Fall 2017 Group Subjects

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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.

Extra Science

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.

Shakespeare

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.

Artist Study

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.

Composer Study

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.

Nature Study

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!

Dictation

We do dictation on Fridays, based on the catechism answer we’ve been studying all week.

Habit Discussion

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.

Penmanship

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?

 

Disclosure: This post contains an Amazon affiliate link.

Jack’s 5th Grade

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Jack does just about everything full-throttle, so educating him is a bit of a wild ride. He’s either fiercely interested–discussing things at a wildly high level and wrangling ideas like untamed wildebeests–or he’s fiercely bored and dragging his feet and his pencil and having to learn the hard way to love what must be done.

Welcome to fifth grade at our house this fall.

IMG_6989Jack is doing a modified version of Ambleside Online Year 5. My modifications were adding several additional science books and biographies, and picking up the pace on a couple of other readings. I wanted to give him a little more challenge while also giving him space to get better at following through on assignments.

Like Hannah and Sarah, Jack has a weekly clipboard that lists his daily work, work done together with everyone else, and co-op classes (on the right) and the categories from which he chooses one assignment per day (on the left).

We have a daily hour or so in which we discuss his readings, written work, Latin assignment, and math. He narrates (tells back, in detail and sequence) every reading except for free reads, and he does one written narration per day. Each week he has to put on revised piece of writing into his history notebook and his literature notebook, and he writes all of his science experiments and observations in a separate science notebook. Jack’s readings are below, with links for books I added or have already reviewed separately.

History & Geography (all narrated*)

  • This Country of Ours
  • The Story of Mankind
  • The Complete Book of Marvels (Halliburton)
  • Geography (Van Loon)
  • What the World Eats
  • Abraham Lincoln’s World
  • Story of the World, Volume 4

Historical Biography (all narrated*)

  • A Passion for the Impossible (Lilias Trotter)
  • Always Inventing (Alexander Graham Bell)
  • Carry a Big Stick (Teddy Roosevelt)
  • Michael Faraday: Father of Electronics
  • Something Out of Nothing (Marie Curie)
  • George Washington Carver

Literature & Historical Fiction (all narrated*)

IMG_6991Poetry

  • Rudyard Kipling
  • Henry Wadsworth Longfellow
  • John Greenleaf Whittier
  • Paul Laurence Dunbar

Science (all narrated* and all experiments written up)

Free Reading (not narrated, but required reading)

  • Black Horses for the King
  • Little Women
  • A Christmas Carol
  • Captains Courageous
  • Puck of Pook’s Hill
  • The Adventures of Tom Sawyer
  • The Prince and the Pauper
  • Treasure Island
  • Lad: A Dog
  • The Treasure Seekers
  • The Wouldbegoods
  • Anne of Green Gables
  • The Long Winter
  • Rebecca of Sunnybrook Farm
  • Hans Brinker
  • Carry On, Mr. Bowditch (this is re-re-re-re-read, but really, it’s so good)
  • Rifles for Watie
  • Across Five Aprils
  • Rilla of Ingleside
  • Falcons of France
  • Goodbye Mr. Chips
  • The Story of My Life
  • Mrs. Frisby and the Rats of NIMH
  • The Rescuers
  • The Cricket in Times Square
  • Homer Price
  • The Great Brain
  • King Arthur (Lanier version)
  • Moccasin Trail
  • Sacajawea (Bruchac version)

Bible

  • 1 Samuel, 2 Samuel, 1 Kings, 2 Kings, 1 Chronicles, 2 Chronicles
  • Matthew, Mark, Luke, John

Language

Math

  • Learn Math Fast
  • I’m still unsure where to place Jack this year, because he basically finished Saxon 7/6 and tested as ready forArt of Problem Solving Pre-Algebra, but he has a LOT of conceptual holes so I know AoPS would frustrate him. So, for now, we are focusing on Learn Math Fast through pre-algebra, in hopes that the conceptual review framework will help prepare him. And then maybe next semester–or even next year–we will dive in to AoPS.

Co-op (classes meet once a week)

  • Engineering
  • Handicrafts
  • Junior Achievement BizTown (economics)

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things WorkApologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

And that’s fifth grade for Jack. Kind of intense some days, but often truly amazing. It’s the sort of person he is!

