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1Togo

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Everything posted by 1Togo

  1. Connections and Others, So, exactly what does the "how" look like for you? Exactly what do you plan to do with all the books in your bookcarts? Read them aloud or just get your children to read them? Will you read them first to develop discussion points? Will you read them aloud and stop your reading to ask questions? Will you wait for your children to see what is valuable, true or beautiful? In other words, how do you plan to make concrete the lovely ideas and inspiration?
  2. Circe does have a forum -- The Lost Tools of Writing forum. Working through LToW is a simple and powerful way to do what Andrew describes. It all leads back to LToW, and we haven't found anything quite like it.
  3. If you are looking for practical appplication of what Andrew describes in his lectures, essays, and blog posts, take a look at his curriculum, The Lost Tools of Writing. He led a webinar several months ago, which gave me ideas about how to use LToW with history, science, and Bible. Camille Goldston is leading a webinar on April 28 -- Using Writing to Integrate the Curriculum.
  4. If you decide to use CC Fable, I would initially buy just the teacher book from the author's website and decide if you need to work through the entire level. The teacher book includes the student materials, so you can make copies of selected narratives if you decide to only use a few of them.
  5. Since you plan to use WWS, my suggestion is somewhat different. I would go through WWE 4, and when you are finished with that, run through as much of CC Fable as you need. All of the lssons in CC Fable focus on outlining and retelling narratives from three points in time; i.e beginning, middle, and end, and it also teaches figures of description. When we used CC Fable, I went through the lessons and chose lessons that covered all the types of narrative retellings and the figures of description. I think we only did 4 or 5 lessons before moving on to CC Narrative. In addition, since the target audience for CC Fable is 4th and 5th grade and the source pieces; i.e. Aesop's fables are short, the daily work goes quickly. In fact, the copia day is probably the longest day of the week. After WWE 3 and 4, you can probably get what you want from CC Fable in five or six weeks at the end of the school year. Another option would be to start your year with CC Fable, and plan to do something else.
  6. Sweet Home, If you want to learn how to teach writing without curriculum, then check out Bravewriter. That is exactly what Julie Bogart does. The core of Julie's philosophy is covered in "The Writer's Jungle," and mothers who need help implementing her method have the option of her classes. Using Julie's approach, a writing piece begins with a topic that interests the student. From that point, the student learns to narrow the topic, expand, and revise, etc. until the piece is polished. When our older children took classes with Julie, I was able to see a good writing mentor in action. I couldn't learn that from reading or even trying out curriculum. I needed to see how a mentor works because it takes a certain touch to be effective. Too much input, and the child disappears. His piece becomes his mentor's piece. Too little, and he doesn't grow as a writer.
  7. In the Pompeii example, you are describing two different assignments - one a narrative story from first person point of view, and a report-type piece, which focuses on facts. The progym definitely follows a difference sequence because it doesn't teach report-type writing in the first levels. Thanks, everyone. I think I now understand something about WWS.
  8. I was referring to the progym, which are pre-rhetoric exercises, not specific curriuclum when I mentioned comparing progym to a rhetoric text. CC is straight progym. CW incorporates modern writing beginning with Diogenes.
  9. I am interested in mothers who are combining CW with WWS. How are you doing this? Are your students doing all the anlalysis work in CW; i.e. Basic Questions, Theon's Six, hierarchical outlining, summary sentences, summary, precis, word analysis and imitation, sentence analysis and imitation, diagramming, etc.? If so, do you alternate all of this with WWS on the same day or do you have some other type of schedule?
  10. I have a few questions and observations after reading these posts. The OP mentioned that the progym does not cover everything in Corbett, but it wouldn't since the progym are pre-rhetoric exercises. Also, CW Homer has an entire section on retelling non-fiction narratives, so the narrative work isn't limited only to fiction. We haven't found any significant difference in retelling a narrative, fiction or non-fiction. After the student learns how to retell a narrative, they should be able to retell any narrative. I asked this on another thread, but didn't get a response. I see mothers combining other writing materials with WWS and wonder why. Isn't it a full writing curriculum? Doesn't WWS include copia work? If so, why the addition of Kilgallon?
  11. PlumCrazy, I would use Homer for Older Beginners with workbooks.
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