I had so much fun with you all this week! Everyone was engaged, participated, and had excellent ideas and knowledge to share with the class. Thank you!
Here is an overview of what you will be working on this week in preparation for Monday (Week 2). I probably won't go into this detail each week (retyping all the assignments that are in your guide), but I'm doing it here just so we can all be sure we're on the same page for what the guide is asking. :)
MATH: daily lessons & drills
* Continue working through your own math curriculum.
* In addition, review and practice drilling multiplication facts through 15 - we will be drilling these facts in class each week and keeping track of everyone's progress. (And brainstorming our celebration for when everyone aces the drills!) ;)
* Bring one problem that you would like to demonstrate in class next week.
LATIN: 1 hour/day; especially review vocabulary!
* Read intro and Lessons 1 & 2 in purple book, and rules 1, 6-44, and 1018 in blue book.
* Make and review vocabulary from Lessons 1 & 2.
* Complete exercises 5, 6, 13, 19, 24.
We will discuss lessons 1 & 2 in class, play games to review vocabulary, and preview the next week's lessons.
SCIENCE: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
We are researching and writing a five-paragraph essay about Archimedes this week. You can use library books, reliable internet sources, even YouTube videos to learn more about him. In class next week, students will share their papers. The format for their essay should include:
I. Introduction to Archimedes
II. Family life/culture
III. Scientific investigations
IV. How we use his discoveries today
V. Conclusion
Aim for a full-page, typed paper with 100 words in each paragraph, and use at least two sources. Be sure to think about what we know of Archimedes' worldview, whether he was religious, and how those factors might have influenced his work. Here are some helpful links and a few fun videos about Archimedes on YouTube:
http://www.crystalinks.com/archimedes.html
https://www.sciencenews.org/article/prayer-archimedes
https://www.youtube.com/watch?v=ijj58xD5fDI
LOGIC: 1 hour/day; especially review vocabulary!
I'm hoping all teachers will be able to learn logic alongside their student this year, but I especially recommend that they work through the exercises together this first week. Frequently, there is not a single right answer, and that can be confusing at first. For example, on p. 19 (#6), when filling in the blank above chair, answers could include furniture, things to sit on, things with 4 legs, things found in your kitchen, etc.
This week, students read and complete exercises for lessons 1-5 (and the introduction), in addition to making and drilling vocabulary flashcards. You can download a set of flashcards for Intro Logic on CC Connected or make your own. There are 28 flashcards for this week - 16 of them are noted in the sidebar of the text; others are found in the text. Because the list isn't completely clear on its own, I'd recommend downloading the set from C3, even if you prefer to then write your own notecards. I will also have a set in class, if you want to compare yours and make sure you didn't miss any.
LTOW: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
You are drafting your issue and ANI chart this week for The Phantom Tollbooth, and completing pages 3-5 and 9 in your student workbook. Our next book (week 4) is Little Britches - you may want to start reading that soon. :)
CURRENT EVENTS: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
Parents and students should work together to find one article on any right-to-life issue they want (e.g., abortion, physician-assisted suicide, living wills, parental notification laws, etc.). (We will be discussing this topic again next week by looking specifically at euthanasia.)
Once you have your article, complete the CE Form (p. 209 in the guide - you will use this form for several weeks, so make some copies). You might struggle a bit with answering some of the questions. For example, "How did this event take place?" Our article was written by a law professor who endorses legislation mandating parental notification of abortion. So we wrote, "The author testified before a congressional committee considering the legislation." That answer was not obvious at first, but the information makes sense and is helpful in understanding the article, potential bias, expertise, etc. The purpose of the CE Form is to get students to really think through the material they are reading - think critically, identify bias, understand the arguments, and find material persuasive to their position. So you can look at the questions with that in mind - if a question truly doesn't fit, then feel free to rewrite it into one that does.
