Thank you to our presenters: M. Gilkison, and A. Durgin!!!! Mr. Gilkison gave a very informative presentation on the Hercules Beetle and displayed him for all to see (and pet!). Thank you!! Mr. Durgin obviously spent a great deal of time on his presentation of at least three pages!! We were all well informed about Gaius Marcius Coriolanus and how his mother saved Rome! Thank you for your time and preparation!!!
We look forward to presentations by Z. Durgin, D. Echaniz, and J. Grajeda.
With the change of seasons and long, hurricane filled break, I think it was a bit difficult for all to remain steadfastly focused on lessons. We made it and all did well! Again, all homework will be notated with bold lettering.
Science: We began with the presentation of the Hercules Beetle and then moved to our diagram of a grasshopper. This ties into our study of the class of insects within the phyla arthropoda. We labeled the major body portions and specific parts. Please review the CCM section for science.
English: We covered lesson 86 in ILL which retold the story of the Queen of Sheba coming to test King Solomon. The students may or may not have filled out the first four questions from their papers/books. They do not need to do this at home; we did complete them verbally. The homework assignment was to do #5 & 6. Please have the students rewrite the story. They should be retelling it in their own manner, yet including the vocabulary words noted in #5. The students do NOT need to include a direct quote, but should have multiple paragraphs (at least 2) with proper notation (indent!). Students should be ready to hand in these papers for grading (to be returned in Dec). If co-op is not primary focus for your family, please have a parent's note informing me that you have excused them from the assignment!Thanks!
Poetry: We recited The Village Blacksmith mostly together. Many of the students spontaneously chimed in as I was reading, and so, the class recited the poem together. The students were asked to write a poem of their own containing at least one stanza composed of four verses with two rhyming.
Religion: We reviewed the liturgical calendar with multiple handouts. We discussed the similarities between the old and current church calendars, noting how similar they are. The novena for holy souls in purgatory was explained to the students: visit a graveyard each day for the first nine days of November and say the prayers for the Pope (Our Father, Hail Mary, Glory be) to gain a plenary indulgence for a particular soul in Purgatory. Reception of Confession and Communion must be completed as well. We also read an excerpt from St. Gertrude of her vision of Purgatory in which she says how grateful those released to heaven would be for our prayers/alms/sacrifices. We spoke of our requirement to pray daily for the pope, our families, and ourselves, and added that during November it would be good to include those in Purgatory.No homework.
Geography: We colored a basic map of Egypt which includes Greece and Rome and will be used later in conjunction with History. We covered the CCM map work very briefly. No homework.
History:From English we discussed a bit about King Solomon and then backed up to the ark from last week to get to Moses and Egypt. As we began our discussion of Egypt and Thutmoses III's battle from page 100-105 in Pharaohs of Ancient Egypt, I dropped my book and then gave the synopsis version of the story. Unfortunately, I could not reclaim my place in the book. Then we discussed the biblical scholar theory that Thutmoses I-III were involved in the Moses and Exodus events. Hatshepsut would be the pharaoh's daughter who was prominent enough to adopt a boy as heir to the throne without question. Thutmoses III was known for his military expeditions for 17 years prior to the time of the Exodus and was greatly feared by all nations. His military force ended at exactly the time when they would have been at the bottom of the Red Sea. We covered the reasoning and explanations in greater detail and I thought it acceptable with the CCM dating of the Exodus at 1400bc. I did inform the students that this was a possibility and not something that they had to accept. I had not meant to teach it, but the historic reasoning is quite compelling for me, personally. Again, I think it is important that students understand that history is the retelling of lives, thus a story and a personal one. So, one must always evaluate the version of the story being told for veracity and outside points of verification. No homework.
Latin: We had little time for Latin as I went overboard with History, and we had a full 15 minute music session. We quickly read out the information on page 11, but left questions 1-6 for homework. Students should review page 11 and finish page 12. Answers: 1A 2A 3A 4A 1no 2yes 3no 4yes 5no 6no 7no 8yes.
Thanks to Stoccos and C. Powell for completing and having homework assignments with them!!
I look forward to seeing all students next week and as always thanks to Mrs. Pullen for her help with class!!
No comments:
Post a Comment