- Got going just thirty minutes earlier today – 9:30 – and that has made all the difference.
- Prayer: Short today. Just the Morning Offering.
- Copywork. Thursday he picks from the quote jar. The quote today: Let us endeavor so to live so that when we come to die even the undertaker will be sorry. Mark Twain. A bit of parsing as to what it meant.
- Copywork interrupted to tell me what his pen name would be if he were a published writer. (And no, I won’t tell!)
- Cursive practice.
- Math: multiplying negative and positive integers. Grade 5, Beast Academy. The practice page for today are here – it’s one of the samples from the book.
- Continuing w/the American Revolution, he summarized what he’d read in Johnny Tremain. The study guide we’re using deals with in chunks of five chapters – and they are longish chapters. So he’ll read that over the weekend and we’ll do the deeper discussion/writing related to that early next week.
- History next. Read the first little section in chapter 8 in From Sea to Shining Sea from the Catholic Textbook Project. Why any Catholic school is using secular produced texts instead of this is beyond me. He read about Benedict Arnold. Then jumping over the Hakim’s Story of Us to read the chapter on Ethan Allen. (I picked up the complete set of Hakim at an estate sale for five bucks or something. She has a political viewpoint which I either screen or talk about, and we read selectively. )
- Then we watched the first part of this video – I like this guy, Keith Hughes. It seems to me that he started the videos as a way to help AP history students prep for the exam – so the videos are good for us not as an introduction, but as a summary of main points once we’ve studied a topic. So we watched this one up to Battle of Bunker Hill.
- Video was interrupted with a question about the relationship between horses and glue. For some reason. I sort of knew, but not really, so we looked it up.
- Back to Ticonderoga.
- I tend to do religion ad-hoc, related to liturgical season and saints’ days. Over the next couple of months, however, we’re going to do Old Testament a little more consistently – so using the 5th grade Faith and Life as a spine, we started that today. Read Genesis 3, talked about it, he read chapter 6 of the text. Then I pulled up Paradise Lost, talked about John Milton – the blindness, mostly – then we read the first stanza (?). The purpose is exposure, not much more: this exists, it’s well known and important and good. He’ll do a bit of memory work, though:
What in me is dark
Illumine, what is low raise and support,
That to the height of this great argument
I may assert eternal Providence,
And justify the ways of God to men.
I memorized it, too. So there.
- Quick look at the next chapter in Latin – chapter 19. Just looking at the vocab, talking about derivatives, and going over the new verb endings. (future).
- Woodpecker observation break.
- Watched this video from The Kids Should See This.
- Now he’s finishing up his art, with his soundtrack in the background Led Zepplin, Billy Joel, etc – which he has interrupted several times to tell me things. The project is this one – I cut up a picture from an old calendar – a National Geographic for Kids calendar. The picture was of a man riding an elephant with the Taj Mahal in the background. As he finished he talked about how it made him think about the distinction between fiction and reality. Interesting.
- We are about done – that took us from 9:30 to 1. We’re going to go out to the library – I discovered last night that a sequel to a book he really liked has been published and the library already has it –
…and he doesn’t know. So we’ll go and there it will be and he’ll have a nice surprise.
(Which he did.)