given) and answer pointed questions about that small piece of writing. These questions focus on writing style, word choice, intent and tone. Their purpose is to encourage the student to think critically about how history is written. After the main text and assignments, there is a blank map of Canada, which should be used by the student to make a visual representation of what they have learned from reading and thinking about ‘By Canadian Streams’. There are also two ‘study sheets’ that can be used to do simple research about a handful of Canadian poets (those whose work is sampled here) and the origins of the names of a few of Canada’s waterways.

Here are pages to help you study and test your knowledge of 38 French verbs. For each verb, there are six pages. The first page (for the présent and passé composé) is to be filled out with the help of a reference guide, such as ‘Bescherelle: La Conjugaison’ (Hatier). You will use this sheet to study the verb in those two tenses, so copy them out carefully! At the bottom of the page, you must write three simple sentences to show that you know what this verb means and how to use the two tenses. The second and third sheets are for testing purposes. Quiz 1 is identical to the very first page, only it is labelled as a quiz and requires that the student fill out the entire verb in order, from memory. The student must also indicate what the verb means in English, in the infinitive. Quiz 2 is more of a challenge. The verbs are in reverse order (the passé composé comes first) and the persons are in random order (instead of the predictable ‘je, tu, il/elle, etc’ it is written ‘vous, je, ils/elles, etc.’). Again the student must write three sentences to show that they can actually use the verb and have not simply memorised it without knowing what it’s for. The following three sheets follow the same pattern for the same verb, but review and test the imparfait and futur simple. The quizzes are labelled Quiz 3 and Quiz 4.

This book contains the complete story ‘La Lettre d’Amour du Roi George’ by Maurice Leblanc. The text is divided into 13 small sections, each followed by five reading comprehension questions and a blank list for vocabulary, to be filled in by the student (instructions included). The lists are multicoloured for variety. This is one of many tales by Leblanc featuring the same protagonist, a gentleman-thief by the name of Arsène Lupin, here disguised as ‘Jim Barnett’. He is remarkable for his ability to glean a fortune from wealthy (and usually greedy and unpleasant) people through the clever manipulation of events which are already in motion when he arrives on the scene. His success depends on his intelligence and his prowess as a thief and master of disguise, which allow him to avoid violence or guilt of crime in his adventures. Adding to the fun, he consistently outwits whatever official inspector (here, inspector ‘Béchoux’) he is supposedly helping. The story is narrated in the passé simple, making it an excellent tool for practising this French verb tense. All advanced French students will benefit from reading Leblanc’s well-written prose!

Do you have a student who loves bugs, and is ready to read more advanced English? This story will stretch a 9 to 10 year old’s English reading abilities while entertaining them with thoughtful insect stories by the famous creator of ‘Doctor Dolittle’. In thirteen chapters, read about a water beetle who travelled across the ocean on a duck’s foot, a wasp who decided the victory of a battle, and other curious anecdotes. Thomas Stubbins, the Doctor’s young assistant, describes how he and Doctor go about ‘listening’ to insects and learning from their very different lives. Young readers will expand their reading abilities while being introduced to such concepts as ‘intuitive’ knowledge. Hugh Lofting writes with both humour and thoughtfulness as he examines life from a bug’s point-of-view! Following each chapter are three reading comprehension questions to be answered in a separate notebook, in complete sentences. There is also a list of five words from the chapter: the student should copy them into the blank space provided, and learn to spell them. Finish up by colouring a simple insect drawing! (There is one drawing at the end of every chapter.)

