Week 2

Fun day of Challenge B this week - so much that we lost track of time!  Getting through 11 essays is tricky.  We'll continue to work through the logistics...I appreciate your efforts to minimize distractions and keep our conversation focused - we all need to work together to pull this off!

Also note that this week you have an extra day - we will not meet on Labor Day, but instead on Tuesday at my home from 11:00-5:00 p.m.

NOTE-TAKING

I know many families would like to see the students develop note-taking skills this year.  We are incorporating that into each strand - I'm prompting students on when to take notes and we are pausing after every strand for a moment of reflection to record something noteworthy (e.g., something that stood out to them, that they want to investigate further, or that they need to remember about the coming week).  I encourage parents and students to sit down together and review the note-taking journal each week so you can see the progress, ask questions, and give further encourage and instruction on this skill.

We discussed the Cornell Note-Taking Method, and I hope everyone will take ten minutes this week to watch two short videos explaining it further:

https://www.youtube.com/watch?v=HJCnqj7j7rU

https://www.youtube.com/watch?v=WtW9IyE04OQ   

Here are two more links you may find helpful:  

https://medium.goodnotes.com/study-with-ease-the-best-way-to-take-notes-2749a3e8297b 

http://lsc.cornell.edu/wp-content/uploads/2016/10/Cornell-NoteTaking-System.pdf

LATIN

This week we discussed WHY we study Latin and what the students' goals are in Latin this year.  We reviewed the 1st and 2nd declensions (lessons 1-2) in class.  This week you will learn the three forms of the 3rd declension (masculine, feminine, neuter).  Make sure you have all 1st-3rd declensions memorized by next Tuesday!

1st Declension:

Nom.   -a   -ae 

Gen.   -ae   -ārum

Dat.   -ae   -īs

Acc.   -am   -ās

Abl.   -ā   -īs

2nd Declension:

Nom.   -us    -ī   (or -um/-a)

Gen.   -ī -ōrum

Dat.   -ō   -īs

Acc.   -um   -ōs   (or -um/-a)

Abl.   -ō   -īs

REMEMBER:

3rd declension nouns have the genitive singular end in -is and they can be masculine, feminine, or neuter in gender.  These acronyms will help you determine gender:

     - MASCULINE nouns end in -er, -or     (ERROR)

     - FEMININE nouns end in -s, -o, -x     (SOX)

     - NEUTER nouns end in -l, -a, -n, -c, -e, -t     (LANCET)

We also parsed and diagrams sentences in Latin and English that had direct and indirect objects, and we discussed linking verbs and predicate nominatives.  Appositives and expletives are also part of lesson 3 this week.

Don't forget Henle’s suggestions for success in Latin:

• Study each day’s lesson carefully right from the start.
• Learn to review daily so you don’t forget what you learned.  RECITE answers.  If you miss something, note it and study daily.
• Do the exercises carefully.  Don’t get help unless you're really stuck.  Strive to really understand any corrections.  When you don’t understand, ASK QUESTIONS.
• Study undisturbed.  Learn more in less time.  Power of concentration is vital to any success.

See the Guide for your assignment specifics - it includes reading the first half of lesson 3 in the purple book, memorizing grammar rules in the blue book, learning new vocabulary, and completing quite a few exercises.  I look forward to seeing everyone at LATIN STUDY HALL on Thursday from 10:00-11:30!

MATH

Thank you, Sydney and Andrew W., for presenting in class.  You did a good job of leading the discussion by asking questions, calling on everyone, and leaving your classmates feeling encouraged and equipped.

Continue to prepare a problem to present to the class each week, using the 5 Common Topics chart to outline.

Students also worked through a quiz of multiplication and basic math facts.  We will continue to quiz these facts periodically - be sure you practice on Quizlet so you can be accurate and quick in your calculations.  Most students had some trouble completing this yesterday.

ASTRONOMY

The essays on Hipparchus were great!  Each student assessed another student's presentation, and I also made comments for each student in their note-taking journal.

This week, you are researching the Greek astronomer Ptolemy (85-165 A.D.) - MAKE SURE YOU RESEARCH THE CORRECT PTOLEMY - seems it wasn't an uncommon name in antiquity!  ;)  Check your dates and make sure you're reading about an astronomer!

Not only do you get to write an essay on your findings, but you also will draw or make a representation of Ptolemy's geocentric model of the solar system.  Feel free to get creative and have fun!

