Prepare for the school year by reading the guide’s “Introduction”!

Teaching Tip

Reading the guide’s “Introduction” is great preparation for the school year.

You may be beginning to turn your thoughts toward school. One of the best ways to prepare for the upcoming year is to read through your HOD guide’s “Introduction.” There is such a wealth of information in the “Introduction” that we should truly title it something else!

How does reading the “Introduction” help prepare you for the year?

The “Introduction” will give you a feel for how each area is handled in the guide and the goals for each subject. It will let you know what notebooks, binders, etc. are needed for each subject area. Reading the “Introduction” provides a great summary of what to expect for the coming year. The “Introduction” is the last part of the guide we write. In this way, we can be sure that it truly summarizes needed information for you in one place!

If you have students in different HOD guides, read only one guide’s “Introduction” each day.

If you will be teaching more than one Heart of Dakota guide, read the “Introduction” for different guides on different days. This will help you focus on one guide at a time and will keep you from getting overwhelmed.

Can you use the guide without reading the “Introduction?”

Of course you can skip reading the “Introduction” and just jump right in and teach. However, often when families do this they miss the big picture of the guide. They also miss out on some gems that are referred to in the “Introduction” and included in the Appendix.

So, let’s get started!

After more than 15 years of homeschooling my boys with HOD, I still read the “Introduction” at the start of my school year! So, grab a cup of tea or coffee, cuddle up with your highlighter, and read away. Just reading the “Introduction” will make you feel more prepared!


Top Ten Tips for Teaching Multiple Guides

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,


How can I help my son write better narrations?

Dear Carrie

How can I help my son write better written narrations?

Dear Carrie,

We’re in Unit 12 of Heart of Dakota’s Resurrection to Reformation. My son is 13, new to written narrations, and not a writer. He just doesn’t seem to “get” it. Today he was writing conversations and all kinds of things that were in the chapter. I think he was copying them word for word. He also kept saying he didn’t know how to get enough sentences. I know I need to figure out how to tell him to be more “concise” and how to narrow it all down. For today, I’m going to read it myself and write my own narration the way *I* would do it. Maybe that will help him. He really dislikes to write and is just not good at it. So, I guess my question is, how can I help my son write better narrations? I think I just need tips on how a written narration should be.


“Ms. Please Help My Son Write Better Written Narrations”

Dear “Ms. Please Help My Son Write Better Written Narrations,”

Thanks for sharing your thoughts! Narration is a personal thing and is meant to be a reflection of what the child drew out from the reading. So, while you may be wanting a summary of the reading (unless it is specifically assigned as a summary narration), there are many different types of narrations, and all are acceptable.

Written narrations don’t need to be done in a certain way.

One thing that you do not want to do is to give him the impression that a written narration must be done a certain way. It will leave him even more uncertain and keep him trying to write the way you perceive that a narration should be done. This is no different than writing responses to please the teacher in the classroom and is something we definitely want to get away from doing in the home setting (especially when doing written narrations)!

Reading the “Written Narration Tips” and “A Few Notes on the Transition to Written Narrations” in RTR’s Appendix will help.

So, my first caution to you is to not make your son feel like he is doing it wrong! Accept his written responses. Be sure to go over the Written Narration Tips (Teacher’s List) in the Appendix. Then, go over his list right behind that. These really help in doing written narrations and will give him that sense of purpose you feel he is missing. Make sure to also read “A Few Notes on the Transition to Written Narrations” in the Appendix as well.

Written narrations may vary quite a bit from week to week.

Next, understand that his written narrations may vary quite a bit from week to week. For example, one week he may summarize more, the next week he may go into detail relating just one event that really struck him from the reading, the next week he may give you a detailed description of a person from the reading including dialogue, and the next week he may interject some opinion within the narration. All of these are acceptable!

Your son can think of narrating as telling back a movie he has seen to someone who has never seen it.

You can help him a bit by telling him to think about narrating as telling back a movie that he has seen to someone who has never seen it. Think how he would go about doing that and then apply that same strategy to narrating. Honestly, the more he orally narrates, the more shape his written narrations will take. It isn’t unusual when being new to written narrations to “try on” various styles and ways of doing it. This is what writers do, and it is how they eventually find their own style.

You can demonstrate the written narration process by having your son tell you what he remembers and writing the sentences as he says them.

