Yes, I really do know better, but I can't seem to help myself :tongue_smilie:

I had planned to use WWE level 3 with my 4th grade dd next year as we have completed WWE 1 and 2 and I felt she could use one more year of WWE. I had planned to add in some other writing, but wasn't sure what to use yet. Was leaning toward Writing Strands level 3. I saw CAP Writing and Rhetoric this weekend and thought it looked great so I bought the first book. Would it be too much to use both WWE 3 and W&R with her? There's really not a writing element in WWE 3, but mostly copywork, dictation, and narration. W&R has some of that, but the copywork in WWE is more challenging, I think. Would it be too much to do both? Usually I do 2 days in WWE at a time, so we could do WWE 2 days and do W&R 2 days. I would probably skip the copywork in W&R. We are also doing R&S Grammar 4 as well as AAS Spelling Level 4 to round out the language arts. And literature of course. Thanks for any advice.

FYI...Here's a link where you can preview a sample logic class from Harvey Center. http://www.harveycenter.org/sample-classes/

So has anyone used Memoria Press Academy's logic classes? I really want to use the Cothran Traditional Logic books, but don't feel like I'll do it justice with the videos alone. Memoria Press's sample formal logic class looked boring compared to the Harvey Center class. But I guess it will be better than what I can do. It's more expensive than the Harvey class also.

Thanks, Lori!

Ok, sorry for so much detail, but this college class information is new to me. Here is the Course Syllabus: It's lists a different textbook than the course description, but it is an online class. COURSE SYLLABUS Course Number: Spanish 1411 (Online) Course Title: Beginning Spanish 1 Credit Hours: 4 Professor: Email: xxxxxxxxxxxxxxxx Office: xxxx Cellular Phone: xxxxxxxxxxx Office Hours: You may contact me on my cell Prerequisites: None phone from 9AM-5 PM (M-F) Office: xxxx Textbooks: Destinos, Alternate Edition. Van Patten, Marks and Teschener. McGraw-Hill 1997. Destinos, Alternate Edition. Spanish Workbook/Study Guide I. McGraw-Hill 1997. Destinos, Alternate Edition. CD-ROMS (Listening Comprehension) Part one. Destinos, Alternate Edition. Grammar Workbook for Introductory Spanish, Third Edition. Maceri, Domenico. McGraw Hill 2000. Spanish/English Dictionary Measurable Student Learning Outcome: This is a foreign language course which fully integrates video, audio and computer technologies for optimal proficiency in Spanish language skills. By the end of this semester, students should be able to: 1. Understand most Spanish spoken at slower than normal pace. 2. Ask and answer questions on variety of everyday topics. 3. Describe people and places. 4. Describe and narrate in the present and to some extent in the past. Method of Presentation: Each lesson is based upon viewing a 25 minute video. The textbook, workbook and CD-ROM contain all the materials necessary to supplement and complement each unit. You will be responsible for episodes 1-13. Method of Evaluation and Grade Distribution: Four tests (65%) -- Test 1 Chapters 1-3: Test 2 Chapters 4-6: Test 3 Chapters 7-9: Test 4 Chapters 10-13 Chat Room: (10%) (for the first set of activities in the chat room you’ll get 4 points, 2 points thereafter) Quizzes (15%) (1 point for every set of quizzes that you complete on time, 3 points for the last set) If the set of quizzes is not completed by the deadline you will not get the point). Quizzes are graded as complete or incomplete. Oral Test: (10%) Record your voice (using power point) and send to me via email on [to be announced]) Describe how do you celebrate any holiday—you need to have at least 10 sentences in your recording. Grading Scale: 100-90 A 89-80 B 79-70 C 69-60 D 59 and below F Course Outline: This semester students are responsible for watching 13 episodes of Destinos, completing the textbook and workbooks exercises, completing the quizzes by due date, working with learnspanish.com, working in the chat room every week, and taking the unit tests as scheduled. This means that one lesson (chapter) should be covered in a week. You should dedicate the weekend to review what you have covered from Monday -Thursday. By pacing yourselves in this manner, the material will be absorbed more easily and more effectively. The following is the step-by-step outline of how to use this series. Students go to the Metas y Objetivos icon and read the goals and the objectives for the chapter they are studying. Students go to the textbook and study the vocabulary section located at the end of each chapter, and then go back to the beginning of the chapter and complete PREPARACION. Students watch the video episode for the lesson. Students complete the textbook lesson, along with the listening comprehensions activities in the lesson. Students go to the Chat Room (under the Communication icon) to work with a partner and do the activities related the chapter assigned in the schedule. Students then complete the workbook/study guide for the lesson, along with the listening comprehension activities. Students look for the grammar related to the chapter they’ve studied in Destinos in and work with it. This is optional, I do not give points for it. However, it is an excellent way of practicing. Students look for the grammar related to the chapters they’ve studied in Destinos in Grammar Workbook for Introductory Spanish, Third Edition. Maceri, Domenico. McGraw Hill 2000, and work with it. This is optional, I do not give points for it. However, it is an excellent way of practicing. Students take the quiz related to the chapters under the icon that says Quizzes. Students take tests after episodes 3, 6, 9 and 13. SCHEDULE The following schedule is a guideline for easier management of the material. **The activities for the chat room will be considered as your lab time. This is not an optional activity. You must find a partner to work with during the first week of class. I recommend that you work on these activities after you finish with each chapter and on either Wednesday or Thursday, but if for some reason you cannot work on them on these days, you may work any other day of the week as long as you can find a partner. Please make the necessary arrangements in your schedule so you can work with a partner, it is your responsibility to do so. This will count as 10% of your whole grade. You may work on all the activities at once and finish them in one day or you may divide them and work on them a couple of days a week. I will leave that up to you and your partner. Chapters 1-3 Chat Room daily or every Wednesday or Thursday (With your “chatmate†practice the exercises from the textbook on p. 7 actividad B: p. 14 actividad B: p. 16 actividad B: p. 18 Parentescos famosos: p. 27 actividad B.) (4 puntos) Quizzes chapters 1-3 Due date (to be announced) Test 1: after lesson 3 Due date (to be announced) Chapters 4-6 Chat Room daily or every Wednesday or Thursday (With your “chatmate†practice the exercises from the textbook on p. 37 actividad B: p. 49 actividad B.) (2 puntos) Quizzes chapters 4-6 Due date (to be announced) Test 2 after lesson 6 Due date (to be announced) Chapters 7-9 Chat Room daily or every Wednesday or Thursday (With your “chatmate†practice the exercises from the textbook on p. 72 actividad D: p. 81 actividad B: p. 91 actividad B.) (2 puntos) Quizzes chapters 7-9 Due date (to be announced) Test 3 after lesson 9 Due date (to be announced) Chapters 10-13 Chat Room daily or every Wednesday or Thursday (With your “chatmate†practice the exercises from the textbook on p. 101 actividad B: p. 103 actividad C: p. 110 actividad B: p.126 actividad B.) (2 puntos) Quizzes for chapters 10-13 Due date (to be announced) Test 4 after lesson 13 Due date (to be announced)