For your research paper, you might find the instructions in the Guide to be a bit unclear.  Here is what I am recommending:

- Use at least 2 sources in your research

- Write 5+ paragraphs; 100+ words each:

I.  Introduction

II.  Background (biography of Ptolemy, including anything you might learn about his faith)

III.  Explanation of the geocentric model, including why Ptolemy believed it to be true)

IV.  Influence (Ptolemy's contributions to humanity and how his discoveries/work influenced the field of astronomy)

V.  Conclusion

- Use the "5 Paragraph Essay Burger" handout to organize your essay

The process I have encouraged students to follow is this:

1. Find sources (at least 2)

2. Make notecards (see Guide, p. 180) - including bibliography cards and research cards

3. Create your outline (Burger handout)

4. Write your rough draft (including citations, dress ups, etc.) 

5. Ask a parent to edit/proofread

6. Write your final draft

7. Practice presenting paper out loud ten times

8. Create your geocentric model

Bring your essay, notecards, and model to class!

Two additional items to note:

1.  Parents and students, please be very careful this week to identify your sources, keep track of where your information came from, and cite all information in your essay properly.  This is a skill that takes time to learn and perfect - we had a few instances yesterday of missing citations and being unable to verify whether information was accurate.  Let me know if you have any questions on this point.

2.  I strongly encourage that students continue to try the notecard method (see Guide, p. 180).  This method will be used in Challenge I when students research and write an extensive research paper. It's also required in Challenge B in weeks 6 and 8 for current events and science.  The process might not be comfortable for some students now, but it is a very useful tool to learn.  Please help your students to succeed in this.

LOGIC

Students did a pretty good job learning vocabulary last week.  Be diligent in practicing every day!  The first task with any new Logic assignment is to read ALL assigned lessons and make/study flashcards for new vocabulary (e.g., this week that's lessons 6-10).  Then, each day RE-READ a lesson and complete those exercises, while you also study vocabulary daily.  This way you will be reading every lesson twice.

Yesterday we reviewed some of the tricky exercises from lessons 1-5.  We also played some games - vocabulary review and defining terms using the various methods from the lessons:

LESSON 1: definitions

LESSON 2: genus / species

LESSON 3: extension / intension

LESSON 4: methods of defining

LESSON 5: rules for defining by genus & difference

We briefly introduced lessons 6-10 - you have two weeks to complete these new lessons!

LTW

We continued our discussion about The Phantom Tollbooth.  We considered whether it is worse to use too many words or too few, and whether someone actually TASTE words.  Then we tasted some words of our own with a fun treat!

Students shared their issues and strongest points from their ANI charts - amazingly, everyone came up with a different issue!  Don't know that I've ever had that happen in a class before!  We reviewed the next steps of SORTING the ANI chart and creating an OUTLINE from the strongest proofs sorted.  Students were to come up with at least 20 items in each column of their ANI chart last week.  Several students did not get this done, so that will be additional work for them this week.

PROCESS:

List 20 items in each column of ANI chart

Sort the items in the "A" and "N" columns 

Pick the 3 most compelling groups for each side and then decide which side you want to support

Complete the assigned worksheets in the LTW student workbook

Draft your thesis from the issue

Outline your essay according to the Essay 2 Template

Bring your sorted ANI chart, completed worksheets, and outline to class!  And don't forget to begin reading our next novel, Little Britches (due Week 4).

CURRENT EVENTS

Students shared about the issue they researched and articles they found - we had some really interesting topics!  They didn't seem to have much trouble with completing the Current Events form - remember, the point of the form is to fully consider and deeply think about the article/issue.  So if you can't figure out how to answer a particular questions, don't worry.  There aren't "right"answers.  ;)  

The class came up with a FABULOUS right-to-life issue to research this week:

SHOULD THE GOVERNMENT BE ALLOWED TO OVERRIDE PARENTS' DECISIONS REGARDING MEDICAL TREATMENT FOR THEIR MINOR CHILDREN?

You are to find TWO articles (any side - you don't have to get an article for each side) and fill out the CE form for EACH article.  Parents and students - as you work on this together, be sure to discuss whether authors reveal any bias, whether the articles are valuable/reliable, and whether the source is trustworthy.  Here are some additional questions based on the 5 Common Topics to guide your conversation:

DEFINITION

What are the terms in the issue? 

Define the terms. 

COMPARISON

How does this issue compare to another issue? 

CIRCUMSTANCE
Are there certain circumstances that would justify overriding parents' directives?

Are there any limitations on parental rights that opponents would agree with?

Do we know how that has played out in places that do limit parental rights?

RELATIONSHIP

What caused this issue?  

Why is it viewed by some as necessary and good?

What are the effects of allowing it?  Of not allowing it?  Look to other nations with experience.

TESTIMONY / AUTHORITY

What does the law say on this issue? 

Who is an expert on the issue? 

Why are they an expert? 

Is there a bias? 

Which side does the expert support?

What does the Bible have to say about this?

Don't forget to find a Bible verse that relates to this topic!  Bring your articles, completed CE forms, and Bible verse to class on Tuesday.

