Week 15 Seminar Recap & Notes

Week 15 - what an awesome day of games, eating and sugar overload!!  Did anyone else but me feel sick Tuesday night???  Thank you to everyone for bringing in treats & making our last day together so much fun.  I hope you all have a blessed Thanksgiving and Christmas and a very Happy New Year!

Also, I want to say thank you so much for all the gifts!!  They were all so thoughtful!!  I appreciate your thinking of me!

REMINDERS FOR SPRING SEMESTER:
-Students will be leading rhetoric discussions.  I will email out ahead of time when you child will lead so they can prepare
-Students will begin to track their own points (with your supervision).  They will need to keep a detailed "log" and turn that in to me at the end of the year (wk 14) for the awards.

Here's the recap (still feel sugar overloaded - hope I don't forget anything!).....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 1 )
   
Logic/Math
Quite a few terms this week - thank goodness we have a good long break! 

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

We played a game to review math terms, did a little mental math & covered the concept of adding signed numbers, symbols of inclusion (brackets, braces), and algebraic addition.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
The students took their mid-terms.  I have started to grade those and will email the results to you as soon as I finish.  We played games to review vocab.

Over break the students should skip ahead to "Review of Unit One" p 70-71 & complete exercise #81-83.  We previewed these in class.  Continue to review declension endings, vocab and all grammar rules, working towards memorizing them.

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on sharks.  I love that many of the students read from note cards today!!!!  Much better eye contact!!  Continue to have them practice their presentation skills at home - especially eye contact and "voice volume".  

Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic for Spring Semester Week 1 will be marsupials so look ahead for topics & sources.

Here are some possible helpful websites:

http://animals.nationalgeographic.com/animals/mammals/wombat/?source=A-to-Z 

http://www.kidport.com/RefLib/Science/Animals/Marsupials.htm 
http://animal.discovery.com/mammals/marsupials.htm 

http://animals.sandiegozoo.org/animals/marsupialhttp://www.theanimalspot.com/koala.htm 

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

In class I asked for the students to volunteer to share their outlines.  Using the outlines we looked at each proof & sub-proof, learning to discern if we have 3 main proofs that are separate ideas and if the words we have chosen encompass the sub-proofs.  The class participated & helped with wording & ideas etc.  I want to thank the students for sharing their outlines - I feel we all learned so much from "refining" those!!

Over break the students will review all the elocution elements we've learned so far (parallelism p.19-24; basic editing verbs p.33-40; basic editing subjects p.50-58; 63).  Then- using their outlines - they will draft their papers.  I suggested that after they draft their papers, they should review it with you to evaluate their proofs & subproofs.  After any corrections, begin highlighting all the verbs - replace "to be" & "weak" verbs with strong action verbs (many students still have too many "to be" verbs in their papers).  Next look for word repetition - get that thesaurus out!!  Next - add those dress-ups, transition words etc.  Get out the SRN - it's a great tool.  Then give the edited version to you for review.  Remind students that writing is a process - these steps aren't meant to be done in one day.

Read The Secret Garden

Suggestions for parents @ home:    Assist/guide student with their drafts and editing process.     Review draft looking for 3 separate clear ideas for the main & sub-proofs. Be sure they are editing weak verbs and using those fabulous dress-ups.

Debate/Geography

Today was the big Europe quiz.  Once I have them graded, I will forward results to you.

We played games to review geography terms.  I will be emailing out a geography terms quiz they should take over break.

Over break, students need to draw maps of each area learned in detail - meaning draw all countries, capitals & features.  Once a week draw 1 map of all areas (detail included) as practice for the final.  Continue to drill countries & capital flashcards as well as geography terms.  Per guide, memorize earth's diameter & circumference.

Students should bring in maps that they've drawn.  They'll show the class their best map.  

DRAW FOR POINTS!!! Over break - Students will earn 5 points for each map drawn each week (after they draw 8 which would be 2 per day for 4 days)  

20 points for each map that contains all areas learned with all the detail (countries, capitals & features

Bring to class your best map (with all areas learned & detail) - SWEET REWARD

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals and/or countries & capitals.

Rhetoric

Students took the catechism mid-term and I will forward results once I have them graded.

We reviewed our ICJH summaries and answered questions based on on the Chapter.   We read over DCYB and discussed the related bible verses.  

In the 2nd semester students will begin to lead class discussions for ICJH & DCYB, so begin talking about & practicing that at home.

Over break students should continue to review catechism flashcards (adding 43-45). 

Suggestions for parents @ home:  Discuss chapter 15 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions 1-45 (remember they must be able to state word for word).

Week 14 Seminar Recap & Notes

Week 14 - Next week is our last week together - where has the time gone????

