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 **THIS WILL START IN WEEK 5
-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.
-Students will also "teach" LTW cannons as we begin review
Here's the recap (PLEASE SEE THE GUIDE FOR HOMEWORK DUE FOR SPRING SEMINAR - WEEK 4 )
Logic/Math
Only 1 new term this week-coefficient
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. The students are beginning to lead the discussions.
Again, we focused on "showing our work" - talking about "math sentences" and each individual step in solving/evaluating a problem.
We covered the concepts of finding the percent of a number and graphing inequalities.
We played the N2K game individually & in teams. We'll play this each 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 reviewed our EEL sentence pattern S-VL-PA. We reviewed what a predicate adjective was and what kind of verbs it follows. Working through lesson 7 p 75-81, we discussed how Latin sentences have the same pattern and that predicate adjectives must also agree in case, gender & number just like our descriptive (or attributive) adjectives. We are still working with 1st & 2nd declension endings.
We learned a new preposition -pro- and that it always takes the ablative case (like come, in).
The students competed a few items in each of the exercises.
They will make flashcards for the new vocabulary (p76 & 78) and decline those in their spiral notebook (adjectives will go in adjective section-again 3 declensions for each 2nd Masc, 1st Fem & 2nd Neuter). There are new no grammar rules -just review last weeks. Assignment is exercises #88-94.
We played a game to review vocabulary.
****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 whales & dolphins. I love that many of the students read from note cards again today & Lizzy actually did hers from memory- way to go!!!
We started anatomy today - the respiratory system p 79. We reviewed respiratory terms and labeled our drawing together in class. I modeled & gave suggestions on how to draw the system. THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL (we discussed this in class - it should cover a large portion of the page). We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines. Our drawings in class were quite interesting. The boys seemed to feel the need to add eyes & hair to their drawings!!! Whatever works - right???
At home, students will need to define terms, and draw, draw, draw. Much like geography, they need to be drawing the system every day - more than once a day and labeling it. After the first few days of drawing, they need to "test" by drawing & labeling it from memory. I showed them samples of what their "test" in 2 weeks should look like. We'll learn a new system next week (mouth/teeth). Quiz on respiratory system will be on week 5.
STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.
Suggestions for parents @ home: Check students drawings daily. "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled.
At home, students will need to define terms, and draw, draw, draw. Much like geography, they need to be drawing the system every day - more than once a day and labeling it. After the first few days of drawing, they need to "test" by drawing & labeling it from memory. I showed them samples of what their "test" in 2 weeks should look like. We'll learn a new system next week (mouth/teeth). Quiz on respiratory system will be on week 5.
STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.
Suggestions for parents @ home: Check students drawings daily. "Test" by having them draw from memory several times, ensuring they have all elements & it is correctly labeled.
Expo/Comp
We spent a good amount of time today reviewing the student's outlines to evaluate their 3 proofs & supporting proofs. Many found that their outline needed some editing. We found that either 1 or more of the main proofs were basically the same as another (just worded differently) or that some of the sub-proofs more supported a different proof. Some found that their main proof should really be a sub-proof. Before writing this week, be sure to VERBALLY go over their outline helping them with those proofs & sub-proofs.
At home, they will review all the elocution elements they've learned so far - parallelism p19-26 ; subject & verb worksheets p33-40 ; & amplification. They will compose their essay including all elements learned. Student will read their essays next week. HAVE THEM BRING THEIR OUTLINES AS WELL.
I returned their papers from last week. Many of them were missing amplification - so watch for that this week. Mrs. Sargent had a good idea when thinking about amplification - Ask what is the "theme/moral" of the paper to ask "who cares & why?" Christina Russell had a wonderful example of amplification. I'm sure she wouldn't mind sharing it!
At home, they will review all the elocution elements they've learned so far - parallelism p19-26 ; subject & verb worksheets p33-40 ; & amplification. They will compose their essay including all elements learned. Student will read their essays next week. HAVE THEM BRING THEIR OUTLINES AS WELL.
I returned their papers from last week. Many of them were missing amplification - so watch for that this week. Mrs. Sargent had a good idea when thinking about amplification - Ask what is the "theme/moral" of the paper to ask "who cares & why?" Christina Russell had a wonderful example of amplification. I'm sure she wouldn't mind sharing it!
Suggestions for parents @ home: Review student outlines for 3 SEPARATE proofs and 3 SEPARATE sub-proofs - making sure the sub-proofs are related to the idea of the main proof. Check essays for parallelism, strong verbs & stylistic techniques, and amplification.
Debate/Geography
Today added yet a new section Asia. We drew the continent of Asia, then focused on locating the new items.
We played trashketball to review geography terms & played mental geography. The students took their geography quiz. I'll return those next week
Students should bring in maps that they've drawn. They'll show the class their best map.
We played trashketball to review geography terms & played mental geography. The students took their geography quiz. I'll return those 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 each week (after they draw 8 which would be 2 per day for 4 days) *****20 Points for each world map with everything they've learned so far labeled on the map (it doesn't have to all be from memory)
****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 (it is suggested that they make flashcards for review).
Rhetoric
To review ICJH, students worked together to answer some summary questions. We had a mix of theatrics & "straight out answers".
In the 2nd semester students will begin to lead class discussions for ICJH & DCYB, so begin talking about & practicing that at home.
We learned the next 3 catechism cards and played a game to review.
Suggestions for parents @ home: Discuss chapter 18 in each book. Check that student is filling out study guide for ICJH & answering questions for DCYB. Drill catechism questions 1-54 (remember they must be able to state word for word).
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.
We learned the next 3 catechism cards and played a game to review.
Suggestions for parents @ home: Discuss chapter 18 in each book. Check that student is filling out study guide for ICJH & answering questions for DCYB. Drill catechism questions 1-54 (remember they must be able to state word for word).
