What is "A World of Adventure"?
What subjects are covered?
Scope & Sequence
What supplies do I need before we start?
Which books are required in "A World of Adventure"?
What will future volumes cover?
New to unit studies and nervous (i.e. do they learn enough?)
Can you use LA with children below grade 4?
Can you use LA for high school?
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What is "Learning Adventures"?
Learning Adventures is the name of John and Dorian Holt’s company. Dorian is the author of "A World of Adventure" and is busy writing 4 more volumes for the series. Each volume will provide one years worth of work. (Gail)
See their website at www.learning-adventures.org[/b]
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What is "A World of Adventure"?
"A World of Adventure" is the first volume in the series. It has 6 sections (or units) and covers all subjects except math. Each section has 30 days worth of lessons. (Gail)
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…includes 180 days of lesson plans to cover one school year. It covers the historical periods of Ancient Egypt, Ancient Greece, Ancient Rome, The Middle Ages, The Renaissance and Reformation, and The Age of Exploration (the time periods covering from about 2200 BC to approximately AD 1600). Everyone calls this book "LA" for Learning Adventures (Dorian - author)
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See http://groups.yahoo.com/group/Learning_Adventures/message/855 for the full text of the introduction to "A World of Adventure".
See http://www.learning-adventures.org/A_World_of_Adventure/a_world_of_adventure.html for detailed information on this volume.
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What subjects are covered?
Bible/Character Training
Language Arts
Science
Social Studies
Fine Arts
See http://groups.yahoo.com/group/Learning_Adventures/message/855 for the full text of the introduction to "A World of Adventure".
See http://www.learning-adventures.org/A_World_of_Adventure/Sample_Days/sample_days.html for sample days from the unit.
See http://groups.yahoo.com/group/Learning_Adventures/message/2218 for another sample day.
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Scope & Sequence
(ultra-condensed version – detailed versions are available for customers who need them)
A WORLD OF ADVENTURE
Scope and Sequence of Subjects, Skills, Concepts, and Activities
BIBLE/CHARACTER TRAINING
Bible stories, Bible themes, Bible passages, Proverbs, Parables, Life application of the Scriptures, Bible memorization, How the Bible came to us – original languages, translations throughout history, The arrangement of the Bible, Sharing our Faith, Hymn study, Setting goals, God’s plan for our lives
LANGUAGE ARTS
Literature: Reading and Discussion of Literature, Literary Terms and Concepts, Oral and written narration of literature, The elements of literature, Fables, Allegory, Parables, Myths, Legends, Awards in Children’s Literature, Parts of a book, Figurative language, Context, Interpreting literature through assignments and activities, Types of literature (fiction, non-fiction, prose, poetry), Poetry (Rhyme, Rhythm, Rhyme Scheme, Stanzas, Quatrain, Imagery, Meter, Cinquains, Limericks, Alphabet Poems, Concrete Poems, Name Poems), Poetry Interpretation and Appreciation, Biography (collective biographies, autobiographies, authentic biographies, fictionalized biographies, biographical fiction), Learning about literature of Ancient Greece, Ancient Rome, the Middle Ages, the Renaissance, and the historical literature of England, Italy, Germany, France, Switzerland, Spain, Holland, and Scotland, Predicting an outcome in literature
Vocabulary and Spelling: Vocabulary words from reading and content-areas, Latin and Greek roots (suffixes and prefixes), Individualized spelling lists, Spelling rules and the spelling words that apply to them, Content-area spelling words, Commonly misspelled words, Spelling words correctly in context, Recognizing misspelled words
Writing: Summaries, Reaction paragraphs, Character study, Dramatizing a story, Writing techniques, Using descriptive words, Note-taking, Rewriting passages, Types of paragraphs, Writing an essay, Combining sentences, Parts of a paragraph, Editing and improving a paragraph, Fundamentals of letter writing (parts of a letter, types of letters, writing letters), Paraphrasing, Writing questions for an interview, Conducting an interview, Using the interview to write a short essay, Writing poetry, Writing a biographical sketch
