I would have you either print or copy to word and use the features available there to annotate a bit (highlighter, colored text notes...). The things you learned to spot earlier still apply. If you listened to the lecture, you are already a bit ahead of the game and will recognize connections between it and what you read. Gigamesh will offer you opportunities to ask yourself all sorts of questions: What is/was a hero? What elements of the epic are demonstrated by Gilgamesh? This is a story that was told for perhaps centuries before it was recorded (written)-what makes this a story to be "told" How does Gilgamesh as a story demonstrate the way literature can be a reflection of a culture as well as a means to impart values to a culture? Did Gilgamesh achieve his quest? What/Who is Enkidu and how does he operate to help the reader/listener better understand the story? Any strong symbols? This list could go on and on, but those are a few thoughts to chew on while you read.

If this is the very first time you are attempting to annotate, try this process. As you read if a question pops into your mind or a strong impression, scribble it in the margins. Take a post it pad (not a big empty piece of paper), after you read one of the sections of Gilgamesh write down the one thing that stood out to you most on your post it. Place that in your book and move on. Put a question mark next to any passage you find yourself hung up on or not sure about. When you finish, pretend you had to tell someone in 3 mins or less what the story is about and why they would want to read it or not want to and be able to do this with some specfic examples. If you can manage those things, you are beginning to read "closely" and with time you will learn to fill in those margins with key words and phrases geared toward making an analysis. This is all assuming this is your first time trying to tackle this.

TY for the update, this has stayed on my mind thru the morning.

Can't show my D this or she will be all over DH to build one. Those are very well done!

As D is a bit younger, we are in that squishy stage between logic and rhetoric. One day she may appear as an exquisite analyst the next I am left to wonder if aliens replaced my child in the night. So, we are going with the flow. Some items we read, some we read with a greater focus and some we read and more deeply analyze. As the bank of information grows, the process of having her make comparisons, spot issues and elaborate grows. She is also working through the Art of Argument and I can see application of what she is learning. If we wind up with one good attempt at a 3 to 5 page paper this year, I will be happy. In the meantime we are working on developing a strong thesis and taking stabs at supporting it with examples.

American Girl's A Smart Girl's Guide to Friendship Troubles and Friends: Making and Keeping Them.

Add to these stats the 1/4 or so who drop out of highshool and it really doesn't bode well.

Also a second on Edith Hamilton Mythology, which really is a great read.

Second that suggestion of the Teaching Company Vandiver items.

We are doing the ancients this year and the reading list pretty much mimics Jenny's above. However, it is coming from the Norton Anthologies in many instances and thus also includes some ancient selections from India, China and the Old Testament. We are watching the Teaching Company's Great World Religions series and doing World History alongside these readings. Assuming we reach our goals, we are trying to put in place a solid foundation for 9th grade and the continuation chronologically, where allusions and references to what we are reading this year will be so great.

Done. Very scary stuff at such a young age.

We use Wordly Wise and Word Roots (Critical Thinking Company) workbooks. I don't buy answer keys or teacher's manuals, just the workbooks. D's vocabulary is extensive, but the usage of WW and WR allow her to engage spelling and practice writing words. She tests very well where vocabulary is involved (has strong recognition). The goal is to continuously encourage her to use the words she currently incorporates into her speaking into her writing. D needed remediation in spelling when we pulled her from school. Using WW, WR and Spelling Workout added @ 1/2 to our day, but has been time well spent in her case. Her written work now far better reflects her ability than it did when she avoided using words she knew but spelled incorrectly (or dared to use words, but poor spelling left a negative impression).

Forgot one huge thing...I love that she is learning independence and self determination along with learning the need to be able to function interdependently.

Flexibility! Flexibility! Better materials, better schedule, better choices. I can choose the best available for my child and not be randomly stuck with whatever we happen to be assigned. When I want my child to learn to accept the world as it is and go along to get along, I can choose to make it so. I love that she is learning to be a selective consumer. Something I greatly appreciate is the social aspects. When D was in school it seemed so hard to spend real time with friends. Now, her social life is wider and deeper. We really get to know so many more people and know them more fully.

Studying ahead increases my confidence and I just enjoy learning or reviewing. The other benefit has been to spot weakness or needs for pruning of materials before we are in the moment.

Along the way as my daughter tossed out thoughts and goals we used it as an opportunity to glance at what might be involved in a given choice. Example: Mom I want to be a forensic pathologist. Talk about how many years of college, what the job pays, what a work day might look like. Sometimes we might look online, sometimes talk to someone in the field. As for changing what we learn today to adjust for tomorrow's career, I try to leave time in our weeks for her to explore current interests and otherwise make sure we cover the basics well. One neat result I am seeing is that she is talking more and more in terms of careers and lifelong hobbies/special interests.

Ditto on what Janice and Nan said. As the time has drawn nearer, I have found being able to be nimble/flexible to be huge. Example, we hit this year and my daughter was totally ready to tackle Biology with a hefty dose of Chemistry as well. Before, I had assumed we would tackle one, then the other, matching to math levels. However, after the holidays last year I assessed and realized we would spend this year doing just for the sake of doing, if I didn't change course. So, I read these forums and settled on using Zumdahl Chemistry, Miller/Levine Biology, some Teaching Company complementary pieces. Seven weeks into it I am so glad I did versus staying with the program I had planned. She grew in maturity so much over the last year she was ready and frankly I would not have guessed that factor change back two years earlier.

I have read it. What I am not entirely sure about is whether I will have my daughter read it. I am currently reading How to Read Literature Like a Professor. As I do, I am leaning towards having her read that one and bringing ideas from Adler to our learning.

I wonder why he hates it. Does he say what it is about reading that he hates?

I haven't gone to the blog, just read what has been shared here. Name calling (sow, arrogant) and bluster do not make a compelling persuasive argument. However, both do reflect why some people choose to not take the chance this type of example might "educate" their children for a year.

What if the way school dollars were allocated underwent radical change? What if say $1500 of the total $10,591 attached to the particular student was to be spent by the educator to purchase the materials, books, programs best suited to the child? What if teaching became less about applying a one size fits all and more about using data and judgment to develop a plan for each student? Recognizing so many students need a safe place to be while parents are otherwise occupied, I suppose the remainder would be easily consumed in the costs associated with providing place and supervision. I look at the tools, like what they are doing with Kahn Academy and the tracking components, and can't help but ask why we continue to view public education and funding the way we do. I am perplexed by why the amazing tools available are not employed and education is provided for so many in the same way it was before these types of tools changed life otherwise so greatly.

When you go to the store, you don't buy every brand to make all the manufacturers feel better. When an employer hires for a spot in his/her firm, they don't hire every applicant. Hopefully, people don't marry multiple multiple partners in order to prevent one potential mate from being a winner and another not. Life involves selectivity and choices with some degree of picking "winners" and "losers" appearing throughout our daily lives. We vote, shop, invite... Learning to be a good sportsman, gracious, ethical and how to accept wins and losses is part of the "game" of life.

Oink , actually Zhombie Oink.

WTM and Creative Homeschooling A Source Guide For Smart Families by Lisa Rivero.

amsunshine, :iagree: Signed, A Zhombie member of the "action-democracy" in a "homeschool situation"