We are officially in the homestretch of Challenge A. We have just 3 short weeks left before our final exams, so let's be diligent and finish strong!!
BIBLE
Our character quality this week is ZEAL. As we discussed zeal (and its synonym, eager) we discovered that the Bible has much to say regarding this quality in our lives:
Zeal should characterize spiritual life. “Never be lacking in zeal, but keep your spiritual fervor, serving the Lord.” (Romans 12:11)
Zeal must be based in wisdom. "For I can testify about them that they are zealous for God, but their zeal is not based on knowledge." (Romans 10:2)
Christ will make us full of zeal to do good. "...who gave Himself for us, to redeem us from all wickedness and to purify for Himself a people that are His very own, eager to do what is good." (Titus 2:14)
Jesus cannot use us if we are complacent. “I know your works, that you are neither cold nor hot. I could wish you were cold or hot. So then, because you are lukewarm, and neither cold nor hot, I will vomit you out of My mouth....As many as I love, I rebuke and chasten. Therefore be zealous and repent" (Revelation 3:15-16, 19)
Being zealous for God, means we take part in suffering for His sake. "Because zeal for Your house has eaten me up, and the reproaches of those who reproach You have fallen on me." (Psalm 69:9)
Zeal for God is being single-minded. “Draw near to God and He will draw near to you. Cleanse your hands, you sinners; and purify your hearts, you double-minded.” (James 4:8)
Be zealous and seek the salvation of souls in all that you do. “As you do not know what is the way of the wind, or how the bones grow in the womb of her who is with child, So you do not know the works of God who makes everything. In the morning sow your seed, and in the evening do not withhold your hand; for you do not know which will prosper, either this or that, or whether both alike will be good.” (Ecclesiastes 11:5-6)
Christian zeal is not loud and noisy, but humbly grows in faithfulness. “But also for this very reason, giving all diligence, add to your faith virtue, to virtue knowledge, to knowledge self-control, to self-control perseverance, to perseverance godliness, to godliness brotherly kindness, and to brotherly kindness love" (2 Peter 1:5-8)
What does zeal look like?
"And what more shall I say? For the time would fail me to tell of Gideon and Barak and Samson and Jephthah, also of David and Samuel and the prophets: who through faith subdued kingdoms, worked righteousness, obtained promises, stopped the mouths of lions, quenched the violence of fire, escaped the edge of the sword, out of weakness were made strong, became valiant in battle, turned to flight the armies of the aliens. Women received their dead raised to life again.
"Others were tortured, not accepting deliverance, that they might obtain a better resurrection.Still others had trial of mockings and scourgings, yes, and of chains and imprisonment. They were stoned, they were sawn in two, were tempted, were slain with the sword. They wandered about in sheepskins and goatskins, being destitute, afflicted, tormented—of whom the world was not worthy. They wandered in deserts and mountains, in dens and caves of the earth.
"And all these, having obtained a good testimony through faith, did not receive the promise, God having provided something better for us, that they should not be made perfect apart from us." (Hebrews 11:35-40)
BONUS POINT: Find the Latin word for zeal.
LATIN
Some weeks, I feel as though I can barely keep up with our Latin curriculum. Just when I thought we could slow down and spend some time memorizing the personal pronouns, our book switches gears again. This week's new topic is: 3RD CONJUGATION VERBS.
As with all the verbs that we have have previously learned, it is VERY important to memorize all four principal parts of each new verb. Unlike the 1st and 2nd conjugation, the principal parts of the 3rd conjugation do not have any easy-to-follow pattern. You simply have to memorize them. Thankfully, our book lists these very clearly. But, looking at all the 3rd conjugation principal parts did make me wonder: How can you tell these apart from the 2nd conjugation verbs? They look almost identical! The answer is: MACRONS. In the 2nd conjugation, there is a macron over the "-ere" in the second principal part (highlighted in green below.) In the 3rd conjugation, there is NO macron over the "-ere" in the second principal part (highlighted in blue below.) Also notice that the first principal part of each conjugation is different. That's why we have to memorize the principal parts!!
