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...
Week of November 20 - Thanksgiving Break. NO SCHOOL!
Monday, November 27 - Colonial Celebration Day
Wednesday, November 29 - Pizza Day!
Thursday, November 30 - School play
Monday, November 27 - Colonial Celebration Day
Wednesday, November 29 - Pizza Day!
Thursday, November 30 - School play
DISCIPLESHIP:
This month, we'll focus our study on the virtue of JOY! Joy is both a fruit of the Spirit (Gal. 5:19) and a result of personally knowing God and obeying his commands. (Ps. 19:8) Joy is an assurance that no matter what difficulties we encounter in life, God is present and at work in us, transforming us by his grace and preparing an eternal home for us!
MATH:
MATH:
- Review all previously taught concepts to prepare for next week's test.
READING:
- Learn about Colonial Boston prior to the Revolution through the reading of Johnny Tremain.
- Learn about Puritan colonial life through the reading and discussion of The Witch of Blackbird Pond.
- Engage in meaningful Socratic dialogue.
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:
- Identify key facts in a source text.
- Improve editing skills by grading each other's papers.
- Know how to write topic sentences and clinchers in reports and essays.
- Learn the definitions of this week's vocabulary words, and be able to properly use them in a sentence.
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:
- Assess ability to spell "CAL" words.
- Learn to spell words with the /ul/ sound spelled IL.
GRAMMAR:
- Know how to properly punctuate possessive nouns.
- Classify pattern 2 sentences.
LATIN:
- Assess mastery of vocabulary words from Ch11-12 and 14-15.
- Memorize the maxim and vocabulary words for Ch16.
- Learn about tense in Latin sentences.
- Know how to parse Latin words.
- Know what family life, education and lifestyles were like for colonial Americans.
JOURNAL: For this week's journal assignment, students should imagine that they are living in colonial America. Have your child describe what life is like: What time do you get up? What kinds of chores do you you? What do you eat? What do you do for fun? Where/how often do you go to church? Do you go to school?
SCIENCE:
- Learn the basic characteristics of crustaceans and arthropods (insects).
- Know the meaning of the terms "antennae," "life cycle," "metamorphosis," "nymph" and "thorax."
- Research an insect and write a short report about it to share with the class.
Kingfisher Science Encyclopedia
INSECT REPORT: Your student has been practicing identifying key facts in source texts for the past few weeks. He or she is now ready to apply that knowledge to a real-life report! Please help your child locate 2-3 short source texts (these can be from books or reputable internet sites) from which to pull key facts. First, your child should read the texts and make an outline similar to those we've been doing in Unit 4 of IEW. Next, s/he should use the outline to write a paper that includes 7-10 facts about the insect of choice. The length of the paper and the number of paragraphs will be dictated by the information/facts your student gathers. If his paper has several facts about an insect's life cycle and several facts about its habitat, for example, he might write a two-paragraph paper with a brief introduction and conclusion. If he gathers several random facts, he may only need one paragraph. Each body paragraph MUST include a topic sentence and a clincher, and the paper should utilize proper mechanics and be written in cursive. Please help your student determine the best structure for his or her paper based on the information he gathers.
GEOGRAPHY:
INSECT REPORT: Your student has been practicing identifying key facts in source texts for the past few weeks. He or she is now ready to apply that knowledge to a real-life report! Please help your child locate 2-3 short source texts (these can be from books or reputable internet sites) from which to pull key facts. First, your child should read the texts and make an outline similar to those we've been doing in Unit 4 of IEW. Next, s/he should use the outline to write a paper that includes 7-10 facts about the insect of choice. The length of the paper and the number of paragraphs will be dictated by the information/facts your student gathers. If his paper has several facts about an insect's life cycle and several facts about its habitat, for example, he might write a two-paragraph paper with a brief introduction and conclusion. If he gathers several random facts, he may only need one paragraph. Each body paragraph MUST include a topic sentence and a clincher, and the paper should utilize proper mechanics and be written in cursive. Please help your student determine the best structure for his or her paper based on the information he gathers.
GEOGRAPHY:
- 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 South America.
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 introduce the map of South America this week. A hard copy of the map will be placed 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 with motions . 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 3:
Basic Phyla of the Animal Kingdom:
1. Annelids - Animals that are worm-like and have segmented bodies (ex. earthworms)
Basic Phyla of the Animal Kingdom:
1. Annelids - Animals that are worm-like and have segmented bodies (ex. earthworms)
2. Flatworms (or Platyhelminthes) - Animals that are worm-like and have flat, unsegmented bodies (ex. Flatworms).
3. Nematodes - Animals that have round, worm-like bodies with no segments (ex. Roundworms).
4. Cnidarians - Animals that live in water and have sack-like bodies with a single opening (ex. Jellyfish).
5. Echinoderms - Animals with spiny skin, sucker feet, and a five-rayed body. (Ex. Starfish)
6. Mollusks - Animals with soft bodies; most have shells. (Ex. Snails)
7. Porifera - Animals that perforated interior walls; most feed on bacteria. (Ex. Sponges)
8. Arthropods - Animals that have segmented bodies, jointed legs; most have a hard exoskeleton. (Ex. Crabs)
9. Chordates - Animals whose bodies are supported by a stiff rod called a notochord. (Ex. Vertebrates)
Poetry: Here are some links to help make memorization of our second-quarter poem, “The New Colossus," easier:
The New Colossus Dramatic Reading
The New Colossus With Words
3. Nematodes - Animals that have round, worm-like bodies with no segments (ex. Roundworms).
4. Cnidarians - Animals that live in water and have sack-like bodies with a single opening (ex. Jellyfish).
5. Echinoderms - Animals with spiny skin, sucker feet, and a five-rayed body. (Ex. Starfish)
6. Mollusks - Animals with soft bodies; most have shells. (Ex. Snails)
7. Porifera - Animals that perforated interior walls; most feed on bacteria. (Ex. Sponges)
8. Arthropods - Animals that have segmented bodies, jointed legs; most have a hard exoskeleton. (Ex. Crabs)
9. Chordates - Animals whose bodies are supported by a stiff rod called a notochord. (Ex. Vertebrates)
Poetry: Here are some links to help make memorization of our second-quarter poem, “The New Colossus," easier:
The New Colossus Dramatic Reading
The New Colossus With Words