2_girls_mommy
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Posts posted by 2_girls_mommy
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We did a planned unit study on Earth Science one year for summer vacation. It was something aimed at like 3-6th grades, but my odd may have been going into 7th grade?? I can't remember exactly. But it covered Bible, poetry, earth and some biology science. I was needing an Earth Science unit because it was something I felt was lacking for us at the time. It was scheduled for like a 6 week study, but we drug it out. I would think cutting out activities could have put it at 4 weeks. I would just pull anything you felt was lacking and start there. You have some good ideas.
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Or if you don't want to buy the activitiy book, the Well Trained Mind also has book suggestion lists. But I think the lists in the AG are best tied to the topics.
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We have done different things different years. Some years I had my own kids plus babysitting kids and my own infant. This year, my olders are out of the house working, so I just have one kiddo at home. So this is my general plan:
June: First two weeks, a mostly break for her. I will be using these weeks to do housework, decluttering, planning for next year, and doing a project or two that I have put off until summer. These are my only two full weeks at home. I may still have to drive my 16 yr old or pick her up some weeks. In the evenings there is tennis once a week for ydd and dance classes for the mdd. My odd may do some of the driving since she is home for summer, around her work schedule. dd7 has been invited a friend's VBS, but I am thinking of skipping it just because of the driving. I really think free play here and helping me might work better for me, even though she isn't a lot of help, lol. Just mentally, all of the driving wears me down when I have other stuff to do.
June 2nd two weeks: Our true summer schedule begins: We have swim lessons at 9:00 each day Mon-Thurs. In past years I would also purchase a pool pass, so that we could swim after lessons for an hour or so. I haven't decided on that yet. But it is likely. We would usually go to swim, come home, eat breakfast, do morning chores, pack pool bags and snacks or lunch, then head to the pool. Once home, clean up, rest, then do some schoolwork. I used to do read alouds and a unit study with crafts. Some years it was just a daily writing journal, whatever I wanted our theme to be for the summer. On days that the library had kid days related to the summer reading we would head there in stead of the pool. My guess is that the library classes are still not meeting because of COVID, so instead my dd has been doing their online zoom activities. We will keep up anything they offer. My 7 yr old will keep up math, phonics, and reading around the swim, summer reading activities through the library, occasional homeschool meetups, and whatever else like dr. appointments. I need to finish reading SOTW and do a fun children's literature book. I haven't picked one yet. There are so many good ones.
Fourth week of June: a day camp that I work at, so she is there all day, and I work there.
Fifth week of June/first of July, back to swim lessons schedule
Then into July, more of the same. Somewhere on a weekend we will do a quick campout. Can't be longer unless the older two happen to get a long weekend at the same time which is unlikely besides on the 4th, and we aren't traveling then. Also in July, I will probably need some set up time for the new year, so I may take the last week to plan out late summer/early fall stuff.
I will use my camp money to purchase curriculum for the fall.
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We did the four year cycles and used the output recommended in WTM almost to the T in middle school/logic stage. I don't see a lot anymore who follow it here, but it really worked well. It covers the cycles in full, plus continues to work on the writing skills, plus gives a lot of flexibility as their weekly summaries ( We didn't do them weekly, lol,) could be focused on anything related to the readings, so my kids really got to explore whatever was interesting. I have learned so many interesting things like about women samurais and ninjas along the way, lol.
In high school, we actually really did stick with the cycle, but it still allowed for flexibility. For my mdd, a creative, arts focused kid, we were inspired by a lecture we attended at Mt. Vernon one year, and our Modern History/Am. History year ended up being centered around the history of fashion. I found an amazing unit study that was designed for one semester, that we added to to make it actually a 1.5 year study that covered our history, fashion electives, writing, and arts. It was amazing. For this year, which is back to an ancients year, she is doing a Great Courses Mythology Course. It keeps her in the ancients. For her literature and writing this semester she is reading and writing about the Illiad, and of course it all touches on history, but she isn't actually getting another history credit, as she has enough, and this was more interesting to her this year. So just an idea. I am back in SOTW1 with my elementary kiddo, and this keeps older sis still in the family cycle and in related materials, but with a focus that fits her better.
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I don't know any threads to go look for, sorry. It has been a few years since I have been on those. I have finished high school with one kiddo, and am finishing up with the next one. I am in college applications/elementary school mode right now.