To demonstrate the written narration process, you could have him tell you what he remembered right after reading and write the sentences as he says them (so he can see them appearing on paper coming right from his mind). This will help him see that it is truly just a retelling of what he is thinking, except on paper. Try not to have him look back so much at the text after reading, as this may jumble up what he recalls in his mind. Just go with what he can remember right away, so he doesn’t get bogged down including all of the facts and details. Later, he can move toward looking back over the text and including important things. This is a later narration stage. Just have him refer to the text for names and places or spellings for now.

Since your son is new to written narrations, he can just try to write a paragraph at first.

For now, since your son is new to written narrations, don’t worry about hitting the exact number of sentences. Just try to have him write a paragraph at first. Just keep encouraging your son that he needs to retell in his own words as much as possible what he remembered from the story. It’s alright if the sentences seem a bit disjointed for now as far as how they go together. Try to withhold judgment as to the narration’s content, but do follow the Written Narration Skills list in the Appendix to help him edit the narration.

As time passes, you will see improvement!

I want to encourage you that as time passes, you will see improvement. But, if you make this a teacher-pleaser assignment with one right way you are seeking, he will not come into his own as a narrator because you will have changed the assignment’s original intention. So, head to the Appendix right away for much needed help! It is there to encourage you in this endeavor! It’s good to know that we all go through this stage as we try to figure out what written narration looks like! You are not alone!


P.S. If you are new to Heart of Dakota, click here to find out more about it!


Setting the Stage for Success with Shakespeare

More than a Charlotte Mason Moment

Setting the Stage: Charlotte Mason and Shakespeare

We probably read Shakespeare in the first place for his stories, afterwards for his characters… To become intimate with Shakespeare in this way is a great enrichment of mind and instruction of conscience. Then, by degrees, as we go on reading this world-teacher, lines of insight and beauty take possession of us, and unconsciously mould our judgments of men and things and of the great issues of life. (Charlotte Mason, Volume 4, Book 2, p. 72)

All the world’s a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts.
(Shakespeare, As You Like It, Act II, Scene 7)

‘Why read Shakespeare?’ by Carrie Austin, M. Ed., Author of Heart of Dakota Curricula

During the early years of educating our children, I struggled with Charlotte Mason’s recommendation that children study Shakespeare. I was sure that Shakespeare wasn’t worth studying by my children due to the inappropriate jokes, adult content, and references to love-making within his plays. However, as I continued to study his plays and ponder his influence, I realized that there would be something missing in my children’s understanding of the English-speaking world if I neglected to teach them about Shakespeare. Why? Well, partly for the reason that Shakespeare is responsible for contributing some 2000 words and phrases to the English language. Not to mention, those words are still in use today!

The Merit of Introducing Children to Shakespeare’s Plays in Story Form 

While Shakespeare’s plays were obviously not written for children, there is some merit in introducing children to his plays first in story form through Lamb’s Tales of Shakespeare. This aids students in their future understanding of his plays. So, later in high school, when students read Shakespeare’s unabridged plays in original form, they are ready. They do not find themselves floundering, but instead find themselves well-prepared.

The Benefits of Reading Shakespeare

In looking at the positive side of reading Shakespeare, his plays do look at both the virtues and vices of men. They show the consequences of sin, yet his characters often act mercifully. Shakespeare’s plays do refer to Christ and His teachings, and you can often see a resemblance in his plays to stories of other Biblical characters. Morals often play a decisive role in his plays, resulting in intricate plots that lead to consequences based on the character’s actions. The reader must work hard to follow the many plot twists and turns, which is great preparation for the reading of higher level books. Another benefit is that the tales are very entertaining and do much to stimulate the imagination.

A Difference in the Meaning of Words 

Shakespeare does include references to love-making. However, it’s important to note that the words ‘lovers’ and ‘love-making’ meant something different in Shakespeare’s day from the meaning of those same words today. During Elizabethan times, words such as ‘lover’ often meant sweetheart and ‘love-making’ meant an attraction between two people. This is different from the physical act of love that we associate with those same words today.