Language: Antonyms, Synonyms, Punctuation, Capitalization, Sentence structure, Types of sentences, Study and research skills, (Dictionary, Encyclopedia, and Thesaurus), Library Skills, (Dewey Decimal System, arrangement of books in library, call numbers, using the library, author-title-subject cards), Editing practice – correcting spelling, grammar, capitalization and punctuation errors in sentences, Speech and Drama, Grammar - Subjects (singular and plural, simple, complete, compound), Predicates (simple, complete, compound), Parts of Speech, Nouns (singular, plural, compound, proper, common, abstract, concrete, collective), Pronouns, Verbs (action verbs, linking verbs, verbs and their tenses, singular and plural verbs, and subject-verb agreement, helping verbs, irregular verbs, gerunds, participles, infinitives), Adjectives (articles), Prepositions (prepositional phrases, objects of prepositions), Coordinating Conjunctions, Adverbs, Interjections, Direct Objects, Complements, Indirect Objects, Antecedents (agreement between the antecedent and its pronoun)
SOCIAL STUDIES
History, Culture, Terms, Concepts and Activities of Ancient Egypt, Ancient Greece, Ancient Rome, Middle Ages, Renaissance, and the Age of Exploration
Includes: Famous people and places, Historical writing and language, Recreation, Food, Clothing, Timelines, Religious beliefs, Trade and business, Trade organizations, Transportation, Social Classes, Weather and climate, Imports and exports, Festivals and celebrations, Myths and legends, Wars and military techniques, Dramatic arts, Government and rulers, Political systems, Cities, Legacies and appreciation of cultures, Family life, Building and crumbling civilizations, Banking and industry, Trends and traditions, Health and sickness, Farming and agriculture, City and country life, Renaissance and Reformation in Europe (Italy, Germany, Switzerland, France, England, Spain, Portugal, The Netherlands), Reformers and their followers, Tribes and dynasties, Inventors and inventions, Explorers throughout world history, Interaction between the countries of the Old World, Aztec Empire, Mexican culture, Inca Empire, Race for a water route through the Americas to China – the Northwest Passage, Interpreting charts and graphs, World Geography Terms, Concepts, and Activities, Maps and map skills, Geographical facts and features, Making dioramas, Weather and climate, Natural resources,
SCIENCE
Terms, concepts, experiments, and activities on the following topics:
Desert/Nile River: Biomes, World desert regions, survival of desert plants and animals, ecosystems, conservation, energy sources, erosion, science in ancient Egypt, Desert booklet
Human Anatomy: Human body systems, Science of ancient Greece, Food pyramid, Health and hygiene, First aid project
Geology: Types and characteristics of rocks and minerals, Structure of the earth, Elements, Fossils, Paleontology, Rock formations, Caves, Science of ancient Rome, Earthquakes, Volcanoes, Rock collection
Botany: Plants and their uses, Classification of plants, Flowering plants, Germination, Photosynthesis, Plant reproduction, Seed dispersal, Ferns, Mosses, Gymnosperms, Water movement and respiration in plants, Transpiration, Evaporation, Leaves, Veination, Roots, Stems, Unusual and exotic plants, Plant biomes, Science in the Middle Ages, Planting and Using herbs
Astronomy: Astronomy throughout history, Galaxies, Earth’s rotation and revolution, Planets, Moons, Stars, Space observation, Satellites, Space travel, The Space Age, NASA, Science and scientists of the Renaissance period, Planetarium Field Trip
Oceans: Sea creatures, Ocean landscapes, Seashore, Tides, Currents, Waves, Islands, Coral, Ocean barriers and ridges, Icebergs, The experimental method, Ocean transportation, Buoyancy, Gifts and legends from the sea, Protecting the oceans, Aquarium Field Trip, Ocean Project
FINE ARTS
Art Terms and Concepts, Art and architecture of ancient Egypt, ancient Greece, ancient Rome, the Middle Ages and Renaissance periods, Art techniques and materials, Artists and artisans, Historical works of art, Relief art, Composition, Proportion, Fresco, Frieze, Pottery, Music throughout history, Buildings famous for their architectural design, Stone-work, Carpentry, Mosaics, Paintings and Sculptures, The arch, The dome and vault techniques, Illustrators, The Caldecott Award, Romanesque and Gothic architectural styles, Baroque art and music, Printing in the Renaissance, The Rococo style, Visiting an art museum, The music of Handel and Bach
Projects: Models, Drawing and coloring, Relief, Pottery, Paper-maché masks, Listening to Handel’s Messiah and Beethoven’s "Moonlight Sonata," Eggshell mosaic, Whittling, Medieval music, Calligraphy and Illuminations, Designing a family crest, Printing project, Painting project, Designing a game, Field Trip to art museum, Ocean craft project, Shell Craft project, Illustrating poetry
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What supplies do I need before we start?
