Driving home from the park today Sparkle composed the first stanza of the following poem. She scribbled it on the back of an old receipt. After we got home she immediately copied it over to her poetry book and added the remaining lines. I have taken the liberty to correct spelling and punctuation.
***********
God's Love
***********
God's love, God's love is everywhere.
It blows past you within the air.
God's love, God's love is in your heart,
And of all of it, you're a special part.
God's love wrapped round you like a shawl
Comforts you when you want to bawl.
The chilling overwhelming sadness
Will suddenly disappear,
And you will feel true love, the feeling that is beautifully clear.
***********
Sparkle drew a picture to go with the poem: a girl with black hair and a pink dress surrounded by floating hearts.
Wednesday, March 30, 2011
Tuesday, March 29, 2011
Sparkle's timeline
Sparkle has been going through Mary Daly's textbook, First Timeline for history this year. Each week she makes a new index card for the current section. Today we laid out all the cards that she's made so far and they fill the front hallway. We still have about two more months to finish the book.
Monday, March 28, 2011
Schoolish stuff
We work on new memory work at our morning meeting. Each of us reads or recites her piece until it is memorized. Glitter is currently working on a poem (that she picked out) and Sparkle is working on the stations of the cross for Lent.
In math lesson, I formally introduced Glitter to the concept of a hundred. Glitter built 1, 10, and 100 on each of three abacuses and labeled each with the appropriate place value card.
I accidentally deleted the picture of Glitter with the abacuses above, so here is Glitter with her note reading flashcards.
In math lesson, I formally introduced Glitter to the concept of a hundred. Glitter built 1, 10, and 100 on each of three abacuses and labeled each with the appropriate place value card.
I accidentally deleted the picture of Glitter with the abacuses above, so here is Glitter with her note reading flashcards.
Sunday, March 20, 2011
ridiculous requirements
I'm strict when it comes to school. Here's some of the more ridiculous things I insist upon.
- Name and date on all school work. Even papers that are headed for the recycle bin as soon as we are done discussing them.
- Memory work every day of the week, including Saturday and Sunday.
- You're not done with a subject until you put away all of your books and supplies for that subject, including your pencil.
- Any of the following can cause a math problem to be wrong. Missing labels (e.g. inches, feet, dollars). Not clearly indicating the answer, especially in word problems.
- If you get too many math problems wrong, you have to explain *every* problem in the set.
- Handwriting and spelling are important as soon as you are capable of forming letters.
- You are responsible for finding your own pencil and making sure that it is sharp and has a decent eraser. I, however, am free to use your pencil when discussing your work.
- If you want me to come see something, you have to tell me what it is first so I can decide if it is worth getting off my duff. (Okay, so this is really to help Glitter develop her verbal skills.)
On the other hand, I do have my more lenient moments.
- You can avoid school work if it is close to lunch time by cooking lunch for the family.
- If you act angelically when we are at an outing, I'll probably forget that we still have school to do when we return home.
- Everyone is allowed to read a book at lunchtime. (Unless another adult is around, I gave up on lunchtime conversation years ago.)
- Name and date on all school work. Even papers that are headed for the recycle bin as soon as we are done discussing them.
- Memory work every day of the week, including Saturday and Sunday.
- You're not done with a subject until you put away all of your books and supplies for that subject, including your pencil.
- Any of the following can cause a math problem to be wrong. Missing labels (e.g. inches, feet, dollars). Not clearly indicating the answer, especially in word problems.
- If you get too many math problems wrong, you have to explain *every* problem in the set.
- Handwriting and spelling are important as soon as you are capable of forming letters.
- You are responsible for finding your own pencil and making sure that it is sharp and has a decent eraser. I, however, am free to use your pencil when discussing your work.
- If you want me to come see something, you have to tell me what it is first so I can decide if it is worth getting off my duff. (Okay, so this is really to help Glitter develop her verbal skills.)
On the other hand, I do have my more lenient moments.
- You can avoid school work if it is close to lunch time by cooking lunch for the family.
- If you act angelically when we are at an outing, I'll probably forget that we still have school to do when we return home.
