Little Blue School

Suzuki Violins and Cellos in an Outreach Concert

2012-01-16T10:55:00.002-05:00

On Sunday we went to Suffolk, VA for a pair of outreach concerts with Mrs. Morton's studio. The kids played beautifully in a country church and then in a retirement home. Thank you to the church ladies who made us lunch, and to Mrs. Morton for putting together such a lovely program!

Sadie got to play along for two songs. The first was Minuet 2 from Suzuki Book 1:

Then Lully Gavotte from Suzuki Book 2:

Benny and his buddy Stephen share a stand in their youth orchestra, and also share a cello teacher. Here are the "Bad Boys of Cello" with their teacher, performing Minuet in G by Beethoven as a trio:

"The Prayer" in ensemble, a song made popular by Celine Dion:

And finally, "Hot Canary," a crazy-to-play but super fun violin lark:

A great way for the kids and me to spend a Sunday. :)

Homeschool Choir is Fun!

2012-01-10T11:31:00.003-05:00

For the last two semesters at Homeschool Out of the Box, our secular co-op here in Norfolk, I have been teaching a choir class for all ages. The first semester we learned some basics -- interval training, breathing, projecting, etc. and some simple songs. The second semester we took on Celtic music -- ballads and jigs and reels and silly songs and sad songs, all from the British Isles. This coming semester, we will be diving into the music of Appalachia -- murder ballads, nonsense songs, Stephen Foster standards, and bluegrass favorites.

We work on memorizing lyrics, ear training with notes and dynamics, and have lots of fun in class. Here are a couple of examples of our songs from last semester. We love to incorporate instruments that the kids play -- you can see a cello and tin whistle participating in this song, as well as my guitar:

Last semester we memorized several poems from W. B. Yeats, and here's one of them, one of our more serious selections:

This spring, we're singing American tunes like "Beautiful Dreamer," "Skip to My Lou," "When Johnny Comes Marching Home," "Cotton Eyed Joe," and "Shady Grove." Our songbook can be purchased as a coil-bound notebook from Lulu.com for $10 or you can download and print your own for free from our Yahoo Group files section. If you order the official songbook, the cost of the class is $60 for all 15 weeks. Without the songbook, the cost is $80 for the semester. We meet for an hour every Tuesday morning near the Chrysler Museum in downtown Norfolk. Won't you join the fun?

Pendragon Mail: 492 AD

2011-04-01T11:33:00.001-04:00

GWANONA:

Esteemed Lady Knight,

You are welcomed into our number. The Order of the Hatchet is now your home. You will recognize other members by the hatchet incorporated into their heraldry, or by the phrase, “Dagnabbit, I wish I had a hatchet right now.” Your rank is Amaranth. In order to achieve the next rank, Campion, you must bring another girl warrior into the Order. Train her, test her, and when you believe in her, encourage her to contact us. Fight with honor, keep your secrets close, and if you have need of aid, call on your sisterhood before all others.

Your sister in arms,

Selene, Gentian, Order of the Hatchet

My Dear Daughter,

I hope this letter finds you well. It is my opinion that you should share your secret with the world as soon as possible. I know it would do my heart good to be able to communicate with you openly rather than using your sister as translator for your impossible ciphers. Thank you for the money. I have hired your mother a servant to do the dishes and the laundry for a year. This will really help! Speaking of sisters, I am sending you one. This little rogue, Esme, is trying your mother’s patience in the extreme. She will not work, she will not learn to read, she will not listen, and she claims to have fallen in love with one of the local smiths. She is nineteen years old. Do what you can with her.

Your loving parent,

Father

GWAIR

Young Knight,

It is with regret that we recognize your allegiance to the southern usurper. Without the mandate of the legates of Britain, he will never be other than a usurper to the Kings of Gorre, whatever sword he waves around to enchant our brethren in Malahaut. Perchance we will see you on the battlefield someday. Maybe that day will come sooner than you think. Say hello to King Lot if you see him. He may be your last hope to align yourself on the right side of the coming conflict.

Good luck,

Knights of the Order of the Golden Apple

My Son,

I am disappointed but not surprised that you have not embraced the privilege to join our great Northern alliance and the Order of the Golden Apple. I trust your intelligence that you can keep yourself safe. Thank you for returning the sword – it pains me to know that in future it might have torn heads from the shoulders of my friends and allies, your uncles of the North. I’m glad your attention, for now, is on the Saxons. Beware King Lot. I rejoice that you are ready to wed and provide me grandchildren. Your mother says to tell you not to have your head turned by a pretty face. You and I know that is more difficult in practice than in theory. I was not able to find any women of suitable rank here that were willing to go so far from home and oppose their fathers’ wishes. Please keep me informed of all you do – even if my liege is someday your liege’s enemy, I remain your father, and you my son.

With fondness,

Sir Aeron

TALORC:

Brave Knight,

It is with honor I salute you as a Knight of the Lions of Logres. You will find many friends among the knights of King Uther. Should you be in doubt of a fellow knight’s allegiance, you may test them in the following way: If you say “the means becomes the end” and they answer “the spirit takes precedence over the letter of the law” then they are indeed a Lion of Logres. If they answer otherwise, and you so desire, feel free to decapitate them. Your rank is currently initiate. In order to advance to a novice rank, you must acquire a lion skin and craft it (or have it crafted) into a cape with a hood, to wear to our rituals. Here’s the catch: the lion must be a male, must be over a year old, and cannot have been killed by you. Welcome to the order! May we support King Uther on the throne into eternity.

Your Comrade in Arms,

Paeter, Captain of the Lions of Logres

My Son,

I am so proud that you have become a knight! We miss you every year at Winter Solstice. I remember, since you were a wee lad, how you used to chant the ritual. Do you remember? If you are married, your mother wishes to know that you will teach our pagan rituals to your children, especially the winter solstice chant. Now don’t go marrying a Christian girl and forgetting your druid ways!

By the flame that burneth bright, O' Horned One!
We call they name into the night, O' Ancient One!
Thee we invoke, by the moon-led sea,
By the standing stone and the twisted tree.
Thee we invoke where gather thine own,
By the nameless shrine forgotten and lone.
Come where the round of the dance is trod,
Horn and hoof of the goatfoot God!
In fiery flame by starlight pale,
In shadowy host that rides the gale,
To the heart-beats drum! Come to us who gather below! We hear thy hoofs on the wind of night!
As black tree-branches shake and sigh,
By joy and terror we know thee nigh.
We speak the spell thy power unlocks,
At Solstice, Sabbat and equinox.

We hear very little news of the wars down South. I hope you will keep yourself strong and safe, and mace anyone in the head who appears to have other plans. ---Your loving Dad

FLANN:

Brother Knight,

Ye are a sassfaced young weed, aren’t ye? Well, ye’re lucky I appreciate humor in the young. I don’t question your loyalties any longer. I know now if I need to call on ye to betray your King and join forces with the Kings of Ireland ye won’t hesitate! Now ye are a Knight of the Red Branch of Ulster, ye must engage in one of our finest traditions: songmaking. Your current rank, as a new Knight among us, is Potato. To advance to the next rank, Slice of Soda Bread, you must compose a battle hymn for the Knights. This hymn must be of at least four verses and a chorus, must inspire warriors to fight our enemies. Further, you must teach this song to somebody else.

Welcome to the order, Flann! May you wander with dignity and honor and always carry a full saddlebag.

Hotly,

Sir Hort

My Son,

Your temper gets away with you! I had to listen to quite the whacking lecture from Sir Hort about your sassy retort to his questions. Please control yourself! I’ve sent along with this message a shillelagh – it belonged to your great grandfather who used it to hike all over Ireland. Now that you’ve surpassed your dad and become a knight, I can’t teach you anything about sword fighting and the like, but I can recommend you learn the fine art of Irish Stick Fighting. Look it up on the Merlinternet and see if you find an interest. Your sister is still lost, but the bears are healthy. Mother plans to make more sisters.

Warmly,

DAD

Pendragon Assignments 490 AD

2011-03-19T17:46:00.001-04:00

Hello Sir Knights!

It's time to write a letter home, to let your families know what's going on with your careers. You can choose to ask for advice, assistance, company, wives, items, or information. You can choose to send money, information, instructions, news, or items along with your letter.

In addition to the mail you are sending, you have also received a piece of mail.

GWANON:

The envelope is addressed to Sir Gwanon, but inside the letter reads thus:

Respected Lady Knight,

We have received your request to pledge your service with the Order of the Hatchet. We pledge in turn to keep our correspondence discreet, even if you should not decide to join our ranks. In order to know more about you, we ask that you choose one of the Nine Female Worthies that you respect the most, and tell us why. You may find out more about them on the Merlinternet.

Lucretia
Wife of Brutus, her suicide prompted the overthrow of the Roman monarchy in 510 BC.
Veturia
Mother of Coriolanus, she persuaded her son to stop fighting on the side of the Volscians, Rome's enemies.
Verginia
A beautiful plebian Roman girl whose father killed her to prevent one of the Decemviri (corrupt leaders of the government) from enslaving her. Her death prompted the overthrow of the government and the reestablishment of the Roman Republic.
Esther
Queen from the Book of Esther, saved the Jewish people in exile from a plot to destroy them.
Judith
Jewish heroine who killed the Assyrian general Holophernes after getting him to trust her.
Yael
Heroine mentioned in Judges 4:17-22 as having killed Sisera, the chief of the Canaanites, after he took refuge in her tent.
St Helena
Mother of Constantine the Great, according to legend found the True Cross in Jerusalem.
St Briget of Sweden
Had visions of Christ, wrote the prayers "The Fifteen Oes" which were included in the Book of Hours.
St Elisabeth of Hungary
Followed the beliefs of St. Francis of Assisi, built a hospital, once turned bread into roses to hide the fact that she was feeding the poor in secret.

When you have chosen the worthy you feel most deserves your respect, please respond, and we will be, discreetly, in touch.

Your future allies,

The Order of the Hatchet

GWAIR:

Sir Knight, Gwair Son of Aeron of Gorre, Respected Countryman,

Word of your deeds has reached far into the northern reaches of Briton, and of course your father has made known your progress in chivalry and battle. As such a valorous knight would be welcome in our ranks, you are invited to join the ORDER OF THE GOLDEN APPLE. The Order of the Golden Apple was formed by the King of Malahaut to honor members of his own or neighboring

lands who distinguished themselves. Members believe that they have an obligation to live chivalrously and to support each other against strangers and Saxons. Members must come from one of the Cumbrian or Northern kingdoms (Malahaut, Norgales, Nohaut, Lothian, Gorre, Strangore); or come from one of the northern Saxon lands (Sorestan, Deira). Members must never fight against each other for conquest or for love, including on opposing sides of a tournament. Members must support and succor each other beyond normal expectations.

As your father (a member of the order, did you know?) has vouched for you publicly, you have only to complete the following requirements to join our order of knights, should you so desire.

1. Submit a statement of loyalty to the northern kings, and swear always to defend the free north.

2. Define what you see to be the most dangerous threat from the kings in the south.

3. Provide an account of your most recent battle against the Saxons.

Looking forward to meeting you.

In trust,

Sir Hendrian, Knight to King Barant of Malahaut

TALORC:

Sir Talorc,

It is with Great Pride that I welcome you to the service of King Uther. You should know that some of the most valorous knights in service of the king, whatever their local liege, have banded together to create an order of brotherhood called The Lions of Logres. Our rules are simple: We never tell each other's secrets, wink at each other's women, or cut each other's throats. This does not include jousting, but decapitation in a jousting tournament against a fellow Lion will be held as highly suspect. We support and defend each other against all enemies, Saxon or otherwise, and unite in strength and honor in defending and promoting the interests of King Uther. If you wish to join our order, you must provide the following:

1. An account of your most recent battle against the Saxons, for our archives.

2. Tell what you like best about King Uther: His awesomeness or his superness?

3. Tell what you like least about the Saxons: Their dumbness or their meanness?

If there are any other knights in your knowledge that deserve to be part of the Lions of Logres, our doors are always open to the recommendations of a brother knight. Please respond quickly, as we are about to go to war in Cornwall, and the mail may be interrupted.

Roaringly,

Sir Brastius

FLANN:

Sir Flann, you red devil,

Well it's been a few years since you murdered my dog. I have forgiven you, for what it is worth. I've heard from your father, who is still a fine squire, and very noble, thank you for asking, you've become a knight, in the service of King Uther. I am writing to invite you to apply, if you wish, to be a member of the Red Branch Knights. This is a fine old order of Irish fighters, dating back to the time our kinsmen fought in chariots. Lest you be tempted by some of these British knights and their brand new orders, still wet from their mother's wombs, know that the Red Branch of Ulster predates them by a thousand years, and when our shillelaghs are flying, the British are dying! Sorry, sorry, I got carried away. Of course we are all united under our common enemy, the Saxons. Or was it the Picts? Or the Romans. Can't remember. Anyway, join the Red Branch of Ulster straightaway, and come back to visit Ireland as soon as you can.

In order to join, you must answer the following questions:

1. What is a shillelagh?

2. Who is Cuculainn (besides the finest Red Branch commander in the history of Ireland)?

3. Where does your loyalty lie?

Send me the answers quick, and I'll send you back some news from your homeland. The Irish must fight together! Stay true to your roots.

Hotly,

Sir Hort

ASSIGNMENTS FOR ALL:

1. Write to your father.

2. Respond to the invitation to knightly orders. Sarah and Benny can do research on their orders if they want -- they are real. Stephen and Jacob's are invented to go with our game, but if they really want to do research, they can research chivalric orders in general: http://en.wikipedia.org/wiki/Chivalric_orders

3. Let me know how the reading is going and where you are in the book.

Jacob specifically: Figure out how to run a battle.

Benny specifically: Do your Mabinogion work.

Everyone Who Doesn't Agree With Me Must Be a Communist

2011-02-27T08:52:00.003-05:00

In a recent political discussion with a conservative homeschooler (I would say friend, but she'd probably be offended, given that I'm a communist and all), I was surprised to hear her still generalizing that all liberals are actually communists. Here are some of the organizations she considers Marxist:

The Coffee Party, the Obama campaign, Center for American Progress, Change.org, the SEIU, MoveOn, La Raza, Organizing for America, the Alliance for Climate Protection, NPR, and PBS.

Yes, even Elmo -- well, he is already red.

It strikes me that it's really counterproductive for the right to redefine "communism" as anything left of Glenn Beck. If people keep getting told that something as centrist as the Coffee Party is communism, eventually the word is going to lose all power to terrify and subdue. And where you can you really go, after communism has lost its oomph? They'll have to start marching up and down insisting that everyone who doesn't agree with them is a cannibal. Hey, it worked for the Romans. Carthage never got over that particular smear.

For me it's possible the overuse of the charge "communist!" has already lost some of its power to terrify and dismay. Instead of heading for my basement in fear, or defending my honor, I feel more likely to roll my eyes and vote for another Democrat. The fact that the word has already been softened should be a warning to conservatives.

Are there real communists out there? Sure. Ones that want to abolish private property and inheritance, land ownership and the accumulation of wealth. If you hunt hard enough, you can find one or two. Probably they'll be hopping mad that Obama is too centrist, and the Coffee Party isn't progressive *enough.* You may find them at liberal marches or rallies. If they're smart, they're voting Democrat, but it's equally likely they're voting for their own candidates. There is a radical fringe on both sides. Failing to recognize that means you don't understand your own position.

I just want conservatives to embrace some intellectual rigor! Calling all supporters of the Coffee Party, for example, communists would be analogous to us calling all supporters of the Tea Party fascists. It wouldn't be true, and worse than that, it wouldn't be smart. It's more difficult to understand complexity in an idea or a group of people -- easier to shriek "COMMIES!" or from this direction maybe "RACISTS!" and be done. But it's not only incorrect -- it's dishonest. And increasingly, it's ineffective.

People are getting educated - they're waking up to the fact that their neighbors, their third grade teacher, the cops down the street, the firemen downtown... aren't actually communists. They're regular people, trying not to get crapped on so that big corporations and the top 2% of earners can have their tax cuts. And the more that realization comes home to people, the more the Tea Party "Patriots" who dance around shrieking "COMMIES! COMMIES!" are going to be the ones looking foolish.

Pendragon Assignments 488 AD

2011-02-11T00:21:00.003-05:00

Player 1:

You receive a sealed letter from your father. The handwriting is pretty miserable but it's clear that he wrote it himself. You take it to Gwair, and he reads it to you.

My dear daughter,

It pained me greatly to find that you had left home, but I understand why you did. Your mother told me about your aspirations as a seamstress in the south. I can only hope that you are cutting up lots of fabric, if you know what I mean. I am proud that you have decided to wield the scissors, and hope that you have created many fine garments. I have included a gift for you. I received it from a water nymph with whom I made acquaintance while boating on the Tyne. I give it to you, the better for you to pursue your art. I had the castle wizard enchant it for me so that no one would open it before it reached you. The lock on the case is magical, and can be opened by speaking the answer to this riddle:

What comes through the door without pinching itself?
What lands on the stove without burning itself?

What falls on the table without spilling a thing?

We are hard set about by Saxons here in Northumbria, my daughter. Any news of your safety would be welcome.

Yours,

Father

Your assignment is to try to open the case, and also to write back to your father. Your letter should have at least 10 complete sentences. You can email it to me, and also print it out or write it out for our next class meeting. If you send me your answer to the riddle, I'll tell you whether the case opens and what's inside.

Response:

My dear father,
I am safe and sound. Thank you for your support and understanding in my undertaking. I am an apprentice to a seamstress now. I have made many lovely garments. One was especially large. All the bare threads can be gruesome, but I am learning not to mind. A few months ago a prominent customer came to where I live. He sent me and my comrades to sew for him on a ship. Our vessel is headed towards Northumbria. I hope that soon my sewing skills can be of service to you. I do hope this letter finds you in good health. Please convey my love and good wishes to my mother and sisters.

Your,
Daughter

Player 2:

You receive a letter from your father, sealed with his seal and printed on his private stock of paper that he keeps in his writing desk. You crack the seal and read the letter:

My dear son,

Your mother and I send our regards. I have much news from your home here in the kingdom of Gorre. I do hope you remember where your home is. I have heard the news that Uther Pendragon has died. I must tell you this filled our liege lord with great hope for a glorious invasion of Logres. If it is possible for you to ingratiate yourself with these people and become a landed knight in Logres, it will be very useful to your true king when the invasion takes place. Knowing we have a friend on the inside will be very helpful when the time comes for the kings of the North to unite and conquer all of Britain. then we will show those Saxons who's boss.

Two of your brothers have wandered off to Ireland to become poets. Your oldest brother spends most of his time with his head in a flagon of ale. That "firstborn" birthright might be closer than you think. I hope this finds you well and strong, and that you will find a use for this helmet. It was to be your brother's, but he only seems to want to drink out of it.

Love,

Sir Aeron

The messenger is also carrying an iron helm that will add +3 to your armor when you are wearing it. It is very heavy but it fits great!

ASSIGNMENT: Write a letter back to your father. It must be at least ten complete sentences, but you may write more if you like. Email it back to me and print it out (or write it out) for our meeting on Friday

Response:

Father-
Thank you for the helmet. It's arrival was just in time- I will go off to fight the Saxons in spring. The King is not dead. I know you mean well, but an invasion from the north would cripple us. As I said, I am going off to fight the Saxons. I am loyal to you, but I also must be loyal to my Lord Cadmon and Uther Pendragon. Please, do not attack. Besides, I'm not a knight, only a squire.
I hope things are going well at home. For your comfort, I do remember where I live.
Send my regards to my eldest brother. Also, tell him I've got his helmet.
Sincerely,
Gwair

Player 3:

You receive a letter from your father. The envelope is very weathered and stained, but inside is a clean sheet of paper, carefully written. Obviously he has paid a scribe dearly to have this done. You take it to one of the castle scholars, who is in charge of teaching Lord Caedmon's children to read and write. He lets you know what it says:

Valiant Talorc,

It has been years since we last saw you. Your absence is aging your mother. She can barely lift a bucket. Please send news. Stay fast and low. The armies of the north stand strong and free. Are you a knight yet? Don't be foolish. Uncle Ort fell off a cliff and died. Here is his mace. Fondly, Da

The messenger is also carrying a solid oak mace with a broad, fierce ball studded in nails. It has been carried by Picts in your family for centuries. When you use this mace, you will add +3 to any damage roll. What a great present!

Response:

Dear Father,
I'm not a knight, but a knight has taken me on as a squire.I wish I could come home, but I am going to raid the Saxons by sea. When you get this, I will probably be on a ship, but here is 7 Denari to help keep our house running. Please tell me how my brothers are doing, and I want to thank you for the mace. It is in good solid condition, and I am constantly thinking of you. When I finish the raid, I will try to get back to the house. I want for all of you to know that I want to come home. When I do come home, please have all my brothers waiting. I want to talk to them and all my friends. I love you all.
Talorc

Player 4:

You receive a letter from your father in Ireland. You open it up and get your friend Gwair to help you read it.

My bright son,

I am writing to you because our king is returning to our green homeland and quitting these shores of Britain. Of course I will follow Sir Hort back across the water. He has been faithful to me and to our family, in spite of the fact that we have not always been faithful to him. Yes, I know about the dog. It has been paid for, child, but I will not be telling your poor mother about the way you repay the kindness of our Lord. Trouble is brewing in Britain, and especially in Logres, my son. I pray to the goddess for your safety. Maintain the strength of your beliefs in the old ways, and don't be turned by the new Roman religion. Please write home with some news of your health and adventures so that I can reassure your poor mother and all her sisters, who ask about your constantly.

You forgot this, maybe in the haste of your departure. I thought you'd like it with you.

Best of luck to you,

Dad

Wrapped in a cloth you find your favorite griddle. It's special to you because you've ground one side of it into a sharp blade, which you used for chopping vegetables and also chopping up enemies. This weapon / kitchen utensil can be used as an axe, and will give you a +3 bonus to any damage roll.