Next, consider what the Bible says about your issue. Find a verse that applies and bring it to class, with your article and completed CE Form. In class, you will explain your article, tell us which position (affirmative/negative) it supports, and share the verse you found.
RECAP OF COMMUNITY DAY:
Our character quality was endurance. Next week, Ms. Nemec will lead a discussion on enthusiasm, and the following week, Mr. Markel will discuss orderliness. We also each wrote down a prayer request on a note card and then took one home to pray for a classmate this week.
LATIN: We discussed why we study Latin, and the students shared what their goals are for this seminar this year. We played a "baseball" vocabulary game.
LOGIC: We previewed lessons 1-5, and I shared how much fun logic can be!
LTOW: We discussed The Phantom Tollbooth, crafted our issue ("Should Milo have traveled through the tollbooth?"), and developed an ANI chart.
SCIENCE: We had a great discussion about Hippocrates and the Hippocratic Oath! We also previewed Archimedes and some of his cool inventions to battle Rome during the Punic Wars (the "Claw" and Heat Rays!).
CURRENT EVENTS: We discussed right-to-life issues in general, and the students came up with some very thoughtful topics included within this issue. We also talked about what constitutes a reliable source. I also gave them all a handout on finding good sources.
MATH: We had fun taking turns guiding the class through the introductory lessons for pre-algebra (whole numbers, expanded notation, place value, etc.).
NOTE-TAKING:
We also reviewed "ABC LOU"...Abbreviations, Bullets, Caveman language, Lists, One word for several, and Use a graphic organizer....We continued to discuss note-taking throughout several seminars. The note-taking journals seemed to be enjoyed and utilized.
Remember, if you transcribe your notes from class onto separate paper for your binder(s) at home, it will reinforce the ideas even more. Your parents can feel free to write questions or comments to me in your journal, too, and I can read them on Monday.
Parents - I will also be emailing a few documents to you today, so watch for that email.
OK - this is enough for now! :) Feel free to call, email, or text as questions arise. I will be out of range this Saturday and Sunday, though. Look forward to seeing you all on Monday!!
Here is an overview of what you will be working on this week in preparation for Monday (Week 2). I probably won't go into this detail each week (retyping all the assignments that are in your guide), but I'm doing it here just so we can all be sure we're on the same page for what the guide is asking. :)
MATH: daily lessons & drills
* Continue working through your own math curriculum.
* In addition, review and practice drilling multiplication facts through 15 - we will be drilling these facts in class each week and keeping track of everyone's progress. (And brainstorming our celebration for when everyone aces the drills!) ;)
* Bring one problem that you would like to demonstrate in class next week.
LATIN: 1 hour/day; especially review vocabulary!
* Read intro and Lessons 1 & 2 in purple book, and rules 1, 6-44, and 1018 in blue book.
* Make and review vocabulary from Lessons 1 & 2.
* Complete exercises 5, 6, 13, 19, 24.
We will discuss lessons 1 & 2 in class, play games to review vocabulary, and preview the next week's lessons.
SCIENCE: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
We are researching and writing a five-paragraph essay about Archimedes this week. You can use library books, reliable internet sources, even YouTube videos to learn more about him. In class next week, students will share their papers. The format for their essay should include:
I. Introduction to Archimedes
II. Family life/culture
III. Scientific investigations
IV. How we use his discoveries today
V. Conclusion
Aim for a full-page, typed paper with 100 words in each paragraph, and use at least two sources. Be sure to think about what we know of Archimedes' worldview, whether he was religious, and how those factors might have influenced his work. Here are some helpful links and a few fun videos about Archimedes on YouTube:
http://www.crystalinks.com/archimedes.html
https://www.sciencenews.org/article/prayer-archimedes
https://www.youtube.com/watch?v=ijj58xD5fDI
LOGIC: 1 hour/day; especially review vocabulary!
