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egao_gakari

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About egao_gakari

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  1. Oh and here's the link: https://www.allaboutlearningpress.com/scope-and-sequence/
  2. I know they do, but I think it's in a higher level, like Level 3 or 4? After they start introducing rules for stressed and unstressed syllables, they explain that the "ah" sound gets pronounced "uh" in some unstressed syllables. This is several years ago for me now... ...Went and found it in the Scope and Sequence. It's in lesson 20 of Level 4. "Spell words containing unaccented a"
  3. Are you thinking of board games, or more like party games? For party games, we like "salad bowl" (not sure if that is the correct name of it). You pick a letter and everybody writes down a certain number of words with that letter on scraps of paper. Fold and put in the bowl. Divide into teams and pick a clue-giver. In Phase 1, Clue-givers have 1 minute (?) to give clues for as many words from the bowl as possible. In Phase 2, new clue-givers are chosen and this time they can only give 1-word clues. In Phase 3, new clue-givers are chosen again and this time they can only mime the clues. We like this one because it's so flexible--we've done it as a free-for-all without teams, we've done it with one clue-giver for all phases, we've done it with topics instead of letters (so everyone writes down, like animal names or world countries on the scraps of paper). Very fun. For board games, our kids liked Catan Junior at that age, and most adults seem to put up with the Junior version okay. Ticket To Ride, Codenames, and Munchkin were favorites too. (The youngest kid sometimes got to be on a "team" for Munchkin so Mom or Dad could help her read and make sense of the cards, or we've played it "open hand.") Hope that helps!
  4. Heh, can you put up with subtitles? Because apart from all the ones mentioned above (North and South!), my favorite costume dramas are Korean 🙂 Recently, I liked 100 Days My Prince. And I've been thinking about giving My Country: The New Age a try. Mr. Sunshine is gorgeously costumed but hankie alert! For non-Korean stuff, I loved the Sense and Sensibility that came out like 10 years ago, and I liked Kurt Seyit ve Sura (subtitles again) but felt it dragged on. Part of the reason I like shows from Asia is that they go for about 16-20 episodes and then they're done, forever, and the actors move on to other projects. I'm a binge-watcher 😄
  5. This is an important point to keep in mind, even/especially when the authors are non-white and non-native. Yoko Kawashima Watkins wrote a memoir, So Far From the Bamboo Grove, about her (Japanese) family's desperate escape from Korea at the end of WWII. She was 11 and had been born and raised in Korea. From her perspective, it was her home, and she was stunned and betrayed when even the servants who had served her family for her whole life turned against them. Well, there was some truly ugly background that she'd been shielded from; her parents were members of a violent and oppressive occupation regime, even if they personally were kind people. One certainly shouldn't expect to get a well-rounded image of what Korea and Koreans are like from her account, just as one shouldn't expect a well-rounded image of what Japan and Japanese people are like from a Korean or Chinese account. I'd still call her memoir world literature, but only in the loosest sense, as she wrote it in English for an Anglophone audience. If I were creating a world literature curriculum, I'd go for translated works that were written in the native language originally, and select excerpts from the works of non-native/English-speaking authors as useful supplements.
  6. In the modern period, Japanese writers have really excelled at the short story rather than the novel. Check out these collections: The Oxford Book of Japanese Short Stories The Penguin Book of Japanese Short Stories I think I like the Oxford one a bit better, but the Penguin has a better male/female author balance.
  7. That sounds complicated! Best of luck with it. (What does OM stand for?)
  8. That's encouraging to hear that it isn't just my experience!!
  9. The longer I've homeschooled, the more confident I've felt that the classical approach is really just a useful framework that should guide the way I teach rather than a curriculum as such. In particular, as I've shepherded my kids through the straight WTM approach (particularly the 4-4-4 breakdown), I've come to believe that for my particular kids, I should have kept them in Grammar Stage for longer. The Japanese approach is 6-3-3, considering middle school to begin in 7th and high school in 10th. If I could do it over again, I wouldn't have been so desperate to meet every WTM benchmark at the ages/grades the WTM says they should be ready for them. Spreading the Grammar Stage stuff out over 6 years, beginning and ending Logic later, and compressing Rhetoric would have served them better. If we ever adopt more kids, I think that's what I'll plan to do. The fact is, I spent too many years comparing my kiddos to where I was at their age. My kids had a rough, disadvantaged early childhood that has affected them, particularly academically, more profoundly than what appears on the surface. Beyond that, over the past few years of tutoring other people's kids, I've come to realize that I was actually more exceptional than my parents ever let on. I confronted my mom about this at one point recently, and she said, "Yes, you were very bright and we knew that. You already had a streak of egotism and I didn't want you to get more arrogant by having the "gifted" label. Your brother [4 years older] was having terrible self-esteem issues about how easily you could compete with him and you would have held it over his head." That sort of backfired, though, because I've spent years and years believing that first my peers and then my kids were just slackers and if they'd just put in the tiniest bit more effort, they'd understand/ get good grades/ etc. Discovering that I really do learn quicker (and that I have eidetic memory) has actually made me more humble and cut others more slack. (Although, to be honest, I probably would have treated my brother badly. She's right about that.)