But I will say, that I really followed WTM quite a bit for middle school, with our own needed changes, but the same general scope and sequence, and a lot of the actual recommendations for history/literature. I really did most of WTM style history/lit all of the way through high school, plus the whole logic and rhetoric with my oldest who went on to study classics in college.
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5 hours ago, Emily ZL said:
Yes, this is all very helpful! Thank you, it's exactly what I had in mind. Lots to read through. My oldest will only be in 6th next year so I do have some time. And he is doing well with his skills and independence.
Random follow up regarding colleges wanting 2-4 years of the same language... We do Latin (and some Greek to a lesser extent), and I had planned to continue that up to at least part of high school, and then after a certain point (not sure what) I was going to let him transition to a modern language and just study that modern language for the remainder of high school. Does that sound like it would cause problems? He doesn't have to go to a selective/competitive college per se, but we (parents) are ivy league/top 10 school grads, so even though I think all that is super highly overrated, I don't want to preclude it either.
One of mine got four years of high school Latin credits. I started her high school credits in 8th grade even though she was doing high school Latin before that. I just couldn't count younger years, so the years of her 8th-11th grades got credit. We backed those years up with National Latin exam scores. She did one year of Spanish her senior year for something different. In college she is studying languages. She chose a degree that requires 4 years of an ancient Language and four of a modern, and she went with Italian for the modern, so I am glad she got a spattering of Spanish at least over the years. Bonus, the college she is in put her in one semester of intermediate college latin and said she has had enough for that degree with her high school studies. So that saves her some time and money.
My next will not be going into languages or an honors college. She did Latin from an early age along with sister, but burned out around 8th/9th grades, so I gave her one year of high school credit for those years, then she moved into two years of Spanish. So she has a bonus language credit with the one Latin. ( I didn't giver her two credits for 8th/9th based on her National Latin exam scores.)
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I do think a lot of things are really just the same ideas packaged differently though. The CM nature study thing is a lot like all of the nature schools now. The new stuff probably leaves out the religion. I think a lot of the newer stuff is secular versions of older homeschool ideas. Workboxes are an organizational tool. Everybody needs organization. I never had the space or the time to try that level of daily organization. But I can see the helpfulness. In the older days when I started homeschooling the Managers of Their Homes thing was big with the colored sticky notes calendars. Again, I never used the exact system, but there have been years that I needed that level of organization to even attempt all that I needed to get done in a day. I saw some used copies of the books at a used sale the other day, and it brought me back to my early days of seeing it everywhere.
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3 hours ago, Meriwether said:
When I started reading online, workboxes were the big thing. All those shoeboxes.😄
Oh yeah, I forgot about that!
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On 5/14/2021 at 6:08 AM, HomeAgain said:
I think it seems to go in waves. Specific curriculum, yes, but there is always a growing philosophical trend behind it.
Literature based/family style was huge for a while. Sonlight was the standard, FIAR up there, HoD to a lesser extent, and the more relaxed reading through the subjects. That was in kind of a weird Sharks/Jets relationship with neo-classical, which was rising. WTM methods, Memoria and Veritas, My Father's World...
Neo-classical folks started splintering off, and the literature folks joined them to find Charlotte Mason ideas in a more CM centered program: Ambleside, The Alveary, and the spin off of those that incorporated elements of CM but were more comfortable to new folks- Torchlight, Gather Round, Build Your Library..I'm sure Biblioplan fits in there, too.
The big trend now is the nature-based: Blossom & Root, Wild Math, that sort of thing that people can shove to the side when it gets to be a month of -15 degrees and the idea of going outside to do school is not appealing. It's balanced with the other extreme: Time4Learning, MobyMax, and whatever the new, $10/month online, will-teach-your-child-everything-in-15-minutes-a-day-and-make-it-fun program is out there. I noticed a decent showing about Night Zookeeper last fall that seems to have petered out to non-existence, but I haven't paid attention to what has taken its place yet.
We've been around for awhile, and this kind of sums up the things I have seen. The nature thing is big now, all wood toys, no plastic, oh and minimalism is so popular in regular life that I have seen it tryng to be expressed in homeschooling. Which is so funny, because as a homeschooler, I am a natural hoarder, lol. I need those milk jug lids for art or counting, right?
