Yep, did this a couple of years ago, as well as saying "bye-bye" to processed, white sugar. Good riddance!

Yeah, the food looks gross in the commercials. Thankfully, there ARE lots of great, healthy frozen entrees that taste like real food! Amy's Organic and Kashi entrees are fantastic. They have real ingredients and taste great. I am hooked on Amy's southwestern entrees. Yum! I've tried the South Beach mini-pizzas, and those aren't bad.

:iagree: CLE Math is so easy to use and teach. Plus, the instruction is fantastic! No frills.

Ok, I will be the dissenting voice here. I think they are unhealthy and we never eat them. Healthy doesn't have to mean difficult or time consuming. Some easy lunches my dd makes are: Healthy Choice, Pacific Natural Foods or Amy's Organic soup with whole wheat toast Deli turkey on wheat with apple slices Whole wheat crackers and (premade such as "Sabro")hummus dip with baby carrots, a few almonds Amy's Organics macaroni and cheese, fresh fruit such as banana Tuna sandwich with apple slices Black bean tacos made with canned black (or vegetarian refried) beans heated in the microwave, wheat tortillas, salsa, cheese, and a dollop of plain yogurt - plus any other topping desired such as onion, tomato, black olives, etc I hope this gives you ideas. These can be made in 5 minutes or less, and by an older child.

We love CLE math! It is academically sound, and even rigorous, but gentle at the same time. I love how each unit has a theme that is carried through in the problems. My dd love learning facts about other countries as she is doing her math. Additionally, CLE excels at drilling facts without it seeming like a burden. We have tried, Horizons, Singapore, Calvert and MUS, and CLE is my favorite math curriculum hands down. Plus, this is the first one my dd has tolerated and even liked on good days. I also love the Language Arts! It streamlines the day and gives excellent instruction, including sentence diagramming. It has worked well for us to use the CLE reader as devotional reading, since the stories are uplifting and have Christian truths. This is one Christian book that my dd LOVES reading. Great curriculum! God has really blessed the CLE curriculum writers with wisdom - we love CLE.

Nope, we don't care for "readable" science, we want demonstrations, inquiry, and lots of question-asking. I like BJU so much better for elementary.

I just wanted to clarify that just because kids do the daily correcting and reworking of problems does not mean they are not accountable. Daily problems need to be reworked, and dd has found out herself that if she does not do this it results in a poor test score and repeat of the unit. If she cannot figure out how to rework a problem, she looks at the teacher's manual. If she still can't figure it out, she will ask me, but she can usually figure it out herself. I agree math if foundational, and the majority of responsibility of learning the material can fall to the student if certain parameters and accountability are set up. Since I let dd self-correct, she enjoys math so much more and is getting better test scores. I do proctor tests at a table with nothing on it but her test and a pencil, and I correct these myself, just so you know the scores are legit. ; ) If she has a question, she asks me, and this shift of responsibility has made all the difference for us. She enjoys math so much more now. I just wanted to clarify. :001_smile:

Hi Sammi, I just want to remind you that you are doing a great job! However, if you become burned out all that great energy will be for naught. So, monitor how much time you spend homeschooling. It will take up as much time as you allow it to. I work outside the home, and don't spend that much time prepping. My year is planned out, and I read some of my dd's books over the summer or when I can. Perhaps is it time for you to share planning/teaching responsibilities with other moms, rather than doing it all yourself. I have never been in a literature club in all my years of homeschooling, and my dd reads well, and is perfectly fine. : ) Sometimes I think over-teaching actually sucks the joy out of reading. I don't spend any time correcting daily work - my dd does that. She corrects each page in math or language before moving on to the next page. I only proctor and correct Quizzes and Tests, and this has worked well for us. I expect an 85% score or above, or I assign extra work and have her re-take, so she is motivated to do well and learn her daily lessons without any nagging, prepping, or correcting from my end. If you get too tired of all the literature clubs, I would suggest changing to a family reading format. Simply read aloud to everyone at the same time and discuss. Ta da, you are DONE! Also, there is no reason why your older children cannot correct their own daily work using an answer key. Would you feel comfortable sharing more control of your homeschool with your children? I think sharing the control and responsibilities of the day-to-day homeschool tasks will leave you feeling more at peace. Don't try to do school at home, it will leave you feeling burned out. Work together as a team.