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 15 )

PLEASE NOTE FOR WEEK 15:  We will be drawing all of Europe & features, there will be a Latin mid-term for all info covered, and there will be a catechism "mid-term" for all questions covered through week 14. 

Even though we have some mid-terms, I plan to have a "party" in week 15 playing as much review games in the strands as possible.  It would be great if everyone could bring in a treat to share.  Please let me know if you are able/willing to bring in something.  I'll send an email out this week. 

Challenge (Sweet treat reward)
 1.   What have scientists develop that has the same characteristics of sharkskin?
 2.    What is the largest shark (it's a herbivore)?
   
Logic/Math
Just a few terms this week.  Just keep drilling, drilling, drilling!

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

We did a little mental math & covered the concept of negative exponents.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

This week I introduced the 5th declension.  We previewed this weeks homework -exercises #70-74.  We discussed the new vocab on p62.  We reviewed new grammar rules (blue book) #69-71.  I reminded the students to write flashcards for new grammar rules, vocab & put new vocab for this week under the 5th declension tab (except for verbs - we'll tackle that later).

We took a grammar rules quiz over rules #45-64 and graded those in class.  They can use the quiz as well as the previous quiz to study for the mid-term.  The students were advised to study vocab, rules and declension endings for the mid-term.

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on fish.  Continue to have them practice their presentation skills at home - especially eye contact and "voice volume".  When you feel your child is ready, have them start presenting from note cards.   I PUT OUT A SWEET CHALLENGE TO READ YOUR PRESENTATION FROM NOTE CARDS IN WEEK 15. 

Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be sharks so look ahead for topics & sources.

Here are some possible helpful websites:

http://www.animalspot.net/galapagos-shark.html 

http://www.enchantedlearning.com/subjects/sharks/anatomy/Skin.shtml 
http://carm.org/a-few-reminders-about-what-evolution-actually-means 
http://animal.discovery.com/fish/most-dangerous-shark.htm 
http://travel.cnn.com/lufthansa-tests-shark-skin-881186  

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

Today we reviewed our arrangements elements by using the student's ANI charts (for those that volunteered to let us use their charts).  We reviewed how to sort, coming up with those "labels" (that become our main proofs) for the sorted groups.  We discussed identifying "like" ideas in those groups and making sure we are not repeating the same idea with different words in our sub-proofs.

This week the students will sort their ANI, complete Lesson #3 Arrangement A-Guide to exordium p29; Lesson #4 Arrangement A-Guide to amplification p45-46; Lesson #4 Arrangement B-Basic Pers. Essay p 47-48 & create an outline using Lesson #4 Basic Pers. Essay Temp p 49.  Students should bring in the worksheets as well as their outline as well as their ANI charts.  I will encourage the students to share their outlines in class so they can get feedback and work on any "issues".

Suggestions for parents @ home:    Assist/guide student in sorting ANI and developing "labels" (names for groups - proofs).  Review student worksheet pages.  Review outline looking for 3 separate clear ideas for the main & sub-proofs. 

Debate/Geography

We drew Europe and filled in the remaining countries & features.  We practiced drawing the "outline" of the world.  Students should be doing this on the large laminated sheets at least once each week.  They will continue to draw the parts of Europe we've covered - adding each new week.

I forgot to bring in the geography terms quiz so I will email that out.  I will provide answers so you can grade at home.

We played pictionary to review geography terms. **NEXT WEEK IS OUR TEST ON EUROPE.  PRACTICE DRAWING & DRILLING COUNTRIES & CAPITALS!!  Do a practice test on Friday to see what you need to practice on Monday.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

We reviewed our ICJH summaries and answered questions based on on the Chapter.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.   The students still seem to be struggling with the catechism questions.   They are very tricky because they have to state them word for word. Please let me know how I can come along side you in this area.  We do have our mid-term next week, so DRILL, DRILL, DRILL those flashcards.

In the 2nd semester students will begin to lead class discussions for ICJH & DCYB, so begin talking about & practicing that at home.

Suggestions for parents @ home:  Discuss chapter 14 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions 1-42 (remember they must be able to state word for word).

Week 13 Seminar Notes & Recap

Week 13 - Can you believe we only have 2 more weeks?????

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 14 )

PLEASE NOTE FOR WEEK 15:  We will be drawing all of Europe & features, there will be a Latin mid-term for all info covered, and there will be a catechism "mid-term" for all questions covered through week 14. 

Even though we have some mid-terms, I plan to have a "party" in week 15 playing as much review games in the strands as possible.  It would be great if everyone could bring in a treat to share.  Please let me know if you are able/willing to bring in something.  I'll send an email out this week. 

Challenge (Sweet treat reward)
 1.   Find 2 creatures with a symbiotic relationship
   
Logic/Math
No new vocab today - Yeah.  Keep drilling previous terms!

