ChildofGrace
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Posts posted by ChildofGrace
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You're so awesome, Lori.
Thank you for this list!
She's read Pride and Prejudice a number of times on her own, so I'd rather not use that one. Come to think of it, I think she also read Emma! Maybe we'll go with Sense and Sensibility...
Another idea for a "tweak", just in case you do want to include poetry: Emma is the longest of Austen's works; Pride and Prejudice is much shorter -- almost half the length.
For what British poets to squeeze in here and there, I'd vote for some of these:
Renaissance:
- Shakespeare sonnets
- John Donne
Romanticism:
- William Blake
- William Wordsworth
- Samuel Taylor Coleridge
- Lord Byron
- Percy Shelley
- John Keats
Victorian:
- Alfred Lord Tennyson
- Robert Browning
- Elizabeth Barrett Browning
- William Butler Yeats
20th Century:
- Rudyard Kipling
- Walter de la Mare
- DH Lawrence
- TS Eliot
- WH Auden
- Dylan Thomas
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This is all just my opinion. Take what is useful.
Beowulf - There is an audio version of the Seamus Heaney translation There is a good chance your library has this. https://www.amazon.com/Beowulf-Seamus-Heaney/dp/1565114272/ref=mt_audiobook?_encoding=UTF8&me=
Hamlet - I'm a huge fan of watching, then reading, then watching a different version. We have done group readings with friends, buying up bunches of used copies at thrift stores or getting library copies. We've done Much Ado About Nothing, Twelfth Night and Macbeth that way. This summer will be Midsummer Night's Dream. It is way more fun to see or hear the play than just read it by yourself. Having said that, Hamlet is one of the longest Shakespeare plays because of the way the play was compiled. Unless you really want to do Hamlet, you might find one of the comedies, Richard III, Henry V or Macbeth are more accessible. There are some great video versions out there. The Hollow Crown is a set of many of the history plays. https://www.amazon.com/Hollow-Crown-Complete-Tom-Hiddleston/dp/B00DQN6IOK/ref=pd_bxgy_74_img_2?_encoding=UTF8&psc=1&refRID=S2ZMW2ATN1GTP61J6K1B
I might cut A Tale of Two Cities, Peter Pan and The Time Machine. Watch The Importance of Being Ernest instead of reading. That would give you more space for poetry. Then see if you can find a couple good audios of the poetry. I think it would help to hear and not just read.
I agree that watching Shakepeare really adds to one's understanding. We love doing that! She's read Much Ado About Nothing, Romeo and Juliet and Twelfth Night, but maybe I'll look into another Shakespeare. I just happen to already have material that I had prepared for my older kids to study Hamlet (which is my fave) so would really like to use what I've got!!
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I agree with EKS.
Your list looks fabulous.
Do a little poetry here and there. Don't carve out anything further for a big, official unit.
Here's a link to help:
http://www.famouspoetsandpoems.com/country/England/English_poets.html
Thank you so much for that link! I think that will be very helpful. :)
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My (also dyslexic) son did a course that focused on British novels and short stories. I just specified that in the course description.
If you want to add some poetry without increasing your daughter's reading (or writing) load, you could read it aloud with her, have a discussion, and call it good.
Oh, I really like the idea of reading some aloud with her!! Thank you!
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Hi, all!
I'm currently putting together a British Literature course for my 16-year old, dyslexic daughter. She reads well, but much more slowly than her older siblings so I've already removed a number of works (such as Paradise Lost and A Passage to India) that they studied. I feel fairly comfortable with this pared down list:
*Beowulf
*Hamlet
*Emma
*Frankenstein
*Jane Eyre
*Tale of Two Cities
*Time Machine
*The Importance of Being Earnest
*Peter Pan
*Pygmalion
*Animal Farm
I'm wondering now, though, if I should cut one or two of those in order to make time for some poetry study?
I'm a little tired of thinking about this, so would greatly appreciate it if some of you would kindly share your wisdom and insight!
Thank you in advance!
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Okay! Thank you for your replies. I guess we'll start with a placement test and go from there.
Thank you!
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For various reasons I'm looking into switching my very bright, 13 year-old son to Math-U-See. We used Horizons until 6th, then switched to TT7 last year. We had some medical/family situations last spring, though, so he didn't finish the book. Thus, I decided to have him complete the book this summer before staring school for the fall. I'm discovering that he is really not solid on the basics (sometimes even struggling with multi-digit multiplication and long division). I've already had him reviewing fractions with Life of Fred (which is how I noticed all of this) but am feeling that he needs to go even further back. Math-U-See interests me for him, as I'm wondering if it would help increase his understanding of the "why" of basic math concepts.
So, having said all that, how far back would he need to go in Math-U-See to cover those basics? Also, how long would it take him to work through those and PreAlgebra? I would plan on working through next summer. Is that at all feasible?
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Well, to complicate things, I'll differ slightly from the others and say that I would probably find a way to SL Core H with a heavy American emphasis.
