Reflecting Back on Middle School Home School

Dear friends,

This reflection is bittersweet for me since I officially retired from home schooling this year. I haven't posted on this blog in a few years, and I think this will be my last entry here. I do know that blog is still read, mainly via Google searches on literature studies, so I'm leaving it up as a resource.

I was just reminiscing back on home schooling during the middle school years. My first child started 6th grade in 1998 and my tenth (and last) child just finished 6th grade in May.  That's a lot of years with middle school students in the house.

My youngest started public school this month for 7th grade, and is making a good transition. I'm very relieved about that since this summer I went back to work part time (on a crisis and human services referral phone line). Next month I start seminary full time too, starting out with Church History, Christian Ethics, and Inductive Bible Study (much of which is literary analysis).  

(Edit to add in 2021: my "retirement" didn't last long. I brought my daughter home again before the end of that year of public school since it wasn't a good fit. We're about to start 10th grade at home, and I will also be teaching middle school and high school language arts in a homeschool hybrid program. In the meantime, I graduated from seminary and continued to work part-time.)

Anyway, I was just thinking about how so much of what I taught for middle school, I was actually teaching to myself as well. The lessons I learned then are vital to what I am doing now with work and school. Even some of the subjects I'm taking this first semester at seminary are ones I've touched on in my classrooms.

I've always said teaching middle school was my favorite, and I think that was especially true in the many years I taught at a home school co-op. The co-op class I taught was supposedly language arts, but I strongly believe in integrating subjects for maximum effect, so I, um, stretched that considerably. I threw history, music, and fine arts into the mix. I guess you could say it was more of a humanities class. While I had to teach grammar, it certainly wasn't my emphasis. I'm much more of an ideas and creativity teacher. Many of the posts on this blog are fruits of those co-op years.

Here are some of the methods and concepts I taught, along with related blog posts. Please note that these posts are just a sample of what we did. Also, most of them are several years old, so links and photos may not work or show up correctly. I don't have the time to fix all of them. Some of the links are also to some of my other blogs, like the one I used for class assignments.

Here we go!

Integrating Language Arts with Humanities

I integrated our literature, writing assignments, and art appreciation around whatever time period and geographic region they were studying in their history classes, which alternated each year between world history and American history

• "I Have a Dream" by Dr. Martin Luther King, Jr. (Video, Text, Study Questions and Writing Assignment)
• The Witch of Blackbird Pond Literature Study
• Johnny Tremain Study Guide
• Across Five Aprils Literature Study Questions and Related Poetry
• Caddie Woodlawn Literature Study Questions
• Medieval Legends and King Robert Bruce
• The Art of Albrecht Dürer

Ideas, Themes, and Character Qualities

We explored the deeper ideas and themes in literature - such as compassion, honesty, diligence, and courage - rather than just recalling facts - see above literature studies plus these posts: 

• Read, Reflect & Respond
• Honesty (A Mini-Unit Study)
• "With Literature and Justice for All" Workshop

Writing Skills and Formats

• Sentence Style Variety for Writing
• How to Write a How To!
• Christian Biography Report Questions
• The Lion, the Witch and the Wardrobe Study Guide I wanted the students to think about their own unique personalities and values. For example, while studying The Lion, the Witch, and the Wardrobe by C.S. Lewis, I created two contrasting assignments based on the huge house of the professor and the tiny home of Tumnus: "Imagine that you could design a dream house that reflects your own interests. It can be as large or as small as you want. Where will it be? What will it look like on the outside? Describe each room in your house. What will they be used for? What will they contain?" And then, "Yesterday you wrote about a big house you would like to live in. Today, you are going to write about a small one. If you had an entire home to live in by yourself that was as small as Tumnus's cave room, what would it be like? Make a list of what would you need to live in your home and a few extra things that you would want. What are some practical ways you could “make do” in such a small space?"

Effective and Ineffective Communication

We learned how to spot logical fallacies, like false dichotomies (either-or), band wagon, generalizations, etc. I wish I had posted these lessons on the blog! I think I lost them forever!

We discussed how to discern communication styles as passive, aggressive, passive-aggressive, and/or assertive.

We often talked about the importance of credibility, clarity, and creativity in communication.

World Religions

I taught the vocabulary and concepts of major world religions and belief systems such as Christianity, Judaism, Islam, Buddhism, Hinduism, animism, atheism/humanism, etc.

• Islam Vocabulary and Concepts
• Judaism Vocabulary and Concepts
• Holocaust Vocabulary and Concepts

Greek and Latin Word Roots

We learned important Greek and Latin word roots and the English vocabulary derived from them. This was based on English from the Roots Up by Joegil Lundquist.

