Several friends of mine have been discussing what they expect from their children after high school and why. I have always had the mindset that all of my children will finish college (traditionally). However, I am considering other options and really thinking about them.
What options have I considered so far?
1. College at home (either part or in full) through online classes or College Plus.
2. Staying at home while pursuing more education/training. Perhaps taking a Bible course, Science course, Math course, researching areas of interest independently, volunteering time/ ministering, helping our family (teaching a class to a sibling or helping with the running of the household).
3. Traditional College
I haven't put a huge amount of time into thinking about this at this point, but I would love to learn from you some of the options that you are considering. Please help me in this growth process by sharing what your graduates are doing or what you are considering. Thanks!
Friday, May 11, 2012
Our Basic High School Educational Plan - Gratia Dei Academy
This is our basic educational plan for high school. Of course, we will adapt this plan for each student based on strengths, weaknesses, and interests.
Freshman Year (6.5)
Introduction to Literary Analysis (1)
Grammar & Composition (1)
World Geography (1)
Biology (1)
Algebra 2 (1)
History & Culture of ______ (Country of foreign language study) (.5)
Typing (.5)
Martial Arts I (.5)
Sophomore Year (6.5)
Honors Grammar, Composition , & World Literature I (The Book of Virtues) (1)
Honors World History I (1)
Chemistry (1)
Geometry w/Pre-Trigonometry (Saxon Advanced Math first 1/2) (1)
Foreign Language 1 (1)
Leadership Reading/Practicum(1)
Martial Arts II (.5)
Junior Year (5.5)
Honors Grammar, Composition, & World Literature II (The Moral Compass) (1)
Honors World History II (1)
Physics (1)
Trigonometry w/Pre-Calculus (Saxon Math Advanced Math second 1/2) (1)
Foreign Language 2 (1)
Martial Arts III (.5)
Senior Year (6)
US History (1)
Honors Grammar, Composition, & American Literature (1)
Apologia - Marine Biology, Human Body, Adv Chemistry, or Adv Physics (1)
Saxon Calculus (1)
European Culture Immersion (Trip to Germany) (1)
Public Speaking (.5)
Martial Arts IV (.5)
Extra Electives can be studied - Cinematography, Drama, Music, Art, Home Ec, etc...
Bible/Apologetics will be studied each year also.
Freshman Year (6.5)
Introduction to Literary Analysis (1)
Grammar & Composition (1)
World Geography (1)
Biology (1)
Algebra 2 (1)
History & Culture of ______ (Country of foreign language study) (.5)
Typing (.5)
Martial Arts I (.5)
Sophomore Year (6.5)
Honors Grammar, Composition , & World Literature I (The Book of Virtues) (1)
Honors World History I (1)
Chemistry (1)
Geometry w/Pre-Trigonometry (Saxon Advanced Math first 1/2) (1)
Foreign Language 1 (1)
Leadership Reading/Practicum(1)
Martial Arts II (.5)
Junior Year (5.5)
Honors Grammar, Composition, & World Literature II (The Moral Compass) (1)
Honors World History II (1)
Physics (1)
Trigonometry w/Pre-Calculus (Saxon Math Advanced Math second 1/2) (1)
Foreign Language 2 (1)
Martial Arts III (.5)
Senior Year (6)
US History (1)
Honors Grammar, Composition, & American Literature (1)
Apologia - Marine Biology, Human Body, Adv Chemistry, or Adv Physics (1)
Saxon Calculus (1)
European Culture Immersion (Trip to Germany) (1)
Public Speaking (.5)
Martial Arts IV (.5)
Extra Electives can be studied - Cinematography, Drama, Music, Art, Home Ec, etc...
Bible/Apologetics will be studied each year also.
Thursday, May 10, 2012
How do you teach literary analysis?
I really am interested in what all of you do to teach literary analysis. Do you begin teaching literary devices in elementary school, junior high, or high school?
NFL is currently finishing up "Elements of Literature" from BJUP. As I listened to his questions/comments about the text and questions early on in his study, I knew we had to find something different. When I contacted my first friend for suggestions, her text said that she seemed to recall SEAL not liking that textbook either. (She is right!) So my hunt for an alternative has begun. One of the books that has caught my interest is Using Picture Storybooks to Teach Literary Devices. I just ordered it from Amazon for $0.01 plus S/H. :0) The book has not arrived, but I am excited about the thought of teaching literary terms using short books that the kids have already read. Then we will work on reading more difficult classic literature and writing using the terms and analysis that we have discussed. It seems that SEAL has already succeeded with the other classes that I have put together for him, and it is exciting to plan another course. Necessity really does seem to be the mother of invention. I find that I enjoy inventing courses!