 

Disclosure: This post contains affiliate links.

Sarah’s Third Grade

DSC_0147The biggest shift for Sarah this year is in her doing almost all of her readings independently. Since she is the most independent of all of the kids (so far) that was not a huge leap for her, and she is handling third grade with aplomb.

I started with Ambleside Online Year 3, adding a couple of things and deleting others. Primarily, she’s covering the 1400s-1600s in history.

As with the other big kids, Sarah has a weekly checklist to remind her of her daily work (copywork, a written narration, math assignment, typing, French, piano, chores, etc) and she can choose one assignment per category from the list on the left-hand side of her checklist.

In our daily one-on-one time, we talk over her readings (Sarah gives detailed and interesting narrations, so even if I wasn’t pre-reading–which I am–I would know what was going on in all of her books to the letter!), do math lessons, and correct her written work.

IMG_6985Here are her books for the school year (books linked are things I added to AO or have already reviewed separately):

History & Geography (all narrated*)

  • This Country of Ours
  • A Child’s History of the World
  • Our Island Story
  • Explorations
  • New Nations
  • The Discovery of New Worlds
  • The Awakening of Europe

Historical Biography (all narrated*)

  • Michaelangelo
  • Marco Polo
  • Bard of Avon
  • Good Queen Bess
  • Landing of the Pilgrims
  • Squanto
  • Unknown to History: the Captivity of Mary of Scotland

Literature & Historical Fiction (all narrated*)

  • The Princess and the Goblin
  • Children of the New Forest
  • The Jungle Book (books 1 and 2)
  • American Tall Tales
  • Tales from Shakespeare
  • The Heroes
  • *I would like to find a good retelling of Spencer’s Faerie Queene, but Amazon does not currently oblige.*

IMG_6986Poetry

  • William Blake, selections
  • Sara Teasdale, selections
  • Hilda Conkling, selections
  • Henry Wadsworth Longfellow, selections

Science (all narrated* and all experiments written up)

  • Pagoo (sea life)
  • Science Lab in a Supermarket
  • A Drop of Water
  • Secrets of the Woods

Free Reading (not narrated, but required reading)

Bible

  • Luke, John
  • Exodus, Leviticus
  • Psalms

Language

  • French – Duolingo
  • English – daily writing assignments and spelling, incidental grammar as it comes up, weekly dictation

IMG_6987Math

Co-op (classes meet once a week)

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things WorkApologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

And that’s Sarah’s third grade so far!

Note: This post contains a few Amazon affiliate links, but links to other websites are not affiliated. For more details on the AO booklist, please check the AO website

 

In which we tackle middle school

DSC_0114Long ago, my aunt commented that I might want to use “homeschool” as a blog category rather than “preschool” because someday the children would get older. At the time, it felt like our older three kids were babies and toddlers and preschoolers for approximately 47 years. And then it seemed the younger two were only babies for around three seconds each.

Skewed time perception. It happens to the best of us (cue Simon & Garfunkel song).

Meanwhile, Hannah hit middle school like a Mack truck.

You’re thinking, “Like a Mack truck? Is that a good thing, or a bad thing?” I’m thinking, “Both.”

FullSizeRenderIn many ways, this year is a jump for Hannah, not so much because we switched curriculum (although we did) but because I moved her up into a pretty challenging level of readings. She’s ready for it, and thriving, and I’ve been really pleased overall. Every week she has a checklist so she can do most of her work independently. She chooses one assigned reading from each category on the left, and then is also responsible for what’s on the right (which is a combination of independent work, things she does with me, and things we do together with the other kids).

Every day Hannah and I have a designated hour or so when we discuss her readings, I correct her writing, and we do math and Latin. Here is what she’s up to for school. (Note: We are using Ambleside Online Year 7 with some modifications. I didn’t do Amazon links for the AO books unless I’ve already reviewed them separately.)

