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:
Here are two more links you may find helpful:
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?
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 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.
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