In years past, we’ve done quite a bit of school with all three of the big kids together. When they were younger and not as independent, it made sense to do that. Now that they are all doing most of their work independently, we don’t have to have “The Reading” or “Table Time”–but we haven’t cut it entirely.
Since we do Convocation together first thing and I keep that streamlined, I moved most other together subjects to a loop system of sorts. On my clipboard I have other resources listed along with bubbles to fill in for how many times I want to cover that topic or book per week. Some things happen every day and some are just once a week. This seems to work well, because if we have days that get away from us or days when it takes longer to get through individual teaching/discussion times, it’s ok for these things to drop off the schedule. I can always make up the material later in the week, or in the following week. I feel a lot of freedom to do this, because of the volume of independent work also happening.
After teaching times are done, we regroup at the table or couch to do The Reading. It’s not hard to pull everyone in for this, because they all enjoy it. Here is what we cover:
Poetry – Both reading selections and reviewing poems previously memorized. I didn’t get around to identifying a new piece for this term, so we just cycle through what we’ve already learned. Each kid also has an assigned poet per term, but those are read independently.
Plutarch – We read sections from Plutarch’s Lives daily, slowly working through the book from start to finish. It’s probably going to take us years if not decades. That’s ok. The idea is to learn how to see civic behavior, leadership, and character in a more nuanced light. Perhaps because the kids have a strong background in these stories from previous years, we have not found this onerous and we aren’t using any study guides. I read a section that feels like a complete part of the narrative, then one child narrates.
Church History – Rather than the individual assignments from Trial & Triumph, I just read one-two chapters per week and we narrate. We’ve read this book before, but it bears repeating.
Indiana History – I have mixed feelings about state history. I guess it’s a good idea if you are born and raised and live in one place all of your life. I personally had state history while living in California. So if you want to know anything about the goldrush, conquistadors, Spanish missions, and the like, I’m…still probably not your person. I vaguely remember some of these things. And I haven’t lived in California since that brief 4th and 5th grade window. So, I’m not willing to devote very much time to state history. Still, we do live here, so I toss in a few readings from a history spine and some historical fiction set in our state. We also have a membership to the Indiana State Museum and its 12 satellite museums this year.
The big kids all have complete science coverage in their independent work, but we like science and happen to own several texts that we haven’t done yet, so we read from one or the other of those most days. The Way Things Work is pretty cool, but in future years I might assign that as an independent read when the AO selections feel too sparse. I’m becoming less and less enthused about Apologia books, so may wind up selling off our collection eventually. Meanwhile, we keep reading.
We’re doing Richard III this term, going slowly. I meant to identify some monologues to memorize, but never got to it. Suggestions welcome. We’ll read the play, listen to it, and probably watch it. Hannah has some Richard III material for history this year, so it will be fun for her to have this background when she gets to Richard III as a historical figure.
We have one Durer print per week for picture study, and are reading a good biography. Some weeks we do an art activity that ties in, for example making “wood prints” by carving styrofoam and rolling paint on them to press on paper.
We started out with Telemann and Corelli, but didn’t find much to connect to in terms of reading. I prefer to have a biography going (like one of Opal Wheeler’s) at the same time. So we listen to various pieces throughout the week, but not in an organized fashion right now. The kids recently switched piano teachers, and the new lessons are much more geared to learning to play classic repertoire, so we do listen to pieces and composers the kids are learning.
Sadly, I am not getting this one done. We have sketchbooks and little watercolor sets and water brushes and very nice pencils, but have only done two sketches all term. I’m having a really hard time identifying a spot in the schedule for this. My friend Heather is teaching nature study classes this fall, and I so wish I had signed us up! Maybe next time!
We do dictation on Fridays, based on the catechism answer we’ve been studying all week.
We started off strong with these, but now it’s more ad hoc. Having a list on the clipboard does remind me to look for ways to work these things into the day, though.
Daily cursive practice is new. We were getting sloppy. I’m using Cursive Logic, which is a great system if you have kids who already know how to write in cursive, but who aren’t forming letters precisely or need some extra help to strengthen their penmanship.
This looks like a lot, but since we loop most of it, it doesn’t take long. If we finish early, we have time to fit in some extra chapters from our family read-aloud. I do miss the days when we did most of our school work as read-alouds together, but it’s nice to still have a few things we read together.
If you have multiple children in your homeschool, what subjects do you combine, if any? Do you loop any subjects or do everything every day?
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