- Everyone is allowed to read a book at lunchtime. (Unless another adult is around, I gave up on lunchtime conversation years ago.)
Saturday, March 19, 2011
Science Museum
The week before spring break was our last science museum day for the school year. It was crowded: 1700 kids were registered for field trips!
We spent most of the morning holed up in the basement avoiding the crowds. Glitter and I joined Sparkle to visit the butterfly exhibit.
The afternoon was amazing. We went to see the Texas exhibit. Early in the morning I saw our favorite docent and mentioned that we'd be at the exhibit around 1pm. He said that he'd try to meet our group there. Sure enough, a few minutes after we entered the exhibit, he showed up. Then he stayed with our group for TWO HOURS pointing out cool parts of the exhibit and filling the kids in on the back story. He pulled out box after box of artifacts from the touch cart for kids to feel and talk about. My kids who normally flit through the exhibits like the butterflies we had seen earlier paid attention to his descriptions and ask questions that showed they were actually paying attention. What an amazing learning experience.
We spent most of the morning holed up in the basement avoiding the crowds. Glitter and I joined Sparkle to visit the butterfly exhibit.
The afternoon was amazing. We went to see the Texas exhibit. Early in the morning I saw our favorite docent and mentioned that we'd be at the exhibit around 1pm. He said that he'd try to meet our group there. Sure enough, a few minutes after we entered the exhibit, he showed up. Then he stayed with our group for TWO HOURS pointing out cool parts of the exhibit and filling the kids in on the back story. He pulled out box after box of artifacts from the touch cart for kids to feel and talk about. My kids who normally flit through the exhibits like the butterflies we had seen earlier paid attention to his descriptions and ask questions that showed they were actually paying attention. What an amazing learning experience.
Nature Center
Kids had fun digging in the dirt and pond scum at the Spring Break Open House at the new nature center near our neighborhood. Some of what we saw: shrimp, dragonfly nymph, minnows, red eared slider turtle, bluebirds, rabbit scat, deer tracks, worms, coyote tracks, squirrel tracks, dog tracks, fire ants, and blackberry flowers.
Doing crafts at the booths at the entrance of the nature center.
Crow track. Note the three forward-pointing toes and the hole for the backward pointing claw.
Deer track
The guide recognized us from when he used to work at the gardens where we take our nature walks.
I'm training Glitter early to put her name and date on her paperwork.
Squirrel.
Leg bone from a deer.
Scooping pond scum.
A shrimp.
A minnow.
Red eared slider turtle.
Doing crafts at the booths at the entrance of the nature center.
Crow track. Note the three forward-pointing toes and the hole for the backward pointing claw.
Deer track
The guide recognized us from when he used to work at the gardens where we take our nature walks.
I'm training Glitter early to put her name and date on her paperwork.
Squirrel.
Leg bone from a deer.
Scooping pond scum.
A shrimp.
A minnow.
Red eared slider turtle.
Sewing, sewing, sewing
Sewing, sewing, sewing 6+ yards of slippery, white fabric. That's what my spring break has been like.
I'm working on a first communion dress for Sparkle. Sparkle originally wanted a store-bought dress, but then she found out that the only way she could get an affordable ankle-length dress was for me to make it.
This dress is probably the most difficult sewing project that I have ever taken on. I usually work with cotton fabric with is easy to cut, sticks in place with few pins, and frays only a little. This slippery fabric requires tons of pins, when cutting and when sewing, because it shifts so much. The raw edges fray constantly, requiring stay stitching and basting, which I seldom do. The dress is also fully lined, which is practically equivalent to making two dresses.
I'm afraid that the girls won't have as pleasant memories of making this dress as I would like. I'm constantly telling them to not touch anything -- the fabric, the pins, the scissors, etc. Although I insisted on washable fabric, white does not take kindly to hands that were recently making mud pies.
On the other hand, the girls have been collecting all of the scraps and oohing and aaahing over them. Sparkle's face shines whenever I call her over to try on a piece. Glitter likes to put pins in the scraps and she has even commented that she wants me to save the dress so that she can wear too when it's time for her first communion. Poor girl. She doesn't know that she'll be way too short for this dress.