See http://groups.yahoo.com/group/Learning_Adventures/message/855 for the full text of the introduction to "A World of Adventure".
GENERAL SUPPLIES:
Notebooks and/or folders for each subject.
3" X 5" lined note cards, file box for note cards for each child, or one for a family project.
World Map, or Complete and Current World Atlas, Globe.
Dictionary.
Hymnal. Purchase one or ask if you can borrow one from your church.
Regular school supplies for the year
SUPPLIES FOR EGYPT UNIT:
Required, suggested, and optional books of your choice, personal reading books check books and other resources out
of the library, or purchase your own as needed and desired.
Day 1 - plums, melons, pomegranates, dates, figs, apples, grape juice, books on ancient Egypt and deserts
Day 2 globe, world atlas
Day 3 - colored pencils, hand mirror
Day 4 - large pan 13"X 9" X 3" (1 per child or 1 per family) strong aluminum foil, map of Egypt, sand, grass seed, potting soil, rocks, pebbles
Day 7 - 1 cup barley flour (buy at health food store), 1/3 cup honey, 1 tablespoon oil
Day 8 - 2 small shiny tin cans, flat black paint, paintbrush, thermometer (one that will measure a wide range of temperatures not an oral thermometer)
Day 9 - 8" of long fresh or dried grass (per child), string, scissors
Day 10 The Golden Goblet, by Eloise Jarvis McGraw, 2 clear jars of the same size, aluminum foil, lego blocks blocks - or cans for building a pyramid
Day 12 house-plant with leaves, plastic sandwich bag, scotch tape
Day 13 honey, coffee, cinnamon, nutmeg, cloves, ginger (and other baking staples)
Day 15 1 cup dry lentils, 2 cloves garlic, ½ t. crushed fennel seeds (if desired)
Day 16 world map or globe, shoe-box lid (or a similar size box for each child), non-stick cooking spray, plaster, white vinegar, sandpaper, nail, tempera or watercolor paint
Day 22 roll of newsprint for mural
Day 23 paintbrushes, tempera paint, fruit with colored juice and chalk for crushing and making paints
Day 25 1 cup honey (and other baking staples)
Day 27 poster-board, barley, onions, 1 lb. ground beef, mushrooms (if desired), (other cooking staples), glove, coarse leaves or grass, short lengths of thick rope, tempera paints
Day 28 props and costumes for plays (towels, sheets, basket and doll for Baby Moses scene), tape, scissors, cardboard
Day 30 see Day 30 for ingredients you will need for the foods you choose to serve at your Passover Celebration
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Which books are required in "A World of Adventure"?
I have been able to find all the required books at my library. I have not had to buy any additional books. If you want to buy them yourself, they are all relatively inexpensive in paperback, and all of them are readily available at online sites like Amazon or others. The supplemental library books that are suggested at the beginning of each unit are just that - a suggested list. You can use ANY books on the subjects that you find at your library. I save time at the library by reserving all my books from home at our library's website and then I just pick them up at the front desk, or I get my dh to pick them up on his way home from work. (Kristi)
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See http://groups.yahoo.com/group/Learning_Adventures/message/855 for the full text of the introduction to "A World of Adventure".
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REQUIRED LITERATURE:
* The Holy Bible
* The Golden Goblet, by Eloise Jarvis McGraw
* Aesop’s Fables (must include the following eight fables):
"The Town Mouse and the Country Mouse"
"The Fox and the Stork" (or "The Fox and the Crane")
"The Lion and the Mouse"
"The Hare and the Tortoise"
"The Goose That Laid the Golden Egg" (or "The Hen and the Golden Eggs")
"The Mice in Council" (or "The Committee of Mice") [or "Belling the Cat"]
"The Boy Who Cried Wolf" (or "Crying Wolf" or "The Shepherd’s Boy and the Wolf")
"The Fox and the Grapes"
* Classic Myths to Read Aloud, by William F. Russell, Ed. D.