Great American Communicators 

During our American history years, we learned about men and women who made significant contributions to communications in various areas and time periods. Here are a few of the many. I think there were more women than just Phillis Wheatley.

• Sequoyah
• Patrick Henry
• Benjamin Franklin
• Thomas Jefferson
• Phillis Wheatley

Bible and Theology

• The Bible as Literature
• Learning Vocabulary from the Bible
• The Life of Joseph in Genesis
• Art for the Book of Daniel
• Study Questions for the Book of Daniel
• Art for the Book of Esther
• Study Questions for the Book of Esther
• The Bronze Bow Literature Study
• Easter Assignment: Palm Sunday and Cleansing
• Easter Assignment: The Last Supper and Trial
• Easter Assignment: The Death of Christ
• Easter Assignment: The Resurrection
• The Apostles' Creed
• St. Francis of Assisi in History, Current Events, Literature, Writing, Art & Music

Christmas Studies

In December, we focused on Christmas carols, poems, stories, and art appreciation. We also usually had a Christmas program with each class presenting different pieces.

• Masterpieces of the Infant Jesus at the National Gallery of Art
• Yuletide and Christmas: St. Boniface and "The Holly and the Ivy"
• "Christmas Once is Christmas Still" by Phillips Brooks
• Obfuscated Christmas Carols Quiz

Poetry Appreciation and Writing

Most of our lessons included poetry, and I often had them try writing different styles of poetry. Some of the literature studies I already linked have poetry in them, but here are two additional poems.

• "If" by Rudyard Kipling
• "Truth Never Dies"

Teaching Character and Wisdom

These posts are not from the home school co-op teaching. Some are excerpts from one of my books, which are now out of print. I need to refresh myself on these concepts - they are just as needed when a child is in public school!

• Learn to Discern by Virginia Knowles
• Justice and Mercy by Virginia Knowles
• Preparing Our Children for the Storms of Life

One last thought about learning at any age...

"The entire object of true education is to make people
not merely to do the right things, but to enjoy them;
not merely industrious, but to love industry;
not merely learned, but to love knowledge;
not merely pure, but to love purity;
not merely just, but to hunger and thirst after justice."

John Ruskin, 1819-1900
English writer, art critic, professor, reformer

All the best to you in home schooling for middle school!

Virginia Knowles

Add a Little Adventure to Your Home School

Add a Little Adventure

to Your Home School

Life isn't just a matter of fun and games, but a spoonful of sugar sure can help the medicine go down. We can help our children actually enjoy the process of doing their work rather than just tolerating it. In the process, they will learn their own lifetime techniques for making tasks interesting. 

Middle school kids are naturally inquisitive. This creates big demands as Mom and Dad are barraged with “how” and “why” questions at inopportune moments. Within reason, we should not squelch curiosity, but catapult it into self-motivated learning situations.  Here are some ways to enliven academic pursuits:

Hobbies: Hobbies can provide beautiful balance to a home education program. They offer brain-enriching opportunities to plan projects, select materials, follow patterns and instructions, develop skills, care for equipment and supplies, make useful items, and nurture creativity. You could spend tons of money on this (“I want a pony!”) but many activities are free or cheap. 

Imagination: Encourage your children to use their imaginations to ask “what if?”  Let them dream about what they would do with a million dollars or what new technology they want to invent. Even middle school kids can enjoy a well-stocked dress up box for making up their own skits and shooting videos.

Interests: Plan some of their school lessons around their own interests. At the beginning of one school year, I let each of my children choose one independent unit study topic to do for three weeks. One daughter chose dogs because she was passionate about them, even though we haven’t ever had one. She became a virtual “walking encyclopedia” about various breeds. She knew how big they are and the countries from which they originated. She constantly checked out library books about dogs, including titles on how to draw them. Her walls were covered with her sketches, original stories and collages of magazine pictures. For her birthday, I found the Dogs and Puppies Complete Identifier guide book featuring more than 170 breeds in full color photographs. As you can see, from this one interest, she learned reference skills, geography, math, literature, art, creative writing and alphabetization -- and she didn’t even know she was doing school work!   Later, she switched to other interests like music and British literature.

Literature: Include adventure stories in their literature selections, especially as they relate to a unit study. When we studied Australia, we read the first three books of Robert Elmer’s Adventures Down Under series, set in the 1800s. It didn't even seem like school time.