I'm working on a first communion dress for Sparkle. Sparkle originally wanted a store-bought dress, but then she found out that the only way she could get an affordable ankle-length dress was for me to make it.
This dress is probably the most difficult sewing project that I have ever taken on. I usually work with cotton fabric with is easy to cut, sticks in place with few pins, and frays only a little. This slippery fabric requires tons of pins, when cutting and when sewing, because it shifts so much. The raw edges fray constantly, requiring stay stitching and basting, which I seldom do. The dress is also fully lined, which is practically equivalent to making two dresses.
I'm afraid that the girls won't have as pleasant memories of making this dress as I would like. I'm constantly telling them to not touch anything -- the fabric, the pins, the scissors, etc. Although I insisted on washable fabric, white does not take kindly to hands that were recently making mud pies.
On the other hand, the girls have been collecting all of the scraps and oohing and aaahing over them. Sparkle's face shines whenever I call her over to try on a piece. Glitter likes to put pins in the scraps and she has even commented that she wants me to save the dress so that she can wear too when it's time for her first communion. Poor girl. She doesn't know that she'll be way too short for this dress.
Monday, March 14, 2011
Sunday fun
The kids were playing in the backyard yesterday while daddy was out of town. Suddenly I hear a shriek and the girls come barreling into the house. Glitter is crying and covered in dirt. Sparkle babbles that Glitter was bit by a spider.
After Glitter is cleaned off and calmed down I try to figure out what happened. Sparkle finally admits that she didn't see what bit Glitter. At first Glitter thinks that she smashed the spider on her leg, but there were no spider parts on her leg. Eventually Glitter comes to the conclusion that she was bit by a round black spider in the rocks. Gulp. I can sense Sparkle about to toss out ideas on what the spider might have been, and I abruptly cut her off and tell her not to give her sister any ideas.
I refuse to let Sparkle say anything more on the matter, as she didn't actually witness anything. Sparkle has read far too much about bugs and her fertile imagination is working overtime. I don't want Glitter getting any more worked up than she is already. I have the girls take me outside where Glitter got bit. Glitter fearlessly poses on the rocks exactly as she had been. I poke around the dirt and rocks with a trowel, but only turn up some rolly-pollies. I can't even find a shred of torn spider web. Sparkle now announces that she also was bit -- but by an ant, not a spider.
We go back inside and I look up spider bites on the internet. The vast majority of spider bites are harmless. Even the toxin from venomous spiders isn't much when spread throughout an adult body. But, but, but, Glitter is such a tiny person, and she said it was a round black spider, and it's Sunday, and Wander isn't home, and, and, and, and ....
I give Glitter a hug and have her put StingEZ on the developing bump. I tell both girls to stay inside the rest of the day. Glitter runs off to play. The hours creep by and Glitter doesn't appear to give her "spider bite" any further thought. The next day it is spring break, and both girls seem to have forgotten the incident.
After Glitter is cleaned off and calmed down I try to figure out what happened. Sparkle finally admits that she didn't see what bit Glitter. At first Glitter thinks that she smashed the spider on her leg, but there were no spider parts on her leg. Eventually Glitter comes to the conclusion that she was bit by a round black spider in the rocks. Gulp. I can sense Sparkle about to toss out ideas on what the spider might have been, and I abruptly cut her off and tell her not to give her sister any ideas.
I refuse to let Sparkle say anything more on the matter, as she didn't actually witness anything. Sparkle has read far too much about bugs and her fertile imagination is working overtime. I don't want Glitter getting any more worked up than she is already. I have the girls take me outside where Glitter got bit. Glitter fearlessly poses on the rocks exactly as she had been. I poke around the dirt and rocks with a trowel, but only turn up some rolly-pollies. I can't even find a shred of torn spider web. Sparkle now announces that she also was bit -- but by an ant, not a spider.