I'm a little less excited about the spanish classes offered at our cc than I was after reading the class description. It mentions a "virtual classroom?" Spanish 1411 Beginning Spanish I Course Description An introduction to the four basic skills of learning Spanish: speaking, reading, writing and listening, with a little or no previous language training. The student will listen to spoken Spanish, which introduces new vocabulary, syntactical exercises and grammatical structures. After processing new material, the students will apply the new information in the classroom by asking and answering questions of both the instructor and fellow students. The students will participate orally in class, in a group and individual manner. The student’s reading skills will be reinforced through the reading of material in the textbook, assigned projects and Language Laboratory programs. The writing skills will be developed through workbook exercises and during the Laboratory time. Using the audio program which accompanies the textbook also, will reinforce and develop listening, speaking, reading, and writing skills. The study of lyrics from Spanish songs will help students to build the vocabulary, to develop their listening skills, will help naturally acquired the complex grammatical structures, will improve their pronunciation, memorization and speed of communication. About this class Welcome to Beginning Spanish 1411 (SPAN 1411). We will use Blackboard as our virtual classroom. You will complete assignments and tests entirely online. This is not a self-paced course. Your adherence to the Course Schedule is crucial to your success in this course. The Course Schedule provides specific information and due dates regarding assignments and chapter tests. Textbook information: Textbook: Tu Mundo W/ CONNECT ISBN: 0077894009 Andrade, Egasse, Muñoz, Cabrera Puche 1st ed., McGraw-Hill. This is a customized edition. You can buy it from our bookstore SCC or from McGraw-Hill website. Please wait until the first day of class to Register to follow the instructions bellow: How to Register for Connect through Blackboard Login into your campus Blackboard account using your personal login and password. Click the course you would like to work in. Select the folder that contains your course assignments. Select the McGraw-Hill Connect assignment you would like to work on. You will be prompted to register for your Connect course. You will only need to do this once. Click the "Continue" button. Confirm your course information. Click on the "Register Now" button. Enter your email address. *** If you already have a McGraw-Hill account, you will be asked for your password and will not be required to create a new account. You´ll see three options, select 1: • Enter your access code and click Submit • Click Buy Online to purchase access • Start a Free Trial If you´re purchasing access online, choose: "Buy Connect" or "Buy ConnectPlus" ConnectPlus includes online access to an eBook) Next, you will need to fill out the registration form. Please make sure to click on "Go To Connect Now" to complete your registration and continue to your instructor´s course. You are now at your instructor´s course. This is where you can access your assignments and study resources. Once you are finished with your assignment, you can quickly return to your Blackboard course by clicking on the "return to Blackboard" link. ***Support – If you need help or have any questions about Connect, you can visit our 24-hour Customer Experience support center: www.mcgrawhillconnect.com/support Or give us a call at 800-331-5094 Sunday 12PM to 11PM ( All Central Time) M-TH – 8AM to 11PM Friday – 8AM to 6PM Saturday – 10AM to 4 PM You will notice that there is a lot of homework. You should do homework consistently, based on the schedule. This is not a self-paced class. My experience says that waiting until the day of the test is a bad idea....don't do it. I understand that everybody's schedule is different, and there is absolutely no penalty for completing exercises well-before the due date (whenever you have time). The day of the test is treated differently. You have to do it as scheduled on the date printed in the syllabus. You may want to create a personal study schedule and stick to it. Technical support: If you experience any problems with Blackboard, please contact 972-881-5870 or go to http://online.collin.edu/TechnicalSupport.html Note: Windows Media Player needs to be installed on the student computer and a broadband access to the Internet is strongly recommended for trouble free accessing of the video. Download the Window Media Player.

