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5LittleMonkeys last won the day on February 6 2013

5LittleMonkeys had the most liked content!

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About 5LittleMonkeys

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    CEO of The Foundation for the Preservation of Maternal Sanity

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    The Total Perspective Vortex

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  • Location
    The 'Boro, Tennessee
  • Interests
    Teaching, reading, cooking, baking, crocheting, painting, crafts
  1. The upcoming 6th grade boy is fascinated with these decades so I'm looking at putting together a humanities study that will cover each. I know it's a long shot that there may be something already out there, but perhaps I could pull from different resources so that I'm not starting completely from scratch. What I'd like to cover: Literature and Poetry Movies Art Clothing\Decor\Food Daily Lives Inventions People Major Events Political\Social\Economic trends I'm not even sure what this would look like on a daily basis so would love ideas if anyone has done something similar. Not even sure if I would do all 3 decades in one year or spread them out. I've considered having him keep a journal and timeline in order to make connections between events, ideas, and people, but that really is as far as I've gotten. Thoughts?
  2. Example - The 11th Doctor loves bow ties and fezzes. Often, he can be heard exclaiming, "Bow ties are cool!" and "Fezzes are cool!" The child has bibliography cited for each episode that these quotes came would she cite within the sentence? Thanks!
  3. Thanks! As the person evaluating this student's writing I'm trying to "teach" mechanics without squelching creativity. I think I like the hyphen.
  4. A light rain trickled through the fall leaves orange like a sunset hanging above my head. Thanks!!
  5. Freesia - have you begun using this yet? I've looked at the website and downloaded the samples and like what I'm seeing so far. I'm not seeing writing instruction...are you familiar enough with it to give more details?
  6. I'm using this right now with a group of highschool students ranging from 9th to 11th (the older ones were a bit behind in this area). Along with the Jill Pike Syllabus it is a full credit for an average or young student. The syllabus has the students go through Teaching the Classics over the first few weeks and also adds in work with To Kill a Mockingbird, Jane Eyre, and Hamlet. Jill blended the additions of those three works with the WttW materials beautifully. WttW itself uses many short stories and poetry to teach and practice the skills. You could easily add in additional reading and writing assignments to further practice the skills covered. Combined, these resources have made an engaging, fun class for my students. Like the pp, I have LOVED teaching this program. I wish I could find another program just like it to move these students into next year!
  7. I'm currently teaching a class of ten 9th-11th graders with the Windows to the World\Jill Pyke Syllabus combo. It has been a great year so far. The students are responding well to the program, the parents are pleased with the improvement in skill, and I'm pleased with how easy it is to teach from. I've been asked to teach this group again next year. I would love to find something similar to what I've used this year. The syllabus homework pages for the kids has been wonderful in keeping them on track each week and the grading rubrics help them see what type of grade they will receive based on their work. Most of these students are not strong readers - they have varying degrees of dyslexia. In addition, I feel most of these students need far more instruction and practice with writing all types of essays. They are improving, but for many, my class is the only time they write papers. Some of them will be in 12th and have had no instruction on writing a research paper either. The parents have requested that our focus be American Literature. So, I'm looking for suggestions on complete programs or individual programs that would work well together. I've not really done any research as of yet so all suggestions are welcome so I have a pool of ideas to look into.
  8. I don't believe you have to add in a schedule of extra topics in order to create an atmosphere of learning in your home. As you said, they often feel contrived and end up being just another thing you and\or the dc feel you have to get done in the day, especially if there isn't a real interest there. That mentality is not conducive to learning. I understand the need to schedule even those things you do love (nature walks, geography and poetry until things become natural parts of your day since you've been on survival mode for so long, but I think you need to remain mindful of them becoming a chore. I don't know if this is the case with all dc, but my own tend to differentiate between the things they learn during "school" and things they learn in their less structured or free time. Those things that were learned during more informal times of exposure and exploration have been the passions and long time interests of my children. I do tend to keep our formal schoolwork focused around the three Rs, then we have those intermediate content areas that I try to keep interest led but somewhat scheduled (history, geography, and science...and I'm speaking mostly for my younger dc here), and then there is just the learning that occurs during the normal course of our life. Many, many times our content areas spill over into this area since history\geography is a passion for dh and science is a big interest for me. So, the more I coalesce my thoughts about this the more I believe, that in my own home, an atmosphere of learning is fostered mostly by natural exposure during the course of life to many topics, keeping that exposure informal and relaxed, and when you see a spark, fostering it, but following the child's lead in how deeply or intensely they want to go with it. The underlying thread that binds is the parent. I have to influence by example. I have to be inquisitive and curious, experiment and create, and read and discuss. I think I do a fairly good job of having an atmosphere of learning by always pursuing knowledge (reading, documentaries, lectures), discussing, trying new things, and pursuing my own hobbies or interests. Sometimes a dc will get interested and want to get involved and sometimes they won't. Recently, dd11 saw me watching and taking notes on dd16's astronomy lectures (it's a huge area of interest for me as well and I want to be able to have meaningful conversations with her about her lessons), and wanted to watch and discuss too. She wouldn't have willingly asked to watch highschool lectures unless she saw my own interest in them. All of a sudden now I have another budding astronomer on my hands though! It sparked something in her and we've been on a week long binge of everything to do with astronomy. But it's all been informal and on our own time. I asked ds8 if he wanted to watch Cosmos last interest, so why schedule it into my already busy