1st: -o, -āre | 2nd: -eo, -ēre | 3rd: -o, -ere / -io, -ere | 4th: -io, īre
Once you memorize the principal parts, all you need to do is conjugate! Mercifully, this is quite simple, since it DOES follow a pattern....a pattern we have already learned!
2nd Principal Part - Present Stem + Conjugation Identifier + Personal Ending = CONJUGATED VERB
We learned that in the 1st conjugation, the identifying letter was an "-a." In the 2nd conjugation, the identifying letter was an "-e." In the 3rd conjugation, the identifying letter in the present tense is an "-i" except in 3rd person plural present tense...then the "i" changes to a "-u." I highlighted the change in pink on the chart below. THEN FOR THE FIRST TIME, we see that the identifying letter switches back to an "-e" in the imperfect tense (highlighted in red.) Why? I wish I had the answer...it's just another thing we need to memorize. Let's looks at how you would conjugate the verb "gero, " which means "to manage."
First, the 4 principal parts are gero, gerere, gessi, gestus.
As with all the verbs that we have have previously learned, it is VERY important to memorize all four principal parts of each new verb. Unlike the 1st and 2nd conjugation, the principal parts of the 3rd conjugation do not have any easy-to-follow pattern. You simply have to memorize them. Thankfully, our book lists these very clearly. But, looking at all the 3rd conjugation principal parts did make me wonder: How can you tell these apart from the 2nd conjugation verbs? They look almost identical! The answer is: MACRONS. In the 2nd conjugation, there is a macron over the "-ere" in the second principal part (highlighted in green below.) In the 3rd conjugation, there is NO macron over the "-ere" in the second principal part (highlighted in blue below.) Also notice that the first principal part of each conjugation is different. That's why we have to memorize the principal parts!!
1st: -o, -āre | 2nd: -eo, -ēre | 3rd: -o, -ere / -io, -ere | 4th: -io, īre
Once you memorize the principal parts, all you need to do is conjugate! Mercifully, this is quite simple, since it DOES follow a pattern....a pattern we have already learned!
2nd Principal Part - Present Stem + Conjugation Identifier + Personal Ending = CONJUGATED VERB
We learned that in the 1st conjugation, the identifying letter was an "-a." In the 2nd conjugation, the identifying letter was an "-e." In the 3rd conjugation, the identifying letter in the present tense is an "-i" except in 3rd person plural present tense...then the "i" changes to a "-u." I highlighted the change in pink on the chart below. THEN FOR THE FIRST TIME, we see that the identifying letter switches back to an "-e" in the imperfect tense (highlighted in red.) Why? I wish I had the answer...it's just another thing we need to memorize. Let's looks at how you would conjugate the verb "gero, " which means "to manage."
First, the 4 principal parts are gero, gerere, gessi, gestus.
Present Tense
| Person | SINGULAR | PLURAL |
| 1 | gero | gerimus |
| 2 | geris | geritis |
| 3 | gerit | gerunt |
Imperfect Tense
| Person | SINGULAR | PLURAL |
| 1 | gerebam | gerebamus |
| 2 | gerebas | gerebatis |
| 3 | gerebat | gerebant |
So, this week at home, be sure to make a new flashcard for each new vocabulary word, conjugate all new verbs in both the present and imperfect tenses, and complete all 4 Latin exercises listed in the guide. Also, memorize, memorize, memorize!! I promise it will help! :)
Suggestions for parents at home: Don't forget about Quizlet! If you would like to find a an online study tool for the 3rd conjugation, there are over 500 to choose from here:
Third Conjugation Study Helps
BONUS POINT: Find one English word derived from a Latin stem and bring it to share with the class.
LOGIC/MATH
I introduced each of the new terms very briefly and showed an example of each term using a math problem.
