I haven't used it, but Write Shop is a two-year writing program designed for 7th-8th grades. It has alot of hand-holding for mom from what I've read on the boards. (Especially on how to critique and grade) I don't use it because we're using Rod & Staff, and I feel comfortable with what we're doing right now. I'll link below. http://www.writeshop.com/productline.htm There are also a couple of online writing courses for 7th grade. I looked briefly at one (just to see how it compared to R&S), and I was *very* impressed at how positive the feedback was on the sample. I'll try to link here: http://www.home2teach.com/ http://www.writeathome.com/Display.aspx?tabid=1 Best wishes! Rhonda

I tried adding Wordsmith to Rod & Staff this year, but my ds (7th) balked at it because it was "adding another subject". I tried to show him that it would basically be the same amount of work as we had been doing with R&S, but he likes having it all in one place, I guess. He's very much a "just the facts" kind of guy. If he had been more open to the Wordsmith, I probably would have cut back on some of our cross-curricular writing because it is scheduled for 4 days a week. Or, I would have had him do more of the R&S orally. As it is, I'm glad we just stuck with R&S. There's so much good writing practice & reinforcement in even the regular lessons, and ds's history and science reports are coming much more fluidly now. hth, Rhonda

6:30 wakeup 7:00 breakfast 7:15 Read Aloud (history related) 8:00 Stretches (from their martial arts)/weights 8:30 Bible 8:45 4th-spelling; 7th-latin ETA: I work w/4th gr on spelling & latin here 9:15 4th-latin 7th-spelling ETA: I work w/7th gr on spelling & latin here so this part isn't really "exactly" scheduled 9:45 Fairy tale (we were in year 3) 10:00 4th-math reviews; 7th-math w/mom 10:20 4th-math w/mom; 7th-math independent 10:50 4th-history; 7th-grammar 11:30 4th-grammar; 7th-history *****or, we could combine for history; in which case grammar was done more independently by 7th grader**** 12:15 lunch 12:45 art or music appreciation 1:00 Cardio workout 1:30 Science 2:15 Reading 3:00 4th grade is done; 7th grader- logic if not already finished We also sometimes get started late, in which case I move the Read-Aloud to another time in the day. hth, Rhonda

Oh....well....if that's too much I better re-think my 5th grade plans for next year. I'm just going to use the Usborne Encyclopedia as our spine, and add in experiments from his Chemistry Set. But, for each 2-page spread I'm requiring anywhere from 2-5 definitions. I think you're ok - but I haven't actually tried my plan yet. =) Rhonda

Til now, I've studied ahead six weeks at a time, as I plan out lessons. I may not *master* the material, but since I read most of the lessons with my kids, it's easily recalled. I did start Jacob's Algebra, and will try to finish before summer is over. Just looking at the chapter reviews seems to be the most efficient way. That way, I only look back at the lessons that stump me. That seems to bring back a flood of, "oh, yeah!" experiences. But, in literature, I try to pre-read over the summer. I make outlines and answer the WEM questions for my "study guide". (your kids are probably too small for that!) The only book I didn't pre-read for my 7th grader this year was 20,000 Leagues Under the Sea (can we say BORING!!!!). Amazingly, he didn't finish that one, either. (bad mom!) I find I'm just too tired to read their stuff during the school year. Rhonda

No need to rush - I'm planning 5th grade science now, which may take a while. Science just makes me feel like I have morning sickness! I really do appreciate your schedules! The first 6 weeks of 8th grade is in Excel! I still have to read through the books, of course, but I *could* pick it up and do *something* even if I didn't. Happy Memorial Day! Rhonda

I found Teaching the Classics very theoretical - and NOT easy to implement. I've much prefered using WEM, even though my oldest has just completed 7th grade. TtC has *so* many questions to choose from, it was overwhelming. WEM has less focused questions, but you can read through them ALL for each piece you read. Some questions may not apply, but then, that also tells you something about the writing as well. The questions in WEM are a true socratic discussion between you and SWB - she doesn't answer any of the questions for you, but they lead you to a place of self-discovered insights. (It really does give me chill bumps every time I answer the last question- LOL!) TtC, otoh, really requires you as the teacher to just *know* what's important, and then to choose questions that are heavily weighted to lead the discussion toward what you want the student to "discover". You couldn't just give your student ALL the questions. Admittedly, now that I've used WEM for a year, I *can* more easily sift through the TtC questions and see which ones would apply. (But WEM is just so much easier.) I do often use the plot-triangle from TtC, but I don't think that's unique to their program since I saw it in a BJU 7th grade Lit book. I did enjoy watching the DVD's - it was a good intro and helped give me the boost I needed to dig into WEM. :001_smile: Rhonda