Art thou ready to read Shakespeare? But of course! Here you will finde assignments, definitions, explanations, and other sundry ‘stuff’ which will make reading ‘Macbeth’ a zephyr – that is, a breeze! This approach focuses on seeing the big picture, with only the most interesting of extra information included for thine own interest. Read the words of the beloved Bard aloud! Write some of your own! Explore the themes of ‘time’ and ‘opposites’. . . learn about tragedy, witches in Shakespeare’s time, and a bit of Scottish history. . . examine the text one more time, looking for details ‘divine and rare’ . . . memorize a few lines . . . and hark! It is done! Included here are the following: the complete play ‘Macbeth’; seven separate sections each containing assignments and information; a detailed summary of Acts and Scenes, a Brief Biography of Shakespeare and his wife; and more! This book also includes a bonus section about Shakespeare’s witches. This text is well-suited to homeschoolers who do not anticipate putting on the play. It is especially aimed at students who are not that familiar with Shakespeare’s plays, and who will benefit from a light-hearted but meaningful approach to reading them. The sections and assignments are: Hark! Methinks I’ll Read the Play (Read the play aloud and learn about the origins of ‘Macbeth’, and about superstitions surrounding the play and the witches) Hark! What Do I Understand? (Copy out a few speeches. Make a few lists. Translate short sections into modern-day English. Learn more about the many layers of meaning within ‘Macbeth’) Hark! Methinks I Hear A Voice! (Memorize and perform a speech. Learn more about the relationship between thoughts, words and action in ‘Macbeth’; the difference between a castle and a palace.) Hark Methinks I’ll Look Again (Underline selected features within the play. Learn more about tragedy, ‘horror’, and what they may have eaten at the banquet.) Hark! Methinks I’ll Write Mine Own (Choose between a 5 paragraph essay about ‘opposites’ or a report on the topic of ‘time’ within the play. Detailed guidelines are given. Write a short speech from the point of view of a main character of your choice. Learn more about how actors ‘interpret’ a role, and examine one small speech in detail.) Hark! Methinks I’ll Draw Awhile! (Contemplate the possible outward appeareance of characters within the play. Learn more about Scottish clothing for men and women in the 11th century – no kilts yet!) Stay, Good Friend - There’s More! (A Brief Biography of Shakespeare and his Wife; A Detailed Summary of Acts and Scenes, a List of Characters indicating their relationships to one another; Bonus: More About the Witches) Note: Parents should be cautioned that the play contains elements of ‘horror’ that may not be suitable for students younger than 12.

Naya Nuki is an excellent adventure and survival novel based on true and remarkable events. It is suitable for students age 9 to 11. The main character is a real person, a Shoshoni girl who quite incredibly escaped capture by an enemy tribe and made her way alone on foot back to her family. The book relates how she successfully journeyed 1000 miles (just over 1609 kilometres) across what is now the northern United States. She safely navigated a wide variety of terrains, found food, coped with wild animals, avoided capture by hostile tribes, and fended of loneliness. Her story is known thanks to a surprising coincidence – she was best friends with the renowned Sacajawea. The story of Naya Nuki has been retold by Kenneth Thomasma, an expert on wilderness survival. It is a good choice for young readers because the descriptions of wilderness and survival tactics within it are accurate. In addition, Naya Nuki is portrayed as a brave, resourceful and inspiring person. Her story is uplifting and interesting. Contents • reading comprehension questions for each of 15 chapters and the epilogue • images of a buffalo hides for each chapter, both small and large, labelled and plain • instructions for multiple ways to use both the questions and the hides A map showing Naya Nuki’s route is included in the published book, which must be purchased or borrowed separately as it is protected by copyright. Contact information for the author is included which will enable you to purchase the book at a reduced rate, procure signed copies, and enjoy free shipping!

Summarise and Describe! The student will read a piece of descriptive and thoughtful writing by Henry David Thoreau (1817-1862), called ‘A Winter Walk’. Several topics for essays are suggested. The student will read and reread the text, taking notes as needed for the chosen subject. Then, they will compose a simple essay (detailed guidelines included). This assignment will take at least one week to complete. Text: A Winter Walk The author writes in the first person, describing a long winter walk through a wooded area with few human inhabitants. He describes what he sees and feels while walking, and also his innermost thoughts and musings about the nature of life, wilderness, and humans’ place within the world. This text is descriptive and pensive. TIP! This may be a good choice for a student who has an interest in philosophy or who enjoys the peaceful side of nature.

Defend your opinion! Read a description of a visit to Athens in the late 19th century (included). Follow detailed guidelines to take notes, organise those notes, and write a five paragraph essay which describes why visiting Athens would be interesting - or boring! Defend your opinion by focussing on one of several suggested themes. (Examples: because Athens’ architecture is linked with Greek mythology, or because Athens is located in a beautiful place, or because famous ancient Greeks lived in Athens, or because most of the monuments are in ruins, etc.) This assignment will take at least one week to complete. Text: A Glance At The Site And Antiquities of Athens The author writes a first-hand account of visiting various ancient sites within Athens, with the intent of recommending the place as a fascinating destination for North American tourists. The author describes the importance of the sites historically, as well as their links to Greek mythology, and refers to the size and atmosphere of the places as well. The text dates from 1873 and is a charming example of the type of laid-back, informed travel that was in vogue in that era. TIP! This may be a good choice for a student with an interest in Greek mythology or the ‘Percy Jackson’ series.