Seasons and themes: Plan art projects, literature, field trips, music, and cooking to enhance holidays, seasons and unit studies.  For example, at Christmastime you can plan an Advent Adventure unit by singing carols, baking cookies, making presents, and reading favorite Christmas poems and stories. For St. Patrick's Day, make green foods to eat, and read about the real St. Patrick.

Bookmaking and displays:  Let your children make an illustrated book or display to creatively summarize what they have learned about a topic. For tabletop projects, we might use three panel folding display board.

Creativity box: Fill an odds-and-ends box with spools, straws, craft sticks, cord, clothes pins, toilet paper tubes and other items for kids to make things of their own. Collect old small appliances for your young tinkerers to dismantle.     

Nature study: Go on nature walks and collect specimens to identify and observe. Are there any nature trails in your county? One of my sons, by age 11, was a nature lover and a talented photographer. He combined these two passions by taking pictures of birds and plants, then editing them on the computer and uploading them to his nature blog. He also recorded bird songs with our video camera. He extended this to academic studies by doing research on birds and their habitats, as well as making detailed pencil sketches. We equipped him by providing several high quality bird guides, including ones that have an audio component that plays bird calls for each page. The best thing we can do is give him plenty of time for this hobby!  This is a huge part of his science studies.

Field trips: Visit local sites such as a history museum, art museum, science center, wildlife refuge, botanical garden,  community theater, beach, etc. If you will be visiting a location often enough, consider getting an annual pass.

Clubs and Classes: Check out art and music instruction, social clubs, hobby clubs, drama groups, choruses, and other group opportunities.

Science experiments: Check out books from your library to find activities which are educational, entertaining, and fairly uncomplicated. Keep basic science exploration supplies on hand, such as magnifying glasses, magnets, and test tubes.

Gardening: Let them plant a garden. If you are a novice or have a black thumb, try buying mature plants instead of growing from seed.  This is also a time to build relationships with neighbors; if you see someone working outside and they have a great garden, ask for advice!  People are usually thrilled to share their expertise.

Pets: Get a class pet. Think through this decision carefully. With most pets, your commitment runs at least a few years. If your pet is unfriendly, your child may resent caring for it. If you choose a nocturnal animal such as a hamster, it might make noise at night and sleep through the day!  You can also choose temporary pets. Our kids keep a terrarium on the back porch ready to house lizards, frogs and other small critters they catch in the yard. They might keep them for a few hours or a few days and then let them go. I like this kind of pet best of all!  Our kids also loved keeping fish. They started out with small aquariums, learning a lot about different kinds and the care they need, and eventually worked up to a 50 gallon aquarium with convict cichlid fish in it. Some of the cichlids had hundreds of babies, which was especially fascinating to watch.

Games, puzzles and crafts: Try strategy and word games such as chess, Pente, Rummikub, Boggle, Scrabble, Twenty Questions, Concentration, etc. Let your child keep score to sharpen math skills, especially in Scrabble, where there is doubling and tripling. Find related games, puzzles, and crafts to supplement regular lessons. Teacher’s manuals and web sites sometimes include ideas for these, but you and your children can make up some of your own.

Group festivities: Participate in your support group’s science fair, history day, international festival, fine arts show, or other opportunities. If they don’t already offer these activities, why not volunteer to do it this year?

God's Grace in the Midst of Middle School Misery

GOD'S GRACE IN THE MIDST OF MIDDLE SCHOOL MISERY

by Virginia Knowles

8th grade

San Carlos, California.  April 1977.  I had just announced to my classmates that our family was moving to Baltimore.  A red headed chick named Kathleen burst out, “Yay!  Now we won’t have to pick her for our teams in gym class anymore!”  I have laughed about that many times since then, but there was also still a sting from the constant and cruel peer rejection that I suffered for so many years.  I’m sure many of you can relate.   Middle school kids can still be vicious.   Maybe this happened to you or maybe you treated other kids like that.  Middle school misery is real.

Well, I was one of those middle school outcasts.  I dressed and acted weirdly.  I talked too much.  I played chess at lunch time in the school library with the other outcast nerds, or we hung out at the nerd bench in the playground.  I had one dear Christian friend named Donna, a Jewish friend named Teresa, a Mormon friend named Kathleen, and a Chinese friend named Anni.  We were social rejects -- and it hurt!  So where is God's grace in “Yay! She’s out of here and good riddance!”

As I reflected on this a few years ago, the amazing truth suddenly dawned on me: How kind the Lord was to rescue me up out of that place and give me a fresh start!   I had been recently saved but didn't have a church to go to.   