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

We did a little mental math & ran out of time so we did not cover new concepts.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

This week I introduced the 4th declension.  We previewed this weeks homework -exercises #62-69.  We discussed the new vocab on p56 & 58.  We reviewed new grammar rules (blue book) #65-68.  I reminded the students to write flashcards for new grammar rules, vocab & put new vocab for this week under the 4th declension tab (except for verbs - we'll tackle that later).  I reminded the students that prepositions, adverbs etc go under "indeclinable words".

We only had time for a quick ground of charades to review vocab.  Next week we'll start the 5th declension!!  We may have a quiz on the last set of grammar rules #45-64 (from blue book).

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on reptiles.   Presentation skills were once again good.  Continue to have them practice their presentation skills at home - especially eye contact.  When you feel your child is ready, have them start presenting from note cards.  

Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be fish so look ahead for topics & sources.

Here are some possible helpful websites:

http://carm.org/dictionary-fish 
http://animals.nationalgeographic.com/animals/fish/ 
http://www.animalspot.net/category/fishes 
http://www.worldgiants.com/index.php 
http://news.nationalgeographic.com/news/2013/07/130731-name-this-fish-contest-exploration-pristine-seas-science/ 
http://www.vri.cz/docs/vetmed/49-9-343.pdf 
http://creation.com/fish-swim-birds-fly-day-5 

POINTS:  Tell me how fish played a role in history?

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

In class today the students read their papers aloud.  We identified "stylistic techniques" used etc, we looked for parallelism in the thesis, exordium & amplification.  We also discussed how their paragraphs should be about 5-7 sentences (not 3) - they want to give examples from the book, scripture etc. to "back up" their proofs - again answering the "why, when, how - so what questions to get that detail.

Since we are starting a new book and new paper, we brainstormed characters & actions from Amos Fortune and created a class issue.  I explained to the students that they will use all the tools we learned so far to create their new ANI (5 Common Topics Worksheet, Comparison Worksheet & Invention Worksheet) - again LTW is cumulative so we are building on our skills.

So this week the students will create their issue & complete those worksheets again - 5 Common Topics, Comparison & Invention (all were emailed to you previously) and complete an ANI chart with 30 items per column. They will bring all of these to class.

Suggestions for parents @ home:    Review student worksheet pages.  Review ANI to ensure there are 30 items per column.

Debate/Geography

We drew Europe and filled in the countries & features for week 13.  We practiced drawing the "outline" of the world in teams.  Students should be doing this on the large laminated sheets at least once each week.  They will continue to draw the parts of Europe we've covered - adding each new week.

The students took a geography terms quiz.  We'll have another quiz next week.

We a game to review geography terms.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

We reviewed our ICJH summaries and answered questions based on on the Chapter.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.  We also played a little jeopardy.  The students still seem to be struggling with the catechism questions.   They are very tricky because they have to state them word for word. Please let me know how I can come along side you in this area.

In the 2nd semester students will begin to lead class discussions for ICJH & DCYB, so begin talking about & practicing that at home.

Suggestions for parents @ home:  Discuss chapter 13 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).

Week 12 Seminar Notes & Recap

Week 12 - Thank you all for meeting at Mr. Hopper's church so we can keep plugging along!

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 13 )

PLEASE NOTE FOR WEEK 15:  We will be drawing all of Europe & features, there will be a Latin mid-term for all info covered, and there will be a catechism "mid-term" for all questions covered through week 14. 

Challenge (Sweet treat reward)
 1.   Find the root language for "quad"
 2.   What kind of reptiles belong to the squamata species?
    
Logic/Math
Just a few more terms this week.  Keep drilling!

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

I quickly previewed concepts of scientific notation & order of operations when exponents & squares are involved in the equation.

We did a little mental math - what fun!

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

We previewed this weeks homework -exercises #55-61.  We discussed the new vocab on p53.

We played games to review declining vocab. The girls finally defeated the boys today!  Next week we'll start the 4th declension!!

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on amphibians.   Presentation skills were once again good.  Continue to have them practice their presentation skills at home - especially eye contact.  When you feel your child is ready, have them start presenting from note cards.  

Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be reptiles so look ahead for topics & sources.

Here are some possible helpful websites:
http://carm.org/dictionary-reptile 
http://animals.nationalgeographic.com/animals/reptiles/ 
http://www.animalspot.net/category/reptiles 
http://www.worldgiants.com/index.php 
http://www.reptilechannel.com/ 

POINTS:  What is the biggest reptile?

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

Today we had our 2nd "editing" lesson - this time focusing on subjects.  We discussed not using "non-particular" subjects/actors (too much use of pronouns); hidden subjects/actors (sentences w/ passive verbs where "actor" appears at end of sentence); missing subjects/actors (sentences where we don't know who is performing the action).  We compared sentences with unclear subjects with those that contained clear subjects discussing why we need to use sentences with clear subjects/actors.

