Here's the recap..... (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR WEEK 8 )
Challenge (Sweet treat reward)
1. Find the language that the scientific work arachnid comes from & what does it mean
2. Preform the "tarantella" dance that Italians did in the 1300s
Logic/Math
I verbally gave yet another list of math terms. 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 rounding (with whole & mixed numbers), estimation, as well as adding & subtracting fractions with different denominators.
We will have a math terms quiz next week - so be sure to review!!!
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
Whew! Today felt like a whirlwind of information as we covered the 3rd declension. We went through rules # 45-64 in the blue grammar book. These will be really important for them to memorize as there are so many & the determine how the noun is declined (what endings to use - there really 4 "endings charts" for 3rd declension). In short, we learned that all 3rd declension nouns have "is" as the genative (sing) ending; we must 1st determine the gender of the noun (does it name a male or female person - if not we look to the ERrOR, SOX LANCET rules); once gender is determined we look to see if any "i-stem rules" apply (masc or fem - does stem end in 2 consonants or are there the same number of syllables in the nominative & genative singular; neuter - does nominative sing. end in "e", "ar" or "al"). The students took notes on other similarities/rules such as in the i-stem there is and "i" in the genative plural, in the 3rd neuter, the nominative & accusative will match (be same) and the nominative & genative plural always end in a. Boy - that doesn't sound "in short" does it???? (lol) Please let me know if you have any questions.
We previewed each homework exercise. There were new Latin rules on p 35 that will go in the "rules" section of their notebook. The new vocab is on p 36. For exercise 30 #2 - they are already declining that vocab in the spiral notebook, so I don't see a point of doing it again. 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.
Here is some "dialogue" going on in the Challenge forum regarding rule #52 - do what you feel is appropriate for your family/child:
I am having a hard time grasping what Grammar rule # 52 means. I understand rules 46-51. Could someone clarify #52 for me? Thanks so much!
Great job of wrestling through the Latin, Jodi! This comes from Ruth Holleran, a Challenge B Support Program Manager:
"I believe we are seeing the nominative and genitive patterns for these irregular third declensions. This rule affects nouns which end -es in Nom, -icis in the Genitive. Same with the others which have parentheses.
Henle says later on, I think in the latter lessons of this book, that we can ignore Rule 52! I noticed it while studying with my Ch I child.
Truly, I have never noticed a need for this Rule in all of Henle I. It is safe to ignore."
#2
For those of us who are not satisfied knowing that you can just ignore grammar rule #52: : )
This rule is a rhyme that deals with the exceptions to the SOX rule found in rare third declension nouns. Nominative singular nouns that end with the first six endings mentioned in the rhyme should be feminine because they end in an "s" or an "x", but they are masculine. Words ending in "us" should also be feminine but are neuter.
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.
They took a quiz grammar rules in class. I will return those next 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 mollusks. We had several students present on the same thing and it was very interesting to see that in each there was different information presented. 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 - although no spiders please (lol - I guess if they want to bring in dead one I might not get too freaked out!!).
Our next topic will be arachnids so look ahead for topics & sources.
Here are some possible helpful websites:
http://www.engineering.com/DesignerEdge/DesignerEdgeArticles/ArticleID/5986/Designer-Edge-Image-of-the-Day--Super-Strong-Synthetic-Spider-Web.aspx
http://www.merriam-webster.com/dictionary/arachnid
⁵http://www.icr.org/article/amber-trapped-spider-web-too-old-for/
⁶ http://kids.nationalgeographic.com/kids/photos/gallery/spider-webs/#/spider-in-tunnel-web_26690_600x450.jpg
http://science.howstuffworks.com/zoology/insects-arachnids/spider.htm
http://www.icr.org/article/spectacular-spider-long-living-fossil/
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 learned another tool to help us come with ideas for our ANI charts - the comparison chart/worksheet. We covered the basics of comparison with the 5 Common Topics worksheet and today we went a little deeper using our comparison charts. I modeled how to complete the chart by comparing a fork and spoon and together we compared Mr. Hopper & myself. We then brainstormed characters and their actions from The Magician's Nephew, chose 1, created our question, & converted it to an issue. In class, we used the issue "whether Digory should have kept the apple for his mother". We then compared Digory to Uncle Andrew. I explained to the student they could have compared Digory to anyone. Looking at our comparison chart, we looked at how all of them could go in our "I" column and how we could evaluate each for ideas for the A or N columns.
This week the students will to come up with a question & convert it to an issue. Then they will compare one of the terms in the issue (terms are nouns - usually will be a person) to something/someone else using workbook p 67 (just like we did in class & just how they do it on the LTW DVD - START W/ SIMILARITIES). The students can do more than 1 comparison worksheet (i.e. Digory to Polly; another Digory to Abraham of the bible). They will also complete the 5 Common Topics worksheet (I will email the forms so they don't have to write in the book.) Using those 2 tools, they will complete their ANI charts with a minimum of 20 in each column.
They will bring their 5 Common Topics worksheet, the comparison worksheet & their ANI charts to class.
I collected their 5 paragraph essays and will return next week. I'll be checking for parallelism in the thesis & for "wording" in each paragraph according to the guideline/sample provided (i.e "The first reason...was that...; The second reason....was that"). For those who did not get to read this week, they will read next week.
Suggestions for parents @ home: Review student workbook pages. Assess paper to ensure it meets with this week's requirements. Re-watch DVD Lesson 5 Invention if needed for this week's assignment. Watch DVD 3 Lesson 5 Elocution to prepare for next week's lesson.
Debate/Geography
The students took their quiz over Central America, Greater & Lesser Antilies. I will return those next week.
I introduced South America. We practiced drawing & labeling the countries. Then played mental geography.
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.
I introduced South America. We practiced drawing & labeling the countries. Then played mental geography.
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. So this week, students should draw USA (states, capitals, features), Canada and Central America & the Antilies. (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 answered questions from sections of ICJH. They did very well! We read over DCYB and discussed the related bible verses.
We reviewed the new catechism questions for the week and played a relay game to review.
Suggestions for parents @ home: Discuss chapter 7 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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