Setting Up for World Geography

From Our House to Yours

Setting Up for World Geography 

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for high school World Geography (WG). My first step is to read through WG’s Introduction/Overview, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. Each high school credit includes its own specific course description, required resources, course materials, and suggested grading. So, taking time to read through these is time well spent. As I read, I make notes of supplies I need and don’t have on hand in the introduction’s margins. This way, I can easily make my shopping list later based on my notes.

Setting Up the Front of My World Geography Binder

First, I slide the preprinted full color World Geography Expedition Journal cover in the front of my 1 inch 3-ring binder. Second, I print the Overview of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Likewise, I include the Earning Credits and Possible Grading Scale in my binder to show how credit was earned.  Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Label World Geography and Living Library Tab Dividers 

Next, I label tab dividers for my WG binder. My goals are to show what my student did to earn his credit and how he progressed in skills. So, I label my first tab “WORLD GEOGRAPHY.” Behind this tab, I place WG’s history notebook pages inside clear page protectors. Throughout the homeschool year, my student takes out each notebook page he is using for the week. Then, when he is done with each page, he simply puts it back in a page protector for safe keeping.

If my student is doing the World Geography Living Library 10% extra credit option (which is an option I personally love for my children to do), I label my second tab “LIVING LIBRARY.” From the WG Appendix, I photocopy about 12-14 two-sided “Summary” pages or about 24-28 single-sided “Summary” pages (I like to have some extra on hand). I 3-hole punch these and put them behind the Living Library tab for my student to take out one at a time to use and put back as each page is completed. I don’t put these in clear page protectors, but you certainly can if you like.

Using Mapping the World with Art

To use Mapping the World with Art, I simply read through its first pages. The Introduction is short and sweet, and the “Tools and Materials You Need” section notes everything I need to have on hand. I usually just make sure I have the drawing tools, types of paper, general supplies, and extra art supplies on hand. As the “Course Materials” section in the WG Introduction notes, I just print pages as scheduled throughout the year from the “PDF Curriculum” CD of Mapping the World with Art. Likewise, I photocopy the “Activity Section” pages as they are scheduled throughout the year. (Actually, my sons printed and photocopied these themselves after I helped them a few times.) Next, I make sure to have a DVD player on hand. (My sons just used our laptop’s DVD/CD-ROM player for this.) Finally, I keep completed maps in order in a folder.

Setting Up the Book of Centuries’ Binder

For the Book of Centuries‘ portion of the World Geography credit, the WG Introduction suggests using a 1 inch 3-ring binder. The Book of Centuries (BOC) already comes preprinted and 3-hole punched.  So, I just slide the preprinted full color BOC Notebook cover in the front of my 1 inch binder. Then, I place the 3-hole punched BOC pages in the binder. As many different BOC pages are used at a time and there is gluing involved, I don’t put these in clear page protectors. Next, following the “Course Materials” section in the WG Introduction, I print the History Through the Ages: World Timeline Figures from the Timeline Figures CD. I put these in a pile in order and staple the top left corner to keep them together. Last, I slide the stapled together timeline pages inside the front of my BOC binder’s pocket.

Setting Up the World Religion and Culture’s Binder

For the World Religion and Culture‘s (WRC) course, World Geography’s (WG) Introduction suggests using a 1/2 inch 3-ring binder. The WRC Notebook already comes preprinted and 3-hole punched.  So, I just slide the preprinted full color WRC Notebook cover in the front of my 1/2 inch binder. Then, I place each notebook page in a clear page protector. Throughout the homeschool year, my child takes out the notebook page he is using for the week. Then, he simply puts it back in the page protector for safe keeping when he is done.

Per the ‘Course Materials’ section of WRC in the WG Introduction, I also photocopy the two “Bookmark” pages from WG’s Appendix. Then, I follow the directions on Unit 4, Day 4’s WRC’s box of plans in the WG guide to assemble 6-7 bookmarks (I like to have a few extra on hand). I put these in the front or back pocket of the WRC binder. Of course, you can always wait to assemble the bookmarks when they come up in the plans if you’d rather. Either way, as each bookmark is completed throughout the year, I 3-hole punch it and place it in the WRC binder in order after the notebook pages.

