Spring Semester Week 7 Seminar Recap & Notes

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
***ANNA WILL LEAD DISCUSSION IN WEEK 8
-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 8 )
   
Logic/Math
No new math vocab today

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 are also learning how to "show our work".

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
What an exciting day - we learned to conjugate some verbs!!!!  Verbs are really tricky, so we spent quite a bit of time learning about Latin verbs (we went over time in our seminar).  We discussed how in English, verbs have 5 principal parts.  Fortunately, we were able to pull from our Foundations pegs & Essentials verb anatomies mastery charts! Latin verbs have 4 principal parts.  For each verb, we must memorize the principal parts.  Much like nouns, verbs belong to "groups" known as conjugations - we will cover the 1st 2 in Challenge A.  They also have "stems" which are found by dropping the ending of the Present Infinitive Active form.  The principal parts are the four main forms on whose stems all other forms of the verbs are built up.  We can recognize a verb's conjugation group (1st, 2nd, etc) by it's Present Infinitive Active form ending -are.

Now that's a mouthful right???  I modeled in class how to make flashcards for verbs & how to conjugate in the spiral notebooks.  We also looked at each exercise (104-109). At home they will make flashcards for the vocab on p 103 & also conjugate those in their spiral notebooks under 1st conjugation.  They will put all rules in boxes (purple book) in the rules section of their notebooks and make flashcards for grammar rules 159-162.

We took an impromptu vocab quiz from out mass review last week.  Everyone did pretty well!

POINTS: Translate next "section" of The Giving Tree - 5 pts

****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 was our quiz on the brain.  I'll return those next week.  We drew the heart from memory, traded w/ a neighbor & graded.  I introduced the ear, we went over the definitions and labeled our drawing together in class (I also handed out a diagram that showed the correct labels - remember answer key in Biology book had a few items mislabeled).  I modeled & gave suggestions on how to draw the system.  THEY NEED TO DRAW IT LARGE ENOUGH TO SEE ALL THE DETAIL.  We referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  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.  In addition to drawing the , students will need to continue to draw the heart in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on heart will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD:  Find integration between 2 subjects & the ear -10 points

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

Today the students read their papers aloud.  Good job on those similes!!

We are back to the cannon of invention.  We brainstormed characters and decision and came up with a class issue (whether Catherine should have helped the fugitive).  We reviewed how to complete the circumstance worksheet (emailed out some time ago) and get ideas for our ANI chart.  At home the students will compose an issue, work through all the invention worksheets (5 CT; Comparison; Circumstance; Definition I) and complete an ANI with 30 items in each column.  They will bring all worksheets & ANI to class.

Suggestions for parents @ home:   Assist/review all student worksheets & ANI charts.

Debate/Geography

I introduced the  section of Africa & the students drew the continent & areas/features for this week as well as last week.  Thank you for having the maps & breakdown in their folders!!!  We will continue to add new areas according the the "breakdown" each week.    The students took a geography terms quiz - I'll return next week.

We played trashketball to review previous countries, capitals & even features.  We played a few rounds of pictionary to review grammar terms.  It got quite competitive!!

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

Sierra lead our Rhetoric discussion this week.   We read through the DCYB chapters & she came up with 5 questions from the chapters for students (in teams) to answer.

Suggestions for parents @ home:  Discuss chapter 23-26 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 6 Seminar Recap & Notes

9 more weeks to go!!

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
***SIERRA WILL LEAD DISCUSSION IN WEEK 7
-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 7 )
   
Logic/Math
1 new math term this week (skew)

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 are also learning how to "show our work".

We covered the concepts of finding the mixed number coefficients.

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
Today we reviewed adjectives that "govern cases" (still Lesson 8 - p88-98) & modeled how to complete exercises 101-103 (part of homework for this week).

This week is all about vocabulary review!!!! Students will be completing exercises 101-103 & the mass vocabulary review on p91-98.  We may have a pop quiz next week,

We played chariot races to review declension endings and charades to review vocab.

