Daily Schedule

I have re-vamped our schedule.

First of all, I am no longer following the programme set out in the Latin Centered Curriculum. Even though veterans warned me, we became that sort of homeschool which did only its "morning" subjects. We were just not getting to science, art, music, literature, writing, and history. It's really too bad: but I've had to return to a more conventional approach: we all just flat out need the discipline.

So, this is our daily schedule.

Tuesday thru Friday:
Bible Study
Copywork and Recitation
Canadian History (Read Aloud sometimes followed by written work or map work.)
Latin
Lunch and World History (Tuesdays and Thursdays)
Lunch and Science (Wednesdays and Fridays)
Classical Writing
Grammar/Math (Do one child first, then the other).

Saturday:
Bible Study (Review)
Dictation
History (Chapter Review Test)
Science (Experiment or activity)
Composer Study
Art

Here it is all purty:

(as ever, click to enlarge)

I used the Charlotte Mason principle of alternating content with skill subjects...and it works very well. We did two consecutive weeks of school at the beginning of August and starting by 9am, we were finished by about 1:30, 2:00 pm every day.

I really enjoyed that.

Back in the Building

My last post was May 5th. That was three months ago. My aplogies. I hadn't realised I'd left it so long.

Since I have left it so long, I don't suppose there's anyone who is out there to even read this. So, I'm not sure what, if anything, I ought to say, just now.

I know that as we begin our fifth year I am more unsure about this than ever. I just don't feel I have made the adjustments necessary to create a successful homeschooling environment: and if it hasn't happened by now, I don't think it will.

I am really feeling quite stuck.

I have out year planned to Christmas break, I have all the materials we need: I just do not want to wake up in the morning and begin.

Weekly Report: Term 2, Week 5

An example of Baroque (in terms I understand!)


I think we've had a breakthrough. On Friday, at the kids insistence, we started with history. The day just zipped by.

Somehow, I got it into my head that our Latin and Math must be done first thing in the morning. The kids have often protested, declaring their brains just weren't awake yet. I just re-read Campbell. What he actually says is this:

Classical languages (Latin and Greek) and math should be given the bulk of the student's time and his best hours, whenever those may be. LLC, 1st ed., p. 61

Well, duh.

So, I'll try reading to them first thing in the mornings, then. Let their brains kick into gear with something not quite as demanding as Latin and math. It just means my eyelids will have to be fully open--and that'll be a challenge!

Morning Subjects:

Bible Study.
Explorer's Bible Study: Discovery. Words of Wisdom: Job, Psalms and Proverbs.
We did Lesson 3. It's bothering me only slightly that I don't have an answer key and that the kids are using their NIV's while the text of the lesson is presented in NKJV. I would rather they both had NKJV's. Of course, my son wants to use his NIrV exclusively. We compromised and agreed to consult it when things weren't entirely clear. For once, though, I am finding I don't like the NIV. Not for this book.

Latin.
Lively Latin, Big Book 1.


With this review map, we're finished! Done! Kaput. We did vocabulary review and and our drill sheets. Here's a blog entry about how we used the program and things I wished we'd done differently. We will continue to review this week.


Spelling.
Spell to Write and Read.
Skipped it.

Grammar:
The Older: Rod and Staff 4, Lesson 83 and Lesson 86.
With great nervousness, I skipped all the writing lessons.

The Younger: Rod and Staff 3, Lessons 58 to 61.
Everyday (since we do grammar everyday) I'm thankful for the grounding FLL1 has given my daughter.

Math:
The Older, Singapore Math 4B. Weeks 6 & 7.

The Younger, Singapore Math 3A. Weeks 14 (and a smidgen of 15).

Composition.
The Older: Homer A. Week 3. The Wind and the Sun.
We took it slowly and worked on finalizing his draft.

The Younger: Aesop A, week 17.
We used an early model: Androcles and the Lion rather than the more difficult biblical model offered by the workbook. My daughter loved it.

Afternoon Subjects

Science.
Singapore i-Science. Chapter 3C: The Human Respiratory System.
We did this in the evening and only got done about 1/2 what I wanted. The husband decided to blow up a balloon and then insert it into a bottle. That distracted the kids totally from their own stuff.

History.
Meghan's Reading Plan with adaptations.
We're taking a break from SoTW Vol.3: Early Modern Times until we catch up to the events in Chapter 15, when King Louis sent the Carignan-Salieres Regiment (and the Filles-de-Roi!) to help the colonists and fur traders in New France.

