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  1. Chapters 1 - 30 (the title of the latter is September 5) Chapters 31 (Italy - Sinbad the Sailor) - 76 (The Progress of the Younger Cavalcanti) Chapters 77 (Haydee) - end (October 5) We recently finished it, I hope you enjoy it too!
  2. K.M. Briggs' Hobberdy Dick (out of print, unfortunately)
  3. These have come in handy: https://www.poetryfoundation.org/ https://www.bartleby.com/fiction/ @Hunter Kanopy sounds really interesting!
  4. We mostly pull poems from poetry anthologies, selecting poems that we particularly like. For the past few years, we've also done something longish from Shakespeare. Since we’re not using a curriculum and our memorized poems are scattered across a bunch of different books (with bookmarks/post-its marking them that are perpetually in danger of being removed by a younger sibling in the course of bookshelf unloading…), I put them all in a document and get it printed and bound each year. Then once a month or so, we read through some of the past things to review.
  5. Like @ScoutTN, I reserved picture books online and picked them up at the library periodically. If you're planning to tie literature to the historical time period, then it is useful to plan that out a little in advance so you know what order you want to read things in, since those tend to be longer books. The list in TWTM is a good place to start!
  6. I should preface this with a note that Publius is the Latin master here. But I talk with him about their plans and sometimes hear the Latin discussions. They use only the main text (Familia Romana) and the goal is to get DS to decipher meaning and understand verb structures from context. They’re focusing on absorbing as much of the Latin (meaning of text/grammatical structures Oerberg features in the text) as they can through reading and re-reading. DH points out where Oerberg is plainly trying to show a grammatical structure and discusses the structure of language generally, like you do with English. It's not a good way to study grammar comprehensively, but it is a good first step. They will follow it up with a more comprehensive study of grammar in subsequent studies. Their method specifically (from DH): We read together a passage from the text several times out loud, back and forth. The student focuses on trying to understand the meaning of the text directly and without mental translation in the first instance. And then we look at the other clues that the author puts in the margin notes. The student has for an assignment to read and re-read several times the passage for meaning overall, pronunciation, vocabulary, and grammar. The student is expected to have understood that passage, the vocabulary, and the grammar and be capable of explaining those aspects. The first part of our discussion is a review to make sure that the student has mastered those elements of that passage. If not, we rework the passage and review the elements. We move forward if it looks like he has mastered the text.
  7. Math: continue From Quantity to Number (DH's book, beta testing almost complete! 😉 ) Piano: lessons/practice Literature: Medieval - home-made list of books, discussions and narrations; also some (largely not medieval) poetry memorization Writing: copywork moving into dictation, probably some exercises out of Serl’s Primary Language Lessons Outside: hiking, swimming, gardening, biking Art: lots of drawing and painting with some super informal technique discussions Regularly, but not daily: History: Medieval - SOTW/Usborne encyclopedia and SOC (just the texts), lots of picture books Science: probably a project/presentation for the homeschool fair, otherwise mostly reading books Movie Night: most Saturday nights!
  8. Math: continue through Euclid Piano: lessons/practice Latin: continue Lingua Latina Literature: Ancients - home-made list of books, discussions and probably some written responses; also some (not ancient) poetry memorization Writing/grammar: mostly working towards increasing the length/complexity of expository writings Outside: swimming, gardening, biking, hiking, etc. Regularly, but not daily: History: Ancients - still working on syllabus, mostly done through reading/discussion Art: super informal drawing technique exercises and playing around with watercolors and pens Science: probably a project/presentation for the homeschool fair, otherwise reading books Movie Night: most Saturday nights!
  9. Harry Potter (Honestly, Jim Dale *makes* these books for me!) Narnia series (the series that has Vanessa Redgrave, Michael York, and Kenneth Branagh) Alice's Adventures in Wonderland (Dale, who is always good, but he's not quite as essential here as he is to HP) We've done this with some Shakespeare too, although not a full play yet, just scenes, and sometimes I use a film clip instead of audio. I think the audio of plays tends to be faster than the audio for novels, especially the ones read for children, and I think it would be potentially hard to keep up with the words on the page at the same time unless you were already relatively familiar with them. We'd already read and gone over the meanings of the words before I turned on the audio/film.