Our community college classes would not be online, but on campus. They have not done super well with Latin, they know a lot of conjugations, etc. but have struggled with translation. They always made A's and B's on their tests. They are just burned out on it and need to make a change. I like the idea of doing Spanish DE so that we can get it done faster and get some college credit.

Can anyone give me some feedback on students taking foreign language at the community college? I'm considering doing this with my twin ds. (how do you abbreviate dear SONS?) They have taken Latin for 7 years and have decided to switch to Spanish. They are going into 10th grade next year. I wouldn't have them take the cc courses until 11th grade, which is the minimum age/grade required. Does this sound like a good idea? Should I have them take Spanish 1 at home this year in preparation? Or we could just do 3 years Spanish at home and use a co-op class with an experienced Spanish teacher, but would have to jump in 11th grade year w/Spanish 2 as they can't get into the Spanish 1 offered this year. (conflict w/schedules) I thought given their experience with Latin it would give them an edge in taking Spanish, even at the faster pace of a college course. Thanks for any advice!

Is anyone considering registering for this online logic class? I am so excited for my rising 10th graders to take this class, but unfortunately it may not have enough students for it to make. Just thought I'd mention it in case anyone here was considering it. The registration deadline is 2 weeks away. http://www.harveycenter.org/logic-philosophy/ This class uses Traditional Logic 1 and 2 by Martin Cothran. What makes me so excited about this class is in the spring semester students write papers about the case studies in book 2. The class meets Mondays from 10:00-11:30 EST. We have not taken any classes with The Harvey Center before, but I heard many good things about them on this forum. Has anyone taken this class before and could offer some reviews? Thanks!

We have been very happy with myhomeschoolmathclass.com classes taught by fellow board member, Jann in TX. http://www.myhomeschoolmathclass.com/index.html You may email her and see which of her classes she recommends for him. She offers live online classes and has helped my math strugglers gain confidence in math. She offers Boot Camp classes during the summer that are self-paced that might be a help for your ds.

I would like them to have the opportunity to learn another language later in life. That was one of my purposes for sticking with Latin. So learning other romance languages would be easier. I think I've come off the ledge I was on earlier. :lol: We will stick with the Latin.