Response:

Dear Dad

I met up in an inn first with Gwair, from Gorre, then Guenon from Northumberland, and Talorc from the Out Isles. The strangest part was that we were all heading to maiden castle because of the news we heard. As you know, I fought the dog, Gwair was the son of a night, going to make his fortune, with an unexpected visit from his older brother, trying to kill him. Talorc fought a deer, then falling unconsious, shortly falling off a cliff. We found a horse trotting down the road with no rider. We put Talorc on the horse, because he was wounded, and we set off to find it's rider. We then found the squire of the knight who rides the horse, a warhorse charger. Gwair went off not trusting the squire. We worked together to find the knight, in which we succeeded. We accepted his offering of the horse, and set off for maiden castle. After a cold hard winter full of traveling, spring sprung it's way into the path in which we were traveling. We met this old beggar who went by the name of Merlin, and he gave us a mission. He gave me a book called the Mabinogion and told me to illustrate the first story. We took him to the fort Bath to drop him off and then we descended into the woods. Not too soon after we entered the deep dark wood, we ran into a bear! It struck me and part of my arm hung off, so I ran away as quickly as I could. The rest came and tried to do first aid on me, and I later healed at an abbe where I attempted to read my first story, the lady of the fountain. Alas, I see a lot of black marks on the parchment in front of me. What do they mean? I went to see Gwair, who was the only person I knew who could read. I found him chatting with Guenon. I then found out that he was a she! I do not have the time to tell my whole adventure. I will continue another day.

Pendragon Assignments 485 AD

2011-02-11T00:19:00.002-05:00

Player 1:

You are Gwanona of Northumberland. You are a Cymric (Welsh) person and a Christian. You are 15 years old, the fourth daughter of a squire. Your character can neither read nor write, but she has an amazing ability to memorize things she has heard, word for word, and has perfect recall. Your father works for a knight attached to Wandesborow, which is at the eastern end of Hadrian's wall, the boundary that separated the Roman territory from the free lands to the north. Wandesborow is on the coast of the North Sea. You can see just where you live if you go to http://maps.google.com and search for "Newcastle Upon Tyne". There is a major city there now, but maybe the castle was located here, where Bamurgh Castle now stands: http://www.bamburghcastle.com/history.php Your mother's job is to help her husband's knight's wife, to take care of their household, and do her dirty work. You help her with this.

Your mother loves your older sisters, but she knows that they will be fine marrying men who hope to be squires, but will probably be farmers or woodsmen. She knows you are different, and she knows the bravery of your spirit cannot be contained in Northumberland, and your desire for adventure and new experiences cannot be served by a quiet marriage and a lowly life. However, she knows there are not many choices for women outside of marriage, and that there are very few female knights in the service of any king. One morning after she has served at the knight's table for breakfast, she pulls you into the kitchen to tell you that she has overheard exciting rumors at the knight's table. Britons in the south are joining together to fight the Saxons and drive them back to the continent for good. The knights of your homeland of Northumbria had been fighting off Saxon attacks from the North Sea for decades. Yet, you and your mother both know that there is no future for you as a knight here, where you are already known as a squire's daughter. Your mother gives you her permission, if you wish to leave home, to travel south to seek your fortune. She tells you she will help you to pack as many supplies and as much money as she can help you pull together, for the trip. Will you leave the safety of your home and travel south to seek your fortunes in Logres?

YOUR WRITING ASSIGNMENT:

Choose one of these:

1. Your nationality is Cymric, which means Welsh or Celtic. Research a little bit about your people and tell me ten things about your Welsh heritage. Try starting here: http://www.britainexpress.com/wales/history/iron-age.htm

2. Your character needs to decide whether she should pretend to be a man, and keep her gender secret, or try to make her way as a female in this male-dominated world. What does she choose and why?

PS Here's another page that might be interesting: http://en.wikipedia.org/wiki/Sub-Roman_Britain

Player 2:

You are Gwair of Gorre. Your culture is Cymric (Welsh) and your religion is Pagan. Your father is a knight, and his name is Sir Aeron. You have five brothers, all older than you are. Three of them have already become knights and You are 15 years old and you live in Gaihom. You were born in the year AD 470. Your passions are Loyalty to your liege, Love of family, Archery, and Power.

You receive a letter from your Uncle, your father's older brother, who lives in the land of Logres, to the south. When the letter arrives in your father's manor house, it creates quite a stir, since letters are very rare, and you, being the youngest son, have never received one before. Pretend this is written in Latin. He writes:

Greetings, Gwair, to you, your noble father, your wise mother and your brothers. Good health to you now and forever.

I am writing to let you know about an opportunity for you here in Logres. I am offering you this information instead of giving it to your older siblings because you have always been my favorite. And anyway, they are all idiots. A baron knight here in Logres has a mad, brave plan to restore Maiden Castle to its former glory as a fortress. This was that place, Gwair, a thousand years ago, where our proud Cymric people built one of our finest forts. This is the place, five hundred years ago, that we lost the battle with the Romans, where Vespasian knocked down our defenses. This is the place, my favored nephew, where we may make our stand against the filthy Saxons, now the Romans have gone. I know you're only fifteen years old, but I think you could find honor and adventure in a career as a squire with Sir Cadfael of Aron. Bring with you a letter of recommendation from your father, as well as all the money and supplies he can spare you for your journey. I hope to call on you soon at Maiden Castle, reborn. Your loving uncle, Ifan of Amesbury.

YOUR CLASS ASSIGNMENT:

Choose one of the following writing assignments. You are the only one of the four players whose character would be able to write, so you will be writing "in character," that is, pretending to "be" Gwair:

1. Write a letter to your father asking for money, supplies, and permission to take the trip.

2. Write a letter to your uncle (keeping in mind you may have to take it to him yourself.)

Please respond to this email letting me know if you plan to make the trip to Maiden Castle or take your chances as a sixth son in Gaihom. If you want to google/wikipedia "Maiden Castle" or "Amesbury" or "Welsh people" or "Welsh language"

Player 3:

You are Talorc, a Pictish pagan of the Out Isles. You live in the northwest part of what is now Scotland. Go to http://maps.google.com and look up Isle of Skye and you'll see where you were born. You are the second son of a squire. You are fifteen years old, and you cannot read or write. You have been trained as a mason and have worked cutting stones for farm buildings and the mountain fortresses around the lochs and cliffs of your land. Your homeland was never conquered by the Romans, so you hesitate to travel south of Hadrian's wall, where the Saxons and Britons are fighting it out. However, your dream is to be a knight, and you know that as the son of a squire, you are not going to get very far.

While you are working on repairing a hearth in a meeting house in a local village, you overhear a conversation between a local man who traveled south to Logres and became a knight, and his father who he was visiting. The knight's name is Sir Morleo.

Father: Son, I'm glad you're home for good.

Sir Morleo: Don't be foolish. I'm going back to Logres as soon as I can visit my sisters and sell my estate here on the Island.

Father: Why would you go back? Can't you make a life for yourself among your own people?

Sir Morleo: There is a rich knight in Logres named Cadfael. He has a plan to build a fortress on the site of the old hill fort, Maiden Castle. He is in need of many knights to create an army to defend this fortress against the Saxons, and keep them from entering the lands to the West.

Father: Forget it. It's not our war. We are Picts. Let the Saxons overrun those wretched Welsh fools. We defended against the Romans, we can defend against anyone, but here, in the North.

Sir Morleo: The Britons have asked us again and again to help them keep the Saxons on the continent. We must respond.

After thinking about this news, you wonder if you shouldn't try and make your way down to Logres yourself and investigate this army that intends to fight the Saxons. Perhaps with all these knights, many squires would be needed, and you could lend your aid, perhaps someday become a knight yourself. Will you travel south, to Logres, to check it out?

YOUR CLASS ASSIGNMENT:

Choose one of the following writing assignments. Since your character can't write, you will be writing this as Stephen.

1. Find out a little about your character's origins. The Picts were called "The Painted People" -- why? Who are the Picts? Where are they from? Start here: http://www.orkneyjar.com/history/picts/ Tell me ten things about the Picts that I should know.

2. If you decide to go to Logres, your character will have a long journey ahead of him. What supplies will he need? Where will he get them?

Please respond to this email letting me know if you plan to make the trip to Maiden Castle or take your chances as a stonemason in the Out Isles.

Kinetic Choir: Week 2

2011-02-09T23:38:00.002-05:00

Great to see the kids back this week! I had such a good time with them.

Today's class:

Breathing exercises. Deep breathing, and a game called Zoom. Ask your kids about it!

Vocal Warm-ups. We played a game to help them visualize what it means to have higher notes and lower notes. In this game one person (first me, then all the kids had a turn) puts her hand out in front of her, and gives us a starting note. Then the leader raises or lowers her hand, sometimes quite drastically, sometimes more slowly, sometimes in jerks and skips, and the group follows by raising or lowering the pitch they're signing. This was fun! Lots of giggles, but a good way to start thinking about relative pitch, intervals, and good watching practice.

Composition. Several children had written verses to the song "You Are My Sunshine" and we had a great time listening and singing those gems.

Form: We practiced "Rocky Road to Dublin."

Interval Training: We reviewed "Bought Me a Cat" and learned "Little Bird, Little Bird." One has a major third and one has a minor third. We learned the songs thoroughly, and then practiced hearing intervals on the piano and deciding whether it was a "Bought Me a Cat" or a "Chipsy Chopsy" or a "Little Bird." They were really good at it! We'll work more on thirds next week. The goal is that they'll be able to identify major and minor thirds, and also sing them when asked.

Parts Singing: We practiced "My Paddle Clean and Bright" and "Rose Rose Rose Red."

Thank you choir! You had a great day!

Newspaper Class: Week 2

2011-02-09T23:36:00.000-05:00

Our second class went great! The kids are on fire with ideas and questions. We do not have time in the hour to accomplish everything these bright minds want to talk about and explore, that's for sure!

Here's what was decided:

The newspaper will be named The Norfolk Post. The first editor is Maggie More and her email is written in your child's folder (if you don't have it, please email me). All written material and photographs should be submitted to Maggie this week. Sales will be by individual paper and also by subscription. Subscriptions are $10 for ten issues, and individual papers are $1.50.

We will mail papers if that is desired.

We decided what graphic look the newspaper should have and in what format it will be printed.

Your child has a folder for each job he or she decided to take on.

Subscription sales: These two representatives of the newspaper were selling subscriptions to the paper at lunch on Tuesday. The Subscription Manager is Martina and she will be in charge of the bookkeeping surrounding subscriptions and also individual sales.

Reporters: Reporters should each write one article on an event. It can be an event inside or outside co-op. They should report what happened, who was involved, where it took place, and when it happened. They may or may not have a photo to go along with it.

Columnists: Columnists can write any type of column they choose. They might write an advice column, a how-to column, an interview column, an opinion column -- whatever they like.

Photographer: While the reporters may submit photos connected with their stories, the photographer's job is to take a picture that is its own story. It can have a caption but should speak for itself.

Editor: The editor puts all the material together and compiles it in the template, and also writes an op-ed.

Cartoonist: The cartoonist draws a cartoon, scans it, and emails it to the editor as an image.

DEADLINES: The reporters, cartoonist, columnists, and photographers need to get their materials to the editor by the end of Friday. She then has Saturday and Sunday to work on putting everything together, and will submit her finished work to me by the end of Sunday so I can get it printed.

Now, this next part is important: There are many parameters that were not defined. There were many questions left unasked. Part of letting the children own this project is letting them figure out the questions that need to be asked instead of just helping them figure everything out in advance. If your child feels like they haven't had enough direction, encourage him or her to go in whatever direction is interesting and inspiring.

There may not be a paper this week -- this may be our week to figure things out and come at it with more information next week. And that is totally fine! Our goal is to put out ten issues, so we have some wiggle room in terms of the schedule. Let's be totally unstressed, totally positive, and whatever happens, we will work it out.

The most important thing this week is that the kids start communicating with each other, start learning what's possible in terms of word count and photo size, and have the experience of working for each other.

If they want to keep track of the questions and problems that occur to them as they're working/thinking/planning, that would be great! They can write right on their assignment sheet.

Kinetic Choir: Week 1

2011-02-03T20:16:00.002-05:00

We had a great day in choir today -- as I told the children, these are the choir pioneers,
blazing a trail for an HSoBX choral tradition. They were very good sports even
with our small numbers, and made some beautiful music!

Today's class:

Breathing exercises. We learned the difference between our talking voices and singing voices. We don't use our singing voices for talking, or in most cases we'd sound like Cinderella impersonators all day. Likewise, we do not use our talking voices for singing -- we want to access that sweet, higher voice that feels like it's located up in your forehead, not in your throat.

Vocal Warm-ups. We sang Me-balaba You-balaba Me-balaba and Mommy Made Me Mash My M&Ms. And we're not explaining. And we're not sorry.

Composition. We talked about how most songs have verses and a chorus, and we
looked at "You Are My Sunshine" as an example. The children's first composition
assignment is to write a new verse for this song! They can write about whatever
they like -- we talked about how songs can be about love, about a favorite
thing, about a person, about an event that happened, or really about anything.
I'm very interested to see what they come up with, and look forward to
incorporating their own work into our repertoire.

Form: In the morning class we talked about verse / chorus structure more as we
introduced "The Rocky Road to Dublin" in which Travis will sing the verses while
the choir claps a rhythm, and the choir will join in on the choruses.

Interval Training: In the afternoon class we learned the concept of intervals
and learned about thirds. We sang the song "Bought Me a Cat" which has a lot of
thirds in it. My goal for the class is that the children will be able to
identify and also produce all the different intervals on the major scale. That
will be a real accomplishment!

Parts Singing: Both classes began to learn the round "Rose Rose Rose Red" which
we will learn to introduce parts singing. We also learned "My Paddles Clean and
Bright" in the earlier class.

Next week I will have folders for the kids -- I was trying out some different
things today to see what would stick. I have a better idea now of the directions
we can go. I'm pretty excited about how well they did today!

Listening Links:

Rose Rose Rose Red

Bought Me a Cat (karaoke version)

Note: If you search around on YouTube for "I Bought Me a Cat" you will find many
many links to the Aaron Copeland version of it, but this is NOT the version
we're doing, because it doesn't have the same thirds in it that I need for their
ear training. The one we want goes "Do-Do-Mi, Do-Do-Mi, Do-Do-Mi-So-Mi-Re-Do" if
that makes any sense.

My Paddle Song

You are My Sunshine

Rocky Road to Dublin

Have fun! See you next week. Interested in choir? We have room!

Newspaper Class: Week 1

2011-02-03T20:14:00.002-05:00

Yesterday we had a planning meeting, and debated a lot of important questions.
It's vital that the children have ownership of their plans and ideas, so they
can really get behind the effort to produce a paper. I'm trying not to tell them
what to do or make decisions for them. It might take us longer to get organized
this way, but in the end it will be a more memorable learning experience if they
have to wade through some of these potential pitfalls themselves.

The students broke down responsibilities for organization this way:

1. Publishing: Jacob and Stephen are in charge of researching printing options and comparing
prices from several different vendors for black and white or color printing.

2. Market Research: Sarah Berry is in charge of putting together the survey that we will be sending
in your direction. There are three market research questions to help guide their
decisions.

3. Corporate Planning: The others in the group are tasked with coming up with a tagline and mission
statement for the paper. What is our goal? What is our scope? What do we hope to
accomplish? And how do we plan to present ourselves to the world?

What is a tagline?

Think of these examples:

"Let your fingers do the walking."
"Think different."
"All the news that's fit to print."
"Just do it."
"Fair and balanced."
"Can you hear me now?"

Here's a good article about creating a tagline on copyblogger.com.

What is a mission statement?

A mission statement is a document created by a company to focus its purpose and
goals. It should define what we want to do and how we want to do it. It's our
reason for existing, defined in a paragraph. What need do we fill? What do we
believe in? How will we reach our goals?

So, those are the assignments for this week -- let me know if you have
questions, and feel free to have the kids email me for clarification or help!

Three Musketeers Week 6: What's Up, Duke?

2010-10-16T00:05:00.002-04:00

Welcome! This blog post is related to my Three Musketeers class at our homeschool co-op, Homeschool Out of the Box. We have an academic section, reading Richard Pevear's translation of the book, and an enrichment section, reading the Usborne Young Readers' abridgement of the story. For all lesson plans related to this class, click the Three Musketeers tag at the bottom of this post.

HOMEWORK: Today we reviewed all our French and also learned how to ask someone their name and tell someone our names. We practiced on each other -- my, we're getting polite.

DISCUSSION: Our review of the reading comprehension from last week led us straight into our topic for today: Queen Anne. We learned her life story, and the background gave us a lot of insight into why she is found in the predicament Dumas creates for her. Learning about the real stories of historical figures that appear in this novel forces us to examine the way Dumas uses his material -- where he stretches the truth, where he invents, and where he uses real events to move his plot along. Queen Anne was a child bride, uprooted from her country and culture, and she was doing the best she could. It's my reading that Dumas treated her pretty well in the novel -- she seems like a victim trying to survive the royal turmoil. That may be a kind presentation.

In the junior class we talked about how in lots of movies (I used Shrek as an example, but lots of the kids had also seen The Princess Bride, which is another good one) a princess is being forced to marry someone she doesn't love. They all recognized this trope and agreed that arranged marriages were wrong and troubling. We talked about how usually in stories or movies, someone rescues the princess at the last minute and she doesn't have to marry the bad guy. In Queen Anne's life though, no one rescued her. No one busted down the doors of the church at the last minute, no one swept her away, no fairy godmother helped her, and she had to marry that guy she didn't know or love. So we can understand why she met someone later in her life that she did fall in love with, since her marriage was so unfair and not based on love. I think they get it.

ACTIVITIES: We had a wonderful time dancing and singing today, and in fact learned the very beginning step of what will become our minuet. The kids were great at this! They should practice at home -- any song in 3/4 meter would be appropriate for practicing. If they've forgotten the step, maybe the phrase "Step step step, tap tap tap" will help bring it back.

SKIT:

In the senior class, we acted out the arrest of M. Bonacieux:

Characters: D'Artagnan, Athos, Porthos, Aramis, Bonacieux, Guards

Action: D'Artagnan and the three musketeers are sitting around his house, just partying like it's 1632, when M. Bonacieux busts in and begs for their help in finding his kidnapped wife.

Bonacieux: Help! My wife's been kidnapped! And now they're after me.
D'Artagnan: We'll protect you, no matter what.

But oh no! Here come the guards to arrest M. Bonacieux. D'Artagnan not only refuses to help him, he encourages the guards to take him away!

Bonacieux: Help! Help! They've got me! Help me!
D'Artagnan: That's right, guards. Do your job. Take this man to the Bastille!

Porthos is outraged, but D'Artagnan explains that they can do more good for M. Bonacieux if they are not arrested with him, as they surely would be if they'd fought for his freedom.

In the junior class, the kids are a bit farther along in the plot, so we acted out the Duke's visit to the Louvre.

Characters: D'Artagnan, Constance, Duke of Buckingham, Queen, Scar-faced man, Cardinal Richelieu, King.

Action: We set up the room as best we could and used our imaginations, but we basically needed a doorway, a street, a bridge, the Queen's chamber, Cardinal Richelieu's office, and the King's office. When we started out, the Queen, the Cardinal, and the King were in their places, Constance was outside the door, the Duke of Buckingham was on the bridge, and D'Artagnan was inside the door. We also had a box of diamonds.

Constance (coming through the door): I escaped my captors!
D'Artagnan: How?
Constance: I tied my bedsheets together and went out the window!
D'Artagnan: Why were you kidnapped in the first place?
Constance: That's not my secret to tell. In fact, I have to go!
D'Artagnan: Let me go with you!
Constance: No, stay here. I have to go by myself.

Constance sets off on the streets of Paris and D'Artagnan sneaks behind. As she reaches the bridge, the Duke of Buckingham puts his arm around her and D'Artagnan protests.

D'Artagnan: Hey! What are you doing? Get your hands off her.
Constance: No, this is the Duke of Buckingham. I was sent here to meet him.
D'Artagnan: Oh, sorry! What can I do to help?
Duke: Follow us to the Louvre and protect us.

So the three of them set off to the Louvre with D'Artagnan guarding the rear. They enter the queen's chamber.

Duke: Oh you're so beautiful, so wonderful, blah blah blah.
Queen: Yes, yes, but we can never be together.
Duke: NOOOOOOooooooOOOOOOooooo!
Queen: Well, I'll give you a present to remember me by.

The queen gives the duke her diamonds. The scar-faced man, who had been hiding in a corner, snuck off to tell Cardinal Richelieu.

Scar-faced man: Hey, the queen just gave the Duke of Buckingham her diamonds!
Richelieu: Ah, that gives me an idea.

Richelieu goes to visit the king.

Richelieu: Hey, I have an idea -- why don't you have a party for the queen. She can wear the diamonds you gave her -- it'll be awesome!
King: That's a great idea.

The king goes to visit the queen.

King: Hey, I have an idea. I'm going to throw you a party. Make sure you wear your diamonds!
Queen: NOOOOoooOOOOOooo!!

If it seems complicated, consider we did this four times, mixing the parts around so everyone got a chance to be the part they most wanted to be. It was so much fun, and I was amazed with the kids, their awareness of the storyline, and their ability to take on these roles and really ham it up.

POETRY: Today we read "More Strong Than Time" by Victor Hugo so we could compare the love scene that Dumas wrote between the Queen and the Duke with Hugo's love poetry. The kids did a great job understanding this poem and were very good readers. I'm interested to see what they will think of some of the lines that Dumas gave the Duke compared to Hugo's images.

ASSIGNMENT: Here are the vocabulary words:

Indifferent
Discretion
Idle
Repudiating
Equivalent
Coquetry
Ransacked
Posterity
Calumny
Indulgence

And the reading comprehension questions:

D’Artagnan makes the same promise to Constance that the Duke of Buckingham makes to the queen. What is it?
What object does D’Artagnan keep noticing, and what initials are embroidered on it?
Why was Athos arrested?
What does the Duke of Buckingham tell D’Artagnan to do?
How many times has the Duke seen the Queen before?
What does he plan to do in order to see her more often?