History & Geography (all narrated*)

  • The Birth of Britain, by Winston Churchill
  • Bede’s Ecclesiastical History of the English People
  • The Anglo-Saxon Chronicle on Alfred the Great
  • Battle of Hastings, by William of Malmesbury
  • The Magna Carta
  • New Nations
  • The Brendan Voyage
  • How the Heather Looks

Historical Biography (all narrated*)

  • The Life of King Alfred, by Bishop Asser
  • Personal Recollections of Joan of Arc, by Mark Twain
  • A Heroine of France

Art History (all narrated*)

  • The Story of Painting

Literature & Historical Fiction (all narrated*)

  • Ivanhoe
  • Beowulf
  • The History of English Literature
  • The Age of Chivalry
  • A Taste of Chaucer
  • In Freedom’s Cause
  • History of Deeds Done Beyond the Sea
  • The Daughter of Time
  • The Once and Future King

Poetry

  • Alfred, Lord Tennyson (selections)
  • John Keats (selections)
  • The Idylls of the King
  • The Grammar of Poetry

Government/Economics/Citizenship/Logic (all narrated*)

  • Whatever Happened to Penny Candy
  • Ourselves
  • How to Read a Book
  • The Fallacy Detective

Science (all narrated* and all experiments written up)

  • The Elements
  • The Mystery of the Periodic Table
  • The Sea Around Us
  • Eric Sloane’s Weather Book
  • First Studies of Plant Life
  • Adventures With a Microscope
  • Signs and Seasons
  • Great Astronomers
  • Lay of the Land

IMG_6973Free Reading (not narrated, but required reading)

Bible

Language

Math

Co-op (classes meet once a week)

  • Engineering
  • Literary analysis
  • Machine sewing

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things Work, Apologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

Notes on how we do this:

  • If you wonder about the weekly checklist, I break Hannah’s readings up into categories, and she has to read one selection from each category each day–an amazing idea I took from Kathy Livingston. From those readings, she chooses one per day to write a written narration (composition) about, and has to be prepared to narrate (tell back in detail and sequence what happened in the reading and be prepared to discuss issues and themes) each of the others. Once a week, she has to put at least one second draft piece of writing into each of her serious keep-this-forever notebooks: history, literature, and science.
  • Not all books are assigned each term.
  • Yes, I’m pre-reading all of this. Mostly so I can be prepared for daily discussions, but also for my own edification and/or nostalgia!

And that’s Hannah’s sixth grade so far!

Note: This post contains a few Amazon affiliate links, but links to other websites are not affiliated. For more details on the AO booklist, please check the AO website

Starting the day on the right foot

IMG_6950Convocation is, very simply, everyone showing up at the table to start the day together. It’s the sort of thing I would still do even if we sent the kids away to school, but since we homeschool, it’s also the beginning of the school day. This has evolved over the years, as I (characteristically) started out trying to cram too much in or be more free form, but ultimately I have found that in school and life the more I can make something a system and routine, the more likely it is to get done. And the more I can hone in on what is actually important, the more likely we are to continue.

This year, convocation only includes a few things, all spiritual, for a number of reasons.

1) It makes sure those things don’t fall off the table.

In years when I’ve put Bible, scripture memory, singing, and catechism at bedtime or during other reading time, I’ve been tempted to let it slide. We get tired, we have math to do, my voice is giving out… For the past couple of years, we’ve done spiritual things first, and it makes a good habit.

2) It keeps things simple and short.

My clipboard is set up to show me what I have to do for the school day from start to finish. Convocation is at the top and only has a handful of items. If people are dragging or we have places to be, that’s ok. Convocation doesn’t stretch on forever. Other important things like poetry and art and whatnot fit into other parts of our day. And because I know convocation only takes 20 minutes or so, I’m not inwardly panicked that we won’t get to everything else.

I will say that the only thing on my list before convocation is inspection, to remind me to check up that everyone actually handled personal hygiene, did their morning jobs, made beds, etc. Inspection is pretty fast, and maybe someday it will dawn on these people that tooth brushing is a daily requirement and then I will not have to ask. I’m not holding my breath. 🙂 At any rate, in case it’s of interest, here is our convocation list this fall:

Prayer – Sometimes one of the kids prays, sometimes all of them pray popcorn-style, sometimes it’s just me. We pray for teachable hearts and good focus, thank God for the day and opportunity to learn, and pray for missionaries or people we know who are sick or in trouble as those things come up.