Getting Ready for Bible

To get ready for Bible, I make one or two photocopies of “Preparing Your Heart for Prayer” from the WG Appendix. Students keep a special prayer journal throughout their Bible course, and the photocopy of “Preparing Your Heart for Prayer” sheet is folded and kept inside the cover of the journal. A special bound book with lined pages should be chosen for this prayer journal. We found some beautiful, inexpensive journals at Walmart, and they had Scripture verses on the cover. These made such lovely prayer journals that I bought one for myself (which is why I made two photocopies of “Preparing Your Heart for Prayer” – I wanted my own copy for my prayer journal”)! Students use their Bible to look up Scriptures each day; it truly becomes personal and special to them throughout high school!  So, enjoy choosing whichever Bible you and your student would like best.

 

Getting Ready for English I

For English I, I use either 3 bound and lined composition books (1 for English Grammar, 1 for Literature, and 1 for Composition), OR I use 1 large bound and lined composition book with 3 section dividers (1 for English Grammar, 1 for Literature, and 1 for Composition). If my student is still completing his dictation levels, I use 4 composition books, OR 1  large book with 4 section dividers. I also make sure to have index cards on hand for Essentials in Writing’s research paper. Finally, I have fun choosing a Common Place Book with my student. Any keepsake-like bound, composition book with lines to copy memorable passages throughout the high school years can be chosen. We found some beautiful cloth bound and hardback options at our local Christian bookstore, and my sons each had fun choosing one!

Getting Ready for Logic, Spanish, Integrated Physics and Chemistry, and Math

For Logic, I have my student photocopy the Chapter Tests, Unit Tests, and Final Exams as they come up in the plans. Getting Started with Spanish is a workbook, so all I do to get ready for Spanish is bookmark on our computer the link for the free pronunciation recordings.  This just makes it easier for my student to find the site each time he needs to use it. For Integrated Physics and Chemistry, I use the ‘Course Materials’ notes in the WG guide’s introduction to gather the supplies not included in the IPC kit. Finally, I get ready for math using the notes in the WG Introduction and the notes in the math program I chose.

Thoughts on Record Keeping

For high school, I keep my student’s completed notebooks, binders, and workbooks. I put these all in order on a shelf each year, along with the checked off Heart of Dakota guide itself. Together these create a detailed record of the work that has been done to earn credit. Using www.transcriptmaker.com, I create my student’s transcript. I also keep on file any required paperwork for my state, such as approved homeschool exemption forms and completed standardized test results. Each state can vary slightly in requirements for homeschooling, so be sure to check out your own state’s requirements at www.hslda.com.

Label Sticky Tabs to Mark Places in the WG Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. If you are going to do things more as they come up in the plans, rather than how I’ve previously described setting up for WG, then you would also want to make sticky tabs for “DICTATION,” “BOOKMARKS,” and “SUMMARY,” placing them in the WG guide’s Appendix. One final thing I liked to do is make a photocopy of the Narration Tips, Written Narration Tips, and Written Narration Skills.  Carrie does give permission to photocopy these. I keep these lists for me and for my student to reference throughout the year. However, you can just put another tab in WG’s Appendix for “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. However, to get ready to begin WG, I just stock up on usual art supplies – like colored pencils, thick and thin markers, a few permanent markers and high-lighters, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, sticky notes/tabs, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards and page protectors. Finally, a flashlight, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of WG’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Christ,
Julie

 

Setting Up for Drawn into the Heart of Reading (DITHOR)

From Our House to Yours

Setting Up for Drawn into the Heart of Reading (DITHOR)

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for Drawn into the Heart of Reading (DITHOR). My first step is to read through DITHOR’s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. Likewise, it is important to read through the beginning pages and the “Getting Started” section in the Appendix.

Setting Up for Drawn into the Heart of Reading (DITHOR)

You can either set up DITHOR at the start or do it as you move through the plans. If I do this at the startI fill out each DITHOR Student Book’s “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 7/8 Boy Interest Book Pack, I see ’15 days’ next to Biography: Stonewall Jackson. So, I divide the total number of pages or chapters in Stonewall Jackson by 15 and fill out the Reading Calendar accordingly. I might do this for each genre or just the first one. Or, if I am choosing my own books and not using a book pack, I choose 1-3 books and pace them out accordingly. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Genre Log, Reading Strategies Lists, Qualities of Good Reading Lists, and Optional Vocabulary Activities

One final thing I like to do is make a photocopy of the Genre Log found in the Appendix. I note the books my child is reading on this log and include it in his portfolio binder as a record of what he’s read for the year. The Appendix also includes excellent reading strategies and qualities of good reading tips. I like to photocopy the Reading Strategies: Teacher’s List, Reading Strategies: Student’s List, Qualities of Good Reading: Teacher’s List, and Qualities of Good Reading: Student’s List. Carrie does give permission to photocopy these. I keep the teacher’s lists for me to reference and the student’s lists for my child to reference. However, you can always just put a tab in your DITHOR guide’s Appendix and label it “READING TIPS,” if you’d rather.