Anne and I at my going away party

In his sweet sovereignty, God moved me all the way across the country to Baltimore to plant me in a nurturing church where folks loved me and discipled me.  They didn’t care whether I could play sports or not!   A sweet girl named Anne, who sat next to me in chorus class in my new school, invited me to church.  Her parents faithfully drove out of their way two or three times a week to come pick me up.   By the time I moved away two years later, I had a whole bunch of great Christian friends, and I could hold my own much better among my peers at school.   Most importantly, I now had a solid foundation in Scripture, prayer, and missions.

My sister Barb and brother John, with me in the middle

I also see how kind God was to birth klutzy little me into a creative family that skipped sports, dumped the TV for six years, and put heavy emphasis on books, writing, art, and music.  Those creative pursuits all still serve me well as a home school mom.  

Another benefit I received from my own childhood experience is an increased sensitivity to the middle school students in the co-op English class that I teach.   Each week, using literature, writing, logical thinking skills, and other language arts topics, I seek to give them solid life lessons to chew on.  I personally think it is vital in learning to treat others with dignity. 

I can now see how the Lord has redeemed my middle school misery for his glory.  Instead of rejection, I now see his Tender Loving Care.   

~*~*~

Virginia's note: I wrote this story many years ago, and plan to share it with my 7th-8th grade English students in our Providence Home Educators co-op in conjunction with the story of Joseph in Genesis.  Even if your children are entirely schooled at home and not in a classroom, I would encourage you to talk to them about accepting others, being welcoming and friendly, not being self-righteous with those who are different from them, etc.  And as adults, we too, should do the same, not just as an example to our children, but because there are hurting people out there who need an authentic friend --- someone to listen and love and not "fix" them.

Creator, Creation & Creativity

Creator, Creation & Creativity
An excerpt from The Real Life Home School Mom: It's a Life in Revision

As home school moms, we long to fill our children’s hearts and minds with good things! We are not just talking about behavioral rules or academic skills, but a thirst for beauty. We are right to focus on the cross and salvation as the foundation of our faith, but we also need to reverence the Lord as our Awesome Creator. Think back to Genesis about how our Lord marvelously called our world into existence. Paradise! Beauty! Purpose in life! Oh, how sin marred this ideal, but creation still points us to our Creator. In fact, Romans 1:18-20 says: “For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who by their unrighteousness suppress the truth. For what can be known about God is plain to them, because God has shown it to them. For his invisible attributes, namely, his eternal power and divine nature, have been clearly perceived, ever since the creation of the world, in the things that have been made.”

I think that part of introducing our children to spiritual things, to the realm of a Gracious God in their lives, begins with an appreciation for creation. We should give our children ample time to enjoy the splendors and the intricacies of the natural world. They should gain a sense of divine awe for the masterful design of geographical formations, plants, and animals. This can inspire us to worship the Lord! The same God who created all this created me, too! We didn’t evolve from pond slime. We were designed by an all-knowing all-powerful God who has a plan for our individual lives. There are myriad excellent resources to teach our children about creation versus evolution. The Incredible Creatures that Defy Evolution DVDs are a great example of this.  As home school families, let’s take full advantage of our right and privilege to use them.

I recently came across a book which expands on children, nature, creativity, imagination, a sense of wonder and mystery, the arts, and the heart far beyond whatever I could write here. Be sure to get a copy of Romancing Your Child’s Heart by Monte Swan. This is a masterful book on parenting, a must-read highly recommended by folks like Tedd Tripp (author of Shepherding a Child’s Heart), Dennis Rainey (Family Life Today), and Wade and Jessica Hulcy (authors of the KONOS curriculum). I was captivated from the start by Monte’s description of his own Wisconsin childhood, and parents who nurtured his love of nature and of creative tinkering, even though he struggled with traditional learning. The aimed for the heart – and they got it! Monte writes: “As we smell a wildflower in the springtime, watch a blazing sunset over the desert, or witness a thunderstorm on a sultry summer afternoon, beauty and drama capture our hearts. Is the wonder we feel the response He hoped for as He created these things? I'm confident that creation reveals another aspect of romance in God's heart. He's the first Quilter of prairies, the primer Painter of autumn colors, the archetypical Sculptor of the mountains, the master Composer of the whippoorwill's song, and the original Poet of grace and truth. And He has imprinted His creative image in human hearts. Burning curiosity, wonder at mystery, and the delight at finding a solution that makes order visible -- all these accompany creativity, giving us our fullest happiness and deepest satisfaction on earth."