  10. Yes, I agree with this. I have had DS read along with an audio version for some books, and it works really well!
  11. Maybe some audio books read by really great readers would be a good way to approach this? I think that this is something that is best taught mostly by modeling and imitation. For example, I read Treasure Island better because I've listened to Alfred Molina. 😉
  12. Another vote for Snap Circuits. I think 7 is a great age to help start/maintain a container garden or a native plant garden, and it's outside and requires some daily maintenance, so it's perfect for a "camp" activity. I’d do at least a couple of edible things because it’s fun to eat stuff off of plants you’ve grown. A couple of plants for "cutting flowers" are nice, too. This website is a good starting point for research on native plants in your area: https://www.nwf.org/NativePlantFinder (Plus, it lists--with pictures--the caterpillars and butterflies that each species hosts, so you can look for them.) Binoculars and a bird guide. A magnifying glass and an insect guide. Solar oven. There are kits available, but you can make one yourself: https://climatekids.nasa.gov/smores/ A microscope, bucket, and dip net.
  13. From DH 😉 Just to clarify, I am not advocating the terminology "with remainder." To the contrary, part of the problem on this topic is the ambiguity of that term but I think we can avoid that issue in a worthwhile way. What I described in the prior post was offered as an option to enable students to make sense of divisions "with or without remainder" (and without even having to use that term). It might come in handy. For example in a discussion of division a student asks---but what about 16/3? A few additional comments. - Certainly I agree that the teacher is in the best position to know the best ordering of topics and their timing. Working through fractions and then circling back to division clearly works. - I think it is beneficial to the student to see the same topic treated from different perspectives early and to become familiar with the idea that one perspective might be useful in one context and another in a different context. The different perspectives often lead to interesting insights and I think that this versatility is good to practice early on. To the extent that a different perspective did cause confusion, that would be an opportunity to make the student's model more robust. - As I mentioned in the prior post, since we were coming at this from the perspective of counting the denominator, the discussion flowed naturally to the idea of fractions because we were confronted with the need to count a part of the unit. For example to count 1 with 8 (so we needed the idea of counting pieces of eights 🙂 ). So division here offered a way to get the idea of fraction rolling.
  14. I have some suggestions based on what battleship/plane-loving DS has liked. First, visual encyclopedias are worth it in this situation. These books have basically lived on our coffee tables, open and often browsed, for well over a year now and are a fruitful source of discussions of various designs and specifications, and why those would be well-suited for particular circumstances. Ships: Visual Encyclopedia, David Ross Military Aircraft, Tanks & Warships: Visual Encyclopedia, Jim Winchester Second, other “picture” books: The Marine Art of Geoff Hunt Dover coloring books of various ships and planes — These have short descriptions and good outline drawings, and they’re cheap. DS has used both of the above, along with the visual encyclopedias to do many drawings. The coloring books are rarely actually colored in, but they get plenty of use, so I'd buy a few interesting titles even if you don't think your child would want to color. Non-fiction: William Shirer, The Sinking of the Bismarck: The Deadly Hunt Jay Williams, The Battle for the Atlantic Frank R. Donovan, Ironclads of the Civil War Fiction: Biggles series - Definitely not amazing literature (!), and not always easy to find, but these have had high appeal in recent years. C.S. Forester, The Good Shepherd — Not a children’s book, but free of the occasionally problematic bits in Forester for 10 year-olds (I’m thinking primarily of Hornblower). The Tom Hanks movie version, Greyhound, is well done. Caveat: there is death, the imminent threat of death, and some gore, so proceed accordingly. Fun: If your child is into Legos, Cobi has many models of historical planes and ships.
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