POSTREMO

- Parents: PLEASE CHECK YOUR STUDENT'S JOURNAL!  I am encouraging them to take notes, reflect on each strand, and use these journals to learn and grow.  But I can tell you that most students are not yet comfortable with it, and some are even a bit resistant.  ;)  If you have a goal for your student to learn this skill, you will need to be part of the process in encouraging them and reviewing what they're doing each week.

- Latin study hall is this Thursday from 10:00-11:30 at the Castle Pines library!

- There is a special astronomy event at DMNS next Thursday open to families.  I sent details and a link out to everyone via GroupMe.  If someone would like to organize that field trip, please let us know.

- I would love to get dates of any special activities students have outside of class that we could support them in (athletic events, plays, music performances, etc.).  

- The Clarks are hosting our first All-Challenge social on Saturday, September 15 with a Cul-de-Sac Kickball BBQ.  Watch for the Evite!

Blessings on your week - be diligent in your studies and have fun!

~ Love, Mrs. D.

Week 1

Welcome back, everyone!  I'm excited for our new year and new faces in class!  Here is info from week 1...

LATIN

We briefly touched on what was covered in CH A:

UNIT 1:  1st-5th Declensions (NOUNS) and nouns with special meanings in the plural

UNIT 2:  Adjectives of 1st-3rd Declensions

UNIT 3:  1st-4th Conjugations (VERBS)

Basically, first semester of CH B is a review of all material from CH A.  If you were a rock star in Latin last year, then first semester will likely be a bit easier for you and help to cement your stellar status.  ;)  If Latin wasn't your cup of tea last year, take heart!  You have a CLEAN SLATE!!! Stay on top of it now - do the exercises, drill vocabulary and endings, and COME TO LATIN STUDY HALL every Thursday from 10:00-11:30.

We also specifically reviewed the first and second declensions (lessons 1 and 2) in class:

1st Declension:

Nominative -a -ae 

Genitive        -ae -ārum

Dative  -ae -īs

Accusative -am -ās

Ablative         -ā -īs

2nd Declension:

Nominative (subject) -us -ī (or -um/-a)

Genitive (possessive)  -ī -ōrum

Dative (I.O.)          -ō -īs

Accusative (D.O.)  -um -ōs  (or -um/-a)

Ablative (object of prep.) -ō -īs

• For 2nd declension nouns, the nominative singular ends in either -us or -um.
• - us are generally masculine
• -um are ALWAYS neuter

Make sure you have these endings memorized as well as the vocabulary!  This week you're moving on to Lesson 3.

Also, I encourage you to resume writing in your Latin composition book (or start a new one!).

MATH

Jesus Christ is the same yesterday and today and forever.  Hebrews 13:8 (ESV)

Everyone should bring a problem to present to the class each week.  Be prepared to lead your classmates in understanding how to solve your problem primarily by asking questions!  At the end of your discussion, your classmates should feel encouraged and equipped.  Use the 5 Common Topics chart to outline how you will lead the discussion.

We will also continue practicing our multiplication drills and basic math facts.  We'll have a Quizlet up for you to use during the week.

In class, we discussed real numbers, math in the Bible, and also looked at the origin of numbers - comparing Hindu, Arabic, and medieval numbers with modern numbers, as well as Roman and Mayan numerals and cuneiform.  We also took a look at material from the first 4 lessons of the Saxon text.

ASTRONOMY

Lift up your eyes on high And see who has created these stars, The One who leads forth their host by number, He calls them all by name; Because of the greatness of His might and the strength of His power, Not one of them is missing.  Isaiah 40:26

This semester, you will be researching an astronomer each week and compiling your own History of Astronomy.  You can use your Nature Sketch Book for this or get creative and make your own journal or book.  I'm excited to see where your creativity takes you!

This week, you are researching the life and work of Hipparchus.  Your research paper should use at least 2 sources and be a minimum of 4 paragraphs, each paragraph at least 100 words.  I strongly encourage you to try the notecard method for at least the first few papers.  This is described on page 180 in the guide, and we discussed it in detail in class.  As you get to more complex and lengthy research papers in the upper challenge classes, I believe you will find this method to be the most efficient, organized, and thorough.  Try it before you knock it.  ;)

I also passed out a handout (with the hamburger photo!) for how to outline and organize the paper (include an introduction and conclusion!).  Your guide specifies the topic to cover for each paragraph/section.  For each astronomer, remember to think about the big question of how/what they contributed to humanity and also how their faith shaped them and their work. In general, the topics to cover include:

-  Astronomer's background

-  Their contributions to astronomy

-  Other contributions, scientific or not

-  Their faith and how it may have influenced their work 

-  Quotes that show evidence of the astronomer’s faith (from the astronomer or others)

LOGIC

Come now, and let us reason together, saith the Lord: though your sins be as scarlet, they shall be as white as snow; though they be red like crimson, they shall be as wool.  Isaiah 1:18 (KJV)

Logic is the ART and SCIENCE of reasoning well.  Reasoning involves drawing proper conclusions from information we already have.  We discussed how there are formulas and rules and structure to logic (the "science" of it), but because God also created mystery in our world, logic cannot always be applied woodenly, and there is an element of art in skillfully applying those rules.