I just read somewhere on this forum that some colleges don't accept Latin as a foreign language because they want it to be a modern language. My twin 9th graders are completing Third Form Latin this year and we planned to do Fourth Form next year. The way Memoria Press recommends listing this on the transcript is First and Second Form combined are Latin 1, Third Form is Latin 2, and Fourth Form is Latin 3. I don't know where my boys will go to college. So while some colleges only require 2 foreign language credits, I thought we'd go ahead and have 3 just in case they apply to a college that requires 3. So I'm tossing around a few ideas that I wanted to check with the wisdom of the hive. 1. Should I have them do two years of a modern language in grades 11 and 12? I really don't think we can handle both Latin and say, Spanish, in the same year. 2. Could I let them do Spanish at the local community college and get dual credit for two or 3 credits of Spanish? 3. Do I just move forward with Latin only? Would a college really not accept a student for not having the right foreign language? BTW, they are not planning on applying to any ivy league schools or anything like that. We live in Texas so most likely they will apply to state schools. One of them wants to major in Engineering and was possibly considering Michigan State University, but only because I found a cool summer camp there and my dad went there. I doubt we could afford to send him out of state. Thanks!

I've sent two emails to Rebekah at Laurel Tree Tutorials and have not received a reply. I'm thinking she isn't doing any classes at this point. Someone please correct me if I'm wrong.

I was wondering about this also. For my upcoming 9th grade dd, I was planning for her to take Pre-AP Biology (9th), Regular or Honors Chemistry (10th), AP Biology (11th), and Physics (12th). She wants to go into Veterinary Medicine in college. She is young for her grade and average in math. She has matured a lot this year, but not ready to tackle AP class in 9th. So now I need to have her double up on science? Wow. I guess she could take Apologia Chemistry this year also, but she is only going to be in Algebra 1 this year. I think the Chemistry teacher at our co-op won't take a kid who hasn't already taken Algebra. It sounds like it may be better to take AP Biology in 12th, after Physics? edited to add: If her college doesn't accept the AP Bio because she needs to take Biology at the university, isn't it still better to take the AP class in order to be better prepared for college Biology? Thanks!

Thanks, End of Ordinary! This is very helpful! My dd actually wants to take an online Pre-AP class now and we have identified one at Debra Bell online as a possibility. My only concern with an online course is doing the labs. Does anyone have experience with an online Biology class? So you have to help your child with the labs or are they more independent with an adult supervising for safety? Thanks!!

We are a part of a local co-op where Apologia high school science classes are offered. My upcoming 9th grader is planning to go into Veterinary Medicine (pre-vet undergrad) and I'd like to provide an Honors Biology for her. I know there are some we could do online, but my daughter would really like to be in the class with her friends at our co-op. It is basically free for us too! So from what I've gleaned from reading this board, Apologia doesn't go deeply enough in its content and has parts missing on what should be covered for it to be considered Honors. Also, we may have her take the SAT subject test in Biology and/or possibly take an AP Biology course in 10th grade. Since the co-op class only meets for 24 weeks, I have 12 extra weeks to cover other topics. The co-op class also leaves out Module 9-Evolution and 10-Ecology since they don't have labs and can be done independently. So what lectures and/or textbook should I add in to make this an Honors level Biology? Any other activities or assignments should I also include? Or is the better option to take an online course? If that is your opinion, which one do you recommend. She will be taking Algebra 1 next year, in case that is a factor. Thanks for any advice!!

I did a Google search and found some threads related to my question. However, I'm still wondering what other books or resources people use to make it more interesting and reinforces the concepts. I found one site that suggested using Venn Perplexers Level C and Mind Benders Level 7 along with Traditional Logic. Also found an old thread that suggested using Handbook of Christian Apologetics and Socrates Meets Jesus by Peter Kreeft. It's also suggested on Memoria Press' website.

Has anyone's kids taken or have you taught a formal logic class in a co-op setting? Our co-op has done informal logic classes using Fallacy Detective, but I'd like to see a class for high school that is formal logic. If I do it at home I'll use Memoria Press' Traditional Logic I and II and rely on the videos. I'm not sure how to make that work in a co-op class. Does anyone know a curriculum that could be adapted in a once a week co-op class? Thanks!

If you had one year to cover Great Books in both Ancient and Middle Ages, which ones would you pick? We are studying Middle Ages and Early Renaissance this year in history. My rough list is: Iliad Odyssey Confessions, Augustine City of God, Augustine Koran, selections Beowulf The Inferno, Dante (or complete Divine Comedy) The Canterbury Tales (selections) Sir Gawain and the Green Knight Should I try to include The Aeneid? I had hoped we could also include some modern titles to give us a break in between these tougher works. I also want to include a few from Shakespeare- Romeo and Juliet, Twelfth Night, Julius Caesar. I also thought about adding in Poetics since it deals with literature analysis. If I were to add a few more titles, it would be: The Aeneid On Poetics Martin Luther, Commentary on Galatians or John Calvin, Institutes of the Christian Religion, selections Thomas More, Utopia My students are 9th graders next year. I'd like to find as many Great Courses lectures for us to listen to that go with these titles as I can. Their sale ends tonight! Thanks for any input!

