rwalizer Posted March 14, 2008 Share Posted March 14, 2008 I just brainstormed a wish list for what I would like to teach next year and it is a mile long, of course. I am thinking of leaving out a formal literature course (we are doing LL7 this year). I would keep ds reading worthwhile books on a schedule and maybe we could just discuss them. Would he miss out on much? Quote Link to comment Share on other sites More sharing options...
Beth in Central TX Posted March 14, 2008 Share Posted March 14, 2008 I think your plans for socratic-type dialogue is good. However, *I* don't think this is adequate preparation for high school literature. In 8th grade I'm going to increase our literature analysis so that we can start doing timed literary analysis papers (an idea I got from the High School board) in 9th grade. My plan is to go through Teaching the Classics and How to Read a Book between now and 9th grade. I'm also going to work through Omnibus I in 7th and Omnibus II in 8th grade. Of course, this is just my opinion. I would write out your specific goals you would like to achieve in your high school literature studies and make sure that your 7th & 8th grade schedules will help prepare you to achieve those goals. Quote Link to comment Share on other sites More sharing options...
Mama Lynx Posted March 14, 2008 Share Posted March 14, 2008 No. You won't miss much. You'll be just fine. Sure, you could do a formal program and learn literary terms, and some lit. analysis; on the other hand, your ds can also pick that up in high school. If it helps, we are halfheartedly doing Lightning Lit. We did a few lessons, but then my ds decided he wanted to go ahead and read Lord of the Rings, now. So LL is on the shelf. I like it, but I also really do not think that we'll suffer by dropping it, as long as we keep reading and discussing good books. Read, discuss, and sometimes write. Those are the important things. Quote Link to comment Share on other sites More sharing options...
Beth in Central TX Posted March 14, 2008 Share Posted March 14, 2008 You know, Stephanie, I just knew you were going to post this! Oh, how funny. We have a for and against, now we just need an undecided... Quote Link to comment Share on other sites More sharing options...
Rhondabee Posted March 14, 2008 Share Posted March 14, 2008 That's what we're doing, anyway. (I usually do have him write the one-page summary/evaluation mentioned in wtm or follow R&S's book report format after we've discussed.) I admit I do answer the questions in Well-Educated Mind for myself before we discuss, and occasionally I find an online study guide. But, the questions in the logic stage reading section of Well Trained Mind are designed as middle-school level lit analysis. (and, Rod & Staff will also teach many of the literary terms that a curriculum such as LL teaches) I think I'll trust SWB on this one, since that's her thing, ya know? hth, Rhonda Quote Link to comment Share on other sites More sharing options...
Chris in CA Posted March 14, 2008 Share Posted March 14, 2008 It's funny I never did a formal reading program but as dds get older I'm getting a bit formal with this, I'm thinking about using Figuatively Speaking for formal lit terminology etc. now and moving into formal lit. study in hs to prepare for college Quote Link to comment Share on other sites More sharing options...
Faithr Posted March 14, 2008 Share Posted March 14, 2008 I think you'll be fine without a reading curriculum for a year. Especially if you've loaded him up with lots of other structured learning, it might be nice to have one area that he can carve out on his own. He'll do fine in high school without it. I did very little of that kind of stuff with my now high schoolers. Frankly, I think you can overdo it and burn the poor student out. At the high school level they are much better at analyzing, figuring out plot, irony, deeper meanings, arguing with the point of view of the author. I do not think my high schoolers have suffered a bit for not having a formal reading curriculum every year. So from my own personal experience, Mama Lynx is right on target. As long as they are reading and discussing, thinking about and loving books. Quote Link to comment Share on other sites More sharing options...
Mama Lynx Posted March 14, 2008 Share Posted March 14, 2008 You know, Stephanie, I just knew you were going to post this! Oh, how funny. We have a for and against, now we just need an undecided... LOL, I know. And posting at the same time, at that! I have a questions about the timed literary analysis papers: What are those in preparation for? I know that they'll need to have the ability to write timed essays, in general. Will you be doing timed literary analysis as a way to teach timed essays, or for another goal? Quote Link to comment Share on other sites More sharing options...