Key:

CHD: Canadian History for Dummies, by Will Ferguson

SC: The Story of Canada, by Moore and Lunn

Map bk: Canada Map Book 6: Exploring Canada's History by George Quinn (Apple Press)

Day 16: CHD: p. 48-50 Quest for a North-West Passage (Fool’s Gold and Martin Frobisher),
Spirit of Canada, p. 20 Hunting for Unicorns
Trace where Frobisher went on a map, Timeline. Worksheet: Cabot, Cartier and Champlain.

Day 17: SC: p. 38-41, Northern Seas,
CHD: p. 50-52, Quest for a NorthWest Passage (The Lonely Fate of Henry Hudson), timeline.


Day 18: CHD: p. 52-53, Rule Britannia, An Empire Founded by Fog?
SC: p. 27 The Pirate Admiral
Fisheries notebooking page, Map bk.6: p. 16 & 17

Day 19: CHD: p. 53-55, The Two G’s., SC: p. 41-43, Rats, Weeds and Viruses.

Day 20: CHD: p. 55-58 The Beothuk, Spirit of Canada: p. 105-106, The Ballad of Mary March

Dictation. (1x)
The same passage for both.

Fine Arts:
Music: Beautiful Feet Guide to Classical Composers.
Art: Artistic Pursuits, Book 1.

Finally! On Saturday we got to it.
We listened to the CD on Corelli and defined words like Baroque and fastidious. (Which means something other than what I thought it meant. I thought more nit-picky and tidy than exacting and difficult to please.) They also drew their first "official" composition.

Lively Latin.

I'm guessing it took us a year and a half to do Lively Latin.

We did take a bit of a break last summer--and that was a big mistake. We lost our momentum and, in retrospect, I can see that we forgot an awful lot as a consequence. We probably could have made it up with extensive review, but I didn't know to do that. The program also doesn't have extra excercises and I found that a problem from time to time.

My students were a 10-11 year old boy and a 7-8 year old girl. We started with one lesson and excercise per day. We did the history whenever it came up. (Some days it was the only way my son would do Latin. He loved the history, the actual Latin, not so much.) We sat down at the computer and recited the vobaculary sheets every single day (well, 4-5x/week). (I encouraged the kids to say the English after saying the Latin).

I also made up vocabulary bingo cards--here's the site I used. I'd write the Latin on the bingo card and then call out the English. (You could also make some up in reverse). We'd use M&M's or chocolate chips for markers. They love it.

The flashcards with the program are useful--IF you keep up with them and start sorting them into nouns and verbs (and later, adjectives). Once you have the nouns--colour coding them by declension would have been a fantastic thing for us to have done. (In fact, I think I will do just that next week. I want to do some solid review before we carry on.) Once you have verb endings and declensions to memorize, set up a drill sheet. I "borrowed" mine from someone at the WTM boards. I think it may have been Cajun Classical. I used the one called "sum" 2x--once for the three tenses of sum, and one for the three tenses of all the other verb endings. The second sheet is for the noun endings.









Here was our daily procedure.

A. 1) Send one child to the computer to do current vocabulary sheet.2) Have second child fill out the drill sheets. Switch.

B. 1) Read Lesson out-loud, together.
2) Do excercises together. Use vocabulary sheets as necessary. If it's history, I just had the kids take turns reading out-loud. We did whatever there was to do as follow up. We did not do the History booklet. However, if I were to do this again, I would have purchased the Greenleaf guide to The Famous Men of Rome. The course uses this book and The Story of Rome to provide the history sequences. If we had, we could have simply used this as our history for the year and I would have been well satisfied and less stressed.

We really should have taken a day and dispensed with the vocabulary at the computer and done our Vocabulary Bingo more regularily. The course also provides games and my daughter was the only one who played them. (I couldn't get them to work for a while either. I just kept downloading Java until, one day, mysteriously, they worked.) Her grasp of vocabulary is much better than my son's.

The course does not hold your hand and as a novice, I missed that. However, it was interesting, varied, and solid. The kids don't hate Latin. For all that, I gladly gave up the hand-holding.

Weekly Report, Term 2, Week 4

The Homeschooling conference feels like a million miles away. I over spent. And I didn't come back inspired and fired up like last year. I just feel guilty.

Moving on.