Song – We sing a hymn or song a cappella. I have each of our songs printed out and on my clipboard. A sticky note pokes out the side to mark the song for that day, and we just rotate through. The edge of the sticky note that hangs out says, “Lift up your hearts” to remind me to say that. In the past, some of us have had a hard time remembering that we sing to worship, not to be noisy or annoy our siblings or practice our beat-boxing, so this reminds us to put aside any grumpiness or fuss to tune our hearts. After I say “Lift up your hearts” the kids respond, “We lift them up to the Lord” and then I start singing and they join in. Our song rotation includes:

  • How Firm a Foundation
  • All Hail the Power of Jesus’ Name
  • Come, Thou Almighty King
  • May the Mind of Christ My Savior
  • To God Be the Glory
  • Be Thou My Vision
  • Lead On, O King Eternal
  • Praise Ye the Lord, The Almighty
  • Holy Holy Holy
  • Immortal, Invisible, God Only Wise
  • Joyful, Joyful, We Adore Thee
  • All Creatures of Our God and King
  • Psalm 1
  • Rejoice, the Lord is King

Review Passage – We review one Bible passage per day. I read along with the kids reciting, and I don’t require perfection or put them on the spot. I figure there is value to repeating Scripture over and over again and in the long run this puts more of it in their hearts. Our passages currently include:

  • 1 Peter 5: 1-11
  • Romans 8: 1-17
  • 1 Corinthians 13
  • Psalm 19
  • John 1: 1-18
  • Philippians 2
  • 1 Chronicles 16: 8-36
  • Psalm 16

Bible Chapter – On alternating days, I read a chapter from either the Old Testament, New Testament, or Proverbs. We’re reading through 1 Chronicles and Luke currently, and for Proverbs we just do the chapter that corresponds to the day of the month. Often, I will ask one or more of the kids to narrate (tell back) what happened in the chapter, unless someone has a question or observation.

Catechism Review – Each day, we review five of the questions and answers we’ve already covered. I keep a bookmark in Training Hearts, Teaching Minds to remind me of where we are, and when we get to the end of what we’ve learned, we start over with question one.

Catechism Biblestudy – Using the book linked above, we review the week’s new question and answer, and read the short Biblestudy for that day. In the book, Starr Meade helpfully has six short devotions written around the Scripture proofs for that question. So it gives us a chance to see where the Bible talks about that answer (ie, Why do we believe this? Because it’s in the Bible, not because someone else said so) and understand the idea from different angles. We often spin off into a short discussion here, too.

And that’s it. It looks like a lot in a blog post, but it’s only four check boxes on the list, and it’s done within half an hour. Then I send Hannah off to do independent work, Sarah to computer lessons, and Jack collects his things for teaching time, as I mentioned in my school day overview post. I sometimes use the transition to put Margaret down for a nap or switch a load of laundry, but usually we just proceed pretty smoothly to the next thing on the list.

How do you start your school day?

Disclosure: This post contains an affiliate link. Thank you for clicking through to Amazon from A Spirited Mind!

Preschool, Take Four

IMG_6697Someone asked me what I did differently with preschool the fourth time around.

Answer: not much. Really, my approach to preschool boils down to one thing. A lot of reading.

At our house, preschool for any age (2, 3, 4) consists of:

  • A story from a Bible story book (this is our new favorite)
  • A story from Aesop’s Fables
  • Several pages of one of our collection of Mother Goose anthologies (it turns out that nursery rhymes are key for pre-reading skills, but I also think they are a good introduction to poetry and they turn up in literature all the time) – a few of our favorites are this, this, this, this, this, and thisbut we have others. 🙂
  • Five (or more) picture books from our collection

Ideally, I kick off the day with Eliza’s one-on-one preschool time, because she’s always up and raring to go early and it fills her tank so she can listen and color or play quietly alongside the big kids when they are getting my focus the rest of the morning. Eliza turned 4 in May, so this year she adds in reading lessons (5 minutes) and some basic handwriting and numbers (5 minutes) to the usual preschool routine described above. She is fairly desperate to learn to read, and is diligently identifying words and sounds whenever she can. She sits for long stretches of time with books in her lap, attempting to read them, then announces to all and sundry that it’s VERY difficult to read when you can’t read WORDS. We’ll get there.

