Jesus' Precious Little Lambs

A Charlotte Mason Christian Home School: Preschool – 5th Grade :)

October Lesson Plans

2018-2019     Pre-K – Daniel     2nd Grade – Faith      4th Grade – Noah


Fun Theme: When I Grow Up / Heroes (Christ, Parents, Community Helpers, Historical Figures, and Fictional Characters)

Seasonal Theme: Fall

Character/Habit: Thoughtful

Bible: Ephesians and Phillipians

History/Geography: Early America/North America

Science/Nature Study: 106 Days of Creation/Nature Journals


Parent Study:

Growth in the WordImage result for school education charlotte mason


Art, Music, and Poetry Study:

Image result for stories of favorite operas clyde robert bullaImage result for Great American Artists for kids

Image result for poetry for young people series Image result for Rembrandt and Seventeenth-Century Holland by Claudio Pescio

Picture study:

Rembrandt (one artist a term; future studies: Millet, Cezanne), and enjoy Robert Griffing’s work as we read about Colonial America

Music Study:

  • Learn patriotic songs
  • Can you hear the water in these songs?
    • Claude Debussy – La Mer
      Duke Ellington – The River
      George Handel – The Water Music
      Felix Mendelssohn – Calm Sea and Prosperous Voyage
      Bedrich Smetana – The Moldau
      Johann Strauss II -The Blue Danube
  • Choose one composer to read his biography and listen to his work.
    • Pachelbel 1650-1700
    • Henry Purcell 1659-1695
    • Antonio Vivaldi 1675-1741
    • Domenico Scarlatti 1680-1750
    • Telemann 1680-1760
    • Johann Sebastian Bach 1685-1750
    • George Frideric Handel 1685-1759
    • Haydn 1732-1809
    • Wolfgang Amadeus Mozart 1756-1791
    • Ludwig von Beethoven 1770-1827
    • Niccolo Paganini 1782-1840
    • Franz Schubert 1790-1820
    • Gioachino Rossini 1790-1860
    • Felix Mendelssohn 1810-1840
    • Frederic Chopin 1810-1849
    • Robert Schumann 1810-1850
    • Giuseppe Verdi 1810-1900
    • Richard Wagner 1820-1880
    • Franz Liszt 1820-1890
    • Johann Strauss II 1825-1899
    • Stephen Foster 1830-1860
    • Johannes Brahms 1833-1897
    • Pyotr Ilyich Tchaikovsky 1840-1893
    • Antonin Dvorak 1840-1900
    • Edvard Grieg 1850-1900
    • John Phillips Sousa 1854-1932
    • Claude Debussy 1860-1920
    • Jean Sibelius 1865-1957
    • Scott Joplin 1868-1917
    • Maurice Ravel 1870-1930
    • Sergei Rachmaninoff 1870-1940
    • Gilbert and Sullivan 1870-1896
    • Igor Stravinsky 1880-1970
    • Bela Bartok 1881-1945
    • George Gershwin 1900-1930
    • Dmitry Shostakovich 1900-1970
    • Aaron Copland 1910-1980



Poetry Study:

  • Poetry for Young People Series: Emily Dickinson (future studies: Milne)
  • Write one poem a month (often as narration of something we are reading)

Book list:

  • Poetry for Young People Series
  • American History in Verse for Boys and Girls by Burton Stevenson
  • Opal Wheeler composer biographies
  • Discovering great artists : hands-on art for children in the styles of the great masters series by Kohl, MaryAnn F.
  • Stories of the Opera by Clyde Robert Bulla
  • The Story of “______” in Word and Music (Mausic Master Series, composer study CDs)
  • Rembrandt and 17th Century Holland
  • Rembrandt: The Christmas Story
  • Hanna in the Time of the Tulips
  • Stories of the Painters by Amy Steedman
  • What Makes a Rembrandt a Rembrandt?
  • Art books on Native Americans by Robert Griffing
  • N.C. Wyeth Pilgrims by Robert San Souci

Art Instruction:


Character/Habit Development:

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  • Review the Stewardship Street memory verses that go with each of the 7 categories of savings, Have children take a walk around the house each morning to observe what needs to be done and then select their own jobs on the I Can Serve board. Pay Noah (9) and Faith (7) in dimes once a week; provide coaching as needed for budgeting.
  • Noah and Faith do personal Bible study by writing out relevant verses, based on curiosities or as needed, from their Child Training Bible and Virtue Training Bible during morning devotions
  • Read Christian Heroes Then and Now as family read aloud before bed along with family Bible time
  • Have Noah and Faith complete workbook page in Character Companion based on the character theme of the month, and together, read the suggested Miller stories that exemplify the current trait
  • Use the stories and activities from Laying Down the Rails for Children for the habit of the month during circle time


Circle Time/Family Time:

Family Devotions Books:

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Blessing and Promise Time:

Sing a song of blessing over my children; my kids LOVE this Aaronic Benediciton (alternatively or additionally, this song could be played at bedtime).

Choral confession: So in everything, do unto others what you would have them do to you.” – Matthew 7:12

Prayer TimeIMG_0172

  • Print out and pray these scriptures about thoughtfulness.
  • Use our Prayer Wall to help us pray. Current/urgent needs (on the chalkboard), as well as our family (slips of paper with all the promises we have stood on over the years), the world (slips of paper with the names of the countries we have studied in geography so far), and our loved ones (slips of paper with the names of friends and extended family).

Sharing Time:

  • Choose a promise from scripture for your life this school year based on your personal needs/desires that we can all stand on and pray over you regularly throughout the year. (Mine for this year is James 3:17: “the wisdom from above is first pure, then peaceable, gentle, open to reason, full of mercy and good fruits, impartial and sincere.”)
  • Talk about how God keeps His promises. What has He done and for whom this year as we stood on His scriptures promises for them? Praise God!
  • Pray and practice thoughtfulness this month and share about your experiences at circle
  • Bring a picture and story of someone who is a hero to you
  • What do you want to be when you grow up? Share some interesting information about that type of job.

Discussion Time:

Read these stories, poems, & quotes/do the activities, and then start a discussion.


  • Discuss characters from books who exemplify thoughtfulness
  • Write out a Wishes for Others list and then see how many we can make come true
  • Read bits of Learning How to Be Thoughtful by J.R. Miller
  • Read bit by bit of Thoughtfulness and Tact by J.R. Miller
  • Read/skim The Grace of Thoughtfulness by J.R. Miller
  • Read The Home Life by J.R. Miller
  • Read The Glasses You Wear by J.R. Miller
  • J.R. Miller:

    It should be our care to watch the little things in our conduct, the minute attentions, the small courtesies, the delicate graces and refinements of our manner — since by all these we add either to the volume of good we do, or to the measure of pain we cause.

    There come every day, a thousand opportunities to be thoughtful, in which are a thousand possibilities of giving happiness or hurt. In the mere tones of the voice in which we speak — lie the widest opposites of gentleness or harshness.

    “It is not so much what you say,
    As the manner in which you say it;
    It is not so much the language you use,
    As the tones in which you convey it.

    “The words may be mild and fair,
    And the tones may pierce like a dart;
    The words may be soft as a summer air,
    And the tones may break the heart!

    “For words but come from the mind,
    And grow by study and art;
    But the tones leap forth from the inner self
    And reveal the state of the heart!

    “Whether you know it or not,
    Whether you mean it or care,
    Gentleness, kindness, love, and hate,
    Envy, and anger — are there.”

Review Confidence, Courage, and Imagination


  • Early Morning: Personal time: read in a variety of Bibles and Bible Storybooks, use prayer journals and practice listening for God’s voice, study in the Child Training Bible and Virtue Training Bible, do personal prayer and worship.  Together time: worship acapella and with guitar, pray with (or without) the prayer wall, narrate Bible readings (per curriculum).
  • Night: Family Bible study led by daddy



Memory Verses:

Psalm 91

Also we will review all verses from previous Octobers:

  • “But the Lord said to Samuel, ‘Do not consider his appearance or his height, for I have rejected him. The Lord does not look at the things man looks at. Man looks at the outward appearance, but the Lord looks at the heart.’ ” 1 Samuel 16:7
  • “We who are strong have an obligation to bear with the failings of the weak, and not to please ourselves. Let each of us please his neighbor for his good, to build him up.” Romans 15:1-2
  • And in the last days it shall be, God declares, that I will pour out my Spirit on all flesh, and your sons and your daughters shall prophesy, and your young men shall see visions, and your old men shall dream dreams.” Acts 2:17
  • Psalm 23
  • “God is our refuge and strength, a very present help in trouble.” Psalm 46:1
  • “Be of good courage, and he shall strengthen your heart, all ye that hope in the Lord.” Psalms 31:24




  • Jesus, Tender Shepherd, Hear Me
  • O Worship the King All Glorious Above
  • Conquering Now and Still to Conquer
  • Like a River Glorious
  • Standing on the Promises
  • Stand up, Stand up for Jesus


Poetry Recitation:

by Emily Dickinson

“Hope” is the thing with feathers –
That perches in the soul –
And sings the tune without the words –
And never stops – at all –
And sweetest – in the Gale – is heard –
And sore must be the storm –
That could abash the little Bird
That kept so many warm –
I’ve heard it in the chillest land –
And on the strangest Sea –
Yet – never – in Extremity,
It asked a crumb – of me.
Hymn in Prose for Children by Mrs. Barbauld
Come and I will show you what is beautiful.
It is a rose in full bloom.
See how she sits upon her mossy stem,
like the queen of all the flowers!
She is the delight of every eye.
She is beautiful, but there is fairer than she.
He that made the rose is more beautiful than the rose;
He is all lovely; He is the delight of every heart.
I will show you what is strong.
The lion is strong; when the voice of his roaring is heard,
the wild beasts of the desert hide themselves,
for he is very terrible.
The lion is strong,
but He that made the lion is stronger than He:
His anger is terrible: He could make us die in a moment,
and no one could save us out of His hand.
I will show you what is glorious.
The sun is glorious.
When he shines in the clear sky,
when he sits on the bright throne in the heavens, and looks abroad over all the earth.
He is the most excellent and glorious creature the eye can behold.
The sun is glorious, but He that made the sun is more glorious than he.
The eye beholds Him not, for His brightness is more dazzling than we could bear.
He sees in all dark places; and the light of His countenance is over all His works.
Who is this great Name, and what is He called,
that my lips may praise Him?
This great Name is God.
He made all things, but He is himself more excellent than all that He has made:
they are beautiful, but He is beauty;
they are strong, but He is strength;
they are perfect, but He is perfection.



  • Write for Real Life: writing books, letters, cards, shopping lists, nature journal entries, prayer journal entries, His Story book, spelling words, poem or memory verse copy work, copying verses from the Child Training Bible and Virtue Training Bible.
  • Print to Cursive. (Faith) Hymns in Prose. (Noah)
  • Daniel practices his reading words on our little black chalkboards from Handwriting without Tears



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Spelling/Language/Story Crafting:

Faith studies, word builds, hand writes, and then recites the spelling of all new reading words from one Pathway Reader story a week. Noah does prepared dictation using classic literature selections in the curriculum Spelling Wisdom, and language lessons in Using Language Well.

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Sometimes Noah and Faith do creative writing using these story starters. Other times they write in their blank books in which they are making their own stories.

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Once a week, Noah and Faith read from their Pathway Readers to practice prosody. The readers provide spelling words for Faith (she will switch to prepared dictation in 3rd grade). Daniel is doing Delightful Reading curriculum to learn to read.

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Most words are learned naturally in conversation and during read alouds as words in question arise. I also have Noah and Faith look up one word, any word of choice, once a week, usually in the Noah Websters 1828 Dictionary, and write out the definition in their vocabulary notebooks.

Webster's American Dictionary of the English Language, 1828 Edition - By: Noah Webster


Literature Read Alouds:

Also see “Hero” themed picture books for Daniel in previous October lesson plans.

Image result for along came a dogImage result for a little princess book

Image result for stormy misty's foalImage result for shark lady

Image result for understood betsyImage result for All-of-a-Kind Family by Sydney Taylor

Image result for The Story of the Treasure Seekers by E. NesbitImage result for bambi 1929

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History and Geography:


5 lessons a week from SCM’s Early Modern & Epistles history curriculum. Noah and Faith daily narrate readings orally, and also narrate in their ‘His Story’ sketchbooks with drawings once a week or so. For geography, we do 1 lesson a week from SCM’s Visits to North America geography curriculum.