Each week we will continue to review the previous weeks' concepts through dialectic discussion with the problems brought in by each student. In each problem we work through, we will ask the same questions (based on the 5 common topics.) The students are beginning to lead the discussions.
Again, we focused on showing our work - talking about "math sentences" and each individual step in solving/evaluating a problem.
BONUS POINT: Bring in a math problem from their homework to explain to the class.
**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain) This will help them be rhetorical!!
Suggestions for parents at home: If you or your child would like some additional help understanding and visualizing our math vocabulary, check out the illustrated dictionary at MATH IS FUN. The definitions are written in a simple, easy-to-understand way and the illustrations are charming.
LTW
This week marks the Arrangement portion of our ninth essay in LTW. The students shared with me their completed ANI charts, and we reviewed how to sort and organize that information into an outline. Again, there is precious little new information to cover this week, but I promise that next week's seminar will bring the FINAL piece of new information to add to our persuasive essay.
Throughout this week, your student should sort and organize their ANI chart. There are no new worksheets to utilize in their student workbooks, so they will need to use the seven Arrangement tools that they have already learned this year to help sort and organize their ANI chart into an outline.
DEBATE/GEOGRAPHY
This week was our quiz on the entire continent of Africa. The students were given adequate time to draw and label Africa from memory. There were 138 individual pieces of information that could have been identified on their maps, to include country names, capital cities, bodies of water, and other features.
TOPOGRAPHY
· Chance: A way of
expressing the likelihood of an event; the probability of an event expressed as
a percent.
· Odds: A way of
describing the likelihood of an event; the ratio of favorable outcomes to
unfavorable outcomes.
· Transversal: a line that intersects one or more other
lines in a plane.
· Corresponding angles: A special pair of angles formed when a
transversal intersects two lines. Corresponding angles lie on the same side of
the transversal and are in the same position relative to the two intersected
lines.
· Alternate exterior angles: A special pair of angles formed when a
transversal intersects two lines. Alternate exterior angles lie on opposite
sides of the transversal and are outside the two intersected lines.
· Alternate interior angles: A special pair of angles formed when a
transversal intersects two lines. Alternate interior angles lie on opposite
sides of the transversal and are inside the two intersected lines.
· Minor arc: An arc
whose measure is between 0° and 180°.
· Major arc: An arc whose measure is between 180° and 360°.
I introduced each of the new terms very briefly and showed an example of each term using a math problem.
Each week we will continue to review the previous weeks' concepts through dialectic discussion with the problems brought in by each student. In each problem we work through, we will ask the same questions (based on the 5 common topics.) The students are beginning to lead the discussions.
Again, we focused on showing our work - talking about "math sentences" and each individual step in solving/evaluating a problem.
BONUS POINT: Bring in a math problem from their homework to explain to the class.
**Students should bring in a problem from their math lesson to share (can be one they struggled with; one they think will stump the class or anything they found interesting & would like to share & explain) This will help them be rhetorical!!
Suggestions for parents at home: If you or your child would like some additional help understanding and visualizing our math vocabulary, check out the illustrated dictionary at MATH IS FUN. The definitions are written in a simple, easy-to-understand way and the illustrations are charming.
LTW
This week marks the Arrangement portion of our ninth essay in LTW. The students shared with me their completed ANI charts, and we reviewed how to sort and organize that information into an outline. Again, there is precious little new information to cover this week, but I promise that next week's seminar will bring the FINAL piece of new information to add to our persuasive essay.
Throughout this week, your student should sort and organize their ANI chart. There are no new worksheets to utilize in their student workbooks, so they will need to use the seven Arrangement tools that they have already learned this year to help sort and organize their ANI chart into an outline.
- Outline
- Sorting
- Exordium
- Amplification
- Division
- Refutation
- Narratio
DEBATE/GEOGRAPHY
This week was our quiz on the entire continent of Africa. The students were given adequate time to draw and label Africa from memory. There were 138 individual pieces of information that could have been identified on their maps, to include country names, capital cities, bodies of water, and other features.