* The Bronze Bow, by Elizabeth George Speare
* Adam of the Road, by Elizabeth Janet Gray
* The Door in the Wall, by Marguerite de Angeli
* Two biographies from the following list (or two of your choice) of famous personalities of the Renaissance and Reformation Period: Martin Luther, William Tyndale, John Wycliffe, John Calvin, John Huss, John Knox, Menno Simons, Ulrich Zwingli, Desiderius Erasmus, Michelangelo, Johann Gutenberg, Isaac Newton, Raphael, Queen Elizabeth I, Mary Queen of Scots, Ferdinand and Isabella, Albrecht Durer, Lorenzo Ghiberti, William Shakespeare, Johann Sebastian Bach, George Frideric Handel, Antonio Vivaldi, Leonardo da Vinci, Galileo Galilei, Giotto, Rembrandt, Sandro Botticelli, Luca Della Robia, Donatello, Fra Angelico, and El Greco. (Check the homeschool supply catalogs for other interesting choices.)
* The Swiss Family Robinson, by Johann David Wyss
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The following sites are useful for looking at different versions of Aesop’s fables:
http://www.aesopfables.com/
http://www.storyarts.org/library/aesops/index.html
http://oceanic.cms.udel.edu/~magde/Pages/Frames/additional/Aesop.htm
(Gail)
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What will future volumes cover?
For the most up-to-date information on this, see the Learning Adventures web site:
http://www.learning-adventures.org/A_New_World_of_Adv_/a_new_world_of_adv_.html
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A New World of Adventure is the second of five projected books in the Learning Adventures series. It covers the period from 1600-1800.
Because we emphasize studying history chronologically, it is important that A World of Adventure be the first book you use. We do not recommend beginning the Learning Adventures series with the second book, A New World of Adventure. Unless you have recently done a detailed study of ancient history up to the 1600s, you will have considerable gaps in attempting this. It’s like starting a book in the middle - you might be able to piece together what is happening, but you will lack the foundation that gives so much of it meaning.
A New World of Adventure includes three units (60 days each):
Unit One: Into a New Land
Unit Two: Life in the Colonies
Unit Three: Revolution and Beyond
Here's a preview of the required books and some of the topics covered:
Unit One: Into a New Land
SOCIAL STUDIES
Early Colonial Settlements • Jamestown • Plymouth • Massachusetts Bay Colony • Native Americans of these Colonial Regions • Virginia • Massachusetts • Maryland • Rhode Island
SCIENCE
Insects (30 days) • Weather (30 days)
REQUIRED LITERATURE
Call It Courage - Armstrong Sperry • Island of the Blue Dolphins - Scott O'Dell • Misty of Chincoteague - Marguerite Henry • Little Pilgrim's Progress - Helen L. Taylor (rewritten for children from John Bunyan's classic work)
Unit Two: Life in the Colonies
SOCIAL STUDIES
Colonial Life • Customs and Traditions • French and Indian Wars • Eastern Woodland Indians • Indians of the Eastern Sub-Arctic • Canada • New York • Delaware • Connecticut • New Hampshire • Pennsylvania • New Jersey • North Carolina • South Carolina • Georgia
SCIENCE
Simple Machines and Inventions (30 days) • Electricity (30 days)
REQUIRED LITERATURE
Amos Fortune, Free Man - Elizabeth Yates • Calico Captive - Elizabeth George Speare • Sign of the Beaver - Elizabeth George Speare • Poetry - "The Village Blacksmith" - Henry Wadsworth Longfellow • Biography of Benjamin Franklin (required for the unit but you may choose the biography you want to have your children read)
Unit Three: Revolution and Beyond
SOCIAL STUDIES
Events leading up to the American Revolution • Revolutionary War Battles and Events • Leaders and Patriots • Declaration of Independence • Continental Congress • United States Constitution • American Government
SCIENCE
Science Topic for Unit Three: Mammals (60 days)
REQUIRED LITERATURE
Johnny Tremain - Esther Forbes • Poetry - "Paul Revere's Ride" by Henry Wadsworth Longfellow • Toliver's Secret - Esther Wood Brady • Biography of George Washington (required for the unit but you may choose the biography you want to have your children read) • The Incredible Journey - Sheila Burnford
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ABOUT THE REMAINING BOOKS IN THE LEARNING ADVENTURES SERIES
The last four books in the Learning Adventures series will have American history as their base, but this does not mean they will only include American history. Just as we do our best to integrate subjects within the curriculum, we will will also do our best to integrate countries when it is most meaningful to our study.