Heart of Dakota’s Charlotte Mason-Inspired Shakespeare Study

In our guide Resurrection to Reformation, parents have the choice of whether to include Lamb’s Tales of Shakespeare within their weekly schedule. Students read 18 of the 20 tales, omitting Macbeth and Measure for Measure due to mature content. We schedule readings once weekly, and we divide longer stories over two weeks. After each weekly reading, students color the accompanying black and white artwork within the Shakespeare Student Notebook pages. Students also copy a quote from each tale. Due to the length of each tale, and to allow students to better understand the various plot twists better, students are assigned to read the stories on their own.

The Purpose of the RTR Shakespeare Study

We do not attempt to analyze Shakespeare within the provided assignments, but rather to allow students to enjoy the readings and make their own natural connections. Often the moral connections that students make on their own are much stronger than those that would be made if we were to point out the “moral lessons” instead. While we do not wish to persuade you to pursue Shakespeare if it is not within your family’s goals, we do desire to explain our reasoning for including it as a choice within our Economy Package. As you ponder the best path for your family, we will link you to this article, which we found very interesting in our own ponderings about Shakespeare.

Shakespeare in Heart of Dakota’s High School World History Guide

In Heart of Dakota‘s high school World History guide, students enjoy reading Shakespeare’s play, Julius Caesar. Plays are best heard performed (and watched). Hence, HOD schedules this play to be read along with a fully dramatized, unabridged audio production of Julius Caesar. So as students listen to the recording, they follow along with the unabridged text in No Fear Shakespeare, reading the complete text of Julius Caesar on the left-hand page, while also referencing the side-by-side, line-by-line, easy-to-understand translation on the right. Furthermore, No Fear Shakespeare includes a complete list of characters with descriptions alongside plenty of helpful commentary. This 3-pronged approach helps students experience success with Shakespeare.

Shakespeare in Heart of Dakota’s High School U.S. History II Guide

In Heart of Dakota’s high school U.S. History II guide, Hamlet is read and enjoyed in a similar fashion. Students read Hamlet within Shakespeare Made Easy. This resource contains unabridged original text alongside a modern English version of the text. As students read Shakespeare Made Easy, they listen to Arkangel’s fully dramatized, unabridged audio recording. Furthermore, students enjoy the accompanying commentary included in Christian Guides to the Classics: Shakespeare’s Hamlet. We find students can truly be successful with Shakespeare with this balance.

Setting the Stage for Success with Shakespeare

So now you see how Heart of Dakota begins setting the stage for success with Shakespeare first in RTR‘s Lamb’s Tales of Shakespeare study. This non-threatening, enjoyable introduction to Shakespeare with abridged stories, beautiful notebooking pages, and copywork of some of Shakespeare’s most famous lines sets the stage for students to be successful. Then, after this stage has been so aptly set, the reading of unabridged Shakespeare in high school is not intimidating, but instead is rather like coming back to an old friend you were once introduced to, but are now ready to get to know better. I believe as you begin to study Shakespeare in this manner, you too will understand why Charlotte Mason believed in the merit of reading his works. In fact, you may just find you actually enjoy Shakespeare yourself!

In Christ,


Rotating Teacher-Directed and Independent Blocks of Time

From Our House to Yours

Rotating Teacher-Directed and Independent Blocks of Time

In this Heart of Dakota series, we continue describing a ‘day in the life’ of using Resurrection to Reformation (RTR) and World History (WH). First, I shared our take on homework. Second, I shared our waking up to homeschool routine. Third, I shared our morning chores and breakfast routine.  Today, I will share how we rotate teacher-directed and independent blocks of time between breakfast and lunch.

My Teaching Block for Resurrection to Reformation

After breakfast and clean-up, I have my teaching block for Resurrection to Reformation with Emmett. This is a favorite time of ours! We meet on the living room couch or in a reading nook, as Emmett sometimes like to ‘build’ these. If Emmett had an oral narration for his Reading About History, we begin with that. Then, we check any work he completed earlier for his Independent History box and his Rotating History box. Next, we head to the kitchen table for his math lesson. Finally, we end up back on the couch or in our reading nook for our favorite – the Storytime read-aloud! After the reading, we set out the Storytime cards, and we go over directions for his History Project. He goes to the kitchen table to finish his Storytime card and to do his History Project.