I'd like them to consider if they'd let themselves get arrested for a friend, and think about Athos' sacrifice for D'Artagnan. Was it wise for him to be arrested, given how fierce the Cardinal was, and how unjust the justice system could be at the time?

Three Musketeers Week 5: The Mousetrap

2010-10-09T00:04:00.002-04:00

Three Musketeers Week 4: Lackeys and Abduction

2010-10-02T23:57:00.002-04:00

Three Musketeers Week 3: Alexandre Dumas vs. Victor Hugo CAGEFIGHT!

2010-09-25T16:54:00.001-04:00

HOMEWORK: We began class today by reviewing the vocabulary words they looked up, the musketeer terms they researched and going over the reading comprehension questions.

Important comprehension points:

1. Understanding the difference between the King's Musketeers and the Cardinal's Guard and getting how there were different armies and regiments and whatnot.

2. Understanding why M. Treville pretended to like the Cardinal and praised him. This was a very very tricky one but I did have a few spectacular little readers tell me it was because it was a test for D'Artagnan, to see if he was a spy. We discussed spying and how that works, and how that would have been a foreign concept for naive D'Artagnan.

3. D'Artagnan is insanely impetuous, and for the second time loses an important letter of introduction because he's following his temper into a fight. What would we have done? Finished up with M. Treville and secured our futures and careers. What did D'Artagnan do? Go charging off into the street to die. D'Artagnan! Such a temper! We focused a lot on this in the enrichment track class too.

DISCUSSION: Today we learned about Victor Hugo and compared his biography to that of Alexandre Dumas. Hugo was writing at the same time, but he was a very serious writer, much more intellectual and dark than Dumas. He was less interested in swordfighting and romance and more interested in despair and hopelessness. We talked about how Hugo's life in some ways paralleled Dumas' story -- political involvement, exile, and major shifts in opinions and beliefs. Dumas, however, was more fun. Hugo was such a nut that he ended up making his own furniture by chewing up wood. Seriously. We talked about how great genius sometimes comes with eccentricities (say it with me: eccentricity) and that what we love about Hugo is also what made him a total nutburger. Dumas wrote cookbooks and got fat. Hugo turned out to be some kind of mad beaver.

We also had a great discussion about how reading Hugo might be more interesting in terms of really delving into 19th century French literature, but that it wouldn't be appropriate for their age group. This led to a comparison between the "real" translation of Three Musketeers and the Usborne abridged version. Many kids in the older class have younger siblings reading the "junior" version and have noticed differences. For example, in the junior version, Constance is the landlord's sister, not wife. We talked about how in the 9-12 year old class we can discuss how different marriage was back then, how adultery was much more common and expected, and how marriage in the 17th century was not so much based on love. We talked (patronizingly) about how our little brothers and sisters cannot be expected to make this kind of ethical distinction, and therefore the book they read makes it easy for them by changing some details. Very excellent discussion -- I was so proud of the kids.

POETRY: Instead of reading a Victor Hugo novel, we're going to read and learn some Victor Hugo poetry. The one we're going to memorize in French is "Demain, des l'aube" which is definitely Hugo's most popular work, and perhaps the most famous poem written in French. It is, as you would expect from Hugo, very dark and gloomy. For next week, we're tackling just the first line:

Demain, des l'aube a l'heure au blanchit la campagne

Next week we'll do the second line, and so on. It seems daunting when you look at the whole thing, but I know they can do it. They will amaze themselves and you. Here's a funny video someone made, animating a famous portrait of Victor Hugo as if he is reciting his own poem:

SWORDPLAY: Today the kids learned two new moves -- the cleave and the high block. These are two handed moves. Cleaving looks like you're coming straight down on your opponent's head, the high block is how you would stop someone from cleaving your skull in half. Super fun!

SKITS: Today we acted out two scenes: D'Artagnan comes to Meung and gets in a fight with the scarfaced man, and D'Artagnan chases the scarfaced man through the streets of Paris, enraging the three musketeers in the process. This was great fun, and the children were wonderful at acting! I think it's particularly important in the enrichment class that we bring the story to life in this way, and it was highly entertaining for the children. They did great! This is something we can't do at home with our own books and our own kids, so I want to do this as much as possible as we go forward through the book, whenever we get to interesting scenes that lend themselves well to drama.

VOCABULARY: Here are the vocab words for next week. Please highlight and define.

Casuist
Dispatch
Eloquence
Nimble
Combatants
Miserly
Deign
Edict
Degenerating
Impartial

I also asked the kids to consider the abandoned monastery as a scene -- what might it look like, feel like, what characteristics would make it a great place to duel? Here's a link to the fight scene from the 1993 Disney movie, "The Three Musketeers" that shows how this particular director imagined it.

ASSIGNMENT: Please read chapters 5 and 6. Not all of chapter 6 needs to be read word for word by the kids themselves. There is a lot of dialogue and some of it drags. Honestly these conversations are not that critical to the plot. This is a place in the text where you can summarize for your kids if they're overwhelmed by the material! :) Here are the comprehension questions:

1. What does this mean: “Suffer nothing from anyone except the King, the Cardinal, and M. de Treville”?
2. Why did Athos decide to fight D’Artagnan left-handed?
3. What happened to interrupt the duel D’Artagnan and Athos had started?
4. How did M. de Treville misrepresent the fight to the King?
5. What were the Musketeers doing when D’Artagnan got into a fight with Bernajoux?
6. What was wrong with the King when D’Artagnan and M. de Treville went to visit him?

Three Musketeers Week 2: A Bridge, a Ferret, and a Little Prince

2010-09-17T16:07:00.000-04:00

HOMEWORK: We began class today by reviewing the vocabulary words they looked up, the musketeer terms they researched and going over the reading comprehension questions.

The most important thing to remember from chapter 1 is the way D'Artagnan responds to offense, throwing himself immediately into life-threatening conflict over what seems to us to be a small irritation. D'Artagnan's behavior at the beginning of the novel is "provincial" and unsophisticated. He doesn't understand the way the world works, he's not into trickery and subterfuge -- he is aggressive and uncomplicated, and of course this gets him into trouble. This is D'Artagnan "before."

The most important thing I want them to remember from chapter 2 is the contrast between the way D'Artagnan was raised (to respect the King and Cardinal) and the way the Parisians behave, making fun of both. We talked about how Paris is a whole new world for D'Artagnan, and how he respects and loves the musketeers as if they are superheroes. Meeting Porthos, Aramis and Athos would be kind of like a kid today walking into a room with Superman, Spiderman, and Batman. He also believes at this point that the King and Cardinal are both noble figures worthy of reverence and obedience. Again, this is D'Artagnan "before."

FRENCH: Here are our French words for today:

Merci Thank you
Du rien. You’re welcome.
Tres bien Very good.
S’il vous plait Please

We talked about the many uses for the phrase "tres bien" and practiced saying it with correct slang pronunciation, which does not at all sound like it is written.

DISCUSSION: We read about Alexandre Dumas and learned some biographical information. Three important points here: First, Dumas was multiracial, and that was a big deal in 19th century France. His African ethnicity possibly made people take him less seriously, maybe affected the way he was received in literary/academic circles. Second, The Three Musketeers was written as a serial novel, which means there were lots of cliffhangers, and Dumas profited by getting his characters into hairy situations and then getting them out. Dumas was an adventure writer -- his books were meant to be exciting and entertaining. He was a pioneer in this genre, combining action, romance, and drama. Third, Dumas lived large -- he traveled a lot, loved to swordfight, cook, eat, and was a major womanizer. He was a big character, physically and figuratively -- a very alive and exciting kind of guy.

DANCE: We practiced our three dances: Il Court le Furet, Le Petit Prince, and Sur le Pont d'Avignon. Silliness ensued. We're getting our movements down, and picking up some of the French. No stress on learning this; we have all semester to absorb it.

SWORDPLAY: Today in the academic track class I introduced the idea of choreography and how in movies and plays, swordfights are not just free-for-alls that the actors can play out however they want. We talked about staging fights with a partner and I gave the kids time to get together with a partner and stage some moves. As of now, they know how to slash supinate and pronate, and how to block those slashes with the opposite slash in a figure 8. They also know how to thrust and block the thrust, and how to salute. And yet, all the choreographed demonstrations that resulted from our efforts ended in a bad death.

VOCABULARY: Here are their vocabulary words for next week. They should find them and highlight them in the book, and look them up or ask for definitions when necessary. Note: There is a swear in here, not necessary to translate it directly, just translate as "Zoinks!" or whatever. I include these swears because they appear in the book. It's Dumas' fault. Blame him.

Daredevil
Mordieu
Entreaty
Subsidiary
Tenacity
Viaticum
Flattery
Fanfaronade
Reprimand
Interim

ASSIGNMENT: The children are to read chapters 3 and 4 in the Pevear, or chapter 2 in the Usborne, and the academic track should be able to answer the following questions:

1. What made M. Treville angry at Athos, Porthos, and Aramis?
2. Why did Treville tell D’Artagnan that he was devoted to the Cardinal?
3. What did D’Artagnan leave in Treville’s office when he ran after the unknown man?
4. With what three people did D’Artagnan arrange to duel?
5. How did he get on each one’s bad side?

Three Musketeers: Week 1: In Which We Learn to Swear in French

2010-09-09T13:41:00.003-04:00

OPENING: We began our class by throwing our books on the floor and seeing what a satisfyingly loud and intimidating sound they made. I explained to the kids that this is a very hard book, very challenging for them to read, and that they wouldn't normally be expected to read it until they're in high school or even later, but I expect them to read it now, and I know they can! Then we learned a swear in French. One of the great things about the Pevear translation, for teaching purposes, is that he leaves some of the exclamations in French. Today we learned to exclaim "Sangdieu!" just like the musketeers do, and I comforted (or disappointed) the children by telling them that this is a mild swear, along the lines of "crap" or even "yikes." One translator suggested "Gadzooks!" So having thrown our books on the floor and hollered "Sangdieu!" we began class.

FRENCH: Our French words for today:

bonjour (hello)

salut (hi)

au revoir (goodbye)

a bientot (see you later)

We'll be adding more French every week! But no more swears. Well, maybe two or three more. But then no more.

BOOK DISCUSSION: Each class will include some discussion of the chapters of the book we read for the day. I want to spend some time each week going over what might be confusing or interesting about what they read, and also giving them a preview of what they're going to read next. The key to getting them through this book will be to give them plot signposts to recognize and ancillary historical information to make the book seem familiar as they go through it.

Historical stuff: Today, since we hadn't read any book yet, we looked at the map of France, talked about how Gascony was a relatively wild and untamed area in 1630, one of the last areas of France to be conquered and subdued by the French nation. Dumas himself was from Gascony, and so it is with love and respect that he characterizes the Gascon as a feisty and unruly type of guy. We talked about how our hero, D'Artagnan, was always cruising for a fight, and fancied himself a tough and dangerous guy. We also talked about how there were different regiments and armies within France, some connected to important nobles, some connected to cities or regions, and then the two main rivals: the Cardinal's guard and the King's musketeers.

Plot stuff: We talked for a while about what it might be like to leave home to seek your fortune, in 1630. There wouldn't be cell phones or internet or even telephones. There wouldn't be a post office with mailboxes on the corner so you could write home to Mom. There wouldn't be newspapers so you could keep track of what was going on back in your home town. It would be a very different prospect than you might face today, and I asked the kids to think about what they might take with them if they were going on such a journey. We also talked about the dangers and benefits of going somewhere new, where no one knows you -- this might be an exciting chance to reshape your identity, but it also might be scary to know there's no door you can knock on for aid if you get in trouble.

DANCE:

We learned three songs and dances today:

Le Empereur et le Petit Prince

Il Court le Furet

Sur le Pont D'Avignon

To learn them, we're using the versions by Petit Ours Brun. If your child is burning to hear them again, you can download MP3 versions from Amazon.com here. I'm sure they're on iTunes too. We'll be mixing it up a little later on, doing our own version with guitar, but for now I need my hands free so I can dance with them and show them the (awesome) moves.

ACTIVITY:

Today we talked about having a motto, and the kids came up with great definitions. On their worksheets there are five examples of mottoes in Latin for them to look up and translate:

Semper Fidelis (The Marine Corps)
Citius, Altius, Fortius (The Olympics)
Per Mare, Per Terrum (Royal Marines)
Semper Paratus (US Coast Guard)
Carpe Diem

If they've got through all those, here is a page with more Latin mottoes from the time. I gave the kids the assignment of coming up with their own personal motto. Maybe they will get some ideas from that page, or invent their own! It doesn't have to be in Latin.

SWORDPLAY:

We learned two big words today: pronate and supinate. Pronate means a position of the sword hand with the knuckles up, and supinate means a position of the sword hand with knuckles down. When you slash, the direction follows the little finger, if that makes sense. So a pronate slash goes from your left to right, and a supinate slash goes from your right to left. We learned how to salute, how to do slashes both ways, and how to do a thrust, where your hand goes from supinate to pronate. This is all we'll be working on this week and next week -- just in different combinations. Then we will add decapitation and we'll be done! Just kidding. We will not be adding decapitation.

Disclaimer: I do not know fencing! I do not know medieval swordplay! What I do know is how to give the children vocabulary to use to describe the moves I want them to safely make so that we can choreograph an awesome battle and have lots of fun! I will try not to directly violate any kind of fencing rules, and if I do, I am open to correction.

VOCABULARY:

Here are their vocabulary words for next week. They are to highlight them in their books and look up or ask for definitions as necessary.

Provincial
Connoisseur
Patois
Irascibility
Deference
Adversary
Insolence
Physiognomy
Protégé
Cardinal

I also gave them some musketeer words to look up and draw. We'll have vocabulary words every week for them to "treasure hunt" in the assigned chapters.

ASSIGNMENT

The children are to read chapters 1 and 2 in the Pevear, or chapter 1 in the Usborne. Here are their reading comprehension questions (these are also in their notebooks):

1. What three gifts did D’Artagnan’s father give to him before he set off for Paris?
2. Why did D’Artagnan get angry at the unknown man in Meung?
3. How did D’Artagnan misrepresent himself to the strangers in Meung?
4. What was Monsieur Treville’s father’s motto?
5. What surprised D’Artagnan about the men hanging out in Monsieur Treville’s antechamber?

It's not at all necessary for them to write down the answers for these. I won't be collecting anything. Just some questions we'll be discussing in class, and again something for them to seek out in the book to make the text more manageable and accessible.

Aeneid Class: Week 15: Finale

2010-06-02T20:21:00.002-04:00

This post relates to my literature class for children at Homeschool Out of the Box co-op in Norfolk, VA. This semester we are reading The Aeneid, using Penelope Lively's book In Search of a Homeland, and other supplemental materials. For other lessons, please click the Aeneid tag at the bottom of this post.

Welcome: This is our last class meeting! Weep! Our day today consisted of rehearsing for our show, taking our final exam, and performing for the parents. The Junior Aeneid class also made a craft project and reviewed the whole story of the Aeneid. While we retold the story from the beginning, we decorated pinwheels with scenes from the story -- one on each of eight points of the pinwheel. Then we folded them and stuck them onto the ends of Arma Virumque Cano pencils, and blew into them like the winds of history carrying the story into the future.

Final Exam: No more true and false! Today's final exam consisted of 25 questions, some with more than one answer required, and it was really tough! I'm very proud of the kids for their recall, their enthusiasm, and their excellent brains. The final exam was a big success. Everyone who took it got a commemorative Arma Virumque Cano pencil, donated by Ben and Shira!

The Death of Turnus: In the academic track class, we spent some time discussing the end of the Aeneid. The final scene in our book is the death of Turnus, the Latin hero that Aeneas ended up fighting one-on-one to end the battle and establish his place and a place for his descedents in Italy. There they were, facing each other across the battle field, and the whole weight of history was on them. Aeneas threw his spear and wounded Turnus in the leg and he went down. Now, here comes Aeneas, ready to finish him off, ready to wipe out this whole idea that the Latin king had any power over his Trojans and his future. And Turnus looked up at him and asked for mercy, or at least to have his body returned to his father.

We paused the conversation on that moment and I asked the children to consider what they would do in that situation, if they were in Aeneas' position. This is a hard question! We talked about how we in our culture value kindness and mercy, value giving people second chances, how we would not necessarily kill someone who we had subdued and who was asking for mercy. But the Roman ideal, though they valued clementia, was to be strong, to kill fiercely and to die well. As I said to the children, a Roman soldier was not one to say, "Well, Turnus, we've had our differences, but now I've taught you a lesson and you can go on your way."

Even so, Aeneas paused in that moment too. Did he kill Turnus? Yes, he did. But only after he saw the belt of Pallas, the Etruscan prince and his friend who had helped him in the battle. Turnus was wearing it as a trophy, and it caught Aeneas' eye as he hovered over Turnus, weighing that killing blow. So this archetypal Roman killed his enemy without mercy, but he did it not for the gods, or for himself, but for his comrades in arms, for his fellow Romans, and for Rome. We talked about how this motivation was romanticized in "Horatio at the Bridge" in the lines about the Romans being like brothers, in the brave days of old.

So, those ideas about that scene sort of encapsulated everything I have tried to teach the children this semester about the Aeneid: why it was important, what it meant to the Romans at the time when the Empire was expanding, and why Virgil made the choices he made in writing it.

The Finale: Here are some videos from our final performance:

"Let's Get the Heck Out of Troy"

"Dido and Aeneas: I Will Be Roman"

A Demonstration of Roman Virtue:

A Recitation of an Excerpt from "Horatio at the Bridge":

"Friends, Romans, Countrymen"

"Arma Virumque Cano"

I have loved teaching all your children, and hope to see them all back for The Three Musketeers in the fall! Keep reading!

Aeneid Class: Week 14: The Rostra

2010-06-02T19:54:00.005-04:00

Gamer Birthday Parties at Cybercriter Internet Lounge

2010-05-27T10:36:00.003-04:00

If you're female and over the age of 23, you may never have set foot in an establishment called an "interent lounge." I'm about to tell you why you might want to swing that door open wide and walk right in. Now, you may have a certain vision in your mind connected with such a place, involving adolescent males with patchy beards growing to the floor, eyes glazed over, cheese powder flecks crusted to the sides of their mouths, hands clicking rhythmically on their gummy controllers. Maybe the place smells kind of like an old sock, with wires running everywhere, and blinking lights in seizure-inducing rows. Maybe there's Red Bull dripping from the walls. Maybe there are giant alien swords stuck into the cement floor.

Maybe there are places that fit that description, but Cybercriter Internet Lounge (yes, really only one T) in Norfolk, behind the Ted Constant Convocation Center, is not one of them. Let me take you on a tour, and enlighten you. When you walk in, you're in a long but small room with beautiful HD televisions along all the walls. Attached to every console is a game system -- Wii, Playstation, etc. There are windows, and light bulbs, and there is carpeting. There's a counter with snacks and a register. It's all very clean. There are no drooling adolescents. At all.

Now here's the majestic beauty that I want to show you. Imagine you're hosting a birthday party. All along the walls there are clusters of children, eagerly playing games. Some are watching, others playing, they're laughing, yelling "YES!" and "OH MAN!" together, having a ball. There's every child-friendly game on every game system you can imagine. WiiPlay, WiiSports, Guitar Hero, Mario Party, Little Big Planet, and the list goes on. But the magic is the sincere energy and joy and excitement of all the little friends together, trying different games, cheering each other on, locked in battle, and thoroughly, utterly engaged.

We went to CyberCriter for Louis' gamer birthday party, and I was absolutely amazed at how well the kids played together, how much fun they had, and how quiet it was in the room. All the moms had a lovely chat, Deva had set up one counter with snacks and drinks, and it was amazing. I arrived skeptical, and left completely convinced.

Here's the info: $10 per child includes two hours of play time on the consoles. If you want CyberCriter to handle pizza and soda or juice, it's an additional $4 per child. There are spaces and tables for crafts, chips, birthday cakes, etc. You can bring your own games/consoles/whatever to supplement what they have, or just use theirs. They can accommodate between 5 and 20 kids. If you have a gamer in your family who's having a birthday or another special event to organize, this just could be your dream solution!

Differentiated Curriculum: What does it mean?

2010-05-26T10:22:00.003-04:00

Beyond multiplication tables or the life cycles of frogs, beyond the dates of the Punic wars or the names of the Presidents, the most important thing that we can teach our children as home educators is how to think. Thinking is more than memorizing or reacting -- it's making and recognizing connections in the world. Applying this idea to that situation, translating this concept into that context: that's thinking.

Prufrock Press is a fantastic publisher of curricula and learning materials for gifted children. The most impressive thing about their programs, for me, is the emphasis on teaching the children how to think, encouraging them to make connections, and stretching ideas across the whole spectrum of learning to show them how everything is related, how one idea can apply to many situations.

A perfect example of this kind of teaching is the concept of "differentiated curriculum." What does this phrase mean? Each differentiated program takes one broad concept and applies it to many different situations and contexts across the curriculum. Science, art, literature, history, geography -- all are linked by a common conceptual element.

The unit we bought is called Structures, and it comes in three parts. Here's the description from the Prufrock Press web site:

The Earth is a solid structure on which we live, but it is not unchanging. Forces inside Earth constantly change both the inside and outside of the planet we call home. When students consider the concept of structures, they will discover that the word has many meanings. The Structures Differentiated Curriculum Kit provides exciting activities to help students discover the structures that exist all around them.

The books in Prufrock’s new Differentiated Curriculum Kits employ a differentiated, integrated curriculum based on broad themes. This all-in-one curriculum helps teachers save planning time, ensure compliance with national standards, and most importantly, pique their students’ natural excitement and interest in discovery. By participating in the wide variety of activities in the Differentiated Curriculum Kit for Grade 5, students will discover the structures around them and gain a lifelong desire to learn.