Notes on DITHOR’s Pacing Options

If you’re using DITHOR alongside a main HOD guide, follow the pacing in your main guide. For example, if you’re using DITHOR with Beyond… or with Bigger Hearts…, the pacing of DITHOR is 5 days a week. If you’re using Preparing Hearts through Missions to Modern Marvels, the pacing of DITHOR is 3 days a week. You can find the pacing for DITHOR noted in the Language Arts box of the daily HOD guide’s plans. Finally, if you’re using DITHOR as a stand alone program, you can choose whatever pacing you’d like. In general, a pacing of 3 or 5 days a week works well. If you choose a pacing of 3 days a week, you’ll get through about half of the 9 DITHOR genres one year, and the other half the next year. A 5 day a week pacing will get your student through all 9 genres.

Notes on Vocabulary Options and Phonics Options for DITHOR

If you are using DITHOR and not an HOD main guide alongside it, you may want to photocopy the optional Vocabulary Activities from the Appendix. These vocabulary activities can be used when the DITHOR teacher’s guide suggests them as optional activities. Heart of Dakota’s main guides that include all subject areas already include vocabulary activities in their daily plans. Because of this, there is no need to add the additional optional vocabulary activities noted in DITHOR’s Appendix, unless you feel this is an area your child needs to work on improving. Likewise, if your child still needs additional phonics practice, there is a reminder in the DITHOR plans to include this another way. However, this is optional. If your child is past needing phonics, there is no need to include it.

In Christ,
Julie

 

Setting Up for Missions to Modern Marvels

From Our House to Yours

Setting Up for Missions to Modern Marvels

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for Missions to Modern Marvels (MTMM). My first step is to read through MTMM’s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. As each Introduction includes options (i.e. one large binder or several smaller binders, etc.), I like to note my chosen options in the margin of the Introduction. This way, I can easily make my shopping list later based on my notes. Likewise, it is important to read through the beginning pages and “Getting Started” section in the Appendix  of Drawn into the Heart of Reading (DITHOR).

Setting Up the Front of My Missions to Modern Marvels Binder

First, I slide the extra preprinted full color MTMM Student Notebook cover in the front of my 3-ring binder. Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Setting Up the President Study Notebook Pages’ Binder

For the President Study, Missions to Modern Marvels’ Introduction suggests using a 1/2 inch 3-ring binder. The President Notebook already comes preprinted and 3-hole punched.  So, I just slide the preprinted full color President Notebook cover in the front of my 1/2 inch binder. Then, I place each notebook page in a clear page protector. Throughout the homeschool year, my child takes out the notebook page he is using for the week. Then, he simply puts it back in the page protector for safe keeping when he is done.

Label History, Economics, Geography, and History Projects Tab Dividers 

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY.” Behind this tab, I place Missions to Modern Marvels’ history notebook pages inside clear page protectors. If I have an older child using the history extensions, I place any completed 3-5 paragraph summaries or written narrations including his opinions here as well. Then, I label my second tab “ECONOMICS.” I put MTMM’s Economic Principles’ Student Notebook pages behind this tab. Next, I label my third tab “GEOGRAPHY.” I place any of my child’s completed Map Trek assignments here (or, these can be put in a separate smaller binder instead). Then, I label my fourth tab “HISTORY PROJECTS.” I place any completed flat projects that are not part of the History Notebook here.

Label Language Arts and Math Tab Dividers

For language arts and math, there are many options. I could add more tabs to my history 3-ring binder or start tabs in a new smaller 3-ring binder. Or, I might not have a binder at all, but instead simply keep on hand the actual notebooks and workbooks in their entirety. If I choose to add to my history binder, I’d label my fourth tab “LANGUAGE ARTS.” For DITHOR, I would include some completed workbook pages. Likewise, for R & S English 5 or 6’s written work and for dictation, I’d include a handful of completed pages. For Write with the Best Volume II, I’d include samples of my child’s writing.  Likewise, for Storytime, I would include some of my child’s completed Bookmarks. (Even though MTMM’s Storytime is history-based, I feel it fits well within the Language Arts tab.) Finally, I’d label my fifth tab “MATH” and include some completed math workbook pages.