I say this mainly because you are considering a B&M school for high school--in that case, your student will likely study one year of world history and one year of American history and both of those may cover only partial time periods. For that reason, I think it would be very helpful to your dc to have studied the flow of history from the Renaissance/Reformation to the founding of the U.S. in order to better grasp not only the sequence of events, but also the connections between the two time periods (i.e. the impact the former had upon the latter).
SL Core H already covers a significant amount of U.S. history; perhaps you could add a simple text like the Notgrass America the Beautiful or BJUs text to make it more complete?
Just some food for thought.:001_smile:
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Well, after homeschooling for 14 years, I still feel good about:
Alphabet Island Phonics--It was the first phonics program I was introduced to and worked well with all 6 kids; I discovered lots of other wonderful programs after making that initial purchase, but decided to just stick with what I had-- and now have the joy of knowing that all of my kids have asked me not to sell it so they can use it with their own kids!
LLATL--I know this is not well regarded around here, but after having used it all the way through to high school with my oldest two who then received almost perfect scores on the language arts portions of the ACT, I'm fine with it;)...
FIAR--Love this gentle introduction to learning; this is another program my dc have asked me to hang onto for the grandkids.
Wordsmith/Wordsmith Craftsman--After using these in early high school, my two oldest both tested in to upper levels of composition in their freshman year.
Charlotte Mason methodology--I am certainly not a purist, but I do believe that many of her ideas have preserved our love of learning, as well as helped me maintain focus and perspective!
I personally think it is grand that we have so many options available to us, but hate to see so many novice homeschoolers thinking they have to use a pre-planned curriculum-in-a-box in order to provide a solid education. My sense of things is that the homeschooling community in general has-- to some degree-- lost its sense of individuality and I find that a little sad...
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We just started. We are using:
Bible--OT plus Children's Field Guide/AWANAs
History--Homegrown Ancients
Math--TT/MM
Language Arts--LLATL Tan/WWS
Science--SL Science E (Electricity, Magnetism and Astronomy)
Geography--SL Core F (First half)
Fine Arts--I Can Do all Things/Homegrown Composer and Artist studies
Extracurricular--Music Theater, Basketball, Middle School Youth Worship Team
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Ah, my dad gave each of the kids a copy of the Archaeological Study Bible, because he enjoyed his so much. I need to remember that when we come back to ancients next year.
:)That's awesome that he did that! I'm really hopeful that my dc will enjoy it as well.
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We start tomorrow...
Bible--OT using Archaeological Study Bible
History--Homegrown Ancient course
English 9--Wordsmith Craftsman/Windows to the World/Queen's Language
Lessons/Homegrown Ancient Literature List
Science--Apologia Biology
Math--Life of Fred Advanced Algebra/TT Algebra 2
Life Skills--Career Planning/Computer Skills/Teen Finance/Secrets of World Changers
Foreign Language--still TBD
Extracurricular--Music Theater; Basketball
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Well, I'm right there with you in wanting to expand on the secular history that is not included in MOH. While I very much appreciate MOH, I also feel that there is a significant amount of non-Biblical "stuff" that it is important to cover as well.
So, I have opted to do as Forgiven mentioned and will combine with SOTW 1. We will also include the Biblioplan Companion, as well as some other resources specific to Egypt, Greece and Rome. I don't have my schedule completed yet to share, but I do know that I will actually combine some of the Biblical lessons to make room for the additions.
Have you checked out GuestHollow's free Ancient history plan? I know that she added SOTW and the Usborne Encyclopedia to MOH (plus oodles and scads of additional reading) in her schedule. I would have loved to just use hers, but prefer to study history 4 days a week....
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I think the biggest thing is to teach children, not curriculum.Children are far more important than curriculum.Hold your plans loosely.Your children are only young once. They won't remember most of what we discuss, but they will remember if we cherish them.
Merry, these are gems of wisdom. Just printed them off to place in the front of my various IG's, binders, etc.
Thanks for the reminders!!:)
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Ahhh. Thank you for this. Blending just might work...
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Ask your student to pick which they prefer :)
That would probably work--if I didn't have 4 students who'll be studying ancients this year. :) Thanks for the thought, though.
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I find following "strictly" chronological, you tend to be flying all over the place a little too much.
I think trying to "group" together areas as much as possible (like Story of the world does) still allows to follow a "rough" choronological guideline, but without "flitting" too much. I think this is the best possibility for the younger years (K-8th) and doing more strictly chronological (9th-12th) allows for them to have the "head" to be able to "flit" that much ;)
If you go to Satori Smiles website, what Angela does is good. She uses SOTW, but then also uses wall timelines, this allows the child to see "oh that happened before that" so even though it may skip back a little when hopping to another area, they are aware they read the story about "mr. such and such" and now know that "King such and such" did blah-blah blah before Mr Such. lol over that sentence.
All my opinion anyway. :tongue_smilie:
LOL to "mr. such and such"...
Thanks so much for sharing that! I really agree with your assessment regarding "flitting"--and that is part of my difficulty as we do still combine to some extent. (Although the olders will obviously have extensive independent work to do.) And even if we didn't, I'm not sure my brain could handle one set of students studying in one order while the others followed another.