We spent time looking at their outlines to identify clear main proofs and good supporting proofs.  The students also shared their amplification ideas.  We gave suggestions and assisted in re-working some items in some of the outlines.  For each sub-proof I suggested they ask the why, when, how questions for the detail - also to ask why is this a good reason/support for my idea?  They are starting to get the hang of it!  ***There should be more than 3 sentences in each paragraph.  Again, "basic" sample is in teacher book p. 113.

This week the students will complete p 50-58 (skip antithesis pages) then using their outline write their essay.  I reminded students that writing is a processing and that after writing the 1st draft, they should be editing each day - starting with replacing "vague" verbs with strong action ones.  They will use the editing checklist on p 214 - again please feel free to add to that.  They will bring their papers & will read them in class.  I am excited and am expecting great things!!!!!

Reminder - LTW is cumulative, so each tool learned is added to the essay.  This essay will have exordium and amplification as well as parallelism in the thesis.

Things to remember about amplification - This is NOT a new proof or repeated proof. 

READ AMOS FORTUNE, FREE MAN

Suggestions for parents @ home:    Review student workbook pages.  Review draft ensuring we have 3 clear proofs with 3 clear & separate sup-proofs.  Assist with & review final paper - looking for strong verbs & subjects as well as stylistic techniques.  Check for parallelism in thesis, exordium & amplification.    

Debate/Geography

We drew Europe and filled in the countries & features for week 12.  We practiced drawing the "outline" of the world.  Students should be doing this on the large laminated sheets at least once each week.  They will continue to draw the parts of Europe we've covered - adding each new week.

We played Zonk in teams geography terms.
I handed back the geography terms quiz from last week.  Everyone scored 12/12!!  Way to go!!!
**We will have a geography terms quiz next week.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

We reviewed our ICJH summaries & then the students broke into teams to answer questions based on on the Chapter.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.  The students seem to be struggling with the catechism questions.   They are very tricky because they have to state them word for word. Please let me know how I can come along side you in this area.

In the 2nd semester students will begin to lead class discussions, so begin talking about & practing that at home.

Suggestions for parents @ home:  Discuss chapter 12 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).

Week 11 Seminar Notes & Recap

Week 11 - time is a flying!

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 12 )

Challenge (Sweet treat reward)
 1.   What does the word amphibian mean & what does it describe?
 2.   Integration between 3 or more subjects.
    
Logic/Math
Only 3 math terms this week.  Keep drilling!

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

I quickly previewed concepts of dividing with decimals & expanded notation.

We played ZONK with math terms again.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

We previewed this weeks homework -exercises #50-54.  We discussed the new vocab on p51.  NOTE - for exercise #52 - students are to write out translation.

We played games to review declining vocab. Again - the boys won!

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on owls/birds of prey.   Presentation skills were once again good.  Continue to have them practice their presentation skills at home - especially eye contact.  When you feel your child is ready, have them start presenting from notecards.  

Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be amphibians so look ahead for topics & sources.

Here are some possible helpful websites:

http://www.youtube.com/watch?v=ti0HDtRY8u4 
http://carm.org/dictionary-amphibians 
http://animals.nationalgeographic.com/animals/amphibians/ 
http://www.animalspot.net/category/amphibians 
http://www.worldgiants.com/index.php 
http://phys.org/news166207786.html 

POINTS:  Geckos can walk across a ceiling with their uniquely designed feet.  Does this animal contradict the theory of Evolutions?

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

Sorry to be "long-winded"on this.  It's again deep thinking & thought it was worth giving you the deatil of what was covered in class. Rachel - I know you sat in today - if you can think of anything helpful to add, please email it to the moms.

Today we learned a new "stylistic" tool - amplification - the "who cares & why".  It's what you leave the reader with.  We amplify the issue - why does it matter to someone else?  This is similar to the IEW "most significant & why".  We discussed that in previous essays we ended with repeating our thesis.  Our essay seemed to "stop short".  I asked the students "who cares" about the essay outside the people in the essay, mom etc.  We looked at some previous class issues on other books & brainstormed who might care & why.  Examples we used in class were (I asked the students to make notes so hopefully they should have it written down):

Who cares if Edmund followed the white witch?
Peter - his brother, loves him;  Aslan - loves Edmund, doesn't want to die;  All Narnia - they want to survive
Who cares if Capt. Bowditch indentures Nat?
Liza - brother, loves him; Lupe - benefits from Nat's teachings; Ropes & Hodges - want a good employee

We compared the the examples.  We are basically looking at how others are/were affected by the decisions of the characters in our issue.  Right now our focus was on brainstorming characters in the book.  You can go beyond the story if that is comfortable to you & your student (i.e. "Every mother would be relieved her child was saved from the white witch."  This is an advanced skill.)