Getting Ready for Science

For SCIENCE, I either photocopy 37 (nice to have a few extra) “Science Lab Forms” from the Appendix, or I do this as it comes up in the plans. MTMM’s Introduction also notes students will need loose leaf notebook paper, as well as a place to store their notebook entries, answers to questions, written narrations, and science experiment forms. So, I just follow the Introduction’s notes to get a one-inch 3-ring binder and label one tab  “Science Work” and label another tab “Science Lab Forms.” Then, continuing to follow the Introduction’s notes, I get another one-inch 3-ring binder with a place to insert a cover page for The Elements: Ingredients of the Universe. 

Things Either to Do at the Start Or to Do As They Come Up in the Plans

If I want to use photocopies of DICTATION instead of the Appendix, I photocopy the passages and label a composition notebook ‘DICTATION.’ For GEOGRAPHY, I either print the Map Trek maps right away, or I do this as it comes up in the plans. Personally, I like to print all of the already labeled Map Trek maps in color and the maps for my student to write on in black and white at the start. However, you can always view the colored maps on your computer screen instead of printing them and just print the black and white maps. For STORYTIME,  as noted in the Introduction, I either photocopy the Bookmarks from MTMM’s Appendix, or I do this as it comes up in the plans. If I choose to photocopy them all at the start, I make 8 (nice to have a few extra) back-to-back copies following the ‘Storytime’ instructions on Unit 1, Day 1 of the daily MTMM plans.

Setting Up for Grammar, Writing, Math, Nature Journal, Bible Quiet Time, Biblical Worldview, and Common Place Book Entries

For the written work in English GRAMMAR, I label a lined composition book ‘GRAMMAR.’ Then,  for WRITING, I label a lined composition book ‘WRITING’ or ‘WRITE WITH THE BEST.’  For MATH, I choose to either have my child write directly in the textbooks/workbooks, to use loose-leaf paper, or to use a lined notebook. If I choose a lined notebook, I label it ‘MATH.’ For BIBLE QUIET TIME as noted on Unit 1, Day 1 of the MTMM plans, I photocopy from the Appendix Preparing Your Heart for Prayer. For BIBLICAL WORLDVIEW, I label a lined notebook or journal for my child’s written work. Finally, I choose a special lined and bound book for my child’s COMMON PLACE BOOK, which is described in the Copywork section of MTMM’s Introduction.

Setting Up for Drawn into the Heart of Reading (DITHOR)

You can either set up DITHOR at the start or do it as you move through the plans. If I do this at the startI fill out the DITHOR 6/7/8 Student Book “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 7/8 Boy Interest Book Pack, I see ’15 days’ next to Biography: Stonewall Jackson. So, I divide the total number of pages or chapters in Stonewall Jackson by 15 and fill out the Reading Calendar accordingly. I might do this for each genre or just the first one. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Label Sticky Tabs to Mark Places in the MTMM Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tabs “DICTATION,” “POETRY,” and “MATH,” placing them in the Appendix.  Likewise, if my child is using the extensions, I label another tab “EXTENSIONS.” If I’m going to photocopy the Science Lab Form as it comes up in the plans, I label another tab “SCIENCE LABS.” Likewise, if I’m going to photocopy the Storytime Bookmark as it comes up in the plans, I label another tab “BOOKMARKS.” Finally, for DITHOR, I label 2 tabs “DAILY PLANS,” placing one in the teacher’s guide and one in the student book.

Special Items for MTMM 

There are a few special items needed for MTMM. Some things I noted when I read my MTMM Intoduction and first week of plans were a globe, a  Bible, and a small set of oil pastels. I also noted I’d need a CD player for What in the World Volume III? and for Hymns for a Kid’s Heart Volume II. Likewise, I noted I’d need a CD-ROM computer player for the Map Trek CD. I also noted I’d need a DVD player for The Ultimate Guide to the Presidents DVD, for the Evolution: The Grand Experiment DVD, and for the American Testimony Set 2 DVD (if using the extensions). For Worthy Words, I noted I’d need 35 index cards and a place to store them. Similarly, for the Nature Journal and for Independent Science Exploration, I noted any special supplies from MTMM’s Introduction. Finally, I noted to order my State Study things from www.statehistory.net, as well as order some state tourist information.