Morning Subjects:

Bible Study. Explorer's Bible Study, Discovery. Words of Wisdom.
Began Job. Hooray! I got it at the Homeschooling conference, as I'd planned, and I'm thrilled the three of us are back at it again. The material is actually new to them (I guess they don't figure Job exciting enough in Sunday School, or something.). The lessons are quite short. That was a pleasant surprise! I thought of Charlotte Mason all last week as we read discussed our passages without losing attention or interest. I wish I had experienced this sooner.

Latin. Lively Latin. Big Book 1. Ex. 16.9 to 16. 11.
As Rose says, it seems to be the never-ending curriculum. We've had the last pages in sight for two weeks. We just can't....seem....to....reach....them. I've put on Lingua Angelica twice since purchasing it at the Homeschool conference: one caught the Boy's attention. But I've promptly mislaid the song book, (of course) so we couldn't sing it. He actually had to ask me, though: "What language is this in?" (Is that good or bad?)

Spelling. SWR, List N2
I dictated it and we did a bit of work on suffixes. I forgot to test. Oops.

Grammar:
The Older: Rod and Staff, 4: Lessons 79 to 82. Skipped Lesson 80.

The Younger: Rod and Staff 3: Lessons 54 to 57.

Composition:
The Older: Homer A, Week 3: The Wind and the Sun.
Once again, he's written maybe two paragraphs. I don't know what to do. I feel like I'm failing. We did do some dictation.

The Younger: Aesop A, Week 16 or so.
I've ditched the Bible Stories. Somehow we barely have the time to work with short bits: never mind the long rambling story of David and Goliath. The child does not yet know how to narrate without relating every single detail. I corrected that in the older child: and look what I got for my trouble! Instead we're using the models from the first six weeks. She missed those as I folded her in with the older at week 7.
I'm flailing.

Math.
Older: Singapore Math, Level 4B. Week 5.
I'd planned the usual doubling up of weeks to progress more quickly: but we had to s-l-o-w right down when he encountered three long, tough reviews. I was slow at getting to mark them, too, so on Day four we just went over them and I re-taught whatever needed refreshing.

Younger: Singapore Math 3A Week 13.
The child surprised herself by whipping through her stuff. I took a few minutes earlier this week (fresh from a presentation on Right Start Math on which I spent a fortune for the games) and taught my daughter to recognise the patterns in the nine times table on the 100's board. She even found a few I'd never seen! You know, of course, that she's aced the nines times tables. Just like that. (She doesn't quite know it yet, but she will). And it seems to have been some sort of key to the lock in her brain for knowing all of them. I still haven't found the key to my son's brain. The multiplication table is still locked up tight in there.

Afternoon Subjects.

Science: Singapore i-science, Primary 4, Chapter 3b: How Do Plants and Animals Breathe?
The kids got all grossed out by the pictures of the stomata in plants. I had a chance to tell them that photosynthesis is the reason I believed in God.

History: Story of the World, Vol. 3: Chapters 13 (The Sun King) and 14 (The Rise of Prussia).
This was a mish-mash. We'd listened to The Sun King on the way down to the conference, so we did our map work, timeline and chapter test this week. Then we listened to "The Rise of Prussia" and I figured out that I had had Frederick the Great confused with his grandfather! (All the kids' assigned supplementary reading--from Synge to Famous Men of Modern Times was about Frederick the Great, so hopefully I haven't confused them!) We made several entries in our Timeline book, (we are soooo behind!) did the chapter test: but forgot to do our map work.

I'm thinking of stopping right here for a few weeks while we "catch up" in our Canadian History studies to the time period of Chapter 15, which, as far as Canadian History is concerned is dated at 1663, the year King Louis XIV sent first the soldiers and then the women to secure the survival and future of New France.

According to my reading schedule, if I read 2x a week (about an hour and a half, maybe, each time?) it may take us three weeks. I'm not sure I can do that, but not to do so is too fall too far behind for comfort. No, not comfort. Sanity. No, I'm not sure why I am so pathologically attached to my SoTW schedule.

Literature:
didn't get to the magic.

Canadian History.
I purchased Heather Penner's "Modern History Through Canadian Eyes" (A strange title, to be kind) at the homeschooling conference. I thought it would be helpful in coordinating all the various resources out there--I've been doing what I can, but it has been terribly time consuming.

Unfortunately, I find myself staying up late nights creating spreadsheets of my own and typing in all the info I need in a format I can access more easily--and so, thus far, it's been quite a bit of work. (I spend money to make life easier or more enjoyable. This was a bad purchase by those criteria. But, it's only been the first week. Perhaps I judge too soon.)

