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JHLWTM

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Everything posted by JHLWTM

  1. I have similar questions to the OP. DD is currently going through MP's Classical Composition, Chreia. It is "writing," but it doesn't teach essays, research papers, literary analysis, etc. I feel at a loss for how to teach those other types of writing. (I love literature, but my background is in sciences, so I don't have a a good idea of how or when to teach the various forms/topoi of writing.) I also don't have a good sense for what kinds of expectations to have for writing output. I bought WWS and studied the first third of the program. DD is a strong writer, and I think the incremental-ness of WWS would drive her batty. I would love to find another resource that I could read that would teach me how to teach different types of writing, so I could assign appropriate writing assignments across the curriculum. We tried IEW in the past, but I found it difficult to use. I purchased Corbett's Classical Rheotirc for the Modern Student, and have ordered Engaging Ideas (thanks for the rec, @Penguin). However, those are college level texts, so I will they be of help for me at this stage? If I have limited time, is one better than the other? Should I go back and re-study WWS and figure out how to adapt it to my DD?
  2. DD and I went to Joann's the other day to buy some fabric. Quick 30 minute trip door to door. DS stayed home. DD is an introvert, so there isn't much conversation when we go out. But somehow, after we went, she was so much happier. I think she really did need one on one time with me, even though we barely talked.
  3. We are working slowly through an excellent series of books by Bob Schultz. They are not in-depth bible study, more like devotional books where the author shares a verse, then his reflections on life and practical advice for young men. I think 7th grade would be an excellent time to read them (my kids are younger, adn still enjoy the books, but I think they'd get even more out of them if they were older). We've really enjoyed them (even my DD). Here are links to the books: https://www.christianbook.com/boyhood-beyond-practical-steps-becoming-man/bob-schultz/9781883934095/pd/432001?event=CBCER1 https://www.christianbook.com/created-work-practical-insights-young-men/bob-schultz/9781883934118/pd/432003?event=ESRCG https://www.christianbook.com/practical-happiness-young-guide-contented-life/bob-schultz/9781883934132/pd/934132?event=CBCER1 I'm looking for something to use with my kids, Ages 9 and 11, during our morning devotional time next year. I looked at BSGFAA but they are very familiar with bible stories and I think they'd be bored with it. We are going through Young Peacemakers this year (love it) and will finish the last 2 chapters next year. I'd love to find another thing that we could go through together as a family. The Shepherd Looks at Psalm 23 looks very interesting. Does anyone have other suggestions for a slightly younger age group (age 9-11)? We've read Dangerous Journey (adaptation of Pilgrim's Progress). We will continue to work through Bob Schultz's books, but I like to have one or two other resources to alternate. I'm also considering Hind's Feet in High Places, but I'd love something that was directly "bible" focused. I guess I could go through and find scriptures to go with Hind's Feet as we read through it... Appreciate any other suggestions for the younger set!
  4. There is also LIterature At Our House. http://www.literatureatourhouse.com We haven't used this class, but have heard good things about it.
  5. Avoid the Dover Thrift edition for Helen Keller- the font is tiny. we've loved books printed by Seawolf press (search amazon). They produce classic reprints, and try to stay true to original pictures, fonts, etc.
  6. DD and DS made a stop motion adaptation of Animal Farm. The back cover of our copy has this quote: "All animals are equal, but some animals are more equal than others." They saw that, then started bickering over who would get to read it first. The stop - motion thing was entirely their own idea and they saw a complex project through from start to finish. We were so proud of the fact that they worked together to bring a complex idea to fruition!
  7. Do you mean WWE or WWS? I think you may mean WWS. If your child is in grade 9 and has already completed a high school essay writing program, WWE will be way to basic for her.
  8. OMG. I need a hug. Or maybe I need to dispense hugs to all of you who are going through it or have made it to the other side. Shower, snack, nap. I think that's what I need. When did the kids get first dibs on those things?
  9. Is this a dumb question? This is how I feel:. 😫 For context, DD is 10 (turning 11 soon), DS just turned 9. DD is definitely different this past year. I was trying to figure out why I am so exhausted, why I don't seem to have any down time. I realized it's because the kids no longer play well together. They used to be BFFs - all manner of creative play, hours of giggling. Now, it seems that DD often doesn't want to be with DS. DS ends up feeling hurt. DD will often say something snarky or passive aggressive (for instance, she'll say something curt and knowingly mystifying in response to DS's simple question, and that drives him crazy.) DS is an extrovert, so if he doesn't have DD, he seeks out either me or the computer. Where did my sweet, carefree DD go? These days, when there is free time, she's kind of drifting around the house, doing nothing in particular, looking bored or moody. If I suggest x, y, or z, she often rejects my suggestions, yet I sense that she wants something but doesn't know how to verbalize it (or perhaps isn't aware of it herself). Does this sound like a normal pre-teen dynamic? (I guess I didn't realize DD was actually a preteen. Kind of snuck up on me.) I think she wants more time with me. I need to figure out how to carve that out. Or perhaps she needs more time with other kids? We have activities with friends out of the house 5 days a week - I really can't imagine adding anything else without destroying myself. Is this normal? words of wisdom? It has made homeschooling much more difficult, because before, they could play together, but now it feels like they both need me all the time.