  10. We are trying DE next year too, for DS. I'm a little worried, because he's not very responsible when it comes to school. But he really wants to learn American Sign Language because he has an aunt and uncle who are Deaf, and learning via online (self-paced) courses hasn't been effective. So we'll try ASL at the local college. Most homeschoolers around here try to achieve the Associate's degree by high school graduation, but I don't expect my kiddo to do that. Just going to throw in like 1-2 classes per semester.
  11. Heh, I second the bolded. Our short days are more from me working a lot of hours so the kids can't always come to me with their questions. They are supposed to be primarily self-directed, but it's hard for them to know what to do next if they run into an obstacle and I'm not available to help. So one kid got away with doing almost no writing assignments for 4 months... This year though, thanks to Google Classroom, I was able to see that she'd never submitted them and, well, now she's catching up by doing multiple weeks of Writing With Skill per day. Not exactly the goal of WWS, but she decided she'd rather do it that way than spend all summer catching up the usual way 😂
  12. I'm changing morning time. DH and I were talking about encouraging the kids to begin taking charge of their own spiritual lives, and MT is frustrating for me these days because they are distractible, cranky, etc. So we're going to start each day with a quick prayer together and then about 45 minutes of individual reading--they can read anything they want, school-related, Bible, or independent--and/or silent prayer. The only rules are that they have to be silently reading an ink-and-paper book, and that we will all be sitting together as "family time." I will be reading my own stuff with them. We'll see how it works. The other big thing that I'm adding is for DS15, a "weekly research journal." I want him to come up with a question each week--big or small--record the process he went through to find the answer, and then try to investigate two related questions each week. He's a curious kid, likes to learn new info, but every research project so far has involved essays/research papers, and he hates them and finds the whole process overwhelming. I want to offer him more of an opportunity to pursue his interests with a less intense output requirement. Oh, and no phones, even during lunch break. They can have 'em back when they're done with their work.
  13. I'm super late to this party, but count me in as one who read WTM before my conversion and yep, absolutely no interest in "keeping it Catholic" with the exception of faith formation specifically. We homebrew pretty much everything. Next year will be my first experience with an intentionally Catholic curriculum choice--we're doing Story of Civ Vol. 4 for American History. I'm doing that on purpose bc Catholics were the minority in the U.S. until the late 19th Century and experienced a great deal of discrimination all the way up until around the election of Kennedy, so I think a Catholic perspective on U.S. history would be an interesting corrective to the typical narrative, which my kids have heard plenty of already. I was homeschooled myself when I was a kid in the 90s, and my parents shelled out for Kolbe one year despite us not being Catholic. Not sure why they did that. But I remember looking at the history book, which had a picture of Charlemagne's coronation on the front and a title like "God's Hand in History" or something, and 10-year-old me took an instant dislike. I wouldn't have known the word propaganda, but that's what I felt it was. I'm very reluctant to use sources from religious presses for history or science unless they are sources intended for adults. We read those aloud and I make use of them pretty frequently. But stuff intended for kids just... I dunno. Didactic might be the word I'm looking for, in a negative sense. I became a Catholic by questioning everything. I don't want my choice of sources to unintentionally create a climate in which my kids don't feel permission to be skeptical. OP, I'd echo what most everyone else is saying here--imitate what the school is doing if you plan to put her back in eventually. If not, may I recommend Haley Stewart's blog Carrots For Michaelmas? She doesn't blog specifically about homeschooling, but she sometimes shares lists of resources that she's using. I know she says she typically finishes around noontime every day 🙂 And, as a Japanese teacher myself, I'd say don't expect much from a third grader. Plan to teach Hiragana, maybe Katakana, how to count, and some basic greetings. Then just read some graded readers together, like the Level 0 ones on this website. Make it fun and keep expectations very low. It's an extremely difficult language.
  14. Planning for his younger sis is pretty solid, but with this kid so much is up in the air still. Argh. ELA: He'll do New World Literature and Rhetoric I at WTMA. History: Story of Civilization Vol 4 (American History) with a weekly primary source assignment. Everything else: We are assuming that the local community college will be open in September, and I'm going to try dual-enrollment for him. He can take 6 credits per semester there. However, he has to pass the PERT test in order to take non-remedial STEM/English courses, so until he actually takes that test (all cancelled right now AFAIK) I'm hamstrung. I know he'll take ASL there. If he passes the PERT, he'll take College Algebra first semester. That's the pre-req to take Chemistry in the second semester. I'm hoping that a semester-based system, with fewer courses to keep track of, will be a helpful thing for him. He's had a really rough year with executive functioning. He just can't figure out how to keep track of everything that's due and then he misses assignments and his grade drops and he gets very discouraged. He thinks he's working hard, but he's constantly dividing his attention (listening to podcasts, answering texts, etc). I think next year we will take away phones during school hours. They've gotten away with a lot this year insisting that they "need" the phones for this or that school-related purpose, but in the end I know they could find non-phone workarounds and they'll be more productive. I wish I weren't working so many hours so I could be overseeing them more 😞
  15. Daily Mass! And bra shopping and a haircut, which were going to be my birthday presents... birthday got kinda cancelled this year 😞
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