‘Hearne’s Incredible Overland Journey’ is the second chapter of Stephen Leacock’s ‘Adventurers of the Far North’, which contains accounts of the historic voyages to the northern regions of what is now Canada. This chapter describes the three amazing overland journeys made by Samuel Hearne on behalf of the Hudson’s Bay Company, in search of a copper mine and a Northwest Passage. Though neither was found, Hearne’s adventures, as recounted in his own journal in detail (and quoted in Leacock’s book), became an iconic account of northern survival. It also offers descriptions of encounters with First Nations that provide unique food for thought, as they reveal the widely varied behaviours of these people toward one another and toward Europeans. The tone of the writing is neither formal nor chatty, but invites the reader to take an interest in a topic for which the author evidently had a genuine passion. Contents This book contains chapter two from ‘Adventurers of the Far North’. For study purposes, it has been divided into 12 short sections, each 1-3 pages long. After every section there are: 10 reading comprehension questions about the text, to be answered after reading that section. These are meant to help the student to remember and understand important facts. at least 2 questions under the heading ‘Thinking About the Details’. These ask that the student find a specific small segment of the text which has been underlined (page numbers are given) and answer pointed questions about that small piece of writing. These questions focus on writing style, word choice, intent and tone. Sometimes the student may be asked to verify facts. The purpose is to encourage the student to think critically about history and historical writing. After the main text and assignments there is a blank map of Canada, which can be used by the student to make a visual representation of what they have learned from reading and thinking about ‘Hearne’s Incredible Overland Journey’.

Summarize! The student will read a text about iron bridge building. Their essay will be a summary of one aspect of iron bridge building described in the text. The student will read the text, choose a topic (one of eight that are suggested), reread the text and take notes, and prepare a five-paragraph essay on their chosen topic. Detailed instructions are included. Text: Iron Bridges And Their Construction Edward Rowland describes the process of building iron bridges at the end of the 19th century. First he writes about bridge construction in general, referring to important accomplishments in that field from earlier times. He then describes in detail how iron is prepared when it will be used for bridge-building. He ends with a brief description of how an iron bridge is assembled. TIP! This may be a good choice for a student with an interest in 19th century literature or the Steampunk movement.

One of the trickiest parts of writing a good essay is composing a beginning and concluding paragraph that are not too similar – but that do communicate more or less the same thing. Here is an opportunity to practise just this skill. This eBook contains 15 paragraphs and 3 main essay bodies about different subjects. They can be used in any order. Each paragraph and essay has its own page, with blank spaces for the student’s work. The Paragraphs Each of the 15 paragraphs could either begin or conclude an essay. The student’s tasks are: - to write a second paragraph for each one that is similar but not identical - to label the original paragraph and their own paragraph indicating which one would be better to begin an essay, and which to conclude one - to identify and write down, concisely and clearly, the topic of the imaginary essay that the paragraph(s) would begin and conclude - to identify and write down the subjects of the three middle paragraphs of the imaginary essay, based on what has been written in the beginning and concluding paragraphs The paragraphs’ topics are as follows: skiing in the wilderness, Scotland, Gautama Buddha, William Shakespeare, Ancient Rome, French fashion, beavers, chocolate, toilets, human writing, water, rock climbing, essay writing, tomato sauce, believable scientific concepts from Star Trek. The Essays The 3 essay ‘bodies’ may be used as follows. The student should: - identify the main topic of the essay - identify the main topic of each individual paragraph within the essay - write both a beginning and concluding paragraph for each essay The essay topics are salt, cats, and exercise.

Art thou ready to read Shakespeare? But of course! Here you will finde instructions, assignments, definitions, explanations, and other sundry ‘stuff’ which will make reading ‘Much Ado About Nothing’ a zephyr – that is, a breeze! This approach focuses on seeing the big picture, with only the most interesting of extra information included for thine own interest. Read the words of the beloved Bard aloud! Write some of your own! Explore the themes of ‘miscommunication’ and ‘a big fuss about nothing’. . . learn about comedy and tragedy, fashion, and Shakespeare’s humour . . . examine the text one more time, looking for details ‘divine and rare’ . . . memorize a few lines . . . and hark! It is done! Included here are the following: the complete play ‘Much Ado About Nothing’; seven separate sections each containing assignments and information; a glossary of Weird Words, a Biography, and Summaries of Acts and Scenes. This text is well-suited to homeschoolers who do not anticipate putting on the play, or doing other activities that involve collaboration with numerous other people. It is especially aimed at students who are not yet familiar with Shakespeare’s plays, and who will benefit from a light-hearted but meaningful approach to reading them; however, I do recommend beginning with ‘A Midsummer Night’s Dream’ or ‘Julius Caesar’ before proceeding to the slightly more challenging ‘Much Ado About Nothing’. The sections and assignments are as follows: Hark! Methinks I’ll Read the Play (read aloud and learn about types of humour in Shakespeare’s plays) Hark! What Do I Understand? (copying, list, translation and learn about terms/roles/society in the 15th century when the play takes place) Hark! Methinks I Hear A Voice! (memorization of a conversation or a song, learn about the songs of Shakespeare’s theatre) Hark Methinks I’ll Look Again (underline certain features, learn about ‘comedy’ and ‘tragedy’, and whether Much Ado is one of these – or both!) Hark! Methinks I’ll Write Mine Own (Choose between a 5 paragraph essay on the theme of ‘misunderstanding’ or a report on the topic of ‘a big fuss about nothing’ within the play. Detailed guidelines are given. Learn about the importance of telling the truth in Shakespeare’s society.) Hark! Methinks I’ll Draw Awhile! (Contemplate the appearance of characters within the play, learn about ‘fashion’ in the play and in Shakespeare’s time and place.) Stay, Good Friend - There’s More! (Glossary of Weird Words, Brief Biography, Summary of Acts and Scenes, List of Characters and their relationships to one another.) Note: Parents should be cautioned that the play contains mature elements that are not appropriate for students younger than 12.