We use picture books from a variety of lists, from Ambleside Online, Sonlight, etc. I started with lists but didn’t stop there. , Over time I developed a sense of what kind of books I like to read and share with the kids–interesting illustrations, vivid language, no didactic lessons or tiresome data or cartoon characters–with good books I feel like I know it when I see it.

I’d love to read more picture books than our preschool time, and some days I do, but even when I don’t get to it, Eliza has a lot of reading in her life. In addition to her preschool reading, Eliza sits in on all Bible and school reading for the other kids, our family read-aloud time, and her older siblings read to her daily. Some days, if time allows, I do Margaret’s reading (five or more board books) right after Eliza’s preschool, and both girls listen to both types of books.

My focused preschool time with Eliza takes 30-45 minutes per day, depending on the length of books we read. This is not to say that she doesn’t do other preschool-y things throughout the day, such as cutting up bits of paper with scissors, playing with playdough, coloring, doing puzzles, lacing cards, etc. We have a box of those things that she can use during school time, and she does. But I’ve found that kids actually do better and enjoy those things more when Mama isn’t hovering. Fortunately, with five children in the posse, helicopter parenting is right out!

And that’s preschool at our house this year (you can read more about our school day here). If you have preschoolers, what does your day look like?

 

Disclosure: This post contains affiliate links.

Hodge Podge: Middle Ages for Kids

The Middle Ages makes for a terrific literary setting. Here are some read-alouds and read-alongs we’ve enjoyed recently:

The Merry Adventures of Robin Hood – Pyle’s version of the familiar Robin Hood tales is really excellent. Do yourself and your kids a favor and don’t bother with abridged versions of this one! You don’t need Classic Starts or Great Illustrated Classics EVER, in my opinion, but in this case especially you will lose almost all of the literary quality and sparkle of the language.

Black Horses for the King – This imaginative story follows King Arthur’s need for larger horses to carry armored knights. Along with a high adventure storyline, the book is a fascinating account of how different horse breeds were needed for different conditions, and how they could have been procured in the Middle Ages.

Sir Gawaine and the Green Knight – I had never previously read this story in the full verse, and it’s not an easy read. It might have been better read aloud. If you’re not QUITE used to reading poetry, this would be a tough sell. We like poetry, and read it daily, but it was still a challenge, both for me and for Hannah! We had a conversation about how and whether chivalry = morality, and where Gawaine stumbled and why it was a problem. Most of the detail had gone over Hannah’s head, but in case you’re turning this book over to a kid, be aware that you’ll want to preview and discuss the moral issues. One more note: we went with the Raffel translation, but I wonder if we would have enjoyed Tolkein’s more. If you’ve read both, tell me your thoughts!

The Knight’s Fee – I love Rosemary Sutcliff novels, and this one was particularly good. The story captures the conflict between Saxon and Norman cultures one generation after the Battle of Hastings, and gives a good picture of the process of integration there, as well as the question of old Britons and Brittany. And it’s also a great adventure story that will appeal to boys and girls (and, importantly if you’re reading aloud or listening, also to parents).

Rolf and the Viking Bow – This book does an excellent job describing Iceland in the Middle Ages, but has one of those plots that leaves you saying “oh, not ONE MORE BAD THING happening to the main character!” I got a little annoyed with that, but of course it ultimately turns out all right in the end.

The Door in the Wall – I  read this book multiple times as a child, and we’ve read it aloud at least twice. This summer we listened to it on audio during a car trip and really enjoyed the production. We got the unabridged audio, which had nice music and sound effects–not too many and very well done. We particularly enjoyed the medieval style music and felt it set the scene nicely.

Disclosure: This post contains affiliate links. Thank you for clicking through to Amazon from A Spirited Mind!

School Day, Fall 2017

DSC_0234We’re about three weeks in to the new school year, and, surprisingly, the schedule is going really well. I made some significant changes, so I’m recording them here–for my own remembrance and in case it helps anyone else. I will add in posts giving more detail about different sections, and link up as I go.