Riley’s Independent Block for World History

While I am doing the teaching block I just described with Emmett in RTR, Riley has an independent block for World History. First, he does his History Activities. He does the seatwork portion at our dining room table. As the You Are There CD is an audio, he listens to this with earbuds in his bedroom. He has a caddy of art supplies, his Bible, and his journal at the ready as well.  Next, he moves on to his World History. He enjoys doing this subject in the addition by Wyatt, our oldest son, who is usually doing his online college there. They often share with each other what they are studying. This is just an informal talking time they both look forward to and enjoy.

My Teaching Block for World History

While Emmett is finishing his Storytime card and his History Project, I meet with Riley. In this teaching block for World History, we enjoy meeting in the living room. We begin with World History. Riley stands to give his oral narrations, which works perfectly for me as I love to sit, sip my coffee, and listen!  He hands me his book open to the page he started reading. I skim it, and then page through it as I listen to him narrate. He is an animated narrator, and he likes to use his voice or his hands to emphasize this or that. I love hearing him narrate!  He reads aloud his written narrations standing as well, and we edit together. Next, we go through his completed work for History Activities and for his Science written work. Finally, I do just the teacher portion of his Grammar or EIW. He then finishes his independent parts for these at the dining room table.

What’s next? Maybe my next teaching time for Resurrection to Reformation, and maybe not!

Often at this time, Emmett has decided to make homemade hot cocoa. He has lit a candle, set out whipped cream, coffee creamer, mini marshmallows, and sprinkles. He knows everyone likes their hot cocoa their own way. This was not a part of our ‘plan,’ but I love it, and he did finish the work he was supposed to, so I let it ride. He rings a bell – a cowbell (we do live in South Dakota). This is LOUD, and everyone stops what they are doing and heads to the kitchen table. Why? They know Emmett has either made hot cocoa or has a history project that involved baking. They each make their favorite hot cocoa concoction or eat the history project, chat, laugh, and share what they’ve been doing so far. Many times they make plans for the afternoon or evening together too. Then, everyone is back to working on school.

Back to My Teaching Time for Resurrection to Reformation

Okay, after the impromptu beverage/snack/chat break, we are back to my teaching time for Resurrection to Reformation. I do my teaching portion for Medieval History-Based Writing Lessons, for Drawn into the Heart of Reading, and for R & S English. I leave Emmett to finish his independent portions of these subjects, with a plan to check on him off and on later when I make lunch.

Riley’s Next Independent Block for World History

While I am doing the teaching block I just described with Emmett in RTR, Riley has his next independent block for World History. After he finishes his written portions of Grammar and EIW, he does his Fine Arts course, usually in the addition at the table. At this point, Wyatt has either gone outside to shoot some basketball hoops or has moved upstairs to work on his college. So, the addition is free and a happy, sunny place to work on art at the table by the window. Next, Riley does his independent reading and writing assignment for either Total Health or Pilgrim’s Progress, whichever is assigned for the day. He gathers his things to meet with me, so he is ready when I call.

My Final Teaching Block for World History

While Emmett is finishing his Medieval History-Based Writing Lessons, Drawn into the Heart of Reading, and R & S English, I meet with Riley. In this teaching block for World History, we first check the portion he wrote for his grammar or EIW. Then, we correct his Fine Arts written work. I marvel at his art project and its progress. Next, we discuss his Total Health or Pilgrim’s Progress on the living room couch. He often still likes to pace, while I sit with yet another cup of coffee (lunch is my cutoff).  I love this private time together to talk about all of the important things that come up in Total Health and Pilgrim’s Progress.  Finally, if it was a tough morning, and Riley didn’t get up early to do Geometry with Wyatt (see my earlier post), they do Geometry now instead.

Making Lunch and Helping Emmett Finish Resurrection to Reformation

As I begin to make lunch, Emmett is finishing his independent portions of Medieval, DITHOR, and R & S English at the kitchen table. It is easy to pop over and offer an assist if necessary! This is also a time Emmet may have left the table, needing to be found and redirected to finish his work. He is my free spirit that can lose track of time or get lost in the moment of a bluejay on our tree, a package that came in the mail, or a wrestling match with my husband. It is at this time that Emmett may need to finish his science. If he did his science as ‘homework’ (see my earlier post), then he is done for the day. If he didn’t, well, then it is time for science. There is a very good chance he will then be finished with school after both my 10th grader and my college student. These moments help Emmett to dig down and do science as homework instead the next time. And that is our day between breakfast and lunch!

In Christ,