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Tuesday, bloody tuesday... I think I am going to make that a thing for the next few Tuesdays until dd16's late night Tuesday dance classes are over, since dd7's Tuesday spring tennis class now overlaps. So...
dd16 to work (dh took her on his way!)
take back library books- done
drop check off at bank- done
school with dd7, including library art kit that we picked up- started
pick up dd16 from work- done
finish school w/dd7- in progress
dd16- job interview on Zoom, in progress.
dinner out on Tuesday nights, then take dd7 to her tennis lesson.
dd16, ride with dh to her class. Work on math and ACT course at night. (the rest she is doubling up on on her non work nights til the end of the month when she is done with everything for this semester.)
laundry and dishes as we go. catboxes scooped and floors swept as needed. No cooking today, thankfully! Lunch was leftovers and I cooked a breakfast dish yesterday for this morning.
I need to do my Bible reading and some journaling for some down time.
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On 5/3/2021 at 2:50 PM, vonfirmath said:
Dishwashers. And the one we just got already has problems (less than a week after installation)
So sorry about your new one with problems! But yes, on dishwashers. Mine died during the height of the pandemic. Because we use a freestanding one, not an interior cabinet one like modern kitchens, and is a rarer kind anyway, it took MONTHS for us to finally get one. That was fun to handwash for months during homeschooling... not.
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I am going to suggest Thinking Tree and Dyslexia Games books. We discovered them for our dd at age 11 who was going through the same things. We let her use the horse covered core curriculum journal as a mini self set up unit study that year and added in dyslexia games and their spelling the top misspelled words workbook (along with some therapies and things we learned from a learning center we used.) The Thinking Tree journal does not teach writing, in fact doesn't "teach" anything at all. But they are designed for kids to start creating their own schoolwork and she LOVED it. We did not correct spelling. We set up parameters of what she could use to study for with her journal that year. We still did our regular English book that had writing instruction in it (Rod and Staff English) but at a slower pace, and it was a GREAT year. The journal has plenty of notebook style freewrite pages but in small amounts. The one she used had a lot of pictures to make up a story about, and she reall connected with the old fashioned pictures of girls to make the the little stories about. She wrote lots of little stories putting herself and her sisters into them with the picture prompts. And I saw her using what she was learning from the English book without being told, like using proper punctuation and adding conversations and such. It made a big difference for us that year.
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Different years different set ups. This year my two homeschoolers are ten years apart, so I do math completely separately. Most of their school is completely separate. I do school with the lo in the mornings on the days that the older one is at work and work the older one on what she needs me for when she gets home. On days she is home all year it depends. For much of this year the older one needed me one on one for math, and she will for at the least the first of next year. THen she gets to a point, where she can carry on the lessons because they build on earlier lessons and can go most of the week without me, maybe needing me for an introductory lesson on a new topic only. So in those cases, the little one usually just has free time while I do math with older one. My little one does sit in for listening to older's other subjects with me though. She likes listening to her mythology Great Courses videos, listening to us read together, and practice Spanish.
When I had two closer in age but still at different levels in math, sometimes I did all at the same time
on the same subject, and other times, probably more often I had a schedule set up so that one could be doing something independently while I worked one on one with the other on math and then switched throughout the day. -
On 5/6/2021 at 12:35 PM, cintinative said:
I don't really know how to answer this. I think my kids are just not the type to show a dramatic love for anything. My kids might like a teacher but the way they respond to that might cause other people to think they are indifferent about it. They just aren't wired to be excited about things. My friend's kid would say, "I just can't wait to learn math today!" My kids have never been like that. They would say they like youth group and video games, and if pressed that they like reading, art, and science labs (sometimes) but they would never go around saying, "I really like to read." High praise from them is "it's okay" and the very low end is "I hate this, can we burn it?"
I've got one like that especially, and one that when around the first one is more like that, but without her around, is actually a whole more excitable, lol. But funny thing is, I have noticed something. Here is an example. We go birdwatching as a family a couple of times a year. We look for bald eagles every few years when they migrate through. We took two full days, and drove across the state practically a couple of years ago to a couple of reserves until we saw some up close and personal. Unexcitable child was grumpy much of the two days. And when we finally found them at the end of a long day number two, didn't even get out of the car for very long with the rest of us to watch and admire them. The next year she called and said,
"Are we going eagle watching this year? That was fun." So she has good memories of our learning, our bird watching, our family traditions, our homeschool, our art projects, even when she is unexcited or even sometimes downright grumpy through them. This wake up call was amazing to my soul. So we just keep powering through those things!-
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On 4/25/2021 at 6:17 AM, Quill said:
When I was here originally, many posters were very conservative, large family homeschoolers. A lot of the posts had to do with topics specific to Christianity. Many of the posts about culture were argued from a scriptural/faith standpoint. The “CC” label was used quite a lot, to alert readers that the poster was askin a question from a Christian perspective.