Well, singing a scale is a much more exacting activity than singing a melody. It is very hard for the average child to sing a half-step, and some even have trouble with ascending whole steps. When you first add the "la" in Kodaly, which is a whole step away from "sol", it is always approached from "mi" - which is a 4th; then it will fall down to "sol"; it is easier to do a whole step down than a whole step up. Think: "It's Raining, It's Pouring" or "A Tisket, A Tasket". Later, once "la" is firmly established, you can approach it from "sol". Think: "Lucy Locket lost her pocket". All told, I guess it's not really so much the chronological age *if* there is training. But, I would bet the training for anyone would be easier and more productive if the teacher followed Kodaly's suggested steps. There was MUCH research put into his method. And, when you blend so many voices, and you get to choose the creme de la creme, then any one person's off-ness becomes less accentuated. At any rate, have fun! My two boys have always had the attitude, "Just because *You* like music, Mom, doesn't mean *I* do." So, I'm really quite jealous - I would still LOVE to be teaching music! - maybe my 2yo will be more teachable! =) Rhonda

I just wonder how many of those who passed, passed because they were coached by Sylvan (or something similar). They are *everywhere* in Cobb County! I can't tell you how many people came out of the woodwork to tell us how great Sylvan had been/was for their child, and that *surely* that was better than homeschooling. (never mind that it costs thousands of dollars, and has to be done *in addition* to school! - and this is *supposed* to be one of the best places to send your kids to school - that's why we're here!) Haven't talked to any of them, yet. Though, most of them would be parents of 7th graders, and not really affected *this* year. BTW - the social studies test wasn't a requirement to promote to the next grade. But, a letter to the editor here (in Cobb County) told that one of the questions on the 6th grade exam was who had won American Idol?!?!? (And, there will be summer school and re-testing for the math.) and, yes, I could see this coming when ds was in 5th grade making A's and couldn't write a sentence to save his life~ Rhondabee

My point-of-reference is obviously public school. But, the mallet instruments require the same hand-position as is needed for proper recorder playing. But, there is no need to change the finger-position (or worry about proper breath control). So, it is an excellent way to train the muscles. And, later, this same hand position, slightly opened, is the one most desired for piano. If you really like recorder, you may like the K-8 Music magazine. Their "Recorder Karate" is excellent - and they have *wonderful* back-ground tracks for many, many recorder pieces. http://www.musick8.com/html/recordermusic.tpl?cart=1211651261139416&find=a1&searchcategory=recordermusic

I was posting to someone on the K-8 board about music resources that I used when I taught K-6th grade music. And, my own kids know *NOTHING* about music except what it is! oh, So many things I wish I could do over! It is hard to ditch the guilt and just move on to the next thing. At least I did find my Test Masters, so they're here is we want them. Nothing like having dh home in a cleaning rampage to get my domestic act together.... Thanks for all your help, Lori. You are such an inspiration! Rhonda

6 and 7 is WAY Young to expect much in the way of an actual scale in singing. (And, I think, way young for recorder work.) Kodaly will start you very simply, singing just sol and mi for a LONG time. Then, you add in la. Then, do. I think that's as far as I ever took my 1st and 2nd graders. You'll be surprised how many children's songs will use just those four notes! Look for "The Kodaly Method" by Lois Choksy. MY ISBN is 0-13-516873-2, and is a 2nd edition. (But, I got in 1990, so....) It has chapters on each grade level, a chapter on lesson planning, and an index of 180+ songs to use in your lessons. I highly recommend it. For instruments, look for rhythm instruments, and mallet instruments (great accompaniment for your Kodaly). The Orff book I have is: "Discovering Orff" by Jane Frazee. ISBN# 0-930448-99-5 The first part of this book is very heavy on "theory". But, the second part breaks down activities by grade, and would probably be more helpful to you. To learn how to read music without learning piano!, a book appropriate for very young students is: "Ready-to-Use Music Reading Activities Kit" by Loretta Mitchell. The subtitle is "A complete sequential program for use with mallet and keyboard instruments" You can use these activities for sight-singing as well. Another fun, more "general music" type book full of seasonal activities for various grade levels is: "The Music Teacher's Almanac", also by Loretta Mitchell. My favorite "fun time" resource, which includes lots of dances that can be done individually (kids do *not* like to touch each other - LOL!) as well as traditional children's songs is: "Song and Dance Activities for Elementary Children" by Harriet R. Reeves. Hope that helps! Rhonda

Well, there was *something* there, but it looked like music notes. Is that my computer? Thanks! Rhonda

Then, it seemed like their social studies was very one-sided. How do you study the history of the Mid-East without mentioning Islam? Then, it seemed like their science was really nit-picky about little things that even *I* didn't notice in the voluminous textbook. I had to teach to the test, and at some point, just asked, "Why is this so important?" It didn't seem to be laying a foundation for later work; it just seemed like a bunch of trivia. Then, the kicker was the umpteenth "story" in "literature" (and I use those terms VERY loosely) about the wonderful, WASP missionary going into the God-forsaken land of the horrible pagans and suddenly, miraculously, everything is okay. Maybe they would be encouraging stories in a Guideposts magazine, but I didn't consider them "literature". Now, I did look at the 7th grade Lit book to appease my IRL friend who *loves* Abeka, and it did have more true literature in it. But, it was abridged for ease-of-reading as well as simply a short excerpt. This friend *loves* Abeka, as I mentioned, so I know it *is* possible. And, her kids seem to do it all themselves, and are finished by 10am every day. They are wonderful, sweet, kind of "Leave it to Beaver"-ish people who will just do anything for you. Still, I would never trade my homeschool experience for hers. ymmv, obviously! Rhonda