Teacher and Student Narrations Skills’ Lists

One final thing I liked to do is make a photocopy of the Narration Tips: Teacher’s List, How to Narrate: Student’s List, Written Narration Tips: Teacher’s List, Written Narration Skills: Teacher’s List, and/or Written Narration Skills: Student’s List.  Carrie does give permission to photocopy these. I keep the teacher’s list for me to reference and the student’s list for my child to reference. However, you can always just put another tab in your MTMM guide and label it “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. I just skim the History Project plans every month or so, to look for the one-off supply. However, to get ready to begin MTMM, I just stock up on usual art supplies, like crayons, colored pencils, thick and thin markers, a few permanent markers and high-lighters, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, playdough/modeling clay, sticky notes, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, a flashlight, deck of cards, bouncy ball, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of MTMM’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Christ,
Julie

 

Setting Up for Revival to Revolution

From Our House to Yours

Setting Up for Revival to Revolution

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for Revival to Revolution (RevtoRev). My first step is to read through RevtoRev’s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. As each Introduction includes options (i.e. one large binder or several smaller binders, etc.), I like to note my chosen options in the margin of the Introduction. This way, I can easily make my shopping list later based on my notes. Likewise, it is important to read through the beginning pages and “Getting Started” section in the Appendix  of Drawn into the Heart of Reading (DITHOR).

Setting Up the Front of My Revival to Revolution Binder

First, I slide the extra preprinted full color RevtoRev Student Notebook cover in the front of my 3-ring binder. Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Creating the Inventor Study Notebook Pages and Binder

For the Inventor Study portion of science, RevtoRev’s Introduction suggests using a 3-ring binder with clear page protectors for the notebook assignments. Personally, I like to use a small 1/2 inch separate 3-ring binder for RevtoRev’s science, as it sets it apart and makes it special. I just slide in the extra preprinted full color RevtoRev Inventor Study Notebook cover in the front of the binder.

Label History, Geography, and History Projects Tab Dividers 

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY.” Behind this tab, I place RevtoRev’s history notebook pages inside clear page protectors. My child takes out the notebook page he is using for the week and puts it back in the page protector for safe keeping when he is done. If I have an older child using the history extensions, I place any completed 3-4 paragraph summaries or written narrations including his opinions here as well. Next, I label my second tab “GEOGRAPHY.” I place any of my child’s completed Map Trek assignments here (or, these can be put in a separate smaller binder instead). Then, I label my third tab “HISTORY PROJECTS.” I place any completed flat projects that are not part of the History Notebook here.

Label Language Arts and Math Tab Dividers

For language arts and math, there are many options. I could add more tabs to my history 3-ring binder or start tabs in a new smaller 3-ring binder. Or, I might not have a binder at all, but instead simply keep on hand the actual notebooks and workbooks in their entirety. If I choose to add to my history 3-ring binder, I would label my fourth tab “LANGUAGE ARTS.” For DITHOR, I would choose some completed workbook pages to include. Likewise, for the R & S English 5 or 6 written work and for the spelling/dictation written work, I would choose a handful of completed pages for the binder. For The Exciting World of Creative Writing, I would include samples of my child’s writing.  Finally, I’d label my fifth tab “MATH” and include some completed math workbook pages.

Things Either to Do at the Start Or to Do As They Come Up in the Plans

If I want to use photocopies of DICTATION instead of the Appendix, I photocopy the passages and label a composition notebook ‘DICTATION.’ For SCIENCE, I use use the provided code on the Exploration Education box to load it on my computer, so it is ready to go. For GEOGRAPHY, I either print the Map Trek maps right away, or I do this as it comes up in the plans. Personally, I like to print all of the already labeled Map Trek maps in color and the maps for my student to write on in black and white at the start. However, you can always view the colored maps on your computer screen instead of printing them and just print the black and white maps.

Setting Up for Grammar, Math, Music Appreciation, Bible Quiet Time, Biblical Worldview, and Common Place Book Entries

For the written work in English GRAMMAR, I label a lined composition book ‘GRAMMAR.’ For MATH, I choose to either have my child write directly in the textbooks/workbooks, to use loose-leaf paper, or to use a lined notebook. If I choose a lined notebook, I label it ‘MATH.’ For the science INVENTOR STUDY, I put the notebooking pages in a small 1/2 inch separate binder and slide the full-color notebook cover in the front.

