Hoo boy! Attitudes today! Despite starting school at about 9:00 this morning, things didn’t really get started until closer to 11:00. Because tweens. I’m actually contemplating shelving music lessons for now, but we’ll see how things go tomorrow.
N (age 11):
- Math: After a tortured hour doing mental math (an exercise that usually takes about ten minutes), N did a worksheet on measurement calculations and conversions. Her lesson consisted of writing fractions and decimals as percents. She completed her 30-problem lesson practice and is looking forward to an assessment tomorrow, because that tends to go quickly.
- Spelling: N practiced words ending in the “l” sound spelled with “al,” “el,” and “le.”
- Writing: N added windows to her sketch of a “bird’s eye” view of our house layout.
- Reading: N read another chapter of I am Malala. She’s really struck by the cultural differences and very thankful to be a girl in America.
- History: N and C studied the history of Moses and the Exodus, and its geopolitical ramifications for Egypt. They mapped the nation of Israel’s route from Egypt to Canaan. N did supplemental reading on the Israelites and the Exodus.
- Logic: N learned to define and identify Either-Or Fallacies. She also reviewed the fallacies she’s already learned.
- Spanish: N watched her DVD Spanish lesson and was introduced to the vocabulary.
- Music: N was very frustrated with her lesson this week and kept crying while proclaiming, “I can’t do it.” This led to my aforementioned contemplation. I’m taking a step back and trying not to act out of my emotions.
C (age 9):
- Math: After a tortured hour of solving a word problem for her pre-lesson exercises, C practiced her 7 and 9 times tables and her perfect squares to 100. She completed a 25-problem practice sheet on division. Her lesson consisted of identifying and sorting angles by type (right, acute, or obtuse). She completed her lesson review worksheet.
- Spelling: C practiced her homophones. She’s almost ready for an assessment.
- Writing: C completed her introduction by writing sentences that summarized what she liked best about her friend.
- Reading: C read a chapter of Moby Dick (abridged). When the chapter was done, she said, “The captain is missing!”
- History: C did everything N did for this combined class, with the exception of the supplemental reading.
- Typing: C feels confident enough in her typing skills that she’s ready to end her typing classes after this week. I’ll incorporate typing in her creative writing class.
- Music: She handled music class quite well this week. She’s continuing to practice last week’s lesson for mastery.
S (age 6):
- Reading: S’s All About Reading curriculum arrived on Saturday, so we started with the first lesson today. The lesson began with singing the alphabet song while pointing to each letter on a capital letter poster. Next, I read her a short poem about the letter A that used some alliteration and was about alligators. She colored in a picture of the capital letter A being climbed by an alligator. Then, we practiced rhyming. I would point out a body part and give it a nonsensical name that rhymed with the correct name, and she gave me the correct name (i.e., “Is this your holder?” “No, it’s my shoulder!”). The lesson was followed by me reading to her for 20 minutes (we’re reading Charlotte’s Web). So far, so good with the Orton-Gillingham method. I’m going to introduce the letter B tomorrow, but I will slow the pace if S needs extra time with any particular letter. I’m not going to rush her.
- Math: S practiced counting and used flashcards for number recognition.
- Writing: S practiced writing the capital letter A repeatedly.