We go back inside and I look up spider bites on the internet. The vast majority of spider bites are harmless. Even the toxin from venomous spiders isn't much when spread throughout an adult body. But, but, but, Glitter is such a tiny person, and she said it was a round black spider, and it's Sunday, and Wander isn't home, and, and, and, and ....
I give Glitter a hug and have her put StingEZ on the developing bump. I tell both girls to stay inside the rest of the day. Glitter runs off to play. The hours creep by and Glitter doesn't appear to give her "spider bite" any further thought. The next day it is spring break, and both girls seem to have forgotten the incident.
Saturday, March 12, 2011
Earthquakes and Math Manipulatives
This morning I found a new use for my math manipulatives.
I got to explain the Richter scale by dropping Bask 10 blocks and DecimalMods on the kids.
3 on the Richter Scale = DecimalMod Tile
I explain that a 3 on the Richter Scale is the smallest level that people normally feel. I drop the DecimalMod tile on Sparkle's back and she barely feels it.
4 on the Richter Scale = Base 10 Unit Cube
I drop the tiny cube on Sparkle and she giggles.
5 on the Richter Scale = Base 10 Rod
I drop the rod on Sparkle and she says, "ouch" with a laugh.
6 on the Richter Scale = Base 10 Flat
Sparkle crouches down and I remind her to cover her neck with her hands. I drop the flat on her back and she says, "OWWW."
7 on the Richter Scale = Base 10 (Large) Cube
Sparkle's eyes bug out, even though I promise that I won't drop it on her.
8 on the Richter Scale = Imaginary Giant Rod
Sparkle imagines a rod of ten large cubes.
9 on the Richter Scale = Imaginary Giant Flat
I show Sparkle the large cube and a flat. I explain that a 9 would be a flat if each of the tiny cubes in a flat were the size of the large cube. Compared to the DecimalMod tile, this imaginary giant flat is the relative scale of the earthquake in Japan.
I got to explain the Richter scale by dropping Bask 10 blocks and DecimalMods on the kids.
3 on the Richter Scale = DecimalMod Tile
I explain that a 3 on the Richter Scale is the smallest level that people normally feel. I drop the DecimalMod tile on Sparkle's back and she barely feels it.
4 on the Richter Scale = Base 10 Unit Cube
I drop the tiny cube on Sparkle and she giggles.
5 on the Richter Scale = Base 10 Rod
I drop the rod on Sparkle and she says, "ouch" with a laugh.
6 on the Richter Scale = Base 10 Flat
Sparkle crouches down and I remind her to cover her neck with her hands. I drop the flat on her back and she says, "OWWW."
7 on the Richter Scale = Base 10 (Large) Cube
Sparkle's eyes bug out, even though I promise that I won't drop it on her.
8 on the Richter Scale = Imaginary Giant Rod
Sparkle imagines a rod of ten large cubes.
9 on the Richter Scale = Imaginary Giant Flat
I show Sparkle the large cube and a flat. I explain that a 9 would be a flat if each of the tiny cubes in a flat were the size of the large cube. Compared to the DecimalMod tile, this imaginary giant flat is the relative scale of the earthquake in Japan.
Friday, March 11, 2011
Math word problems
This morning Sparkle made up some math word problems for Glitter over breakfast.
Sparkle: Sam and Lisa have ten bars. If Sam has five bars, how many does Lisa have?
Glitter: Five!
Sparkle: Sam has ten balls. These are the same people. Sam has ten balls. Lisa has five balls. If Sam gives Lisa two balls, how many balls will Lisa have?
Glitter: Seven!
Sparkle: Okay, Sam has eight cards. Oh, no cars. Sam has eight mini-cars. Oooh shoes! Sam has eight pairs of shoes. Lisa has ten pairs of shoes. If Sam gives Lisa two pairs of shoes, how many pairs of shoes will Lisa have?
Glitter: Ten-two.*
Sparkle: Very good.
I'm quite impressed that Sparkle knows Glitter's abilities well enough to design problems that she can actually solve.
* "Ten-two" is the way my math program teaches how to think of 12.
Sparkle: Sam and Lisa have ten bars. If Sam has five bars, how many does Lisa have?
Glitter: Five!