In Structures Book 1: Geology, Expansion, and the Arts, students will learn that structures can be physical, natural, symbolic, and metaphoric. Students will explore natural bridges, earthquakes, erosion, Westward expansion, the Industrial Revolution, and more. In Structures Book 2: Cultures, Geometry, and Energy, students will explore the origins of popular nursery rhymes, racial barriers, and geometry and architecture. In Structures Book 3: Government, Cycles, and Physics, students will study cycles in time, business, monetary value, electricity, and magenetisim. Each book contains detailed lesson plans, reproducible activity sheets, and assessment tools.

Other books in the series include Systems, Cycles, Frontiers, and more. Here's a link to the page with all the differentiated curriculum. If you're like me, the very idea sets your brain to popping -- what poem, scientific concept, historical event, geographical phenomenon, piece of art, and political system could be linked with the idea of "cycles"? The whole concept of this curriculum is just magical to me, and it seems like an ideal, perfect, absolutely exciting way to engage a child over the summer, or as part of a really cool, integrated year of homeschooling.

Note: There are a lot of assessment materials and reproducible pages -- which makes it seem like it is more intended for classroom use. This would make the material perfect for use in a co-op or a group of friends all learning together. Ancillary materials are used a lot -- books from the library, or stuff you may have in your homeschooling library, to introduce the scientific and historical stuff.

Shurley English Teaches Itself

2010-05-26T08:44:00.003-04:00

There are are some areas of the homeschooling curriculum about which I get excited. Literature, for example, really gets my blood flowing and my teeth chattering. I love to learn it, teach it, toss it up in the air and catch it, feed it cookies, babysit its toddlers, etc. History increasingly delights me too, although that surprises me -- I can remember saying "History is so over" to enrage my history major friends. I love working with the kids on music, art, writing. But one thing I do *not* enjoy, one thing I found galling and irritating as a child and feel pointless and tiresome now is GRAMMAR.

My nod to grammar with Benny has been to purchase some kind of floppy, grade-level workbook a few weeks before our yearly test. We mash through it with our noses pinched, and then he knows whatever capitalization or comma rules are appropriate for him to know, and we leave it for another year.

The one place where we have spent some time learning grammar, and the one context in which it seems interesting and relevant, is Latin. As you know, we use Latin for Children from Classical Academic Press, and in teaching the first level this year, I kept hearing about how Latin for Children is designed to fit perfectly with Shurley English, and how a lot of the methods employed are similar, based on the same research. Well, we LOVE Latin for Children -- maybe, just maybe, I could love a grammar program too. As I contemplated starting Sadie in first grade in the fall, I realized that Shurley English might be perfect for her -- so I bought the Level 1 stuff from their homeschooling-specific line, and had a look.

I have to tell you, this stuff teaches itself! One lesson I learned immediately is that unlike many programs, the teacher's manual in Shurley English is essential. It tells you exactly what to do, what to say, how to say it, what pieces of the workbooks and activity books to use, and more. There are chants, songs, and jingles, along with a very methodical approach to teaching elementary grammar. For someone who is uninterested in charting any new courses or blazing any new trails in teaching this particular material, Shurley English is perfect.

Aeneid Class: Week 13: Aeneas' Shield

2010-05-09T12:59:00.004-04:00

This post relates to my literature class for children at Homeschool Out of the Box co-op in Norfolk, VA. This semester we are reading The Aeneid, using Penelope Lively's book In Search of a Homeland, and other supplemental materials. For other lessons, please click the Aeneid tag at the bottom of this post.

Welcome: We are coming to the end of our class! That is sad for me. I have really enjoyed working with your children this semester. We still have a lot to get through in these last few weeks however, including today -- two painting projects to get through!

Aeneas' Shield: At the end of the reading assignment for today, Aeneas' mother, Venus, gives him a present. This special shield foretells the future of Rome, including our favorite characters, Julius and Augustus Caesar, of course! Virgil wouldn't want to let a chapter go by without reminding us that the whole point of this epic is to validate the authority of the emperor! Today we are making shields with watercolor. To do this project you will need watercolor paper marked with concentric circles, and watercolor paints. Those children who were in my Jungle Book class last semester were reminded that mandalas come in many forms -- and that concentric circles marked with symmetrical designs are everywhere! Some of the students took up the challenge to make pictures of the founding of the Roman empire, and some did more abstract designs. Here are some examples of their work:

I was particularly impressed with how some of the children in the enrichment class were able to graphically articulate the growth of Rome from one city to a big and powerful empire through assimilation and attack. We've been talking about how the bigger you get, the easier it is to get bigger, either by intimidation or war. It was great seeing that some out on some of the shields!

The shields will be used as programs for next week's Rostra event.

Rostra Banners:

Next week we will be putting on our final big event: Oratory at the Rostra. We created banners to decorate our platforms today. I was absolutely floored by the fact that I had ten children all working collaboratively around a single banner, and in three classes I had no arguing, no "he got paint on my part!" at all. Kudos to these kids, really! Super great job. You'll have to wait to see the banners, because I didn't take pictures yet, but they are... expressive.

Rostra Info:

The children almost all volunteered to take part in the oratory at the Rostra next week. You are invited to attend! It will be held in the classroom. Warning: If you are made nervous or queasy by children standing on tables, please bring the appropriate sedatives for yourself. :) Below are the memory lines they chose to recite. You will find the words they're working on in their scrapbooks, or I'm printing them below. They do NOT need to memorize all of the poem in order to participate. Even one line is fine! I told them even one syllable is fine, actually. Encourage the children to recite only what they're really comfortable reciting -- we want this to be a very positive experience, and that means fewer lines is better, if more lines bring anxiety. Look for your child's name in the list below. If you and your child are not sure what you should be working on, please let me know. If your child's name is not on the list, it means they did not want to participate. All participants will receive a special issue "Rostra" citizenship coin.

Mark Antony's speech at Julius Caesar's funeral: Stephen, Louis, Carrie, Hannah, Nathan, Richard, Benny, Cecelia, Basi, Catherine, David, Sadie.

Aeneid in Latin: Shira, Ben, Sarah M., Martina, Julia, Elsa, Katie, Max, Morgan, Miranda

Horatio at the Bridge (either the first two verses, or the last two verses, or both): Emily, Jillian, Sarah R

Brayton will be the MC at the 9:30 class, and Celia will be the MC at the 10:30. I will MC the Juniors.

Reading Assignment:

Reading for next week is Nisus and Euryalus and The Return of Aeneas. After we finish with our Rostra presentation we will be having regular class with singing, Horatio practice, and a quiz over the Rostra fast facts.

Aeneid Class: Week 11: Horatio at the Bridge

2010-04-30T12:25:00.000-04:00

Welcome to the New Address!

2010-04-28T09:40:00.002-04:00

This blog is now located at http://littleblueschool.blogspot.com/. Please update your bookmarks, tell your friends, throw out your rabbit bedding, and put sticks in your hair!

For feed subscribers, please update your feed subscriptions to
http://littleblueschool.blogspot.com/feeds/posts/default.

Aeneid Class: Week 10: Chariot Races

2010-04-23T11:09:00.004-04:00

Explode the Code Blends Phonics and Fun

2010-04-16T10:44:00.002-04:00

My mother taught first grade for a million years. In her career, she saw trends in pedagogy come and go, including whole word reading, context support, invented spelling, etc. She was a firm believer in the phonics method, and even hoarded old textbooks, saved phonics-based readers from dumpsters, and rebelled against her school system in order to continue teaching first graders to read with phonics. She believed that all other methods were, to use her word, "bunk."

I know my mother would have loved Explode the Code. It is not flashy, and it is not slick == it is solid, reliable, old-school phonics and it will teach your child to read. In this it reminds me of the Bob Books -- also hand drawn, also based on progressive phonics, also reliable as dirt. Now, for those who love learning on the computer, there's even an online version of Explode the Code, which translates the excellent phonics foundation to a fun, flash-based learning environment. Using the web site independently or together with the workbooks, it's a win win. Go here to explore this new online phonics curriculum.

My daughter Sadie has been struggling with reading for years. She is now six, but since she was four she knew all her letters and the sounds they make. She had the tools, the knowledge, to read first grade material, and yet she would look at a word and say "I can't read." This was extremely frustrating for me as a teacher. I am a book person, my older child is a strong reader, how could this be happening? I'm still not sure exactly what's going on in Sadie's head when she says "I can't read." I think it might have to do with her persistent suspicion that if she learns to read we'll send her to college.

Explode the Code workbooks and online games have been miraculous for her. The repetition, the spiralling returns to familiar material, the very very slow steps forward accompanied by many iterations of the words the child can confidently do, have made it absolutely impossible for her to tell herself she can't read. She can. It's undeniable. The words she knows with Explode the Code she knows inside out, upside down, backwards, and sideways. When she looks at me, shocked, and says, "I can read that!" it's amazing! Explode the Code works for us, and if you have a brand new reader that needs the confidence that comes from practice, I bet it will work for you too!

Aeneid Class: Week 9: Travel Guide to the Underworld

2010-04-16T09:49:00.003-04:00

This post relates to my literature class for children at Homeschool Out of the Box co-op in Norfolk, VA. This semester we are reading The Aeneid, using Penelope Lively's book In Search of a Homeland, and other supplemental materials. For other lessons, please click the Aeneid tag at the bottom of this post.

Welcome: Today's quiz was about Carthage and Dido, and we sang all our songs in their entirety. We had a successful memorization of Mark Antony's speech, and a very close call with Arma Virumque Cano -- next week for sure! Encourage your children to work on these poems at home, and recite them for friends, relatives, whoever will listen. Nothing builds confidence like repetition and also applause from Grandma.

Memory Work: Today we practiced "Horatio at the Bridge" as a dramatic reading. Horatios are Sarah R and Stephen K. I know they are hard at work memorizing their lines! The consuls and other brave Romans with speaking parts are encouraged to memorize their parts too, and EVERYONE should be memorizing the last bit, from "Romans in Rome's quarrel" to the end. The children are doing a magnificent job delivering their lines with feeling and ferocity! Great job, all.

The Underworld:

Today's project for the academic track classes is a travel guide to the underworld. I gave them the title page and chapter list, which we pasted into their scrapbooks near the end. Their assignment, which they worked on in class, was to complete the travel guide, one chapter per page, in their books. They can do it however they want to do it -- as a comic book, all text, all pictures, etc. They can do it humorously, seriously, standing on their heads, whatever. Next week I'm going to have a look at them, and the students who have fulfilled the assignment will receive a citizenship coin!

The enrichment track kids are creating a bestiary. They also received a title page and chapter list, and they also should complete the pages of their bestiary (including harpies, gorgons, a chimaera, Cerberus, and the Furies) to receive a citizenship coin. If you have lost your scrapbook, you can do this on separate pages stapled together.

Chariot Races Preparation:

Next week we are going to turn Grace Street into the Circus Maximus and hold our own chariot races. We have already arranged wagons to be chariots, but we need many more volunteers and items. The chariots will be run two at a time, from the end of the street by the apartment buildings down to the intersection at Yarmouth. We will have the green team (supported by the emperor and the Roman people), the blue team (supported by the Senate) and the red team, (supported by the political resistance). Please dress your children in one of these colors, if possible.

The children will play three roles -- horn blowers, horses, and charioteers. If your child is going to be a charioteer, he or she must MUST must have a bike helmet. Any horses that spill out their charioteers are going to be disqualified, but we still want to be ridiculously safe. If you want, you can also bring along elbow and knee pads -- that would be completely appropriate. We also need dog leashes, two per horse. Please label everything that you bring. We will need volunteers to stand at the ends of the Circus Maximus and hold traffic when necessary. We will also need a first aid kit with bandaids and bactine in case anyone falls over and gets scraped up. So please let me know if you can:

___ Be a traffic guard
___ Bring bandaids and bactine and be the first aid station
___ Bring dog leashes -- the basic kind with a snap on one end and a loop on the other.
___ Bring helmets and knee pads and elbow pads
___ Be an official

If you do not want your child to participate, that is totally fine. He or she can be a horn blower and still have fun. Please email me with any questions you have, to volunteer to help, or with any issues you want me to address.

If you like, you can watch the video of the chariot race from Ben Hur! If you have trouble with the embedded video, here is the link. Be warned: it is violent -- people get run over by horses, for example. But it is a bit of classic movie history and still after all these years a very exciting scene.

Aeneid Class: Week 8: Dido's Trick

2010-04-09T09:34:00.000-04:00

Ballad of the Latin Verbs: A Song for Teaching 1st Conjugation Verb Endings

2010-04-08T00:46:00.003-04:00

This song includes the names of the children in your class, so depending on how many kids you have and how many syllables their names have, you may have to switch things around a little. You can always repeat names or add Latin endings to their names. That is permitted.

The tune is from an Irish tune called Fox Hunter's Jig but I play it in A. The first chord is like A major except you take your finger off the B string and play that open. My favorite recording of it is by Cherish the Ladies, Ballad of the Foxhunter. Cherish the Ladies lyrics are a W.B. Yeats poem, but mine are kind of an anthem for our Latin Club. This is the first song we learned, to go along with Chapter 1 in Primer Level A of Latin for Children from Classical Academic Press.

Ballad of Latin Verbs

Link to the video on YouTube.

Amo amas amat, amamis amatis amant
Do das dat, damis, datis, dant
Narro, narras narrat, narramis narratis narrant
Intro, intras intrat, intramis intratis intrant

Shira, conjugate!
Ben, make the nouns decline!
Adjective endings are our food,
Verb tense our wine!

Brayton, the ablative
tells where and when and how
Stephen the genetive
can classify a noun

Erro erras errat, erramis erratis errant
Specto, spectas, spectat, spectamis, spectatis, spectant
Sto stas stat, stamis statis stant
Paro paras parat, paramis paratis parant

Martina conjugate!
Nicholas decline!
Benny and Sarah
Let your vocabulary shine!

Dative tells us just for whom
the verb is done
Acccustive tells us who
the verb is done upon.

She Will Be Latin: A Song for Teaching Noun Declensions

2010-04-08T00:00:00.003-04:00

She Will Be Latin

Words by Lydia Netzer
Grammar by Classical Academic Press
Music by Maroon 5

Link to the video on YouTube.

First declension nouns are mostly girls
-a -ae -ae -am -a -ae -arum -is -as -is
The word for fatherland is patria
Tell me how that’s feminine please?

Mensa mensae mensae mensam mensa
Mensae mensarum mensis mensas mensis yeah!
Via viae viae viam via
Viae viarum viis vias viis

Fewer words, more endings
That’s how Latin is lending
Our derivative blendings
So our English is bending

Second declension nouns are men now
-us –i -o -um -o –i –orum -is -os -is
There’s a lupus in my ludus
Do not sit him next to me

Ludus ludi ludo ludum ludo
Ludi ludorum ludis ludos ludis
Hortus horti horto hortum horto
Horti hortorum hortis hortos hortis

Fewer words, more endings
That’s how Latin is lending
Our derivative blendings
So our English is bending

Second declension neuter nouns
-um –i -o -um -o -a –orum -is -a -is
Thanks for the donum in the forum but
Did it have to be your helmet grease?

Donum doni dono donum dono
Dona donorum donis dona donis
Astrum astri astro astrum astro
Astra astrorum astris astra astris

What's the Deal with Sentences? A Song for Learning Latin Sentence Patterns

2010-04-03T23:33:00.004-04:00

In our Latin Club, we use the Latin for Children curriculum from Classical Academic Press. In level A, the children learn chants for sentence patterns that they can use to start translating and easily creating Latin sentences. Here's a song I wrote about the sentence patterns to help the kids remember them, and just for fun!

Here's the link to the video on YouTube.

What’s the Deal with Sentences?

What’s the deal with Pattern A?
What does SNV mean?
Like “Sweep no vents” or “See no views” Or “Steal no victories”?
SN stands for “Subject noun”
And V for action verb.
So SNV is pattern A
Now you’ve heard the word.

So “Vir intrat” and “Vir Mutat” and then “Viri pugnant”
“Magister clamat” and then “Magister ambulat”

What’s the deal with Pattern B?
SN LV PRN?
A linking verb like sum, “to be”
Connects two nouns together
The subject and the predicate
Are linked and then equated
I’m a girl(boy) and you’re a boy(girl),
With pattern B we state it.

So “Filii sunt amicae” and “Marcus est amicus”
“Dominus est socius” and “Servus est filius”

What’s the deal with Pattern C?
SN LV PrA?
It’s just the same as Pattern B
Except for one small way
In the predicate we see
An adjective is waiting
To be linked with the subject noun,
In Pattern C relating.

So “Vir est bonus” “Vir est malus” “Viri sunt ignoti”
“Magistra est antiqua” “Discipuli sunt novi”

Enjoy! Here's the video:

Arma Virumque Cano: A Song to Teach The Aeneid in Latin

2010-04-03T09:19:00.007-04:00

I Sing of Arms and the Man

Link to the video on YouTube.
Arma virumque cano, Troiae qui primus ab oris
Italiam, fato profugus,
I sing of arms and the man who came from Troy to Italy
Exiled by fate, that’s what I’m singing.

Laviniaque, venit litora, multum
ille et terris iactatus et alto Vi
superum saevae memorem Iunonis ob iram;

I sing of arms and the man who came from Troy to Italy
Exiled by fate, that’s what I’m singing.
Arma virumque cano, Troiae qui primus ab oris
Italiam fato profugus.

Multa quoque et bello passus, dum conderet urbem,
inferretque deos Latio, genus unde Latinum,
Albanique patres, atque altae moenia Romae.

I sing of arms and the man who came from Troy to Italy
exiled by fate, that’s what I’m singing
Arma virumque cano, Troiae qui primus ab oris
Italiam fato profugus

Musa, mihi causas memora, quo numine laeso,
quidve dolens, regina deum tot volvere casus
insignem pietate virum, tot adire labores
impulerit. Tantaene animis caelestibus irae?

I sing of arms and the man who came from Troy to Italy
exiled by fate, that’s what I’m singing
Arma virumque cano, Troiae qui primus ab oris
Italiam fato profugus

I use this song to teach the first twelve lines of the Aeneid in Latin to our Latin club and also to my Aeneid literature class. Who says The Aeneid can't be a country song? Italy is a country.

Book Arts Bash 2010: Why Teach a Child to Write a Novel?

2010-04-01T08:38:00.008-04:00

In encouraging a child to write a novel, you're not just asking them to produce a book. You're promoting several important benefits in their education, and in their development as a person. Writing a novel, for kids and teens, really has very little to do with the final product, you see. While their books are fantastic and we love to read them, the true purpose of writing at this age is not to create the Next Big Book that will bring the publishing industry to its knees. It's all about the process, and kids learn much from the process of writing a novel. It's why we love NaNoWriMo. It's why I wrote my curriculum, "How to Teach a Child to Write a Novel." It's why I encourage my own kids to get their ideas into stories, their stories onto paper, to share with the world.

Firstly, children work out ideas and dreams in their novels, trying out different identities, exploring fantasies, and toying with systems and situations they may have run into in real life. A work of fiction is a giant "What if?" and it's a safe place to postulate. My son Benny created, for example, a "little brother" character in his novel. This kid was invested with all the sass, defiance, naughty behavior, and arrogance that he himself is not allowed to exhibit. The character, "Duane," was constantly in trouble, a permanent drain on his mother's patience. I could sense the glee that Benny was experiencing while writing Duane, and while it was hilarious I also thought it was useful. In writing the mother character as well, he was putting himself in the position of both parent and child, and in expressing this relationship, he understood better the way our relationship sometimes works.

Second, children (or adults) who write novels become better readers. A person who picks up a brush and begins to put paint on a canvas instantly knows about painting - the brush strokes, the paint consistency, the composition of a painting - on a much deeper level than they could have by just looking at art. In the same way, someone who has written, or even attempted to write, a novel reads novels with a new understanding of their construction. They watch movies differently. They construct their anecdotes differently. Once they've been taught about plot, climax, character goals, significant objects in the setting, and the rest of it, they see the books they're reading in a different way -- they're reading as insiders now, privy to all that information that only writers know, and appreciative of the effort and dedication that goes into writing a book.

Finally, a child who has written a novel has put his feet on a very elevated path. Having entered this elite "club" of novel-writers, he or she stands next to greats like Woolf, Faulkner, Asimov, Morrison, and Joyce. Writing a novel is one of the grand things you can do, as a person in this modern world, like running a marathon or scaling a mountain. It's an item on lots of people's list of things to do before they die, and doing such a large thing at such a young age gives an enormous sense of accomplishment. A kid should feel, stamping "THE END" onto the final page of a long hard effort, that having written a novel, he or she can accomplish anything.

For these reasons, and for the fun of it, Sherene and I put together the Book Arts Bash, a writing contest for homeschooled authors, where we hoped to encourage young novelists by taking their efforts seriously, and putting their work on the desks of real authors, agents, and editors. We recruited judges from the top tiers of the publishing industry: Sara Gruen, Holly Black, Joshilyn Jackson, Karen Abbott, and more. We offered a top prize of $100 in each grade group, and critiques from literary agents from the top three. It has been an astonishing success, and here are the results:

Kindergarten and First Grade:

Winner:
A Big Problem by Brianna T.
Runners up:
Adventures of Big D and BMC by Emma W.
Zoo With A Strange Zookeeper by Vivian L.

Second and Third Grade:

Winner:
The Adventures of Blue Flame the Heroic Giant Squid-Fighting Hero by Sage M.
Runners Up:
Ruby, A Twisting Tale by Emilie M.
Mittens the Cat by Melea von T.

Fourth and Fifth Grade:

Winner:
1 by Nicci M.
Runners up:
One Girl Revolution by Sadie Z.
Blaze by Alexandra S.

Sixth Grade:

Winner:
The Princess by Lena G.
Runners up:
Becoming Callie by Lena G.
Trixie by Lydia A.

Seventh Grade:

Winner:
Happy Ending is a Place by Mandy H.
Runners up:
Violet Fire by Bryn B.
Kite by Hannah S.

