Lately a lot of people have been asking me what our daily schedule is like. It might be because they want to know why I'm on Facebook at 1:08pm but I'm going to give people the benefit of the doubt. I'm sure they're really just wondering how we break up our day and get all of our curricula topics to align.
Here it is.
This is also my first time trying to embed an Excel spreadsheet onto this blog. I'm such a newbie.
I guess I should point out the individual reading instruction and personal reading time are not on here because we don't do those at regular times. I teach each child individually a new reading concept for 15-30 minutes each day, and each of them has to read to me for 30 minutes a day. This usually happens during lunch or in the afternoon. And, of course, we all read together at least 30 minutes a night before bed time.
Edit: I guess people want to know which curricula we are using. Although I have that in another post, I'll add it briefly here:
Phonics- Explode the Code
Spelling- All About Spelling
Writing- Writing With Ease
Grammar- First Language Lessons
Math- Singapore Math
History- Story of the World and Tapestry of Grace
Science- Easy Classical Science
Reading- Ordinary Parent's Guide to Teaching Reading
Most of these are classically based, and created by the authors of The Well-Trained Mind.
Showing posts with label Homeschool- generic. Show all posts
Showing posts with label Homeschool- generic. Show all posts
Thursday, May 31, 2012
Monday, May 14, 2012
Things We Can Throw
Making History and Science interesting for little ones can be challenging. Especially when your beautiful offspring go beyond the description of "wiggly" into the realm of "Help, I think I've given birth to a visitor from the Other Dimension of Perpetual Motion! And he brought his sister!" At five and six, my kids are simply not going to be able to sit through "The Decline and Fall of the Roman Empire." (And I think only one of their parents could. I'll let you guess which one...) So studying these subjects becomes a balancing act between trying to teach them something and trying to capture their interest-quickly. Because I've usually got about 5 minutes to keep their attention before someone starts poking a pencil in someone's ear.
I have had to learn to make peace with the fact that sometimes the project we do may be, technically, not that educational. Sure, I'd like every science experiment to be the first step toward their PhD dissertation or their drawings of monuments be done to scale using high level geometry and algebra. But more often than not, their projects are more educational in the "How to Not Get Glue Stuck in My Nose, Because I Picked My Boogers While Making Macaroni Art 101" or "Advanced How Far Can I Spread Paint Around the House Before Mom Packs It Up and Declares It's Quiet Time."
This week we return to study Egypt, as we're getting started to put our historical timeline together. A recommended project- making Egyptian throwing sticks. Apparently, these were toys used by Egyptian children, painted to look like serpents, used in throwing games. I guess this would be useful for children who will grow to hunt and fight with spears. My kids will use them to bang on the walls and torment the cats. Like they use every other craft they make.
Basically, all this build up is going to be disappointing when you see what we made. We painted wooded spoons to look like snakes:
Look how happy we are when we're done painting!
And, the most important part- they can be thrown.
Or not.
I have no idea if this throwing stick thing has any historical accuracy. I also don't know that I think this would be the most valuable fact for my kids to remember about Ancient Egypt. But they had fun and got to practice some painting. They got some fresh air and got to throw things. Overall, I give this project a rating of "Successful: They Had Fun."
These may look like typical sunglasses, but they're really protective safety goggles. Because you never already know who may come after you with pink paint on a brush.
I have had to learn to make peace with the fact that sometimes the project we do may be, technically, not that educational. Sure, I'd like every science experiment to be the first step toward their PhD dissertation or their drawings of monuments be done to scale using high level geometry and algebra. But more often than not, their projects are more educational in the "How to Not Get Glue Stuck in My Nose, Because I Picked My Boogers While Making Macaroni Art 101" or "Advanced How Far Can I Spread Paint Around the House Before Mom Packs It Up and Declares It's Quiet Time."
We've never actually made macaroni art, but if we do, I hope my kids make this. And then they could sell it for $600 on Etsy. (http://www.regretsy.com/2012/02/07/im-going-to-need-600/)
This week we return to study Egypt, as we're getting started to put our historical timeline together. A recommended project- making Egyptian throwing sticks. Apparently, these were toys used by Egyptian children, painted to look like serpents, used in throwing games. I guess this would be useful for children who will grow to hunt and fight with spears. My kids will use them to bang on the walls and torment the cats. Like they use every other craft they make.
It's okay, they find their ways to get their revenge. (Not pictured- poop. IN MY DRYER.)
It's okay, you can relax. Despite the what the authentic colors and patterns may make you think, these are not actual snakes.
Look how happy we are when we're done painting!
"We smiled for the first fifty-six pictures, now all you get from us in barely-contained rage."
And, the most important part- they can be thrown.
Look at that form! We're ready to go kill some boar!
Or not.
Duck! A wooden spoon painted to look like a psychedelic snake from the River Styx is coming right at your face! That kid in the Where's My Water Shirt means to kill us all!