Canadian History is just one of those things you have to coordinate from the pitifully small number of available materials. (Yet, maybe it's unfair to compare the number of our resources here with those of the behemoth to the south.) There is no really decent stand alone spine. I lamented that as late as a few days ago. However, I read Granatstein's Who Killed Canadian History when we got home from the conference and perhaps that isn't a bad thing. It forces us to read our history from different authors...and so "different perspectives" are just built right in (without discussion or analysis) at this age. Granatstein believes, as I do, that history ought to be a story at this age--and analysed and examined when the child is older and better able to do that. One of the things Penner has done is coordinate resources for older students as well as younger. So, for example, Churchill's History of the English Speaking Peoples is coordinated with chapters of Morton's "A Short History of Canada." So, we're good to go, once I get a copy of Churchill's books.

Fine Arts.
Music: Beautiful Feet
Art: Artistic Pursuits. (Yes, I broke down and bought it.)
aargh--we didn't get to THIS either.

I don't know what to do. I had thought getting up at 6:30 would help. That lasted one day. We just can't seem to get everything done in a day--and yet, I know we could. I spend 90% of my time disciplining them: and that's just not right. I keep thinking it shouldn't be necessary at this age and stage. I also feel as though I am not ever going to figure this out once and for all. It will always be a struggle (and it shouldn't be). (I think R.D. Laing would enjoy this.)

So, I'll keep making my plans and keep seeing them remain undone. And because they remain undone I feel like we can't ever take time off. We can't ever relax. And yet, I can't keep this up. We need to take breaks as much as I hate them. And I can't keep making plans and watch them be transferred from file to file week after week. Some thing's got to give and it's usually my temper.

The Greeks personified, this, didn't they? Or monsterfied it. Scylla and Charybdis, wasn't it? Or am I merely, as Hirsch would have us say, between a rock and a hard place?

Fairy Tales: Counting on the Magic.

The Three Sillies

I'm finding LCC not only restructuring the pattern of our day, but revitalising my plans for our studies. Free from the shackles of chronology, I can now embrace literature. Yes! Real literature.

I've been flirting with the idea of studying Fairy Tales. I want them to be a gentle way to talk about all those horrid things that with too much consideration can suck the joy right out of reading.

And yet, becoming aware, having one's eyes opened, as it were, can lead to better appreciation and more joy. I must believe that--else why am I teaching the kids anything at all? We're not unschoolers. (Though I confess the desire to become LCCers as it were is to free up time to do as we want!)
Literature is close to my heart and to turn it into something my kids hate would just about finish me. So, I've avoided it. Oh--I give the kids books to read, but off handedly--with the caveat they only have to try the first chapter. If they aren't interested by then, back to the shelf it may go.

But I'm going to risk it all with Fairy Tales, I think. There's an incredible site of the web devoted to them. It is most amazing. It's called Surlalune. It led me to read a fellow named Jack Zipes. If you are at all interested in Children's Literature, he is a must-read.

A google search led me to is Vladimir Propp. I'm not sure I can explain what he did very well, but it turns out that Fairy Tales always have the same consistent elements in it which go beyond the mere Rule of three.

So, with the help of many teachers' sites, SurLaLune and Jack Zipes, I have pulled together a list of grouped fairy tales to study. There are many ways and many tales, of course. I am doing mine this way based on the books on the shelves at my library!

Here they are:

The "Threes:"
Introduce this tale with a short blurb on the Fates from D'Aulaire's Book of Greek Myth, p. 70. The Three Spinning Women*
The Three Men of Power (Russian) (This is quite long and I may just read it without a heavy duty analysis. There's lots one could do with this one, though!)
The Three Billy Goats Gruff
The Three Wishes (Perrault) or The Fisherman and his Wife* (Grimm)
The Three Sillies** also known as Clever Elsie*

The First Spin-off:
Traditional Tale: Rapunzel,
Melisandeor, Long and Short Division by E. Nesbit

The Second Spin-off:
Traditional Tale: The Frog King or Iron Henry* The Frog Prince Continued by Jon Scieszka

The Third Spin-off:
Traditional Tale: The Three Little Pigs**
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
The True Story of the Three Little Pigs by Jon Scieszka


Other Possibilities (they truly are endless!)

Traditionl Tale: King Thrushbeard*
Princess Smarty-Pants by Babette Cole
The Taming of the Shrew (as told by Jim Weiss on Shakespeare for Children. You can also use Nesbit or the Lambs', of course.)