Eighth Grade:

Winner:
Hollin by Garrett R.
Runners up:
Common Animals by Thomas B.
Little Angel by Adayla S.

Ninth Grade:

Winner:
Why I Missed the Second Set by Rose C.
Runners up:
Untitled by Larissa S.
Tales of the Humbats: The Seventh Piece by Raven M.

Tenth Grade:

Winner:
Children of the Stars by Holden M.
Runners up:
Shattering Darkness by Vienna H.
The Scouser Cap by Emily V.

Eleventh Grade:

Winner:
Cadence by Scout G.
Runners up:
Vengeance: 25 cents by Kathleen M.
Don't Look Down by Tanya S

Twelfth Grade:

Winner:
If Pearls Could Sing by Pamela C.
Runners up:
Broken Things by Emily D.
Falling Night by Anna W.

Big thank you to our generous sponsors:

Dreambox: Visit Dreambox for an incredible interactive math curriculum for kids from preschool through third grade. For kindergarten math, Dreambox is unparalleled in fun and pedagogical value. Check out the free trial and see what you think!

Shurley Grammar: A grammar curriculum that takes your child from first through seventh grade, using drills and jingles to teach writing skills (and also reading skills!) along the way. A trusted name in home education, Shurley will not steer you wrong.

Classical Academic Press: If you're contemplating teaching Latin or Greek in your homeschool, you definitely need this system. With audio, video, fun activities, and online Latin games, as well as standard workbooks and quizzes, anyone can teach Latin.

Prufrock Press: Parents of gifted children often have difficulty finding work that will challenge their kids' abilities while still being fun. Prufrock's gifted education materials are a godsend. Kids see them as a treat!

Explode the Code: Many of us have used Explode the Code workbooks with our kids and enjoyed the progressive phonics curriculum. Now Explode the Code has launched an online version, taking their reading education to a whole new level.

Can you help us by republishing the results and sponsor links on your blog, supporting homeschooled writers and this novel-writing contest? Please email us or leave a comment to let us know you can help. We need twenty blogs to participate. Would you donate a post on yours? You can use this text file to copy and paste into your blog editing software. Right click to download.

Aeneid Class: Week 7: Gladiatorial Games

2010-03-28T01:48:00.005-04:00

Aeneid Class: Week 6: Roman Virtue Charades

2010-03-19T00:21:00.000-04:00

Celia and Martina preparing to act out constantia.

Richard demonstrating clementia. Seriously, he's just about to demonstrate it.

This was great fun. We even got to try out some Roman Virtue Pictionary, and I encourage you to try this with your kids at home. Take your list of 15 virtues and try and draw each of them. You draw and have your kids guess, then guess your kids' drawings. Maybe afterward you can turn it into a comic!

Enrichment Track: In the enrichment track we acted these words out together, and we chose four words on which to focus: furor, pietas, dignitas, and gravitas. First I wrote them on the white board and we sounded them out, then I acted them out myself and let the kids guess which one I was going for. After I'd done them each a bunch of times, I let the kids take turns coming up to stand in front of the board and do a virtue. Here are a couple of pictures:

Miranda doing "gravitas."

Katie doing "furor."

I can't resist sharing -- here's a video of the whole class together doing charades:

Assignment: Next week we're going to act out our gladiator games. Today the kids picked their roles. In the academic classes, we had some very interesting choices: assassin, guard, condemned criminal, emperor, etc. In the enrichment class, we also had interesting choices: gladiators, emperor, archers, and also a unicorn, pony, shark, and pet kitten. It's important to let the kids feel happy and comfortable with their roles, and look forward to the event. If you have to stretch to prepare a narrative for them that includes three emperors or a unicorn posse or a rainbow sparkle fairy or whatever, you can do that! Asking the kids to act out something violent is a sketchy business -- make sure it's a learning experience but also fun. Dressing up is great but not mandatory! Make sure for next week they have read the Funeral Games chapter of the book, and have read and understood the "Gladiator Games Fast Facts" sheet.

Aeneid Class: Week 5: Furor and Pietas

2010-03-11T10:37:00.003-05:00

Project:

We made mosaics using sticky cardstock and tiny tiles. I forgot my camera, but here are pictures of the materials and where to get them.

We also used some other stuff as mosaic tiles... sparkly jewels, sequins, and other things. These no-glue collage boards are awesome. You peel them like a sticker and the sticky surface is very sticky. Some kids did geometric designs, some did pictures, some just enjoyed the materials in random and pleasing ways.

Assignment: For next week please read the chapter "Funeral Games." We're coming up to our gladiator games event, so we'll be planning that in class next week. The children will get to choose roles -- lions, gladiators, emperor, spectators, guards, etc. If you own the movie "Gladiator" and you've watched it enough to be able to choose scenes strategically so the kids won't see anything awful (and there are plenty of awful things in the movie) it would be great if they could see at least some of the coliseum scene, to get an idea of the scope of it. I don't recommend it for the younger kids, of course, but some of the older ones will benefit from certain scenes. We will be mixing gladiator fun with versions of the funeral games that the Trojans engaged in to honor Anchises, so look forward to that too! Volunteers are welcome, and let's hope for a sunny day so we can go outside.

Aeneid Class: Week 4: How to Throw a Roman Dinner Party

2010-03-06T23:38:00.002-05:00

This post relates to my literature class for children at Homeschool Out of the Box co-op in Norfolk, VA. This semester we are reading The Aeneid, using Penelope Lively's book In Search of a Homeland, and other supplemental materials. For other lessons, please click the Aeneid tag at the bottom of this post.

Overview: The lesson to be learned from this event involves the concept of civilization and what it means to be civilized. The Romans valued their civility highly, and dinner parties were an opportunity to express these qualities in public. They practiced rituals, demonstrated courtesy and respect, and strictly adhered to traditions and conventions. It was very important for the Romans to define themselves as civilized and therefore superior to the barbarian cultures around them. As we discussed in The Jungle Book, a colonizing nation must see the colonized people as "other" and also as inferior, so that the invasion can be seen as helping the dominated peoples, and the conquerors can be seen as saviors.

The interesting thing about the Roman dinner party is that compared to a dinner party today, it's not very civilized at all! As I asked the kids... if someone came to your house for dinner and they sat on the floor, ate with their hands from the serving dishes, and maybe excused themselves to vomit in between courses, would that be civilized? What if they weren't wearing any pants? Today's standards of "civilized behavior" are different from the Romans' standards -- but who's to say that in another 2000 years people will find it low and vile to eat with forks and put napkins in our laps? So, during the party, you want to underscore the importane of the Roman rituals and behaviors, and pretend to be very proud of your intensely refined and civilized behavior.

Preparations:

Step one: Prepare the food and drink. We used olives, boiled eggs, raw cabbage, chicken, pepperoni, grapes, apples, pears, figs, and dates.

We decanted white grape juice into empty bottles that we had labelled appropriately.

Step two: Set the mood with some music. If you have any musicians skilled in playing the lyre, call on them now. We downloaded a Synaulia album and played that on a CD player.

Step two: Set the table. Remember that Romans ate close to the floor. You can simulate this by using a regular folding table without folding out the legs. Drape some fabric over the whole table, including some on the floor where the guests will recline. You'll need a centerpiece that can later be offered as a sacrifice. We used a cabbage.

Step three: Invite in your guests! Encourage everyone to dress up.

The Dinner:

Toast: Give everyone a cup with some ice in it. Explain about how the Romans didn't have refrigerators or freezers, but they did acquire ice from the mountains and keep it cold in deep pits. Boast that the fact that you have ice at your dinner party reflects your intense civilization and impressive wealth. A common table wine was called Mulsum, which was water, wine, and honey. Ask your students why the Romans might have watered down their wine, especially considering that dinner parties sometimes went on for hours. Have the slaves pour out the "wine" and then toast Rome!

Appetizers: You can give each guest a napkin with which to eat, but remind them that in Roman times they would have had their own napkin which they would bring from home to any dinner party they attended, kind of like a personal hankerchief. Pass around the eggs and olives. Talk about how a really great appetizer in Roman times would have been a stuffed dormouse.

Main course: Explain that Romans didn't eat a lot of beef, because they used their cows for work. After a few years of work, a cow would be so tough and chewy that you'd have to cook it for a week before it was edible. Why go through all that drama when you could cook up a pig right away. Pigs didn't have to work, and pork was the Romans' favorite meat.

Sacrifice: Between the main course and the dessert, the Romans paused to sacrifice to their household gods. Here is our altar:

Have one guest bring the sacrificial cabbage, and another light the candles. Then observe a moment of silence during which you respect your Roman values, and the ideas that are important to your family.

Dessert: Pass around the fruit, including the dates and figs, which some of your guests might find unfamiliar.

Entertainment:

After dinner, invite your guests to entertain the group with poetry recitation, song, and dance. Celia M. and Sarah R, from our academic track class, were able to recite the soliloquy from Julius Caesar, and Martina E. set a new record for memorizing the Virgil, at 6 lines in Latin. In the enrichment track class, one of our slaves brought Max N.'s little brother Seth, who recited eight lines of Shakespeare to my amazement! He was immediately granted citizenship in the class. The enrichment track class also engaged in some dancing after dinner:

Guests can also entertain themselves by playing Knucklebones or Latrunculi.

I sent all my friends out to carouse through Rome after my party was over. I hope they all had a wonderful time! Didn't see a picture of your child? or just want to see more pictures of our awesome class? Click here for more Aeneid Class pictures.

Assignment for next week: Make sure you have read through chapter 3 in the book. By now everyone should have a copy! :) Next week we will be making mosaics. Please let your children have a look at some mosaic tile work online. Here's another page with mosaics, and another page.

How to Get Your Child to Practice the Violin Without Sugar

2010-03-04T10:43:00.004-05:00

A reader of this blog asked me if I had any more good practicing tips, having found my doll concert post helpful in getting her five-year-old to practice. So here is another idea which can be adapted in many situations to make practicing more fun. And here's another picture of my baby playing the violin:

The general principle here is to make the practice a physical journey that the child can visualize and experience kinesthetically. Here are several ways to do that:

1. Create practice cards with location on them. Place them around the house (or outside!) with each card giving the next location. So hand the child a card that says "Bathroom, standing on the toilet." They go to the bathroom, climb on the toilet, and play their first song. There they find a card that says "In the doorway between the kitchen and the dining room." They go there, play their next song, and there they find a card that says "Hall closet." Or whatever. If Mom is traipsing along behind to help with position and pitch, you can't go wrong. After a few times of playing this, let the child be in charge of placing the cards before practice begins. You could even let the child make the cards, place the cards, and *you* be the one who has to find the next card and listen to a piece at each location.

2. If you have, like we have, a bunch of little toy houses and buildings, set up a little journey for a favorite toy or doll. The castle, the pirate ship, the beauty salon, Barbie's house, the treehouse... whatever you have for little destinations. Say, "Now, this Polly Pocket has to go to all of these places today and at each place she's going to hear a different piece of music. When she gets back to the beginning, practice is over." At each destination, the child plays another piece of her practice, and along the way, Polly Pocket can run into all kinds of problems: becoming extremely hungry, getting tired and wanting to give up, being chased by bears, being hounded by Paparazzi, etc. When Polly Pocket gets home, the practice is over: no exceptions! Polly is exhausted. If you need a more tangible variation, have Polly Pocket deliver marbles at each location, or pick up marbles from each destination.

3. A simple, portable version of this involves a little toy frog or bee and a piece of paper, and some tiny stickers. Draw ten (or however many) lily pads (or flowers), with the names of the songs on them... you can have multiple "Minuet 1" lily pads if that one needs to be repeated. When the frog has visited a lily pad, the child can put a sticker on it or color part of it in. There should be seven stickers on each lily pad (or seven petals of the flower colored in) at the end of the week, then the child can turn in the whole thing for a reward. Moving the frog around the paper lets them keep track of their progress and gives them a sense of what's coming up.

I'm sure you can think of lots of other variations on this theme, using the idea that a violin practice can be mobile, visible, tangible, and progress can be marked in space. Be as goofy as possible, and don't worry about "Well, this is working now, but what about next week?" Next week, if you need to, you'll think of something else. Maybe that thing will involve sugar. But most likely, once your child gets accustomed to practicing "with joy" because you're turning yourself inside out to make it fun, you won't need all the bells and whistles to get a good practice. Everything goes in cycles, I have found. If you get yourself through a rough patch by pulling out all the stops with fun games and adventures, you'll find yourself on the other side with a happier child and a new attitude.

Aeneid Class: Week 3: Roman Parlor Games

2010-02-26T14:41:00.000-05:00

The little one in the picture above is actually made from bronze, to minic the shape of the real bone. Here is a picture of a set of knucklebones that I made:

You can make knucklebones by making a little rectangular box out of Sculpey, then scratching a number into each side. The small ends should be a little rounded to ensure the die doesn't end with a small end up. The numbers on the dice are 6, 4, 3, and 1 with opposite sides adding up to 7. I made enough sets that each pair of kids could have a set to play with. One package of Sculpey makes two sets.

Scoring Tali is complicated, and there are lots of different ways to do it. We learned a method of scoring that requires the kids to add up the values of the dice in their heads, which I think is good practice, and also involves some of the "special" rolls, like the Venus (6, 4, 3, 1) the Vulture (all dice the same) and the Dogs (all dice 1).

(6,4,3,1) :Venus -- all four tali with different sides.
(6,x,x,x) : Senio -- a single six and anything
(6,6,6,6) : Vultures -- all four tali the same
(4,4,4,4) : Vultures -- all four tali the same
(3,3,3,3) : Vultures -- all four tali the same
(6,6,6,4) : Total = 22
(6,6,6,3) : Total = 21
(6,6,4,4) : Total = 20
(6,6,6,1) : Total = 19 (high)
(6,6,4,3) : Total = 19
(6,6,3,3) : Total = 18
(6,6,4,1) : Total = 17
(6,6,3,1) : Total = 16
(4,4,4,3) : Total = 15
(6,6,1,1) : Total = 14 (high)
(4,4,3,3) : Total = 14
(4,4,4,1) : Total = 13
(4,4,3,1) : Total = 12
(4,3,3,1) : Total = 11
(4,4,1,1) : Total = 10 (high)
(3,3,3,1) : Total = 10
(4,3,1,1) : Total = 9
(3,3,1,1) : Total = 8
(4,1,1,1) : Total = 7
(3,1,1,1) : Total = 6
(1,1,1,1) : Dogs -- lowest of the Vultures

Here are some pictures of the kids playing Tali:

Odds and Evens: This is a very simple game that relies more on instinct than skill. To play, you need several small objects: buttons, coins, stones, etc. They should be small enough that the players can hide them in their hands. We used little buttons. The game is played between two people, a holder and a guesser. The holder puts a number of the objects in his hand and holds it out. The guesser tries to guess whether the number of objects is odd or even. If the guesser is right, he gets a point. If the guesser is wrong, the holder gets a point. Very easy, and yet when you start playing it, very complicated psychologically! But this one was really fun -- we had some kids that were really great at intuiting what their opponent would do with those buttons!

The educational value of Odds and Evens was mostly for the enrichment class -- learning which numbers were odd and which were even. The older kids could pretty much do that already. All the kids learned to make a score-keeping chart and keep tick marks to tally a score. It is also very important to practice your "I AM INSCRUTABLE" face and also your "I AM READING YOUR MIND" face while playing Odds and Evens.

For more pictures, see our Flickr set.

Latrunculi: I gave the children an optional project to earn an additional citizenship coin. They can make a Latrunculi board and demonstrate that they know how to play. This is not an assignment! Moms, do not slay yourself over this one. If the kid is on fire to research it and make it, great. If not, no harm. Here is a link to get you started on the wonders of Latrunculi.

Next week is our Roman dinner party. Here is a little info about that:

CLOTHING:Please dress up in whatever way you like! Want to be a gladiator? An emperor? Afine lady? A humble slave? A senator? Do it. Gender roles to not have to limit you. Historical accuracy is not necessary but it would be great if the kids knew about their outfits to explain them to the class. Remember that among the ladies, elaborate up-do hairstyles and flamboyant jewelry items were popular!

MUSIC:We are going to be listening to the music of Synaulia, an Italian ensemble that replicates the music of Ancient Rome with authentic instrumentation. Here is a little sample:

http://www.youtube.com/watch?v=f0IpxYUi2Dk

http://www.youtube.com/watch?v=dnDjFXRZLVo

FOOD:Our meal will be eaten as we recline around low tables. We will be using our fingers to eat from communal plates. There will be three courses: an appetizer course of eggs and radishes, a main course of meat, olives, and cabbage, and a dessert course of fruit and honey.We will be drinking "wine." The Romans watered down their wine and added honey. Rich Romans who could afford the luxury kept ice in deep pits. We will be drinking white grape juice over crushed ice.

ENTERTAINMENT:Romans entertained at dinner parties by reciting poetry, singing, and dancing.Fortunately we can do all these for ourselves! If your child is ready to recite any part of (or all of) any of the poems or songs, they will get a chance toperform at the dinner party, as we all digest.We will also be playing Evens and Odds, Knucklebones (Tali), and Latrunculi.

RITUAL: As host of the party, I will start off the meal with a toast. We will also pause between "prima mensa" and "secunda mensa" (dinner and dessert) to observe amoment of silence and make an offering to our household gods.

VOLUNTEERS: How can you help?

Prepare food: If you can help with any of the above items (like bringing a dozen peeled boiled eggs, or a dish of olives, or a plate of chopped cabbage orgrapes), please email me and let me know what you'd like to bring.

Come be a slave: We will need a couple of slaves during each class, to serve thefood, crush the ice, fix loose togas, press play and pause on our musicians, help with Knucklebones, and obey our every whim. Slaves do not need to wear costumes, but they can! Slaves can also bring their cameras.

Lend something: If you have an earthenware or pottery dish that looks oldy-timey-ancienty-romany, I would love to borrow it for serving. If you have a statuette of some kind that looks oldy-timey-ancienty-romany, I would love to borrow it to join our collection of household gods to receive our sacrifice.

If you are interested in participating in one of these three ways, please email me and let me know specifically what you would like to do. This is going to be awesome!

NOTE: Students must possess a citizenship coin to participate in the Roman dinner party! No invitees unless they are the children of slaves who are slaving away at the party.

Assignments: Carry on with the book. Carry on with the memory work. Consider making a Latrunculi board. And get your costume on for next week's party!

Aeneid Class: Week 2: Bulla Bulla

2010-02-20T00:06:00.002-05:00

The Ever Breath by Julianna Baggott

2010-02-18T01:32:00.006-05:00

This post is a book review. Really. But it will take me a minute to get there.

I have two children, four years apart. My son, 10, likes books about science. He likes to pour over them, again and again, memorizing the delicious facts and savoring the tasty trivia. The only fictional stories he's been interested in at all involve butts, roughly drawn comics, underpants, middle school hardships, warrior cats, and fake superheroes. I don't think I need to mention titles -- you know which ones I mean. Still, any book with pictures of the moon's surface will handily defeat any book that has characters and a beginning, middle and end. He's just not that into fiction.

My daughter, 6, has a categorical aversion to chapter books. Not only does she not want to admit she can read, she also does not want to be treated like a person who can read. In her mind, as she has explained it to me, reading will lead to college, and she doesn't want to go there. While I completely blame myself and all of my "Oh, sweetie! Don't ever change! Be my baby forever!" nonsense, I still feel like we should be able to move past the picture book stage before she hits puberty. Jan Brett, I super-love you, but I am done reading Fritz and the Beautiful Horses to my six year old, while she firmly asserts she cannot handle any more challenging fare. Then there's the fact that Sadie likes science books too. Books about polar bears. Books about caves. Books about what your heart does -- not figuratively, or as a literary theme, but as an actual biological fact.

True fact that is lodged in my bitter, resentful throat: Both of my kids prefer nonfiction to fiction. They will sit and listen to books about geography, or history, or science. They will not sit and listen to storybooks. They will not get interested in dragons. They do not yearn to discover more about elves or wizarding schools or hard times on the cold prairie. They just want to know more about why fish are cold, or where Indonesia is.

I'm a book person, and more specifically a fiction person. I have fantasized, since I knew I was going to have kids, about reading to them from the favorite books of my childhood. I looked forward to sharing Narnia with them, Middle Earth, the Moomins, etc. it's hard for me to realize that I can't keep up with Benny's interest in astronomy and the lymphatic system, and if I have to read "McElligott's Pool" one more time I will put a fishhook in my eye and gouge out my frontal lobe. I mean seriously, learning to swallow the fact that my kids just aren't that into novels has been almost as bad as finding out makeup is made out of bacon fat, or whatever.

Pretty difficult. It hasn't been great. But. There have been moments.

I bought Julianna Baggott's newest book, The Ever Breath, because hope springs eternal in this human breast, and because I like her, and I thought, hey, we'll give it a shot. What could it hurt? We've stalled on so many read-aloud attempts, and retreated to the safety of Childcraft for Benny and Let's Read and Find Out for Sadie. Why not try one more?

People, this is the book review part of the blog post. And I really feel like this is all I need to say, to sell you on this book. It was like magic. After the first chapter, I had one child tucked up on each side of me, and the other child tucked up on the other side. When I tried to quit reading for the night, I heard the words that had never been said by my children before: "Just one more chapter!" I felt like I was dreaming. I'm not kidding -- it was weird! I don't even know why this happened -- I'm not sure what captivated them in The Ever Breath where other books have so utterly failed. Why is it so accessible to these kids of such disparate ages. Why was Sadie saying, "This is my favorite book!" and why was Benny saying, "This book is better than Harry Potter!" I don't know.

I can tell you it's inventive. It's exciting. It's something you haven't seen before. And I can tell you that the children in my house careened through it at breakneck speed, anxious to get more, find out more, read more. That means a lot to me -- maybe this won't be the only book we'll read cover to cover, all curled up together. But it was the first!