I have no idea if this throwing stick thing has any historical accuracy. I also don't know that I think this would be the most valuable fact for my kids to remember about Ancient Egypt. But they had fun and got to practice some painting. They got some fresh air and got to throw things. Overall, I give this project a rating of "Successful: They Had Fun."
Friday, May 11, 2012
Week 2 of First Grade
On to Mesopotamia!
Yeah, I'll admit it. I'm pretty ignorant about ancient history. Guess I get to learn right along with the kids.
Our study has moved on to the first writing. We started Monday learning about Sumeria and their picture writings, called cuneiform. (Yes, I have to look up how to spell it every time.) Last week at the museum I had picked up a stamp set of Egyptian hieroglyphs (which, for some reason, I know how to spell.) So Monday afternoon they spent some time writing out "sentences" using the stamps. I'm thinking it ended up being more of a spelling project than a history project, but I guess that's the beauty of classical education- all subjects just compliment and boost the others.
Yeah, I'll admit it. I'm pretty ignorant about ancient history. Guess I get to learn right along with the kids.
Our study has moved on to the first writing. We started Monday learning about Sumeria and their picture writings, called cuneiform. (Yes, I have to look up how to spell it every time.) Last week at the museum I had picked up a stamp set of Egyptian hieroglyphs (which, for some reason, I know how to spell.) So Monday afternoon they spent some time writing out "sentences" using the stamps. I'm thinking it ended up being more of a spelling project than a history project, but I guess that's the beauty of classical education- all subjects just compliment and boost the others.
As of this moment, no one has "stamped" anyone else. Yet.
Wednesday we continued, and actually did the last month of, the project we started at the beginning of last year- our Year-Long Nature Walk. This is a walk we started doing with lots of friends and so, to be honest, the journal doesn't always get done. To put it in perspective, here's a picture from a previous walk (my camera isn't working this week):
Let's just say that picking specimens to draw and notebooking about our trip when we get home- those things haven't been happening like they should. But the social time and exercise are important, too, and I'm glad we have such great friends. We'll probably start up our new journal one day next week, with a different route, and maybe a few fewer friends.
We did take a little walk on our own on Thursday to work on the beginning of our Animal Classification project. We made two lists, one of the Living Things we found and the other of the Non-Living Things we found.
Yes, that's Josiah in the middle of the back row making goofy faces. Shocking, I know.
Let's just say that picking specimens to draw and notebooking about our trip when we get home- those things haven't been happening like they should. But the social time and exercise are important, too, and I'm glad we have such great friends. We'll probably start up our new journal one day next week, with a different route, and maybe a few fewer friends.
We did take a little walk on our own on Thursday to work on the beginning of our Animal Classification project. We made two lists, one of the Living Things we found and the other of the Non-Living Things we found.
No indication of the slug-fest that was happening right before this picture...
I need to figure out how we're going to do the animal classification thing. Maybe Rob will come home with a big chart hanging on the dining room wall. He'll be so thrilled.
In honor of the loss of Maurice Sendak this week, we have been reading and re-reading some of his books. Chicken Soup With Rice is the decided favorite, but we also enjoy Higglety Pigglety, Where the Wild Things Are and The Note on Rosie's Door. We're a bit undecided about Outside Over There. Sometimes it's easy to get caught up in the educational books and forget to read some silly books just for fun.
We're almost done with Peter Pan, which has been the source for most of our Literature exercises this week. We also had our first spelling test through the curriculum, All About Spelling. Shockingly, Josiah declared that he LOVES spelling, spelling tests are his favorite things, and he wants to do more. Go figure.
Next week- more on Egypt before we move onto Sumeria.
(I've decided to keep a separate post each week for the books we've read. That way, anyone looking for TOG/SOTW coordination lists won't have to wade through the rest of our posts.)
Tuesday, May 1, 2012
The Nitty-Gritty: Curricula discussions
WARNING- This will only be potentially interesting to about 1% of the population- those that are interested in homeschooling, paranoid family members who think we're ruining our kids and want to check up on us, and strangers with such insane insomnia that they've somehow wandered over to this random corner of the Internet. If you're not one of those people, TURN BACK NOW. And if you are one of those people- well, it's still boring. But I'm writing it for myself, and Josiah and Gabrielle, as a record, and for reminders and accountability when we need it. So there.
Here it is- the obligatory curricula blog. Below I will list the curricula we will use this year, and the ones we hope to use but may not get to because, holy cow, where did all the time go?!
One thing you should know about us- we do a wacky May-April school year. I'm not going to bore you with the details why we chose this right now- there'll be plenty of other details I'll bore you with in this post. So starting April 30, the 2012-2013 school year begins with both Josiah and Gabrielle in the first grade.
We've chosen to do a Classical approach to education. That can mean a million things. For us, it means I read The Well-Trained Mind by Susan Wise Bauer and Jessie Wise, liked what they have to say, and planned our curricula around this. We'll use the trivium approach, beginning the first of four Grammar years this year.