First off, I say “schedule” but really I mean “flow of events.” We have a hard stop every day by 1pm at the latest, and it does take us five hours to get through the part of school where I’m actively teaching (various children often take longer than that to complete independent assignments). So I aim for an early start, but the chips fall where they may. Links below are to longer posts about each item.

Preschool – 30-60 minutes – Eliza (4) tends to be up early and raring to go while the big kids are still straggling in, so I often begin the day with focused preschool time. This takes 30-45 minutes. If we really get an early start, I also roll Margaret’s board book reading time in, which takes another 15 minutes. While this happens, the big kids finish breakfast and do morning jobs and personal hygeine.

Convocation – 20-30 minutes – The big kids come to the table and we officially start our day with prayer, a hymn or Psalm, Bible memory, a Bible chapter, catechism review, and a short devotional. Time varies depending on what we’re reviewing and what sort of discussion crops up. After convocation, the little girls are excused from the table but they stick around playing quietly (or not-so-quietly), coloring, etc. Margaret (22 months) takes a morning nap around 9:30am.

Jack’s Teaching Time – 45-60 minutes – Hannah (11) goes off to do independent assignments, Sarah (8) has 30 minutes of computer time (10 minutes typing, 20 minutes French), and Jack (10) gets one-on-one time with me to do his math lesson, go over his writing assignments, do his narrations and book discussions, get his Latin assignment, and get spelling and grammar feedback from the previous day’s writing.

Hannah’s Teaching Time – 45-60 minutes – Sarah goes off to do her independent work, Jack has 30-40 minutes of computer time (10 minutes typing, 20 minutes French, sometimes 10 minutes Latin if there is a video that day), and Hannah gets one-on-one time with me. I check on her Bible assignment, get her narrations, go over her writing assignments, teach her math lesson, teach her Latin lesson (or give out an assignment, depending on the day), and go over spelling and grammar as needed. Because of the depth of her readings, the narrations and book discussions can take a long time, but usually we can get this done within an hour.

Sarah’s Teaching Time – 30-45 minutes – Jack goes off to do independent work, Hannah gets computer time (10 minutes typing, 20 minutes French, 10 minutes Latin or Pre-algebra if there are videos for either subject that day), and Sarah gets one-on-one time. I hear her narrations and talk over her readings with her, correct her writing, give out assignments, and teach her math lesson. Her session is shorter, because she’s not doing Latin yet and she’s a bit more…shall we say…efficient about her teaching time than some of her siblings.

The Reading – 60 minutes – All three big kids are doing their readings independently, but we still have some subjects we’re looping together. For about an hour after teaching times, we do poetry, poetry memory work, Plutarch, church history, Indiana state history, extra science, Shakespeare, dictation, composer study, artist study, and nature study. We don’t do all of these every day, about which I will say more in another post. Depending on the time, the kids usually eat their lunches while I’m still reading, or we switch to listening to music from our composer during lunch.

Hard Stop – As aforementioned, we have a hard stop every day. At 1pm or thereabouts the little girls take naps, the big kids finish up independent work, and I start my work day. On Thursdays we all go to our homeschool co-op for the afternoon, but otherwise I’m working from 1-5 or 6. We have babysitters in the house most of those days to keep the lid on.

Extras – We have a new piano teacher who will come to the house Tuesdays from 5:00-6:30pm to give all of the big kids lessons. The kids each take three elective classes at co-op, and Sarah is doing soccer through our church. Jack has a dissection club once a month. All three big kids go to various church activities for their age groups as they come up. We are taking a break from swim team in September due to my work load, but hope to resume later this fall.

Evening – Most days, I hear more narrations, field math questions, check notebooks, and answer questions as I make dinner. I try not to correct Latin while cooking, because disasters–both linguistic and culinary–so often ensue. After dinner and our nightly chores/dance party, we usually read aloud a chapter or two from a non-school book. Right now we’re reading Sticks Across the Chimney and enjoying it thoroughly.