Let’s go beyond nature study to more human endeavors. Our creative God, who made us in his image as creative beings, often reveals himself through the “common graces” of literature, art, music, and nature study. Charlotte Mason, the esteemed turn-of-the-century British educator who wrote much about home schooling, always urged parents to make the most of these, rather than merely dull dry paperwork. She envisioned children growing up wholesomely in the spiritual, emotional, mental, and physical realms of life. That’s what we want: true beauty, a keen aesthetic sense that so fills the soul that there is no room for the garbage our culture dishes up so liberally. The beauty I am talking about is not just “pretty stuff” for the eyes and ears. It is not devoid of pain and suffering. It is what transforms the soul toward the inner beauty of kindness and compassion – and that will mean exposure to the pathos of human existence. Our literature choices need to carefully reflect real life at the heart level. French archbishop Francis Fenelon wrote in 1687:

“Children filled with thoughts of their romantic heroes, become astonished when they look around in real life, and cannot discover a single person throughout the world bearing resemblance with their ideal hero. They would wish to live like those princes and princesses who are always charming, always adored, always above every care. What a disgust for them to descend from a hero and heroine, to the low detail and drudgery of taking care of a family. Children should be influenced by books that vividly portray life in all its trials and victories. Divine providence should echo throughout its pages. Characters who suffer wrongfully in a righteous manner, and display humble dispositions, will lay a secure foundation for the time when childhood may be stolen away; perhaps through the death of a loved one, sickness, or calamity. Children need informed instruction, and models of heroes and heroines of righteousness to fill their reserves for such a time. In literature as well as in history, God who doeth all things well, must be seen through the filter of His divine love and tender care of His children and as an avenger of all who harden their neck.”

Literature, art, music, nature study – these are so vital to “ignite the delight” in a child’s education! But they must be worthy! Philippians 4:8 tells us, “Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things.”

What is the learning atmosphere in our homes? Are they places where great books are read to one another in the evening (or at any other time), where lullabies and hymns are sung, where fine art books are contentedly browsed through on the couch, or where an older sister thinks to put on classical music so a tiny brother and sister can grow up with a bit of culture? We can have it if we choose it. Even if we don’t own all the resources we would like, we can always go to the library, or take a field trip to an art museum or a free concert in the community.

Beyond enjoying the creativity of other people, our hearts are nurtured when we create beauty, too! Art is not just another school subject. In whatever form it takes, it is a way of touching the heart, of being who God created us to be. We can affirm our children in their fledgling efforts at creativity. Each child has different talents and interests, but each one can find a niche or two. Whether it is a pennywhistle performance, a colored pencil drawing, a pattern block design, a piano minuet, a zany impromptu skit, a rollicking rhyme, a fragrant flower garden, or a tasty ethnic meal – may our lives be enriched by the abundant fruits of their creativity! We don’t expect perfection because we learn and improve as we go. We don’t want to squelch the desire with undue criticism. Our family once visited an Eric Carle exhibit at our local art museum. From an information panel on the wall, we learned that he was inspired in his vibrant artistry by a kindergarten teacher whose encouragement carried him through the rest of his dull years of education. How much will our words of affirmation mean to our children, for whom we will be primary teacher for so many years? Let’s aim for the heart with the arts!

If you still think that the creative arts are optional, ponder for a moment how they can be used for God’s glory within the church. Our children have sung in choirs and on the church worship team, acted in church musicals, painted sets and sewed costumes for Christmas productions, face painted for community outreaches, mimed on mission trips, helped out with kids’ crafts during a Mom’s Brunch and much more. Our church also has several talented young dancers who bless us during holiday services, musicals, and youth outreaches. I see so much hope for the future of the church knowing these young people are using their creative energies – in whatever form -- to minister to others. Think also of how dependent our culture is on the arts to communicate messages about life. If we want to be able to draw people to the Savior, we are going to have to raise up a generation skilled in relaying the Good News through the most effective, heart-reaching means. Let’s get them hooked on honoring God with their talents while they are young! This starts with giving them high quality examples to emulate in the books they read, the music they listen to, the art they look at, the movies they watch, and the people they meet. Choose well – you are laying a foundation for life.

Read, Reflect & Respond

Dear friends,

Here is the newest audio version of my workshop "The Real 3R's of Literature: Read, Reflect & Respond." This is from my presentation at the Books & Beyond 2010 conference in Orlando.