The Magic Cooking Pot or Sweet Porridge*)
Strega Nona by Tomie de Paola.
Stone Soup by Marcia Brown

I'd love to do
Snow White and Rose Red and
Snow White and the Seven Dwarves*.

I wonder if we should compare Jack and the Giant Killer** with Jack and the Beanstalk**?

Perhaps we ought to finish up with Wise Women Tales?
Baba Yaga
Grandmothers' Stories: Wise Woman Tales from Many Cultures by Burleigh Mutén.

Ever the over-achiever, I've made up a very detailed questionaire (four pages) for them to use when we're discussing the fairy tales. So, I probably will still kill their love for it. Oh well. Wish me luck (or send me a magic potion).


* from Grimm, Jacob and Wilhelm. Household Tales. Margaret Hunt, translator. London: George Bell, 1884, 1892. 2 volumes. Transcribed to the web at SurLaLune and at The Baldwin Project

**from Jacobs, Joseph. English Fairy Tales. London: David Nutt, 1890. at SurLaLune and at The Baldwin Project

Weekly Report: Week 2, Term 2*

"Music is well-said to be the speech of angels." Thomas Carlyle

From the title page of The Boy's new History of Music notebook.

Odd, odd, this first official "full-on" LCC week. We wound up doing some things after supper in the evenings because, well, because we didn't start our day until noon. So, if the "morning" can be between 12 and 4, then the afternoon can be between 6 and 8. Just so we're clear.

Morning Subjects.
Latin:
Lively Latin I: Lessons 15 & just a smidgen of 16.
We did our double drill every day (the verb sum and our first three declensions). My daughter made the startling discovery that the 2nd Declension Neuter and the 2nd Declension Masculine differ only in the Nominative case. The boy has not yet noticed (or at least he hasn't said). So we went from Ex. 15.9, to Ex. 16.1. Lots of good stuff in there, including a review of the 2nd Punic war and new vocabulary (fun stuff: colour words).

Spelling:
Spell to Write and Read. Finished dictating M7. Tested it.
(I hate spelling).

Grammar:
The Older: Rod and Staff 4: Lesson 71 to Lesson 73
The Younger: Rod and Staff 3: (skipped Lesson 49) Lesson 50, Review 1, Review 2.

Writing:
The Older: Homer Week 2; Belling the Cat. Somehow, we didn't finish. The dictation did not go well and we just sort of stalled out.

The Younger: Aesop A Week 16; Moses on the Mountain.
Poor girl was nearly slain by this "model." Avoid this one at all costs. I wish I had pre-read it and picked something else for her. We did finish everything necessary in the workbook but in spite of four days of work, her re-write still isn't done. I'm going to let her take this week and just work on it. If she doesn't leave home, first (see below).

Math:
The Older: Started Singapore 4A.

Continuing at double pace, so he did Weeks 1 & 2. Lots of intense teaching: but I sat there and nearly read straight from the HIG and worked examples beside him with paper and pencil. The unit was on decimals and relating them to fractions: how come no one ever taught me that? (I only figured it out cause I always wanted to know my per cent on a test). As we are moving on, I feel more and more responsibility not to mess it up.

The Younger: Singapore Math 3A, week 11.
Near Mutiny. In my excitement with LCC, I sort of forgot who I was dealing with and scheduled way too much math for her to do. She did some on Tuesday and Wednesday. But then she flat out refused on Thursday. All day. We took away TV, even listening to the CD player. To no avail. However, on Friday she was OK: and it took her all day to catch up to completing the work I'd scheduled to be done by Thursday. But that was OK. When I checked, I realised that that was an entire week's worth of work according to the HIG (plus she'd done some extra Challenging Word Problems I'd assigned) so all was right with the world again. Not much else got done on Friday, though. Multiplying and dividing are exhausting.

Afternoon Subjects
Science:
i-Science Primary 4: Unit 3A: What is Air? I'd hoped to get through all of Chapter 3: in the end we did only as much as we would have done without being on the LCC plan. In fact, I didn't even do it! I left my husband in charge Tuesday evening after supper while I ran off to read magazines at the grocery store.

Canadian History Read-Aloud: Meghan's Reading Plan Unit 2: First Contact. Days 11 to 13. This is working out much better than I had hoped. It was an extremely pleasant and productive way to spend Wednesday afternoon.