MIch elle Posted March 14, 2008 Share Posted March 14, 2008 Christian Light Reading 8 which includes: SUNRISE READING 800 – Where Roads Diverge 801 Analyzing story characters Working with the Latin word roots annus, quattuor, and junctum Identifying setting in a story Defining and identifying foreshadowing Identifying figurative language: metaphor, personification, simile Understanding and identifying allusions Considering the results of respecting older people Understanding and identifying conflict Relating characters’ actions to “where roads diverge†Understanding what an essay is Identifying the theme of an essay and a story Interpreting unusual figures of speech Rewriting a passage to eliminate a figure of speech Identifying the lessons taught in a fable Identifying the theme of a fable Identifying paraphrases Paraphrasing passages Identifying personification Extracting lessons from characters’ mistakes and examples Identifying the parts of plot: conflict, crisis, climax, resolution Labeling a plot map for a story Understanding and identifying prejudice in story characters Identifying a strategy for avoiding wrong judging Interpreting symbolism in literature Considering anger as a response to stimuli Considering and identifying satire Identifying the main ideas of paragraphs Writing the main idea of a paragraph Interpreting a metaphor from a Scripture verse Gaining information from letters, dialogue, and narrative Identifying allusions Comparing a character’s situation to a Bible character’s Identifying the main points of stanzas of poetry Identifying summaries of stanzas of poetry Marking the rhyme scheme of a poem Identifying eye rhyme Contrasting two characters Interpreting the meaning of a poem Applying the message of a poem to life 802 Identifying first- and third-person narrators Considering how point of view helps develop a story Identifying characters as static or dynamic Identifying a selection as romantic or realistic Identifying the theme of a selection Determining the likely veracity of statements Analyzing a poem’s structure Identifying beautiful language in a poem Working with the Latin roots jactum and dentis Identifying the possible varying sides of a story Interpreting description Analyzing character in relation to ‘‘where roads diverge†Analyzing how characters took responsibility Analyzing setting Identifying foreshadowing Applying principles from the story to life Interpreting passages from an essay Inferring from the essay Identifying onomatopoeia Marking the rhyme scheme of a poem Identifying similes Identifying a paradox Interpreting poetry Comparing a poem and an essay Identifying mood-creating words in a poem Telling why the first person to declare his cause usually seems right Understanding unity in a poem Writing an additional stanza for a poem Marking meter in a poem Learning the term iamb Identifying the thesis of an essay Identifying examples that support the thesis Identifying the double meaning of a title Working with the French root para Comparing characters’ actions to Scripture passages Determining character traits from actions Interpreting symbols in a story Using context clues to determine word meanings Identifying the elements of setting Interpreting and applying Bible verses Identifying an allusion Identifying proper response to life situations 803 Identifying a story frame Telling how a character obeyed a Bible command Telling how someone could have better obeyed a command Defining denotation and connotation Identifying the denotation and connotation of words Identifying the climax of a story Determining the broad setting of a story Working with the Greek roots biblos and philos Identifying reasons for characters’ feelings Interpreting figurative language Describing how different views of the same thing can be both right and wrong Choosing the most likely correct view of an incident Identifying the lesson taught by folktales Describing the characteristics of folktales Comparing two versions of a folktale Determining word meanings from context clues Inferring details from the story Identifying character qualities from characters’ actions Paraphrasing text from the story Interpreting an allegory Summarizing a list of items Identifying a statement that best states the idea of a number of statements Interpreting symbolism Describing the results of jealousy and envy Analyzing characters’ actions in light of “where roads diverge†Identifying irony Thinking clearly about disagreements Tracing the internal conflict in a story Identifying a character as static or dynamic Working with the Latin root centum Understanding the reasons for a character’s actions Identifying an allusion Understanding stereotypes Identifying indications of prejudice Explaining the irony in a statement Applying a verse to the story Paraphrasing a poem Interpreting symbolism in a poem Identifying the main idea of a stanza of poetry Learning the term anecdote Identifying the keyword in an anecdote 804 Identifying problem-solving skills Identifying actions that show persistence, observation, and understanding Identifying protagonist and antagonist Relating setting to mood Identifying character traits from actions Identifying the elements of plot: conflict, climax, resolution Working with the Greek root hydro Analyzing a character’s actions in light of ‘‘where roads diverge†Explaining how “talk leads to penury†Identifying the resolution of the story Determining word meanings from context clues Paraphrasing lines of poetry Explaining the poem title Identifying mood or atmosphere of stanzas of poetry Identifying the theme of a poem Matching paraphrases to lines of poetry Completing two parodies of a poem Identifying four types of fallacies in thinking Marking rhyme scheme and rhythm Identifying alliteration in a poem Identifying the moral Paraphrasing a verse Working with the Latin roots terra and pedis Identifying unfair judgments Determining character by observing actions Identifying couplets Identifying refrains Telling how a refrain affects the mood of a poem Identifying irony Identifying the theme of several verses Matching a popular saying to a proverb from Proverbs Explaining the meaning of unusual phrases Identifying foreshadowing Analyzing character in light of the story verse Noting the descriptive language used to describe setting Inferring details from the story Matching figures of speech to their meanings Describing aspects of the story setting Explaining characters’ actions 805 Determining meanings of words from context clues Inferring details from the story Analyzing characters’ actions in light of “where roads diverge†Understanding the historical background and setting Identifying four types of fallacious thinking Comparing and contrasting two characters Considering how others can stereotype you and your family Relating setting and mood Identifying the double plot of a story Identifying the theme of a story Considering the effect of one’s actions on others Matching lines of poetry to paraphrases Identifying the theme of a poem Paraphrasing lines of poetry Matching lines of poetry to anecdotes that illustrate them Identifying foreshadowing Determining character from actions Identifying how different characters would respond Identifying “victim†and “overcomer†responses Identifying how characters obeyed a Bible commandment Defining parallel Identifying three types of parallelism in Hebrew poetry Identifying the meanings of stanzas of poetry Identifying an implication of the poem Identifying the part of the plot Working with the theme of the story Identifying a character as an “overcomer†or a “victim†Identifying protagonists, antagonist, and conflicts Explaining irony in story events Drawing lessons from story events I highly recommend CLE reading. Join the CLE yahoo group to see samples & the complete scope & sequence charts. Good Luck with your decision! Quote Link to comment Share on other sites More sharing options...
