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  1. How do you do this? TWTM is arranged chronologically, with lit readings tied to history. TWEM is arranged chronologically by genre, beginning with the modern novel. I'm sorry for sounding so dense, but I honestly can't figure this out. Obviously you can't do both at the same time. I am guessing that you follow TWTM, and just pick from TWEM whatever applies to your current reading. Is that right? Do you keep up with the development of the genre somehow? Thanks! Robin
  2. First, I feel ridiculous for even posting this, but lately, I need someone to prop me up! I'm VERY happy with the way things have gone for the last four years of using WTM methods and resources for grammar stage, and plan to continue on through logic stage. I'm just VERY overwhelmed right now about planning for the next few years! I don't mean every jot and tiddle, that's where the WTM book comes in handy - I just mean things like: - I've never studied Latin before and I'm panicking while looking at the LC2 TM and realizing that there are some things I should have done more with LC1. (Not planning to change course with Latin, though, I want to continue with Henle after LC2) I worry that I'll hit a wall with Latin and not be able to keep learning and teaching. There seems to be a lot of organizing and memorizing to do and I feel as though I'm losing a grip on how to put it all together into a plan. - I've never studied logic before - I managed to figure out all the Mind Benders A books, and that got easier as I went along. But, what if I can't figure out the Critical Thinking books (which I haven't even seen yet, but am finding something to worry about), or the actual logic books?? Panicking about that, too. - I can also see where grammar and math could require more of my concentration, too - panicking about that. Although I'm happy with the curriculum we use for these (R&S). - Trying to throw Spanish in there, too - studied that, but only for a year. Using Learnables, which seems pretty easy to start with, but am trying to figure out if/when/how I should put more grammar in there. I guess, thinking about the various subject areas, I feel alright about studying science, history, and lit. with the WTM methods - just a little worried about how to keep up with my oldest in that. I guess it's the "exacting skills" subjects I am most worried about - Latin, math, logic, modern foreign language, and possibly English grammar. I do have an hour or so each day in which I can possibly study ahead, but you know how that goes sometimes with interruptions......plus some days I'd like to have a whole week in which to string together thoughts and make those mental connections! Right now an hour a day does not seem like enough.... And all that is just for my oldest child - the poor guinea pig. I have a younger child, and I know it'll be easier to teach her. I just need to know that there are other WTMers out there who have walked this road before - have never studied these subjects or never studied in this way, who managed to learn and teach it to their kids beyond the elementary years. Tell me your stories? Throw any encouraging words my way?:blushing::o:crying::scared:
  3. Hi Ladies, I figured I might as well strike while the iron is hot. With more Q...:001_smile: How do you handle scheduling WTM? Do you prepare well in advance? Monthly? Weekly? How do you evaluate how much your dc are retaining/learning? Is it mainly via writing assignments? Tests that you create? Other? Thank you! I really appreciate your help. :D
  4. I posted this Q. a while ago, but I didn't hear from that many of you. Could you please share how you are handling WTM's history in the logic/rhetoric stages? I did this a few years ago, when my dd was in 9th gr., but it was for half a year. We got alot out of our studies, and I would love to hear how others handled it. (Nan, bless you - you helped me a lot when I was doing this with my dd) I have the DK World History text, and I was going to use is as an overview of events. I'd like to view it w/my dd., to see how events in a particular time frame are related to one another. (For ex., how the French Revolution set off a series of revolutions in other areas.) My dd is still young, so we can't do a full-fledge GB study yet. There is an Intermediate Great Books Study that I found in the WTM Archives. I was going to take ideas from there. C'mon now, Ladies, we had a big discussion not too long ago about how the WTM'ers and WTM/Classical studies are getting lost in the shuffle here. Well, here I am! Let's discuss WTM! :seeya:
  5. Hi Everyone! I've been reading with much interest the thread on WTM for high school. I did do this w/my older dd in 9th gr., and we really enjoyed it. I used Spielvogel's HO as a "spine". He had lots of great discussions about the Great Books and history. While I feel that we did get a lot out of that time, I know that there is MUCH more to this. Your posts prove that. :001_smile: One of the things I love about TOG is how they tie things together, beginning each week with an overview of what's ahead, as well as a look back at what has been covered. I feel inadequate to do that myself. When I did history/Great Books ala WTM w/my older dd, we made the journey of discovery together. I did not step back and offer her overviews and connections. We kind of figured it out together, but not to the levels I'd like. I'd love to hear how all of you are handling this aspect of your history studies ala WTM. (BTW- It's all your fault! I'm doing fine with TOG, but you guys make it really tempting to branch out on my own again. Why would I want to do that when TOG has it all figured out for me? Can anyone tell me? Why would you use WTM when there is something that does all of the thinking/planning for you? Is it a creative, independent "bent", or something else?) Thanks!