Things to remember - This is NOT a new proof or repeated proof.  When brainstorming we want to eliminate the characters/ people in the issue (In the Teacher Guide - ignore p 102 #2 where it lists "Edmund" & p 103 where it shows "It matters to: Edmund" - again eliminate the characters in the thesis).   You can look at p 113 in the Teacher Guide for a sample "Edmund caused tremendous trouble not only for himself, but - even worse - for his siblings and for all of Narnia"  - Who cares? - his siblings & all of Narnia; Why? Edmund's decision caused them tremendous trouble.

Another example: (issue should Aslan sacrifice his life) "Aslan's death demonstrates the kind of sacrifice and forgiveness necessary for Edmund to be redeemed from deceit & disloyalty."  who cares? Edmund why? he can be redeemed

At home, will sort their ANI, come up with "labels"/main proofs.  They will complete the Exordium worksheet (p29) and then pages 45-46 (guide to amplification), pages 47-49 (completing their outline).

They will need to bring their sorted ANI charts & all the workbook pages to class next week.

Remember to look for a good title for the "groups" in their ANI - one that encompasses the items grouped together.  This is really key.

Suggestions for parents @ home:  Assist students in sorting ANI & coming up with "labels" (that will be their main proofs).  Check ANI for duplicated items.  Review student workbook pages & assist them with brainstorming the "who cares & why".  Watch DVD 2 Lesson 4 to prepare for next week's lesson.  

Debate/Geography

We drew Europe and filled in the countries & features we learned the last 2 weeks and then added the new items for this week, identifying the countries & features.  Next week I'll try to allow some time for practicing the world.  Students should be doing this on the large laminated sheets at least once each week.

We played pictionary to review geography terms.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

We reviewed our ICJH summaries & then the students broke into teams to answer questions based on on the Chapter.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.  The students seem to be struggling with the catechism questions.   They are very tricky because they have to state them word for word. Please let me know how I can come along side you in this area.

Suggestions for parents @ home:  Discuss chapter 11 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).

Week 10 Seminar Recap & Notes

Week 10 - only 5 more to go!

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 11 )

Challenge (Sweet treat reward)
 1.  Find a reference to birds in scripture  
 2.  Find integration between 3 subjects in something you are studying this week (be specific)
    
Logic/Math
Only 2 math terms this week.  Keep drilling!

Each week we will continue to review previous week's concepts through dialectic discussion with the problems the students bring in.  In each problem we work we will ask the same questions (based on the common topics) - see previous blog for detail on questions.

I quickly previewed concepts converting decimals to fractions, fractions to decimals & percents to decimals/fractions.

We played ZONK with math terms.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

We previewed this weeks homework -exercises #45-49.  We discussed the new vocab on p47.

We played charades w/ vocab. This time is was the boys who took home the gold!

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.   I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on butterflies/moths.   Presentation skills were good.  Continue to have them practice their presentation skills at home.  Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph with interesting facts - min 5-7.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be owls/birds of prey so look ahead for topics & sources.

Here are some possible helpful websites:

http://animals.nationalgeographic.com/animals/birds/eagle-cam-live/?source=HP_eagle_cam_20130416 
http://animals.nationalgeographic.com/animals/birds/great-horned-owl/ 
http://www.perthzoo.wa.gov.au/animals-plants/australia/nocturnal-house/boobook-owl/ 
http://www.pbs.org/falconer/man/#2,000%20BC 

POINTS:  What language does the scientific name falconiform come from and what does it mean.

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

In class we brainstormed characters & their actions from Number the Stars; came up with a question and converted it to an issue.  Using the circumstance worksheet (emailed to you), we looked at yet another tool to get ideas for our ANI charts.  The students took notes & filled out the worksheet as a model for home.  I emailed out a web address for a webinar if you would like further info.

At home, students will come up with an issue, complete the 5 Common Topics worksheet, the comparison chart and the circumstance worksheet.  Using those tools they will fill out an ANI chart with a minimum of 25 items per column based on their issue.  Remember, the more items in the ANI chart the more proofs & subproofs they are able to choose from when writing their paper.  I know this can be really difficult.  Be sure so to look over the ANI to make sure items have not been duplicated in the same column.  They will bring their worksheets & ANI to class next week.

The students read their papers aloud in class.  These papers seem to be better - main proofs & supporting ideas.  Remember that they can add IEW tools to really dress up the paper. As I discussed with the students last week,  the paragraphs really shouldn't be 3 basic sentences with "to be" verbs.  Give detail & ask the "so what" question for each proof.  I collected those & will return next week.