Barb_ Posted March 14, 2008 Share Posted March 14, 2008 I think you'll be fine without a reading curriculum for a year. Especially if you've loaded him up with lots of other structured learning, it might be nice to have one area that he can carve out on his own. He'll do fine in high school without it. I did very little of that kind of stuff with my now high schoolers. Frankly, I think you can overdo it and burn the poor student out. At the high school level they are much better at analyzing, figuring out plot, irony, deeper meanings, arguing with the point of view of the author. I do not think my high schoolers have suffered a bit for not having a formal reading curriculum every year. So from my own personal experience, Mama Lynx is right on target. As long as they are reading and discussing, thinking about and loving books. Good post, and I agree. It's hard not to get caught up always trying to prepare for the next stage and forget to enjoy the one you're in. Barb Quote Link to comment Share on other sites More sharing options...
Plaid Dad Posted March 14, 2008 Share Posted March 14, 2008 I'm not sure what the distinction is between a formal literature course and just reading books and talking/writing about them. To me, the latter is a literature course. At least, that's what all my college and graduate-level literature courses consisted of. :) I guess it comes down to what exactly the discussions were about and how much literary analysis they involve. I do think you can get away without doing a lot of formal analysis if you plan to pick it up again in 9th grade, but it's also not hard to work in a few literary terms or to look at symbolism and such as part of a less formal discussion. Have you seen Invitation to the Classics? It has some good discussion/essay questions along with background information about a whole slew of Great Books. Quote Link to comment Share on other sites More sharing options...
8filltheheart Posted March 14, 2008 Share Posted March 14, 2008 Well, I didn't do any lit ana with my oldest 2 until high school. Didn't hurt them at all. Lit ana is not a difficult concept, nor is the vocab that hard to learn quickly when you are mentally ready to process it. Actually, during our conversations you would never have known that they hadn't had "formal" lit ana before. My middle 2, 6th and 8th graders, are doing some this yr with LL from LOTR. They are enjoying it, but it is light and enjoyable. So.....no, I don't think you'll be missing a thing. :) Quote Link to comment Share on other sites More sharing options...
mcconnellboys Posted March 15, 2008 Share Posted March 15, 2008 We always just did it sort of the WTM way and I think (hope) it was fine. My son is back in private school now and in an honors lit class this year. He's just signed up for honors lit next year, as well. So I *think* this program prepared him well. Regena Quote Link to comment Share on other sites More sharing options...
Beth in Central TX Posted March 15, 2008 Share Posted March 15, 2008 There was post about what the high school board about what they felt their children lacked the most, and the consensus was writing. A follow-up post asked what they would do better the next time, and timed literary analysis was an option given. Angelina (cajun.classical) said that she taught high school and college literature and did a lot of timed essays. She said the homeschoolers were weak in this area because things are not usually timed. Time management was noted as a critical skill for college, and I completely agree. I never thought to do a timed essay, but I think it will be great preparation for college. However, I can't time something they know nothing about. Therefore, I'm planning on doing a little upfront work in junior high so that essay writing and time management skills can be refined in high school rather than introduced. As always, this is just my different point of view. Quote Link to comment Share on other sites More sharing options...
Peek a Boo Posted March 15, 2008 Share Posted March 15, 2008 another vote for skip it if he already has a strong 8th grade schedule. In my case, we're picking UP lit analysis in 8th, cuz we didn't do too much previously. But the more I read around about high school the more I'm convinced that what you learn isn't as important as how much you keep track of it, lol. ok --that last line was pretty much tongue in cheek. Yes, we know there needs to be quality instruction too :glare: :D Quote Link to comment Share on other sites More sharing options...
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