For MUSIC APPRECIATION, I choose either to print the project pages from the Composers: Hands-on Activity Pak CD and place them in separate labeled ziplock bags, or I do this as they come up in the plans.  Next, for BIBLE QUIET TIME, I photocopy from the Appendix Possible Prayer Starters. For BIBLICAL WORLDVIEW, I label a lined notebook or journal for my child’s written work. Finally, I choose a special lined and bound book for my child’s COMMON PLACE BOOK, which is described in the Copywork section of RevtoRev’s Introduction.

Setting Up for Drawn into the Heart of Reading (DITHOR)

You can either set up DITHOR at the start or do it as you move through the plans. If I do this at the startI fill out the DITHOR 6/7/8 Student Book “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 6/7 Book Pack, I see ’10 days’ next to Biography: Behind Rebel Lines. So, I divide the total number of pages or chapters in Rebel Lines by 10 and fill out the first 10 days of the Reading Calendar accordingly.

Then, as I see ‘5 days’ next to Biography: America’s Paul Revere, I divide the total number of pages by 5. As there are 46 total pages, I divide 46 by 5 and fill in the reading calendar for about 9 pages a day. I might do this for each genre or just the first one. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Label Sticky Tabs to Mark Places in the RevtoRev Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tabs “DICTATION,” “POETRY,” and “MATH,” placing them in the Appendix.  Likewise, if my child is using the extensions, I label another tab “EXTENSIONS.” Finally, for DITHOR, I label 2 tabs “DAILY PLANS,” placing one in the teacher’s guide and one in the student book.

Special Items for RevtoRev

There are a few special items needed for RevtoRev. By this time I already know which items I’ll need, because I wrote them in the margin of my Introduction or first week of daily plans earlier. Some things I noted are a globe, a children’s Bible, and a small set of oil pastels. I also noted I’d need a CD player for What in the World Volume III? and for the audios in the Independent History Study box and the Extension Package.

Likewise, I noted I’d either need a CD player or a CD-ROM computer player to listen to the Story of Classical Music for the Music Appreciation box of plan. Similarly, I noted I’d need a CD-ROM computer player for the Map Trek CD, for the Composer Hands-On Activity Pak CD, and for the Exploration Education CD. If using the Extension Package, I noted I’d need a DVD player for the American Testimony DVD. Finally, I noted any special supplies from the Lap Book Assembly instructions on the Composer Activity Pak CD.

Teacher and Student Narrations Skills’ Lists

One final thing I liked to do is make a photocopy of the Narration Tips: Teacher’s List, How to Narrate: Student’s List, Written Narration Skills: Teacher’s List, and/or Written Narration Skills: Student’s List.  Carrie does give permission to photocopy these. I keep the teacher’s list for me to reference and the student’s list for my child to reference. However, you can always just put another tab in your RevtoRev guide and label it “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. I just skim the History Project plans every month or so, to look for the one-off supply. However, to get ready to begin RevtoRev, I just stock up on usual art supplies, like crayons, colored pencils, thick and thin markers, a few permanent markers and high-lighters, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, playdough/modeling clay, sticky notes, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, a flashlight, deck of cards, bouncy ball, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of RevtoRev’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Christ,
Julie

 

Setting Up for Resurrection to Reformation

From Our House to Yours

Setting Up for Resurrection to Reformation

So, I’ve placed my children, had my Heart of Dakota  ‘box day,’ and am setting up for Resurrection to Reformation (RTR). My first step is to read through RTR’s Introduction, Appendix, and first week or month of plans. This helps me envision my year and understand what my guide covers. As each Introduction includes options (i.e. one large binder or several smaller binders, etc.), I like to note my chosen options in the margin of the Introduction. This way, I can easily make my shopping list later based on my notes. Likewise, it is important to read through the beginning pages and “Getting Started” section in the Appendix  of Drawn into the Heart of Reading (DITHOR).

Setting Up the Front of My RTR Binder

First, I make a color photocopy of my RTR cover and insert it in my binder. If you don’t have a color copier, black and white looks nice too! Or, I just slide in the extra preprinted full color RTR Student Notebook cover. Second, I print the Introduction of the guide off the Internet (click here). I use the Table of Contents as my attendance record, noting the dates we completed each unit (i.e. Unit 1:  Sept. 2-6, 2019). Third, I print the first week of plans (click here), which is a nice overview. If your state requires a completed portfolio for meeting with a principal or umbrella school, the Introduction and first week of plans give an excellent overview. (Carrie gives permission for the Introduction and First Week of Plans to be printed or copied for portfolio compilation. However, any other photocopies or retyping of plans would be a copyright infringement.)