Sparkle: Sam has ten balls. These are the same people. Sam has ten balls. Lisa has five balls. If Sam gives Lisa two balls, how many balls will Lisa have?
Glitter: Seven!
Sparkle: Okay, Sam has eight cards. Oh, no cars. Sam has eight mini-cars. Oooh shoes! Sam has eight pairs of shoes. Lisa has ten pairs of shoes. If Sam gives Lisa two pairs of shoes, how many pairs of shoes will Lisa have?
Glitter: Ten-two.*
Sparkle: Very good.
I'm quite impressed that Sparkle knows Glitter's abilities well enough to design problems that she can actually solve.
* "Ten-two" is the way my math program teaches how to think of 12.
Wednesday, March 9, 2011
Crown of Thorns
We started the tradition of a Lenten crown of thorns a couple of years ago. Every time the girls make a sacrifice, they get to pull out a thorn.
This year I decided to do a reusable crown of thorns, instead of a salt dough one. The toothpick thorns are much easier to remove, and they can be replaced if taken out under false pretenses. I'm pleased with it.
This year I decided to do a reusable crown of thorns, instead of a salt dough one. The toothpick thorns are much easier to remove, and they can be replaced if taken out under false pretenses. I'm pleased with it.
Saturday, March 5, 2011
Math Handshaking Game
Last week Glitter played the handshaking game for her math lesson.
Because we don't have ready access to ten people, we used dolls. Each doll represents one number. Here's the cast of characters:
1: Clair
2: Mad Hatter
3: Julie
4: Baby Baby
5: Ethan
5: Purple haired doll
6: Bonnie
7: Elizabeth
8: Little Red Riding Hood
9: Julie
(Yes, I know all the dolls' names. The purple haired doll doesn't have a name.)
The object of the game is to go through the combinations that make 10. 1 shakes hands with 9, 2 shakes hands with 3, 4 shakes hands with 6. 5 shakes hands with 5, 6 shakes hands with 4, 7 shakes hands with 3, 8 shakes hands with 2, and 9 shakes hands with 1. All of the numbers, except the 5's, shake hands twice. The 5's shake hands only once.
Sparkle controlled the dolls for 1-5 and Glitter controlled the dolls for 5-9.
Because we don't have ready access to ten people, we used dolls. Each doll represents one number. Here's the cast of characters:
1: Clair
2: Mad Hatter
3: Julie
4: Baby Baby
5: Ethan
5: Purple haired doll
6: Bonnie
7: Elizabeth
8: Little Red Riding Hood
9: Julie
(Yes, I know all the dolls' names. The purple haired doll doesn't have a name.)
The object of the game is to go through the combinations that make 10. 1 shakes hands with 9, 2 shakes hands with 3, 4 shakes hands with 6. 5 shakes hands with 5, 6 shakes hands with 4, 7 shakes hands with 3, 8 shakes hands with 2, and 9 shakes hands with 1. All of the numbers, except the 5's, shake hands twice. The 5's shake hands only once.
Sparkle controlled the dolls for 1-5 and Glitter controlled the dolls for 5-9.
Thursday, March 3, 2011
Rant (piano / multiple methods)
Sparkle and Glitter just started taking piano lessons at the end of January, a little over a month ago. Their first lessons were gentle and slow, but in the last two lessons their teacher has really raised the bar.
The teacher has Sparkle in *THREE* different method books. Not just different practice/technique/theory books, but books from three totally different methods. This week, Sparkle is to practice 3 old songs (multiple times each), work on 1 new song, and "do as much as she can" in *two* different note reading books. It takes us over half an hour to get through all of it every day, and we're barely touching the note-reading books.
Glitter started with a 15 minute lesson, as she started at 4 years old. However, her teacher now wants her to do a full 30 minute lesson. Eek. Thankfully I won't have to buy any additional books for her since she can use the same books as Sparkle.
I'm all for using multiple programs for a single subject. I totally understand that each program has its strengths and different methods complement each other. I use two different math programs and I mix and match from multiple English programs. But isn't *3* piano methods for a 7 year old with only a month of formal lessons a little excessive?
