Time for the Daily Homeschool Report. It’s not fascinating, it’s just a report so you can see how this thing happens in one little corner.
Are you tired of me saying “short day?” Well, here’s another one. Early dismissal for brother, late start because of the Super Bowl..so yeah. Short day.
- Scripture reading (we always pray with the daily Mass readings) was 2 Samuel 8 – placing the Ark of the Covenant in the just – built Temple. I recapped some Solomon stuff that had preceded it. He recited the list of OT books he knows so far – from Genesis through 2 Chronicles. Then read the Gospel, prayed the Intentions and an Our Father.
- Copywork was Scripture, since it’s Monday. The last part of the Old Testament reading:
Now when the priests came out of the sanctuary, the cloud filled the Temple of the Lord, and because of the cloud the priests could no longer perform their duties: the glory of the Lord filled the Lord’s Temple.Then Solomon said:‘The Lord has chosen to dwell in the thick cloud.Yes, I have built you a dwelling,a place for you to live in for ever.’
. Half in manuscript, half in cursive.
- Math was more simplification of expressions –these worksheets from Beast Academy. A bit of confusion, but by the end, it was understood.
- He had had homework of sorts over the weekend – to read the first few chapters in the next volume of Hakim’s Story of US – about the early years of the United States – Washington’s presidency, the Hamilton/Jefferson conflict and the establishment of the District of Columbia. We talked about that – can’t recall the specific points of interest, but there were some.
- I then made my big announcement about his next “school” book (remember, we did short stories all last week): The Magician’s Nephew.
- “Oh, I’ve already read that. Remember?”
- No, I didn’t. I knew he hadn’t read all of the Narnia books, claiming he’d gotten bored, but I didn’t know what he had read. I guess I should have asked?
- Okay, well, let’s think of something else then.
- His brother read Animal Farm last week, and this one had heard us discussing it, so he asked for clarification of what it was about. I explained who George Orwell was, what type of writing he did, and then the general point/plot of this novel, defining allegory in the process. He then asked about Fahrenheit 451 , which had been brother’s summer reading.
- I handed them both to him and told him that if he was interested, go into his room and read the first few pages of both and then whichever one he wanted to read first, that’s what we’d do. He picked the latter. So it shall be.
- Let’s see. What next….Just a bit of Latin – some translating and parsing.
- Then, let’s finish up with these invertebrates . Crayfish waiting.
- Read about Crustaceans in the Animal book, which is become the science “spine” (as they say) of the month.
- This is our third dissection, preceded by the earthworm and the grasshopper. This was by far the best. The animal is larger and the organs are easier to see.
- I also decided to do the dissection to the tune of a video – it just makes a lot of sense to dissect along with someone who knows what he is doing. We focused on this one, and then after we were done, watched a bit of this one to get a slightly different perspective. It worked very well. We paused it occasionally so not to rush our cutting. The most interesting parts were first, the gills – I had never known that the stiff but still sort of feathery things that come off with a lobster’s swimmerettes are gills, but that is what they are. Duh. Very interesting to see those and poke around. Secondly, the crayfish stomach, located practically in the head, has “teeth” in it – you can remove the stomach, see the contents – mud, mostly – and see and feel those little hard protuberances.
- After we’d finished the dissection, I just named the systems, and as I did, he pointed and explained the course and shape of each in the animal. An exercise like this really emphasized exactly what the nervous system, for example is – you can see that central nerve “cord” and trace it along the body up to the head where it splits to go to the eyes and antennae then meets again for the “brain.” To see the little heart and the hole in it through which the blood flows to the rest of the body in the animal’s open circulatory system – it simply clarifies the basic functions of all of these systems, not only in these simpler animals, but in all creatures.
- Finally, he watched a video during lunch and after – the first episode of Egypt – a BBC docudrama about late 19th-early 20th century archaeological work. I told him I’d just like him to try it out – if he doesn’t want to watch the whole series, that is fine. He said the first one was good “like that Abbey show Katie watches but more interesting,” but I don’t know if he really wants to watch any more of it. We’ll see tomorrow.
- Timeframe, including video, 10-2.