Label History, Geography, and History Projects Tab Dividers 

Next, I label tab dividers for my binder. My goals are to show what my child did and how he progressed in skills. So, I label my first tab “HISTORY.” Behind this tab, I place RTR’s history notebook pages inside clear page protectors. My child takes out the notebook page he is using for the week and puts it back in the page protector for safe keeping when he is done. If I have an older child using the history extensions, I place any completed 3 paragraph summaries or written narrations including his opinions here as well. Next, I label my second tab “GEOGRAPHY.” I place any of my child’s completed A Child’s Geography Vol. I: Explore His Earth travel logs or completed Map Trek assignments here. Then, I label my third tab “HISTORY PROJECTS.” I place any completed flat projects that are not part of the History Notebook here.

Label Science Tab Dividers 

For science, RTR’s Introduction suggests using either a 3-ring binder with clear page protectors, or a bound sketchbook with unlined pages for the notebook assignments. It also notes lined paper should be used for the written narrations. Personally, I like to use a separate 3-ring binder for RTR’s science. I just find it easier to keep it all organized in one place. However, you can choose whatever you’d most prefer!  If you do choose to use a 3-ring binder for science, Carrie suggests making three tabbed sections.  So, following those directions, I label my first tab “NOTEBOOK ENTRIES.” Behind this tab, I place my child’s completed science notebook assignments. Then, I label my second tab “WRITTEN NARRATIONS.” Behind this tab, I place my child’s completed written narrations. Finally, I label my third tab “SCIENCE EXPERIMENTS.” Behind this tab, I place any of my child’s completed science lab forms.

Label Language Arts and Math Tab Dividers

For language arts and math, there are many options. I could add more tabs to my history 3-ring binder or start tabs in a new smaller 3-ring binder. Or, I might not have a binder at all, but instead simply keep on hand the actual notebooks and workbooks in their entirety. If I choose to add to my history 3-ring binder, I would label my fourth tab “LANGUAGE ARTS.” For DITHOR, I would choose some completed workbook pages to include. Likewise, for the R & S English 4 or 5 written work and for the spelling/dictation written work, I would choose a handful of completed pages for the binder. For Medieval History-Based Writing, I would include samples of my child’s key word outlines, mini-lesson assignments, first drafts, and final drafts in order for each writing piece.  Finally, I’d label my fifth tab “MATH” and include some completed math workbook pages.

Things Either to Do at the Start Or to Do As They Come Up in the Plans

If I want to use photocopies of DICTATION instead of the Appendix, I photocopy the passages and label a composition notebook ‘DICTATION.’ For SCIENCE, I photocopy 37 (nice to have a few extra) Science Lab sheets from the Appendix. For GEOGRAPHY, I either print the Map Trek maps and some A Child’s Geography travel log choices, or I do this as it comes up in the plans. Personally, I like to print all of the already labeled Map Trek maps in color and the maps for my student to write on in black and white at the start. However, you can always view the colored maps on your computer screen instead of printing them and just print the black and white maps. In contrast, I like to print the A Child’s Geography travel logs as they come up in the plans, so my child can choose the layout he prefers.

Setting Up for Grammar, Math, Shakespeare, and Common Place Book Entries

For the written work in English GRAMMAR, I label a lined composition book ‘GRAMMAR.’ For MATH, I choose to either have my child write directly in the textbooks/workbooks, to use loose-leaf paper, or to use a lined notebook. If I choose a lined notebook, I label it ‘MATH.’ For SHAKESPEARE, I put the notebooking pages in a small 1/2 inch separate binder and slide the full-color notebook cover in the front. Finally, I choose a special lined and bound book for my child’s COMMON PLACE BOOK, which is described in the Handwriting/Copywork section of RTR’s Introduction.

Setting Up for Storytime and Medieval History-Based Writing 

For STORYTIME, I paper-punch the top left corner of 12 lined or unlined index cards (as noted in the Storytime section of RTR’s Introduction). I label 2 cards each with the following: Vivid Descriptions, New Vocabulary, Plot Twists, Strong Moods, Great Lines, and Life Lessons. Then, I put the cards on the ring. (Or, you can just do this as it comes up in the Storytime daily plans if you prefer!) Next, I follow Carrie’s directions for printing what I need to for compiling my Medieval History-Based Writing Student Resource Book.