Compare and Contrast! The student will read two short stories about space travel, written in the 1950’s (included). A list of relevant themes for a ‘compare and contrast’ essay is included. The student will choose three themes that they feel are interesting, and write an essay in which they briefly address how those themes are important to each story. Detailed guidelines are given. This assignment will take at least one week to complete. Stories: . . . So They Baked A Cake A bitter, hardened journalist joins an elite space crew for an experimental voyage into deep space, a daring mission to find a planet that humans could colonize. They are travelling at one tenth the speed of light but the journey will still take 42 years one way in Earth time. The protagonist’s pessimism about humanity, and the crew’s growing despair due to the implications of the ultra-fast travel, are both confounded by an unexpectedly happy conclusion to their journey. The Lonely Ones A space crew is on an exploratory mission to find life on another planet – human or alien, they don’t care which. Discouraged by the lifeless landscapes of the planets in the solar system, they finally reach a new planet and land. Faced with an advanced society in which they will be treated as insignificant underlings, they decide to continue their journey further into space, though in a changed frame of mind. Note: The stories contain mild expletives, such as ‘what the hell’, and include mature themes such as references to drinking alcohol. TIP! This may be a good choice for a student with an interest in science fiction or futuristic literature.

The rich descriptive language in this gentle fairy-tale by classic children’s author Walter de la Mare is balanced by a simple and unique story. Read a page a day and answer five reading comprehension questions in a notebook of your own (29 pages and 145 questions in total). If your child is ready to read more advanced English, but not old enough for the mature content of classics like Treasure Island, ‘A Penny A Day’ is a good choice. Excerpt: ‘Whenever Griselda had time to herself, which was very seldom, she would climb up by the broken weed-grown steps to the very top of the Castle tower, and sit there looking out over the green cliffs and the vast flat blue of the ocean. When the sea-winds had blown themselves out she would search the beach for driftwood in the thin salt spray blown in on the wind, the only human creature to be seen. And the sea-birds would scream around her while the slow, toppling Atlantic breakers shook the earth with their thunder.’

Research and Reflect! The student will read six short papers about ‘Wit and Humour’ by Joseph Addison (1672 – 1719), in which the author describes different types of humour and offers his opinions about whether these are effective or appropriate. (Please note, these essays are not themselves humorous!) The student may also read two short samples of humorous writing (included) by P.G. Wodehouse (1881-1975). Several topics for essays are suggested. The student may choose to write an essay that simply refers to the texts by Addison, or one in which they use what they have learned in the Addison texts to analyze one of the other pieces of writing. For two suggested topics, a small amount of extra research is required. Detailed instructions are included. Texts: Five Short Papers on Wit and Humour Joseph Addison was an Englishman who is perhaps best known for his play, ‘Cato’, which deals with themes such as individual liberty versus government and has been described as ‘almost certainly literary inspiration for the American Revolution’. The play was well-known to the founding fathers - in fact, George Washington arranged that it be performed for the Continental Army while they were encamped at Valley Forge. Today Addison is also remembered as an accomplished essayist. He wrote for various widely-read magazines of his time, and was known for his ‘breezy, conversational style’, and his ‘cheerful and respectful humour’. The short, critical essays included here are: Lampoons, True and False Humour, False Wit, Punning, Etc. and Wit and Judgement (not original order or titles). ‘Damon and Pythias, A Romance’ and ‘Extricating Young Gussie’ (excerpt) Sir Pelham Grenville Wodehouse was one of the most widely-read humorists of the 20th century. ‘Damon and Pythias, A Romance’ is a simple comic poem. The prose excerpt provided here, from ‘Extricating Young Gussie’ (featuring the well-loved characters of ‘Bertie Wooster’ and his manservant ‘Jeeves’), gives a good idea of the style of his more renowned novels. TIP! This may be a good choice for a student with an interest in philosophy or the 17th-18th century.