History Curriculum Manual and Spines:

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Image result for stories of america volume 1Image result for stories of the nations volume 1


Living Book List:

  • Life in the Thirteen Colonies by Robin Doak
  • New Hampshire Colony by Bob Italia
  • New Hampshire Colony by Dennis Fradin (and the other 12 Fradin colony books)
  • Wooden Shoes in America by Lois Maloy and Alice Dalgliesh
  • William’s House by Ginger Howard
  • Colony of Rhode Island by Sussan Whitehurst
  • North American Indians by Marie Gorsine
  • An Algonquian year by Michael McCurdy
  • Meet the North American Indians by Elizabeth Payne
  • Indian Crafts by Keith Brandt
  • Native Americans by Gallimard Jeunesse
  • Indian Tribes of America by Marion Gridley
  • White Swallow by Emma Gelders Sterne
  • The Indians Knew by Tillie Pine
  • Let’s Be Indians by Peggy Parish
  • More Than Moccasins” A Kid’s Activity Guide by Laurie Carlson
  • Cherokee by Andrew Santella
  • Cherokee Indians by Sonia Bleeker
  • The Cherokee Indians by Claro Nicole
  • Creek Nation by Allison Lassieur
  • The Creek Indians by Ellen Scordato
  • Indian Captive: The Story of Mary Jemison
  • The Iroquois by Virginia Driving Hawk
  • The Iroquois by Emily Dolbear
  • The Light in the Forest by Richter Conrad
  • The Pomo by Mary Worthylake


Geography Curriculum Manual, Spines, and Prayer Manual:

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Living Book List:

  • Hey Canada by Vivien Bowers
  • Wow Canada! Exploring this Land from Coast to Coast by Vivien Bowers
  • Wilfred’s Hospital Ship by Dolores ready
  • Struggle for a Continent: the French and Indian War by Betsy and Giulio Maestro
  • A Brave Soldier by Nicolas Debon
  • M is for Maple: A Canadian Alphabet by Micheal Ulmer and melanie Rose-Popp
  • From far and Wide: A Canadian Citizenship Scrapbook by Jo Bannatyne-Cugnet



Daniels Lessons:

Arithmetic for Young Children (mental math)

Spend a few minutes a week using “flashcards” with arrangements of items that can be counted (like toothpicks or buttons that can be grouped into two numbers upon closer inspection in order to quickly find the total). Count blueberries and grapes and other food at the table often.






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  • Counting Stories (p. 30) Materials: Counters and Storyboards or blank paper. Lesson: Tell number stories and have the children act them out using some counters as objects in the stories. Children place the counters on a storyboard that represents the setting for the story. Pass out storyboards–paper with a simple picture of a two lane road for example. Say, “Four trucks are driving down the road. Two cars pass them. Count the trucks and cars.” Children place counters on the storyboard and add them up. Extensions: Have children make up their own counting stories. Write the numerals on a small chalkboard as you say them so the children can learn to associate numerals with the amounts they represent (or don’t say the number as you write it if children are familiar with numerals). Or have children write their own numerals (placing counters right on top of the chalkboard).
  • Creations (p. 33) Materials: Unifix cubes, creation cards. Lesson: Create a model out of unifix cubes (resembling a simple animal for example), or use the provided creation cards in the book. Have children build a matching creation exactly as shown by the model or creation card, and without laying it on top of the model or card. Extension: Have children record the number of cubes they used to build each creation (writing or numeral card).
  • Rhythmic Patterns (p. 90 & 95) Materials: Unifx cubes. Lesson: Have children copy a rhythmic pattern you make up like ‘Nod, nod, clap; nod, nod, clap…..’. Labeling the parts of the rhythmic pattern aloud using letters can be helpful (A, A, B; A, A, B……) Have the children make the ‘Nod, nod, clap’ pattern with unifix cubes. Say the cube pattern the children chose with both colors (green, green, yellow; green, green, yellow……) and letters (A, A, B; A, A, B……). Extension: Make sure children are also exposed to other patterns such as ABC, AABB, ABB, etc.
  • Is it More or Less? (p. 146) Materials: Unifix cubes. Lesson: Have children build several trains of specified lengths (all under ten). Say, “Show me a train that has more than six. Show me a train that has less than six.” State the relationship together: “Four is less than six, six is more than four.” Repeat with trains of various lengths. Extension: Decide how many more or how many less one train has than the other. “What can we do to the red train to make it just as long as the blue train?” is easier than “How many more cubes does the red train have than the blue train?” Choose the wording your children are ready for.
  • Grow and Shrink (p28) Children roll a 1-6 number cube and place the appropriate number of counters on working space paper (paper with 10 dots to place counters on). Children roll again, then verbalize (and write) how many counters will need to be added or subtracted in order to change the first rolled number into the second rolled number. For example, child rolls a six, and puts out six counters. Then child rolls a four, so he says ” I need to take away two” and also write “-2” on a slip of paper. Then roll again to keep adding or subtracting from whatever number is on the paper. Use two working space papers if there are too many counters to fit, or say “not enough” if taking away more counters than what is left on the paper is required.Race to Ten (p34) Use a 1-6 number cube, working space papers, and a “+/-” spinner. Take turns spinning to determine whether to add or subtract, and rolling to see how many counters to add or subtract. First person to reach 10 exactly wins. If there aren’t enough counters to subtract what is shown on the cube, the person loses their turn. If a person reaches a number higher than 10, use another working space paper.