  10. Hello, I'm new to the Chreia format, and would love feedback on this piece so I can better coach my DD. DD is 10. I'm wondering whether the cause and converse are too general? I'd appreciate suggestions for how to give constructive comments. Thank you in advance! --- "I tremble for my country when I reflect that God is just." - Thomas Jefferson One should praise the wise leadership of Thomas Jefferson. So eloquent was he that he was able to write such great works as the Declaration of Independence. He inspired the American colonists to break free from the tyranny of Great Britain and form their own nation. He served as the third president of the independent United States. Thomas Jefferson's insightful ideas are so numerous that there is not time enough to name them. Therefore, consider only his wise remark about justice. Thomas Jefferson wrote that he feared for his land when he recalled that the Lord despises wrongdoing. Admiring his prudence, contemplate the benefits of righteousness. If a nation strives to be meek, it will profit from its wise choice. For a humble, submissive country will be blessed for its fear of God. Instead of being subject to the wrath of divine judgement, the nation will experience the favor of the Lord. However, if a country does not attempt to change its evil ways, it shall surely be punished. Those who consider only the present, thinking of the easiest courses to wealth, shll be caught unaware on the day of condemnation. For the Lord himself warned that his coming would be like a thief in the night. God's anger shall rage against the unrighteous, and they shall regret their choice to turn toward evil. Not only shall the wicked be tortured on the day of justice, wrongdoers are also chastised now. It is obvious that an irresponsible debtor who knows that he should return what he owes but avoids repaying his debt shall be thrown into debtor's prison by his creditor. Likewise, an unrighteous nation which purposefully sins and does not alter its choices shall surely face God's discipline. Consider the story of the unmerciful servant. One servant who owed his master a great debt begged to be forgiven. When his master cancelled his debt, he immediately began to seek eagerly for one of his fellow servants who owed him only a small amount. The servant who had so recently been forgiven threatened his comrade with imprisonment if he would not pay his debt. Upon finding that his companion was unable to repay what was due, the unmerciful servant jailed his debtor. When news of this cruel deed reached the ears of the master, he immediately commanded that the merciless servant be confined and tortured ruthlessly. So shall those who are evil be punished for their deeds. Even the Psalms do not fail to recognize the truth in Thomas Jefferson's saying. Psalm 1 declares, "Not so the wicked? They are like the chaff that the wind blows away. Therefore, the wicked will not stand in the judgement, nor sinners in the assembly of the righteous." These wise verses predict the fate of the wicked just as Thomas Jefferson feared the judgement of his wayward nation. Whoever wished that their nation may escape God's wrath must not only change any evil ways which they may follow, but also strive to right the wrongs of their country.
  11. You can also find Study Guides that go with the OUP books. I personally haven't found them helpful for our situation, but you can look at them if you don't want to invent your own wheel 🙂 Here's an example https://www.abebooks.com/servlet/BookDetailsPL?bi=22922623316&searchurl=kn%3Dstudy%2Bguide%2Bworld%2Bin%2Bancient%2Btimes%2Boxford%2Buniversity%2Bpress%26sortby%3D17&cm_sp=snippet-_-srp1-_-title1
  12. Try oxford University Press’s The World in Ancient Times, and Medieval and Early Modern World. These are series of books targeting middle school aged students. You can find them on Abebooks.com for a reasonable price.
  13. Are you definitely looking for an on-line class? Is your DD in school full time, and adding this class on after-school? I couldn't tell from your post whether you wanted a full ELA program, or just a literature supplement to what is offered at her school. What about having your DD read through classic literature, instead of taking a formal class? Here are some great book lists: https://www.mensaforkids.org/achieve/excellence-in-reading/ http://www.classical-homeschooling.org/celoop/1000.html
  14. DD will be 11 and I just signed her up for her first online class next year - Intermediate Latin I through CLRC. I'm also wondering how that transition will go, so I appreciate reading these perspectives. She prefers self-teaching, but I couldn't keep up with her in Latin, and I couldn't find good resources for self teaching after GSWL. I'm thinking that in the first few weeks, I may need to sit down with her after each online-class to go over the homework assigned and help her figure out how to divide up and "schedule" it during the week. Once she learns how to do that, I figure she'll be good to go. (?? Hopefully??) Up until now, I've given her a weekly schedule. It has a checklist for daily tasks, and a list of readings for each week. This year, I asked her to divide the readings up on her own, choosing which to do on which days, and that's been good practice for her in learning time management.
  15. DS did not qualify for an IEP because he was functioning above grade level. We were told they only do IEPs if the child is falling behind. He did qualify for speech therapy because his speech evaluation showed that he had significant articulation disorder.