I'm hoping all teachers will be able to learn logic alongside their student this year, but I especially recommend that they work through the exercises together this first week. Frequently, there is not a single right answer, and that can be confusing at first. For example, on p. 19 (#6), when filling in the blank above chair, answers could include furniture, things to sit on, things with 4 legs, things found in your kitchen, etc.
This week, students read and complete exercises for lessons 1-5 (and the introduction), in addition to making and drilling vocabulary flashcards. You can download a set of flashcards for Intro Logic on CC Connected or make your own. There are 28 flashcards for this week - 16 of them are noted in the sidebar of the text; others are found in the text. Because the list isn't completely clear on its own, I'd recommend downloading the set from C3, even if you prefer to then write your own notecards. I will also have a set in class, if you want to compare yours and make sure you didn't miss any.
LTOW: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
You are drafting your issue and ANI chart this week for The Phantom Tollbooth, and completing pages 3-5 and 9 in your student workbook. Our next book (week 4) is Little Britches - you may want to start reading that soon. :)
CURRENT EVENTS: depending on your family needs and preferences, this strand could be completed daily or blocked into fewer days.
Parents and students should work together to find one article on any right-to-life issue they want (e.g., abortion, physician-assisted suicide, living wills, parental notification laws, etc.). (We will be discussing this topic again next week by looking specifically at euthanasia.)
Once you have your article, complete the CE Form (p. 209 in the guide - you will use this form for several weeks, so make some copies). You might struggle a bit with answering some of the questions. For example, "How did this event take place?" Our article was written by a law professor who endorses legislation mandating parental notification of abortion. So we wrote, "The author testified before a congressional committee considering the legislation." That answer was not obvious at first, but the information makes sense and is helpful in understanding the article, potential bias, expertise, etc. The purpose of the CE Form is to get students to really think through the material they are reading - think critically, identify bias, understand the arguments, and find material persuasive to their position. So you can look at the questions with that in mind - if a question truly doesn't fit, then feel free to rewrite it into one that does.
Next, consider what the Bible says about your issue. Find a verse that applies and bring it to class, with your article and completed CE Form. In class, you will explain your article, tell us which position (affirmative/negative) it supports, and share the verse you found.
RECAP OF COMMUNITY DAY:
Our character quality was endurance. Next week, Ms. Nemec will lead a discussion on enthusiasm, and the following week, Mr. Markel will discuss orderliness. We also each wrote down a prayer request on a note card and then took one home to pray for a classmate this week.
LATIN: We discussed why we study Latin, and the students shared what their goals are for this seminar this year. We played a "baseball" vocabulary game.
LOGIC: We previewed lessons 1-5, and I shared how much fun logic can be!
LTOW: We discussed The Phantom Tollbooth, crafted our issue ("Should Milo have traveled through the tollbooth?"), and developed an ANI chart.
SCIENCE: We had a great discussion about Hippocrates and the Hippocratic Oath! We also previewed Archimedes and some of his cool inventions to battle Rome during the Punic Wars (the "Claw" and Heat Rays!).
CURRENT EVENTS: We discussed right-to-life issues in general, and the students came up with some very thoughtful topics included within this issue. We also talked about what constitutes a reliable source. I also gave them all a handout on finding good sources.
MATH: We had fun taking turns guiding the class through the introductory lessons for pre-algebra (whole numbers, expanded notation, place value, etc.).
NOTE-TAKING:
We also reviewed "ABC LOU"...Abbreviations, Bullets, Caveman language, Lists, One word for several, and Use a graphic organizer....We continued to discuss note-taking throughout several seminars. The note-taking journals seemed to be enjoyed and utilized.
Remember, if you transcribe your notes from class onto separate paper for your binder(s) at home, it will reinforce the ideas even more. Your parents can feel free to write questions or comments to me in your journal, too, and I can read them on Monday.
Parents - I will also be emailing a few documents to you today, so watch for that email.
OK - this is enough for now! :) Feel free to call, email, or text as questions arise. I will be out of range this Saturday and Sunday, though. Look forward to seeing you all on Monday!!