History:
SoTW3: Chapter 12.
There are three long sections to this chapter on English history. And what better way to get through it on a Saturday morning than with a lick of spring cleaning! We put Weiss on the CD player in the Living room and dusted and mopped while we heard about the Long Parliament, the Rump Parliament, Poor Charles' head, Cromwell, and then the Barebones Parliament. That's as far as we got. The plague and fire of London will have to wait until next week, I'm afraid. Maybe we'll do the Dining Room/Office.
Art & Music:
I didn't manage to put together an Art History lesson on Rembrandt in time: but I did find a copy of The History of Classical Music by Beautiful Feet which I had purchased 2nd hand last September and forgotten about. So, I went to the library, found most of the books (and all we needed to get started) bought some Notebooking pages and began, tonight, yes, Sunday evening after supper. Again, I wanted to get done more than we did, but that's OK. We did Lesson 1. We're launched.

Coming Soon.
Literature:
I'm doing my darndest to pull together a small unit on Fairy Tales. My problem is, I keep stopping to read them. Must stop enjoying myself. Must work. We will start next week. We must. I'll have a post on that up soon, too.

Bible:
I have decided we're not going to do any Bible Study until I can get the Explorer's materials at the homeschooling conference in, gasp, a mere two weeks.


*or it's Week 12 since Christmas break.
From now on, I'll be following the LCC divisions of 10 week terms, 4 terms per year, starting in the new year. So, Terms 1 & 2 will be in the Spring and Summer and 3 & 4 in the Fall and Winter. "Grades" however, following public school practice "officially" flip in September.

Read Aloud Thursday

I'm a sucker for pretty buttons!

The following books compose the foundation of our Canadian History Read-Aloud Program--more accurately known as Meghan's Reading plan. Yesterday, I got through three days worth of assigned reading (without the accompanying novel) and I'm thrilled. This has been very difficult to implement, but I think it is wonderful way to learn Canadian History and the kids love it too.

So, here is the first book.
Our History Spine.

(Mine looks a bit different, of course. It has a shaggy head and mane of different coloured post-it notes!)

The author has his own opinions and always lets us know what they are. It's extremely well written and entertaining and incredibly informative. I have learned so much!



This book is highly irreverent and the jokes and puns are bad--but that makes it fun. The kids really enjoy it.



This tome is an interesting gem. It's full of stories and poems about Canada. The author of Meghan's Reading plan has woven these stories through out other readings like beautiful illustrations.

As for other read-alouds, well, I'm working on pulling together a literature unit on Fairy Tales. That should be fun.

Weekly Report. Week 11*

This was a very funny week. As I mentioned before we'd done 9 weeks of school, then took a week off. Then the week we were supposed to start back, everyone got sick. So, we took another week off.

But it has been a valuable time for reflection.

On a hectic or busy, crowded day we did whatever subjects were convenient--or what the children wanted to do. So, we got History done, because my son loves it. We did our Canadian map book because it was easy. But we were not getting to Grammar or writing.

This week, following the LCC plan, I decided that our priorities would be:
Math,
Language Arts (which consists of Spelling (together), Grammar (separate) and writing. We're using Classical Writing's Aesop A for the girl and Homer A for the boy.)
and Latin.
All other subjects: History, Science, Literature and Fine Arts, Logic, Geography, etc., would take a literal backseat and not be done until the afternoon.

So, that's what happened. I had a real test of my resolve Friday. We started our SoTW3 chapter 11--The Moguls, but we didn't finish it. SoTW is something of a bench mark for me. In our first year of homeschooling, we took so many breaks it took us a year and a half to finish the first book. The second volume also languished for an entire season while I decorated my house. When at last I decided to "get serious" about homeschooling last January, it was there and waiting for us to use--and we finished it right at the beginning of our Christmas break this last year. I am still very proud of that! So, as you can see, where we are in SoTW tells me where we are in out homeschool. Just now, I realised we're in Week 11--'cause we're on chapter 11. I do not want to fall behind: and I see no way to get a chapter done in one day. None. We didn't today, and I doubt we ever will.

The week was extremely short: Wednesday to Friday, only.

Latin:
Lively Latin I: Lesson 15: from Scipio goes to Africa to Diagramming Predicate Adjectives, Ex. 15.8
I've decided to incorporate more drill into our time with Latin. So, I downloaded a drill sheet from Angelina's Blog. For now, I'm just having the kids copy out their endings from a crib sheet. Friday, we made a crib sheet for sum and we'll start writing that out next week along with our declensions.

