I don’t especially like taking breaks from homeschooling. I thrive on routine, so I feel a little aimless without it. The kids were all sick, though, so it was a good thing that we took the week off. There were high fevers and ear infections and some vomit and general malaise. We wouldn’t have gotten anything done anyway, but I would’ve spent the entire week stressing about falling behind in my schedule. So, it all worked out. And we’ve begun our school week with good attitudes so far.
We also began our chore schedule this week. N and C have been doing their chores without complaint, and C even completed a “Bonus Bucks” chore today. S completed most of her chores, but there were many tears and loud wails of despair the entire time. H (4 years old) did her morning chores and is currently procrastinating. So far, so good. N asked me if the novelty of the chore schedule would wear off. I told her it would, but assured her that “Saturday Payday” would never lose its excitement.
N (age 11):
- Math: N began with mental math, which she breezed through until the last problem (2.5 divided by 100), which apparently turned her brain to mush. She recovered and learned about proportions. She’s been doing them for a while, but learned the proper terminology for it today. Applying the proper terms threw her for a bit, but she regrouped and completed her worksheet and lesson review.
- Spelling: N had an assessment. She second-guessed her spelling on a word and changed it from correct to incorrect spelling at the last minute. I had her write the correct spelling five times.
- Writing: I explained the purpose of a conclusion to N, and she wrote a conclusion to her descriptive paper.
- Reading: N read three chapters of I am Malala today, because the chapters were short and she’s enjoying the story.
- Bible: New school subject! We try to live our faith daily, but you can’t live what you believe if you don’t know what you believe, right? So, I’ve started a foundational course on the Bible that was written specifically for homeschoolers by an old college friend of mine. This is a course that’s combined for N and C. Today, I introduced the weekly memory verse and had N and C draw a picture to show they understood what the verse was talking about. We talked about why it’s important for us to know what we believe. We talked about how the Bible was written and how to find information in the Bible, and they began to memorize the books of the Bible.
- History: N and C learned about the beginning of the Greek civilization and the beginning of the Olympic Games. They learned about Homer and read the story of Odysseus and the Cyclops. They had previous knowledge about Ancient Greek mythology because of a wonderful book series by Joan Holub called The Goddess Girls. They are fun, easy to read, and perfect for tween girls, and they give a great base to Greek mythology units. I can’t recommend them enough! Anyway, N and C also completed some basic mapwork on Greece. N did additional reading on the Ancient Greeks and took notes.
- Logic: N learned about hasty generalizations. She gave some examples from her own experience of hasty generalizations. Then, she identified generalizations and determined from sample size whether they were strong or hasty. She practiced drawing conclusions based on her own experience.
- Spanish: N watched her next DVD lesson.
- Music: N did the usual practice.
C (age 9):
- Math: C practiced her 3, 4, and 9 times tables and did a story problem to start off her math lesson. Her lesson was on ordering fraction units from largest to smallest and from smallest to largest. We used manipulatives to help her grasp the concept, which she learned quickly. She finished math class by doing a couple division problem worksheets and a lesson review worksheet.
- Spelling: C completed the workbook introduction to her next lesson, which is on identifying vowel sounds in one- and two-syllable words.
- Writing: Since it had been a week between lessons, I reviewed organizing relevant information into lists.
- Reading: C read another chapter of Moby Dick (abridged).
- Bible: Combined class with N.
- History: Combined class with N. C didn’t do any of the supplemental reading or notes.
- Latin: C is continuing with her vocabulary. At this point in Visual Latin, the grammar begins to be more complicated, so I think I’ll switch to our previous Latin curriculum, Prima Latina, and focus on vocabulary for the rest of the year.
- Music: C asked to stop taking piano lessons. She finds them very tedious and frustrating. I want her to learn to play piano at least at a basic level, but I also want her to love music. So, I agreed to let her take a break from piano lessons to instead pursue ukulele. I ordered Alfred’s Kid’s Complete Ukulele Course, and it should arrive sometime this week. In the meantime, she learned three basic chords (C, G, and D) so that she could have the instant gratification of being able to play some songs. She’ll identify and practice these chords each day for the rest of the week, and then begin her formal lessons next Monday.
S (age 6):
- Math: S and I counted to 100 together while I pointed out the numbers on our hundred-number chart to reinforce number recognition. Then, S gathered ten non-matching shoes and sorted them according to fastener types (buckles, velcro, shoelaces, or slip-on). After they were sorted, we arranged them on the floor like a bar graph, and S made observations about the shoes.
- Reading: S reviewed the letter J with a printout from The Measured Mom. S and I sang the alphabet song together while I pointed at each letter on our alphabet poster. S located today’s letter, the letter “L,” on the chart. I read S a short poem about llamas, and S located the capital L’s in the poem. L colored in a picture of a capital L with a llama peering around it. Next, S and I played a game called “Count the Words.” I said a two- to four-word sentence, and S, using blocks to represent each word, counted how many words were in each sentence. Finally, I read a chapter of Charlotte’s Web to S.
- Writing: S did copywork of the letter L on a custom worksheet.
- Bible: I taught a shortened version of today’s lesson to S. She began learning a shortened version of this week’s memory verse and we discussed why it’s important to know what we believe. She began to memorize the books of the Bible.