The kids were such troopers today. I really enjoyed them! I hope their first day was a positive experience.
Okay - onto the recap of the day (it's late so I'm hoping this all makes sense to you - let me know if you have any questions)..... (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 2)
Challenge (Sweet treat reward)
1. Find the Latin root for one of the math terms
2. Find integration between 2 strands (subjects)
Logic/Math
I handed out a list of math terms. This week the definitions were listed with the terms (found them on Quizlet). We discussed the importance of knowing math terms. If you don't know the terms, you won't know what to do with the numbers (i.e. if you don't know what the term "sum" means, you won't know to add numbers together when asked to find the sum). You will decide at home if you'll make flashcards or write in a "math dictionary" (spiral notebook) & how often you review or drill math terms. I will let the students know in advance when we will play a game or "quiz" math terms.
In class today we reviewed concepts through defining some math terms. We looked at the difference in expressions & equations and what it means to "evaluate". We worked some problems identifying the math rules and laws that applied to each. Then, we quickly reviewed concepts for factors & divisibility, lines & angles, as well as fractions & percentages. I handed out a "Basic Math Laws"/Properties of Equality" sheet. I would advise putting it in a page protection & then putting in the math section of their binder for quick reference.
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).
Grammar/Latin
We previewed each book & how they work together. We reviewed nouns & their "jobs". We analyzed sentences in English to identify the nouns & their function in the sentence. Next we observed the same sentences with the English noun replaced with a Latin noun and charted the ending differences.
I explained that Latin is an inflected language meaning the endings tell you what the words do in the sentence. Then I defined what it means to decline a noun. We reviewed the first declension endings - even singing the CC 1st declension song!
We previewed our first lesson's vocabulary and made a vocabulary flash card for reference on how to do the rest. We also spent time setting up our Latin vocab notebook (spiral notebook) by placing different color tabs for each of the declensions, adj & conjugations. We also discussed how to make flashcards for the grammar rules (blue book) by putting the rule into the form of a question. We made the first grammar rule (#14) flashcard for a reference on how to do the rest. Vocabulary flashcards should be kept separate from grammar rule flashcards.
I modeled on the white board how to complete exercises 1 & 2 (we did the first one or so in each exercise so they should have that written down).
**We covered a lot of information, so there was some confusion - just remind them that every time they have a new vocab word, they will do 2 things - make a flashcard & then decline (nouns) or conjugate (verbs) that word in the spiral "Latin vocab notebook" (the one with the different colored tabs under the appropriate tab (i.e 1st declension noun will go under "1st declension tab"). Only vocab goes in that spiral notebook.
The weekly exercises they complete will be kept under the "exercises" tab in the Latin section of their class notebook. I asked them to label their paper with the Week # Lesson # & Exercise #s - ie.
Week 1
Lesson 1
Exercises 1 & 2
Note: When the guide says "GRAMMAR: Memorize no. 14-33" that means make a flashcard. There is a lot this week (we won't have more new ones until week 4), so they can do them all this week, then start reviewing/drilling or spread them out over the next 2 weeks. The sooner they are able to do them the sooner they can start to review & learn them.
You may want to copy p 241 in the blue book (pronunciation guide) & put in page protector for quick reference.
Suggestions for parents @ home: Drill student on vocabulary & grammar rules. Check daily assignments (or have students check). Continue to have students focus on memorizing endings for declensions - sing the songs & work those charts.
Research
I reviewed our 1st semester topics. & what they will be doing each week. They looked at the sample papers I emailed to you. I reviewed how to complete a fused KWO (gave handout that showed example & also handed out blank fused outline form). We discussed that they will gather 2-3 sources, and following the IEW "steps", KWO each source (w/ 5-7 "facts"), then fuse those into 1 outline. They will then draft their paragraph and revise & edit using IEW stylistic techniques (use that SRN & create an interesting & well-written report!). They will also be drawing their topic to the best of their ability (it should be colored). They need to provide the taxonomy & complete a bibliography (APA or MLA format - I emailed this to you). As I mentioned before, I will be doing an evaluation for each presentation.
I introduced our topic Protozoa & Algae and they took notes on what we discussed (facts I introduce could be on open note quiz). Here are some possible helpful websites:
http://encyclopedia2.thefreedictionary.com/Algae
http://www.encyclopedia.com/topic/algae.aspx#3
http://encyclopedia.kids.net.au/page/al/Algae
http://www.livestrong.com/article/458681-algae-as-a-food-source-for-humans/
http://oceanservice.noaa.gov/facts/redtide.html
helpful websites: wolframalpha.com for taxonomy information on topics of research
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.
Expo/Comp
Today we listed some interesting characters & their actions from the Lion, the Witch & the Wardrobe. We choose 1 character & 1 thing they did in the book. We created a "should" question - Should Edmund have followed the White Witch? Then converted that to our "issue" - "Whether Edmund should have followed the White Witch" (not a question). We discussed the ANI Chart & filled out one in class.
You will decide if they can use the issue we came up with in class or if you want them to choose a new issue (goal would be to eventually having them come up with their own issue). I explained that they will complete an ANI chart w/ 10 items in each chart & bring back into class next week.
Suggestions for parents @ home: Check ANI chart for min 10 items in each column.
Debate/Geography
I explained how to do their Geography terms dictionary (using spiral notebook make page for A, B etc. (skipping pages in between to leave room & leaving room in between terms - ) terms will be listed under appropriate page. You will decide how they get the definition (dictionary or from the guide). They will write the term & definition and illustrate (very simply). We may play geography terms pictionary!
The kids drew the world free hand from memory. I took these home and will bring back in the last day of class so that they can compare their very first drawing with their final. They will be amazed at the difference!
We traced the United States, then began to draw it freehand. I suggest they start this week with drawing the US w/ states, then next week add features. We will have a quiz week 3 where they will draw all if it from memory. I explained that they needed to be practicing drawing it several times each day. They will also need to memorize the states & capitals - make flashcards if you don't already have them for the US.
This is an impressive video of Senator Al Franken drawing the US from memory. It' s set to music, so there's no political agenda! Students might follow his approach to drawing (where to start and end, and everything in between!)
While the classical model of learning is reading, writing, and drilling, it's okay from time to time to use websites to review memory work. Websites such as http://www.sheppardsoftware.com/web_games.htm offer games to help with reviewing geography. Another site is http://www.ilike2learn.com/ilike2learn/CapitalUnitedStates.html
Suggestions for parents @ home: Drill student on states & capitals as well as geography terms. Check daily drawings for accuracy & labeling.
Rhetoric
I reviewed each book and explained how to complete the study guide. We discussed DCYB and how they need to look up the scriptures listed & discuss the questions at the end of the chapter with you at home. They will bring in their bibles and we will discuss in class using the 5 Common Topics. We reviewed the first 3 catechism cards. We picked #3 to see if they could memorize it by each student in the class saying it once. I thought - no way they'll get it word for word so quickly, so I offered a sweet treat to anyone who could. Well I certainly underestimated my little brainiacs!! They all got it word for word!! I was sooo impressed.
We had a little extra time so they read some of ICJH and worked on their summaries.
Suggestions for parents @ home: Discuss chapter 1 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).
Suggestions for parents @ home: Discuss chapter 1 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).
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