We will begin four major Notebooks in Book Two:
1. World Notebook
2. United States Notebook
3. Native Americans Notebook
4. Presidents Notebook
Notebooks are a great way to cover individual states, Native American groups, countries, and presidents over a long period of time (four years). They also provide the student with an opportunity to see how each of the components relate to one another and to the greater theme of each notebook.
As we cover different sections of these notebooks, your child will add reports, illustrations, maps, notes, brochures, etc. to the appropriate notebook.
Materials Needed for Book Two and Beyond:
The notebooks your children will begin compiling in Book Two will be continued in Books 3, 4, and 5. You will need supplies for each child's loose-leaf notebook - LARGE notebooks enough to cover the bulk of the material when completed, blank paper that can be used for maps, drawings, reports, etc. and then punched and added to the notebook, plastic sheet protectors (if desired), markers, etc. - whatever you find works well for your family. Each of these notebooks could get pretty thick, so plan accordingly.
You will definitely need a set of encyclopedias (or a computer CD version), a dictionary, a current world almanac, a copy of the U.S. Constitution (frequently this will be included in an almanac or encyclopedia), a world atlas, and an atlas of the United States (a good Rand-McNally state-by-state atlas you would keep in your car - we will be looking at roads and routes as part of a map study.)
(Dorian – author)
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New to unit studies and nervous (i.e. do they learn enough?)
I have done some research on their grammar content. I have found that the 180 days of work contains grammar that is comparable to the first level of Winston Grammar. Language arts is covered every day but not every aspect of it. You might do spelling and writing for a bit then vocabulary and literature for a bit. It rotates so you are not overloaded with subjects in one day. Every subject builds upon the others and all tie together. The books are easy to find. The writing instruction is excellent and is the first writing my kids have really taken to and been able to follow. We are seeing very good results. I have used some of the WTM principles and the children write down grammar rules etc. We keep notebooks. (Stephanie)
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I think we all fall prey to the "are they learning everything they need to learn according to the system", but we all have to stop and remember that even if they aren't learning from a book, they are still learning how to make it in the world...and better than most kids in institutional schools because they just learn how to do things the way everyone else does things... Learning Adventures goes a long way towards helping us plan our day and making sure we get all the academics in that are needed...if it takes you longer than the "recommended" 30 days...so what? Better to take it slow and allow your son to learn at his pace then kill his love of learning by forcing a schedule on him. (Lisa)
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Many pre-writing activities are built into the program. That makes all the difference in learning to write. My 10 yo son is a very reluctant writer and has been helped quite a bit with learning the process. There have been times when I had him dictate to me and I typed it on the computer for him. The purpose though is to get them to think through their ideas. As he becomes a better typist I'm hoping he will get even more comfortable with writing. I like the way the writing assignments are integrated with the subjects being taught, so the students have continuity with their writing. Formal outlining for reports hasn't yet been taught up to the point where we are. I'm not sure if it comes later. We've done key word note taking to get the main ideas of a paragraph. It is definitely taught as though the student hasn't had any prior instruction in it. (Kristi in VA)
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I have the scope and sequence that John sent me, and it is impressive! Just when I think the work is too easy for my Ryan, I look at that s&s and know that he is "getting his bases" covered. I can't say every day is roses and sunshine with schooling now, but it is few and far between! He is able to remember more things, because he ENJOYS how he is learning! Believe me, I am from the mindset that textbooks and workbooks are the only way to learn, but I am coming around to the knowledge that kids learn more and better when they enjoy what they are doing! (Lisa)
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Can you use LA with children below grade 4?