I am continually amazed at how many relaxed homeschoolers and unschoolers this show finds! Of course, these are swapped with the Career Mom of the Year. Usually the families bring something positive to each other in the end. I must admit, I can't stop watching. It is interesting to get a glimpse into what others think of homeschoolers. Of course, these homeschoolers always have kids to don't do much work and who are very behind. Yikes! I guess we need a Classical Homeschooler Swap, so we can show 'em that our kids actually do school WORK. :glare:

Yes, we did Rod and Staff's elementary or Studying God's Word until jr. high. Wise Up! is a LOT of work. My dd is in 6th grade and can barely handle the work load. I think that by "middle school" the folks at Positive Action mean jr. high (although I can't be certain), but this course would have blown my dd away in 4th grade. It is written with jr high issues in mind, such as choosing friends, purity, etc. Just an FYI. Yes, we went the chronological, expositional Bible route in elementary school, and are switching gears to an application-based program for jr. high. Positive Action was a good choice for us. I am thinking of doing the Route 66 survey next year. I know they have elementary curriculum, but I haven't looked at it or used it.

We have really enjoyed Wise Up! this year. It is a meaty course, and just right, developmentally, for middle school. This age group really NEEDS wisdom. :tongue_smilie: Yes, I got the TM, but I suppose it is not absolutely essential, if cost is an issue. If you can afford it, I think you will find it helpful, even though it is written for a traditional school setting. It has helps, answer key, scheduling ideas, and a "teacher's lesson." Many times, I have needed the answer key, since I couldn't figure out exactly what the answer was. :001_huh: Positive Action has a free audio by their founder, that will give you an idea of whether you will like the philosophy of this curriculum. HTH!

Here's a link to their Middle School curriculum. HTH!

:iagree: I like this book a great deal, because it doesn't have the dated vibe that Ambleside has. It gave me a good picture of how to use current, modern resources in a CM education. Or, "New does not equal inferior." :)

I personally don't care for BJU Bible Truths, because of the way they hammer doctrine and use proof-texting. I'm not a fan of that approach in either children's or adult's Bible study. If you want something expositional and chronological that you can all do together, I suggest Studying God's Word by Christian Liberty Press. Studying God's Word does have commentary and discussion, but it will not pull out one verse out of context and use it as a proof text. It looks at what the book says as a WHOLE, and offers brief comments and discussion starters. IT also has timeline helps and some geography. This year, we are using a study heavy on application, because it is something different for us. I like Positive Action for Christ in this regard. It is similiar in theology to BJU, but uses better exegesis of the text, imo. Rather than focusing on Baptist doctrine, it looks at large pieces of Scripture, and uses exposition and tons of personal application. I just like the "tone" better. At least, this is true for the Wise Up! Proverbs curriculum, which is the only one I have used. FWIW, we are conservative Christians.

I've got my schedule done, and am in the process of purchasing! I love being done with the planning end of things.

I'm curious. Do you have safety or privacy concerns? I for one, would love to see the "real" you someday. Does anyone like seeing pics of themselves? I sure don't. Living here in a frozen state, I am so WHITE this time of year, and the flash doesn't help! Oh well, it is me, and who I am this week (actually I took it last week): chin hairs, wrinkles and all. : ) Yes, I said chin hairs! :tongue_smilie::lol:

In a school situation, I would choose different materials because the classroom situation is so different from a home envronment. I would go with: Lower School: Math - BJU Language Arts - Phonics and copywork in K-2, begin Rod and Staff English Grade 3 Bible - Bible and Nurture Series by Rod and Staff History & Literature - Veritas Press Science - BJU Nature Study, Art, Music, Handicrafts - each of these once weekly with Oak Meadow materials or teacher-created resources. Upper School: Math - BJU Language Arts - IEW Writing, Total Language Plus Bible - Positive Action for Christ History & Literature - Veritas Press Science - BJU Logic - ? Latin/World Language - ? Shakespeare, Art, Music, Handicrafts - each of these once weekly with teacher-created resources.

I love avatars that show the actual poster instead of a cartoon or movie personality. I guess I like to know who I am talking to!

Well, let's just say it depends on what activities may have been done while I was wearing a particular item of clothing. Certain items of clothing are tied together with memories of...ahhh...good times. I am thinking of certain dresses I have bought for anniversaries of other occasions that we may have gotten side-tracked before leaving the house. :D From that point on, I cannot wear the item of clothing without being chased around the house. :lol:

Thanks! And, we do the same - have 36 weeks of school; plan 30-32 with other weeks labeled "Flex Week." This works well for us!