Spelling:
Um, none, really. I had dictated 1/2 of list M7 the first week we were supposed to be "back" (the week we all got sick) so I'll just pick that back up next week.

Grammar:
The Older: Rod and Staff 4: Lesson 66 to Lesson 70
The Younger: Rod and Staff 3: Lesson 44 to Lesson 48
(yay!)

Writing:
The Older: Started Homer this week. We'd done the planning week while we were under the weather, as it turned out. We didn't quite finish Day 3 or 4. I'm trying to tell myself it really doesn't matter. We will get to it. It will be done. Breathe in. Breathe out.

Math:
The Older: finished Singapore 4A. He did it double the pace and I'm so thrilled. I'm hoping we can keep that up for 4B as he really ought to be finished the entire series by Fall 2010.

The Younger: Singapore 3A: Review A, Ex. 28 and Ex. 29. Unfortunately, these are small gains for the battles we fought.

History:
SoTW3: Chapter 10. We must have done it the week we were sick. This week we only got 1/2 of Chapter 11 done. And by done, I mean we listened to it and answered the review questions orally. No narrations. I'm not completely happy about that but I am finding SoTW3 a slog. I don't know why.

Canadian History Read-Aloud: Meghan's Reading Plan Unit 2: First Contact. Day 7 to 11. Now, we got a lot done with this! And it was just because we were sick. The kids would snuggle up under blankets on the couch and just listen to me read hoarsely. Unfortunately, it is just far too time intensive to continue the way it is set up. I'll be doing some thinking about this (again!).

Geography:
Canada Map Book 2: None

Art & Music:
None

Bible Study:
None

Science:
None

*though if you count the 16 weeks we did before our Christmas break, it's really week 27!

Well, strangely, that was refreshing. I feel ready and energised to start next weeks work.

LCC, Day 1

I have no idea if there will be a Day 2, honestly, but today we got back to work for the first time in two weeks.

The first week was a scheduled break. The second was a "sick week." We're still not 100%, but I cannot "wait" any longer. We're all getting into terribly self-indulgent habits and neglecting whatever it is we should be doing.

So, today, after having read The Latin Centered Curriculum,(LCC) second edition, for the past couple of days, I decided we would do Math, Latin and Composition. Under the program these are our daily subjects (Greek is to be added in later years). They are to be done when the student is fresh and alert and take priority over all other subjects. The author of LCC, Andrew Campbell recommends that all other subjects: Geography (replaced with Logic in the later years), Science, History, Literature and Religious studies be incorporated for extended periods of time once a week, each. It is an enourmously attractive program.

I have yet to work out the nitty gritty details, but I thought I'd give the the program a go until we leave for our Provincial Homeschooling conference on April 16-18. For example, Campbell suggests that grammar need not be studied separately--learning Latin (esp. a course based on translation, rather than immersion) should be sufficient. I am not so sure--even though today taking a separate stand alone grammar course certainly seemed somewhat redundant. In Latin, we covered adjectives and diagrammed Latin sentences. In her writing model, my daughter underlined all the verbs (and thus had to review the definition of a verb, chant the linking verbs and review the helping verbs). Both children covered pronouns in their separate Rod and Staff English texts.

Today was the sort of day when you understand why it's called "grammar" school.

On Breaks.

When we started school, waaaay back in August--it was after a summer hiatus since May. An eight or even twelve week break isn't uncomon: but it was after having schooled only from January to the beginning of May. The fall prior to that (2007) had been entirely lost.

It added up to a fair amount of inconsistency and as a result we got "behind." I didn't worry too much in the early years, but last fall I realised that was it. I was running out of time. We have to adhere to a fairly rigid schedule from now on, or this homescholing experiment will fail.

And so, after our Christmas break, I decided we needed to go for nine weeks straight--without a break. I don't like breaks. I am so scattered by nature that if I start something during a break (and I usually do, like cleaning out the basement, or planning a garden or some project or other) I continue doing it when it is time to return to school. So, I figured the longer we went without a break, the better our chances to "stick" with school.

But nine weeks was too long.

It nearly kiled me. It would have been fine, I think, if we had not had the added responsibility of caring for my nephew six days a week (and twice on Mondays, usually). I fell behind with the day-to-day tasks or keeping our home running smoothly. I fell behind with the thrice daily ritual of washing the dishes, and I fell behind with laundry. We're on a money saving plan where we can only eat out two times a month at most. I did manage to keep up with that.