I introduced our next map: Australia. After working so hard and memorizing so many pieces of information, I think everyone was relieved to discover that Australia only has 31 items to memorize and label. However, we have only ONE WEEK (technically, two) to learn everything! We wrote yet another silly sentence to help us remember and identify all the feature and bodies of water in Australia:
So your student will still need to practice, practice, practice this week at home. Students should bring in the maps that they've drawn. They'll show their best map to the class.
CALLIE
CALLED (out)
GOOD
GRACIOUS!
GREEN
GOBLINS
GROW GIANT
GARDENS!
GROW GIANT
GARDENS!
I
PREPARED
PREPARED
SOME
TASTY
TATER
TOTS.
In addition to drawing their maps and drilling their memory work, your child should define and illustrate the new geography vocabulary words this week:
TRIBUTARY
TUNDRA
TUNNEL
UPSTREAM
RESEARCH/SCIENCE
This week, we started with a quiz on the brain. I will review them and return them next week in class. We had some interesting research topics for presentations this week: neurons, schwan cells, and the nucleus. Even though 2 students chose a similar topic, their reports were full of different and altogether interesting information
Our new topic of study this week is: the Human Eye. We discussed the new definitions during class and I shared with them step-by-step how to draw the human eye. At home, students will need to memorize the new terms, and DRAW, DRAW, DRAW!! They need to be drawing the system every day - at least twice per day - and labeling it. The eyeball is one of the more simple body systems to draw this year, so I think that there may be some temptation to not work as diligently on the drawings this week. Please use the extra time that you have to practice drawing and labeling the neuron. After the first few days of drawing, they need to "test" themselves by drawing & labeling it from memory. In addition to drawing the eyeball, students will need to continue to draw the neuron in preparation for the quiz next week. Try drawing from memory only as if testing to see what's missing. The quiz on the neuron will be next week.
STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.
I have truly enjoyed listening (and answering) the questions that your students have created based on the 5 Common Topics. In an effort to continue strengthening this skill, each student will be assigned one of the 5 Common Topics per week. Their task is to create one question based on their assigned Common Topic that pertains to the subject we are researching in science for the given week. This week they will need to create a question that pertains to the human eye. Here are a few examples: What is the retina? (definiton), How is the eye similar to the brain? (comparison), What happens when the lens of the eye can no longer focus? (circumstance), How are the retina and the optic nerve related? (relationship), What does God say about our eyes? (testimony). As a reminder, here are the assigned topics:
RHETORIC
This week in rhetoric, we discussed Circular Reasoning and Equivication. Circular reasoning is a logical fallacy in which the person making the argument begins with the same information that they are trying to end with.
We played Jeopardy as a review game, using all 57 catechism questions as the topic. We had to stop the game in the middle of Round 2, but I wrote down the score and we will pick up where we left off after spring break. If you really want to sharpen your skills, PRACTICE THOSE CATECHISM QUESTIONS at home! Remember that they must be stated word-for-word.
REMINDERS
FINAL EXAMS
It is finally time to start discussing our Final Exams. I will be preparing the exams over our spring break and I will be providing you with additional details during our first week back after Easter, Week 27.
Until Then...
Enjoy this next week off as we celebrate the resurrection of our Savior! Have a safe and blessed Easter! See you in two weeks. :)
TUNDRA
TUNNEL
UPSTREAM
DRAW FOR POINTS!!! Students will earn 1 point for each map drawn each week, up to 8 points.
****Remember that at the end of the year we will be drawing the world - states, countries features - everything from memory. Students need to continue to draw areas they've been tested on. (They can draw on the large laminated maps I gave them at the beginning of the year). The more they draw the better they'll get - the more they will be able to remember.
Suggestions for parents at home: Drill student on provinces & capitals as well as geography terms. Check daily drawings for accuracy & labeling. Be sure students continue to draw previous geographic areas - adding them to new areas. Continue to drill previous states & capitals and/or countries & capitals (it is suggested that they make flashcards for review).