Suggestions for parents @ home:  Review student worksheet pages.  Check ANI for min 25 items each.  Watch DVD 2 Lesson 4 to prepare for next week's lesson.  

Debate/Geography

We drew southeastern Europe and filled in the countries & features we learned last week and then added the new items for this week, identifying the countries & features.  Next week we'll draw all the areas we've learned, adding Europe to that for practice.  Students should be doing this on the large laminated sheets at least once each week.

We played "find that term" to review geography terms.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

The students broke into teams to answer questions from ICJH chapter 9 in 60 seconds.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.

Suggestions for parents @ home:  Discuss chapter 9 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).

Week 9 Seminar Recap & Notes

Week 9

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 10 )

Challenge (Sweet treat reward)
   1.  Find what catechism question gives an example of a possible defense mechanism where an animal is designed to look like something else.
   2.  Show integration between 3 subjects you encounter this week (be specific).
    
Logic/Math
Again, new math terms.  Keep drilling!

We continue to review previous week's concepts through dialectic discussion.  In each problem we worked we asked the same questions (based on the common topics):

Observation - What do you see? (i.e. whole numbers, exponents, multiplication, solve, equation etc)
Definition - What does .... mean?  What is...? (i.e. solve, evaluate, reduce, fraction, exponent etc)
Circumstance - Can any parts be written in different way? (i.e. 54 (5 to the 4th power) same as 5x5x5x5)
Relationship - What do we need to know to answer the problem? (i.e. when dividing fractions, you multiply using the reciprocal)
Authority - What math law(s) are we using to answer? (i.e. identity law)
What is the answer?
Can we work the problem in a different way?

The students brought in problems to share - and again we dialectically discussed each one then worked to answer it. They continue to improve in their observation and concentrating on how to solve the problem versus the answer itself.

I quickly previewed concepts of triangular & rectangular area, graphs and proportions (using cross multiplication).

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework.

Before we previewed this week's homework, we talked about expletives and look at some sentences for examples.   I will email out a document.  Hint: If sentence begins with sunt or est it will usually be translated "there are" or "there is".  The new vocab is on p 42 & 44.   Remember they will make a flashcard for all new vocab as well as grammar rules (blue book) & decline the new vocab in the spiral notebook under 3rd declension.  We practiced declining pars (3rd declension i-stem).

We played a game where I gave a sentence structure & pattern and they had to come up with that sentence & translate into Latin.  They did great!!

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.  I reminded students of this again today.  I will be awarding candy for those who do!!! :)

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on insects.  Once again - quite interesting.  Continue to have them practice their presentation skills at home.  Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be butterflies/moths so look ahead for topics & sources.

Here are some possible helpful websites:

₁http://www.merriam-webster.com/dictionary/moth 
₂http://www.merriam-webster.com/dictionary/butterfly 
http://www.butterfliesandmoths.org/taxonomy/term/125 
http://www.lepidopterology.com/ 
http://bugguide.net/node/view/57 
http://www.icr.org/index.php?module=home&f_keyword_all=butterfly&action=submitsearch&section= 0&f_search_type=icr&f_constraint=both&f_context_all=any&f_context_exact=any&f_context_any=any &f_context_without=any 

POINTS:  Find Latin word for butterfly, state it's declension & gender & decline word.  5 points

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

In class we discussed verbs and their importance in our writing.  We looked at sentences with passive/active, vague/action; cliche/literal verbs.  Although sometimes appropriate to use, we usually want to avoid this in our writing (they do not give us "clarity" in our writing).

We also took an "in-depth" look at our outlines.  Several students volunteered to share their main proofs and their supporting proofs.  We found that in some - our main proof needed a different (more general) label and/or our supporting ideas were the same as our main proof just worded differently.  Using the example "I liked the book"; my subproofs could be 1. mysteries are my favorite stories, 2. it kept me interested with twists & turns and 3. it brought about emotion.   These would all be "reason" to support that I liked the book.  I wouldn't use "because I enjoyed it" - that is the same thing as "i liked it".   In reviewing the outlines, examine the main proofs & supporting proofs to make sure they are not 1 in the same.  Please email me if you have any questions or need additional help.  Making the "labels" (that are our proofs) for our sorted ANI items can be really tricky.  (Also check the ANI to make sure items listed are not the same thing just worded differently, but are separate "reasons".)

This week the students will write their draft (using & according to their outline; complete wkbk p 33-29 & then edit their essay.  There is a student checklist on p 213 - AGAIN, please feel free to modify for those IEW techniques.  ***This week they will have exordium added to the beginning of their essay and their thesis (& proofs) will have parallelism.  See sample essay on p.40.  They will still be writing 1st reason, 2nd reason & 3rd reason; the "was that" in proofs & "because in conclusion.

They will bring in their papers along with their outlines to class next week.

