How to Study Your Bible for Kids, and, Lord Teach Me to Pray for Kids, both by Kay Arthur, who has authored tons of adult inductive bible studies, were very useful for us at the age of your children. Once you go through the first one, it really helps with digging deeper in the "just reading" of the Bible. 😉

Thx for that great detail on the applying/hiring process. That is sure to be helpful to others. And esp. -- congrats to DS!! 😄

I would really look hard at what the 1-year Bible certificate will help her with. It may totally be worth it just for the education/knowledge gained, and the opportunity to spread her wings and be out on her own -- but that can be a very expensive sort of way to gain that experience -- esp. if mom & dad are paying for some/all of it, or if DD has to go into debt for it. Could the Bible learning/education happen at home through an online program? Could the going away experience happen through a work-abroad kind of program? What about just getting a job and moving into an apartment with a friend and start living actual "adulting"? Or a volunteering/missions sort of program where her work there pays for her living expenses? What about AmeriCorps? Secular, domestic version of the Peace Corps; you volunteer (no pay, but are given food/housing stipend), and work in the area you apply for/are accepted somewhere in the U.S.; the length of your volunteering commitment (3-, 6-, 9-, or 12-months) provides a college tuition credit at the end of that time that can be used any time in the 7 years after earning it. (Our DS#2 served 9 months with a trail restoration group under AmeriCorps, and earned a $4,000 credit that he thought he would never use, but when he moved into wildland firefighting, he was able to use it to pay his tuition for an accelerated EMT course that was offered through a university, so he was able to use all of that college credit!) All that to say, do a lot of research with your 19yo, and have a lot of talks: - WHY does she want to go to college? - And what is her end goal, not only about college, but beyond? - How (or not) would a 1-year certificate from a Bible College help her get to those goals? - Why that Bible College? (is it just for the fun of a year-long "sleep over" with a friend 😉 ) - Has she done any career exploration -- both to see what's out there, but also how does a person get to that career of interest -- does it take a college degree? Maybe only on-the-job training, or a certificate, or an Associate's (AAS) degree? Or maybe not only a Bachelor's, but also a Master's and maybe a PhD? And if it does take advanced degrees, how would THOSE be paid for? If career exploration would be a good first step, check out the bottom of PAGE 6 of that College Motherlode thread pinned at the top of the WTM college board. Here are a few to get you started: CAREER EXPLORATION Career testing/counseling (2nd post links tons of resources for tests, exploration, curricula, etc.) career exploration How to explore possible career/major fits? Ideas for [putting together a] course on career research/planning career tests Best free or cheap career tests? Career aptitude testing free? How to explore possible career/major fits? career guidance How do you do career guidance as a homeschooler? College and career planning How to help students choose a career (responses include ideas for career exploration)

The "2 + 2" option -- 2 years at the local CC, transfer and finish 2 years the local university, all while living at home and being a commuter student -- was really the only financial option that worked for us as well. If one of your students *really* wants the "go away to college" experience, you might look into one of the schools in the Work Colleges Consortium. In this option students work on/near the college campus year-round to pay for their tuition and room/board. A homeschooling friend had #2 of 4 children choose to go this route at Berea College in KY. Berea has a good reputation, but you DO want to be careful about some colleges that call themselves "tuition free" -- because they then recover their costs through lots of extremely high "required fees" that are NOT part of a student-work-repayment-program. If your DC will be having to pay for college themselves, I suggest reading through some of those "alternative ways to fund college" threads that I linked in my first post up-thread. One option that comes to mind -- work at a company that has a tuition reimbursement program (Starbucks, Chipotle, Walgreens, etc.). Usually you have to have worked for the company 9-12 months before the benefit kicks in, and it doesn't cover all of the tuition, BUT... the son of my good friend worked at Chipotle for 3 years, and those last 2 years, each semester he received several thousand dollars towards his college costs. See these articles for lists of companies with a college tuition reimbursement benefit program: - Best Colleges: "40 Companies that Pay for College" -- article updated Feb. 2023 - Get: Schooled: "25+ Companies with College Tuition Reimbursement" -- article updated Aug. 2023