Read, Reflect & Respond

1. Life has a purpose! Reading has a purpose! Down with ignorance and apathy!
2. The discipline of reading, reflecting and responding helps us learn to think more deeply and relate to others more wisely. We are less likely to be duped and more likely to engage in real life. We will have something worthwhile to say in a conversation. We will be prepared to meet life challenges.
3. Reflecting and responding increases long-term retention of information, beyond the test.
4. Our response often includes practical application and action to transform our lives and culture.
5. Reading improves comprehension, logical thinking, creativity, writing skills, grammar, spelling, etc.
6. Reflective reading feeds the spirit and inspires our souls. Readers become leaders!
7. The reading, reflecting and responding stages overlap and can be simultaneous.
8. Research the Charlotte Mason method of education for more inspiration. Read The Charlotte Mason Primer by Karen Andreola and check out www.JeannieFulbright.com/CharlotteMason.html.
9. Use the RR&R techniques for art, music, movies, nature study, sermons, and life experiences.

Mom Tip! You need this as much as your children do! Are you feeding your mind and your spirit so you can keep up with the many overwhelming demands of life? Are you going deep or just trying to get through the surface stuff? Take time to read, reflect, and respond -- and set the example for your kids!

A few little quotes to amuse and inspire…

"Outside of a dog, a book is a man’s best friend. Inside of a dog, it’s too dark to read.”
Groucho Marx

“The man who does not read good books has no advantage over the man who can’t read them.”
Mark Twain

“When I get a little money, I buy books; and if any is left, I buy food and clothes.”
Erasmus

“The book to read is not the one which thinks for you, but the one which makes you think. No book in the world equals the Bible for that.” McCosh

READ

♥ Choose carefully! Books can make a deep and lasting impression, so avoid exposure to much “twaddle” that dulls or pollutes the mind. Reading for amusement and relaxation is fine, but be careful.

♥ Create a literature-rich environment with a well-stocked home library.

• Kinds of reading: academic, pleasure or personal interest, skills, devotional, etc.
• Formats: books, newspapers, magazines, web sites, blogs, books on CD or DVD
• Genres: Scripture, realistic modern fiction, historical fiction, fairy tale, sci-fi, romance, mystery, poetry, song lyrics, plays, art, biography, history, science, how to, self-improvement, essays, etc.

♥ A variety of genres enhances and balances. When studying a historical period, read novels, biographies, key documents, and poetry. Listen to music and speeches. Watch a movie or documentary.

♥ Help your children select books or do it for them.

• Selecting good books takes a little research and a lot of discernment.
• Check book lists and ask for recommendations from people you trust.
• Click on “inside the book” at www.ChristianBook.com or www.Amazon.com to read a chapter.
• Do a web search on the author’s name or the book’s title to see what others say about it.
• Stock a special bookcase with parent-approved, interesting books for your kids to choose.
• Share your favorites with your children! Introduce a book like a friend.

♥ Evaluate reading choices by pre-screening from front to back.

• Is it wholesome, age-appropriate, and highly recommended? Newbery & Caldecott books are a good starting point, but check each title yourself to see if it is appropriate for your child.
• Is it accurate and fair, without being too simplistic or overly biased?
• Is it interesting, well written, and thought provoking? What is quality of the illustrations?
• Is the author reliable? (Your children may want to read his/her other books later.)
• Is this the right book for right now? Is it worth the time it will take to read, reflect and respond?

♥ Choose a mode of reading. You can alternate between these during a single book.

• Parent reading aloud to child: allows instant interaction about content, models proper speech
• Child reading aloud: same benefits as above, plus personal practice with pronunciation and inflection
• Reading independently – in one sitting or over a period of time (check in to see if they need help)
• Reading independently but with periodic parental discussion or group interaction

♥ Encourage pre-reading preparation. Before reading, encourage your child to browse quickly, ask questions and make predictions. Preview any study guide questions before you read.

♥ Give plenty of time to read, in a quiet and comfortable setting.

♥ Read with pencil and paper handy!