I'm sure that's the case, but we plan to use Omnibus I and II in high school, likely jr and sr year. It looks like a fabulous course, and I like the teacher's guide a great deal. Below I have posted the info for Omnibus I from the curriculum guide that VP used to have online. I don't see it anywhere now, but I know my dd won't be mature enough the get as much out of this course as a 7th grader. Each child is different of course, since Veritas Press schools are successfully using these courses at the grade levels suggested. My take is that the teachers have to spoon feed, explain, and interpret so much at the 7th grade level that would come more naturally and fully in 11th grade and up. One could also change the Omnibus order. If pressed, I would also consider covering Omnibus III in 7th/8th , since the material looks easier, and then following up with I and II after that. That's one idea, anyway! From the old curriculum guide from VP (not appropriate for my upcoming 7th grader, IMO): A.Primary goals—the student will be able to: 1.What is the nature of God? a.Differentiate the character of the True God from the character of the false gods of pagan antiquity. Especially concerning these characteristics: i.Incomprehensibility ii.Immutability iii.Infinity iv.Unity v.Spirituality (i.e., the divine nature is a spirit) vi.Omniscience vii.Holiness viii.Justice ix.Goodness x.Truth b.Explain the nature of God’s decrees concerning election and predestination. c.Explain how God created the World. d.Differentiate between the Christian doctrine of Providence and the pagan concept of fate. e.Know the major events of redemptive history. 2.What is the nature of man? a.Explain what it means for man to be made in the image of God. b.Explain the effects of the Fall upon the image of God in man. c.Explain the effects of the Fall upon the Adam’s descendants and the federal nature of Adam’s sin. d.Differentiate between the Covenant of Works and the Covenant of Grace. 3.What is Truth? a.Explain how God Himself is the absolute standard of truth. b.Distinguish between truth and error. 4.What is Goodness? a.Explain how God Himself is the absolute standard of goodness. b.Compare with the Greek idea of goodness. 5.What is Beauty? a.Explain how God Himself is the absolute standard of beauty. b.Know the great literature of the ancient world. c.Know the characteristics of Hebrew, Greek and Roman poetry. d.Know the characteristics of Greek drama. 6.What is Being? (Ontology) 7.How does one attain knowledge? (Epistemology) 8.How should man be governed? a.Explain the basic structure of the governments of Classical Athens and the Roman Republic and how these models have contributed the development of modern liberal democracy. b.Differentiate between a democracy, a republic and a monarchy. B.Integrative goals—the student will be able to: 1.Aesthetics a.Art i.Analyze Michaelangelo’s The Creation of Adam and other sections of the Sistine Chapel. ii.Identify the major artistic works (in sculpture, architecture and music) of ancient Greece, Rome and early Christian art. iii.Identify the seven wonders of the ancient world. b.Music and Drama i.Understand and enjoy enduring musical works from or about the time period. ii.Act out some important scenes from the Orestia trilogy and the Theban trilogy. iii.Discuss whether Antigone makes the right decision by burying her brother. (i.e., What are the limits of state authority?) (Theban Triology) 2.Composition a.Write a Homeric simile. b.Outline an essay that he is reading. c.Write an essay with: i.A discernable thesis statement. ii.Divisions. iii.An introduction. iv.A conclusion. d.Write an essay that uses proper grammar and spelling (continued review of grammar school goal). 3.Logic a.Use logic and Scripture to explain whether the Hebrew midwives sinned or not. (Exodus) b.Make a logically valid argument for finding Socrates guilty or not guilty of corrupting the youth. (Last Days of Socrates) c.Make a logically valid argument for or against the continuance of miraculous signs and wonders and speaking in tongues. (Luke and Acts) 4.Other a.Identify on map major geographic and architectural features of the cities of Athens and Rome. (The Ancient City) b.Identify major cultural events from antiquity. C.Primary objectives—the student will be able to: 1.Theology a.Understand the different views of creation (seven literal days, day-age theory, framework hypothesis) (Genesis). b.Explain the strengths and weaknesses of each theory, giving preference to the Confessional interpretation of seven literal days. c.Explain what it means for man to be made in the image of God. d.Cite the first promise of the gospel given in the Scriptures. e.Argue the results of the fall on the image of God in man and the physical creation. f.Contrast the covenant of works and the covenant of grace. g.Compare and contrast the Greek deities with the God of the Bible. (The Iliad) h.Compare the theomacy of the plagues of Genesis with that of the Trojan myth. (Exodus) i.Explain how the Exodus foreshadows our salvation through Jesus Christ. j.Explain the doctrine of predestination and defend it with Scriptural proof for it. (Chosen by God) k.Give a brief explanation of the antinomies the reformed ideas of salvation and the problems with the non-reformed ideas of salvation. l.Defeat the dilemma of liberal scholarship which stated that books like Gilgamesh where evidence that the Bible is not true and show instead how the stories of the epic support Biblical validity. (Gilgamesh) m.Explain what Lewis is saying about the doctrine of creation and the Fall in The Magician’s Nephew. (The Magician’s Nephew) n.Explain how the sacrifice of Aslan is similar to and different than Christ’s sacrifice for his people. (The Lion, the Witch and the Wardrobe) o.Compare and contrasts Lewis’s teachings in The Chronicles on Narnia with biblical teaching. p.Explain the main events of the life of David. (I & II Samuel, I & II Kings) q.Know and explain the importance of the major events of biblical history including: i.The cycle of the judges. ii.Reign and rejection of Saul. iii.The reign of David. iv.The construction of the temple. v.The division of the Kingdom. vi.The fall of the North to the Assyrians. vii.The prophets. viii.The fall of Judah to the Babylonians. ix.The return of the exiles. x.The intertestamental period. xi.The ministry and sacrifice of the Messiah. xii.The destruction of Jerusalem by the Romans. r.Describe the union of Christ’s divine and human natures. (Luke and Acts) s.Explain the value of miracles in the ministry of Jesus. t.Explain the Roman practice of emperor worship and how that practice led to the persecution of the early church. (Suetonius) u.List the major accomplishments of the first twelve emperors. v.Compare and contrast biblical teaching with Lewis’s portrayal of demons in The Screwtape Letters. 2.History a.Give an account of antediluvian history. (Genesis) b.Explain how the Hebrews became slaves in Egypt. c.Explain the major events of the Trojan War. (The Iliad) d.Tell the major events of Egyptian History (Exodus and Herodotus) e.Explain the importance of the Battle of Marathon. f.Explain the method and strategy of the second Persian invasion. g.Draw on a map and explain the strategy of the Battle of Salamis. h.Explain the history and movements of pre-Socratic philosophy. (The Last Days of Socrates) i.Explain the relationship between the Peloponnesian War and the life of Socrates. j.Explain Livy’s account of the founding of Rome by Romulus and Remus. (Livy) k.Explain the end of the Roman monarchy. l.Tell what a plebe and patrician were. m.Explain the importance, functions and make up in Rome of : i.The Senate ii.The office of Tribune n.Explain how Rome conquered Italy. o.Give an outline of the important events of the life of Jesus and of the development of the early church. (Luke and Acts) p.Explain the importance of Julius Caesar in Roman history. (Suetonius) q.Give a description of the plot against Caesar and his assassination. r.Explain the importance of the Battle of Actium. s.Tell of the prosperity of Rome under the first twelve Caesars. t.Describe the importance of the reign of Constantine. 3.Literature a.State the characteristics of Hebraic poetry and show that the first few chapters of Genesis are not in fact meant to be poetic. b.Explain what an epic poem is. (The Iliad) c.Identify a homeric simile and state its importance to the study Greek history. d.Identify the major events of Odysseus’s wanderings. (The Odyssey) e.Tell why Herodotus was the father of history writing. (Histories) f.Compare and contrast modern historical writers with Herodotus. g.Explain the basic elements of Greek tragedy. (Aeschylus) h.Explain how Lewis uses Till We Have Faces to teach some aspects of a biblical worldview. (Till We Have Faces) i.Compare and Contrast Aslan and Christ. j.Explain the idea of hubris. (Theban Triology) k.Explain the concept of building tension and climax (Oedipus Rex) l.Identify and explain the structure of Hebrew poetry (progressive parallelism) m.Explain the benefits of writing dialogues (Plato) n.Explain Vergil’s purpose in writing The Aeneid. (The Aeneid) o.Demonstrate how Vergil builds on Homer. D.Primary teaching methods 1.Reading followed by discussion 2.Socratic interaction 3.Debate (both individual and broader) 4.Reading passages together and teacher explaining them. 5.Recitation (small group oral quizzing) 6.Disputatio (as an observer) 7.Viewing and discussing pertinent works of arts, music and poetry. 8.Lecture E.Approximate time per week—Eight classes a week, 70 minutes a class and approximately 30 minutes of homework per classroom hour

