Anything in magenta is optional
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, or D denotes which sheet to use)
Writing:
IEW- Institute for Excellence in Writing
KWO - Key word outline
Science:
TB – Textbook
NBJ – Notebooking Journal
WDYR - What Do You Remember?
COMING SOON...
Monday, October 19 - Moms in prayer, 9-10 a.m.
Wednesday, October 21 - Falcon Moms meet-up, 9-10 a.m.
Saturday & Sunday, October 23-24 - Fortis Fall Campout at Cedar Breaks Park in Georgetown. Camp with us or join us for a Saturday cookout, 3-9 p.m.
Wednesday, October 28 - Historical Characters Dress-Up Day/Spirit Day/Pizza Day
"Let the favor of the Lord our God be upon us and establish the work of our hands..." Psalm 90:17
DOCUMENTS you'll need this week (uploaded to the Google Drive):
BIBLE/VIRTUES: This month, we'll be focusing on the virtues of self-discipline and compassion. We'll also begin our study of the Psalms. As we encounter names and descriptions of God during our readings, we will add them to our "God" wall in the classroom.
MATH:
- Assess learning readiness level.
- Review multi-step word problems involving fractions.
- Review for upcoming test.
MATH FACTS - GENERAL INSTRUCTIONS:
Please make copies of the four math facts pages (A-D) that were sent home in binders (inside front pocket). These are master copies. You will use these all year. We'll be using sheet A (addition) for the first few weeks. Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
Please make copies of the four math facts pages (A-D) that were sent home in binders (inside front pocket). These are master copies. You will use these all year. We'll be using sheet A (addition) for the first few weeks. Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
WORKBOOK AND TEXTBOOK PRACTICE AND REVIEW EXERCISES:
Parents should check the work and have students make corrections until all problems are right and students understand the concepts. Initial the top when all problems have been completed correctly. (I will do the same on campus days.) Complete textbook practice and review exercises on notebook paper. Turn the paper in the next school day for a homework completion grade (100 if they complete it; 0 if they didn't complete it or don't turn it in). Please note that we will usually have quizzes over the practice exercise concept in class on the school day after completing a practice exercise.
SPELLING:
- Assess mastery of words containing the sound of /m/ spelled MB.
- Learn to spell words containing the sound of /g/ spelled GU.
GRAMMAR:
- Review capitalization and punctuation rules.
- Name the eight parts of speech.
- Know some common homonyms and be able to use them properly.
- Label and diagram sentences that include compound nouns and/or verbs, conjunctions and interjections.
- Create a key word outline from a narrative story using the story sequence chart.
- Write a 3-paragraph story that includes clearly defined characters, setting, plot, climax, and resolution.
- Increase vocabulary
- Improve dictionary skills
- Properly use vocabulary words in writing
VOCABULARY ACTIVITIES:
1. Cut out the blue cardstock PAGE (not the individual cards) in the back of the IEW book that corresponds to this week's lesson.
2. Color the pictures on the front and fill in the words in the blank on the back. Hole punch the page, and place it behind the "writing" tab in your binder. Study the meaning of each word.
3. Use the vocabulary activity homework sheet and a dictionary to complete the following for each word:
a. Write the word.
b. Draw a line between letters in the word to correctly divide the syllables (if applicable).
c. Write the part(s) of speech. NOTE: The acronym NVP AA PIC is used in Shurley grammar to help students remember the parts of speech. We will encounter it in a few weeks in our grammar studies, but it should be review for most students.
d. Write the definition(s) of the word.
e. Use the word in a sentence (other than the one on the back of the card).
f. Try to find at least one (more if you can) synonym and antonym for each word.
g. Using a dictionary (online or print copy), look up the etymology for each word. Write the oldest form of the word available and what the roots mean. Does it come from Latin, Greek, or some other root? What do those roots mean? Can you understand how the words got their meaning in modern-day English?
h. OPTIONAL: Write other forms of the word. For example: "prosper" (v) and "prosperous" (adj) would also be acceptable forms of the word "prosperity" (n) for students to use in their writing assignments.
i. After the homework sheets are completed, please hole punch them and place them behind the corresponding page of vocab words in the binder. They do not need to be turned in. I will periodically look in binders to check them for completion in order to record the homework grade.
READING:
- Summarize a passage through oral narration.
- Identify virtues, as well as elements of truth, beauty and goodness, in reading passages.
- Improve reading comprehension.
- Learn five new vocabulary words and one new Latin maxim.
- Know that in Latin, adjectives have to agree with the nouns they modify.
HISTORY:
- Be familiar with the Boston Massacre, the Boston Tea Party, and the "acts" that led to the Revolutionary War.
- Be familiar with the names of famous Americans Ben Franklin, Patrick Henry, James Otis, John Hancock, Samuel Adams, Paul Revere, and Thomas Jefferson.
- Know the main components of the respiratory system and what happens in each organ.
- Be familiar with the three main types of nutrients: fats, proteins, and carbohydrates.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Memorize the names and locations of the countries in Central America.
- Be familiar with some of the culture and history of Central America.
MEMORY WORK:
Geography: We'll continue our study of the countries of Central America this week. A hard copy of the maps can be found behind the "memory" tab in your child's binder. Additional maps, as well as MP3s of the song, are available at this link: Geography Resources.
History: Students will memorize a portion of the Declaration of Independence (bolded portion only) and 24 key dates. The key dates have accompanying jingles that do not have to be memorized, but will help students memorize the dates and retain details about the events to which they correspond.
KEY DATES (quiz on 11/30)
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1583
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
7. First Great Awakening -1740s
8. French & Indian War - 1754-63
9. Boston Tea Party - 1773
10. Paul Revere's Ride - 1775
11. Declaration of Independence - July 4, 1776
12. American Revolution - 1775-83
DECLARATION OF INDEPENDENCE EXCERPT (Recitation on 11/13):
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed
Poetry: Our second-quarter poem is The New Colossus. Students will recite it for a grade on 11/18:
The New Colossus
Written by Emma Lazarus in 1883
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name Mother of Exiles.
From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me,
I lift my lamp beside the golden door!”
NOTE: This sonnet was included as part of an art and literature auction that was designed to raise money to fund the construction of the pedestal for the Statue of Liberty. In 1903, a plaque bearing the poem was placed on the interior wall of the pedestal. The original “colossus” was the Colossus of Rhodes, one of the seven wonders of the ancient world.