That is super she is able to make such great use of CLEPs! 😄 Just using your post here @Melanie32, as a springboard for anyone thinking about CLEPS: You do have to check what the university's policy is. Some colleges do NOT accept CLEPS that are taken WHILE also enrolled in the university. For example, my local big state university does not -- all CLEPS must be taken no closer than 3 months before starting at the university. Alas. In those cases, all of the CLEP tests must be taken prior to starting classes at that school. So, yes, for some people that means doing CLEP before starting college. So definitely check what the future university's policy is on CLEPs. Not only if they are allowed simultaneously while attending the college, or if they must be done in advance -- but also what is the college's maximum allowed "credits by exam" (CLEP, AP, and DSST tests for credits). And if that total "credits by exam" allowed is also part of a maximum total credits accepted from outside of the school -- so, transfer credits (from DE, or from college credits earned at another school) PLUS "credits by exam." If CLEP is a good option for a student's situation (good self-learners, good test-takers, the university accepts CLEPs for credit toward the major), check out the nonprofit organization Modern States, (mentioned/linked up-thread by @chiguirre 😄 ) which offers helps for taking CLEP tests, plus the ability to apply to have the cost of the CLEP tests reimbursed. That is awesome! Again just using your post here @Melanie32, as a springboard for discussing pros and cons of "outside" scholarships". 😉 - "inside" scholarships = those awarded by the college - "outside scholarships" = those awards by groups, companies, or organizations other than the college - "stacking" = a college policy which allows a student to "stack" all of their "outside" awards on top of the college's "inside" scholarships. so students get the full benefit of all free money awarded to them. Unfortunately, some colleges do NOT allow "stacking," and they DECREASE the amount in the financial aid package they would have offered to the student by the amount of that "outside" money the student is bringing in. When colleges don't allow stacking, over 60% of the time, the college first reduces the amount of scholarships/grants they would have offered to the student--but they still offer loans. Not being allowed to "stack" scholarships is not as much of a detriment (usually) to transfer students, as the amount of "inside" scholarships awarded to transfer students is smaller -- the # of scholarships available, and the amount of the scholarship. Plus, transfer scholarships tend to be one-time awards (good for one year). However, this policy really can hurt incoming freshman, as freshman scholarships are usually the more plentiful, of the largest amount, and are frequently "renewable" (good for up to 4 years, if the student maintains the requirements for the scholarship. If the college reduces that freshman scholarship it would have awarded, then all the student has is those "outside" scholarships for the freshman year (usually "outside" scholarships are 1-time awards). So the student is "out" the scholarship money for the next 3 years that they would have had from the "inside" scholarship--that the college did not award because of the "non-stacking" policy. Again, research, research, research each and every college that is a potential on your list!

@Farrar may also be referring to the potential missing out on the ability to apply for freshman scholarships, which are the largest awards and most often renewable awards (good for 4 years, as long as the student keeps up the scholarship requirements). In contrast, transfer students are only eligible for transfer scholarships which are more frequently much smaller awards (than freshman scholarships), and often tend to be 1 time awards. The difference between freshman scholarships and transfer scholarships can be quite significant. Yes, run the numbers and see if accumulating credits from CLEP tests, dual enrollment, and/or taking 2 years of credits at the community college and transferring to the 4-year university that accepts one or more of those options as credit towards the degree program is a better financial option -- or if landing a big 4-year freshman scholarship is what saves the most $$ on college costs.

^^ Nice summation points above from @Farrar. 😄 Also, the Federal Financial Aid website has some great short articles that walk you through the process: - How Financial Aid Works - Financial Aid Eligibility - Loans, Grants and Work Study (the 3 types of Federal Aid) For more details, check out these past threads below, linked in the College Motherlode pinned thread at the top of the WTM college board, plus others on PAGE 3, which has many great past threads on: how financial aid works; scholarships, FAFSA/EFC, alternatives for paying for college, etc. MONEY MATTERS College Costs How much does college cost Help me understand how to pay for college Flabbergasted by friends’ lack of awareness of college costs FINANCIAL AID How Financial Aid works Understanding financial aid (great explanations and info) Can someone please walk me through how financial aid works in the USA I think I need help with guidance counseling, I.e., I’m clueless (great intro info on financial aid + other topics) SCHOLARSHIPS Scholarship search process Where to find scholarships? Preparing for college: what scholarships/grants to apply for? (info on search process, inside vs outside scholarships) Scholarships (search process, inside vs outside scholarships; explanation of Financial Aid equation: COA-EFC=Need) MONEY MATTERS Alternatives to fund college / reduce college costs s/o Cautionary Tale/high college costs — a brainstorm $$ ideas thread! How are YOU managing to pay for college? (lots of real-life creative ideas) College as cheap as possible: need advice — Aug 11 2017, regentrude College breaking the piggy bank? (how are homeschoolers affording college?) Unexpected ways to save a little money in college?

