How do you credit subjects studied *all* the time. Specifically, I'm thinking of . . . Sewing -- I had really wanted her to take an art class b/c I see in her a strong creative streak but all my encouraging/prodding has been for naught (I even appealed to the sewing teacher on the grounds that it would help her in designing clothing and drawing patterns but I'm assured that art class isn't necessary). She takes sewing now which has turned out to be a wonderful outlet for her. We take sewing every week year around (off for vacation or holidays). For one hour per week my daughter sews under the direct tutelage of the instructor. At home she spends about an hour or two per week w/o instruction. She spends some time working on the new skill and some time working on previously learned skills. In other words, she spends some time working on her new project and some time making things she already knew how to make. There isn't a set curriculum. We choose projects and learn the skills to make them. We do this year around. This may be an odd question but what about violin. Is that extracurricular? We do not count it as extra curricular at all; it's part of the core. I know schools don't think of it that way, though. She plays both vioin and fiddle, two different curricula. Instructional time is divided roughly in half. Sometimes fiddle gets more attn, sometimes violin. It's an hour per day of practice and a 40 minute lesson per week. She has violin lessons Jan - May as described. In June she has a violin camp for a week of several hours per day of direct instruction plus practice at home for the end-of-week performance. August is off. September -November is on and about half of December. It's a lot. Classical has a book and so does Fiddle. However, we have a wonderful teacher who lets her find a lot of other things to learn that just strike my daughter's fancy. Also, in the past she has participated in Honors Orchestra. This is an enormous time committment (which is why she didn't want to do it this year). If she adds that back in next year, how does that change things? Sorry, I've never considered credits before!

Hmmmm . . . did not know that. Thanks!

Thanks for the tips, guys! It's gotten worse, though . . . I've been looking and now I don't think I can live w/o one! I want the one with a screen and camera!:drool5:

Ohhhhh, anyone want to post a recipe or attach a link? Those look good!

Is this something you do b/c you have to report to a school system or something or is it something you do b/c, as everyone obviously knows, you have to keep track of that for transcripts. If it's the second one . . . I didn't know. Is this something I should be doing? Why do you do it?

Well, how does a student get higher than a 4.0? Did it say and I just missed it? In college I had a number of "honors" classes and not one of them was "just" for making an A. I mean, that is hard enough work, I guess, but it is what we ought to strive for anyway. ALL of my honors classes required work above and beyond (extra projects or research usually) and still got graded on the same 4.0 scale everyone else did. Oh, in addition to the extra work, some adjusted the A range from 90 - 100 to 95 - 100 but no one ever just said it was honors just b/c I got an A. or a bunch of them. It was a lot more work and pressure than that. For my own kiddo, I don't think I would offer honors just for run of the mill work. If she gets a A I expect that. For one, if she doesn't understand we do it again until she does get it. For another, I just expect her best work. period. I mostly get it but not always. To get an honor, she'd have to go beyond that. For Latin and now Greek she takes the class, studies the text book and goes the extra mile to study for and take the NLE and now NGE. I could consider that honors, maybe, if she makes the grade. For German, she just does the book work and nothing else. Even at an A, which she very easily gets, I wouldn't call it honors. no way. For biology this year I might consider honors IF: she completes the basic required text work with an A, selects a project to research over the course of the year, documents her research and writes a paper, and presents that paper (even if it is just to me and Dad but I'd perfer another forum) AND gets an A or does A level work on that research work. It's not just an A and it's not just a lot of As across the curriculum and it's not just extra work. It's going above and beyond and still getting the A. And it is hard work and hard to do and when it is done, I do feel it should get an an Honors distinction. And when basic work gets an "honors" distinction, it really dilutes the whole thing and the very word "honors" isn't worth . . . anything. imho

I just cannot understand the appeal but my daughter LOVES them.

What do you do with the almond/date paste left over after draining? I'm getting ready to make my first batch and want to go ahead and plan for the left-over stuff in case I need to get ingredients I hadn't expected.