POINTS: Translate next "section" of The Giving Tree - 5 pts

****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 was our mouth/teeth test.  I'll return those next week.  We drew the brain from memory, traded w/ a neighbor & graded.  I introduced the heart, we went over the definitions 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 referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  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.  In addition to drawing the heart, students will need to continue to draw the brain in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on brain will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

POINT REWARD: Atrium is Latin for ??; Ventricle is Latin for??? - 5 points  Find integration with the heart in scripture & history - 10 points

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

Today we reviewed the student's outlines, discussing whether our proofs & sub proofs support our thesis  We talked again about answering the "so what/why/how" questions.  We also learned a new trope - simile.  We compared the differences between good, strong similes with those that were weak & vague.  We also learned how to construct a simile by first choosing a term/noun (i.e house), then choosing a characteristic (i.e. cold), then finding something with a common characteristic (i.e South Pole or freezer).  We discussed that when someone agrees with our simile (The house is as cold as a freezer), they agree with "argument" (I agree that a freezer is cold, so I agree that the house is cold).

The students worked in teams to create similes from terms in the Door in the Wall.

At home, student work through p 81-86 in their workbook.  Then they will compose an essay from their outline using all the elocution elements we've learned so far - adding in a simile (exordium, parallelism, amplification and the simile).  Bring to class the book Door in the Wall and be prepared to share similes from the following pages 10, 15, 31, 48, 67, 68, 91, 106 & 107.

Bring essay's to class along with the outline.

Suggestions for parents @ home:    Review student's essay in that it follows outline; thesis is clearly supported by proofs & proofs supported by sub-proofs (they've answered the "so what/why/how" questions - does what they've written convince you??  Ensure they have included all elocution elements and stylistic techniques you've required.  

Debate/Geography

The students completed their Asia test.  I will return next week.

I introduced our first section of Africa & the students drew the continent & areas/features for this week.  Thank you for having the maps & breakdown in their folders!!!

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

Clayton was sick today, so hat's off to Christina for volunteering to lead our Rhetoric strand today on the fly!  She came up with 4 questions to review our IJCH book.  We read through DCYB and briefly discussed

Suggestions for parents @ home:  Discuss chapter 21-23 in DCYB.  Check that student is answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 5 Seminar Notes & Recap

I can't believe 5 weeks have already passed!!  Time is a flying!

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
***CLAYTON WILL LEAD DISCUSSION IN WEEK 6
-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 6 )
   
Logic/Math
1 new math term this week

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 are also learning how to "show our work".

We covered the concepts of finding the multiplying algebraic terms.

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
Today we looked at adjectives that "govern cases" (still Lesson 8 - p85-89) - discussing that our new adjectives are not translated with a preposition in Latin.  We also learned that we have to memorize the case these adjectives take.  We also learned how to decline Jesus.

The students competed a few items in each of the exercises (98-100).

They will make flashcards for the new vocabulary and decline those in their spiral notebook (adjectives will go in adjective section).  Review grammar rules #77-78 -make flashcards; exercises 98-100.

We played chariot races to review declension endings and charades to review vocab.

POINTS: Translate next "section" of The Giving Tree - 5 pts

****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 was our respiratory system test.  I'll return those next week.  We drew the mouth & teeth from memory, traded w/ a neighbor & graded.  I introduced the brain 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 referred back to our Foundations art - OILS in breaking down the drawing into circles, straight lines, dotes, angles & curved lines.

At home, students will need to define the new terms, and draw, draw, draw.  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.  In addition to drawing the brain, students will need to continue to draw the mouth & teeth in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on mouth & teeth system will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

SWEET REWARD: What disorder (disease/syndrome)causes items to look smaller or larger than they should?

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

Today we reviewed sorting our ANI charts for Door in the Wall.  We reviewed the arrangement element exordium and discussed how it should relate to their thesis.  A few students volunteered their ANI's so we could practice sorting.  We saw that sometimes items in the ANI were very "general or broad" and how those times really translated to "main proofs".  We also looked (& found) duplications-MOMS - try to review those ANI's prior to sorting and or assist with sorting to identify these "problem" areas.

The other 1/2 the students were able to read their papers.

At home, student work through all the arrangement tools learned so far  (Lsn 3 Arrangement A exordium; Lsn 4 Arrangement A amplification; Lsn 4 Arrangement B Basic Persuasive Essay w/ amplification) then create an outline (FROM ANI) using Lsn 4 Arrangement Template Basic Persuasive Essay w/ amplification.  Students will bring all completed workbook pages & outline to class.