Agreeing that it is too long for that age. Alternate a few subjects, so not every subject is done 5x/week, and the days where 1 subject done, you skip the alternating subject. Examples: - Geography 3x/week and Grammar or Figuratively Speaking 2x/week - History and Science, each 2x/week and the 5th day, for one or both finish off a section, or do the writing for one of them, or do bigger projects / activities / field trips / hands-on / documentary or video for one or both subjects Do a few subjects as "units" -- especially to get in topics of interest to DS - Logic as a 12-week unit, and then 2 other 12-week "elective" units of something HE would really like to do -- electronic kits, baking, wood-working, learning survival skills, writing comic strips, robotics, or... ??? Ideas for what to cut: - Foreign Language -- drop one (even though you're not spending tons of time per day on this subject, learning languages take a lot of brain power, and you'll get more return on your 15 min/day by focusing on just one language; since you have a plan for Greek and none for Latin, you could consider dropping Latin) - Grammar looks like you are already cutting back since you're finishing the cycle for this year Ideas for what to adapt: - Geography Rather than formal paragraphs, how about a "passport travel journal". He just jots down bullet points. Or 1 sentence observations. Or personal reactions ("Mt. Everest -- tallest mountain in the world!! I'd love to see the view from the top!"). Just a few informal notes on things he found interesting about the country. Add the marked map to the "journal". Sometimes sketch something of interest about the country if he would like that -- like, "kangaroos and koalas live only in Australia" -- sketch a koala and a kangaroo. Also, what about getting a country flags of the world sticker book, and that can be the passport "stamp" he adds to the page (or 2 pages) about the country? - Writing Totally agree with @8filltheheart's great suggestions. Since you're already having him regularly do note-taking for Science, and writing about Geography. If you really need/want a writing program, only do ONE -- EITHER Writing Strands OR MCT Essay Voyage. But frankly, I am in the same camp as @8filltheheart here, and would drop any formal writing programs this year and let writing be fun and interesting to DS with the kinds of projects 8 suggested, or other writing that DS would like. Piling on 2 dry, formal writing programs on top of already required weekly writing for other subjects sounds like there's a good likelihood that it will kill that love of writing that you said he has. 😉 JMO!

Same as @Lady Florida. -- professional, which is not cheap, and not for everyone, but it looks fantastic, and it's my one "treat" for myself. I go to my hair stylist (I've followed her for decades) and she uses Redken Shades, which gently and naturally washes out over time (so you don't get a "skunk line" down your part), so right about the time I need to get my hair cut, I'm ready for color again. I have her do it, because she's an expert at it, and in these difficult economic times, it's the one luxury thing I do for myself, and feel good about because I know it's supporting her solo salon business as well. Support those small local businesses! 😄

Yea! Someone else who knows Plov! A friend of mine worked in the USSR in the late 1980s in that area and she shared that recipe with me when she returned stateside. I just make Plov in a heavy gauge pot with a lid (to keep moisture in to keep the lamb more tender). I cook the rice separately, and stir in right at the end. 😄

Maybe... a traditional dish of Uzbekistan: Plov ??

Yes, that sounds like enough to me, esp. if you have a student who needs to work at a slower pace. IMO, the most gains in writing come from quality, not quantity. Slow and steady progress. Mastering skills, rather than superficial exposure. 😄

It looks like Lantern is going to work for you with their willingness to adapt, so this is not needed, yes? no?