Thanks, Colleen, for linking SWB's update. I had not seen it before. My 8th and 7th graders were using WWS 2 this year and we got behind and only got to week 20. Next year they are taking an outside writing course that will focus on essays using Windows to the World and IEW's Elegant Essay. I had thought my older ones would complete IEW Advanced Comm. when they were 10th graders. Now I'm wondering if we should come back to WWS after this year off from it. Could we pick up w/WWS 3 if we didn't finish WWS 2? My kids are not enamored with it, but I think mostly because it goes so fast. They may be more mature and ready for it in another year.

We started Latin in 2nd/3rd grade with my 3 oldest and began to see burn out in the youngest by 6th grade. I forced her to do one more year this year, but I'm letting her stop after this year. My older ones will keep plugging away at it, but I feel like we've been doing it too long and probably would have benefited from starting it later. Also, we wasted 3 years with a curriculum that didn't give us mastery that we are now getting with the curriculum we've been using the last 2 years. That's part of it too. I'm going to wait until 4th or 5th grade with my youngest and go right to the curriculum that works for us.

Thanks for all the helpful advice. I want to persevere through this phase/age she is in. We both want to continue to homeschool. I am hearing you about letting her give input. In the past, I haven't wanted to do that in fear that she would not want to do things that I feel are important. But letting her give input and and picking her materials is possible w/out giving her all the control. For example, she has wanted to quit Latin and I made her do it this year. She is not doing well with it this year and I'm going to let her drop it. I really wanted her to have Latin on her transcripts since she wants to go into Veterinary Medicine in college. Oh well, it's not going to help if she does poorly in math because she is spending time doing Latin and not learning that either. She wants to switch to Spanish which I plan to have her start in 9th grade since there will be Spanish 1 offered at our co-op by a teacher fluent in spanish. I'll have to see how we can become partners in creating her subjects/schedule and making a commitment to follow through with each one even when it gets hard. She has already been trying not to have any melt downs since I started this thread. Thanks again for the help!

I'm having a very hard time with my 12dd who is a young 7th grader. She can do the work, but fights with me when it is challenging or when she has to do corrections. Honestly, I just don't want to homeschool her any more because I am tired of all the fighting. I see her problems as being character based rather than academic. She has struggled with math and is slightly behind, but she makes it harder than it needs to be. When she does her work while upset and irritated, she makes a ton of mistakes. But whether it's hormones or whatever, she makes herself miserable and me too. She also hates Latin which we have studied for 5 years. I'm letting her stop after this year, but am having a hard time with her finishing the book she is in. Should I just let her quit now? I really don't want to put her in public school. Rather I'd like to see what options there are to have someone else be in charge of her school. She is signed up to take a writing class with some grammar at a local co-op. Plus in the co-op our family participates in on Fridays, she will be taking a Literature class, Apologia Physical Science, Art, Archery, Drama, and Fallacy Detective (some are just one semester classes). I really can't pull her from the Friday co-op as I am a co-director and also the only member that attends the church where we meet. It would punish my other 3 kids if we dropped that and we've been going there for 7 years. So that doesn't leave much for an online program. Math, spelling, and history. Where should I look for filling in the gaps for these subjects only? She really needs close supervision on her math as she makes a lot of careless mistakes or forgets how to do some things. We switched to Saxon this year as I felt she needed the constant review. It has helped quite a bit, but she still hates math. For the record, I have homeschooled all my kids since the beginning. Any help is appreciated, even if you just say a prayer for me and my dd. Or if you have any strategies for dealing with this hormonal, drama-driven child. Thanks!

That makes sense. On the Memoria boards I read some discussion about what counts as high school credit, but some users questioned how the both the Forms and Henle counted individually as high school credit. Surely Henle is more challenging than the Forms. At last years book fair near me, I talked to them at the booth and asked about switching to Henle in high school but she (I think it was Tanya) said to continue w/the forms. That's what we will do since I don't want to try Henle until we are more solid w/our Latin. Thanks!