  • Missing Card (p.10) Lay out cards 1-10 in order, remove one card and close the gap. Have the child guess which number is missing.
  • Consecutive Numbers (p.12) Using 4 sets of 1-10 cards, deal 3 cards to each player, and put the rest in a stock pile. Player puts any card down (and draws another card), next player puts down the next highest number or the preceding lower number. Player may add to a row or start a new one. When the third card is put down in a row, that player collects that row. Player with most cards wins.
  • Dot and Number Memory (p.14) Match even and odd dot cards to matching numeral cards (all placed in order in two separate rows upside down).
  • Even Odd Dot Memory (p.15) Same as game above except one person collects evens, the other collects odds (to become more aware of the difference).
  • Build a staircase on the abacus

Faith’s Lessons:


  • Pages 40-56 in Place Value, Multiplication, and Division book
  • Life of Fred Book 2

Noah’s Lessons:


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  • Elementary and Middle School Mathematics by John Van De Walle, Life of Fred Series, Your Business (pet Store), Kahn Academy, and an occasional Math Card Game.


Science/Nature Study:


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Bilingual children’s picture books.

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Online lessons at (most weekdays 10 minutes)



Mavis Beacon (twice a week 10 minutes)



On Fun Fridays, at family movie night we watch Moody Science videos, Winnie the Pooh, Land Before Time, BBC’s Planet earth and The Blue Planet, Little House on the Prairie (the mild episodes), the Sound of Music, and other (mild) family movies. We usually preview movies and decide if they are wholesome and mild enough for our sensitive kiddos. And we do use the fast forward button. 🙂

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Traditions and Fun Friday Projects:

Watercolor resist leaves, crayon rubbings, or charcoal rubbings

CHARCOAL LEAF ART for kids. Charcoal is a super medium for kids to use to explore the shape, texture and patterns of leaves.:

Make horse in a field art

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Horses Field Horse Painting Nature Animal Art Sunset Run Wallpaper Hd 1920x1080 : Horses HD 16:9 High Definition 1080p 4k 900p 720p Wide 16:10 5:3 Widescreen WUXGA WXGA WGA Standard 4:3 5:4 Fullscreen UXGA SXGA Other 3:2 DVGA HVGA Mobile VGA WVGA iPhone iPad PSP Mobile Phone QVGA PocketPC GPS WQVGA Smartphone HVGA iPod Zune HD

How to Draw a Running Horse

Make and Deliver Fall Blessings as an outreach to neighbors


Dress Up and Play Heroes

Collect Signs of Fall



Arrange a Community Helper Field Trip


Do a Fall Leaf Scavenger Hunt (provide a picture of a leaf and then hunt it down at the Nature Park, or provide a leaf and go find the tree)




  • Apple Hill
  • Pumpkin Patch


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