Yikes. While part of this is that my class only meets 1x/week... For my classes, that would be a 3-week assignment at minimum, and more likely 5-6 weeks, since in addition to all of the thinking aspect (listed in my post above), there's also the learning about: what are valid sources of information; plagiarism; when/how to use in-text citations; and how to create a Works Cited page. And of course, there would need to be time for the actual research to FIND FIVE valid sources of support... I usually approach this as 2 different assignments -- we learn all the aspects of what is needed for persuasive essays of different types and lengths (starting with 1- and 3-paragraphs and working up), and then in the second semester, after having had practice at the basic persuasive essay (no citations), we then add the research and citations elements, which also adds length to get to a 4-5 page paper. All that aside... Since I didn't really use writing programs in high school when I was homeschooling, and I create my own materials for my classes from a ton of research and excerpts from many many resources... I can't think of a text to do this at home. 😔 Would still going with the online class be a possibility if... (esp. if you explained the LDs special need and the instructor was willing to work with you??) - you requested/they granted a more manageable assignment -- like 2 pages, and 1-2 sources for a 1-week assignment? - you requested/they granted more time -- like do just 3 assignments per the required lengths and other requirements, and be able to take 5-6 weeks on each? If not, a few things to look at possibly: - a tutor? - Argumentative Writing Unit -- from Teachers Pay Teachers; designed for classroom use, but could possibly be adapted - Claim It, Cite It, Cement It -- more for short response papers, but maybe use the ideas and then expand to a longer paper?? - The Lively Art of Writing + WTMer created work pages -- general essay writing resource than specifically persuasive essay with sources --> (helpful info on adapting or supplement LAoW in this thread: "Not Loving Lively Art of Writing") Or... resources I've not seen mentioned before, but maybe...?? - Essay Writing for High School Students (Newsweek Education Program, Kaplan) "... includes clear and concise instructions for constructing a well-written essay, as well as step-by-step guidance on how to craft strong and engaging arguments and supporting evidence.It also features relevant examples of successful essays to further illustrate the key points it outlines..." - How to Write ANY High School Essay (Liebman) "...a comprehensive guide to help students of all levels and all backgrounds write high-quality essays. It provides step-by-step guidance on how to plan, structure, research, develop ideas, and craft essays that meet teachers’ expectations. It also includes sample outlines and essays to help illustrate key points, as well as tips and tricks to help save time and focus. With the help of this book, students can learn how to write any essay for their high school classes, from English and History to Math and Science." - Essay Writing for High School Students (Terego) "...a comprehensive guide to help high school students write better essays. It covers the fundamentals of essay writing, from finding a point of view to following instructions. It also encourages students to think outside the box in order to make their essays more creative." - A Professor's Guide to Essay Writing (Neumann) "...an invaluable resource for anyone looking to improve their writing skills. Focusing on the core components of essay composition, from understanding different types of essays and making an argument to presenting information effectively...[providing] a step-by-step guide that will help you develop your writing ability regardless of the level or topic. With worksheets and examples that walk you through each stage of the essay-writing process..."

No personal experience with either Potter's School or Lantern, so, alas, I cannot advise you there. But since you specifically "paged" me (LOL), here's my 2 cents worth from my experience of teaching writing high school writing at my homeschool co-op (and my students run the full range every year from remedial, to mild LDs, to average, to advanced in writing): From my class students, I see that expository (factual) writing is a lot easier for students than persuasive writing, esp. when students are just starting to move into longer (multi-paragraph, multi-page) assignments. Expository writing only requires research, pulling out facts and info about the topic, and then assembling those facts and info into a logical order, plus also citing the sources for each piece of info or fact. Expository writing does not require much analysis or abstract thinking, other than deciding on which pieces of information (which are already there in front of you) best inform about the specific angle of the topic you are focusing on. In contrast, persuasive writing requires a lot of analysis, abstract thinking, and logic. First, there is coming up with an opinion or claim or "big idea" about a topic -- which is you coming up with a "debatable" (i.e., requires an argument of support) contention or thought about the topic. Then there is building up an argument of support for your claim about that topic, which requires abstract, logical thinking of coming up with points/reasons of why your claim is valid. And then in every body paragraph, you have to come up with commentary sentences which, again, come out of your head. Commentary explains/shows "connects the dots" of how each piece of evidence (examples, data, statistics, anecdotes) supports the point/reason of the argument covered in that specific paragraph. And finally, every body paragraph needs to end with concluding commentary -- a sentence or two that explains or shows how the point/reason of the argument covered in that specific body paragraph supports or shows your thesis claim about the overall topic. That's a lot of thinking, and if the student is only just now moving into multi-paragraph or multi-page writing, that's a lot to ask of them to ALSO have to do a ton of thinking in each and every paragraph. But... that's just how I see it. 😉 Hope someone with experience with both of those online providers can provide you with more specifics about workload. BEST of luck in deciding! Warmly, Lori D.