I CANNOT believe you just posted this!!! Thursday, yes, two days ago!, I went to the library to get Huckleberry Finn. There was not a single copy of Huck Finn but a copy of Huckleberry Finn and Zombie Jim. I cked the catalogue and my branch doesn't even own a copy that might have been checked out. I went to the librarian and said, "I want to tell you the saddest story I know. You may need a tissue. You have not one single copy of Huckleberry Finn but you have Huckleberry Finn and Zombie Jim." She laughed. I said, "You're laughing. It's a sad story!" She said, "I'm only laughing to keep from crying."

Subject: Apologia Biology. Requirement: $316 microscope set. Conundrum: next two years of science do not require microscope and after that, it only *might* require a microscope (depending on which ap science she chooses). So I don't really want to fork over $316 for a microscope we'll only use for one year. On the Other Hand . . . I want to provide the full biology course experience with all the hands on, discovery, and ah-ha moments that make science interesting . . . and full credit. I want the microscope and the microscope experience but I don't want to pay for it. Alternatives?

THANKS!

For those of you in the early chapters, I want to encourage you to hold on through the graphic organizing of the if thens, et c. -- Get the TM if you don't already have it. -- Memorize the definitions. -- Work through the if/thens very slowly, keep notes, and refer back to your notes to work problems. -- Hang on to chapter 3, I think, then every thing works out. Know that all the symbols and if/thens are not the entire program. Sense is coming if you hang on a little longer.

http://wikis.engrade.com/nctps This one is for Physical Science but I sure wish I had the same thing for Apologia Bio. :bigear:

I think it could be used with a 6th grader. *I think.* It was no problem for my 7th grader and she could surely have done it the year b/f she did. The review above is accurate as I recall our experience. I made these comments about it recently: I can't remember exactly which lessons we did board vs writing vs oral but in general . . . In the first several chapter there was a lot of board work and writing of definitions for us. The board work really consisted of us working through the examples together and filling in the grids. Then we did them on paper independently and compared and then discussed more. After that is was mostly discussion and between CT and our Socratic discussion class, we had plenty of dinner time discussion! The final few lessons where she was to choose a position, we discussed the samples and the first few problems. I let her read through all the problems to be done and choose two of toward the end. We discussed all the other problems except those and then she wrote out responses for the two she chose. We also set up a debate for the end of the book. We decided on the question, "Should [insert name of 13 year old daughter] be allowed to watch PG13 movies?" We debated and Dad was judge. I really made me want a debate team for her. Anywhoo . . . that's how we did it. (my daughter was 12 when she started this book and could easily have done it at 11 but her thinking would be less mature.)

Oh, what wonderful literature you'll be missing. Yes, I do teach these books and I teach and model the information my daughter needs to understand their place in our world. I wouldn't judge another mom's choice of not letting her children read them but I'll tell you this . . . when my daughter was in a play recently and one of the kids called the other a "retard," she felt her response was heavily influenced by our discussions of Tom and Huck. We've read Uncle Tom, now too and while I think, b/c of the maturity of the content I wish Ã'd waited on that, I would never deny her that gem at least later. A lot of people don't like Uncle Tom's Cabin, by the way. I've read here that many don't care for it as literature at all. My opinion on that is 1) Like it or not, it is a book that heavily influenced our (US) history. 2) Read through the eyes of a Christian, the extended metaphor of suffering and ultimate sacrifice is beautiful, if difficult to read and 3) for those of us in the US who live very comfortable lives of plenty and excess (seemingly) far removed from the horrors of slavery, it offers a view of slavery that at least brings to the forefront sufferings that are too removed from the lives of our children to be appreciated by them. You can say that slavery is a horrid thing but in Uncle Tom's Cabin, you can see it unfold. I do think some children read it too early, though. It's on the Angelicum reading list for 7th and imho, that was too early -- not for the technical reading level but for the content. Yeah, the N-word (and a lot of other words) are not to be said but that doesn't mean that they haven't been said and that knowledge of the history and usage of that/those words isn't . . . edifying.