READ NUMBER THE STARS.

Suggestions for parents @ home:  Review student workbook pages.  Assess outline for proofs & subproofs.  Watch DVD 4 Lesson 7 to prepare for next week's lesson.  

Debate/Geography

The students took their South America quizzes.  I'll return those next week.

We traced an outline of eastern Europe and filled in the countries.  Another Challenge A director created a document of breaking down Europe into 6 weeks.  It seemed logical & workable to me so I will be following that in class, but feel free to break up the material any way you choose.  (She starts with Southeastern Europe, Eastern Europe, Central Europe, Southern Europe, Western Europe, then Nordic Countries).  I will email that out.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

This week the students broke into team "girls" & team "boys.  Each team had 60 seconds to answer questions from ICJH chapter 8.   We read over DCYB and discussed the related bible verses.  

We raced to write catechism question answers with each teammate writing 1 word, then next teammate wrote 2nd word etc.  Tie between the girls and boys!  Study up on those questions.

Suggestions for parents @ home:  Discuss chapter 9 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).

Week 8 Seminar Recap & Notes

Week 8 - Class was a little rowdy today, we were a little hot and cramped - but we made it through!!

Here's the recap.....  (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 9 )

Challenge (Sweet treat reward)
   UH-OH - MRS. C can't remember our sweet treat challenges.  5 points to whoever took good notes & can email them to me!!!!! 
    
Logic/Math
The math terms continue - not too many this week.  I didn't include the definitions, so they will need to look them up.  Keep drilling those terms.

We continued what we did last week -  reviewed previous week's concepts through dialectic discussion.  In each problem we worked we asked the same questions (based on the common topics):

Observation - What do you see? (i.e. whole numbers, exponents, multiplication, solve, equation etc)
Definition - What does .... mean?  What is...? (i.e. solve, evaluate, reduce, fraction, exponent etc)
Circumstance - Can any parts be written in different way? (i.e. 54 (5 to the 4th power) same as 5x5x5x5)
Relationship - What do we need to know to answer the problem? (i.e. when dividing fractions, you multiply using the reciprocal)
Authority - What math law(s) are we using to answer? (i.e. identity law)
What is the answer?
Can we work the problem in a different way?

The students brought in problems to share - and again we dialectically discussed each one then worked to answer it. They get better each week with the questions, definitions etc.

I quickly previewed concepts of ratios and simple probability.

The students took a math vocab quiz.  I will return those next week.

POINTS: Bring in a math problem from their homework to explain to the class -  5 points.

Be sure the students bring in the completed lessons you assign to class (even if they are not doing Saxon).

**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain)  This will help them be rhetorical!!

Grammar/Latin
In class we went over questions from last week's homework and reviewed the rules for the 3rd declension.

We previewed this week's homework exercises.   There were new Latin rule on p 39 that will go in the "rules" section of their notebook.  The new vocab is on p 39.   Remember they will make a flashcard for all new vocab as well as grammar rules (blue book) & decline the new vocab in the spiral notebook under 3rd declension.  We reviewed what an appositive is in English (noun that explains or renames subject - i.e. My tutor, Mrs. C,..... - Mrs. C is the appositive) and how to diagram.  We looked an a Latin sentence, identified the appositive and diagrammed the sentence.

****It is important that the students parse/label each sentence so that they can clearly identify the parts of speech in order to translate it properly.  I reminded students of this again today.

We played Latin bingo to review vocab.  I returned the grammar quiz from last week.

Suggestions for parents @ home:  Make sure you and your student preview the next week's lesson as stated in the guide so that they are prepared to discuss it in class. Drill student on vocabulary & grammar rules.  Check daily assignments (or have students check).  Continue to have students focus on memorizing endings for the declensions - sing the songs & work those charts, as well as memorize vocab & rules.  It's a good idea to write the endings out - like copying mastery charts in Essentials.

Research
Today the students presented on arachnids.  Once again - quite interesting.  Continue to have them practice their presentation skills at home.  The main thing I notice is lack of eye contact and/or speaking loud enough/slow enough.  Continue to look for interesting, unknown facts about the topic and put those IEW tools to work.  Again, they should develop a good paragraph.  The skills we are working on are research as well as good presentation skills.  **They can bring in a "sample/example" of the topic.

Our next topic will be insects so look ahead for topics & sources.

Here are some possible helpful websites:

₁ http://www.merriam-webster.com/dictionary/insect 
₂http://science.howstuffworks.com/zoology/insects-arachnids/flea1.htm 
₃http://en.wikipedia.org/wiki/Insect 
⁴http://www.icr.org/article/7089/ 
⁵ http://www.icr.org/article/origin-flight/ 
⁶ http://phenomena.nationalgeographic.com/2011/11/30/how-fairy-wasps-cope-with-being-smaller-than-amoebas/ 

Suggestions for parents @ home:  Help students locate sources from Internet or library.  Assist in editing rough draft; listen & provide feedback for oral report (eye contact, etc). & check drawing.  Have them practice reading their report for you or even the whole family!