There were also a lot more anti-vax people (I was one, too for a while) or others doing non-mainstream things like girls wear dresses only, or eschewing birth control.
I also think this group is much more humble now. It seemed long ago like there were a lot of “perfect parents,” who thought they would never have an issue with their kids because they were following god’s will. Or maybe that was just me!
I think homeschooling in general was still that way back then, not just this board. I started attending homeschooling conventions in 2006 or so, and I am what I consider a conservative and a Christian, but I was not a Conservative Christian, if that makes sense, I am from a mainline denomination. The board is much less conservative than I am these days, lol, but I am glad that I am not standing out at homeschool events anymore because my kids can wear shorts or watch Disney or can go trick or treating. It used to be hard for us to find a place where we fit in because our denomination isn't full of homeschoolers, and it was just something that I personally felt pulled towards.
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On 4/22/2021 at 7:34 PM, Joker2 said:
I found this board after reading the book when I started homeschooling my dc. They were in 1st and 3rd grade - now they’re both in college. 😳
Me too, but only one in college so far. I homeschooled for prek and K without a real direction, still researching, and I came to the book WTM after realizing many people said WTM suggested Rod and Staff English and I was already using R&S math that I had discovered at convention. So I read WTM, and realized I really identified with how it taught everything and how it gave me a framework without being boxed into some currculum's boring daily checklist. It taught me how to teach and gave me a framework of what to teach each subject. So we started first grade and preK that year on WTM's rotations, and have gone through them fully three times, with my oldest being in her freshman year of college and my youngest starting this year on our fourth time through the history/science rotations with SOTW1 for her and Great Courses Mythology for my current high schooler.
I must have joined the boards around then, when we started 1st grade which would have been in 2006.
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I printed out a recycling sorting game for my dd7 that I can save and use with her scout troop (because I thought as I printed it out that I was using paper up, lol. )
And both my dd7 and my dd16 entered are entering an art contest on recycling with our zoo that is due next week. They worked on that today. We already garden, compost, recycle, etc. We just discussed with dd7 why we do certain things and what goes where for recycling with the game.
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- It has been a while since I had a logic stager, but I will have one again in a few years, so I will go through it again. Both of mine did not do the exact same things all of the time, and sometimes we switched it up. But for the most part for history, we stuck to SOTW logic stage suggestions. So they outlined the Kingfisher encyclopedia, but not every chapter. We would do it for awhile, focus on it together and do maybe one a month, sometimes, not even that much. But we read each week. They chose a topic to research further and they wrote a few paragraphs summary which was filed into their binder under the appropriate section (we used the WTM tabbed sections.) They each created their own timeline book as we went. I used a blank timeline book from Miller pads and papers, around $10, so that they each had to spend time writing their own. And they each had a Geography Coloring Book they had to read in and work in. They worked in these books all the way through high school, and still never completed all that was there. But I have them read about and work in maps to do with what they were studying. They each had to do presentations, at least one a semester. We usually did these at homeschool group presentation nights. We did art around history as much as possible still in high school, choosing some really good projects that went with the studies.
- For science, we did different things. I liked Memoria Press 6th grade science. I liked the Tiner books as read alouds alongside whatever science text they used. I did require writing in middle school, but since they did so much in history, not all that the books required. My mdd really liked Apologia Notebooking journals when homeschool group did Apologia, so from those, we got into using Thinking Tree journals because we can use any Thinking Tree journal with any curriculum we are using, instead of having to do Apologia science. But co-ops always seem to use the Apologia. The one year we did the Berean Science, I really liked it. It said grades k-6, but my dd used it in 7th grade because co-op was using it. Because she was at the older level, I did have her do the older notebooking writing for every section, and she did every lab activity on her own at home, plus whatever they did at co-op. I would definitely use it again for upper elementary, early logic stage.