***When creating the outline - ask the "why/how" questions and make sure your proofs answer that questions for your thesis; then ask they "why/how" for the subproofs.  (i.e. The monks should have taken care of Robin.  (Why?-what supports that thesis) Main proof- Robin couldn't take care of himself (again the subproofs should answer the question - why?) Robin's parents were gone; Robin was young; Robin was lame (all these reasons support the fact that Robin couldn't take care of himself (and therefore needed someone to take care of him); answering the question "why" couldn't Robin take care of himself).  I discussed this with the students - they should have notes.

Suggestions for parents @ home:    ASSIST your child with sorting (or review their sorted ANI) and establishing those "labels" that will become the main proofs.  Make sure main proofs are "broad" and can encompass/relate to the subproofs - again - have the student ask WHY.  Review your students outlines.  

Debate/Geography

Today added the last section Asia.   We drew the continent of Asia, then focused on locating the new items.

We a game to review geography terms. *****ASIA TEST IS NEXT WEEK.  Focus this week on drawing from memory and checking to see what's missing.   We'll begin Africa 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

Today Elijah lead our rhetoric seminar.  Well done!  He came up with questions to review the chapter and divided the class into 2person teams to answer the questions.

We read through DCYB.

Elijah had a great review game for catechisms.  Elijah - I really want those homemade fly swatters!! 

Suggestions for parents @ home:  Discuss chapter 20 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill all catechism questions (remember they must be able to state word for word).

Spring Semester Week 4 Seminar Recap & Notes

I'm so sorry I wasn't feeling well yesterday.  Thanks for bearing with me!

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
***ELIJAH WILL LEAD DISCUSSION 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 5 )
   
Logic/Math
2 new math terms this week

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 are also learning how to "show our work".

We covered the concepts of finding the area of a circle, multiplying powers of 10 and algebraic terms (as well as combining terms).

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
3rd declension adjectives were the topic today (lesson 8 p 82-84).  Most are declined like gravis, e; ablative sing ends in -i; neuter plural nom & acc end in -ia; ten plural end in -ium.  We looked at new grammar rules in the blue book 77-78.  3rd declension adjectives still follow rule for agreement. We reviewed new vocabulary on p. 82,

The students competed a few items in each of the exercises (95-97).

They will make flashcards for the new vocabulary and decline those in their spiral notebook (adjectives will go in adjective section).  New grammar rules #77-78 -make flashcards. (They will also decline some of those in the exercises)

We played chariot races to review 3rd declension endings.

POINTS: Translate next "section" of The Giving Tree - 5 pts

****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 

We drew the respiratory system from memory, traded w/ a neighbor & graded.  I introduced the mouth & teeth 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.

At home, students will need to define the new terms, and draw, draw, draw.  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.  In addition to drawing the mouth/teeth, students will need to continue to draw the respiratory system in preparation for the quiz next week.  Try drawing from memory only as if testing to see what's missing.  Quiz on respiratory system will be next week.

STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.

SWEET REWARD: What is the "strongest substance in the body"?

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

Today we created a class issue for the Door in the Wall.  We reviewed the invention element comparison and discussed how comparing terms can add information to our ANI chart.

1/2 the students were able to read their papers - we'll have the rest of the students read next week, so be sure they have their papers (have outline with paper).

At home, student will create an issue and use all the invention elements to create their ANI chart (5 Common Topics, Lesson 5 Comparison, Lesson 7 Circumstance & Lesson 3 Definition 1).  They will bring their ANI chart & all worksheets to class next week.

Suggestions for parents @ home:    Review student ANI charts for 30 items in each column.  You are the parent and can adjust the numbers of these as you see fit - please remember the more items in the ANI, the more ideas they have to choose from when sorting & creating the outline.  

Debate/Geography

Today added yet another new section Asia.   We drew the continent of Asia, then focused on locating the new items.

We played dictionary to review geography terms.  I returned the geography terms quiz.

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.  Again, we had a mix of theatrics & "straight out answers".

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 last 3 catechism cards and played a game to review. 

Suggestions for parents @ home:  Discuss chapter 19 in each book.  Check that student is filling out study guide for ICJH & answering questions for DCYB.  Drill catechism questions 1-57 (remember they must be able to state word for word).