Be sure that a classical writing curriculum is a good fit for THIS STUDENT. All of the traditional/classical writing curricula would have been a hard no go for both of our DSs -- one due to hating writing, and one due to LDs with writing. Of course, your DS is unique and may be very different from my DSs. 😄 Does your DS do well with formal, structured, parts-to-whole style writing instruction? That is how Memoria Press's Classical Composition, SWB's Writing with Style, Circe's Lost Tools of Writing, and Meaningful Composition (and another that is escaping me at the moment) are set up. CAP's Writing and Rhetoric is based around the pro-gym, but is less formal, with more practice exercises/activities. IEW's writing is set up such that the parent and student can watch the videos together. IEW is not a traditional/classical method for teaching writing, and is based on writing imitation, key-word outlines, breaking the writing process (brainstorm, organize, rough draft, revise, proof-edit) into "bites," etc. Sharon Watson's Jump In is very informal in tone -- not at classical in set-up -- but can be a good fit for a whole-to-parts learner, and can be fairly independently done by the student. It is helpful in guiding a student into thinking of what to say, and how to organize your thoughts/writing. Cover Story looks like it's flat out fun, and teaches grammar along with writing (rather, how grammar as a tool is used in writing), and has a more creative writing bent to it. Very informal, with video lessons. Completely NOT classical in approach.

Yes, that's typical 6th grade boy stuff. 😉 I had 2 boys, and NEITHER was motivated to do academics, as some on these boards are. 😉 But I also agree with @SilverMoon that he may be bored -- it may be time to move on from penmanship into typing, and move on from so much narration (sure, keep a little) into more interesting writing that requires some thinking, . Writing that could be mostly solo-working: - Cover Story - Jump In - outsourced class (local co-op, online... possibly Lantern English, although I believe that is a sort of "correspondence" style that requires parent oversight at home) Geography that could be mostly solo-working: - workbook of choice -- maps & charts skills, other Evan-Moor Daily Geography Practice (gr. 6) Mark Twain Geography Warm-Ups (gr. 5-6) Discovering World of Geography: Western Hemisphere (gr. 6-7) - Beautiful Feet Geography guide & map pack (covers the 4 Holling C. Holding books -- 3 US-based, 1 world-based) This could be done by the whole family, but have 6th grade DS do more of the guide ideas on his own. The guide suggests ideas for additional research, and short writing projects, so that could add to History and Writing, as well as covering Geography, by having DS pick an idea from the guide from time to time. History - 1x/week he watches s historical documentary (maybe an occasional feature film set in a time period)and do a different thing as output: • short narration/illustration on a page in a continuing notebook • give a short oral presentation to the rest of the family on it • make a short video (lego animation!) or slideshow "recreation" of the key event • make a "movie poster" that visually (with a few exciting words/phrases) expresses the key event • recreate something of interest from the documentary -- make a food, make a model of a building/plane/ship etc. Logic that could be mostly solo-working -- really, more as a fun once-a-week thing: - Blastoff with Logic series -- he would fly thru 1st book, but worth laying the good foundation • Logic Countdown (gr. 3-4), Logic Liftoff (gr. 4-5), Orbiting with Logic (gr. 6-7) - Critical Thinking Press -- Smartypants Puzzles; Dr. Funster Think-a-Minute; Critical Thinking Detective - Critical Thinking Activities in Patterns, Imagery, Logic (gr. 4-6) (Seymour) Art that could be mostly solo-working: - Mark Kistler's Draw Squad - Artistic Pursuits Music that could be mostly solo-working: - self-teach the recorder Penny Gardener's Nine Note Recorder Method - outsource music lessons on an instrument or vocal lessons, so that also means daily 20-30 minute practice

