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).