“Children well educated, who employ their minds on serious subjects, have, for the most part, but an ordinary share of curiosity; what they know gives them a sovereign contempt for many things they wish not to know. They see the emptiness and futility of the many things which the idle and the ignorant pursue with so much eagerness and passion. Children ill instructed, and not accustomed to application, have wandering imaginations. For the want of solid nourishment to the mind, their curiosity turns towards objects which are vain and dangerous. Those who have wit often become conceited, and read books which nourish their vanity; they become passionately fond of romances, comedies, and novels, which silently instill into their unguarded breasts the poison of profane love. These imaginary adventures render their minds visionary, in accustoming them to the strained sentiments of vain romantic heroes. Children filled with thoughts of their romantic heroes, become astonished when they look around in real life, and cannot discover a single person throughout the world bearing resemblance with their ideal hero. They would wish to live like those princes and princesses who are always charming, always adored, always above every care. What a disgust for them to descend from a hero and heroine, to the low detail and drudgery of taking care of a family. Children should be influenced by books that vividly portray life in all its trials and victories. Divine providence should echo throughout its pages. Characters who suffer wrongfully in a righteous manner, and display humble dispositions, will lay a secure foundation for the time when childhood may be stolen away; perhaps through the death of a loved one, sickness, or calamity. Children need informed instruction, and models of heroes and heroines of righteousness to fill their reserves for such a time. In literature as well as in history, God who doeth all things well, must be seen through the filter of His divine love and tender care for His children and as an avenger of all who harden their neck.” Francis Fenelon, 1685, in Education of a Child: The Wisdom of Fenelon, published by Lamplighter.

Mom Tip! What books are you reading now? What do you want to read soon? Write a list! You might choose a variety, including books about spiritual life, marriage, parenting, home education, homemaking, cooking, crafts, social justice issues, historical fiction, etc. Download free Christian classics on-line at www.ccel.org.

REFLECT

“Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” Francis Bacon

Study questions should require critical thinking, not just factual recall. More advanced questions will require a synthesis (combining) of information from different parts of the book. Go beyond the questions in a text book!

Background:

• What kind of book is this and why am I reading it right now?

• What is the significance of the title or cover art?

• What is the author’s life background and worldview? What did he or she want to communicate?
• What is the author’s tone in this book (upbeat, harsh, relaxed, urgently persuasive, funny, reverent, etc.)?

• When and where was the book written, and under what life circumstances, such as war?

Character, Setting, Plot & Style:

• What universal themes, such as courage, pride, justice, greed, honesty, or jealousy, are woven into this book? Which one is most prevalent? What can I learn that is applicable to my own life?

• What perspective can I gain about these themes from this time period, culture, and worldview?
• Which character reminds me most of myself? What would I have done if I were that character?
• Which characters are dynamic (developing & maturing) or static (unchanging)? How do main characters learn/grow from events in the story? How do their values, fears, motives, or conflicts change?

• Are the characters believable? What flaws do the “heroes” exhibit? What virtues do the “villains” exhibit? (In simplistic stories, good and evil are more clearly demarcated for young minds. Books for more mature readers show the realistic nuances of authentic human behavior and attitudes.)

• How would the story be different if written from a different character’s perspective or in another setting?

• Do the characters speak in the same manner as I do? Are any special accents, idioms or dialects used?

• What are the main events in this story? How does the plot rise, fall and twist? Do this a chapter at a time, and then for the whole book at the end.

• How is cause-and-effect used in this story, especially in consequences for actions?

• What symbolism is used? What does it mean? Is the symbolism effective, understandable & significant?

• What other Biblical, literary or historical references are made in this book?

• Are there any words that I don’t fully understand and need to look up in a dictionary?

• How does sensory detail (what I vicariously see, hear, smell, taste, and feel) put me “on the scene”?

• Does this book use flashbacks or drop hints about what might happen in the future?

• Can I follow the clues and make predictions? Is the outcome too predictable or contrived?

• Does the outcome give a sense of closure, or is it unsettling or confusing?

Discernment & Application:

• How does this information fit in with what I already know (or think I know)?

• Humility is needed! We don’t know everything about the topic just because we’ve read a book or two.

• Is what I am reading essentially true or in agreement with Scripture? (Obviously, no other book is perfect!)

• Does this information contain logical fallacies or propaganda? Does it represent opinions as being hard facts?

• Does this reading challenge my assumptions or stretch my perspective? Is this good or not?

• What should I accept or reject from it? What do I need to fully absorb or apply?

• Is this book what I expected? Did it answer any burning questions for me?

Aids in the reflection phase:

• References: Bible, dictionary, encyclopedia, map, timeline, history/science text, commentaries, Google

• Published study guides (Progeny, Five in a Row, or Glencoe) or parent-written study questions
• Personal conversations, interviews with experts, discussion groups, literature classes, on-line forums

• Journal to take notes, ask questions, and make comments as you read. I like a notebook or composition book.

• Field trip related to story: art or history museum, zoo, bird sanctuary, horse riding, ethnic restaurant

Mom Tip! Are you truly thinking about what you are reading or putting your brain on auto-pilot? Does your reading motivate and inspire you? Does it make you draw in your breath or furrow your brow?