  16. I tell my DD to mark them up. I read an essay by Mortimer Adler where he essentially said that you don’t really internalize a book unless you own it, and marking it is a way of owning and interacting with it. I’m taking about literature or history. Of course, I buy a lot of used paperbacks for this purpose. Ironically, though I give the kid license to mark her books, I’m usually the only one who does it. dS is not yet allowed to write in books. This is because if you give him a highlighter, he’ll literally end up highlighting the entire page... Many times, I “write” in the book on post-its, so it doesn’t mar things too much for the kids when they get to the book. With math stuff that I might donate or sell, I make them write lightly in pencil. For myself, I’m with Hunter - sometimes I chop off the bindings of books so I can carry around a chapter at a time. I’ve done this not with literature or history, but with guide-type books - like BFSU, or the SOTW activity guide. edited - I found the essay! Here it is https://laurencelibrary.files.wordpress.com/2011/10/how-to-mark-a-book-ma.pdf
  17. Me too! I'm starting to make my own study guides for next year. I love this part of homeschooling, but I also feel totally overwhelmed. My stack of books to read is so tall...
  18. Another vote for self teaching using Getting Started with Latin. DD10 has been able to work through it on her own and has really enjoyed Latin.
  19. DD will be 11, hard to believe! This is a preliminary iteration, probably too much, but still awaiting further input from DD: Math - continue AOPS Intro to Algebra Science - continue BFSU with younger brother. She'd also like ot read through David MacCaulay's The Way Things Work, and to go in depth into human physiology. We'll choose 1-3 body systems and use Guyton and Hall's Medical Physiology. Grammar - Grammar for the Well Trained Mind Purple Writing - Classical Composition - continue Chreia and Maxim, possible learn format of 5 paragraph essay, if I can get around to it... Continue copywork and weekly written narrations. Spelling / Vocab - Wordly Wise 9 - I proposed that she drop this, but she likes it and it doesn't take much time, so she'll continue Latin - CLRC Intermediate Latin 1 or MP ONline First Form Latin, not sure which... Chinese - continue with chinese school 2 hours/week American history thread: Joy Hakim's History of US, books 3-5 World History: trying to narrow things down from thsi list: Genevieve Foster's World of Columbus and Sons, Winston's Churchill's Birth of Britain, OUP Medieval Times Africa / Middle East, OUP Medieval Times Asia, Personal Recollections of Joan of Arc (Twain). She prefers narrative histories, and thus doesn't really like OUP's style, but I haven't found good narrative sources to use for the study of Asia / Africa in Medieval times.... Literature to discuss with mom: trying to narrow things down, current iteration: Beowulf, Ivanhoe, Black Arrow (Robert Louis Stevenson), Watership Down, Joan of Arc Poetry: Idylls of the King (though with Beowulf, that might be too much epic poetry...) Books for free reading: Adam of the Road, children's version of Canterbury tales, children's Don Quixote, 1001 Arabian Nights, Esperanza Rising, Boy Who Harnessed the Wind, Wonder, other... Other: Piano, gymnastics, guitar, art, Maker Club,
  20. David Macaulay has a wonderful series of books on architecture and engineering. Start with Pyramid or City - those are most accessible for a younger child.
  21. Oh! And Oliver Twist contains anti-Semitic references. My DD picked up on that quickly and it was an opportunity for us to discuss the issue. She actually would ‘edit’ the reference to herself as she read, substituting Fagin’s proper name in place of the offending reference. I can imagine that ‘hearing’ that reference in an audio book over and over might be really jarring and upsetting - I think my kids would be upset. You might want to screen the audiobook and see how they handle it.
  22. DD (5th grade) read Oliver Twist this year. There is a murder scene, so I read that chapter to her and (don't throw tomatoes!) edited the parts I thought would be disturbing. Kidnapped was much loved by DD, and I plan to read it with DS next year. N.B., There is some violence and not a small amount of drunkenness (it's a pirate story). I went through the book before hand and translated all the Scottish words by writing in the margins for her. That helped with comprehension a great deal. It also helps A LOT to learn a little about the history of the time (Jacobite revolt), otherwise the story doesn't fully make sense. Kim may be quite difficult for the average 10 year old unless they have some basic knowledge of Buddhism, Hinduism, Islam, Christianity, and the Great Game. There is a great chapter in SOTW 3 or 4 (I'm sorry I don't recall which book) that explains the Great Game. As with Kidnapped, I pre-read the book and annotated the margins with definitions / translations of foreign words. DD is enjoying the book. Many of the books you listed use archaic language or vernacular language that won't be readily understood by the average 10 year old, unless they have been reading that style of book all along. Perhaps I'm mistaken, but many of the books look like they come from the Ambleside online list. If you have already been doing Ambleside with your child, the language may not be a problem. Since your child will be listening to the books, some of the language issues may work themselves out if the narrator is skillful. I've found that a skillful narrator bring the story to life in such a way that you can sometimes infer the story line despite unfamiliar language. Even so, a little background knowledge will be helpful for the more complex books. Kidnapped, Otto, and Children of the New Forest would be my top picks for an adventure loving boy 🙂. Treasure Seekers is fun, too, though the story is more a series of mini-adventures with a weaker overall plot line - my kids found it a bit dull.
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