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.
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.
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.
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).
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).
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