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I use the Rod and Staff 1st grade reading and phonics programs over k and 1st with all of my kiddos, including the workbooks for each subject. In 1st and 2nd the phonics and reading program are tied heavily together, and since I already liked the R&S math and English, I just went with their phonics (which I ended up really loving the thoroughness of) and their reading which is all Bible with my 1st kiddo thirteen years ago, and I am still using the same combination now with my last 1st grader. I spread it all out. The phonics has two worksheets plus spelling exercises. The reading has two worksheets in each lesson, plus additional exercises sometimes, plus an additional cut/paste worksheet tied to the reading story. Instead of doing all 7 of these a day over 1st grade, I start it all slowly in k, alternating daily between the subjects and work through them into the next grade.
Since I pretty much follow WTM, the Bible stories in grade 1 tie in very well with SOTW1 ancient studies, and I have loved the combination. In the past, I always dropped the reading program after we finished the 1st grade and moved into WTM reading real book suggestions. I now own grade 2 readers and will have my dd use them for read aloud purposes this time around, but will not do the reading workbook pages. I think the R&S English and Spelling along with doing copywork/narration/and moving into dictation in 2nd and up works fine. We do those exercises from history and from literature.
I like the R&S reading. One of mine was already well before we started the program, and I used it strictly for the content of the Bible stories and little bit of grammar introduction that the reading program introduces. The next one of mine really learned to read with the R&S phonics/reading combination, and we relied heavily on the t.m. and did all of the exercises and flashcards and such. It does use some "sight" words with each lesson so that the child can read stories beyond just CVC books. (I use Bob books for straight phonics readers when mine are very young readers too, because I appreciated the pure phonics approach,) but the phonics instruction and reading practice in the phonics program side is all phonics based, and the reading section uses all of the phonics the child has learned, and relies less on the sight words as the phonics progresses. My current 1st grader started the phonics/reading combo shortly after turning 6. Her only reading before that was letter of the week programs and Bob Books. She took off after a about a month of the program at half pace. So it has worked well for all of mine at this point.
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It has been almost four years since my last time through SOTW2, but I always think of it as my favorite for activities. We've made illuminated manuscripts, learned calligraphy, build model castles from cardboard boxes (life size, that was my idea from some large donated cartons, not a SOTW project, but we learned about castle defenses and challenged co-op classes to design defenses for their castles. )
I love books from the library with great pictures, but daily, in just reading at home with my kiddo, to enhance it, we look at the internet, I am currently in book 1 with my dd7, Last week was Roman Construction. We looked at several roads online that are still there, and we will make the model road of five layers project from the A.G. I find there is so much that is not cut/paste, that we have to space them out and just pick one or two a semester. But for day to day, my little one likes the board games in the books. They are really just roll a dice and answer questions type games, but she enjoys that, plus looking up on the internet, watching some documentaries from National Geographics, and reading library books keeps us steeped in history here. We just finished a three part docu on Greece from Natl. Geo. from Disney plus, are reading Greek Myths to Read Aloud ( a SOTW suggestion that we ended up buying so we could read them all...) in our bedtime reading stack, and planning the Roman Road construction when we have some time, plus looking at the online pics at each reading session and of course using the globe while doing the mapwork and such. Mine does not always color the picture, but it is there if she wants it.
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Every time I look at state standards for a subject, I can see that I have covered it in some way or another. Honestly, even in our state history standards, where it had very specific things like compare a certain musical that includes our state to modern literature, we had done that in that my kids had performed parts of that musical in a co-op class, and we had watched the whole thing, learned the songs, and compared aspects of it in everyday discussions about it.
State standards are not hard to be met. I had a public school high school english teacher come over and look at the things I had done with my graduating high schooler to discuss how I had covered each step in our homeschool and assured me that I had met them all, and helped me know how to word all of that in course descriptions (which aren't necessary most of the time, but my dd was applying to some very selective programs...)
So even in subjects that I covered with no curriculum, we had met the standards with library books, projects, co-op classes, etc.
