This is what I’ve been putting off. I did Year Four, and also Year Two (which I didn’t have any real thoughts on other than that I used a template for her spreadsheets, which I already explained in my post on Year Four), and then I thought about Kindergarten a bit. I did a couple of my Course of Study forms for our state paperwork.
And then I decided that I couldn’t avoid Year Seven any longer.
Planning for my oldest is the most difficult because he’s always the one in the uncharted waters. With the others, I make adjustments, but there isn’t this sense of the unknown.
Here are some notes I have taken so far during my planning process. I will write a follow-up post if anything else comes up that I think is worth noting. I actually use these posts as references for myself when I plan for my future students coming up, so I NEED these posts to be thorough!
- I started by making a template of our week. I based this upon our Average Day Chart. The first thing I did was decide that we are only doing dictation once per week, and that’s on Friday. I need to get better at teaching dictation in general before I start assuming that if I put it on the normal schedule, it’ll actually happen. I also noticed that Wednesday is running long when compared with the Chart. I thought about it, and decided I don’t care. He can continue writing while I’m prepping lunch — he needs to write. I’ll do the lesson portion with him, and then he can write while I’m doing something else. He’ll also do short, written narrations on the other days, but these are factored into the total subject time.
- The next thing I did was begin to fill in the template with actual assignments. This was way harder for Year Seven than for other years … again because it is uncharted territory. I do make sure I have the books with me, but I still never know if I’m planning the “right” amount of time until we’ve done it.
- Reminder: anything I placed into Circle Time is not on this template.
- For “composition,” we’re using Classical Composition Chreia/Maxim. I blogged about my decision to do this here. Other written narrations are fit into the time periods, like I said before. So, for example, 45 minutes on history might actually be 30 minutes of reading plus 15 minutes of written narration.
- The Year Seven list includes The Fallacy Detective and How to Read a Book for Logic. You may be surprised to know that even though I’ve owned both of these books for years, I decided on a totally different option. You see, E-Age-Twelve is taking an informal logic class with a group of homeschoolers one afternoon per week, so I don’t feel as much need to cover much logic during the morning. With that said, Karen Glass told me about a wonderful little book called The Square Root of Tuesday that will offer us some formal logic in living style at just a couple pages per week.
- On the template, I had two spots for Geography — 1 for 45 minutes and another for 20. I decided that the 45 minute slot was enough, and put The Square Root of Tuesday in the 20 minute slot instead. We are going really slowly through that book, working problems as we go, so that is easily followed by The Grammar of Poetry, I think.
- In general, I view these categories fluidly. So, for example, if I don’t have enough history readings to fill all the slots, but I do have extra literature, I’m not going to look for a history reading — I’m filling the slot with literature. My main goal is to use the times as guidelines so that we don’t bleed over into the rest of the day.
- I have mentioned Push to Kindle before, but you really should be using it. I didn’t buy Bede. Instead, I used the AO version, already broken up into weekly assignments, and sent it to our Kindles. I use the Chrome extension for P2K and it’s super easy.
- I put two readings into the Thursday morning slot. I found that the chapters in both books were short, and could be completed in thirty minutes total, as long as the narrations were oral instead of written, so that is what we’re doing.
- I dropped How to Be Your Own Selfish Pig. I considered replacing it with something else, but decided that I didn’t really have any time left. I dropped it because I decided it covered things that my child wasn’t ready for. It’s not that we avoid talking about hard things, and if they came up in daily life, we’d talk them through, but I think there is a reason why the book is usually recommended for high school.
- I dropped Age of Chivalry because I didn’t have room for it. I’ve decided to encourage my son to use it as a reference. For example, he was drilling me on Merlin the other day. I didn’t realize that this book had a couple paragraphs outlining the Basics of Merlin. That would have been nice to know! So I’m basically going to direct him there as those sorts of questions come up.
- We did the normal Year Six science last year. If you know about the new Year Seven science, then you know that Year Six was also changed, and some of what was in Year Six is now in Year Seven. In other words: some of the assigned science for Year Seven is stuff we’ve already done. The solution that Jeanne suggested for me — and perhaps I already mentioned this? — was to pull some of the stuff from the new Year Six that we haven’t done and use that instead. So, for example, we are doing Mystery of the Periodic Table. The only problem is that this makes my Year Seven science a bit light. I occasionally ended up with a 20 minute or even a 30 minute slot unfilled. I’ll talk more about what I did with that in a minute.
- I added in 10 minutes of poetry, three days per week. I might also add in a poem to our Enrichment Friday, but we’ll see.
- I added in a row for Keeping. Every time he makes an entry into one of his notebooks, he’ll check one of these boxes. The boxes are generally how many entries I expect per week, though there are sometimes reasons to make exceptions, and he’s always free to do more.
- Yes, we use Wrap Ups for our math drills for all grades. The set I bought for my oldest is still going strong after six years of use. So far, so good!
- I debated over whether or not to put the chapter and page numbers into the sheet. I decided I wanted to, because I really want to compare what is assigned to what is actually accomplished, and if I don’t include it here, well … I just know myself too well. I’ll never actually go look it up. What I told my son is that our first week is research. I want him to use a stop watch and read the assignment and then record how long it took him to read it. He can just jot it right there in the assignment square. If he starts to go way over, he can come tell me immediately. If he’s short on time, that’s okay. I don’t want him reading too long, but I don’t necessarily want him starting in on more than what is assigned. I’d rather him develop a better written narration or something with that time.
- With all of this said, here is an example. It’s Week 1:
This particular child is accustomed to directing his own schedule, so following mine will be an adjustment. He’s took it well, though, because I explained to him that I’m trying to solve a problem we had last year. You see, he was frustrated because he couldn’t give his oral narrations when he wished; he had to wait for me to finish up with his sisters. Now, we’ve planned it where there is a designated time for morning narrations, and then there will be some written in later morning, and so it should all work much better. He’s willing to let go of the freedom he had in order for the big picture to work better for all of us.
- On some weeks, I ended up with less material than the schedule provided for. This is mainly because of the Year Six/Year Seven science issue I mentioned before. It is so tempting to fill in those gaps, isn’t it? I briefly considered adding Age of Chivalry back in — maybe that was the answer? But really, all the empty slots were for science, not literature. In the end, I decided that this was the breathing room we needed in order to make sure that science journal entries are really happening, that he has the time to make them nice. So I’m going to mark those slots as “notebook catch up time” and he can use them as he wishes.
That’s all I have for now. Year Seven is a lot to think though, I have found. I’m getting excited about implementation, but I have to finish planning first! Every year, though, I am so glad that I bothered to plug in all 36 weeks this time of year. It saves me so much time during the school year, even though I do have to move things around as we go along.
Read More in This Series:
- Planning for the Average Day
- AO Year Four Planning Notes
- AO Year Seven Planning Notes ← you are here
- More Random Thoughts on Planning Year Seven
- Printable Blank Course of Study Form for the Upper Grades
- Circle Time 2014-15 Term 1
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