The teacher has Sparkle in *THREE* different method books. Not just different practice/technique/theory books, but books from three totally different methods. This week, Sparkle is to practice 3 old songs (multiple times each), work on 1 new song, and "do as much as she can" in *two* different note reading books. It takes us over half an hour to get through all of it every day, and we're barely touching the note-reading books.
Glitter started with a 15 minute lesson, as she started at 4 years old. However, her teacher now wants her to do a full 30 minute lesson. Eek. Thankfully I won't have to buy any additional books for her since she can use the same books as Sparkle.
I'm all for using multiple programs for a single subject. I totally understand that each program has its strengths and different methods complement each other. I use two different math programs and I mix and match from multiple English programs. But isn't *3* piano methods for a 7 year old with only a month of formal lessons a little excessive?
Tuesday, March 1, 2011
More YA literature
This is going to be another rambling post. If you haven't read the books I refer to, and probably even if you have, this post will be utter nonsense.
So reading "The Hunger Games" trilogy led me to another dystopian series, the "Uglies" books. Watching "North & South" led me to another BBC adaptation of a classic work, "Jane Erye." Just as I found the similarities between "The Hunger Games" and "North and South," I am finding similarities between "Uglies" and "Jane Erye."
Both stories play on the same themes. Physical beauty. Longing for an intellectual peer. Beauty vs. brains. Creating a personal identity apart from society.
Both stories also celebrate the power of the individual to raise her circumstances through sheer personal effort, although both heroines had help. Jane had an excellent role model in Helen Burns, but Jane transformed herself from a wild, passionate child into a moral, dedicated, resourceful individual by herself. Tally was led over the edge by Shay, but she reached Smoke by herself, an unprecedented event. Tally also managed to "cure" herself with little more than a placebo. Both are "rescued" at low points. Jane by the Rivers, Tally by the Smokies. Both ultimately transcend those helpers. Jane rejects St. John. Tally delivers her manifesto at the end of Specials.
Both heroines have boy trouble. Jane (ugly) falls in love with Rochester (ugly), but a secret from his past (Bertha) separates them. Tally (ugly) hooks up with David (ugly) but then a secret from her past(Dr. Cable) separates them. Jane meets St. John (pretty), but their relationship fails because he is cold. Tally meets Zane, but their relationship fails because he ends up with brain damage. In the end, Jane & Rochester get together, equals in intellect, beauty, and passion. In the end, Tally and David get together, equals in intellect, extremes in beauty (ugly/special), and their estrangement from society.
So reading "The Hunger Games" trilogy led me to another dystopian series, the "Uglies" books. Watching "North & South" led me to another BBC adaptation of a classic work, "Jane Erye." Just as I found the similarities between "The Hunger Games" and "North and South," I am finding similarities between "Uglies" and "Jane Erye."
Both stories play on the same themes. Physical beauty. Longing for an intellectual peer. Beauty vs. brains. Creating a personal identity apart from society.
Both stories also celebrate the power of the individual to raise her circumstances through sheer personal effort, although both heroines had help. Jane had an excellent role model in Helen Burns, but Jane transformed herself from a wild, passionate child into a moral, dedicated, resourceful individual by herself. Tally was led over the edge by Shay, but she reached Smoke by herself, an unprecedented event. Tally also managed to "cure" herself with little more than a placebo. Both are "rescued" at low points. Jane by the Rivers, Tally by the Smokies. Both ultimately transcend those helpers. Jane rejects St. John. Tally delivers her manifesto at the end of Specials.
Both heroines have boy trouble. Jane (ugly) falls in love with Rochester (ugly), but a secret from his past (Bertha) separates them. Tally (ugly) hooks up with David (ugly) but then a secret from her past(Dr. Cable) separates them. Jane meets St. John (pretty), but their relationship fails because he is cold. Tally meets Zane, but their relationship fails because he ends up with brain damage. In the end, Jane & Rochester get together, equals in intellect, beauty, and passion. In the end, Tally and David get together, equals in intellect, extremes in beauty (ugly/special), and their estrangement from society.
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