Prep – My prep work this year is extensive, because each older kid doing an Ambleside Online year independently (more on that later, too), and I’m pre-reading all of it. I love it, because the books are terrific, but it’s a lot. I started the year six weeks ahead for each level, and am slowly trying to get through the next term before we finish the first one. We’ll see how that shapes up. I have a notebook for each level and make notes on each book I read as I go, so that I can remember things to flag for discussion and make sure the kids are giving thorough and thoughtful written or oral narrations. The scheduling itself has been fairly straight-forward, though, once I figured out my system.

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Checking Up – As always, it’s important for me to have a checklist so I can keep us all on track and visualize what has to happen for a week of school. I changed my checklist this year to better reflect what I’m doing in each teaching time, what I’m checking each day for independent work, and how often we need to loop various things in The Reading. I color-coded dots for each child, which reminds me which child has done what without requiring more real estate on the page.

So that’s the broad overview of our homeschool this fall. How is the year shaping up for you?

The Middle Ages Meet Sci-Fi–a series for kids that adults will love, too

tripods booksI pre-read John Christopher’s excellent Tripod Series for Hannah (it’s a free read for Ambleside Online Year 7) and loved it. The premise is right up my alley: a dystopian future in which modern life reverts back to a medieval-like era after people fail to fight for their freedom. A small pocket of hold-outs struggle to regain freedom and restore what was lost. The narrative is compelling and prescient, and maintains a feeling of high adventure and great pacing while also reveling in details of medieval life and customs.

I can’t believe I missed this series as a kid, but as with most great children’s literature, it still works for adults.

Hannah tore through these books in a matter of hours, and highly recommends them. I’m trying to hold Jack and Sarah off until they get to AO7, but we’ll see.

This series would be great as a gift for a middle grade/middle school reader, but I could also see it being terrific as a family read-aloud or an audio book choice for long car trips. While you can get a boxed set, the individual books are actually cheaper on Amazon:

The White Mountains

The City of Gold and Lead

The Pool of Fire

When the Tripods Came (Note: this is a prequel. I accidentally read it first, but would recommend reading it last)

Disclosure: This post contains Amazon affiliate links. Thank you for clicking through to make Amazon purchases. I appreciate your support! 

On Music

The object therefore of the instruction…should be to foster the natural good taste of the subject, and gradually to build up a fund of experience, which may serve as a standard of right and wrong, incidentally bringing him into contact with some of the great creative geniuses of the world and providing him with a treasure house of beautiful things, which will be a joy to him all his life.

infiniteA Touch of the Infinite is an excellent resource for adding music to education–in a homeschool, after kids get back from school, or for yourself. Megan Elizabeth Hoyt struck a wonderful balance between casting a vision for musical education and practical suggestions. I am so glad to own a copy of this book for frequent reference.

Hoyt includes invaluable insight into helping us understand composers and complicated music, while also explaining how simpler forms also serve a purpose. From musical instruments to singing to being an educated audience member at symphonies and other concerts, Hoyt covers so much ground in the book that there probably isn’t any way you could complete it all in a lifetime.

In that sense, I see this book as a great inspiration, a practical guide, and a lifelong handbook for growing in understanding, making, and appreciating music in many genres and forms.

Students need to know why it is important that they learn about music—what purpose it will serve for their lives. What do we expect to accomplish in providing them with a cultured existence full of art, music, architecture, and sculpture?…The benefit of learning about all aspects of the arts and sciences, mathematics and history, is that it encourages us to form relationships with people, things, and events of the past, present, and future—to understand our universe and to fully grasp our place within the broader scheme.

In compiling this resource, Hoyt drew on her own extensive background in music, as well as her review of British educator Charlotte Mason’s methods for music instruction. Even if you’re not a Charlotte Mason fan, you might be surprised to see how widely applicable the principles are in music, and Hoyt did a masterful job of discussing how CM schools handled music while also pulling in her own outside knowledge and experience.

We study a composer every school term, and often have music playing at home (classical, yes, but other genres, too). But until I read A Touch of the Infinite, I never realized how many opportunities there are for training our ears, increasing our understanding, and building our enjoyment of the music we surround ourselves with. I’m excited to put many of these tactics and suggestions into place for the new school year, and highly recommend this book.

 

Disclosure: This post contains affiliate links.