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I am very flexible, but do not cheat. A day that my 1st grader learns and practices math and reading and writing and explores the world on field trips or at co-op is school. We only do math 4 days a week anyway, and sometimes 3 on field trip weeks because of co-op one day and the field trip one day. We make up those days by starting our math curriculum a month before co-op starts and doing 4=5 day weeks of it to start the year off and doing it for a couple of weeks after co-op ends I use curriculum and experiences and outside activities and co-op classes as part of my curriculum. So I don't have to complete a 1st grade purchased curriculum to prove I did 180 days of school. I record daily what my kids do. So some years if my 1st grader has a library STEM class or a library storytime once a month or once a week or whatever, that might be their LA or their science for that day, even though we are doing another curriculum at home for the year. We obviously won't do every single lesson in a particular curriculum when we do those things. But said student is gaining education in other ways those days.
My high schooler has a very creative schedule to get her job, dance rehearsal hours, co-op, scout projects, etc. in as well as her school. But we use those as part of her curriculum as much as possible (filling out job applications, paperwork on scout projects, resumes, college application essays, etc. may be her English for a day if she spends a long time on those.) She may do math on Saturdays on a week she works a lot. I still give her five days of school credit, even if she spreads it out over 7 days.
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So, we have always co-oped, meaning four days of school at home, one at co-op. Co-op day is usually co-op and extra curriculars only most years, even for my high schooler this year, so even her high school math is only 4 days a week. In the elemenatary years, we might have a day of a field trip or have a day of games for school only where math is covered in a different curriculum or a game format or review games or whatever, so we might only do 3 days of the regular math curriculum for one or two weeks a month. To compensate for this we do longer school years. We start our homeschool a month before co-op starts so that my students can get at least a few weeks of five days of math in and maybe some 4 day weeks before co-op even starts and to make up for those 3 day field trip weeks during the school year. We also go longer in the spring/early summer. We do not complete most curriculum (with the exception of like high school online courses of math, where every lesson is completed,) We might skip the last review lessons or first review lessons in a textbook every year, things like that. Sometimes co-op has a core class that they do there, then do homework each day at home. Sometimes is just an elective class without a super lot of homework, but some reading or projects during the week, and sometimes it is just pure enhancement and PE. But we have always made a co-op work for us because my kids like them, and I like them.
In LA, for us, yes, 3 days a week of regular curriculum is enough in 1st and 3rd grade because there is reading and writing and other LA activities going on the other days- if there is a library storytime class with read alouds and activities that is LA for a 1st grader, writing cards to Grandma or Valentine's day cards or copywork and or freewriting into journals are the types of things we do on non curriculum days to cover skills or reinforce skills in different ways. So child isn't only getting lesson 3 days a week, it is just that we don't use a textbook day in and day out as our only curriculum. We read together every night, including poetry, etc.
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21 hours ago, mlktwins said:
We would make tuna fish and peas (in a cream sauce) here. Or it would become coffee creamer 🤣!
yes, as a coffee drinker, I would just be having some very creamy coffee for the next two weeks.
Clean up the school room/area/materials challenge?
in General Education Discussion Board
Posted
Ok, I am in. We had a dr. appt today, so am just now getting to school, but I have a big list for the course of the first two weeks of June. My odd graduated last year, and her school shelf set up is still there from the 2019-2020 year. I could really use that space. I did haul a big tub of books to a used book sale and sold ten items only, but did better in a consignment sale, so I will do another consignment sale in August and hopefully sell a bunch there again. Plus our homeschool group will do a book sale day when we start back up, so I am ok, with just boxing things up for sale for now.
But to dos:
1. Clean off college girls' homeschool shelf, decide what to file, what to toss, what books to sell and what to move to mdd's school shelf for the year, or what to store. But take it all down.
2. Write up dd16's records in her Well Trained Day planner. We write day to day what she has done. I want to fill out the end of month summaries to record how many volunteer hours, field trips, and special projects she did each month for our records as we are getting closer to writing out those scholarship applications and college essays next year.
3. Get paperwork filled out for ACT for accomodations, and get a letter from her therapy center before the June deadline.
4. clean off dd7's school desk. File papers, collect and store used workbooks, etc. Decide what of hers that I can sell now that she is outgrowing preschooly things and add to the sale bucket!
5. Register for the next consignment sale.
6. Get the parent taught driver's ed final set up and select a test date for dd16 over the summer.
7. Order dd16's chemistry set and audio book for next year.
8. Order dd16's spelling from IEW for next year.
9. Buy dd7's phonics for next year.
***** Ok that is an all summer big projects list. But I will be doing the cleaning stuffs and the most time critical to do's in the next two weeks. Planning and ordering can sit on the back burner. Just getting it off of my mind.