Since one of the other classes I put together is American Literature, I think it will benefit my kids as I help situate these classes to work together in their education. The first thing that I had SEAL read in American Literature was a booklet on Objectionable Elements. This helped him to have a better understanding of why I picked certain literature for his course and skipped over quite a few others that were considered "classics". Our children need to develop the ability to discern when to put a book (or movie) away. Is the "objectionable element" gratuitous? (Is it included just for the sake of being there without really serving any purpose?) Is it Explicit? (Is there too much of a focus on wrong? Is there too much detail that it presents a temptation to the reader?) What is the Moral Tone? (Is the wrong doing looked on with favor or is it repulsive?) These are sample questions which our children need to ask themselves as they read. As I begin the planning of this new literature class, I have decided to move the reading of "Objectionable Elements" to the new class. I think it would be better discussed at the very beginning of our "formal" literature classes for high school - although I do plan to bring these ideas up during teachable moments earlier in life as the opening presents itself.
In American Literature we used the time periods as laid out at American Writers. SEAL read many of the early documents of the Founding Fathers of America, the Last of the Mohicans, Uncle Tom's Cabin, and read some at SparkNotes. He also studied each of the authors' biographical sketches as presented at American Writers. As he researched the authors, SEAL commented about the odd philosophies of many of the authors. I was thankful that he could read about these authors and discern that their philosophies at times were Anti-Christian or liberal in their thinking. I believe we will also develop two different World Literature classes one using The Book of Virtues and one using The Moral Compass. I haven't chosen the writing assignments yet, but I do plan to coordinate the writing assignments with the literature that is being read. (As a side note, it is my intention to have the student study American Literature the same year as he studies US History. They will also study World Literature the same years as they study World History I & II. I think that this will offer the children a better grasp and understanding of both subjects each year.)
At the opening of this post I asked some questions, please share your answers by commenting. Also please be sure to share some of the literary works you would include in an introductory class for a 9th grader if you were developing a course. Your input is valuable to me! For those of you who know my feelings regarding Shakespeare, rest assured I will include some Shakespearean literature! :0)
NFL is currently finishing up "Elements of Literature" from BJUP. As I listened to his questions/comments about the text and questions early on in his study, I knew we had to find something different. When I contacted my first friend for suggestions, her text said that she seemed to recall SEAL not liking that textbook either. (She is right!) So my hunt for an alternative has begun. One of the books that has caught my interest is Using Picture Storybooks to Teach Literary Devices. I just ordered it from Amazon for $0.01 plus S/H. :0) The book has not arrived, but I am excited about the thought of teaching literary terms using short books that the kids have already read. Then we will work on reading more difficult classic literature and writing using the terms and analysis that we have discussed. It seems that SEAL has already succeeded with the other classes that I have put together for him, and it is exciting to plan another course. Necessity really does seem to be the mother of invention. I find that I enjoy inventing courses!
Since one of the other classes I put together is American Literature, I think it will benefit my kids as I help situate these classes to work together in their education. The first thing that I had SEAL read in American Literature was a booklet on Objectionable Elements. This helped him to have a better understanding of why I picked certain literature for his course and skipped over quite a few others that were considered "classics". Our children need to develop the ability to discern when to put a book (or movie) away. Is the "objectionable element" gratuitous? (Is it included just for the sake of being there without really serving any purpose?) Is it Explicit? (Is there too much of a focus on wrong? Is there too much detail that it presents a temptation to the reader?) What is the Moral Tone? (Is the wrong doing looked on with favor or is it repulsive?) These are sample questions which our children need to ask themselves as they read. As I begin the planning of this new literature class, I have decided to move the reading of "Objectionable Elements" to the new class. I think it would be better discussed at the very beginning of our "formal" literature classes for high school - although I do plan to bring these ideas up during teachable moments earlier in life as the opening presents itself.
In American Literature we used the time periods as laid out at American Writers. SEAL read many of the early documents of the Founding Fathers of America, the Last of the Mohicans, Uncle Tom's Cabin, and read some at SparkNotes. He also studied each of the authors' biographical sketches as presented at American Writers. As he researched the authors, SEAL commented about the odd philosophies of many of the authors. I was thankful that he could read about these authors and discern that their philosophies at times were Anti-Christian or liberal in their thinking. I believe we will also develop two different World Literature classes one using The Book of Virtues and one using The Moral Compass. I haven't chosen the writing assignments yet, but I do plan to coordinate the writing assignments with the literature that is being read. (As a side note, it is my intention to have the student study American Literature the same year as he studies US History. They will also study World Literature the same years as they study World History I & II. I think that this will offer the children a better grasp and understanding of both subjects each year.)
At the opening of this post I asked some questions, please share your answers by commenting. Also please be sure to share some of the literary works you would include in an introductory class for a 9th grader if you were developing a course. Your input is valuable to me! For those of you who know my feelings regarding Shakespeare, rest assured I will include some Shakespearean literature! :0)
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