We'll use Tapestry of Grace and Story of the World for History, and as our spine.
We'll use First Language Lessons, Writing With Ease, All About Spelling and Explode the Code for Language.
We've chosen Easy Classical Science for, well, Science.
We use Singapore Math for our Math curriculum.
We'll use Artistic Pursuits for art appreciation (although I haven't received this yet, and it will be the first thing I drop if/when we get over-whelmed.)
For anyone still reading, and interested, I'll describe our interpretation of the classical approach. To me, classical education is defined by three main characteristics: 1) An emphasis on history, 2) An emphasis on language, and 3) The Trivium. We'll do a lot of reading, a lot of narrating, dictating, and drawing as part of our note-booking, and we'll hopefully get to do lots of fun things like craft projects and science experiments. We'll chose our literature and projects around what part of history we're in. This first year, our focus will be on Ancient History through 400AD, the creation of the world through the fall of Rome. Our second year focuses on Medieval and Early Renaissance history, the third focuses on Late Renassance to Early Modern history, and then in fourth grade we'll study Modern History, 1850 through the present day. Then in fifth grade, we'll enter the Dialectic/Logic phase of their education, which will last for four years, and follow the same four year pattern. The last four years, the high school years, are called the Rhetoric phase, and we'll start the pattern over one more time. So everything the kids study now they'll get two more cracks at before graduating. I'm excited that this will allow us to choose our pace and depth of study based on our skills. We can skim Ancient Assyria if we want to dig in and spend extra time on Ancient China because we know we get to do it all over again later. I also like the fact that they'll be studying history in order. That just makes so much sense to me. And, probably most important of all, I just really love the focus on language- the reading of, interpretation of and creation of literature.
I am excited about this year, but I won'r pretend that a part of me isn't more than a little overwhelmed. It's a lot to cover! I hope to do posts every week, on what we're studying, and what we've done. But as I've said in another post- I want this to be about our lives, too. We'll just have to see how it goes, huh?
Okay, so there it is. Wasn't too painful, for me at least...
Here it is- the obligatory curricula blog. Below I will list the curricula we will use this year, and the ones we hope to use but may not get to because, holy cow, where did all the time go?!
One thing you should know about us- we do a wacky May-April school year. I'm not going to bore you with the details why we chose this right now- there'll be plenty of other details I'll bore you with in this post. So starting April 30, the 2012-2013 school year begins with both Josiah and Gabrielle in the first grade.
We've chosen to do a Classical approach to education. That can mean a million things. For us, it means I read The Well-Trained Mind by Susan Wise Bauer and Jessie Wise, liked what they have to say, and planned our curricula around this. We'll use the trivium approach, beginning the first of four Grammar years this year.
A copy of the picture of the cover from Amazon. I am an amateur blogger, deal with it.
We'll use Tapestry of Grace and Story of the World for History, and as our spine.
We'll use First Language Lessons, Writing With Ease, All About Spelling and Explode the Code for Language.
We've chosen Easy Classical Science for, well, Science.
We use Singapore Math for our Math curriculum.
We'll use Artistic Pursuits for art appreciation (although I haven't received this yet, and it will be the first thing I drop if/when we get over-whelmed.)
For anyone still reading, and interested, I'll describe our interpretation of the classical approach. To me, classical education is defined by three main characteristics: 1) An emphasis on history, 2) An emphasis on language, and 3) The Trivium. We'll do a lot of reading, a lot of narrating, dictating, and drawing as part of our note-booking, and we'll hopefully get to do lots of fun things like craft projects and science experiments. We'll chose our literature and projects around what part of history we're in. This first year, our focus will be on Ancient History through 400AD, the creation of the world through the fall of Rome. Our second year focuses on Medieval and Early Renaissance history, the third focuses on Late Renassance to Early Modern history, and then in fourth grade we'll study Modern History, 1850 through the present day. Then in fifth grade, we'll enter the Dialectic/Logic phase of their education, which will last for four years, and follow the same four year pattern. The last four years, the high school years, are called the Rhetoric phase, and we'll start the pattern over one more time. So everything the kids study now they'll get two more cracks at before graduating. I'm excited that this will allow us to choose our pace and depth of study based on our skills. We can skim Ancient Assyria if we want to dig in and spend extra time on Ancient China because we know we get to do it all over again later. I also like the fact that they'll be studying history in order. That just makes so much sense to me. And, probably most important of all, I just really love the focus on language- the reading of, interpretation of and creation of literature.
I am excited about this year, but I won'r pretend that a part of me isn't more than a little overwhelmed. It's a lot to cover! I hope to do posts every week, on what we're studying, and what we've done. But as I've said in another post- I want this to be about our lives, too. We'll just have to see how it goes, huh?
Okay, so there it is. Wasn't too painful, for me at least...
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