RESPOND

Communication Responses (Oral, Written & Artistic)

• Talk about it! This could be as you read or after you finish. You can do this as a parent and child, as a whole family, or as a discussion group. Give a short “book talk” to introduce it to a friend or a group.

• Read it aloud to someone, with expression, different character voices and sound effects.

• Recite or write a passage from memory. This is especially good for poetry, Scripture, and famous speeches.

• Do an informal oral or written narration, telling it back in your own words.

• Prepare a short formal presentation to teach to your siblings or friends using a poster or Powerpoint.

• Copy key quotes into your journal, along with your reflective comments and questions. These journals can become lifetime treasures! Or make a quote book.

• Copy it in your best handwriting, illustrate it, and give it as a gift. This is especially appropriate for poetry, Scripture, and short quotes.

• Summarize the main events or points either in a paragraph or a list.

• Write a complete, unbiased pro/con list about an issue as if you are investigating a potential decision.

• Rebut an argument or stage a full debate on an issue.

• Do a character analysis or compare & contrast characters or events within the story.

• Write a journal entry for one of the characters telling an event or feelings from his/her perspective.

• Write a short fable with a moral. Or, if you are reading a Bible passage, write a short story about it.

• Pick a book that you think one of the characters might enjoy and tell why.

• Give the story a different ending and/or write a sequel to the story.

• Compare and contrast a theme in this book with the same one in another book.

• Write an essay about the themes as they relate to Scripture.

• Write a book review and design a book jacket.

• Write a blog post or a personal letter to a friend about it. Include digital art or your own pictures.

• Write an imaginary letter to a story character to share your advice or express admiration.

• Write a letter to the author with your comments.

• Write a letter to the editor of a newspaper or magazine about how the issues in it relate to current events.

• Give a speech about the themes in it.

• Attempt to emulate the style of writing by writing a similar story or essay.

• Write a poem, song, or creative story about the key themes.

• Turn the story into a play. You can produce it, film it, and then edit it using Windows Moviemaker.

• Write questions and answers for a trivia game (like Jeopardy) or design a board game.

• Draw a picture, diagram, map, or illustrated timeline.

• Make a 3D sculpture, diorama, mobile, or collage.

• Make a costume or doll clothes that one of the characters may have worn.

Mom Tip! Practice your own speaking and writing skills! Start responding to what you read and then sharing it with your family and your friends. This is also an effective way to share your faith. What kind of person are you becoming in response to your reading? Start a reading journal today!

Application Responses

Decide on an appropriate action in response to a character’s example or an author’s persuasion – and then do it!

• Reach out to someone who is lonely or give help to someone who is needy.

• Make your voice heard about an important cause.

• Ask forgiveness of someone you have offended or forgive someone who has offended you.

• Break a bad habit and start new wholesome ones to replace it.

• Work harder at doing what you already know to attain a personal goal.

• Learn a new skill mentioned in the book, such as cooking, sewing, wood carving, nature collecting, camping. Find project instructions in library books or on Google. Many book series have their own cookbooks.

“Committing a great truth to memory is admirable;

committing it to life is wisdom.”

William A. Ward

How to Feed a Brain Every Day

Dear friends,

I love the Holy Experience blog by Canadian Ann Voskamp. Today her post is full of links for web sites that post daily educational goodies like spelling quizzes, geography facts, poems, writing prompts, bird pictures, classical musical, today in history, Biblical art and so much more.
She notes that this was her kids' "go-to" list when she was busy with another child.

How to Feed a Brain Every Day (Daily Links for Hungry Minds)
http://www.aholyexperience.com/2009/08/how-to-feed-brain-everyday-daily-links.html

While we're at it, you may as well feast on a foundational home schooling piece she posted last year, Seven Daily Rungs. I need to reread it myself!
http://www.aholyexperience.com/2008/01/seven-daily-rungs.html

Blessings,
Virginia Knowles

Do It Well, But Keep It Humble

Dear friends,

If you're linking in from Lisa Stump's Wildflower Academy blog and looking for the article "Do It Well, But Keep It Humble" you can find it on my main blog here: http://virginiaknowles.blogspot.com/2009/08/do-it-well-but-keep-it-humble.html

Blessings,
Virginia

The Entire Object of True Education

The Entire Object of True Education
by John Ruskin

The entire object of true education is to make people
not merely to do the right things, but to enjoy them;
not merely industrious, but to love industry;
not merely learned, but to love knowledge;
not merely pure, but to love purity;
not merely just, but to hunger and thirst after justice.

John Ruskin, 1819-1900
English writer, art critic, professor, reformer