RESEARCH/SCIENCE
This week, we started with a quiz on the brain. I will review them and return them next week in class. We had some interesting research topics for presentations this week: neurons, schwan cells, and the nucleus. Even though 2 students chose a similar topic, their reports were full of different and altogether interesting information
Our new topic of study this week is: the Human Eye. We discussed the new definitions during class and I shared with them step-by-step how to draw the human eye. At home, students will need to memorize the new terms, and DRAW, DRAW, DRAW!! They need to be drawing the system every day - at least twice per day - and labeling it. The eyeball is one of the more simple body systems to draw this year, so I think that there may be some temptation to not work as diligently on the drawings this week. Please use the extra time that you have to practice drawing and labeling the neuron. After the first few days of drawing, they need to "test" themselves by drawing & labeling it from memory. In addition to drawing the eyeball, students will need to continue to draw the neuron in preparation for the quiz next week. Try drawing from memory only as if testing to see what's missing. The quiz on the neuron will be next week.
STUDENTS SHOULD BRING IN THEIR DRAWINGS TO CLASS.
I have truly enjoyed listening (and answering) the questions that your students have created based on the 5 Common Topics. In an effort to continue strengthening this skill, each student will be assigned one of the 5 Common Topics per week. Their task is to create one question based on their assigned Common Topic that pertains to the subject we are researching in science for the given week. This week they will need to create a question that pertains to the human eye. Here are a few examples: What is the retina? (definiton), How is the eye similar to the brain? (comparison), What happens when the lens of the eye can no longer focus? (circumstance), How are the retina and the optic nerve related? (relationship), What does God say about our eyes? (testimony). As a reminder, here are the assigned topics:
DEFINITION :: FAITH
COMPARISON :: MYKAELA
CIRCUMSTANCE :: EMILY
RELATIONSHIP :: JACKSON
TESTIMONY :: BEANA
And finally, to help ensure that everyone chooses a different structure in the eye to research this week, please let everyone know which topic you plan on presenting in class and let us know! You can either:
1) Comment on this post at the bottom of the page in the "Post a Comment" box -OR-
2) Send us a group text with your chosen topic!
RHETORIC
This week in rhetoric, we discussed Circular Reasoning and Equivication. Circular reasoning is a logical fallacy in which the person making the argument begins with the same information that they are trying to end with.
Equivocation is a logical fallacy where, during the course of an argument, the meaning of a word changes. Here is a great example:
Hot dogs are better than nothing.
Nothing is better than steak.
Therefore, hots dogs are better than steak.
We know that something has gone wrong with this argument...even though, at first glance, both statements are true. So what happened? In the first statement, the word "nothing" means "nothing to eat at all." In the second statement, the meaning of the word has changed. Nothing now means " no possible food choice on the planet." An argument cannot remain coherent unless the people making the argument keep the meanings of each term THE SAME.
We played Jeopardy as a review game, using all 57 catechism questions as the topic. We had to stop the game in the middle of Round 2, but I wrote down the score and we will pick up where we left off after spring break. If you really want to sharpen your skills, PRACTICE THOSE CATECHISM QUESTIONS at home! Remember that they must be stated word-for-word.
REMINDERS
When we return to CC in two weeks, it will be Pizza Day and Sports Team Spirit Day! Show your team spirit by wearing your favorite team colors or jersey. It can be any team...NFL, NHL, MLB, NBA...or even the local team that YOU play for. :)
Also, it will be PIZZA DAY at lunch! Don't forget to email Mrs. Spake with your pizza order!
FINAL EXAMS
It is finally time to start discussing our Final Exams. I will be preparing the exams over our spring break and I will be providing you with additional details during our first week back after Easter, Week 27.
Until Then...
Enjoy this next week off as we celebrate the resurrection of our Savior! Have a safe and blessed Easter! See you in two weeks. :)
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