I spent the week pulling together all of the school work the girl's did for the month of November. At times it feels like we accomplish little, but each girl had a thick folder to present to our charter school teacher for work they completed. Clearly we favor math. Both girls had a substantial stack of papers for math. Language arts weighed in as the next largest stack of papers followed by history, and science came in last with the slimmest stack of papers. No doubt the deficiency of science documentation is because it is a subject we do after lunch. I don't know about you, but after lunch is when all our good intentions fall apart, and we tend to take a scatter-shot approach to school.
In my monthly review of school work I found the outlines DD~12 did for history produced awesome summaries. I was beginning to have my doubts about using the outline method for history, I even began to look at using unit studies again, but when I read a summary DD wrote for a chapter in history I abandon these thoughts. The compliment I paid her won me a huge smile, not something this preteen girl gives with regularity when it comes to doing school work. Now, if I can find a way to step up the pace of writing these outlines I will have helped DD~12 achieve a goal worth celebrating.
DD~12 hard at work
DD~6 and I spent time together finding out if an object was living (biotic) or non-living (abiotic). I collected a bunch of objects and put them in a paper bag and she described what she felt when she reached into the bag; she then determined if the object was living or non-living. It sounds dull when I write this out, but DD had the greatest time, so it was worthwhile, and it got her to think about how one determines if an object is living or non-living.
This week the full moon rose early, and DD~6 grabbed the camera to get a photo.