So, we start back again tomorrow: this time with a big change, We're going to start getting up at 6:30am with Dad. We did this last fall and though it was a constant challenge and we never did settle into it, I think we need to try it again so that I feel like we will have accomplished something by the time my nephew gets here. On some days, when he comes for the afternoon, we may even be finished! I think the early morning expeiment has a better chance of working now, too. The clocks have been set ahead: and though it will take another month before sunrise is anywhere near 6:30am again, it will be getting up earlier and earlier, not later and later as it was last fall.

So, let's hope this new plan will keep us on track. Let's hope it will give me the time I need to get my chores done--and the kids' schoolwork completed before supper.

St. Patrick's Day: Not too late.

As I was putting together this post, I became aware that St. Patrick's Day has been moved this year. That's right. It isn't on March 17th, but March 14th--so that it may be celebrated outside of Holy Week. (Whatever that is. (see below))

I'm not sure whether we will do a mini-unit study on all things Irish, but the idea has some appeal. My father's ancestors left "The Auld Countrie" right as the potato famine ended. However, we can't really claim to be Irish because 1) we're Protestants and 2) apparently we were in Scotland a mere two hundred years prior to that. Given those two facts, the less said about claims to Irish ancestry, the better.

However, just in case I yearn for a pint of Guinness and a few bites of gorgonzolla, I've collected a few resources better suited to share with the wee ones.

The history of St. Patrick, from the History Channel itself.

Dover publications has a maze and some candidates for colouring pages at this sample page.

DLTK has some themed worksheets.

Here's a nice little collection of Irish Fairy Tales. There's also Louey Chisholm's and Joseph Jacob's at The Baldwin Project.

I have no idea of "authentic" Irish fare, really, but these recipes look close. Unfortunately, other than the potato, there doesn't seem to be a lot in common in our cuisine. (Seafood and lamb are exorbitant luxuries here).

Perhaps a few scones and a cup of tea while we read a Celtic tale or two will be a sufficiently pleasant salute.

The First Wednesday in March

Literature and Study Guides.

SoTW3 covers history from the 1600's to about 1849--or you could say, from the time of the birth of the novel to its maturation of what could be considered its finest period. From Cervantes to Twain--it's overwhelming to capture for children.

However, we must do what we must and the SoTW Activity guide is amazing in its recommendation of chapter books and abridged classics for elementary students.

So, I went through and selected those books

1) I will make the oldest read and write a book summary.
2) we will listen to or read together for enjoyment.
3) we will peruse together with a study guide.

1) I will make the oldest read on his own.
(3) Pocohontas and the Strangers by Robert Clyde Bulla
(23) Ben and me : a new and astonishing life of Benjamin Franklin as written by his good mouse Amos by Robert Lawson

2) Books we will listen to or read together for enjoyment.
(2) Hans Brinker and the Silver Skates (on audio available from our local library. Narrated by the incomparable John McDonough ).
(21) The Last of the Mohicans by James Fennimore Cooper, an abridged version read by William Hope (Naxos)
(22) Johnny Tremain by Esther Forbes
(24) Stowaway by Karen Hesse
(25) The Scarlet Pimpernel by Baroness Orczy. [The 1982 movie directed by Clive Donner and starring Anthony Andrews and Ian McKellan now on dvd]
(41) The Whale Rider by Witi Ihimaera. The library has the book, the book on audio and the movie by Niki Caro. So we'll see when we get here.


3) Books we will peruse together with a study guide.
(15) The Witch of Blackbird Pond by Elizabeth George Speare
*Grammar stage study guide and vocabulary list.
*Glencoe Study Guide available here.
* Progeny Press also has a study guide available for Grades 5-7.

(19) The Jungle Book by Rudyard Kipling
* ebook Study guide for Grades 5-12 by Saddleback Classics.

(36) The Adventures of Huckleberry Finn by Mark Twain.
* This, I would like to listen to and follow along in our own copies. There is a plethora of study guides for almost every grade range listed at this site.
*I like the look of this one: Portals to Literature: The Adventures of Huckleberry Finn Teacher's Guide (by Mark Twain) Gr.6-12 Perfection Learning Corp. There are sample pages to view.

Hmm. The pacing could be better in terms ofwhen to read them (the numbers in brackets correlate with SoTW chapter numbers) and something is telling me this is too ambitious. But it can stand as a preliminary plan.