Our week began with my adaptation of the Third Great Lesson. I told the story and presented the timeline on Monday. Today Kal-El chose to work with the mute chart.
- You can read about why we are modifying the Third Great Lesson at The Great Lessons and Religion.
- You can read about how I modified the Third Great Lesson story itself at Third Great Lesson Adaptations.
- You can read about how I made my timeline at Modified Timeline of Humans.
In the photos both the control and the mute chart are unrolled. In reality Kal-El filled in as much of the mute timeline as he had the energy for with the control hidden. He wanted to see how much he could remember "without cheating." I explained several times that it wasn't cheating but rather part of the learning process but he wanted a challenge. He was able to place a lot of the elements, even the ones without dates printed, without the control. You can see where he left off. He thought it was pretty silly when he realized that there were dates on the cards for the mute chart. He thinks that's ridiculously easy. Too easy. However, he has never used a timeline in this way before, hasn't heard about the majority of the events on the timeline before, and the amount of fun he is having doing the work is a pretty good indication that the level of difficulty is just right. He said, "Mom! This is a really GREAT work! Excellent! What a great activity!" I do suppose I might want to make events for the timeline with the dates taken off for some time in the future.
He did surprisingly well putting the names of Adam's descendants on the chart. He did a lot of it through a process kind of like playing "Clue." He knew Adam was first and Noah was last. He knew Methuselah lived the longest of everyone. He remembered that Enoch was lived the shortest amount of time. I've been singing snippets of a "Begat" song I learned in a parochial school musical when I was a kid which he remembered and that helped him with a big chunk. It went something like, "Mahalalel called Cainan pop, and his boy Jared had a son Enoch." I have the record on order and can't wait to share it with them.
The timeline spawned some research for Kal-El. He wanted to know who Alexander the Great was. He looked him up in the encyclopedias and read the whole entry. Then he asked me to read it to him and help him with what he didn't understand. He wants to go to the library tomorrow and find some children's books about him.
We covered "The Verb: Correct Expression" this week. One of the activities involved two sets of cards. One set has noun families the other has verbs. In the photo above I started to set it up the way the R&D manual suggested and then realized it wasn't very "game-like." I back-pedaled, swept the noun phrases into a pile and dealt the verb cards to the boys.
They took turns turning over noun families from the pile. Whoever had the verb that matched logically paired the cards together on the rug. The first child out of verb cards won. As I would have expected for their levels of development Kal-El enjoyed this game twice and Me Too played me ten extra times.
Kal-El is still working with the division bead board.
Me Too is building times tables with the decanomial bead box contents.
Me Too also enjoyed exploring the bead bars.
He finished his table of fraction equivalencies.
He worked with the stamp game quite a bit this week.
Today he spontaneously arrived at abstraction. You can see he completed several dynamic addition equations on the right with proper carrying and showed his work.
His puppy dog was very present in school this week helping Me Too with his work. Me Too did every reading lesson twice: once read by doggie the other time read himself.
What follows is an excellent illustration of why controls should never be printed on the BACK of the MATERIALS!
Kal-El has been sitting next to me drooling and panting like a puppy while I make pin maps for the past week. Today he decided he wanted to make sure the "primary" (partial) flag map we have was truly mastered before he got the BIG MATERIAL.
I don't let the kids play games on my iPad. My husband does very occasionally. Sometimes, not even once a week, I let the boys play what we CALL games on my iPad. I particularly like the Montessori geography apps (puzzle maps and such). We call it screen time and count it as screen time. Here Kal-El is looking at a geography app while I make sandwiches for lunch.