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.
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.
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.
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".
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).
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).
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