school day. He will get exposed during the course of his own science curricula and later on when he's a little older might sit in on a discussion or lecture and have a spark ignite too. I never make it mandatory that they get involved in what I'm doing...I do offer but never push. My dc have learned so many things just through their exposure to myself or dh doing them or learning about them. Model making, art, cooking, baking, sewing, crocheting, gardening, dog training, military history, gun history, horse riding, electronics, spectral analysis, evolution, religion, mythology, politics, government, economics, genetics, botany....oh good grief, I could go on and on. Sometimes there is a lingering interest sometimes not. It's nice when an interest is strong enough that you're able to integrate it into formal schoolwork, especially for highschool, but I never want learning, especially about an interest, to become a chore so I always leave it up to the dc. (For example dd16 was more than happy to do astronomy for a science credit but wasn't willing to do piano lessons for a music credit because she felt that the work required would take the joy out of playing the piano for her.) Of coarse there are some areas that you want your child to learn about that you don't want to leave to chance. Most times we homeschoolers choose art, and music; sometimes poetry if we don't integrate that into our LA. My solution has been to have those extras as background noise in our home and nurture only those areas that my children show an interest or propensity towards. I've found that this cuts down on these topics becoming a chore for those who aren't interested beyond a basic exposure - including myself. I love art and am always messing about with charcoal, acrylic, pastels...and have art books lying about, pictures of famous art, books on artists, etc., so my children becoming exposed to that is just a given. Some have shown an extreme interest and passion for art while others can't stand to draw a stick figure. The ones who want to do art are given free reign over the art supplies, art books, documentaries on art, child guided art programs, art classes, and so on. This is part of what they love to do in their free time. It's not scheduled so it doesn't become a chore. Those who don't like it were exposed, show absolutely no interest and move on. Music isn't as big a part of our lives because I don't play an instrument, but I do enjoy listening to different genres of music and in doing so have discussed with my dc the various types of music I listen to, it's origins, artists and so on...except country children know nothing about country music. :p I also make sure to have musical instruments available for anyone who wants to pick one up and see if it creates a spark. Early on my oldest showed an interest and so I facilitate her learning more to the point that she was satisfied. She learned to play the piano very quickly by ear...she can listen to anything once or twice and then be able to work it out on the piano fairly quickly. Her interest leaned toward video game and movie soundtracks and so we explored that for awhile. She doesn't want lessons, and that's fine with's not my interest, it's hers, and she can do what she wants with it. My second oldest just recently asked for and started guitar lessons, so we'll see where that leads. I don't push because once I do it stops becoming something enjoyable and becomes a chore. I tried doing informal (as in I didn't schedule them they were just impromptu afternoon or weekend things I would do when the mood struck me) poetry teas with my dc at various times since I like any excuse to sit down for a proper tea, but there just was no interest there at all for any of us. I enjoy the exposure to poetry that we get in LA but sitting down and reading it to the blank stares of my dc feels like a chore so I don't do it. They learn enough about poetry for them to know a few authors and the basics of structure. If any of them ever show a greater interest then we'll pursue it. My situation is, of coarse, specific to my family, and it may even change depending on what's going on in our lives. A few years ago I didn't have the time or energy to pursue as much of my own learning so my dc weren't doing as much learning outside of their formal academics either. As my older dc become much more independent I have more time to pursue learning so my younger dc will probably end up being exposed to even more and end up learning even more outside of our formal 3 Rs. Also, I think it has to do with the child. You could set up the most amazing environment for learning with art supplies, musical instruments, living books, movies, documentaries, science paraphernalia, field trips, guest lecturers, biographies, poetry books, ....and yes, the child would be exposed and gain a basic academic base of knowledge, but if there is no interest there then there just isn't and to schedule and force learning about a subject (poetry and country music in my case) is just counter-intuitive. I feel like I've rambled and blurred the lines of exposure and creating an atmosphere of learning - although I do think that they are interrelated. In a nutshell - an atmosphere of learning needs to be natural, relaxed, and modeled.
  9. Greek History using History Pockets along with A LOT of supplement in the areas of recipes, art projects, dressing up as a favorite Greek god or goddess, D'Aulaire's, and some play acting of historical events. Medieval History using Project Passport (purchased a one time license) with similar supplements as above. Art - various resources- Meet the Masters, Discovering Great Artists, Dynamic Art Projects for Kids FIAR based classes - Read a book, do a craft or art project based on a theme, or literary element of that book. IEW style writing up to Unit 4 using mostly Aesop's Fables for re-writes. I incorporated a ton of grammar into this with the use of games and the dc LOVED it. Botany - no one resource - just a different experiment each week with an ongoing project for them to sprout and grow a bean plant at home and report on it's progress to the class each week. Sloppy Science Experiments - making slime, oobleck, silly putty, mentos and coke, density rainbows, egg drop experiments, walking on eggs, etc.

    • For Sale
    • USED

    These are the 2004 Edition, comb bound books. Teacher Manual \ Student Text Workbook \ Student Test Workbook All books in very good condition, no writing on the pages. Asking $35 including s\h. Media Mail. Prefer paypal.



    • For Sale
    • USED

    Teacher and Student books both in good condition. There was some pencil writing in the student book but I've erased it. Asking $35 including s\h. Media mail. Paypal please.



    • For Sale
    • USED

    Excellent condition - Disc used once. Asking $28.00 including s\h. Prefer paypal. Non-smoking home.



    • For Sale
    • USED

    Reduced to $10.00 Elegant Essay Writing Student Workbook. Fair condition. Contained some writing but I've erased...some pages it is very faint but still usable. Asking $12.00 including s\h. Media mail. Prefer paypal.


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