9.29.20 Homeschool Schedule
Here’s my lesson plan from Day 2. It went well!
8:30 – 9:20: English & writing:
When reading and analyzing a book, it’s important to not just look at the plot/setting/characters/theme, etc. — also look at the context in which it was written, and information about the author.
An Old-Fashioned Girl (Louisa May Alcott, 1869). Chapter 1. 1. year/author/setting: 1869, Boston. Alcott: abolitionist, feminist, unmarried. Died of a stroke at 56, 1832-1888. Presidents Jackson, Van Buren, Harrison, Polk, Tayor, Fillmore, Pierce, Buchanan, Lincoln 1860-65, Johnson, Grant, Garfield, Cleveland, US acquires Oregon territory, 1848 Women’s Rights Convention in Seneca Falls, TX declares independence from Mexico, “Trail of Tears” relocation of indians from GA to OK, 1849 Harriet Tubman escapes from slavery, 1850 CA becomes a state, KS & NB states, 1861 So seceds. 61-65 Civil War. 1865: 13th amendment prohibiting slavery, 1869 railroad, 1877 first telephone line Somerville to Boston, Raised by famous transcendentalist parents; grew up among famous intellectuals of the day (Emerson, Hawthorne, Thoreau). Family struggled for money; she worked to support them and herself from an early age. Received success from her writing starting around 1860s (Little Women, 1868). Had 3 sisters, loosely based on her life growing up in Concord. Little House on the Prarie written in early 1900s, set in 1870-1894.
2. How to establish character (both pull out quotes)
3. How to establish theme in the beginning (both pull out quotes & write on paper)
- How are Tom, Polly and Franny’s characters established in chapter 1? Characters & few ways to describe (w/ quotes). Katie up & populating. We both write some.
- Tom (14), annoyed by girls & sister. “You care more about frizzles than friends.” 1%. Curly red hair, gray cap
- Polly, fresh-faced, shy & merry, brown curls. Laughs “like a delighted child.”
- Franny. “Fashionable school (3%) “young ladies busy with French, German, Italian no time for English.” “Don’t say such things before the other girls.” “Wishing Polly would wear earrings as everyone else did.”
9:25 – 10:15: Math
- Review questions as needed from yesterday’s work – Writing Expressions
- Start unit 4.3 in textbook: Simplifying Expressions
- Mom teaches concept of the unit and models problems on chart paper
- Student solves a couple of problems on chart paper
- Student does independent work
- P.209-211, #3, 5, 7, 9, 11, 13,
- HW Qs: 8, 10, 12, 14, 15, 16, 19, 21, 22, 25, 28, 30, 31, 35, 36, 37, 38, 39
10:25 – 11:15: History & writing
- Review What is a historian? What is archaeology? How can history guide us to make better decisions in the future? What does “if you forget history you are doomed to repeat it” mean? What are some examples? P. 9 What are history makers & idea presented–do you agree? When was writing invented? What’s primary vs. secondary sources?
- Preview: Definition of geography. Landforms, climate. Region.
- 10 min silent work: Look at maps p. 14 & 15 plus the print-out world population density map. What do you notice about how geography shapes where people live?
- Katie reads 1.2 & takes notes. Thinks about questions.
11:15 – 11:45: Art
- Look at overview of Art History Timeline. Talk about what we’ve seen in which museums.
- Review impressionism — go outside and sketch something in nature, paying attention to how light falls on the image.
11:45 – 12:30: lunch
12:30 – 1:00: Science
- Read chapter 1.2 & do related questions
- Discuss science 1.1 & 1.2: Measurements, Units, Experiments (variables, hypotheses) and how this language applies to different experiments (worms in mud, umbrellas in the rain, Coke in the human system, people helping a fallen person).
1:20 – 2:00: Language: Access our online resources and do a mini preview of them
- Mango Spanish via the public library (for free!) Did Lesson 1 and learned Hola, Buenos Dias, Buenas Tardes, Buenas Noches.
- Duolingo Spanish – we both now have accounts
- Cambridge Latin 1 — previewed content, watched a video, started mapping out how we’ll study it together.