My third grader is having no prob with the Language Arts, I just reduce the number of requirements, such as 6 "characters" instead of 10 regarding the Joseph story, and a chronology of only verses 1-20 of chap 37. I also use this for "handwriting", so she is doing a neat job! It's working great! (Gina)
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…you can use this with children younger than fourth grade with some supplements and alterations. However, if you waited a year or two you might enjoy the study so much more because you won't have to cut out so many assignments. I know your daughter is an advanced reader, but if you don't have any children older than her you may want to wait and take advantage of the "full" program in a year or two. (Dorian - author)
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My 9dd (4th grade) just loves this unit study and so far she is able to keep up with her older brothers. My 2nd grader is NOT a fluent reader yet, so he just drifts in here and there as we read and study. He has listened to us read from the library books about Ancient Egypt and the life of Joseph from the Bible. I have him draw what he remembers and narrate SMALL portions back. I am pleased that he is interested and takes in some of it, but I think that it will suit your 4th grader best. It really is one of the finest curricula I have seen, and that is in 12 years of homeschooling! We are so revitalized in our efforts! (Ruan)
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The literature selections are wonderful -- but can be too advanced for little ones. My oldest enjoyed them all. My youngest (6 - 7yob) struggled with some of it because it was way over his head. He surprised me though once we hit the Middle Ages and onward. He really enjoyed those books and sometimes still brings up how they found a door in the wall --- or someone needs a chair on a rope to escape over a wall -- "Just like in the book, Mommy." I suggest reading all of them out loud together -- and letting them take in what they can. I let my youngest draw or put togather puzzles while we read if he seems bored or wiggly. We do all the Bible study together - and the science together. The history/science books - sometimes we do together, but my oldest does a lot more - and reads more books - and more challenging ones. My oldest does the language arts assignments for LA while my youngest does his own phonics & spelling.
(Peggy in KS)
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I was communicating with another LAer the other day and we were discussing some of the modifications I am making for my 2nd grader as we go through LA. I thought it might be good for me to share these on the loop in case anyone else who is just starting out may have younger "tag-alongs" like me.
[We just completed Day 6] I am using this study with my ds who is a 5th grader (roughly) and my dd who is a 2nd grader (roughly). I am not modifying a thing for my ds. Some things are challenging for him but that's good. I just support him with discussion and examples as much as I can. We do LOTS of discussion before any writing is assigned.
For my dd - She is an avid reader and writer so this helps. I have assigned her the following:
Spelling words - I chose 10 of the 25 given and am having her work on those applying each rule as appropriate. She is handling this just fine. She had been working in Spelling Workout Book C.
Writing - She has been working with us on elements of literature and seems to have some grasp of the concepts. But it is not critical to me that she understand the terms "exposition", "rising action", "climax", etc. We are discussing them together and she is doing the writing assignments. Her paragraphs have been more of a summary of the story - like narrations - but the sentences are well-written and she is relating lots of detail. She is so motivated because she thinks she is doing the same assignment as her big brother.
Science/Social Studies - She does all the projects and she and I discuss them. In science I ask her to give me verbal reasons for what's been done and why, and the results. In social studies, we discuss facts that she's learned and applied. (My ds is being asked to write and learn the vocabulary; write details of experiments; and write short summaries of his s.s. projects) They are both learning like crazy!!! (Margot)
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This can be adapted for younger children if you have older ones in 4th through 8th grades. It is targeted for that age group, but if you have younger ones, you probably will need to use a different language arts program. The writing and spelling assignments are at least on a 4th grade level. Some are tough even for that age level. The writing skills build progressively throughout the year. It is a great writing program. (Kristi)
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Your 7yo should do just fine if you adapt the curriculum to him (skills area mostly, the English, spelling, writing, etc.). There are a lot of multilevel curriculums on the market. They work on the "trickle down" theory. My boys are 20, 18, 11, 9, & 2, so I know from first hand experience that the trickle down theory works. The little kids can't master, retain, or even make sense of a lot of it. That's not the point. The point is to conserve "your" energy
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I just want to say that I have two first graders (one working at a second grade level) a second grader and two fourth graders (one working at a second grade level) and it really doesn't take any extra time to adapt it for your younger kids. We do almost everything together. I was very surprised at what my first graders could do. When you check out books from the library, get some easier ones. Maybe grab a coloring book for the younger ones on the different subjects. I really haven't spent any extra time figuring out what I was going to do with them. I just let them do what we do at their own level. You'll have math books at their level, change typing to a handwriting workbook. They pick up as much from reading books as the other kids do. You may want a phonics program. If it is a writing assignment I just have my youngest dictate to me what he wants to write (he can't spell well yet) then he copies it over in his handwriting...It really is as easy as it sounds... (Mary H)