I can't remember exactly which lessons we did board vs writing vs oral but in general . . . In the first several chapter there was a lot of board work and writing of definitions for us. The board work really consisted of us working through the examples together and filling in the grids. Then we did them on paper independently and compared and then discussed more. After that is was mostly discussion and between CT and our Socratic discussion class, we had plenty of dinner time discussion! The final few lessons where she was to choose a position, we discussed the samples and the first few problems. I let her read through all the problems to be done and choose two of toward the end. We discussed all the other problems except those and then she wrote out responses for the two she chose. We also set up a debate for the end of the book. We decided on the question, "Should [insert name of 13 year old daughter] be allowed to watch PG13 movies?" We debated and Dad was judge. I really made me want a debate team for her. Anywhoo . . . that's how we did it.

They'd have to pay me . . . and even at that only for certain books, like mommy twaddle.

:bigear:

that we've never done science before; that we're entering 9th grade; and that we want a good, solid, strong Science for a smart kid with college aspirations. She's good in math, voracious reader. What should we choose?

Our all-time favorite is 221B Baker Street.

I'll xpost on Jr High board, as well. Sorry. We did OSU German for last year. My daughter and I are students togtether. My daughter loves this course, likes her tutor, picks up the material very easily, does well. I slog along. I find that it doesn't offer enough independent practice for me but I can live with that, I guess, as long as it's working for my daughter. However, my complaint is that I find a bit of the material too mature for my daughter/our family. Of course my daughter wanted to see Lola Rennt ®when we got to that chapter but that's a no way! movie for her. Also, a couple of the music videos are not what we'll allow. So, while it hasn't been a huge issue, I wonder if anyone else has felt the same and what you decided for German 2. Could we expect more of same for 2? Did you try something else? I'd love to hear!:bigear:

I'll xpost on Jr High board, as well. Sorry. We did OSU German for last year. My daughter and I are students togtether. My daughter loves this course, likes her tutor, picks up the material very easily, does well. I slog along. I find that it doesn't offer enough independent practice for me but I can live with that, I guess, as long as it's working for my daughter. However, my complaint is that I find a bit of the material too mature for my daughter/our family. Of course my daughter wanted to see Lola Rennt ®when we got to that chapter but that's a no way! movie for her. Also, a couple of the music videos are not what we'll allow. So, while it hasn't been a huge issue, I wonder if anyone else has felt the same and what you decided for German 2. Could we expect more of same for 2? Did you try something else? I'd love to hear!:bigear:

I don't know if this of interest to you but our local astronomy program uses binoculars for moon gazing.

Okay, she has to write a bio for herself and her character. We've never done this before so have no idea what to write. She also has to include her answer to, "If you could be any fruit, what would it be?" So far, the general culture of the children's theatre, director and support staff is . . . energetic, hilarious, super friendly, politically correct. So, how is this for a teen girl who wants to be funny and hasn't acted much outside of church? Everyone has always told *Name she is an angel and it just happened to come true in The Worst Best Christmas Pageant Ever . . . Twice! In addition, she has graced various church plays with her unique presence masterfully bringing to life angels, townsfolk, and the odd camel. Not limiting herself to the stage alone, she has brilliantly scripted and acted skits to perform with and for friends and family. Just as the Bard says, “All the world’s a stage . . .†and *Name is proud to prove it . . . everywhere, everyday! When asked which fruit she’d most like to be, she was quoted by PEOPLE as saying, â€If I were a fruit, I’d be a pomegranate pip or a grape . . . so I could have all my friends with me!†*Name has simply adored this acting experience and hopes to continue her *Theatre career with Treasure Island and more. :bigear:

Interesting, thank you for posting that.