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I am cross-posting from the K-8 board:
Hi, all.
I am weighing my options regarding Ancient History next year, and am getting hung up on one issue: should we approach the study strictly chronologically, or should we do a chronological by culture study (iow, first study the most ancient civilizations, then egypt, then Israel/Assyria/Babylon...you get the idea)? I have covered this topic 3 times now, and in the course of doing so, have used both approaches. IMO, both methods have their own advantages, and I'm just finding it ridiculously difficult to decide between them this time.
Could you please share your thoughts with me? I'm hopeful someone will say something that will tilt the scales....
TIA!
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I am cross-posting this from the K-8 board:
Hi, all.
I am weighing my options regarding Ancient History next year, and am getting hung up on one issue: should we approach the study strictly chronologically, or should we do a chronological by culture study (iow, first study the most ancient civilizations, then egypt, then Israel/Assyria/Babylon...you get the idea)? I have covered this topic 3 times now, and in the course of doing so, have used both approaches. IMO, both methods have their own advantages, and I'm just finding it ridiculously difficult to decide between them this time.
Could you please share your thoughts with me? I'm hopeful someone will say something that will tilt the scales....
TIA!
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Hi, all.
I am weighing my options regarding Ancient History next year, and am getting hung up on one issue: should we approach the study strictly chronologically, or should we do a chronological by culture study (iow, first study the most ancient civilizations, then egypt, then Israel/Assyria/Babylon...you get the idea)? I have covered this topic 3 times now, and in the course of doing so, have used both approaches. IMO, both methods have their own advantages, and I'm just finding it ridiculously difficult to decide between them this time.
Could you please share your thoughts with me? I'm hopeful someone will say something that will tilt the scales....
TIA!
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The Latest update, Shane passed away last night:
Praying for you and your family right now, Julie.:grouphug:
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It stands alone. MFW added the Illiad so those lessons are in the teacher's manual for MFW, but the 3 books that are covered in the supplement include all instructions, answers, etc.tagging on with Lori..
the AHL Lit/Comp guide is an MFW adaption of SMARR guide. It covers 3 books: Epic of Gilgamesh (Robert Watson poetic translation), Bulfinch's Greek and Roman Mythology, and Odyssey.
The first section of the guide is for structure of argumentative essay, and how to use grammar points for revising essay. If used as stand alone, you'll want to go through that section to make some notations when to use which lessons with which book. It tells you what essay to revise, but you'll still want to become familiar with it.
so the guide stands alone for use of those books. I guess I"m too nit picky on something or over thinking it.... I would not say it is a full credit in English on its own without the rest of the stuff in the AHL plans if that makes any difference in your planning. trying to rephrase that same thought... there is more to the English credit in AHL than just adding Iliad and Cat of Babastes to the Lit/comp guide. but yes, for the books in the LIt/Comp supplement, that stands alone.
-crystal
Thank you ladies so much. Your replies were very helpful.
May I ask one more question? From your explanation, I see that the Lit/comp guide includes composition and grammar instruction--is any literary analysis included in this guide as well?
Thanks again for your help!
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I am thinking of using MFW's Ancient Literature Supplement next year alongside a different history program (a possibility I've seen mentioned in a couple of other threads). Could those of you who have used it, either as part of MFW's AHL study or independently of it, please tell me if it stands completely alone? Are all answers and instructions included, or would one need to also purchase the IG to make proper use of it?
Thanks for your help!
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Hello,
I'm thinking of going with Sonlight for my highschool daughters this next year. Dd16 is finishing up MFW WHL, so she needs to get her American History credit. DD14 is finishing up MFW AHL, and I'm thinking of combining them both in SL Core 100 next year (10th & 11th grades). Has anyone used it for upper highschool years?
I'm also not too sure I like the Hakim books...has anyone replaced them with something else?
Thanks so much...:001_smile:
Hi.
I am currently using the recently updated version with my 9th grader and 8th grader and am, overall, fairly pleased with everything. The individual student guides, IMO, add to the "weightiness" of the program in that the notes on the Hakim material are readily accessible to the student (and thus more likely to be read:001_smile:). Really, the notes add an enormous level of depth to this core, so I feel that has been very important. Plus, I know my dc have enjoyed having all of their assignments/maps/notes altogether in one place.
With that being said, though, I have still added some "heavier" reading (e.g. The Autobiography of Benjamin Franklin, & A Narrative of the Life of Frederick Douglass) to the list for my 9th grader and feel that makes for a little more "high school" level experience.
HTH a little...
Importance of poetry in a British Literature course
in High School and Self-Education Board
Posted
Thank you all so much for sharing your thoughts!
I'm probably going to have to stop reading them, though, as I tend to second-guess myself and then take forever on the merry-go-round of decision making. LOL! Unlike her older siblings, this daughter simply won't be able to indulge in a feast of British Liiterature. She'll have a nice meal, and that will be fine...right?( In addition to being dyslexic, she's also extremely gifted in the performing arts and has to have time for voice, dance and theater.)
Someone please tell me that a light British Literature course will not scar her for life!