Aeneid Class: Week 1: Amo Te

2010-02-12T00:00:00.000-05:00

This post relates to my literature class for children at Homeschool Out of the Box co-op in Norfolk, VA. This semester we are reading The Aeneid, using Penelope Lively's book In Search of a Homeland, and other supplemental materials. For other lessons, please click the Aeneid tag at the bottom of this post.

Important dates:

March 2: Roman dinner party. We will wear tunics (girls) and togas (boys) and sample Roman food, listen to Roman music, play knucklebones, and vomit into buckets behind the pillows we’re lounging on.
March 23: Gladiator Games. We will have wild animals, condemned criminals, gladiators, guards, wealthy sponsors, and spectators at this exciting spectacle.
April 20: Chariot races. With wagons, helmets, and ropes, good cheer, and hope for sun, we are going to turn Grace Street into the Circus Maximus. Rain date: April 27.
May 11: Roman forum. In our classroom, we will recreate several elements of the Roman forum, including the Rostra, where volunteer orators will show off the stuff they’ve memorized during the semester, applauded by all.
May 18: Final day performance.

Welcome! I'm so happy to welcome you to this semester's adventure in ancient Rome. The Aeneid is the foundation myth for the Roman empire, and there is much to learn not only about the story of the poem itself, but also about Rome in the time of Virgil, when the Republic had come to an end and the Empire was just beginning to come into power. Rather than try and learn all about the Romans, we're going to focus our study on just this moment in time, when Augustus Caesar was in charge, and Virgil wrote the story of Aeneas to prove that Rome was founded on a Trojan ancestry, with a fine old tradition of warrior heroes and a proud heritage of strength and valor.

Reading: Each week you'll be reading one chapter in the Penelope Lively version of the story at home, until the book runs out. Then we'll be looking at some other material, including other translations and some art and modern interpretations. It is not necessary to bring the book to class each week, and we will not be reading it in class.

Scrapbooks: Your child received a spiral bound scrapbook in class. He/she will be filling it up with songs, projects, and eventually photos from the class. Academic track kids will be taking quizzes on the backs of the pages on which we glue the Fast Facts each week. They will also be creating a chart on the page that includes the Aeneid in Latin so that we can give them stamps as they memorize each line. Apart from those pages, any page in the book is okay for them to draw in, personalize, glue photos or pictures into, or whatever they'd like. These books should come to class with the kids every week.

Songs: This week we learned two songs, "I Sing of Arms and the Man" and "Let's Get the Heck Out of Troy." The first is an aid for us as we memorize the invocation to the muse (the first 12 lines) from the Aeneid in Latin. We only did the first half of it -- we will move on to the second half once we get a handle on those first few lines of the poem. The second song summarizes the action from the first chapter of the book, when Aeneas is leaving Troy with Anchises and Iulius, after those lousy Greeks burned the city.

Story: The academic track children mostly already knew the story of the Trojan war and the Trojan horse! That was awesome. We were able to have a great discussion comparing Virgil's version to Homer's version, and how the heroes from the two sides of the war would have been characterized in each one. Briefly stated, when we read the Odyssey the Greeks were the good guys, but now that we're reading the Aeneid, it's the Trojans that we're rooting for. In the enrichment track class, we talked about the Trojan horse, and the line in the song that says "Beware of Greeks bearing gifts." We talked about how that means that if someone's been beating you up and then suddenly they turn around and give you a present, you should be very very suspicious of that present.

Project: We made Latin valentines, using the Latin endearment sheet in their scrapbooks. We learned a bit about pronunciation of the different sounds (hard c, v sounds like w, etc.) as we pronounced the different phrases. Here they are:

Mea tu Belliata: My beauty

Amata mea: My beloved girl

Deliciae Meae: My sweetheart

Ego Amo Te: I love you.

Amor vincit omnia: Love conquers all.

Amantes sunt amentes: Lovers are lunatics

aut viam inveniam aut faciam: I’ll either find a way or make one.

Per aspera ad astra!: Through difficulties to the stars!

Nulli secundus / Nulli secunda: Second to none (male/female)

I was anticipating that they would make valentines for their mothers, but a lot of the made the for each other, so I'm sorry you didn't get to see those! I'm also sorry I put heart confetti into the envelopes, since a lot of it ended up in the hallway upstairs instead of in *your* hallway where it was intended to land! Heh. Here are a few pictures:

Fast Facts: Today's Fast Facts are about Roman symbols. The children were challenged to find some of these symbols in their everyday life. It's my hope that as we go through the semester they'll find more examples of how references to Rome pop up our lives, not just visually but in literature, language, and culture. For those of you who are wondering what a fasces is, here is a picture of a couple of guys carrying facses at a parade. Remember: "I can beat you with this stick, and I can chop your head off with this axe, so you better behave, because I'm the government!" Think we don't threaten our citizens with such hostile symbols? There are two in the House of Representatives and one in the Oval Office. Hmm. Interesting. Click for a bigger image.

Norfolk Invitational Championship: Norfolk Karate Academy's Tang Soo Do Tournament 2009

2010-01-02T11:21:00.004-05:00

On November 14, 2009, in the beautiful new gymnasium at St. Patrick's in Norfolk, the Norfolk Karate Academy held its first annual tournament. I was proud to assist in the organizing of this awesome event. The kids had a great time. The smiles of the winners, the cheers of the audience, and the majestic regularity of the schedule justified all of the bustle, the hustle, the scribbled lists and the head-scratching moments when we all tried to think of exactly what was needed to pull it off. We did good! And I got an official NKA polo shirt to wear! It was fabulous!

The main event sponsor was of course Norfolk Karate Academy, but we were generously supported by Turtle Press Books, your online niche bookstore for all things martial arts. We also received prize donations from Fellini's Gourmet Pizza Cafe, and our volunteers ate muffins and drank coffee courtesy of Borjo's Coffeehouse, our neighbors on 45th street.

Here are some pictures of the event:

The winning line-up in the teen advanced sparring. A memorable battle!

Little kid sparring champs. No less fierce, but a little more willing to smile for a picture.

Karate moms at NKA are awesome!

Max takes on Master Odom during the grappling part of the event.

Tiny friends Sadie and Miranda came in first and second in their beginner form competition.

We love our new students at NKA! Yellow belts rocking the forms.

Benny had a day of ups and downs. There was one time when his emotions got the best of him and he kind of freaked out on another kid. Then there were times when he was delightful and patient, thrifty, clean and brave. The road to black belt continues, bumps and all.

Thank you to Fellini's Gourmet Pizza Cafe, Borjo Coffeehouse, and Turtle Press, and a big thank-you to everyone at NKA who helped before, during, and after the event. My children had a fantastic time at this NKA event, as usual. That is really all I care about, but that is everything!

For many more pictures, visit this Flickr set. If you'd like to download or print any pictures of your child, please feel free to do so!

How to Integrate Martial Arts and Homeschooling

2010-01-02T10:15:00.003-05:00

One of the glorious benefits of homeschooling is being able to focus a curriculum around your child's passions. Instead of waiting around for a topic to randomly pop up that interests him, out of a collection of topics that may appear in a traditional curriculum, the homeschooled child can fully immerse in that favorite pastime or area of study, until the lines between play and work are magically blurred. This is the moment when learning is fun: the holy grail of homeschooling.

I know many of us have gone out of our way to make curriculum work for a horse-obsessed child or a Civil-War-obsessed child, etc. You make writing assignment, study vocabulary and spelling generated around the topic, create word problems with relevant elements. However, it's even better when you can find a book or curriculum that will do it for you, and I have! My karate-obsessed child is now a brown belt. How I wish I had this book when he was just starting out in karate. It's a wonderful workbook full of puzzles, writing prompts, short essays, and more. I know that my daughter Sadie, a white belt, will get a lot out of it, and I look forward to seeing how she develops in karate as she fills in the pages of the book.

Published by Turtle Press and written by Art Brisacher, the Martial Arts Training Diary for Kids is a diary, a game, a keepsake, and a homeschool helper!

Here's an excerpt:

"Welcome to one of the best adventures you will ever have in your entire life! It is an exciting journey--it's your martial arts journey. Your friend and your companion on this journey will be a different and a very special martial arts book. This book is better than a book about famous movie stars or television actors. This book is even better than a book about your favorite sports hero. This book is like no other book you have ever seen or read. This book is about YOU and it will be written by YOU and lots of people will want to read it. The best part will come one day in the future when your son or daughter will want to read the book that you wrote when you were just a kid! When your child wants to hear about your true martial arts's adventure, you will be able to share it with them."

If your child is just starting out in karate and is over the moon about the idea, this is more than a writing assignment; it's a way to link learning to what your child loves.

Jungle Book: Presentations

2010-01-01T12:05:00.003-05:00

At the beginning of the semester, I challenged my academic track Jungle Book class to each present five minutes on any animal that they found interesting, as long as it appeared in the Jungle Book.

I thought I would share some pictures that came out of their very creative presentations:

With the children completely undirected and able to do whatever they wanted, we had all kinds of five-minute lessons! We had crossword puzzles, games of charades, we had comics, we had a demonstration on how to care for a horse, we had lovely pictures, we had a simulated visit from an actual working elephant mahout, we had an astonishingly huge full size king cobra created from fabric, we had earnest, interested, engaged children sharing ideas and facts with each other -- it was awesome to watch. Thanks for all your participation!

Jungle Book Week 12: Gond Tribal Paintings

2010-01-01T11:20:00.002-05:00

Namaste.

Quiz:

The quiz this week is about the Gond tribe, the tribe in central India of which Mowgli would have been a part. Which of these statements are true?

1. The Jungle Book is set in an area of Central India called Madya Pradesh.
2. Kipling wrote about this area while he was camping on the banks of the Wainganga itself.
3. The Wainganga River is a real river, but the area around it is not a rainforest.
4. Today in the Seoni District, there is a tiger preserve, where 50 tigers and 30 leopards can be hunted from hired jeeps or airplanes.
5. The villagers that Mowgli encountered would have been members of the Gond tribes.
6. The Gond people practice Hinduism and also animism, which means they worship animals and ancestral spirits.
7. Gond tribes survived by trading their art with neighboring cultures.
8. Gond tribal art usually portrays technological wonders like steamboats and front loaders.
9. A ghotul is a tribal dormitory where young girls and boys go to live apart from their families.
10 Gond people believe that freedom and happiness are more to be treasured than any material gain, that friendliness and sympathy, hospitality and unity are of the first importance.

Project: I'm going to condense two weeks together here, to show you how to get this project done.

Step 1:

Materials:
White piece of paper
Pencil
A sense of what the Gond tribal paintings look like, and what kinds of elements they would include.

The Gond tribes painted things they would see in their everyday environment. Ask the children what kind of elements and motifs they would expect to see in a Gond tribal painting, and then ask them to create a sketch of the painting they would like to do. Here are two examples of the drawings the kids came up with:

Step 2:

Materials:
White poster board
Pencil
Black Sharpie

This is where you, the teacher, at home, transfer the sketches the children have done onto posterboard, and add the design elements common to the Gond style. This is hard. Don't expect to get it perfect or symmetrical -- freewheeling a little bit is fine. Here are some examples of my attempts to translate the children's art into a workable poster:

Step 3:

Materials:
Poster paints
Lots of Q-tips
Paper towel
Outline drawings for each child

Make an example to show them how the paintings may end up looking. Here's my example:

Set each child up with paper towel, some poster paints, and a pile of Q-tips. Demonstrate the way you fill in the outline with "dot dot dot" action. Some of the older children may want to branch out into doing small lines to fill in the areas, or other fancy stuff. The little ones should stick to dot-dot-dot to make their paintings colorful. Emphasize that the colors do not have to be realistic. Emphasize that it does not have to be perfect -- folk art is neither exact or mathematical. Let them know that if one of their Q-tips gets squishy or frayed or otherwise irritating, they should ditch it and use a new one. Expect each kid to go through about 20.

Here are some pictures from our painting day:

For more pictures, check out our Jungle Book Flickr set. :)

Story: In the last few weeks of class, we discussed Mowgli's place in the world. Does he belong in the village or in the jungle? I left this as an open-ended question, and obviously there is no right answer. It was interesting to hear the children discussing it. I asked them where they felt they belonged -- more comfortable in the country or in the city? This led us to more interesting questinos: Is man an animal? Can people ever be truly civilized? What is perfect "city" behavior? What is perfect "jungle" behavior? Are there people you know that remind you of different animals? What animal would you be if you could? Would you be happy living the life of a wolf/snake/crocodile?

To me, these questions are more significant for young readers than the issues of race, colonialism, and caste that inevitably come up surrounding this text. They are some of the fundamental questions of humanity, and yet very accessible, in the context of Mowgli and his story, to even the youngest ones. We did talk about race and the empire, and we didn't shy away from some of the more troubling aspects of the stories. However, what I hope the children come away with is a little more awareness of the complexity of point-of-view. I hope they remember reading about seals from the point of view of scared seals and the hungry hunter, reading about the lawful jungle and the unlawful village, about the Gond tribe and the wolf pack. Maybe when they return to these themes and ideas later, they will be able to accomplish a deeper understanding of the tough issues too.

Song and Dance: We had several children who memorized all of "If" and all of "Mandalay." What an amazing accomplishment! For our final show, we had the enrichment class doing the first two verses and the academic class doing all of the poems -- it was a great performance! We also did a Bhangra dance using all 20 of the moves we worked on.

Here are a few videos for you:

Academic track kids doing "Mandalay":

Enrichment track kids doing "If":

SKS Science: Science Supplies for Homeschoolers

2009-12-13T14:05:00.003-05:00

Many of us shudder at the prospect of teaching laboratory sciences to our kids. I know I am guilty of this. In my mind, I remember the chemistry lab at my high school. Rows and rows of cabinets full of glassware and plastic bottles, Bunsen burners, sinks, and a back room full of bottles of powders and liquids. Thinking of trying to reproduce that at home is frankly overwhelming, and I think it is for a lot of homeschoolers. But here are a couple of things to remember:

1. The stuff that requires beakers and flame, gloves and goggles, and dangerous chemicals? That is the COOLEST stuff. That is the stuff that makes balancing equations bearable! Kids all love to measure and pour, combine, make things fizz and pop. This is why chemistry sets have been a toy drooled after by generations of children. So saying "I can't manage it" means that you're foregoing a major part of what makes science awesome for kids.

2. You don't have to stock your lab all at once. Think of your kitchen. When did you acquire your pots and pans? You probably accummulated things over a long time, as you needed it. A set here, a piece there, a collection over here, until you filled your cabinets. Now you have everything you need, but you didn't have to go to the "buy a whole kitchen" store and in one step anticipate every single thing you'd need for a lifetime of cooking. Supplying your home science lab can be the same slow process.

SKS Science is a supply company that sells home science supplies to homeschoolers, teachers, schools, labs, and whoever needs a quick beaker or a sudden petri dish. Their prices are very reasonable, their site is logically organized by brand, by type of science, by product. They have everying you need and even stuff you didn't need. But the best part of their site, in my opinion, is the section of the site where they suggest science experiments and list exactly what you need to do each one. There's a pH indicator experiment (with photos, video instruction). There's an experiment to test the porosity of membranes. Along with each experiment you get a supply list, so you will accumulate your equipment bit by bit.

Yes, you can muck along through homeschool science using mixing bowls and coffee mugs. You can measure stuff in your plastic measuring cups and stir with a salad fork. But if you're serious about science (and you better be), with a small investment in proper tools you can inspire your kids! Can you make a shelf in your cabinet for some graduated cylinders and transfer pipettes? If you grow your collection little by little, I think you'll find your home science lab will be far less painful to construct than you (or I) originally thought.

Ten Things I Have Learned Climbing Stairs

2009-12-09T20:55:00.002-05:00

Having just finished my first stair climbing workout, where I marched up and down my own stairs in my own house for 30 minutes, I have these things to say:

1. My dog is so dumb, he followed me up and down the stairs for 20 of the 30 minutes. Seriously.
2. It is very boring to climb up and down stairs for 30 minutes. Very boring. Way more boring than a stair stepper. Way more boring than I imagine it would be to climb up a super tall staircase for 30 minutes.
3. I do need to wear shoes.
4. Dire Straits is not good music to help you climb stairs.
5. It is really hard! I was sweating and panting and everything.
6. That thing up in Benny's room that's smelling strange? and we can't figure out what it is? It has GOT to go. I could have climbed all the way to the third floor if not for whatever that awful thing is. Smells like a rotten warthog made of urine. WHAT is it?
7. Wearing just whatever I am wearing on the day of the workout is not a good idea. Needed workout clothes on.
8. There is a railing on the bottom part of the stairs but not the top part.
9. I tend to start out stairs on my right foot. How about you?
10. The fact that I am already dreading my next stair climbing practice bodes ill for my future as a stair climber. It was REALLY boring. So boring.

Green Olive Tree: Reliable Web Hosting

2009-12-05T15:31:00.003-05:00

In most homeschooling families I know (including mine) the dad works and the mom schools. In fact, I know a lot of moms very well but would probably pass their husbands on the street without recognizing them because I hardly see them. Not that there is anything wrong with this -- I and my other mom comrades are very glad we're able to homeschool because our husbands work. However, I always find it very cool when I see a dad that's involved with his kids' activities and present for the school aspects of his kids' lives. One way that homeschool families sometimes work this out is by engaging in entrepreneurial ventures like owning their own business.

Green Olive Tree is an internet company owned and operated by a homeschool family here in Portsmouth, VA. I know both the mom and the dad in this family/company equally well! Running their business takes a lot of their time, but when they come to the park, or to co-op, or to another event, they are often together, or they're taking turns doing the leg work. Dad is there with the kids -- yes, often on his laptop or phone, but still there -- and that's very cool. This is a family who has found a way to prioritize their children *and* run a very successful business -- an amazing balancing act. So I was happy when Green Olive Tree sponsored the science fair, so that we could spend some time promoting the company.

This web hosting company also provides all kinds of server management, virtual server solutions, and dedicated servers. If you need complicated internet stuff, they are your answer. Don't go with a big company that treats you like a number -- Green Olive Tree's customer service is unparalleled and their record is spotless. Even if you're just looking for reliable web hosting, and you don't want to pay a lot of money, how about this: $25 a year for web hosting for a personal site. That's wicked cheap. Find out more about their web hosting plans and prices here.

If you're reading this and you appreciate their support of our science fair, their support of their kids, and their involvement in the community, please follow their Twitter feed and fan them on Facebook. These are good people, doing a great job raising their children (yes, their daughter Sarah is in my co-op classes and I adore her!) and making an exceptional business out of hard work and excellent service.

What I Talked About in 2009

2009-11-29T11:15:00.003-05:00

Here's my Tweet Cloud for 2009. It's a graphic generated from my most-repeated words in my Twitter feed. I kind of love this. I can see all the elements of my life here. You can get your own Tweet Cloud here. You can follow me on Twitter here.

Happy Homeschool Science: One Photo at a Time

2009-11-27T15:57:00.003-05:00

Have you met The Happy Scientist? Robert Krampf is a former museum geologist and instructor turned science showman. His special million-volt tesla coil is the star of his traveling show, and he has taken his show all over the country, including the Discovery Channel and David Letterman. You don't have to travel to see Krampf light up the stage, however. His site, The Happy Scientist, delivers online science lessons right to your computer. Divided by subject matter and also organized by state science standards, the videos and experiments on this site are kid-friendly and homeschooler-approved. Let your science-happy homeschooler off the leash in this site and be prepared to lose them for hours. Here are some links to just a few of his free videos. Members have access to all the content on the site, including many special members-only areas and features, and membership is only $20/year.

Free experiments:

What I like best about the site, though, is the Science Photo of the Day. This is not just a "Look at this interesting bug" or "Here's a neat nebula." Krampf engages his young readers daily with a question to think about, a problem to research, a mystery to dive into with every post. Everything from "Have you ever eaten one of these?" to "What strange thing happens when you put a sponge in a blender?" When I first came upon this site, I must admit I got very engrossed in clicking around for the the daily answers.

Checking the science photo of the day every day is a great way to integrate science into your homeschool schedule in a fun way that will expose your child to a ton of different topics and ideas without overwhelming them in reading. It's always something to think about, but sometimes will spark a train of thought or inquiry that will take your child deeper into a specific topic. Who knows where it might lead?

Jungle Book Week 11

2009-11-27T14:10:00.003-05:00

Namaste.

Quiz:

The quiz this week is about henna, the ancient art of dying your skin with smushed up plant juice. Please tell me which of these statements are true?

1. Henna is a flowering plant .
2. Henna can be used on skin and leather, but must not be used on hair, or it will cause the hair to turn green and wrinkly.
3. The Pali District in Rajasthan has the most henna growers and sellers in India. There are over 100 henna processors in one city alone.
4. Henna has been used for thousands of years to decorate skin in intricate designs and motifs.
5. Henna dye is applied as a paste made from the leaves of the henna plant. There are two parts to this paste: 1. The crushed leaves ground into powder. 2. A slightly acidic liquid like lemon juice or tea.
6. Henna tattoos are applied by piercing the skin and placing the dye underneath the top layer of skin.
7. The longer you leave the henna paste on the skin, the more lawsone molecules will penetrate the skin and stain it.
8. The henna stain disappears as the skin cells die.
9. People apply henna decorations to cast spells on their enemies and bring rain to parades.
10. Henna artists use traditional motifs, flowers, lines and dots, spirals, and bands of color to create their designs. .

After the quiz got started immediately on our henna project. We wanted to give ourselves the maximum time possible to let the stuff dry, so Ms Ashleigh and Ms Deva came in to help us get the dye on as quickly as we could.

For more pictures, visit our Flickr set and scroll down to the bottom. We also had some fun with henna at the park a few weeks ago, test driving it on the moms. Ms Deva decorated Louis and Miranda for their Halloween appearance as an Indian prince and princess!

Story: In the enrichment class we talked about the story quite a bit, to make sure the kids are following the plot and ideas. For next week, I'd like them to read the poem at the end of "Tiger! Tiger!" Mowgli says these words as he stands on the council rock after bringing back the hide of Shere Khan, and I want to focus next week on the difference between the village and the jungle, the idea of fitting in, and with the older class some notions of Mowgli's character as an archetypal man, too beastly for the village, too civilized for the jungle. So we'll be focusing on that.