This year you will generally be assigned multiple lessons (around five) and have two weeks to complete them.  This week, however, you have only one week to finish lessons 1-5.  We briefly went through each lesson in class and also discussed the foundational laws of Excluded Middle, Identity, and Non-Contradiction.  Read through all five lessons early this week and make notecards for all the vocabulary.  Then you can review vocabulary all week while you work through the assigned exercises throughout the remainder of the week.

MEMORIZING VOCABULARY IS CRITICAL to understanding logic and being comfortable in applying it.  Don't slack off in learning it!

Logic is going to take time to understand and complete.  But if you stick with it, I promise it's at least kind of fun (and some of you will find it's LOTS of fun!).  After this week, you will have two weeks to complete lessons 6-10.  Here is the general pattern you should follow when you have two weeks to complete an assignment:

Day 1-2: Read all the assigned lessons.  Make flashcards for all new vocabulary (we'll also have them on Quizlet).  Then review vocabulary daily.  Also work on one lesson at a time - reread the lesson and complete all exercises.  Then move onto the next lesson and reread it and do the exercises.

For example:

Week 1, Tuesday and Wednesday:  Read lessons 6-10 and make vocabulary flashcards.

Thursday: Reread lesson 6 and complete all exercises.  Review all vocabulary from lessons 6-10.

Friday: Reread lesson 7 and complete all exercises.  Review all vocabulary from lessons 6-10.

Week 2, Tuesday: Reread lesson 8 and complete all exercises.  Review all vocabulary from lessons 6-10.

Wednesday: Reread lesson 9 and complete all exercises.  Review all vocabulary from lessons 6-10.

Thursday: Reread lesson 10 and complete all exercises.  Review all vocabulary   from lessons 6-10.

Friday: Review all vocabulary from lessons 6-10.  Catch up on any exercises remaining.  Take any quizzes or tests your teacher has assigned.  

LTW

As Pilgrim’s Progress is concerned with the awakening of the sluggardly spirit, The Phantom Tollbooth is concerned with the awakening of the lazy mind..” - Emily Maxwell (New Yorker review - 1961)

I'm so glad so many of you really enjoyed The Phantom Tollbooth!  This week you will draft your issue and create an ANI chart with at least 20 items in each column.  You also have several assigned worksheets to complete.

The final essay for this novel (due week 4) will use the Essay #2 format.  

Don't forget to start reading our next novel, Little Britches, which must be finished by week 4, too.

CURRENT EVENTS

We began current events with a discussion about "right to life" issues, including abortion, living wills, DNRs ("do not resuscitate" directives), euthanasia, and physician-assisted suicide.  We read the Hippocratic Oath and compared its original version to a modern iteration (http://www.pbs.org/wgbh/nova/body/hippocratic-oath-today.html).  We also talked about the difference between "rights" and "laws" and what would happen if Roe v. Wade is overturned by the Supreme Court.

Each week for current events, you will have a different topic to research.  One of the goals for this strand is to learn how to safely and efficiently navigate the internet for research articles.  You and your parent should find articles together.  Then, for each article you find, you will completely fill out the Current Events Form on page 215 in the guide.  Make about ten copies of this page to start.  You also should find a Bible verse that applies to your topic.  Then practice explaining your article(s) and the position it supports.

This week you only need to find ONE article and it can be on ANY right to life topic you choose (and any "side").  Research with your parent, fill out the CE form thoroughly, find a Bible verse, and practice explaining what you found.  You will present your findings in class.

Some websites that might be useful this week are https://answersingenesis.org and https://www.liveaction.org.  Parents - please research WITH YOUR STUDENT!  These are Christian sites, but they deal with some pretty intense material (especially Live Action - a pro-life organization).

POSTREMO

- Parents: check out your student's note-taking journal!  We will be using these a lot in class.  Students should be taking notes in every strand, using the journal to do work in class (e.g., math problems), and also pausing for a minute after each strand to record a thought to remember. 

- RSVP for our movie night this Saturday, 6:30-9:00 p.m.!  We're watching "Julius Caesar" - bring a snack to share!

- Come to the Lone Tree community orientation on Thursday at Jubilee from 2:00-4:30 if you can.  It's mandatory for all F/E families.  Challenge-only families can still meet everyone and benefit from it.  Also, we'll have our Latin study hall there from 3:00-4:30!

- Next week, our normal Latin study hall will begin:  Thursdays from 10:00-11:30.  I will email you with more details about that. 

Blessings on your week - don't hesitate to email or text me with any questions!  

Love, Mrs. D.