Setting Up for Drawn into the Heart of Reading (DITHOR)

You can either set up DITHOR at the start or do it as you move through the plans. If I do this at the startI fill out the DITHOR 6/7/8 Student Book “Reading Calendar.” Using HOD’s “Optional Book Recommendations,” I fill in the page numbers to be read each day. For example, if my son is using the DITHOR Level 6/7 Book Pack, I see ’10 days’ next to Biography: Behind Rebel Lines. So, I divide the total number of pages or chapters in Rebel Lines by 10 and fill out the first 10 days of the Reading Calendar accordingly. Then, as I see ‘5 days’ next to Biography: America’s Paul Revere, I divide the total number of pages by 5. As there are 46 total pages, I divide 46 by 5 and fill in the reading calendar for about 9 pages a day. I might do this for each genre or just the first one. Also, I might choose my first genre kickoff in my DITHOR Teacher’s Guide.

Label Sticky Tabs to Mark Places in the RTR Guide

Next, I label sticky tabs to mark places in my guide. I label the first tab “DAILY PLANS,” placing it on Unit 1, Day 1. Then, I label the next tabs “DICTATION,” “POETRY,” and “MATH,” placing them in the Appendix.  Likewise, if my child is using the extensions, I label another tab “EXTENSIONS.” If I am photocopying the Science Lab sheet as it comes up in the plans, I label another tab “SCIENCE LAB.” Likewise, if I have a child using Science Option #2’s, I put a sticky note in the Appendix for the Option 2 Our Weather and Water plans. Finally, for DITHOR, I label 2 tabs “DAILY PLANS,” placing one in the teacher’s guide and one in the student book.

Special Items for RTR

There are a few special items needed for RTR. By this time I already know which items I’ll need, because I wrote them in the margin of my Introduction or first week of daily plans earlier. Some things I’ve noted are a world map or globe, and a children’s Bible. I also noted I’d use Wikipedia for the history research, but if you are not using Wikipedia, you’d need one or more comprehensive history encyclopedias. Another note I had in my margin was to get a dictionary for the Storytime ‘New Vocabulary’ assignment. Or, you could use your computer search engine or phone as a dictionary resource, if you prefer. I also noted I’d need a CD player for What in the World? for the Independent History Study box, as well as for the Philippians CD for Bible Quiet Time.

Teacher and Student Narrations Skills’ Lists

One final thing I liked to do is make a photocopy of the Narration Tips: Teacher’s List, How to Narrate: Student’s List, Written Narration Skills: Teacher’s List, and/or Written Narration Skills: Student’s List.  Carrie does give permission to photocopy these. I keep the teacher’s list for me to reference and the student’s list for my child to reference. However, you can always just put another tab in your RTR guide and label it “NARRATION TIPS,” if you’d rather.

Shopping for Supplies

Carrie’s plans use readily available household supplies, and many options are suggested. For example, the plans may call for either a bean bag and a basket, or a rolled up pair of socks and a plastic bin. I just skim the History Project and Science plans every month or so, to look for the one-off supply. However, to get ready to begin RTR, I just stock up on usual art supplies, like crayons, colored pencils, thick and thin markers, glue (sticks and liquid), scissors, construction paper, tissue paper (colored), tape (masking and clear), a ruler, a yardstick, playdough/modeling clay, paints/paintbrushes, cotton balls, yarn/string, etc. I also stock up on index cards, page protectors, and a few catalogs. Finally, a flashlight, deck of cards, bouncy ball, paperclips, paper plates, food coloring, marker board with dry erase markers, and q-tips/toothpicks are also nice to have on hand.

Sorting Resources into “Things We Need Now” and “Things We Need Later” Bins or Totes

One of the last things I do is get two canvas bins.  I use one for ‘things we need now’ and the other for ‘things we need later.’ As I read through each box of my first week of RTR’s plans, I put each needed resource in the bin  for ‘things we need now.’ I put the remaining items in the bin for ‘things we need later.’ Throughout the year as we finish using resources, I put them in the back of the ‘things we need later’ bin, and I move the next books or resources we need into the ‘things we need now’ bin or tub. This way, my ‘things we need now’ bin only contains what we need for each week. Another benefit is the ‘things we need now’ are always mobile! Likewise, I put many art supplies in a tool turnabout, so these are mobile too!

In Christ,
Julie