BLOG KEY
General:
Act – Activity
Ch – Chapter
Ex – Exercise
L – Lesson
p – Page(s)
Math:
HIG – Home Instructor’s Guide
TB – Textbook
WB – Workbook
FP – Facts Practice (A, B, C, etc. denotes which sheet to use)
Science:
SG – Student Guide
USE – Usborne Encyclopedia of Science
COMING SOON...
Wednesday, September 27 - Pizza Day! Students may wear Fortis spirit shirts.
Wednesday, September 27 - "From Every Stormy Wind" Recitations
Monday, October 16 - Teacher Training Day. No school or homework.
Wednesday, September 27 - "From Every Stormy Wind" Recitations
Monday, October 16 - Teacher Training Day. No school or homework.
REMINDER: Keep sending in those Box Tops!
DISCIPLESHIP:
This month, we'll focus our study on the virtue of faith. Hebrews 11 tells us that without faith, it is impossible to please God, so it's imperative that we understand what faith is and how to trust our good, loving, heavenly Father in all aspects of our lives! We're already discovering a great deal about faith through our reading of George Muller. We'll also look at a number of biblical heroes of faith this month!
MATH:
MATH:
- Add and subtract mixed numbers.
- Find the product of a fraction and a whole number.
- Convert a measurement expressed as a fraction (proper fraction or mixed number) to a smaller unit.
- Convert a measurement expressed as a mixed number to a smaller unit.
- Express a part of a measurement as a fraction of the whole.
READING:
- Engage in meaningful discussion about The Phantom Tollbooth.
ORAL NARRATION: After each chapter (or after a few pages), students should retell the passage to parents. Parents should then ask questions about the meaning of the passage and engage in Socratic discussion with their student.
COMPOSITION/VOCABULARY:
- Know the components and purpose of an expository essay.
- Know what a thesis statement is, and understand how to include it in an essay.
- Write a strong thesis statement for an expository essay on faith.
- Review for next week's vocabulary quiz.
VOCABULARY:
1. Study the definitions and the parts of speech for each word.
2. On the front of the card—especially if your child is a visual or kinesthetic learner— (s)he should color the picture that represents the word, if possible.
3. On the reverse side of the card, students should fill in the blank with the word and read the sentence. Then, (s)he should write an original sentence with the word that is significantly different from the sentence given. You might have to help your child with this part. If he or she struggles, use a dictionary to find a sample sentence.
4. If possible, students should write at least one synonym and one antonym for each word, using a thesaurus if necessary.
5. In a dictionary, look up the etymology for each word. If the word has Latin or Greek roots, write the root(s) on the back of the card. Then try to find 2-3 other words that are derived from the same root. Add these derivatives to your cards.
5. In a dictionary, look up the etymology for each word. If the word has Latin or Greek roots, write the root(s) on the back of the card. Then try to find 2-3 other words that are derived from the same root. Add these derivatives to your cards.
SPELLING:
- Correctly spell words ending in TURE.
- Learn to spell words ending in ICE.
GRAMMAR:
- Know that a helping verb works with a main verb to become a verb phrase.
- Know that "not" is classified as an adverb.
- Be able to identify and properly label helping verbs in a sentence.
- Be able to write sentences that includes helping verbs.
LATIN:
- Memorize the vocabulary words and the maxim for Ch8.
- Know what "neuter" nouns are, and understand that the nominative and accusative cases are the same, with no exceptions.
- Know how to translate basic sentences.
- Know that Henry Hudson was the first European to sail up the Hudson River and help establish a Dutch presence was established in North America.
- Know that Samuel de Champlain, a successful colonizer and administrator, became known as the father of New France.
- Appreciate that Native Americans were already well established in the New World when exploration and colonization began.
JOURNAL: For this week's journal assignment, students should choose a Native American tribe to briefly research. Write a paragraph about what life would have looked like for that tribe prior to the colonization of America. Be prepared to share it with the class on Monday. For extra credit, in addition to the paragraph, students may present their information in a visual format, such as a lap book or a poster board that includes pictures.
SCIENCE:
- Know the definitions of "chlorophyll" and "frond."
- Understand the life cycle of a fern.
- Continue to memorize the photosynthesis equation, parts of a flower, and parts of a plant.
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Know the names and locations of the nations of the West Indies.
- Pray for the peoples of the West Indies who were impacted by Hurricanes Irma and Maria.
MEMORY WORK:
Scripture: We'll spend the year working on our scripture memorization of Matthew 5:1-16 (KJV). Our intent with scripture memory is for students to hide God’s word deep in their hearts so that they can call upon it for comfort, reassurance, and strength in times of trouble. With that in mind, we will not be testing over the scripture this year, but we will be reciting it together as a school every morning during assembly time. Here is a link to an article that explains why we prefer to have our students memorize the King James Version.
Geography: We'll continue working on the West Indies this week. A hard copy of the map can be found behind the "memory" tab in your child's binder. Additional maps, as well as MP3s of the songs, are available at this link:
History: The bulk of our history memory work for the year will involve memorizing the entire 13-minute timeline song. Here is a link to the motions for the timeline song. Because the song is entirely new to most students at Fortis, we don’t want to overwhelm kids with too much other memory work. We will, however, also memorize a portion of the Declaration of Independence (bolded portion only).
Science: Students have science memory work that corresponds to each unit in the book. This memory work will be included on the test at the end of each unit. Here is the memory work for Unit 2:
Photosynthesis equation:
Carbon Dioxide + Water + Energy from the sun = Carbohydrates + Oxygen
Photosynthesis equation:
Carbon Dioxide + Water + Energy from the sun = Carbohydrates + Oxygen
Parts of a flowering plant:
1. Root - It helps anchor the plant and absorb nutrients
2. Stem - Holds the plant up and serves as a transport system for the plant
3. Leaf - Absorbs sunlight and produces energy for the plant through chlorophyll.
4. Flower - The reproductive part of a plant
5. Seed - It contains the material necessary to grow a new plant.
Parts of a flower:
- Petals
- Sepals
- Pistil
- Stigma
- Style
- Ovary
- Ovules
- Stamen
- Anther
- Pollen
- Filament