Song and Dance: Next week I told the enrichment class that I am bringing in my prize bag and everyone who can sing or say the first stanza of "If" from memory is going to get a prize. They will have another shot at it the week after, too. I'm going to extend the same offer to the older kids, but they have to say the whole thing! WHAT? THE WHOLE THING? Yes. The whole thing. If they know "Mandalay" too, they can have a prize for that as well, but I'd rather they focused on memorizing "If."

Assignment: The children should be reading the rest of the Mowgli stories to finish the book in the next few weeks. I would like them to be at least through with "Tiger! Tiger!" for sure on Tuesday. After that, the pace is up to you. The fast facts are about the Gond tribe. Next week we'll be doing part one of a project where we make Gond tribal paintings. I'd like them to look at some of these links and start thinking what they'd like their painting to look like. On Tuesday they'll make a sketch of their design which I will transfer as faithfully as possible into a dark outline on posterboard. The following week, they will do the painting part and fill in all the color.

Here is a video made in the Gond art style from a Gond creation myth story:

That's How I See Things is a book illustrated in the Gond style.

A gallery of Gond Tribal Paintings.

Here's just one example:

Latin Club Week 11

2009-11-27T13:17:00.003-05:00

This is a class report for week 11 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classical Academic Press.

Meet and greet. There was no quiz! Chapter ten was review, so we had a review day today. I gave everyone a stamp who attempted the monstrous crossword, and they all shared war stories about how awfully difficult it had been.

Songs. We sang our usual songs. We were missing some people, but managed Dona Nobis Pacem as a round anyway. Since we missed a week due to the storm and I am recovering from losing my voice this week, I don't think we're going to be able to swing another song. But there's always next semester!

Translation: We worked on Adeste Fideles and tried translating from the Latin to our own English interpretation. It is hard! We learned that a literal translation is almost incomprehensible in English. What I want the kids to take away from this whole exercise is an understanding of how different Latin really is. When they are studying Spanish or French or German, more closely related to English, they can expect to translate each word and then read it off. However, in Latin it doesn't work that way. It's going to be a long time before we learn enough about word order and the various tenses and moods and whatnot that we're able to really confidently translate it. The best we could do at this point was to get an idea of what the verses meant, and you know what? That's pretty good! The high point of this part of the lesson was when the kids realized that videbemus is a future form of video. That was some smart thinking.

Stamp: Today's stamp was the "surprise" sum chant and everybody got it! Very well done.

Games: We played Hot Seat today since the children were so well prepared, and we had a new champion in the hot seat: Stephen got his first Hot Seat Sticker today and he was very proud! Well done! Must be the flame retardant underpants.

Virgil: This week we worked on lines 3 and 4 in the Aeneid. This is very very hard work, and not to be taken lightly. Here is a link to a page where the lines are read properly, and also a translation is read -- it happens to be Dryden's translation, which is one of the ones we'll be looking at in Aeneid class next semester. By listening to the recording, the kids will be able to see what I was trying to get across in class -- that the line breaks do not necessarily coincide with the pauses. It would be great if they could listen to this a few times, so they can hear the rhythm of the words, independently of how they're arranged on the page.

Homework: Chapter 11 is aboute adjective endings. The good news is that adjective endings are the same as noun endings, so this is kind of like another review chapter. The big new concept is matching the adjective to the noun in gender, number, and case. A noun only has one possible gender, but adjectives have three. This is going to take lots of practice, and I suggest asking them to pair one adjective with multiple nouns of your choice. The homework is chapter 11 in both primer and activity book, and the chant will be the adjective endings chant, which is basically all three of the noun endings chants in one.

GUESS Homeschool Science Fair: How Can You Help?

2009-11-23T19:46:00.002-05:00

Thank you for participating in the science fair this year! It was a great day, and you and your children helped to make that happen!

It’s time to look ahead to next year, and part of that is thanking our sponsors so that they’re happy to help us out again in the future. There are several ways you can help us do this and also spread the word about our fair.

1. Do you have a blog? Go to this post: http://www.littleblueschool.com/2009/11/please-steal-this-post.html You’ll find instructions on how to copy and repost that information, spreading links to our sponsors’ web sites and improving their Google ranking.

2. Do you have Twitter? Here is a list of our sponsors that have Twitter accounts. Please follow them, retweet them when you can, promote their feeds:
http://www.twitter.com/RobertKrampf (The Happy Scientist)
http://www.twitter.com/esciencelabs (eScience Labs)
http://www.twitter.com/brookssystems (Brooks Systems)
http://www.twitter.com/greenolivetree (Green Olive Tree)
http://www.twitter.com/folkmanis (Folkmanis Puppets)

3. Do you use Facebook? Here is a list of our sponsors that have Facebook accounts. Please join their groups, become fans, link to their pages on your wall:
http://www.facebook.com/TheHappyScientist (The Happy Scientist)
http://www.facebook.com/eScienceLabs (eScience Labs)
http://www.facebook.com/vascnews (Virginia Air and Space Center)
http://www.facebook.com/group.php?gid=131416466288 (Green Olive Tree)
http://www.facebook.com/profile.php?id=1184826284 (Folkmanis Puppets)

4. Did you receive a prize specifically from one of these donors? It would be great if you wrote a thank-you note to the donor. It would be even better if you blogged about the donor. It would be even better if you blogged with pictures! For example, if you received a bookstore certificate from Book Exchange, can you take a picture of your child with the books they choose? If you received a puppet, can you snap a photo of your child with his/her puppet? Maybe you took a picture at the fair with the puppet – Folkmanis would love to see it.

5. Visit all the science fair sponsors here: http://www.guesshomeschoolsciencefair.com/sponsors.htm Click around on the links and investigate these homeschool-friendly businesses, and let them know that we are grateful for their support.

Thank you so much for helping us out as we wrap up the fair. We really appreciate YOUR support too!

Best,
Lydia and Shez

Steal This Post

2009-11-23T16:22:00.003-05:00

The sponsors of our 2009 GUESS Homeschool Science Fair generously provided our young scientists with exciting prizes for the winners. Their donations also allowed us to underwrite the cost of all the kids' science fair day at the VASC, including an age-appropriate science class, an electricity demo, and an IMAX movie. Part of what we do to thank our sponsors is generating links for them on homeschool blogs and sites, pointing to their web presence from descriptive anchor text, to boost their Google ranking on those search terms. That's where this post comes in!

We need your help to spread these links across the internet, to say thank you to these businesses for supporting our young homeschooled scientists. If you have a blog, or site, and you can help us, please steal this post! For maximum impact on search engines, it's very important that the links go along with the post, attached to the appropriate text, so if you need the plain HTML to put into your blog, click here for a .txt file.

So, how can you help the GUESS Homeschool Science Fair?

1. Copy this post, or the .txt file with the HTML.
2. Post it to your blog.
3. Let us know when you've done it so we can link back to your blog!

Here's the part of the post we want you to "steal":

Thank you to the following homeschool-friendly businesses for supporting the GUESS Homeschool Science Fair and the young scientists of Hampton Roads!

Green Olive Tree is an internet company based in Portsmouth, Virginia and owned and operated by a homeschooling family. They offer a broad range of internet services, from reliable web hosting to corporate infrastructure solutions and server administration.

SKS Science supplies homeschoolers and other educators with all the science supplies you need to turn your dining room table into a proper laboratory. Browse their site for test tubes, bottles, face masks and other lab supplies and books.

Book Exchange is the largest used bookstore in Eastern Virginia. Unlike most musty and confusing used stores, this one is clean, bright, inviting, and has a huge selection of used homeschool books. There's always an interesting curriculum find on these shelves!

Folkmanis Puppets makes the most delightful animal puppets available outside Santa's workshop. Meet their most unusual creations like llamas, Chinese dragons, ostriches, flying squirrels. Unusual materials create realistic textures, and they all move in very realistic ways. Irresistible.

The Happy Scientist, Robert Krampf, hosts an online wonderland for budding scientists. With online science lessons, experiments to try at home, a science photo of the day, and new content added all the time, you'll love setting your kids loose on this site.

Mad Science is Hampton Roads' premier provider of science enrichment classes for children. Summer classes include "Crazy Chemistry" and a space camp developed with NASA! New homeschool science classes are being offered in Norfolk and VA Beach, with more planned for fall.

Moore Expressions is a homeschool bookstore in Virginia Beach, VA. They sell used and new homeschooling curriculum, host a support group, and publish a newsletter called the Bayith Educator. They are the premier source for homeschooling books in the Hampton Roads area.

Norfolk Karate Academy offers classes in Tang Soo Do (Korean karate) and Gracie Jiu Jitsu (Brazilian grappling and self-defense). With classes for children, teens, and adults, it's a great way for anyone to get in shape and kick things in a socially acceptable way!

Brooks Systems offers standalone software and web applications that check legal compliance in all municipalities in all fifty states, and create truth-in-lending documents for residential lenders. Using Brooks for your automated mortgage compliance, you can be sure your loans are safe.

Virginia Air and Space Center was host to the homeschool science fair this year, and delivered awesome science classes for homeschoolers from their education department. The VASC is the educator resource center for the NASA Langley Research Center.

GUESS Homeschool Science Fair 2009

2009-11-23T00:44:00.003-05:00

When Shez and I first talked about organizing a science fair for homeschooled kids, we were actually sitting in a bowling alley. Our kids were in a homeschool league, which they loved, and we were suffering through waiting out the bowling, which we did not love. Being the supportive homeschooling moms that we are, we drove the kids to bowling on a weekly basis, and as we sat there, nodding and smiling and not really looking up when one of the kids would say "I got a spare!" we hatched this idea for the science fair.

On Monday, November 9th, my children, and Shez's children, and about sixty-five other children, were again engaged in something they really love. The cool thing is, it was something that I love too: thinking, questioning, reasoning, testing, finding out. In short, science! So instead of being the nice supportive mom and nodding mildly while the kid scores a point in sparring, or draws a comic, or climbs a pole, I can listen to my five-year-old talking about her control group, my nine-year-old defining his constants and variables, and let me tell you, *that* is something that gets me excited as a homeschooling mom!

Here's Sadie talking to the judges:

Here's Benny, very proud of his work:

A lot of people have thanked us for doing the work that went into turning out the science fair this year. It was a lot of work, but the excitement in our own kids' faces, and in all the other kids' faces, as they were rushing around from the classes to the judging to the movie, standing proudly beside their projects and explaining their work so articulately to the judges, chattering to each other about the details of their work... made it very worthwhile. Some people are inspired by athletes, artists, musicians. Of course, I'm inspired by those things too. However, I find myself getting really choked up, emotionally touched, at spelling bees, geography bees, and science fairs, than at anything else. The earnest, uncensored nerdiness; the fact that these kids are oblivious to the fact that their interest in science might be considered nerdy; the degree to which these really young children have immersed in their ideas... is very awesome to see!

That being true, I have to say, we absolutely loved every minute of the science fair! We were very lucky to have over a dozen excellent judges, both museum docents and community volunteers, the hospitality of Virginia Air and Space Center staff, who set up really engaging classes and a very cool movie, and generous sponsors who provided great rewards to the kids.

Here's a look at the third and fourth grade projects, as seen from above:

Here are some links where you can find out more:

Our updated web site, where you can find all the results, pictures, links, and info you can handle: GUESS Homeschool Science Fair.

Our Flickr photo pool, where you can see pictures from all angles, from five different moms. GUESS pictures on Flickr.

Our sponsors:

Green Olive Tree
Book Exchange Norfolk
Mad Science of Hampton Roads
eScience Labs
Norfolk Karate Academy
Moore Expressions
Folkmanis Puppets
Brooks Systems
The Happy Scientist
SKS Science
Mariner's Museum
Virginia Air and Space Center

There will be many ways that you can help us bring about GUESS 2010, so stay tuned on the web site and on our blogs for more information.

Folkmanis Puppets: The Best Educational Toys

2009-11-15T20:16:00.004-05:00

We have always loved Folkmanis puppets. I'm convinced Folkmanis makes the best stage puppets, the best animal puppets, the best finger puppets, in the world. They use really interesting fabrics, very realistic designs, and somehow their puppets work as stuffed animals as well as puppets. All six of the puppets that live in our house are engaged regularly as denizens of the children's imaginary world. They are never relegated to puppet shows or ventriloquism.

You may remember that last year Folkmanis sent us a big box of puppets to give away at the G.U.E.S.S. Homeschool Science Fair. This year they did the same. My children gleefully watched while I unpacked the box, delighted over all the new puppets -- the woolly mammoth, the eagle, the iguana. There was even a nest of little birds you could animate with your hand. I felt very conflicted about letting my own children win these puppets, though! I knew that it wouldn't be fair for my own kids to win the most coveted prizes at the fair that I helped to organize. So, I told the children they could go to the Folkmanis web site and pick out whichever puppet they wanted for themselves, then at the fair the puppets in the box would go to other kids and they had to agree not to be sad. Sad? They were DELIGHTED. So, here are the puppets they "won":

Sadie chose the Chihuahua puppet.

Benny chose the dragon shoulder puppet. It has a stick that goes down behind your back through your shirt, so you can operate it surreptitiously with one hand while it appears to work on its own. VERY COOL! He had no problem figuring out how to work it immediately.

The GUESS Homeschool Science Fair is so grateful to Folkmanis for their continued support of our event. The youngest scientists were very very happy to take home fluffy friends. And parents everywhere are grateful to Folkmanis for making such delightful toys. The best educational toys are open-ended, lending themselves to many uses, letting the child's imagination take over. Among the best in this category, I'd count Legos, paper and pencil, and puppets. And when it comes to animal puppets, Folkmanis truly is in a category all by itself.

Norfolk Karate Academy: Perseverance on Both Sides of the Mat

2009-11-15T18:51:00.004-05:00

Benny got his brown belt on October 30. Can you believe it? It was a great day for Benny, an enormous day for me too. Benny has been doing karate since August of 2003. It has taken him at least a year to get through every belt, sometimes more than a year. For Benny, karate has been a terrific challenge. There were times when he spent whole class periods spinning and humming. Times when he was kicked out of class for being suddenly defiant over something incomprehensible. Times when we felt he would never be able to communicate with another child enough to be a good sparring partner, a good self-defense partner, even hold a punching bag for another student. He was distracted, disconnected, and disengaged, but he was always in love with karate, always wanted to go train. There were times when we wondered if it would ever "kick in" -- would he ever snap to it? Sync up? Get with the program?

In the last year, Benny has improved in leaps and bounds. Part of it is the input of new instructors at Norfolk Karate Academy. Part is his own maturity, at last starting to bloom. He got his blue belt in February, and now he has his brown belt. His test was absolutely awesome! Everyone who knew him "back then" was blown away by it, including his father and me. We could not get over how much he has changed.

The biggest responsibility for Benny's improvement falls to Master Bill Odom, owner and founder of Norfolk Karate Academy. Master Odom never gave up on Benny, he never made me or Benny feel like he was a hopeless cause. Yet he also never promoted Benny just to make him feel better, or just because his peers were being promoted. Because of this ruthless fairness, this absolute willingness to take each individual child exactly where he or she is and work with them as individuals, Benny's brown belt means a lot. Norfolk Karate Academy is in my opinion the premier training facility for karate in Hampton Roads. We've seen it grow from the very beginning, and I know why it grows firsthand.

After the test was over, Master Odom turned Benny around to the class that was all lined up waiting to be dismissed. He said, and I'm paraphrasing, "This is what perseverance looks like. Benny took a year on every belt, but he never gave up, he never stopped trying. Someday he's going to be a black belt, because he persevered through all those years." And I thought, yes, this is what perseverance looks like: the kid and also the guy standing behind the kid, who also persevered where a lot of other teachers would have thrown in the towel. Thanks, Benny, for being so committed. Thanks, Mr. Odom, for being so patient.

Jungle Book Week 10

2009-11-11T13:38:00.002-05:00

Namaste.

Quiz:

The quiz this week required students to correctly identify ten map elements: The Indian Ocean, the Bay of Bengal, the Ganges River, Delhi, Bombay, Calcutta, Pakistan, China, Nepal, and Bangladesh. They did pretty well! Good job studying that at home. :)

After the quiz, we talked about the names Mumbai/Bombay and Kolkata/Calcutta. India became independent from England in 1947, but kept the Anglicized versions of their city names until 1996, when they changed them to more authentic transliterations. We discussed how we used to be colonies of England too, and how many of our place names are based on places in England or English monarchs, etc. Particularly here in Norfolk/Suffolk/Portsmouth/Hampton/Etc this is pretty relevant. I resisted the urge to teach the children the song "Istanbul was Constantinople." However, if you wanted to listen to it at home, here's the link. Yeah, it's a video from MTV's 120 Minutes. Remember that show? :)

Story: For this week, we read the story "Kaa's Hunting." We had a great discussion about how Kipling describes an animal world ruled by strict laws and long-established customs, contrasted with the "banderlog" -- the monkey people who have no laws and live by chaos. Baloo and Bagheera have nothing but contempt for the monkeys, and most of this contempt is based on their unstructured culture. We talked about what this means in the context of the British occupation of India. Often an invading civilization sees themselves as having better laws, organization, government. The British saw Indian life as inferior and messy, so they were "helping" the Indian people by taking over their country and making them follow the British way of doing things. Of course you can read this in different ways, depending on where you draw the lines of the analogy. I didn't really take it farther than just pointing out this theme in the story, and discussing the fact that Kipling was showing a culture that seemed lawless and chaotic (the jungle) as in fact very organized and lawful.

The children were *really* excellent listeners today. We had a great discussion and they had lots of interesting ideas and a lot of patience for delving into these abstractions. Kudos to the kids -- if you have a boy in my academic class (like I do) you should give that boy a pat on the back, because the attention span and respectfulness was really great. Not that it's normally bad, but today it was really good.

Henna: Today we learned about the henna plant, how henna dye is made, and how artists decorate people's hands and feet with intricate designs and motifs. We took a look at some pattern and design books and then each designed our own henna tattoos by tracing our hands onto paper and then decorating them. I face-painted this "practice" henna tattoo with washable face paint. The one they get next week will not be as big or complicated as the one they got this week.

Song and Dance: We sang our usual songs and danced our usual dances. The enrichment class kids are really coming along on their memorization. The academic class kids should be working on all of "If" and "Mandalay" and the enrichment class kids should work on the first two stanzas of each. "The Beaches of Lukannon" does not need to be memorized. It's not a famous poem or anything, just fun to sing and it comes from the story "The White Seal."

Assignment: The fast facts are about henna. The story for next week is "Tiger! Tiger!" We are going to be doing real actual henna in class next week. Please let me know if it is okay to henna your child. We will be doing a small tattoo on the back of one hand. It is a semi-permanent tattoo -- it will flake off with the stained skin cells, so how long it lasts depends on how much and how vigorously you wash your hands. So, if you have an event coming up for which they need untattooed hands, you can tell us to put it somewhere less noticeable. The henna paste will dry on the skin, and needs to stay on for as long as possible. It will feel like a dry scab and the kids will just brush it off when they don't want to wait any more.

I need your permission to use henna stain on your child -- if I don't hear from you that it's okay, we will do them with face paint again. I have two special guests coming to help me henna: Sarah's big sister Ashleigh and Miranda's mom Ms Deva. Should be fun!

Note: The children and I were disappointed that the Bhangra dancers did not make it to class to do their demo. I had an email when I got home from the troup leader's girlfriend saying he had gotten in a car accident that morning on the way to class, and was in the hospital. Please keep them in your thoughts and I will keep you updated as to how he is doing!

Latin Club Week 10

2009-11-11T10:53:00.002-05:00

This is a class report for week 10 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classical Academic Press.

Meet and greet. I collected homework and we took the quiz.

Songs. We sang our usual songs and all of Adeste Fideles. We are going to learn one more song, next week. We took a vote on whether we should learn another song in Latin like Dona Nobis Pacem or another song about Latin, like She Will Be Latin and Ballad of the Latin Verbs. Interestingly, all of the boys voted for learning another song about Latin and all of the verbs voted to learn another song in Latin. I found that fascinating! We may have to learn two new songs. :)

Translation: We have been working on translating Adeste Fideles, and while a few virtuous children had done the assignment, there were many who had not. We realized that every single person in the class had participated in the science fair the day before, so we forgave ourselves and took the same assignment for next week.

Here's the breakdown again:

Ben: En grege relicto, humiles ad cunas
Nicholas: Vocati pastores approperant:
Stephen: Et nos ovanti gradu festinemus.

Benny: Aeterni Parentis splendorem aeternum
Sarah: Velatum sub carne videbimus:
Shira: Deum infantem pannis involutum.

Stamp: Today's stamp was the second declension neuter noun endings, and in spite of the excitement over the science fair and everyone's heavy weekend of glue-sticking and graph-preparing, everybody got it perfectly again! These children are becoming excellent at performing under pressure!

Virgil: This week, those who could correctly perform the first two lines of the Aeneid with the proper posture and expression got their first memorization sticker. Surprise! It was everybody! We do not recite Virgil as if it is a grocery list or instructions on how to fold pants. We sit up straight, shoulders back, and define our right to rule the world. We were in Troy and we were AWESOME. Now we're in Lavinia and we're AWESOME. We're Romans and we have every right to be here, to rule you, and we take no crap. That's our posture and delivery on the Aeneid and I will accept nothing less than truly stentorian diction.

Homework: Chapter 10 is a review chapter so there will be no quiz. There *will* be a surprise chant. I told the children that I was determined to keep it an absolute surprise, but that it started with S and rhymed with "room." So, they came to their own conclusions and I'm sure I will shock the shoes off them next week with the "sum" chant. Be ready. The assignment I want to collect next week is the huge, enormous, monstrous, insane crossword in the activity book for chapter 10. If they can get on the outside of that, we will play Hot Seat all day long.