I think Omnibus looks fantastic, but is a bit ambitious for age. It includes an integrated approach to history, theology, and literature. I love the guide, and I would encourage you to download samples. I think Omnibus emphasizes fewer, challenging books; the quality over quantity approach. I actually think the 7th/8th grade levels would be more appropriate for high school, but the actual content looks top-notch.

I plan out my year into three 12-week terms. I don't include skill subjects such as math or language arts in planning, as we do fine with a "do the next thing" approach with those. I never know when we will need to pause and reinforce, or speed ahead in math/language, so detailed plans are useless to me in those skill subjects. I just finished planning 7th grade. Not sure it will help you, but you can take a peek at it here at Google Docs.

I highly recommend Christian Light Language Arts. It combines grammar, spelling (challenging!), handwriting, daily review, and writing. The instruction is FABULOUS! Many on the board use it. If you are curious, you may want to search the boards or try a new thread.

unsweetened, organic apple butter and a sprinkle of sesame seeds. My husband also makes cottage cheese pancakes that are out of this world. They taste creamy and have very little flour in them (we use whole wheat). Try allrecipes if you are interested, they are easy to make in a blender. On the yogurt, we use plain, natural yogurt in place of sour cream in everything. Right now, I am eating baby carrots dipped in plain yogurt sip I whipped up mixed with garlic powder, salt/pepper, onion powder, and a bit of fresh Parmesan. My other favorite way to eat plain yogurt is mixed with ripe banana, honey, and a topping of organic granola or GoLean.