Totally depends on the child: - delays? advanced? average? - interest level (or lack thereof 😉 ) in school and academics? - "fit" of materials used for schooling? Also, 6th grade can be a transitional stage for the child, as pre-adolescence and hormones start to kick in -- for boys especially: brain fog, forgetting they ever had seen the material before (lol), and loads of physical energy so very restless and less inclined towards formal schooling. All that said, if you are doing a solid 4 hours of work per day 5 days a week, you're getting 20 hours/week of concentrated learning most weeks during your school year. I know some families here are able to be more rigorous and are able to do 1 hour per grade, so in 6th grade they're doing 6 hours of schooling a day. But again, you must look at the child before you -- what is reasonable for THIS child. (We were NOT able to do about 6 hours/day until 9th/10th grade here. So YMMV.) The big picture goals for middle school (gr. 6-8) tend to be: - solidify foundational / core subjects - time for exploring interests - introduce/work on study skills - as appropriate, add some subjects (logic, typing, computer, foreign language...) to fill in for those subjects that are being finished up (spelling, grammar...) If you feel your 6th grader is not doing enough, and is *capable* of doing more, perhaps start going a bit deeper in one or more ways: - writing = explore writing his own blog entries or creating a newspaper/newsletter or creative writing; check out Cover Story - literature = add Figuratively Speaking or other resource for learning literary elements to prep having a few "tools" for digging deeper into lit. - literature = add a weekly "poetry and tea" time - science = add some hands-on activities and maybe a very occasional simple lab report -- or use a TOPS unit and answer questions on the activity - penmanship = replace handwriting with learning/practicing typing for future papers/essays Or, add some additional subjects: - foreign language = add a Latin program that will work for you both - logic = add a gentle/beginning Logic resource - art/music/drama = start lessons in art or musical instrument or voice; join a community youth theater; once a week, use an art program - home ec = once a week do baking/cooking/meal; a beginning personal finance resource; learn basic auto maintenance; etc. - electives = DS choose an activity of interest: computer coding; soldering electronic kits; robotics; woodworking; etc.

If planning on going on to a 4-year university after high school graduation, the 2 subject areas that they REALLY like to see 4 consecutive years of work are: English and Math. They especially want to see those in 12th grade. Perhaps your student could take Writing 101 and 102 as DE in 12th grade, which would each by 1.0 credit of English AND would likely transfer as accepted credit to knock out the future university's gen. ed. requirement of Writing 101 and 102. As a side note: reading/discussing/analyzing selections of Literature from a college-bound reading list, for 0.5 credit in each of 11th and 12th grade, would really add a solid foundation to your student's future History and Social Studies courses.

Typically, a 1-semester college course that is counted as 3 units/credits or more in the college course listing, translates as 1.0 credit (1 year) of on the high school transcript. So, NO, when you include the Speech 101 course on YOUR high school transcript, it would be listed as 1.0 credit, NOT 3 credits. The college units/credits refers to hours per week of classroom contact -- so a 3-unit (or credit, whichever the school calls it) course means 3 hours per week of classroom/instructor contact. That may be 3 50-minute classes per week (like, M-W-F), or 2 90-minute classes per week (like, T-Th). A course that is listed as 4-units/credits means there are 4 hours per week of classroom/instructor contact -- often this is 3 meetings with the main instructor, plus a 4th meeting that is a lab or discussion, usually with a TA. A high school credit refers to a full, 1-year course (if determined by hours, then usually an average of 150 hours of work/learning -- which comes out to a little over 4 hours per week x 36 weeks of a typical school year. On your transcript list it with the college course name, award no more than 1.0 credit, and include the grade earned. Also footnote it was an outsourced class (dual enrollment at the college). Example: ENGLISH course . . . . . . . . . . . . . . . . . . . . . . . . credit . grade English 9: Intro to Lit & Comp . . . . 1.0 . . . . A English 10: Advanced Lit & Comp . 1.0 . . . . B English 11: American Lit . . . . . . . . . 0.5 . . . .A English 12: World Lit . . . . . . . . . . . 0.5 . . . . B Speech 101* . . . . . . . . . . . . . . . . . . 1.0 . . . . A TOTAL credit/GPA . . . . . . . . . . . . . . . 4.0 / 3.625 * = course completed as dual enrollment at XYZ College As with AP, you may weight the DE grade, so that any college level course is on a 5.0 grade scale rather than the usual 4.0 grade scale: AP/DE . . Honors . . Typical A = 5.0 . . . . 4.5 . . . . . 4.0 B = 4.0 . . . . 3.5 . . . . . 3.0 C = 3.0 . . . . 2.5 . . . . . 2.0 D = 2.0 . . . . 1.5 . . . . . 1.0 Great! Sounds like your student is getting a good amount of writing in this course. I personally would still have my student do at least 0.5 credit of Literature for the 11th grade credit, and count the Speech as an additional 1.0 credit under the English heading (see example above).