Jungle Book Week 9

2009-11-06T13:09:00.000-05:00

Namaste.

Quiz:

Here is the quiz for this week. Which statements are true?

Himalaya Quiz
Circle the numbers that are true.

1. The word Himalaya means “Home of Snow.”
2. The Himalayan mountain range is contained entirely in the country of Nepal.
3. The Himalayas are the highest mountain range in the world, containing Mt. Rainier and Mt. Olympus.
4. The Himalayas are still growing higher.
5. The Himalayas are forbidden for Hindus because they are so cold, and all rivers go there to die.
6. Roman roads and now modern highways make it easy to travel the Himalayas and share culture and news across the mountains.
7. Renunciation means giving up all your material possessions, and your thoughts and desires in this world.
8. The goal of renunciation is enlightenment and liberation.
9. A sunnyasi spends half his time meditating, and half his time working the soil to grow food.
10. Char Dham is a group of holy sites where Indian people go to pray and receive salvation.

Story: For this week, we read the story "Mowgli's Brothers." In the enrichment class we spent some time talking about the plot points of the story so I could make sure the kids were understanding it and following along. They are doing great! Several mentioned they are supplementing with the pop-up book that I recommended. I was very impressed with how the little ones are picking up the details and subtler points of the story -- good job moms and dads reading at home!

Pen Pal:

As a class, we are going to be communicating with a pen pal in India. His name is Ved, he's seven years old, and his mother and I are friends via an internet list. I want the kids to get a sense of what things in India are similar to their own lives, but also appreciate the differences. Today we wrote letters and drew pictures for Ved. Some of the kids were at a loss for what to say -- I told them to ask questions, tell about themselves and about Virginia, etc. It was interesting what they came up with!

Song and Dance: This week we had more time to work on the songs and we were able to spend time on all of them. We will be learning one more India song next week, for a total of five. Some of the children have all of "Mandalay" and "If" memorized and that's awesome! I still like them to look at the words when we sing in class. I talked this week about how our brains work to memorize material -- hearing it, seeing it, and saying it at the same time is a powerful and effective combination. So, watching the words as we sing and hear each other sing, we're engaging our brains on many levels.

Assignment: The fast facts for next week involves identifying locations on a map of India. On your child's map you will find the following: New Delhi, Bombay, Calcutta, the Indian Ocean, the Bay of Bengal, the Ganges River, Pakistan, Nepal, China, and Bangladesh. The story for next week is "Kaa's Hunting."

Latin Club Week 9

2009-11-05T09:27:00.000-05:00

This is a class report for week 9 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classical Academic Press.

Meet and greet. I collected homework and we took the quiz.

Songs. We sang our usual songs.

Translation: This week we worked on the third verse of Adeste Fideles. We discussed some of the difficulties of translating poetry -- this explains why our English verses do not match up to our Latin verses. The kids divided up the lines and are going to work on translating specific sections of the song. I'm not sure if they know which lines are assigned to which children, and honestly I'm not sure I do either. Here's the breakdown as I recall it:

Ben: En grege relicto, humiles ad cunas
Nicholas: Vocati pastores approperant:
Stephen: Et nos ovanti gradu festinemus.

Benny: Aeterni Parentis splendorem aeternum
Sarah: Velatum sub carne videbimus:
Shira: Deum infantem pannis involutum.

I'd like them to figure out what the words are, and whether they're nouns, verbs, adjectives etc based on the endings, if possible.

Stamp: Today's stamp was the second declension neuter nouns, the donum chant. Everybody got it perfectly! Very exciting!

Hot Seat: We had a hot seat upset today! One of our hot seat champions was incinerated in a surprise burst of flame, and was caught by his sister in the race for who can acquire the most hot seat survival stickers. What will happen next week?!?

Virgil: We practiced the first two lines of Virgil with correct pronunciations. We also discussed and practice the extreme importance of reciting Virgil with the appropriate tone of voice. We do not recite the Aeneid while slouching and thinking about our birthdays. We recite the Aeneid as if we intent to found a civilization. The assignment is to memorize the first two lines for next week.

Homework: Please do chapter 9 in the primer and activity book and be ready for that second declension neuter noun endings chant!

Latin Club Week 8

2009-11-02T11:19:00.003-05:00

This is a class report for week 8 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classical Academic Press.

Meet and greet. I collected homework and we took the quiz.

Songs. We sang our usual songs. We missed Travis this week with his solid baritone.

Translation: This week we worked on the second verse of Adeste Fideles. We ran into some trouble working out the correlation between Latin and English so Ben volunteered to look up some of the words for us! We'll tackle verse 3 next week.

Stamp: Today's stamp was the second declension noun endings: us, i, o, um, o, i, orum, is, os, is. Most of the kids nailed it. A few need to review it.

Hot Seat: Our favorite game did not disappoint.

Homework: Please do chapter 8 in the primer and activity book and be ready for that second declension neuter noun ending chant: donum! I predict next week we will get into the Virgil. That is my firm prediction.

Jungle Book: Week 8: Meditation for Kids

2009-11-02T10:45:00.003-05:00

Namaste.

Meditation Exercises:

Today we were joined by local writer and yoga teacher Grace Tazewell for some practice in meditating. First we discussed the story, "The Miracle of Purun Bhagat," and I introduced the Himalaya and Sunnyasi fast facts. Then Grace took us through several different short meditations. The first was a listening meditation, where we made ourselves very quiet and then paid attention to all sounds, far and near. Mostly, we heard the sounds of the co-op, but we also heard cars outside, seagulls, an airplane, and a little bit of our own sounds -- heartbeat, tummy rumbling, etc. The second meditation was about sensations we were feeling -- we paid attention to our clothes, to the floor under us, to our hair, the air in the room, anything we could feel with our bodies. Then it was time to examine our thoughts, as we tried to focus on what we were feeling and thinking inside.

It was very interesting to listen as the children shared their experiences with this. The older children in the academic class spent a lot of time considering what they were supposed to be thinking, while the younger kids in the enrichment class were less self-aware. All of them came up with some really interesting thoughts though! The final meditation involved holding a grape in your mouth and then eating it very very very slowly, paying attention to each sensation, change in taste and feeling in your mouth. That was very cool! Grace spent some time answering the kids' questions about meditation too. In the end, we got a very small taste of what it was like for Purun Bhagat to spend so many years in quiet contemplation, doing nothing but thinking.

Song and Dance: We also sang our songs and managed to squeeze in a brief India Dance Party.

New Stuff: This week I'm going to tell the kids that any child who wants to choreograph a brief Bhangra dance either individually or with a group of friends can have time on the last day of class to perform it for the parents. We are also going to be taking on a collective "pen pal" in India, and this week we'll be writing an introductory letter to him.

Assignment: Study the fast facts and be ready for a quiz! Read "Mowgli's Brothers."

Latin Club Week 7

2009-10-23T12:07:00.002-04:00

This is a class report for week 7 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classial Academic Press.

Meet and greet. I collected homework and we took the quiz. I speculated that maybe by week eleventeen the children might be accustomed to putting their names on things when they hand them in. I am holding onto that hope, anyway! Hehehe.

Songs. We sang our usual songs, with special emphasis on the second verse of "She Will Be Latin" which contains the second declension masculine verbs that we have been working on so diligently this week.

Translation: I gave the kids copies of Adeste Fideles. You'll notice that the English translation is below the Latin. We sang it in English, gave it a bash in Latin, and then we spent some time figuring out what the Latin words meant and how they corresponded with the English words. We got through the first verse, and the kids were AMAZING at doing this translation work. They were able to identify which words were nouns, which were verbs, and were able to work out the meanings of most of the words, either by using what they knew of Latin already, or by identifying the familiar roots, or by guessing. It was really fantastic. We're going to do the next verse next week.

Stamp: Today's stamp was the second declension noun, ludus, and most of the kids nailed it. A few need to review it. Things are starting to get pretty intense now that we have two different kids of nouns to work on, and our vocabularies are expanding each week. Latin for Children has published a set of supplemental activities -- quizzes, tests, worksheets, etc. that you can find here: Latin worksheets. It's a PDF. I suggest using those in conjunction with the workbooks to help the kids really nail this material.

Hot Seat: From the time they entered the room I was hearing clamors for "Hot Seat" so we played it! Several people were incinerated by the relentless flames of the hot seat, and several people managed to survive and get new hot seat stickers on their folders. Very exciting game. Much laughing. I'm impressed by the bravery of these kids -- they are all willing to take the hot seat every week, even though they are not wearing flame-resistant pants.

Homework: Moving on to Chapter 7! Please do all activities in the workbook and activity book and be ready to take the quiz. If you want to look over the Adeste Fideles sheet and the Aeneid sheet and try picking out some words they know, that would be awesome. Be very very positive over whatever they identify and translate. I am likening it to knowing a secret code; they seem to like that.

Jungle Book Week 7: How to Make a Sari for a Doll

2009-10-23T11:36:00.005-04:00

Namaste.

Today we got right down to business because we had so much fun stuff to do with our Sharpie Saris. However, in the academic track class, we made the time to take our Punjab region quiz:

Quiz: Which one of the following statements are true?

1. The word Punjab comes from the Latin and means “The Eleven Diapers.”
2. The Indus Valley Civilization is largely a mystery because we don't understand their writing.
3. When Aryan people migrated to India and practiced an early version of the Hindu religion, that was the Vedic Civilization.
4. The most important idea for Punjabi people is peace and harmony for all.
5. The Punjab has been invaded by a lot of civilizations, like Greeks, Mongols, and the British.
6. Sikhism is a religion that was started in the Punjab and is still practiced there today.
7. The British Empire was never able to conquer the Punjab region, so they finally gave up and went home.
8. The Punjab is now fully contained in the modern country of Pakistan. None of it is left as part of India.
9. Bhangra dance is a folk dance from the Punjab.
10. Punjabi is the language of the Punjab.

Project: Sharpie Saris

Materials:
Each child needs a doll or stuffed animal.
Sharpies in all colors. Blue and red spread the best -- the "old school" blue and red colors, not the newfangled ones. Of course, we had a rainbow of newfangled colors on hand too.
Stretch poplin cut to fit different sized dolls and animals. The fabric I chose had a small percentage of spandex in it -- this really helps with the pleating and tucking and wrapping. Each piece should be long enough to reach from armpit to floor, and long enough to go around five times. More if you're going to do pleats at the waist. Some of the girls did American Girl saris, and for these I used 44 inches of fabric, the full width of the fabric on the bolt. The width of the strip was about 10 inches. For a Groovy Girls size doll or a Webkinz, you need about half as much length, 2/3 as much width.
Safety pins for pinning the sari at the back.
Rubbing alcohol.
A squirt bottle or spray bottle, or an eye dropper. Fill this with the alcohol.

Instructions:
Find a place outside on the sidewalk or inside with lots of ventilation and a protected surface.
First, decorate your blank sari with the Sharpies. You can do whatever designs you like, but try using some of the motifs we learned about in class -- tear drops, half-moons, stars. You could even decorate your sari with mandalas like this:

Or you could do stripes like this:

Next, making sure you're on a protected surface or one you can ruin, spray the alcohol all over your design. The colors will start to bleed together:

When you've doused it with alcohol, let it dry. Running around waving it in the sunshine is a good way to execute this part of the plan!

When it's dry, wrap the sari on your doll according to the instructions on this video:

Now your doll has a sari:

Here are some pictures from our sari making!

For more pictures, visit our Jungle Book Flickr photo set.

Homework: Because we were upstairs, downstairs, outside, and all around, I'm not sure everyone got the Himalaya and Sannyasi fast facts, or if they got them, I'm not sure they made it into the folders. For this reason, and also because we have a special guest coming next week, we will push the quiz on the Himalayas to the following week. So, there is no quiz this week, there is no reading assignment for this week, and on Tuesday I will make sure everyone has the facts. Also on Tuesday, we will start the Mowgli stories! Hooray!

Latin Club Week 6

2009-10-16T09:27:00.002-04:00

This is a class report for week 6 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A from Classial Academic Press.

Meet and greet. I collected homework.

Chants. We took turns leading the chants from chapter 1, chapter 2, and chapter 3, and chapter 4.

Songs. We sang Ballad of the Latin Verbs, She Will be Latin, and Dona Nobis Pacem. With extra time, we were able to work on Dona Nobis Pacem as a round. Here are a few video links that the kids can check out, to help them understand how the parts work together: Dona Nobis Pacem on ocarinas. A kids' choir singing it Dona Nobis Pacem.

Games. Today since there was no quiz, we played many games.

Around the room: We sit in a circle, and take turns each saying one part of the noun declension, sending the noun around the room. This is surprisingly difficult as we get to nouns that we haven't heard declined out loud. Also as we go faster.

Stepping Up with Verbs: Person A sits on the floor, person B sits on a chair beside her, person C stands next to him, person D stands on a chair. So there's a graduated height as the four students are all standing in a line. Then we start saying the principle parts of the verbs -- person A whispers the present, person B says the infinitive, person C loudly declares the past, and person D hollers the passive participle as loudly as decorum will allow. That was pretty hilarious, especially when Travis was standing on the chair.

Strangely, we did not have time to play Hot Seat or work with our flashcards. I don't know where the time goes once you start shoveling up the nouns and verbs.

Stamps. We had a surprise stamp today which everyone got: identify the principle parts of any verb.

Assignments. Please do chapter six in the primer and activity book and review all vocab! We will do the quiz from chapter 6, and the stamp chant will be the "ludus" chant: second declension masculine noun endings: ludus, ludi, ludo, ludum, ludo, ludi, ludorum, ludis, ludos, ludis. See you Tuesday!

Jungle Book Week 6

2009-10-15T22:56:00.003-04:00

Namaste.

We may have started the enrichment track class with an India dance party. We may have also ended it that way. The academic class, however, started with a very serious quiz. And ended with an Indian dance party. Rawr!

Quiz: Which one of the following statements are true?

1. The word “mandala” comes from the Sanskrit word for “circle.”
2. A circle shape only appears in manmade forms like dinner plates and bike tires.
3. People look at mandalas to give them great ideas for wallpaper designs.
4. People make mandalas to release their inner creativity.
5. Ether is a mixture of the other four elements.
6. Fire is represented by a droplet shape.
7. After making a sand mandala, the artists sweep it all away.
8. Concentric circles share a center.
9. A motif is a small, pear-flavored pastry found in bakeries in Lahore.
10. A symmetrical design is the same on both sides.

Bonus #1: Name one place where a circle with a radiating design appears in nature.

Bonus #2: Draw the shapes that represent water, air and ether.

Presentations: Ben presented on wolves, and Shira presented on horses. Both gave short talks, included jokes, held everyone's attention well, and used props. Ben showed a picture of red wolves, and Shira had some grooming brushes to show. Great job to both!

Songs: We worked on all four of our songs. I am asking the academic class to help me rearrange the verses of the "Beaches of Lukannon" song so they can feel they have a little ownership in the way the song is put together. The younger group is not going to be working on that song for now -- I may bring it back in when we have the other three more solid.

Punjab Region: The story "The Undertakers" takes place in the Punjab. It was very very hard to reduce the history and culture of this region to ten "fast facts" for the quiz! The most important thing is that I want the students to get a sense of how complicated and multi-textured the culture of the region is. This is a product of all of the invasions and the many times the region has been conquered by different empires. One of these empires was the Sassanid Empire (remember them, Arabian Nights parents?) and one was the Mughal Empire, which we are reading about in the Salman Rushdie novel. So, in some ways the region is a mad pastiche of many different cultures, but it has also developed a strong identity of its own -- its own religion, its own language, art, dance. Next week we'll be moving across the North of the country from the Punjab toward the Himalayas in "The Miracle of Purun Bhagat."

Sari: I demonstrated draping a sari with a piece of fabric I brought, to give them the idea of what one might look like. Next week we will be making saris for dolls or stuffed animals. I will bring the sari fabric and the decorating materials. Your child should bring a doll or stuffed animal to dress. American Girl dolls would be perfect, regular size WebKinz would be perfect. It would be more difficult to drape a sari on a stuffed dolphin or worm or something without shoulders or arms, but we will work with whatever you bring! I mentioned to the girls that if they have enough yardage at home to make a sari for themselves, they can bring that, but this is not mandatory or expected. It takes at least three yards. Want to practice at home? Here is a helpful video:

Little Babaji: The enrichment track heard the story Little Babaji. This is a folk tale from India that you might have heard long ago as "Little Black Sambo." When I was little we used to go to a restaurant in Detroit that was named after this story. This title was a racist way to label what is essentially an Indian story. The British referred to Indian people as "blacks" and "Sambo" was an insultingly reductive name -- obviously not a name that originated in India. The story itself is charming, though, and has been retold by Helen Bannerman with proper Indian names. They really enjoyed it and the illustrations showed some examples of native dress which worked well with our sari discussion.

Bhangra Dance: Bhangra began as the folk dance of the Punjab region, then became pop, blended with some elements of hip hop, reggae, and became more mainstream. Some has a faster, more pop beat:

Some is more comparable to reggae. I'll be making some music tracks available to those who are enrolled in the class. Ask your kids to show them some of their moves! We're excited to be visited by the Bhangra Maniacs from ODU sometime in November, but for now they're stuck with me!

Bonus links for next week:

Bhangra dancers on stage. Note the Sikh headgear.

Kids doing a Bhangra dance. You can find tons more Bhangra videos including how to, demos, and even a Bhangra exercise video.

A few barasingha deer with their huge antlers, like Purun Bhagat befriended in the story.

Purun Dass becomes a Hindu monk, a Sunnyasin, as seen here. Here's a Hindu monk meditating, with a begging cup.

Here is a mountaintop shrine to Kali. Another smaller shrine.

Some pictures from the Indian Himalayas: 1. 2. Lots of Indian Himalaya pictures. More Himalayan pictures.

A village built on a hill in the Himalayas. A village building after a mudslide.

Jungle Book Week 5

2009-10-11T08:56:00.003-04:00

Namaste.

Today we had so much to do that we immediately launched into the quiz. The quiz was a blank version of the Fast Facts map, which the children had to fill in, matching the name with the ten locations we learned from Kotick's travels.

Quiz: Do you know these places?

1. St. Paul's Island
2. Juan Fernandez Islands
3. Kerguelen Island
4. Galapagos Islands
5. Georgia Islands
6. Orkney Islands
7. Cape of Good Hope
8. Emerald Island
9. Gough's Island
10. Pacific Ocean

Songs: After the quiz, we sang our songs. We now have four: Mandalay, If, The Beaches of Lukannon, and Jungle Book TV Theme Song. We are getting Mandalay and If memorized, holla! Almost everyone has the first verse down, most people have the second verse down too, and we're working on the third verses now.

Story: I didn't have a whole lot to say about the story this week. Its main purpose was to show the seal hunting from the other side of the harpoon, to illustrate the need that the Aleut people had for seals, and to think about the fact that Kipling could show both sides of this killing with such dispassionate detail.

Mandalas: We learned about the five elements in Indian art: earth, air, fire, water, and ether. We learned how they are represented by motifs: square, half-moon, triangle, circle, and teardrop. Ether is the most interesting element -- ask your child what it is! Ether is the empty space wherein all the other elements exist -- it's coldness, absence, space, openness. We learned how people make mandalas as a mental exercise, and how they focus on mandalas during meditation to help them clear their minds. We also talked about how mandalas are transient. I described sand mandalas to them, but it would really be helpful if they could see a few videos:

Project:

Materials: thick watercolor paper with black circles outlined in Sharpie. Liquid watercolors in gold, silver, black, and a variety of other colors. Paint brushes, plastic egg cartons for colors and mixing. Have plenty of extra "blanks" in case some children want to start over or make multiple mandalas. Plan to have 3 sheets of watercolor paper per child at least.

Directions: First, quiet your mind and look at your mandala. It is not empty! It is full of ether. This means it holds infinite possibilities. Try and let your mandala tell you what it wants in it before you begin to paint. Then paint whatever you like. There is no wrong way to do it, and no right way to do it. Whatever is in your mind can come out in your mandala. (In the academic class, Evan led us in a few "om" chants while we were gazing at our mandalas that were full of possibilities).

Assignment: The story for next week is The Undertakers. We are going to be learning about the Punjab region this week. The story is a little rough to get through, a lot of dialogue and not a lot of action. Skipping ahead a bit for the little ones is perfectly fine. Here are some links for them to look at regarding crocodiles, the Punjab region, and adjutant cranes:

A page about Indian crocodiles.

Photo of a big old Indian crocodile.

Video footage of the Adjutant crane (stork).

Video of local people feeding wild jackals in India.

Latin Club Week 5

2009-10-10T14:02:00.004-04:00

This is a class report for week 4 of my Latin class at Homeschool Out of the Box co-op. Our textbook is Latin for Children Level A.

In class:

Meet and greet. I collected homework and we took the quiz.

Chants. We took turns leading the chants from chapter 1, chapter 2, and chapter 3, and chapter 4.

Songs. We sang Ballad of the Latin Verbs, She Will be Latin, and Dona Nobis Pacem.

Stamps. Great news! Everyone got their stamp today, and the missing stamps from last week were filled in joyously and successfully. There is no stamp for next week, because next week is chapter 5 and chapter 5 is review. There is no quiz either. The children voted to have it be a fun week of games and review and hijinks. So that's what it will be! I am, however, planning to surprise them with an "extra" review stamp, which will be to give the four principle parts of any verb. They should all be able to knock out that one easily.

Games. We played a new game today called Hot Seat. One person sat in the hot seat and we called out nouns for them to decline. If they correctly declined the noun, they got to stay in the seat. If not, the flames consumed them and they were dramatically incinerated. Good times! If one person stayed in the hot seat for five nouns they were liberated and received a hot seat sticker on their folders. This game was very fun!

Memory Work. I found this neat video to help us learn our memory work from the beginning of the Aeneid. This covers the first seven lines. Because we're going to have some time on Tuesday, we're going to work on this assignment a lot, so please have them watch this video.

Assignments. Please do chapter five in the primer and activity book and review all vocab! See you Tuesday!