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I have a 12yo/dd and a 9yo/dd and a first grade boy, and a kindergarten boy I am going to do this with. I know the boys are young, but I know they'll have fun with the stories and projects. But I am going to keep their math and English books for their age levels. I feel math and English are all they really need this young anyway. Then, they can join us with LA when they want. Which I'm hoping they'll enjoy too. …my boys will get far more history and science through LA than my girls have ever gotten yet with homeschooling. If not totally and completely there with us, I know they'll pick up some learning from it here and there. Then when they are 4-8 grade, I know they'll enjoy it too. (Toni)
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I usually just lurk, but I thought I would respond to those asking about using AWOA with younger kids. I started using AWOA in January, when my daughter was an advanced second grader and my son was in kindergarten. We did the Greece and Egypt units, taking about 45 days to do each instead of 30. We absolutely love it, and can't wait to start Rome. My kids are having a ball, they are retaining what we talk about, and best of all we are doing it together instead of each child having their own curriculum for me to wade through. I added phonics for each child, and we did our own spelling with the phonics program. My daughter did the fable writing with the Greece unit with no problem. My son did a lot of listening in. We loved building the Nile river, acting out fables, and our Greek Olympics were a hit with our homeschool group on our last day of school. With the exceptions I listed, my daughter had no trouble with any of the other assignments in AWOA, but like I said, she is advanced. I wish you could see the story she wrote about Joseph after the Egypt unit. It blew my socks off, coming from a child who didn't care for writing! They also both loved the read alouds. Both of them would have sat through The Golden Goblet in one sitting if I had had the endurance to read straight through. They also had no problem with the memory work, and it is such a blessing to hear them recite Psalm 23 and 24 together. It can work for younger kids. I just constantly tell myself to make sure my expectations are in line with where my kids are. I remind myself that this is a middle school curriculum and my kids are NOT in middle school, so pace yourself accordingly. Best of luck! (Wendy)
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The number one reason (by far) for books being returned to us under our 30 day guarantee are from people who have children only younger than grade four, who thought they could adapt it. They love the idea of LA and it sounds so good to them that they ignore our statement that it should be used for children in grades 4-8 - or that at least one of their children should be within those grades. Once they receive their copy they realize that they will have to cut so much out, especially in the language arts area, that it really defeats the purpose of using LA. (John Holt)
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Can you use LA for high school?
Many of you have elected to continue on with LA and plan on supplementing for your high schoolers with additional materials. This can work well and will allow you to continue using a family-learning approach. However, I just need to remind everyone that this study was written for grades 4-8 and includes skills and concepts for those grades only. You MUST supplement if you are using this for high school! There are more advanced concepts you need to cover in order prepare your child for whatever will come after high school - and these are NOT covered in LA. IF your child is college-bound - you need to supplement - (or replace, because in my opinion doing both will probably be too much) LA science with a traditional/formal course of study (Apologia, or another science textbook series, for example). You should also be supplementing in writing and language skills, as well as in literature - by providing more advanced literature (some of which I suggest at the beginning of each unit). You could still stay together as a family in the literature of LA and assign the advanced books for your high schooler as collateral reading and towards the hours needed for each literature credit. Advanced grammar, and writing assignments and techniques for high schoolers go beyond what we cover in LA - unless you have a Bachelor's degree in English, you really need a formal text to help you out in this area - even if it is to keep you on track with what you need to cover in order to prepare your high schooler for college courses. Other than these areas, I think all the other subjects can be done "unit study" fashion - using library books and assigning term papers and projects to reinforce and extend the reading. The only other areas I can think of that you would need to use formal texts to add to the high schooler's schedule are: foreign language, and perhaps texts for: government, speech, geography (and other more "specific" branches of the major subject areas).
PLEASE use a homeschooler's high school guide!! Don't try to do this on your own! Don't find out TOO LATE that you should have been forming a transcript a certain way - or covering certain classes. There are certain courses required of each high school student - see to it that you know what these are! The book that Robin and others mentioned is one of these high school homeschool guides. Another book - the one we use - is called HOME SCHOOL, HIGH SCHOOL, AND BEYOND - by Beverly Adams-Gordon (the author of Spelling Power). This book covers time management, career exploration, organizational and study skills in a course for high schoolers. It includes transcript preparation, credits/units information, courses of study needed for graduating seniors, high school specializations for for those planning to continue their education, and gives EXCELLENT ideas for forming elective courses under the umbrella of each major subject area.