Do you have a student who loves dogs, and is ready to read more advanced English? This story will stretch a 9 to 10 year old’s English reading abilities while entertaining them with interesting and witty dog stories that are easy to love (no serious drama, deaths or abuse by humans in this book). This is an original animal story by Hugh Lofting, author of the famous Doctor Dolittle books. In twelve chapters, read about Quetch, a dog who set out to seek his fortune. Thomas Stubbins, the Doctor’s young assistant, faithfully writes down the story, which is told in Quetch’s own words. See the world from an intelligent dogs point-of-view! Following each chapter are three reading comprehension questions to be answered in a separate notebook, in complete sentences. There is also a list of five words from the chapter: the student should copy them into the blank space provided, and learn to spell them. Finish up by colouring a simple dog drawing! (There is one drawing at the end of every chapter.)

This collection of French texts contains fourteen selections on the subject of ‘cats’, taken from Champfleury’s ‘Les Chats – Histoires, Mœurs, Observations, Anecdotes’ published in 1869. (Please note that although it dates from a previous century, the language remains appropriate for French written style.) Each two-page piece of writing addresses a specific topic in a thoughtful manner. Following each selection are: four reading comprehension questions, a dictée, phrases to translate, room for a vocabulary list and a place to write a ‘résumé’ of the text. The selections may be completed in any order – each one is unique and an effort has been made to avoid any repetition of vocabulary in the lists of phrases, so that a student may use this entire collection and continue to learn with each new topic.

Here is a delightful, old-fashioned book for young readers. The narrative introduces the reader to many wildflowers by taking them on a little tour of Willow Farm. In a gentle conversational style, Mr. Cooke describes where the flowers grow, gives their names, and draws attention to notable features (petal colours, leaf shape, etc.). He also presents a very manageable handful of scientific terms. Drawings of the flowers – some colour and some black and white – help to entertain and inform as you read. This book is an excellent introduction to botany for young people, being neither too simplistic nor overly detailed. It is suitable for young readers who will benefit from beginning to read longer texts; the format focuses on reading more than writing. The book has been heavily edited for use here. It is now in fourteen short chapters. Following each chapter are four to six very simple reading comprehension questions which need not be answered in full sentences (single words or short phrases will do). At the end there is Vocabulary List, as well as some decorative pages; the student may want to label the flowers and hang the pages on a wall, as a pretty reminder of what they’ve learned. You will learn about wildflowers in general (common to the Northern Hemisphere), and about specific plants as well. Enjoy a pleasant ‘tour’ of an old farm, guided by a teacher whose love of flowers and respect for his readers shines through the pages. Once you’re done, you will very likely be able to recognize a number of common wildflowers the next time you take a walk in a natural area.

About This Book ‘Great Elizabethan Navigators’ is the first chapter of ‘Adventurers of the Far North’, which contains accounts of the historic voyages to the northern regions of what is now Canada. This chapter describes the earliest quests to find a ‘Northwest Passage’ by European explorers such as Frobisher and Davis. Leacock explains the political and business reasons for the men’s journeys, and also gives short but interesting accounts of the voyages themselves, in some cases referring to journals as first-hand sources. These are short histories, but they are thorough. A student will be familiar with major dates, events and personalities after working through each text. The tone of the writing is neither formal nor chatty, but invites the reader to take an interest in a topic for which the author evidently had a genuine passion. Contents This book contains chapter one from ‘Adventurers of the Far North’. For study purposes, it has been divided into 6 short sections, each roughly 3 pages long. After every section there are 10 reading comprehension questions, which the student may answer as they read or after reading the previous section. These questions are meant to help the student to remember and understand important facts. There are also at least two questions under the heading ‘Thinking About the Details’. These ask that the student find a specific small segment of the text which has been underlined (page numbers are given) and answer pointed questions about that small piece of writing. These questions focus on writing style, word choice, intent and tone. Sometimes the student may be asked to verify facts. The purpose is to encourage the student to think critically about history and historical writing. After the main text and assignments there is a blank map of Canada, which can be used by the student to make a visual representation of what they have learned from reading and thinking about ‘Great Elizabethan Navigators’.