Expo/Comp

In class we talked about a way to "invite" our readers into our paper - Exordium.  We compared sentences to evaluate our options for an exordium.  We learned through comparison that we have 5 alternatives:

question - Have you ever been tempted to do something wrong for the right reason?
quote - "...Pray that you will not fall into temptation." Luke 22:40 (can be any quote)
challenge - Imagine you've finally found a way to save your mothers life.  (imperative sentence beginning with verb)
joke or anecdote:  People are like tea bags...you've go to put them into hot water before you know how strong they are.  OR  Forbidden fruit creates many jams.
statistic: Digory had a 50% chance of making the right decision.  (They can make up statistic as long as it "sounds" real - Boys will rise to the challenge 90% of the time.)

We discussed that as we work through or exordium options, it must relate to their issue (for those examples the issue was "whether Digory should have taken the apple to heal his mother").  Exordium is like a "dramatic opener" in IEW.  NOTE:  Students don't have to develop "great" exordia yet.  They need to know each kind, that they can use any kind and that it goes in the beginning of the paper.  Let them do the thinking - you be there as a gentle guide to help them process & to give suggestions.

For this week they are to:
1.  Sort ANI (come up with labels/titles for sorted items) and choose A or N; develop thesis
2.  Complete workbook page 29 (exordium)
3.  Complete arrangement worksheet B p 30-31
4.  Write outline - according to the guideline p 32

I WOULD LIKE THEM TO BRING ALL OF THIS TO CLASS NEXT WEEK.

I returned the papers from last week.  Students who weren't able to read last week, read today (or I read for them).  We discussed making sure we are writing our essays from our outline - ensuring we have a clear "proof" (topic sentence) and that we can clearly identify each supporting idea.  This comes from sorting the ANI - once we have grouped/sorted like items we come up with a "title" or "label" for that group.  That label/title becomes the "main proof".  i.e.  food, shelter, clothing - these items would be grouped together under a title like "basic needs" or "well- being".  My proof sentence would be "The first reason Mr. B should indenture Nat was that it would provide for his basic needs."  Then those 3 reasons, food, shelter & clothing would be the 3 supporting ideas.

We talked about using IEW techniques to make our paragraphs interesting (so we wouldn't say.."Nat would have shelter.  He would have food.  Nat would have clothing - We would use our stylistic techniques to "dress up" these sentences/paragraph).  While we are following some "basic structures" and sentence wording, we want to start elevating our papers according to the student's abilities.  The sample essays in the student & teacher book are "basic"-to give a model of structure.  However, even these have some stylistic techniques (p24who/which clause in 2nd paragraph; ly opener & 3rd paragraph, prepositional phrase opener with "imagery" - from his very core in 4th paragraph).  The editing template in the teacher manual (p257) for our upcoming paper references "repaired week verbs".  I encourage you to add to these editing templates in the same way you did with IEW papers.  Again, you know your students abilities - set the bar appropriately for them.  Please call me if you have any questions on this.  I am happy to assist/clarify in any way I can.

Suggestions for parents @ home:  Review student workbook pages.  Assess outline & workbook pages to ensure it meets with this week's requirements.  Watch DVD 2 Lesson 3 to prepare for next week's lesson.  Also look ahead to the sample essay on p91 in teacher book.

Debate/Geography

The students took a geography terms quiz.  I will return those next week.

We played minute map, each person drawing as much as South America before passing to their teammate.  We also played geography term pictionary.

We will have our test on South America next week, so focus in on those features etc.

Students should bring in maps that they've drawn.  They'll show the class their best map.

DRAW FOR POINTS!!! Students will earn 5 points for each map drawn this week (after they draw 8 which would be 2 per day for 4 days)  Bring to class your best map!!

****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory.  Students need to continue to draw areas they've been tested on.   (They can draw on the large laminated maps I gave them at the beginning of the year).  The more they draw the better they'll get - the more they will be able to remember.

Suggestions for parents @ home:  Drill student on provinces & capitals as well as geography terms.  Check daily drawings for accuracy & labeling.  Be sure students continue to draw previous geographic areas - adding them to new areas.  Continue to drill previous states & capitals.

Rhetoric

This week the students broke into 2 person teams and came up with as many reasons for why life "couldn't just happen" from chapter 7.   We read over DCYB and discussed the related bible verses.  

Volleyball was the name of the catechism review game today.  Boys....better practice your bump! :)

Suggestions for parents @ home:  Discuss chapter 8 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions (remember they must be able to state word for word).