My advice to you - whether you follow LA for your high schooler or not... BUY ONE OF THESE GUIDES!!! You will NOT regret spending $20 or so – and will be impressed by the information and security these books provide. They will give you the confidence you need to take your teen through the high school years at home. (Dorian – author)
See http://groups.yahoo.com/group/Learning_Adventures/message/1662 for more on supplementing for highschoolers.
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See http://groups.yahoo.com/group/Learning_Adventures/message/2724 for a lengthy description of how to calculate credit hours.
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This is my plan for high school with LA. I plan to use Winston Grammar Advanced instead of their grammar. I will require memorization of the vocabulary and roots instead of familiarity. We will work on the corresponding unit of science in Apologia science. I require more in depth writing and the reading from more difficult books. I think this is very workable. I like the structure and writingin LA so much that I will use it with my next 3 high schoolers. I will also add a foreign language. My dd is in 7th grade and we will begin this in 9th grade. (Stephanie)
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I am happy to see that I am not the only LA'er with High Schoolers. I know that many like myself worry about getting enough credits for high school, so I did some research to find out exactly what a credit (or Carnegie Unit) was and how unit study people figure these things out for transscripts. So this is what I found... A credit = 150 hour of class time and a CU = 150-180 hours depending on who issues the unit. It comes down to a year of 45 min. classes over 180 day year 5 days a week. That said we can further break down our science and history to fit into classic highschool subjects. I am working on a spreadsheet, where I can record the hours spent on each unit and grant credits as they are completed, not necessarily in a year, but by hours...For example: deserts...we spent 25 hours of class time ( roughly ), this would = 25 hours toward an earth science credit or since we studied the animals, classifications and variations and adaptations, I would probably split the time in Earth Science and Biology. For history we spent about 90 hours in our first unit between Creation/Early Civilizations (I did this over the summer before LA) and then Egypt. I would grant 45 hours to World History (Global Studies 1) and 45 to Old Testament History (elective) etc. This would keep our High Schooler part of the gang and also keep me from freaking out that she is not earning enough credits...see what I mean. My dd's work has been beautiful, well thought out, articulate and shows much maturity. I am determined to continue to teach them together. She has your typical text booky things, but I am going to let her use those for deeper study, jump off points in what we are studying together. (Faithe)
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I own Barb Shelton's book: High School Form+U+La which helps a parent document and create transcripts very easily. (www.rocksolidinc.com No, I don't get paid, its just good stuff from a great place.)
Anyway, she gives "plan sheets" and forms to help put what they do into school form. For example: there is a form to help me list criteria for an "A" work. Basically, writing out the goals for what you would determine to be completed to earn a "C" grade, then more to earn a "B:" grade and to earn an "A" the student would have to complete everything with a higher standard of neatness, etc.
Say your child wants to earn an "A" on a subject:
1) write out--say ten goals your child would need to complete in order to earn the "A" for that subject. Books to read, along with a written narration (you need output to know they are learning or retaining at this level) concerts to attend (again with the written report or critique) art projects completed (they find the materials and take photographs to add to their notebooks) and so on....
2) log hours spent doing each objective (the rule of thumb is 120 actual clock hours per 1 credit hour)
3) use any and all resources at your disposal to accomplish that goal.
4) at the end of the project, term or unit study....look over your child's portfolio or notebook to determine if all the objectives are met....if so, award the grade....record that grade on a "report card" or transcript. (Robin)
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Yes, I knew our Bible studies count for elective time. This year I reported ours to the school district as Old Testament History as an elective worth a full credit and also as part of our Ancient Literature Course. We read through the Pentatuach and also parts of Josephus, The Epic of Gilgamesh and now she is reading the Odyssey (unabridged!) We are planning to use Julius Caesar and Quo Vadis for Rome and also the Aeneid. I am also going to have her read the Apology and Frogs. That will fulfill our Ancient Lit. for this year. During our Middle Ages unit I plan on having her read Confessions by Augustine and also tie this in with an elective on Church History, starting with a study of the book of Acts. I am having so much fun with this! I am so happy I did not have to go the typical school-at-home route. (Faithe)
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I'm planning to use it this year with my 10th grader, 8th grader and a 7 yo. For the high schooler I'm planning to have him research the other things ( and other important empires etc...) that were happening during the time periods we're studying. This was actually his idea. We're going to use Apologia Biology, German and for the most part carry on with the rest of the program. (Cheryl)
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