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:
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.
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.
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).
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