Yes, speech can count towards an English credit. Speech is often counted as 0.25 to 0.5 credit of English in many public schools -- in fact it is often required to be a part of one of the high school English credits in public schools. I could see counting this Speech 101 course as up to 0.5 credit of the 1.0 credit of the 11th grade English credit. Maybe you and your student could select a book list and reading/discussing literature could be the other 0.5 credit in 11th grade? Or, if your student is writing several research papers for History or Science, that writing could be the other 0.5 credit of English for 11th grade. And yes, the other subject area that Speech 101 would usually be counted under on the high school transcript is Electives.

Below are some ideas -- be sure to note the year in parenthesis after each movie, as there are often multiple versions, and more recent versions often contain more mature content. ______________________ MEDIEVAL: Non-Fiction (all ages) - David McCauley's Castle, and, Cathedral - Life in the Middle Ages -- kids' documentary by Schlessinger Media Fiction/Feature Films & TV: - Cadfael episodes -- mid 12th century - Ivanhoe (1952) -- Normans/Saxons - Knights of the Round Table (1953) -- King Arthur - Adventures of Robin Hood (1938) - Secret of Kells (2009) -- animated I have NOT personally seen these, but they look like they would be fine: - Prince Valiant (1954) -- spin off story/character from traditional King Arthur - The Black Knight (1954) -- time of King Arthur - The Black Shield of Falworth (1954) -- 1400s, time of Henry IV - El Cid (1961) -- the Spanish epic knight hero - Prince of Foxes (1949) -- end of 1400s, Italian Borgias - The Black Rose (1950) -- 1200s Saxon leaves Norman England to seek his fortune in the Far East - The Adventures of Marco Polo (1938) - VERY loosely based on the real 1200-1300s merchant's travels from Venice to China Medieval England "biopic" (movie biographies) -- probably more for late middle school/high school ages: - Alfred the Great (1969) - 800s England - The Lion in Winter (1968) -- 1100s England; play about Henry II and Eleanor of Aquitaine - Becket (1964) -- 1100s England; Henry II and Thomas a Becket - Joan of Arc (1948) -- 1400s France - Henry V (1989) -- 1400s England; Kenneth Branagh's version of Shakespeare's play PREVIEW FIRST for age-appropriateness: - Ivanhoe -- more recent versions: (1997 TV mini-series) (1982 TV movie) - The Legend of William Tell (1998) -- TV series - Marco Polo -- more recent versions: (2007) or (1982) - A Knight's Tale (2001) -- a very fun "rock opera" version of jousting and the middle ages with Geoffrey Chaucer (Canterbury Tales author) playing the role of; the violence is knights getting off of horses while jousting; occasional mild rude comments, suggested-but-not-seen s*x, and one scene with a nude man from the rear, because his gambling addiction caused him to stake all his belongings and he lost (hence, learning a lesson from consequences) Non-realistic -- musical, silly, fun, magical, or fantasy adventure films set in Medieval Times: - Aladdin (1992)-- Disney animated; Aladdin is a 1001 Arabian Nights tale character - Golden Voyage of Sinbad (1973) -- Sinbad is a 1001 Arabian Nights tale character - Thief of Bagdad (1924) -- silent B&W adventure; loosely adapted from 1001 Arabian Nights - Robin Hood (1973) -- Disney animated version - Thor: Tales of Asgard (2011) -- animated - How to Train Your Dragon (2010) -- animated; Vikings and flying dragons - Justin and the Knights of Valour (2013) -- animated - Camelot (1967) -- the musical play - The Princess Bride (1987) -- vaguely Medieval setting, romantic romp with fantastical elements - Ever After (1998) -- sweet re-telling of Cinderella; setting is more fairytale than medieval - Connecticut Yankee in King Arthur's Court (1949) -- Bing Crosby in a musical take on Twain's tale - DragonHeart (1996) - the last dragon and a dragons laying knight team up together; humor and kid level adventure START OF THE RENAISSANCE 1492 -- Nest Videos -- Christopher Columbus 1500s - Nest Videos: Leonardo da Vinci - Nest Videos: Galileo - The Royal Diaries -- 3 princesses in their teen years: Cleopatra (ancients); Isabel (late Middle Ages); Elizabeth 1 (Renaissance) - The Prince and the Pauper (1937) -- from the Mark Twain tale about Henry V's son/heir and a street boy who is his twin - Disney Storybook Favorurites: The Prince and the Pauper (1990) -- animated; Mickey Mouse version - Young Bess (1953) -- early life of Elizabeth I from childhood to becoming queen - Mulan (1998) -- animated Disney film 1600s - Nest Videos: Pocahontas - Nest Videos: William Bradford - Captain Blood (1935) -- swashbuckling adventure - The Three Musketeers (1939) --OR-- (1948) - Courageous Mr. Penn / Penn of Pennsylvania (1942) - Daniel Boone -- the 1936 movie, OR, the Disney live action TV series "King of the Wild Frontier"