I'm loving your Rod & Staff schedules! Any chance you could share how you grade the compositions? (I'm "planning" 8th right now, with 5th to go.) You are the bomb, baby! Rhonda

Think I'll save the money and add in some extra "everyday math" days (which can also be used as "lesson-stretcher" days if needed). Thanks for mentioning transcripts, too. I wasn't really thinking about that, but I guess the time has arrived. :tongue_smilie: Rhonda

Or will the extra set in the Summary Review be comparable? (I really tho't I had these already. Now I know why I shouldn't buy things ahead of time :confused:) Thanks! (again) Rhonda

We shall press on. After listening to the Wheelocks, it seems their pronunciation doesn't even agree completely with the words Henle gives for the sounds. Either that, or this Southern gal doesn't pronounce English correctly either! (A distinct possibility, I am sure ;)) I did find it interesting that some of the "long" vowels sounds sound just like the "short" vowels sound except they're actually "longer". I always thought that "long" and "short" were the most ridiculous labels for the vowels, but now I guess I know why. :001_smile: Rhonda

After 2 years of Latina Christiana, we are ready to do Henle next year. I did the first week in the MODG syllabus this morning, and it looks like it will be fairly easy (tho' a lot to review at once), **IF** we keep our mis-pronounced words. We tend to over-accent the endings rather than the stems, *and* obviously, we try to keep all vowels longs since that is how LC recommends it. We have kept up our chants. We do all the conjugations and declensions and we even broke down the declensions into the cases (so I say "nominative" and we chant a, ae, us, i, um, a, etc.). This is DRILLED into our little heads. (And, I like that it helps us to know how the word is spelled just by saying it.) As a teacher, I was always taught NEVER to teach something that will have to be untaught. And, this is killing me! Having to re-learn the *correct* classical pronunciation (ETA: Sorry, I guess that should be ecclesiastical - at this point IDK!) Anyway, it seems like lots of extra work & confusion for ds, who will be in 8th. I don't see him becoming a Latin scholar. Will it really matter? Thanks, Rhonda

Great job! =)

Thanks for link! Have you tried youtube or the library, yet? My ds and his friends also find tablature(?) online - you don't have to read music, it just tells you what fret to press. Rhonda

Thanks! nt

nt

We're still in our 1st time through (SOTW3 w/4th and 7th this year). My 7th grader's basic schedule: Mon - outlines the corresponding KHIW, fills in maps using KHIW and his timeline Tues - read a story from SOTW and take notes (independent) Wed - We all discuss (I use the AG questions). Then, he writes a summary from his notes (about a page) Thurs - read SOTW; take notes Fri - discuss; write a summary from notes (about a page) Sometimes I subbed in library books (not usually) for the SOTW. If we had to do two SOTW chapters, then I modified as seemed best for that week, and would usually narrow the narrations to one small part of the story. Sometimes we took the test instead; or, we would just discuss it and call it good. Next year, I'm changing this because I want them to start looking for resources in the library for themselves. (And, they'll both be in logic stage AND my dd actually likes the library now instead of screaming whenever we go! :)) So next year, our "week" will actually start on Friday: Friday: Mom reads SOTW orally while ds's take notes (sometimes we do this now - I help by writing down on a white board what they should be writing down) These notes should be a bare-bones outline, basically a list of names, places and events to do further research on. We'll discuss - not for mastery/narrations; but to pin down, "what do you want to know more about?" Then, we're off to the library to look up whatever, and find primary sources (and surely that deserves lunch afterward, right? ;)) Monday: Outline/Read KIHW (this will be at different levels per WTM), Maps & Atlas, Timeline Tues, Wed, Thurs: 30 minutes each day will be reading or writing or doing a history-related project. (Boy, I am trying to not be a control-freak about this. I'm afraid this is where my plan is going to really break down!) ******* On weeks with two SOTW Chapters (and there are more of those than I'd like!): Friday: Outline/Read KIHW; Maps & Atlas; Timeline; Still go to the library - if they find a book they'd rather use other than SOTW, great! Mon-Thurs: One SOTW Story/Day; Review map; Write summaries - my note to self says: See list in WTM p.274 for Writing subjects: aim for well constructed paragraphs of men/women, wars, places, etc. rather than a retelling of the whole story (there are more "notebook" categories listed - I just haven't gotten that far in my own planning, yet) ***** There are so many possibilities. Mine are more geared toward doing cross-curricular writing. But, you could honestly use the Activity Guide and all their suggestions and have it be a much more traditional history class. (I usually only use the maps and the Kingfisher cross-references in the AG - there is *so much* more in there. It's probably more fun than what I do!!!!) probably *so much* more than what you wanted! Rhonda ETA: I also picked history-related Read Alouds. We usually finished a book about every two weeks.

Thanks, again! Nothing like the blind leading the blind, huh? Rhonda