  6. I an others on this board are constantly taken off on a tangent when WTM was our first love. I still love it but I guess I am looking for that ONE thing that will lay it all out for me and I won't have to do the work. Eveytime I look for the "grass is greener" method I ended feeling as if I am lacking something. I have crashed and burned so many times it isn't funny. I feel a draw just to go back to the WTM book and just do what it says. Is this crazy or just not something that can be done by us curriculum junkies? Anyways, just a thought. Has anyone done it. I am in logic stage and it SCARES me to death. I am so not there academically!!!!! I perfer grammar stage :lurk5:. Has anyone jumped have the curriculum train and gotten back on the WTM track and stayed there? Have a good day ladies. Thanks for all your insight and wisdom on this board I don't know what I would do without it. Jeana
  7. We are doing Ancients this year (only 1/4 through our year) and while I have a lovely variety of books, including Eastern literature, I realise I would like my dd13, who is probably only Logic stage in maturity but still but a good reader, to have a go at at least one or two of the books in the WTM literature list for grade 9, since we may not get to Ancients again. Here in Australia, she would be grade 9. So, apart from the Bible and Homer, which ones do you think are accessible for a 13yo? Without totally killing her love of literature? (We have done the Iliad together, and will do the Odyssey together later in the year). I am thinking Plutarch, but every time I look at it, I kind of dry up. But I kind of feel like that about most of the books on the list, because I am ignorant.
  8. I just finished reading the Well trained mind and I love the whole idea of classical education- I'm so excited...but a little daunted as well at the sheer amount of hours and books and things they recommend the students to do. Does anyone here follow it to a T? If not, how do you decide what to keep and what to throw out? (Help?) :p
  9. I am seriously considering jumping off the curricula ship and trying my hand at WTM for high school. I have Human Odyssey by Spielvogel and Kingfisher's encyclopedia but I'm not sure HO is okay for high school (at least 9th grade anyway). That's the first question. Next one: what about the "work" of this plan? I'm not sure about what would constitute a credit's worth of work. Do you all randomly assign reports or papers or even quizzes or tests? I see in TWTM she asks students to keep a notebook on dates and important events. Is that all we'd have to do besides read and discuss as directed in TWTM? Please forgive the ignorance shown here - I am sure it's on page ___ of one of the books I have but it's all foggy at this point. Thanks for any help you can offer on how you do TWTM or TWEM and Spielvogel.
  10. *I* do not ;) However, I'm sure that there are P-L-E-N-T-Y of posters who would like to see WHO is actually following almost all of the rec's in the book. ..and how! {{Not to mention SWB would be proud!}} SO- If you follow WTM pretty closely, post here and share anything that has: 1. proved particularly helpful in implementing the rec's; 2. Proved challenging and how you overcame that challenge 3. proved to be surprisingly easy to apply to your homeschool. 4. anything else I'm forgetting... :cool: As i mentioned, i don't follow WTM, but i have loved using SOTW w/ AG, we slowly started Greek this last year w/ inthebeginning.org and a few other resources, and copywork has been [relatively] painless. I'm apparently going for the easy stuff to implement first, lol. But i am no WTM expert.:eek: Thanks!
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