Sounds good. 😄 Don't feel that he has to do every.single.problem of every.single.lesson -- it's fine to adjust and do excerpts or skip if he's solid on some of the concepts, just needs some review on others, and needs to spend more focused time on yet other topics. If he's somewhat math-y, and if you feel comfortable with guiding through Algebra 1, you really don't need the videos. 😉

Hmmm... I personally would find car read-alouds (listen to as audio books) harder to use as literature -- i.e., listen in the car and then later on when we got home dig into more deeply... Maybe lean more towards works that are more just for exposure or for fun, and save the deeper digging works for things you can do at home?? Just a thought. In no particular order, and some you may already have done or be saving to dig into, but... car audio book ideas: YA - Maniac Magee (Spinnelli) - Tuck Everlasting (Babbit) - A Long Walk to Water (Park) - The Cay (Theodore Taylor) - Roll of Thunder, Hear My Cry (Mildred Taylor) - A Wizard of Earthsea; The Tombs of Atuan; The Farthest Shore (Le Guin) - Harry Potter series (Rowling) - The Hero and the Crown; The Blue Sword (McKinley) - Holes (Sachar) - Binti: the complete trilogy (Okorafor) older (pre 1950/1960) classics - mythology (Ancient Egyptian/Greece/Rome; Norse; etc.) - Around the World in Eighty Days (Verne) - Ivanhoe (Scott) - The Fall of the House of Usher, or, short stories by Edgar Allen Poe - something by Dickens -- A Christmas Carol... etc. - The Adventures of Tom Sawyer; A Connecticut Yankee in King Arthur's Court (Twain) - The Adventures of Alice in Wonderland; Through the Looking Glass (Carroll) - The Call of the Wild (London) - Dracula (Stoker) - The Prisoner of Zenda (Hope) - The Scarlet Pimpernel (Orczy) - a Wooster and Jeeves novel or collection of stories (Wodehouse) - Sherlock Holmes short mysteries (Doyle) - Father Brown short mysteries (Chesterton) - Animal Farm (Orwell) - The Old Man and the Sea (Hemingway) - The Outsiders (Hinton) - Farmer Giles of Ham; The Hobbit; The Lord of the Rings (Tolkien) more recent (1950/1960-2000) great books - I, Robot (Asimov) -- short story collection, loosely connected stories - Foundation (Asimov) -- short story collection; each jumps forward in time but stands alone, with an overall "arc" - The Sword in the Stone (White) -- 1st book of The Once and Future King -- next 3 books have mature content for a 12yo - All Creatures Great and Small (Herriot) - Watership Down (Richard Adams) - The Hitchhiker's Guide to the Galaxy; The Restaurant at the End of the Universe (Douglas Adams) - Something Wicked This Way Comes (Bradbury) - The Martian Chronicles (Bradbury) -- short story collection, loosely connected stories - To Kill a Mockingbird (Lee) - The Martian (Weir) -- the school edition, which removes all the unnecessary 4-letter words

Gotcha. 😄 Maybe look at samples of Jacobs and see what you think -- if DS could go straight to Jacobs Algebra 1, but at a slower pace.